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Education

By Ellen White Foreward IT IS RARE, INDEED, FOR A BOOK DEVOTED TO THE SUBJECT OF EDUCATION TO BE READ SO WIDELY OR TO ENDURE SO WELL THE TESTS OF CHANGING TIMES AS HAS THE PRESENT WORK NOW APPEARING IN THIS NEW, POPULAR FORM. THE FUNDAMENTAL PRINCIPLES CLEARLY UNFOLDED IN THIS VOLUME HAVE FOR MANY DECADES MADE IT THE HANDBOOK OF TENS OF THOUSANDS OF PARENTS AND TEACHERS. NOW, TO FURTHER AUGMENT ITS ALREADY WIDE DISTRIBUTION AND READING, IT IS PUBLISHED AS ONE OF THE CHRISTIAN HOME LIBRARY VOLUMES, BUT WITHOUT CHANGE IN WORDING OR PAGING. EVERY PERSON MUST FACE THE PRACTICAL REALITIES OF LIFE--ITS OPPORTUNITIES, ITS RESPONSIBILITIES, ITS DEFEATS, AND ITS SUCCESSES. HOW HE IS TO MEET THESE EXPERIENCES, WHETHER HE IS TO BECOME MASTER OR VICTIM OF CIRCUMSTANCES, DEPENDS LARGELY UPON HIS PREPARATION TO COPE WITH THEM-HIS EDUCATION. TRUE EDUCATION IS WELL DEFINED AS THE HARMONIOUS DEVELOPMENT OF ALL THE FACULTIES--A FULL AND ADEQUATE PREPARATION FOR THIS LIFE AND THE FUTURE ETERNAL LIFE. IT IS IN THE EARLY YEARS IN THE HOME AND IN THE FORMAL SCHOOLWORK THAT THE MIND DEVELOPS, A PATTERN OF LIVING IS ESTABLISHED, AND CHARACTER IS FORMED. KEENLY DISCERNING THE RELATIVE AND LASTING VALUES OF WHAT CONSTITUTES TRUE EDUCATION IN ITS BROADEST SENSE, THE AUTHOR OF THIS BOOK POINTS THE WAY TO THEIR REALIZATION. AN EDUCATION IN WHICH THE MENTAL FACULTIES ARE PROPERLY DEVELOPED IS CLEARLY OUTLINED. AN EDUCATION IN WHICH THE HANDS ARE SKILLED IN USEFUL TRADES IS EMPHASIZED. AN EDUCATION WHICH RECOGNIZES GOD AS THE SOURCE OF ALL WISDOM AND UNDERSTANDING IS EARNESTLY RECOMMENDED. THE MOTIVATING OBJECTIVE OF THE AUTHOR IN HER EXTENSIVE WRITINGS UPON THE SUBJECT OF EDUCATION WAS THAT YOUTH ON THE THRESHOLD OF LIFE MIGHT BE READY TO TAKE THEIR PLACE AS GOOD CITIZENS, WELL PREPARED FOR THE PRACTICAL EXPERIENCES OF LIVING, FULLY DEVELOPED PHYSICALLY, GODFEARING, WITH CHARACTERS UNTARNISHED AND HEARTS TRUE TO PRINCIPLE. THIS VOLUME IS THE PARAMOUNT WORK IN THIS GROUP OF WRITINGS IN WHICH ARE SET FORTH PRINCIPLES ESSENTIAL TO

THE UNDERSTANDING OF THOSE WHO GUIDE THE YOUTH IN THE HOME AND IN THE SCHOOL. THE WRITER OF THESE PAGES WAS A FRIEND OF YOUNG MEN AND WOMEN. SHE WAS FOR MANY YEARS IN CLOSE TOUCH WITH INSTITUTIONS OF LEARNING AND WAS WELL ACQUAINTED WITH THE PROBLEMS OF YOUTH IN PREPARATION FOR THEIR LIFEWORK. ABOVE ALL, SHE WAS ENDUED WITH MORE THAN ORDINARY KNOWLEDGE AND SKILL AS A WRITER AND SPEAKER. CONCERNED AS IT IS WITH GREAT GUIDING PRINCIPLES, AND NOT WITH THE DETAILS OF CURRICULUM OR THE MERITS OF DIFFERING EDUCATIONAL SYSTEMS, THE INFLUENCE OF THIS VOLUME HAS BEEN WORLD WIDE, WITH EDITIONS PUBLISHED IN A NUMBER OF THE LEADING LANGUAGES OF OTHER CONTINENTS. THAT THIS NEW AMERICAN PRINTING MAY STILL MORE WIDELY DISSEMINATE THE GREAT PRINCIPLES OF CHARACTER EDUCATION IS THE ARDENT HOPE OF THE PUBLISHERS AND-THE TRUSTEES OF THE ELLEN G. WHITE PUBLICATIONS.

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(1) Source and Aim of True Education


Our ideas of education take too narrow and too low a range. There is need of a broader scope a higher ai!. True education !eans !ore than the pursual of a certain course of stud". #t !eans !ore than a preparation for the life that now is. #t has to do with the whole being and with the whole period of e$istence possible to !an. #t is the har!onious de%elop!ent of the ph"sical the !ental and the spiritual powers. #t prepares the student for the &o" of ser%ice in this world and for the higher &o" of wider ser%ice in the world to co!e. The source of such an education is brought to %iew in these words of 'ol" (rit pointing to the #nfinite One) #n 'i! *are hid all the treasures of wisdo!.* +olossians 2)3. *'e hath counsel and understanding.* ,ob 12)13. The world has had its great teachers !en of giant intellect and e$tensi%e research !en whose utterances ha%e sti!ulated thought and opened to %iew %ast fields of knowledge- and these !en ha%e been honoured as guides and benefactors of their race- but there is One who stands higher than the". (e can trace the line of the world.s teachers as far back as hu!an records e$tend- but the light was before the!. /s the !oon and the stars of our solar s"ste! shine b" the reflected light of the sun so as far as their teaching is true do the world.s great thinkers reflect the ra"s of the 0un of 1ighteousness. 2%er" glea! of thought e%er" flash of the intellect is fro! the 3ight of the world. #n these da"s !uch is said concerning the nature and i!portance of *higher education.* The true *higher education* is that i!parted b" 'i! with who! *is wisdo! and strength* 4,ob 12)135 out of whose !outh *co!eth knowledge and understanding.* 6ro%erbs 2)6. #n a knowledge of 7od all true knowledge and real de%elop!ent ha%e their source. (here%er we turn in the ph"sical the !ental or the spiritual real!- in whate%er we behold apart fro! the blight of sin this knowledge is re%ealed. (hate%er line of

in%estigation we pursue with a sincere purpose to arri%e at truth we are brought in touch with the unseen !ight" #ntelligence that is working in and through all. The !ind of !an is brought into co!!union with the !ind of 7od the finite with the #nfinite. The effect of such co!!union on bod" and !ind and soul is be"ond esti!ate. #n this co!!union is found the highest education. #t is 7od.s own !ethod of de%elop!ent. */c8uaint now th"self with 'i!* 4,ob 22)215 is 'is !essage to !ankind. The !ethod outlined in these words was the !ethod followed in the education of the father of our race. (hen in the glor" of sinless !anhood /da! stood in hol" 2den it was thus that 7od instructed hi!. #n order to understand what is co!prehended in the work of education we need to consider both the nature of !an and the purpose of 7od in creating hi!. (e need to consider also the change in !an.s condition through the co!ing in of a knowledge of e%il and 7od.s plan for still fulfilling 'is glorious purpose in the education of the hu!an race. (hen /da! ca!e fro! the +reator.s hand he bore in his ph"sical !ental and spiritual nature a likeness to his 9aker. *7od created !an in 'is own i!age* 47enesis 1)275 and it was 'is purpose that the longer !an li%ed the !ore full" he should re%eal this i!age::the !ore full" reflect the glor" of the +reator. /ll his faculties were capable of de%elop!ent- their capacit" and %igour were continuall" to increase. ;ast was the scope offered for their e$ercise glorious the field opened to their research. The !"steries of the %isible uni%erse::the *wondrous works of 'i! which is perfect in knowledge* 4,ob 37)165::in%ited !an.s stud". <ace:to:face heart: to:heart co!!union with his 9aker was his high pri%ilege. 'ad he re!ained lo"al to 7od all this would ha%e been his fore%er. Throughout eternal ages he would ha%e continued to gain new treasures of knowledge to disco%er fresh springs of happiness and to obtain clearer and "et clearer conceptions of the wisdo! the power and the lo%e of 7od. 9ore and !ore full" would he ha%e fulfilled the ob&ect of his creation !ore and !ore full" ha%e reflected the +reator.s glor". =ut b" disobedience this was forfeited. Through sin the di%ine likeness was !arred and well:nigh obliterated. 9an.s ph"sical powers were weakened his !ental capacit" was lessened his spiritual %ision di!!ed. 'e had beco!e sub&ect to death. >et the race was not left without hope. =" infinite lo%e and !erc" the plan of sal%ation had been de%ised and a life of probation was granted. To restore in !an the i!age of his 9aker to bring hi! back to the perfection in which he was created to pro!ote the de%elop!ent of bod" !ind and soul that the di%ine purpose in his creation !ight be realised::this was to be the work of rede!ption. This is the ob&ect of education the great ob&ect of life. 3o%e the basis of creation and of rede!ption is the basis of true education. This is !ade plain in the law that 7od has gi%en as the guide of life. The first and great co!!and!ent is *Thou shalt lo%e the 3ord th" 7od with all th" heart and with all th" soul and with all th" strength and with all th" !ind.* 3uke 1?)27. To lo%e 'i! the infinite the o!niscient One with the whole strength and !ind and heart !eans the highest de%elop!ent of e%er" power. #t !eans that in the whole being:: the bod" the !ind as well as the soul::the i!age of 7od is to be restored.

3ike the first is the second co!!and!ent::*Thou shalt lo%e th" neighbour as th"self.* 9atthew 22)3@. The law of lo%e calls for the de%otion of bod" !ind and soul to the ser%ice of 7od and our fellow !en. /nd this ser%ice while !aking us a blessing to others brings the greatest blessing to oursel%es. Anselfishness underlies all true de%elop!ent. Through unselfish ser%ice we recei%e the highest culture of e%er" facult". 9ore and !ore full" do we beco!e partakers of the di%ine nature. (e are fitted for hea%en for we recei%e hea%en into our hearts. 0ince 7od is the source of all true knowledge it is as we ha%e seen the first ob&ect of education to direct our !inds to 'is own re%elation of 'i!self. /da! and 2%e recei%ed knowledge through direct co!!union with 7od- and the" learned of 'i! through 'is works. /ll created things in their original perfection were an e$pression of the thought of 7od. To /da! and 2%e nature was tee!ing with di%ine wisdo!. =ut b" transgression !an was cut off fro! learning of 7od through direct co!!union and to a great degree through 'is works. The earth !arred and defiled b" sin reflects but di!l" the +reator.s glor". #t is true that 'is ob&ect lessons are not obliterated. Apon e%er" page of the great %olu!e of 'is created works !a" still be traced 'is handwriting. Bature still speaks of her +reator. >et these re%elations are partial and i!perfect. /nd in our fallen state with weakened powers and restricted %ision we are incapable of interpreting aright. (e need the fuller re%elation of 'i!self that 7od has gi%en in 'is written word. The 'ol" 0criptures are the perfect standard of truth and as such should be gi%en the highest place in education. To obtain an education worth" of the na!e we !ust recei%e a knowledge of 7od the +reator and of +hrist the 1edee!er as the" are re%ealed in the sacred word. 2%er" hu!an being created in the i!age of 7od is endowed with a power akin to that of the +reator:: indi%idualit" power to think and to do. The !en in who! this power is de%eloped are the !en who bear responsibilities who are leaders in enterprise and who influence character. #t is the work of true education to de%elop this power to train the "outh to be thinkers and not !ere reflectors of other !en.s thought. #nstead of confining their stud" to that which !en ha%e said or written let students be directed to the sources of truth to the %ast fields opened for research in nature and re%elation. 3et the! conte!plate the great facts of dut" and destin" and the !ind will e$pand and strengthen. #nstead of educated weaklings institutions of learning !a" send forth !en strong to think and to act !en who are !asters and not sla%es of circu!stances !en who possess breadth of !ind clearness of thought and the courage of their con%ictions. 0uch an education pro%ides !ore than !ental discipline- it pro%ides !ore than ph"sical training. #t strengthens the character so that truth and uprightness are not sacrificed to selfish desire or worldl" a!bition. #t fortifies the !ind against e%il. #nstead of so!e !aster passion beco!ing a power to destro" e%er" !oti%e and desire are brought into confor!it" to the great principles of right. /s the perfection of 'is character is dwelt upon the !ind is renewed and the soul is re:created in the i!age of 7od.

(hat education can be higher than thisC (hat can e8ual it in %alueC *#t cannot be gotten for gold Beither shall sil%er be weighed for the price thereof. #t cannot be %alued with the gold of Ophir (ith the precious on"$ or the sapphire. The gold and the cr"stal cannot e8ual it /nd the e$change of it shall not be for &ewels of fine gold. Bo !ention shall be !ade of coral or of pearls) <or the price of wisdo! is abo%e rubies.* ,ob 28)15:18. 'igher than the highest hu!an thought can reach is 7od.s ideal for 'is children. 7odliness::godlikeness::is the goal to be reached. =efore the student there is opened a path of continual progress. 'e has an ob&ect to achie%e a standard to attain that includes e%er"thing good and pure and noble. 'e will ad%ance as fast and as far as possible in e%er" branch of true knowledge. =ut his efforts will be directed to ob&ects as !uch higher than !ere selfish and te!poral interests as the hea%ens are higher than the earth. 'e who co:operates with the di%ine purpose in i!parting to the "outh a knowledge of 7od and !oulding the character into har!on" with 'is does a high and noble work. /s he awakens a desire to reach 7od.s ideal he presents an education that is as high as hea%en and as broad as the uni%erse- an education that cannot be co!pleted in this life but that will be continued in the life to co!e- an education that secures to the successful student his passport fro! the preparator" school of earth to the higher grade the school abo%e.

(2) The Eden School


The s"ste! of education instituted at the beginning of the world was to be a !odel for !an throughout all afterti!e. /s an illustration of its principles a !odel school was established in 2den the ho!e of our first parents. The 7arden of 2den was the schoolroo! nature was the lesson book the +reator 'i!self was the instructor and the parents of the hu!an fa!il" were the students. +reated to be *the i!age and glor" of 7od* 41 +orinthians 11)75 /da! and 2%e had recei%ed endow!ents not unworth" of their high destin". 7raceful and s"!!etrical in for! regular and beautiful in feature their countenances glowing with the tint of health and the light of &o" and hope the" bore in outward rese!blance the likeness of their 9aker. Bor was this likeness !anifest in the ph"sical nature onl". 2%er" facult" of !ind and soul reflected the +reator.s glor". 2ndowed with high !ental and spiritual gifts /da! and 2%e were !ade but *little lower than the angels* 4'ebrews 2)75 that the" !ight not onl" discern the wonders of the %isible uni%erse but co!prehend !oral responsibilities and obligations. *The 3ord 7od planted a garden eastward in 2den- and there 'e put the !an who! 'e had for!ed. /nd out of the ground !ade the 3ord 7od to grow e%er" tree that is pleasant to the sight and good for food- the tree of life also in the !idst of the

garden.* 7enesis 2)8 @. 'ere a!idst the beautiful scenes of nature untouched b" sin our first parents were to recei%e their education. #n 'is interest for 'is children our hea%enl" <ather personall" directed their education. Often the" were %isited b" 'is !essengers the hol" angels and fro! the! recei%ed counsel and instruction. Often as the" walked in the garden in the cool of the da" the" heard the %oice of 7od and face to face held co!!union with the 2ternal. 'is thoughts toward the! were *thoughts of peace and not of e%il.* ,ere!iah 2@)11. 'is e%er" purpose was their highest good. To /da! and 2%e was co!!itted the care of the garden *to dress it and to keep it.* 7enesis 2)15. Though rich in all that the Owner of the uni%erse could suppl" the" were not to be idle. Aseful occupation was appointed the! as a blessing to strengthen the bod" to e$pand the !ind and to de%elop the character. The book of nature which spread its li%ing lessons before the! afforded an e$haustless source of instruction and delight. On e%er" leaf of the forest and stone of the !ountains in e%er" shining star in earth and sea and sk" 7od.s na!e was written. (ith both the ani!ate and the inani!ate creation::with leaf and flower and tree and with e%er" li%ing creature fro! the le%iathan of the waters to the !ote in the sunbea!::the dwellers in 2den held con%erse gathering fro! each the secrets of its life. 7od.s glor" in the hea%ens the innu!erable worlds in their orderl" re%olutions *the balancings of the clouds* 4,ob 37)165 the !"steries of light and sound of da" and night::all were ob&ects of stud" b" the pupils of earth.s first school. The laws and operations of nature and the great principles of truth that go%ern the spiritual uni%erse were opened to their !inds b" the infinite /uthor of all. #n *the light of the knowledge of the glor" of 7od* 42 +orinthians 4)65 their !ental and spiritual powers de%eloped and the" realised the highest pleasures of their hol" e$istence. /s it ca!e fro! the +reator.s hand not onl" the 7arden of 2den but the whole earth was e$ceedingl" beautiful. Bo taint of sin or shadow of death !arred the fair creation. 7od.s glor" *co%ered the hea%ens and the earth was full of 'is praise.* *The !orning stars sang together and all the sons of 7od shouted for &o".* 'abakkuk 3)3,ob 38)7. Thus was the earth a fit e!ble! of 'i! who is *abundant in goodness and truth* 42$odus 34)65- a fit stud" for those who were !ade in 'is i!age. The 7arden of 2den was a representation of what 7od desired the whole earth to beco!e and it was 'is purpose that as the hu!an fa!il" increased in nu!bers the" should establish other ho!es and schools like the one 'e had gi%en. Thus in course of ti!e the whole earth !ight be occupied with ho!es and schools where the words and the works of 7od should be studied and where the students should thus be fitted !ore and !ore full" to reflect throughout endless ages the light of the knowledge of 'is glor".

(3) The Knowledge of Good and E il

Though created innocent and hol" our first parents were not placed be"ond the possibilit" of wrong:doing. 7od !ight ha%e created the! without the power to transgress 'is re8uire!ents but in that case there could ha%e been no de%elop!ent of character- their ser%ice would not ha%e been %oluntar" but forced. Therefore 'e ga%e the! the power of choice::the power to "ield or to withhold obedience. /nd before the" could recei%e in fullness the blessings 'e desired to i!part their lo%e and lo"alt" !ust be tested. #n the 7arden of 2den was the *tree of knowledge of good and e%il. . . . /nd the 3ord 7od co!!anded the !an sa"ing Of e%er" tree of the garden thou !a"est freel" eat) but of the tree of the knowledge of good and e%il thou shalt not eat.* 7enesis 2)@:17. #t was the will of 7od that /da! and 2%e should not know e%il. The knowledge of good had been freel" gi%en the!- but the knowledge of e%il ::of sin and its results of wearing toil of an$ious care of disappoint!ent and grief of pain and death ::this was in lo%e withheld. (hile 7od was seeking !an.s good 0atan was seeking his ruin. (hen 2%e disregarding the 3ord.s ad!onition concerning the forbidden tree %entured to approach it she ca!e in contact with her foe. 'er interest and curiosit" ha%ing been awakened 0atan proceeded to den" 7od.s word and to insinuate distrust of 'is wisdo! and goodness. To the wo!an.s state!ent concerning the tree of knowledge *7od hath said >e shall not eat of it neither shall "e touch it lest "e die * the te!pter !ade answer *>e shall not surel" die) for 7od doth know that in the da" "e eat thereof then "our e"es shall be opened and "e shall be as gods knowing good and e%il.* 7enesis 3)3:5. 0atan desired to !ake it appear that this knowledge of good !ingled with e%il would be a blessing and that in forbidding the! to take of the fruit of the tree 7od was withholding great good. 'e urged that it was because of its wonderful properties for i!parting wisdo! and power that 7od had forbidden the! to taste it that 'e was thus seeking to pre%ent the! fro! reaching a nobler de%elop!ent and finding greater happiness. 'e declared that he hi!self had eaten of the forbidden fruit and as a result had ac8uired the power of speech- and that if the" also would eat of it the" would attain to a !ore e$alted sphere of e$istence and enter a broader field of knowledge. (hile 0atan clai!ed to ha%e recei%ed great good b" eating of the forbidden tree he did not let it appear that b" transgression he had beco!e an outcast fro! hea%en. 'ere was falsehood so concealed under a co%ering of apparent truth that 2%e infatuated flattered beguiled did not discern the deception. 0he co%eted what 7od had forbidden- she distrusted 'is wisdo!. 0he cast awa" faith the ke" of knowledge. (hen 2%e saw *that the tree was good for food and that it was pleasant to the e"es and a tree to be desired to !ake one wise she took of the fruit thereof and did eat.* #t was grateful to the taste and as she ate she see!ed to feel a %i%if"ing power and i!agined herself entering upon a higher state of e$istence. 'a%ing herself transgressed she beca!e a te!pter to her husband *and he did eat.* 7enesis 3)6. *>our e"es shall be opened * the ene!" had said- *"e shall be as gods knowing good and e%il.* 7enesis 3)5. Their e"es were indeed opened- but how sad the openingD The knowledge of e%il the curse of sin was all that the transgressors gained. There was

nothing poisonous in the fruit itself and the sin was not !erel" in "ielding to appetite. #t was distrust of 7od.s goodness disbelief of 'is word and re&ection of 'is authorit" that !ade our first parents transgressors and that brought into the world a knowledge of e%il. #t was this that opened the door to e%er" species of falsehood and error. 9an lost all because he chose to listen to the decei%er rather than to 'i! who is Truth who alone has understanding. =" the !ingling of e%il with good his !ind had beco!e confused his !ental and spiritual powers benu!bed. Bo longer could he appreciate the good that 7od had so freel" bestowed. /da! and 2%e had chosen the knowledge of e%il and if the" e%er regained the position the" had lost the" !ust regain it under the unfa%ourable conditions the" had brought upon the!sel%es. Bo longer were the" to dwell in 2den for in its perfection it could not teach the! the lessons which it was now essential for the! to learn. #n unutterable sadness the" bade farewell to their beautiful surroundings and went forth to dwell upon the earth where rested the curse of sin. To /da! 7od had said) *=ecause thou hast hearkened unto the %oice of th" wife and hast eaten of the tree of which # co!!anded thee sa"ing Thou shalt not eat of it) cursed is the ground for th" sake- in sorrow shalt thou eat of it all the da"s of th" lifethorns also and thistles shall it bring forth to thee- and thou shalt eat the herb of the field- in the sweat of th" face shalt thou eat bread till thou return unto the ground- for out of it wast thou taken) for dust thou art and unto dust shalt thou return.* 7enesis 3)17:1@. /lthough the earth was blighted with the curse nature was still to be !an.s lesson book. #t could not now represent goodness onl"- for e%il was e%er"where present !arring earth and sea and air with its defiling touch. (here once was written onl" the character of 7od the knowledge of good was now written also the character of 0atan the knowledge of e%il. <ro! nature which now re%ealed the knowledge of good and e%il !an was continuall" to recei%e warning as to the results of sin. #n drooping flower and falling leaf /da! and his co!panion witnessed the first signs of deca". ;i%idl" was brought to their !inds the stern fact that e%er" li%ing thing !ust die. 2%en the air upon which their life depended bore the seeds of death. +ontinuall" the" were re!inded also of their lost do!inion. /!ong the lower creatures /da! had stood as king and so long as he re!ained lo"al to 7od all nature acknowledged his rule- but when he transgressed this do!inion was forfeited. The spirit of rebellion to which he hi!self had gi%en entrance e$tended throughout the ani!al creation. Thus not onl" the life of !an but the nature of the beasts the trees of the forest the grass of the field the %er" air he breathed all told the sad lesson of the knowledge of e%il. =ut !an was not abandoned to the results of the e%il he had chosen. #n the sentence pronounced upon 0atan was gi%en an inti!ation of rede!ption. *# will put en!it" between thee and the wo!an * 7od said *and between th" seed and her seed- it shall bruise th" head and thou shalt bruise his heel.* 7enesis 3)15. This sentence spoken in the hearing of our first parents was to the! a pro!ise. =efore the" heard of the

thorn and the thistle of the toil and sorrow that !ust be their portion or of the dust to which the" !ust return the" listened to words that could not fail of gi%ing the! hope. /ll that had been lost b" "ielding to 0atan could be regained through +hrist. This inti!ation also nature repeats to us. Though !arred b" sin it speaks not onl" of creation but of rede!ption. Though the earth bears testi!on" to the curse in the e%ident signs of deca" it is still rich and beautiful in the tokens of life:gi%ing power. The trees cast off their lea%es onl" to be robed with fresher %erdure- the flowers die to spring forth in new beaut"- and in e%er" !anifestation of creati%e power is held out the assurance that we !a" be created anew in *righteousness and holiness of truth.* 2phesians 4)24 !argin. Thus the %er" ob&ects and operations of nature that bring so %i%idl" to !ind our great loss beco!e to us the !essengers of hope. /s far as e%il e$tends the %oice of our <ather is heard bidding 'is children see in its results the nature of sin warning the! to forsake the e%il and in%iting the! to recei%e the good.

(!) "elation of Education to "edem#tion


=" sin !an was shut out fro! 7od. 2$cept for the plan of rede!ption eternal separation fro! 7od the darkness of unending night would ha%e been his. Through the 0a%iour.s sacrifice co!!union with 7od is again !ade possible. (e !a" not in person approach into 'is presence- in our sin we !a" not look upon 'is face- but we can behold 'i! and co!!une with 'i! in ,esus the 0a%iour. *The light of the knowledge of the glor" of 7od* is re%ealed *in the face of ,esus +hrist.* 7od is *in +hrist reconciling the world unto 'i!self.* 2 +orinthians 4)6- 5)1@. *The (ord beca!e flesh and dwelt a!ong us . . . full of grace and truth.* *#n 'i! was life- and the life was the light of !en.* ,ohn 1)14 1.;.- 1)4. The life and the death of +hrist the price of our rede!ption are not onl" to us the pro!ise and pledge of life not onl" the !eans of opening again to us the treasures of wisdo!) the" are a broader higher re%elation of 'is character than e%en the hol" ones of 2den knew. /nd while +hrist opens hea%en to !an the life which 'e i!parts opens the heart of !an to hea%en. 0in not onl" shuts us awa" fro! 7od but destro"s in the hu!an soul both the desire and the capacit" for knowing 'i!. /ll this work of e%il it is +hrist.s !ission to undo. The faculties of the soul paral"sed b" sin the darkened !ind the per%erted will 'e has power to in%igorate and to restore. 'e opens to us the riches of the uni%erse and b" 'i! the power to discern and to appropriate these treasures is i!parted. +hrist is the *3ight which lighteth e%er" !an that co!eth into the world.* ,ohn 1)@. /s through +hrist e%er" hu!an being has life so also through 'i! e%er" soul recei%es so!e ra" of di%ine light. Bot onl" intellectual but spiritual power a perception of right a desire for goodness e$ists in e%er" heart. =ut against these

principles there is struggling an antagonistic power. The result of the eating of the tree of knowledge of good and e%il is !anifest in e%er" !an.s e$perience. There is in his nature a bent to e%il a force which unaided he cannot resist. To withstand this force to attain that ideal which in his in!ost soul he accepts as alone worth" he can find help in but one power. That power is +hrist. +o:operation with that power is !an.s greatest need. #n all educational effort should not this co:operation be the highest ai!C The true teacher is not satisfied with second:rate work. 'e is not satisfied with directing his students to a standard lower than the highest which it is possible for the! to attain. 'e cannot be content with i!parting to the! onl" technical knowledge with !aking the! !erel" cle%er accountants skilful artisans successful trades!en. #t is his a!bition to inspire the! with principles of truth obedience honour integrit" and purit"::principles that will !ake the! a positi%e force for the stabilit" and uplifting of societ". 'e desires the! abo%e all else to learn life.s great lesson of unselfish ser%ice. These principles beco!e a li%ing power to shape the character through the ac8uaintance of the soul with +hrist through an acceptance of 'is wisdo! as the guide 'is power as the strength of heart and life. This union for!ed the student has found the 0ource of wisdo!. 'e has within his reach the power to realise in hi!self his noblest ideals. The opportunities of the highest education for life in this world are his. /nd in the training here gained he is entering upon that course which e!braces eternit". #n the highest sense the work of education and the work of rede!ption are one for in education as in rede!ption *other foundation can no !an la" than that is laid which is ,esus +hrist.* *#t was the good pleasure of the <ather that in 'i! should all the fullness dwell.* 1 +orinthians 3)11- +olossians 1)1@ 1.;. Ander changed conditions true education is still confor!ed to the +reator.s plan the plan of the 2den school. /da! and 2%e recei%ed instruction through direct co!!union with 7od- we behold the light of the knowledge of 'is glor" in the face of +hrist. The great principles of education are unchanged. *The" stand fast for e%er and e%er* 46sal! ###)85- for the" are the principles of the character of 7od. To aid the student in co!prehending these principles and in entering into that relation with +hrist which will !ake the! a controlling power in the life should be the teacher.s first effort and his constant ai!. The teacher who accepts this ai! is in truth a co:worker with +hrist a labourer together with 7od.

($) The Education of %&rael


The s"ste! of education established in 2den centred in the fa!il". /da! was *the son of 7od* 43uke 3)385 and it was fro! their <ather that the children of the 'ighest recei%ed instruction. Theirs in the truest sense was a fa!il" school.

#n the di%ine plan of education as adapted to !an.s condition after the <all +hrist stands as the representati%e of the <ather the connecting link between 7od and !an'e is the great teacher of !ankind. /nd 'e ordained that !en and wo!en should be 'is representati%es. The fa!il" was the school and the parents were the teachers. The education centring in the fa!il" was that which pre%ailed in the da"s of the patriarchs. <or the schools thus established 7od pro%ided the conditions !ost fa%ourable for the de%elop!ent of character. The people who were under 'is direction still pursued the plan of life that 'e had appointed in the beginning. Those who departed fro! 7od built for the!sel%es cities and congregating in the! gloried in the splendour the lu$ur" and the %ice that !ake the cities of toda" the world.s pride and its curse. =ut the !en who held fast 7od.s principles of life dwelt a!ong the fields and hills. The" were tillers of the soil and keepers of flocks and herds and in this free independent life with its opportunities for labour and stud" and !editation the" learned of 7od and taught their children of 'is works and wa"s. This was the !ethod of education that 7od desired to establish in #srael. =ut when brought out of 2g"pt there were a!ong the #sraelites few prepared to be workers together with 'i! in the training of their children. The parents the!sel%es needed instruction and discipline. ;icti!s of lifelong sla%er" the" were ignorant untrained degraded. The" had little knowledge of 7od and little faith in 'i!. The" were confused b" false teaching and corrupted b" their long contact with heathenis!. 7od desired to lift the! to a higher !oral le%el and to this end 'e sought to gi%e the! a knowledge of 'i!self. #n 'is dealings with the wanderers in the desert in all their !archings to and fro in their e$posure to hunger thirst and weariness in their peril fro! heathen foes and in the !anifestation of 'is pro%idence for their relief 7od was seeking to strengthen their faith b" re%ealing to the! the power that was continuall" working for their good. /nd ha%ing taught the! to trust in 'is lo%e and power it was 'is purpose to set before the! in the precepts of 'is law the standard of character to which through 'is grace 'e desired the! to attain. 6recious were the lessons taught to #srael during their so&ourn at 0inai. This was a period of special training for the inheritance of +anaan. /nd their surroundings here were fa%ourable for the acco!plishing of 7od.s purpose. On the su!!it of 0inai o%ershadowing the plain where the people spread their tents rested the pillar of cloud which had been the guide of their &ourne". / pillar of fire b" night it assured the! of the di%ine protection- and while the" were locked in slu!ber the bread of hea%en fell gentl" upon the enca!p!ent. On e%er" hand %ast rugged heights in their sole!n grandeur spoke of eternal endurance and !a&est". 9an was !ade to feel his ignorance and weakness in the presence of 'i! who hath *weighed the !ountains in scales and the hills in a balance.* #saiah 4?)12. 'ere b" the !anifestation of 'is glor" 7od sought to i!press #srael with the holiness of 'is character and re8uire!ents and the e$ceeding guilt of transgression. =ut the people were slow to learn the lesson. /ccusto!ed as the" had been in 2g"pt to !aterial representations of the Eeit" and these of the !ost degrading nature it was difficult for the! to concei%e of the e$istence or the character of the Anseen One. #n

pit" for their weakness 7od ga%e the! a s"!bol of 'is presence. *3et the! !ake 9e a sanctuar" * 'e said- *that # !a" dwell a!ong the!.* 2$odus 25)8. #n the building of the sanctuar" as a dwelling place for 7od 9oses was directed to !ake all things according to the pattern of things in the hea%ens. 7od called hi! into the !ount and re%ealed to hi! the hea%enl" things and in their si!ilitude the tabernacle with all that pertained to it was fashioned. 0o to #srael who! 'e desired to !ake 'is dwelling place 'e re%ealed 'is glorious ideal of character. The pattern was shown the! in the !ount when the law was gi%en fro! 0inai and when 7od passed b" before 9oses and proclai!ed *The 3ord The 3ord 7od !erciful and gracious long:suffering and abundant in goodness and truth.* 2$odus 34)6. =ut this ideal the" were in the!sel%es powerless to attain. The re%elation at 0inai could onl" i!press the! with their need and helplessness. /nother lesson the tabernacle through its ser%ice of sacrifice was to teach:: the lesson of pardon of sin and power through the 0a%iour for obedience unto life. Through +hrist was to be fulfilled the purpose of which the tabernacle was a s"!bol:: that glorious building its walls of glistening gold reflecting in rainbow hues the curtains inwrought with cherubi! the fragrance of e%er:burning incense per%ading all the priests robed in spotless white and in the deep !"ster" of the inner place abo%e the !erc" seat between the figures of the bowed worshipping angels the glor" of the 'oliest. #n all 7od desired 'is people to read 'is purpose for the hu!an soul. #t was the sa!e purpose long afterward set forth b" the apostle 6aul speaking b" the 'ol" 0pirit) *Fnow "e not that "e are the te!ple of 7od and that the 0pirit of 7od dwelleth in "ouC #f an" !an defile the te!ple of 7od hi! shall 7od destro"- for the te!ple of 7od is hol" which te!ple "e are.* 1 +orinthians 3)16 17. 7reat was the pri%ilege and honour granted #srael in the preparation of the sanctuar"and great was also the responsibilit". / structure of surpassing splendour de!anding for its construction the !ost costl" !aterial and the highest artistic skill was to be erected in the wilderness b" a people &ust escaped fro! sla%er". #t see!ed a stupendous task. =ut 'e who had gi%en the plan of the building stood pledged to co: operate with the builders. *The 3ord spake unto 9oses sa"ing 0ee # ha%e called b" na!e =eGaleel the son of Ari the son of 'ur of the tribe of ,udah) and # ha%e filled hi! with the 0pirit of 7od in wisdo! and in understanding and in knowledge and in all !anner of work!anship. . . . /nd # behold # ha%e gi%en with hi! /holiab the son of /hisa!ach of the tribe of Ean) and in the hearts of all that are wise:hearted # ha%e put wisdo! that the" !a" !ake all that # ha%e co!!anded thee.* 2$odus 31)1:6. (hat an industrial school was that in the wilderness ha%ing for its instructors +hrist and 'is angelsD

#n the preparation of the sanctuar" and in its furnishing all the people were to co: operate. There was labour for brain and hand. / great %ariet" of !aterial was re8uired and all were in%ited to contribute as their own hearts pro!pted. Thus in labour and in gi%ing the" were taught to co:operate with 7od and with one another. /nd the" were to co:operate also in the preparation of the spiritual building:: 7od.s te!ple in the soul. <ro! the outset of the &ourne" fro! 2g"pt lessons had been gi%en for their training and discipline. 2%en before the" left 2g"pt a te!porar" organisation had been effected and the people were arranged in co!panies under appointed leaders. /t 0inai the arrange!ents for organisation were co!pleted. The order so strikingl" displa"ed in all the works of 7od was !anifest in the 'ebrew econo!". 7od was the centre of authorit" and go%ern!ent. 9oses as 'is representati%e was to ad!inister the laws in 'is na!e. Then ca!e the council of se%ent" then the priests and the princes under these *captains o%er thousands and captains o%er hundreds and captains o%er fifties and captains o%er tens* 4Bu!bers 11)16 17- Eeuterono!" 1)155 and lastl" officers appointed for special duties. The ca!p was arranged in e$act order the tabernacle the abiding place of 7od in the !idst and around it the tents of the priests and the 3e%ites. Outside of these each tribe enca!ped beside its own standard. Thoroughgoing sanitar" regulations were enforced. These were en&oined on the people not onl" as necessar" to health but as the condition of retaining a!ong the! the presence of the 'ol" One. =" di%ine authorit" 9oses declared to the! *The 3ord th" 7od walketh in the !idst of th" ca!p to deli%er thee- . . . therefore shall th" ca!p be hol".* Eeuterono!" 23)14. The education of the #sraelites included all their habits of life. 2%er"thing that concerned their well:being was the sub&ect of di%ine solicitude and ca!e within the pro%ince of di%ine law. 2%en in pro%iding their food 7od sought their highest good. The !anna with which 'e fed the! in the wilderness was of a nature to pro!ote ph"sical !ental and !oral strength. Though so !an" of the! rebelled against the restriction of their diet and longed to return to the da"s when the" said *(e sat b" the fleshpots and when we did eat bread to the full* 42$odus 16)35 "et the wisdo! of 7od.s choice for the! was %indicated in a !anner the" could not gainsa". Botwithstanding the hardships of their wilderness life there was not a feeble one in all their tribes. #n all their &ourne"ings the ark containing the law of 7od was to lead the wa". The place of their enca!p!ent was indicated b" the descent of the pillar of cloud. /s long as the cloud rested o%er the tabernacle the" re!ained in ca!p. (hen it lifted the" pursued their &ourne". =oth the halt and the departure were !arked b" a sole!n in%ocation. *#t ca!e to pass when the ark set forward that 9oses said 1ise up 3ord and let Thine ene!ies be scattered. . . . /nd when it rested he said 1eturn O 3ord unto the !an" thousands of #srael.* Bu!bers 1?)35 36. /s the people &ourne"ed through the wilderness !an" precious lessons were fi$ed in their !inds b" !eans of song. /t their deli%erance fro! 6haraoh.s ar!" the whole host of #srael had &oined in the song of triu!ph. <ar o%er desert and sea rang the

&o"ous refrain and the !ountains re:echoed the accents of praise *0ing "e to the 3ord for 'e hath triu!phed gloriousl".* 2$odus 15)21. Often on the &ourne" was this song repeated cheering the hearts and kindling the faith of the pilgri! tra%ellers. The co!!and!ents as gi%en fro! 0inai with pro!ises of 7od.s fa%our and records of 'is wonderful works for their deli%erance were b" di%ine direction e$pressed in song and were chanted to the sound of instru!ental !usic the people keeping step as their %oices united in praise. Thus their thoughts were uplifted fro! the trials and difficulties of the wa" the restless turbulent spirit was soothed and cal!ed the principles of truth were i!planted in the !e!or" and faith was strengthened. +oncert of action taught order and unit" and the people were brought into closer touch with 7od and with one another. Of the dealing of 7od with #srael during the fort" "ears of wilderness wandering 9oses declared) */s a !an chasteneth his son so the 3ord th" 7od chasteneth thee-* *to hu!ble thee and to pro%e thee to know what was in thine heart whether thou wouldest keep 'is co!!and!ents or no.* Eeuterono!" 8)5 2. *'e found hi! in a desert land and in the waste howling wilderness- 'e led hi! about 'e instructed hi! 'e kept hi! as the apple of 'is e"e. /s an eagle stirreth up her nest fluttereth o%er her "oung spreadeth abroad her wings taketh the! beareth the! on her wings) so the 3ord alone did lead hi! and there was no strange god with hi!.* Eeuterono!" 32)1?:12. *'e re!e!bered 'is hol" pro!ise and /braha! 'is ser%ant. /nd 'e brought forth 'is people with &o" and 'is chosen with gladness) and ga%e the! the lands of the heathen) and the" inherited the labour of the people- that the" !ight obser%e 'is statutes and keep 'is laws.* 6sal! 1?5)42:45. 7od surrounded #srael with e%er" facilit" ga%e the! e%er" pri%ilege that would !ake the! an honour to 'is na!e and a blessing to surrounding nations. #f the" would walk in the wa"s of obedience 'e pro!ised to !ake the! *high abo%e all nations which 'e hath !ade in praise and in na!e and in honour.* */ll people of the earth * 'e said *shall hear that thou art called b" the na!e of the 3ord- and the" shall be afraid of thee.* The nations which shall hear all these statutes shall sa" *0urel" this great nation is a wise and understanding people.* Eeuterono!" 26)1@- 28)1?- 4)6. #n the laws co!!itted to #srael e$plicit instruction was gi%en concerning education. To 9oses at 0inai 7od had re%ealed 'i!self as *!erciful and gracious long: suffering and abundant in goodness and truth.* 2$odus 34)6. These principles e!bodied in 'is law the fathers and !others in #srael were to teach their children. 9oses b" di%ine direction declared to the!) *These words which # co!!and thee this da" shall be in thine heart) and thou shalt teach the! diligentl" unto th" children and shalt talk of the! when thou sittest in thine house and when thou walkest b" the wa" and when thou liest down and when thou risest up.* Eeuterono!" 6)6 7. Bot as a dr" theor" were these things to be taught. Those who would i!part truth !ust the!sel%es practice its principles. Onl" b" reflecting the character of 7od in the uprightness nobilit" and unselfishness of their own li%es can the" i!press others.

True education is not the forcing of instruction on an unread" and unrecepti%e !ind. The !ental powers !ust be awakened the interest aroused. <or this 7od.s !ethod of teaching pro%ided. 'e who created the !ind and ordained its laws pro%ided for its de%elop!ent in accordance with the!. #n the ho!e and the sanctuar" through the things of nature and of art in labour and in festi%it" in sacred building and !e!orial stone b" !ethods and rites and s"!bols unnu!bered 7od ga%e to #srael lessons illustrating 'is principles and preser%ing the !e!or" of 'is wonderful works. Then as in8uir" was !ade the instruction gi%en i!pressed !ind and heart. #n the arrange!ents for the education of the chosen people it is !ade !anifest that a life centred in 7od is a life of co!pleteness. 2%er" want 'e has i!planted 'e pro%ides to satisf"- e%er" facult" i!parted 'e seeks to de%elop. The /uthor of all beaut" 'i!self a lo%er of the beautiful 7od pro%ided to gratif" in 'is children the lo%e of beaut". 'e !ade pro%ision also for their social needs for the kindl" and helpful associations that do so !uch to culti%ate s"!path" and to brighten and sweeten life. /s a !eans of education an i!portant place was filled b" the feasts of #srael. #n ordinar" life the fa!il" was both a school and a church the parents being the instructors in secular and in religious lines. =ut three ti!es a "ear seasons were appointed for social intercourse and worship. <irst at 0hiloh and afterward at ,erusale! these gatherings were held. Onl" the fathers and sons were re8uired to be present- but none desired to forgo the opportunities of the feasts and so far as possible all the household were in attendance- and with the! as sharers of their hospitalit" were the stranger the 3e%ite and the poor. The &ourne" to ,erusale! in the si!ple patriarchal st"le a!idst the beaut" of the springti!e the richness of !idsu!!er or the ripened glor" of autu!n was a delight. (ith offerings of gratitude the" ca!e fro! the !an of white hairs to the little child to !eet with 7od in 'is hol" habitation. /s the" &ourne"ed the e$periences of the past the stories that both old and "oung still lo%e so well were recounted to the 'ebrew children. The songs that had cheered the wilderness wandering were sung. 7od.s co!!and!ents were chanted and bound up with the blessed influences of nature and of kindl" hu!an association the" were fore%er fi$ed in the !e!or" of !an" a child and "outh. The cere!onies witnessed at ,erusale! in connection with the paschal ser%ice ::the night asse!bl" the !en with their girded loins shoes on feet and staff in hand the hast" !eal the la!b the unlea%ened bread and the bitter herbs and in the sole!n silence the rehearsal of the stor" of the sprinkled blood the death:dealing angel and the grand !arch fro! the land of bondage ::all were of a nature to stir the i!agination and i!press the heart. The <east of Tabernacles or har%est festi%al with its offerings fro! orchard and field its week.s enca!p!ent in the leaf" booths its social reunions the sacred !e!orial ser%ice and the generous hospitalit" to 7od.s workers the 3e%ites of the sanctuar" and to 'is children the strangers and the poor uplifted all !inds in gratitude to 'i! who had crowned the "ear with 'is goodness and whose paths dropped fatness.

=" the de%out in #srael full" a !onth of e%er" "ear was occupied in this wa". #t was a period free fro! care and labour and al!ost wholl" de%oted in the truest sense to purposes of education. #n apportioning the inheritance of 'is people it was 7od.s purpose to teach the! and through the! the people of after generations correct principles concerning the ownership of the land. The land of +anaan was di%ided a!ong the whole people the 3e%ites onl" as !inisters of the sanctuar" being e$cepted. Though one !ight for a season dispose of his possession he could not barter awa" the inheritance of his children. (hen able to do so he was at libert" at an" ti!e to redee! it- debts were re!itted e%er" se%enth "ear and in the fiftieth or "ear of &ubilee all landed propert" re%erted to the original owner. Thus e%er" fa!il" was secured in its possession and a safeguard was afforded against the e$tre!es either of wealth or of po%ert". =" the distribution of the land a!ong the people 7od pro%ided for the! as for the dwellers in 2den the occupation !ost fa%ourable to de%elop!ent::the care of plants and ani!als. / further pro%ision for education was the suspension of agricultural labour e%er" se%enth "ear the land l"ing fallow and its spontaneous products being left to the poor. Thus was gi%en opportunit" for !ore e$tended stud" for social intercourse and worship and for the e$ercise of bene%olence so often crowded out b" life.s cares and labours. (ere the principles of 7od.s laws regarding the distribution of propert" carried out in the world toda" how different would be the condition of the peopleD /n obser%ance of these principles would pre%ent the terrible e%ils that in all ages ha%e resulted fro! the oppression of the poor b" the rich and the hatred of the rich b" the poor. (hile it !ight hinder the a!assing of great wealth it would tend to pre%ent the ignorance and degradation of tens of thousands whose ill:paid ser%itude is re8uired for the building up of these colossal fortunes. #t would aid in bringing a peaceful solution of proble!s that now threaten to fill the world with anarch" and bloodshed. The consecration to 7od of a tithe of all increase whether of the orchard and har%est field the flocks and herds or the labour of brain or hand the de%otion of a second tithe for the relief of the poor and other bene%olent uses tended to keep fresh before the people the truth of 7od.s ownership of all and of their opportunit" to be channels of 'is blessings. #t was a training adapted to kill out all narrowing selfishness and to culti%ate breadth and nobilit" of character. / knowledge of 7od fellowship with 'i! in stud" and in labour likeness to 'i! in character were to be the source the !eans and the ai! of #srael.s education::the education i!parted b" 7od to the parents and b" the! to be gi%en to their children.

(') The School& of the (ro#het&


(here%er in #srael 7od.s plan of education was carried into effect its results testified of its /uthor. =ut in %er" !an" households the training appointed b" 'ea%en and the characters thus de%eloped were alike rare. 7od.s plan was but partiall" and

i!perfectl" fulfilled. =" unbelief and b" disregard of the 3ord.s directions the #sraelites surrounded the!sel%es with te!ptations that few had power to resist. /t their settle!ent in +anaan *the" did not destro" the nations concerning who! the 3ord co!!anded the!) but were !ingled a!ong the heathen and learned their works. /nd the" ser%ed their idols) which were a snare unto the!.* Their heart was not right with 7od *neither were the" steadfast in 'is co%enant. =ut 'e being full of co!passion forga%e their ini8uit" and destro"ed the! not) "ea !an" a ti!e turned 'e 'is anger awa". . . .<or 'e re!e!bered that the" were but flesh- a wind that passeth awa" and co!eth not again.* 6sal!s 1?6)34:36- 78)37:3@. <athers and !others in #srael beca!e indifferent to their obligation to 7od indifferent to their obligation to their children. Through unfaithfulness in the ho!e and idolatrous influences without !an" of the 'ebrew "outh recei%ed an education differing widel" fro! that which 7od had planned for the!. The" learned the wa"s of the heathen. To !eet this growing e%il 7od pro%ided other agencies as an aid to parents in the work of education. <ro! the earliest ti!es prophets had been recognised as teachers di%inel" appointed. #n the highest sense the prophet was one who spoke b" direct inspiration co!!unicating to the people the !essages he had recei%ed fro! 7od. =ut the na!e was gi%en also to those who though not so directl" inspired were di%inel" called to instruct the people in the works and wa"s of 7od. <or the training of such a class of teachers 0a!uel b" the 3ord.s direction established the schools of the prophets. These schools were intended to ser%e as a barrier against the wide:spreading corruption to pro%ide for the !ental and spiritual welfare of the "outh and to pro!ote the prosperit" of the nation b" furnishing it with !en 8ualified to act in the fear of 7od as leaders and counsellors. To this end 0a!uel gathered co!panies of "oung !en who were pious intelligent and studious. These were called the sons of the prophets. /s the" studied the word and the works of 7od 'is life:gi%ing power 8uickened the energies of !ind and soul and the students recei%ed wisdo! fro! abo%e. The instructors were not onl" %ersed in di%ine truth but had the!sel%es en&o"ed co!!union with 7od and had recei%ed the special endow!ent of 'is 0pirit. The" had the respect and confidence of the people both for learning and for piet". #n 0a!uel.s da" there were two of these schools: one at 1a!ah the ho!e of the prophet and the other at Fir&ath:&eari!. #n later ti!es others were established. The pupils of these schools sustained the!sel%es b" their own labour in tilling the soil or in so!e !echanical e!plo"!ent. #n #srael this was not thought strange or degrading- indeed it was regarded as a sin to allow children to grow up in ignorance of useful labour. 2%er" "outh whether his parents were rich or poor was taught so!e trade. 2%en though he was to be educated for hol" office a knowledge of practical life was regarded as essential to the greatest usefulness. 9an" also of the teachers supported the!sel%es b" !anual labour. #n both the school and the ho!e !uch of the teaching was oral- but the "outh also learned to read the 'ebrew writings and the parch!ent rolls of the Old Testa!ent 0criptures were open to their stud". The chief sub&ects of stud" in these schools were the law of 7od with the instruction gi%en to 9oses sacred histor" sacred !usic and poetr". #n the records of sacred histor" were traced the footsteps of ,eho%ah. The great truths set forth b" the t"pes in the ser%ice of the sanctuar" were brought to %iew and

faith grasped the central ob&ect of all that s"ste!::the 3a!b of 7od that was to take awa" the sin of the world. / spirit of de%otion was cherished. Bot onl" were the students taught the dut" of pra"er but the" were taught how to pra" how to approach their +reator how to e$ercise faith in 'i! and how to understand and obe" the teachings of 'is 0pirit. 0anctified intellect brought forth fro! the treasure house of 7od things new and old and the 0pirit of 7od was !anifested in prophec" and sacred song. These schools pro%ed to be one of the !eans !ost effecti%e in pro!oting that righteousness which *e$alteth a nation.* 6ro%erbs 14)34. #n no s!all degree the" aided in la"ing the foundation of that !ar%ellous prosperit" which distinguished the reigns of Ea%id and 0olo!on. The principles taught in the schools of the prophets were the sa!e that !oulded Ea%id.s character and shaped his life. The world of 7od was his instructor. *Through Th" precepts * he said *# get understanding. . . . # ha%e inclined !ine heart to perfor! Th" statutes.* 6sal! 11@)1?4:112. #t was this that caused the 3ord to pronounce Ea%id when in his "outh 'e called hi! to the throne *a !an after 9ine own heart.* /cts 13)22. #n the earl" life of 0olo!on also are seen the results of 7od.s !ethod of education. 0olo!on in his "outh !ade Ea%id.s choice his own. /bo%e e%er" earthl" good he asked of 7od a wise and understanding heart. /nd the 3ord ga%e hi! not onl" that which he sought but that also for which he had not sought::both riches and honour. The power of his understanding the e$tent of his knowledge the glor" of his reign beca!e the wonder of the world. #n the reigns of Ea%id and 0olo!on #srael reached the height of her greatness. The pro!ise gi%en to /braha! and repeated through 9oses was fulfilled) *#f "e shall diligentl" keep all these co!!and!ents which # co!!and "ou to do the! to lo%e the 3ord "our 7od to walk in all 'is wa"s and to clea%e unto 'i!- then will the 3ord dri%e out all these nations fro! before "ou and "e shall possess greater nations and !ightier than "oursel%es. 2%er" place whereon the soles of "our feet shall tread shall be "ours) fro! the wilderness and 3ebanon fro! the ri%er the ri%er 2uphrates e%en unto the utter!ost sea shall "our coast be. There shall no !an be able to stand before "ou.* Eeuterono!" 11)22:25. =ut in the !idst of prosperit" lurked danger. The sin of Ea%id.s later "ears though sincerel" repented of and sorel" punished e!boldened the people in transgression of 7od.s co!!and!ents. /nd 0olo!on.s life after a !orning of so great pro!ise was darkened with apostas". Eesire for political power and self:aggrandise!ent led to alliance with heathen nations. The sil%er of Tarshish and the gold of Ophir were procured b" the sacrifice of integrit" the betra"al of sacred trusts. /ssociation with idolaters !arriage with heathen wi%es corrupted his faith. The barriers that 7od had erected for the safet" of 'is people were thus broken down and 0olo!on ga%e hi!self up to the worship of false gods. On the su!!it of the 9ount of Oli%es confronting the te!ple of ,eho%ah were erected gigantic i!ages and altars for the ser%ice of heathen deities. /s he cast off his allegiance to 7od 0olo!on lost the !aster" of hi!self. 'is fine sensibilities beca!e blunted. The conscientious considerate spirit of his earl" reign was changed. 6ride a!bition prodigalit" and

indulgence bore fruit in cruelt" and e$action. 'e who had been a &ust co!passionate and 7od:fearing ruler beca!e t"rannical and oppressi%e. 'e who at the dedication of the te!ple had pra"ed for his people that their hearts !ight be undi%idedl" gi%en to the 3ord beca!e their seducer. 0olo!on dishonoured hi!self dishonoured #srael and dishonoured 7od. The nation of which he had been the pride followed his leading. Though he afterward repented his repentance did not pre%ent the fruition of the e%il he had sown. The discipline and training that 7od appointed for #srael would cause the! in all their wa"s of life to differ fro! the people of other nations. This peculiarit" which should ha%e been regarded as a special pri%ilege and blessing was to the! unwelco!e. The si!plicit" and self:restraint essential to the highest de%elop!ent the" sought to e$change for the po!p and self:indulgence of heathen peoples. To be *like all the nations* 41 0a!uel 8)55 was their a!bition. 7od.s plan of education was set aside 'is authorit" disowned. #n the re&ection of the wa"s of 7od for the wa"s of !en the downfall of #srael began. Thus also it continued until the ,ewish people beca!e a pre" to the %er" nations whose practices the" had chosen to follow. /s a nation the children of #srael failed of recei%ing the benefits that 7od desired to gi%e the!. The" did not appreciate 'is purpose or co:operate in its e$ecution. =ut though indi%iduals and peoples !a" thus separate the!sel%es fro! 'i! 'is purpose for those who trust 'i! is unchanged. *(hatsoe%er 7od doeth it shall be fore%er.* 2cclesiastes 3)14. (hile there are different degrees of de%elop!ent and different !anifestations of 'is power to !eet the wants of !en in the different ages 7od.s work in all ti!e is the sa!e. The Teacher is the sa!e. 7od.s character and 'is plan are the sa!e. (ith 'i! *is no %ariableness neither shadow of turning.* ,a!es 1)17. The e$periences of #srael were recorded for our instruction. */ll these things happened unto the! for ensa!ples) and the" are written for our ad!onition upon who! the ends of the world are co!e.* 1 +orinthians 1?)11. (ith us as with #srael of old success in education depends on fidelit" in carr"ing out the +reator.s plan. /dherence to the principles of 7od.s word will bring as great blessings to us as it would ha%e brought to the 'ebrew people.

()) *i e& of Great +en


0acred histor" presents !an" illustrations of the results of true education. #t presents !an" noble e$a!ples of !en whose characters were for!ed under di%ine direction !en whose li%es were a blessing to their fellow !en and who stood in the world as representati%es of 7od. /!ong these are ,oseph and Eaniel 9oses 2lisha and 6aul::the greatest states!en the wisest legislator one of the !ost faithful of refor!ers and e$cept 'i! who spoke as ne%er !an spake the !ost illustrious teacher that this world has known.

#n earl" life &ust as the" were passing fro! "outh to !anhood ,oseph and Eaniel were separated fro! their ho!es and carried as capti%es to heathen lands. 2speciall" was ,oseph sub&ect to the te!ptations that attend great changes of fortune. #n his father.s ho!e a tenderl" cherished child- in the house of 6otiphar a sla%e then a confidant and co!panion- a !an of affairs educated b" stud" obser%ation contact with !en- in 6haraoh.s dungeon a prisoner of state conde!ned un&ustl" without hope of %indication or prospect of release- called at a great crisis to the leadership of the nation::what enabled hi! to preser%e his integrit"C Bo one can stand upon a loft" height without danger. /s the te!pest that lea%es unhar!ed the flower of the %alle" uproots the tree upon the !ountaintop so do fierce te!ptations that lea%e untouched the lowl" in life assail those who stand in the world.s high places of success and honour. =ut ,oseph bore alike the test of ad%ersit" and of prosperit". The sa!e fidelit" was !anifest in the palace of the 6haraohs as in the prisoner.s cell. #n his childhood ,oseph had been taught the lo%e and fear of 7od. Often in his father.s tent under the 0"rian stars he had been told the stor" of the night %ision at =ethel of the ladder fro! hea%en to earth and the descending and ascending angels and of 'i! who fro! the throne abo%e re%ealed 'i!self to ,acob. 'e had been told the stor" of the conflict beside the ,abbok when renouncing cherished sins ,acob stood con8ueror and recei%ed the title of a prince with 7od. / shepherd bo" tending his father.s flocks ,oseph.s pure and si!ple life had fa%oured the de%elop!ent of both ph"sical and !ental power. =" co!!union with 7od through nature and the stud" of the great truths handed down as a sacred trust fro! father to son he had gained strength of !ind and fir!ness of principle. #n the crisis of his life when !aking that terrible &ourne" fro! his childhood ho!e in +anaan to the bondage which awaited hi! in 2g"pt looking for the last ti!e on the hills that hid the tents of his kindred ,oseph re!e!bered his father.s 7od. 'e re!e!bered the lessons of his childhood and his soul thrilled with the resol%e to pro%e hi!self true::e%er to act as beca!e a sub&ect of the Fing of hea%en. #n the bitter life of a stranger and a sla%e a!idst the sights and sounds of %ice and the allure!ents of heathen worship a worship surrounded with all the attractions of wealth and culture and the po!p of ro"alt" ,oseph was steadfast. 'e had learned the lesson of obedience to dut". <aithfulness in e%er" station fro! the !ost lowl" to the !ost e$alted trained e%er" power for highest ser%ice. /t the ti!e when he was called to the court of 6haraoh 2g"pt was the greatest of nations. #n ci%ilisation art learning she was une8ualled. Through a period of ut!ost difficult" and danger ,oseph ad!inistered the affairs of the kingdo!- and this he did in a !anner that won the confidence of the king and the people. 6haraoh *!ade hi! lord of his house and ruler of all his substance) to bind his princes at his pleasure- and teach his senators wisdo!.* 6sal! 1?5)21 22. The secret of ,oseph.s life #nspiration has set before us. #n words of di%ine power and beaut" ,acob in the blessing pronounced upon his children spoke thus of his best: lo%ed son)

*,oseph is a fruitful bough 2%en a fruitful bough b" a well(hose branches run o%er the wall) The archers ha%e sorel" grie%ed hi! /nd shot at hi! and hated hi!) =ut his bow abode in strength /nd the ar!s of his hands were !ade strong =" the hands of the !ight" 7od of ,acob- . . . 2%en b" the 7od of th" father who shall help thee/nd b" the /l!ight" who shall bless thee (ith blessings of hea%en abo%e =lessings of the deep that lieth under) . . . The blessings of th" father ha%e pre%ailed /bo%e the blessings of !" progenitors Anto the ut!ost bound of the e%erlasting hills) The" shall be on the head of ,oseph /nd on the crown of the head of hi! that was separate fro! his brethren.* 7enesis 4@)22:26. 3o"alt" to 7od faith in the Anseen was ,oseph.s anchor. #n this la" the hiding of his power. *The ar!s of his hands were !ade strong =" the hands of the !ight" 7od of ,acob.*

Daniel, an Ambassador of Heaven


Eaniel and his co!panions in =ab"lon were in their "outh apparentl" !ore fa%oured of fortune than was ,oseph in the earlier "ears of his life in 2g"pt- "et the" were sub&ected to tests of character scarcel" less se%ere. <ro! the co!parati%e si!plicit" of their ,udean ho!e these "outh of ro"al line were transported to the !ost !agnificent of cities to the court of its greatest !onarch and were singled out to be trained for the king.s special ser%ice. 0trong were the te!ptations surrounding the! in that corrupt and lu$urious court. The fact that the" the worshipers of ,eho%ah were capti%es to =ab"lon- that the %essels of 7od.s house had been placed in the te!ple of the gods of =ab"lon- that the king of #srael was hi!self a prisoner in the hands of the =ab"lonians was boastfull" cited b" the %ictors as e%idence that their religion and custo!s were superior to the religion and custo!s of the 'ebrews. Ander such circu!stances through the %er" hu!iliations that #srael.s departure fro! 'is co!!and!ents had in%ited 7od ga%e to =ab"lon e%idence of 'is supre!ac" of the holiness of 'is re8uire!ents and of the sure result of obedience. /nd this testi!on" 'e ga%e as alone it could be gi%en through those who still held fast their lo"alt". To Eaniel and his co!panions at the %er" outset of their career there ca!e a decisi%e test. The direction that their food should be supplied fro! the ro"al table was an e$pression both of the king.s fa%our and of his solicitude for their welfare. =ut a portion ha%ing been offered to idols the food fro! the king.s table was consecrated to idolatr"- and in partaking of the king.s bount" these "outh would be regarded as uniting in his ho!age to false gods. #n such ho!age lo"alt" to ,eho%ah forbade the!

to participate. Bor dared the" risk the ener%ating effect of lu$ur" and dissipation on ph"sical !ental and spiritual de%elop!ent. Eaniel and his co!panions had been faithfull" instructed in the principles of the word of 7od. The" had learned to sacrifice the earthl" to the spiritual to seek the highest good. /nd the" reaped the reward. Their habits of te!perance and their sense of responsibilit" as representati%es of 7od called to noblest de%elop!ent the powers of bod" !ind and soul. /t the end of their training in their e$a!ination with other candidates for the honours of the kingdo! there was *found none like Eaniel 'ananiah 9ishael and /Gariah.* Eaniel 1)1@. /t the court of =ab"lon were gathered representati%es fro! all lands !en of the choicest talents !en the !ost richl" endowed with natural gifts and possessed of the highest culture this world could bestow- "et a!idst the! all the 'ebrew capti%es were without a peer. #n ph"sical strength and beaut" in !ental %igour and literar" attain!ent the" stood unri%alled. *#n all !atters of wisdo! and understanding that the king in8uired of the! he found the! ten ti!es better than all the !agicians and astrologers that were in all his real!.* Eaniel 1)2?. Anwa%ering in allegiance to 7od un"ielding in the !aster" of hi!self Eaniel.s noble dignit" and courteous deference won for hi! in his "outh the *fa%our and tender lo%e* of the heathen officer in whose charge he was. The sa!e characteristics !arked his life. 0peedil" he rose to the position of pri!e !inister of the kingdo!. Throughout the reign of successi%e !onarchs the downfall of the nation and the establish!ent of a ri%al kingdo! such were his wisdo! and states!anship so perfect his tact his courtes" and his genuine goodness of heart co!bined with fidelit" to principle that e%en his ene!ies were forced to the confession that *the" could find none occasion nor fault- foras!uch as he was faithful.* Eaniel 6)4. (hile Eaniel clung to 7od with unwa%ering trust the spirit of prophetic power ca!e upon hi!. (hile honoured b" !en with the responsibilities of the court and the secrets of the kingdo! he was honoured b" 7od as 'is a!bassador and taught to read the !"steries of ages to co!e. 'eathen !onarchs through association with 'ea%en.s representati%e were constrained to acknowledge the 7od of Eaniel. *Of a truth it is * declared BebuchadneGGar *that "our 7od is a 7od of gods and a 3ord of kings and a re%ealer of secrets.* /nd Earius in his procla!ation *unto all people nations and languages that dwell in all the earth * e$alted the *7od of Eaniel* as *the li%ing 7od and steadfast fore%er and 'is kingdo! that which shall not be destro"ed-* who *deli%ereth and rescueth and . . . worketh signs and wonders in hea%en and in earth.* Eaniel 2)47- 6)25:27.

True and Honest Men


=" their wisdo! and &ustice b" the purit" and bene%olence of their dail" life b" their de%otion to the interests of the people ::and the" idolaters ::,oseph and Eaniel pro%ed the!sel%es true to the principles of their earl" training true to 'i! whose representati%es the" were. These !en both in 2g"pt and in =ab"lon the whole nation honoured- and in the! a heathen people and all the nations with which the" were connected beheld an illustration of the goodness and beneficence of 7od an illustration of the lo%e of +hrist.

(hat a lifework was that of these noble 'ebrewsD /s the" bade farewell to their childhood ho!e how little did the" drea! of their high destin"D <aithful and steadfast the" "ielded the!sel%es to the di%ine guiding so that through the! 7od could fulfil 'is purpose. The sa!e !ight" truths that were re%ealed through these !en 7od desires to re%eal through the "outh and the children of toda". The histor" of ,oseph and Eaniel is an illustration of what 'e will do for those who "ield the!sel%es to 'i! and with the whole heart seek to acco!plish 'is purpose. The greatest want of the world is the want of !en:: !en who will not be bought or sold !en who in their in!ost souls are true and honest !en who do not fear to call sin b" its right na!e !en whose conscience is as true to dut" as the needle to the pole !en who will stand for the right though the hea%ens fall. =ut such a character is not the result of accident- it is not due to special fa%ours or endow!ents of 6ro%idence. / noble character is the result of self:discipline of the sub&ection of the lower to the higher nature::the surrender of self for the ser%ice of lo%e to 7od and !an. The "outh need to be i!pressed with the truth that their endow!ents are not their own. 0trength ti!e intellect are but lent treasures. The" belong to 7od and it should be the resol%e of e%er" "outh to put the! to the highest use. 'e is a branch fro! which 7od e$pects fruit- a steward whose capital !ust "ield increase- a light to illu!inate the world.s darkness. 2%er" "outh e%er" child has a work to do for the honour of 7od and the uplifting of hu!anit".

Elisha, Faithful in Little Things


The earl" "ears of the prophet 2lisha were passed in the 8uietude of countr" life under the teaching of 7od and nature and the discipline of useful work. #n a ti!e of al!ost uni%ersal apostas" his father.s household were a!ong the nu!ber who had not bowed the knee to =aal. Theirs was a ho!e where 7od was honoured and where faithfulness to dut" was the rule of dail" life. The son of a wealth" far!er 2lisha had taken up the work that la" nearest. (hile possessing the capabilities of a leader a!ong !en he recei%ed a training in life.s co!!on duties. #n order to direct wisel" he !ust learn to obe". =" faithfulness in little things he was prepared for weightier trusts. Of a !eek and gentle spirit 2lisha possessed also energ" and steadfastness. 'e cherished the lo%e and fear of 7od and in the hu!ble round of dail" toil he gained strength of purpose and nobleness of character growing in di%ine grace and knowledge. (hile co:operating with his father in the ho!e duties he was learning to co:operate with 7od. The prophetic call ca!e to 2lisha while with his father.s ser%ants he was ploughing in the field. /s 2li&ah di%inel" directed in seeking a successor cast his !antle upon the

"oung !an.s shoulders 2lisha recognised and obe"ed the su!!ons. 'e *went after 2li&ah and !inistered unto hi!.* 1 Fings 1@)21. #t was no great work that was at first re8uired of 2lisha- co!!onplace duties still constituted his discipline. 'e is spoken of as pouring water on the hands of 2li&ah his !aster. /s the prophet.s personal attendant he continued to pro%e faithful in little things while with dail" strengthening purpose he de%oted hi!self to the !ission appointed hi! b" 7od. (hen he was first su!!oned his resolution had been tested. /s he turned to follow 2li&ah he was bidden b" the prophet to return ho!e. 'e !ust count the cost:: decide for hi!self to accept or re&ect the call. =ut 2lisha understood the %alue of his opportunit". Bot for an" worldl" ad%antage would he forgo the possibilit" of beco!ing 7od.s !essenger or sacrifice the pri%ilege of association with 'is ser%ant. /s ti!e passed and 2li&ah was prepared for translation so 2lisha was prepared to beco!e his successor. /nd again his faith and resolution were tested. /cco!pan"ing 2li&ah in his round of ser%ice knowing the change soon to co!e he was at each place in%ited b" the prophet to turn back. *Tarr" here # pra" thee * 2li&ah said- *for the 3ord hath sent !e to =ethel.* =ut in his earl" labour of guiding the plough 2lisha had learned not to fail or to beco!e discouraged- and now that he had set his hand to the plough in another line of dut" he would not be di%erted fro! his purpose. /s often as the in%itation to turn back was gi%en his answer was */s the 3ord li%eth and as th" soul li%eth # will not lea%e thee.* 2 Fings 2)2. */nd the" two went on. . . . /nd the" two stood b" ,ordan. /nd 2li&ah took his !antle and wrapped it together and s!ote the waters and the" were di%ided hither and thither so that the" two went o%er on dr" ground. /nd it ca!e to pass when the" were gone o%er that 2li&ah said unto 2lisha /sk what # shall do for thee before # be taken awa" fro! thee. /nd 2lisha said # pra" thee let a double portion of th" spirit be upon !e. /nd he said Thou hast asked a hard thing) ne%ertheless if thou see !e when # a! taken fro! thee it shall be so unto thee- but if not it shall not be so. /nd it ca!e to pass as the" still went on and talked that behold there appeared a chariot of fire and horses of fire and parted the! both asunder- and 2li&ah went up b" a whirlwind into hea%en. */nd 2lisha saw it and he cried 9" father !" father the chariot of #srael and the horse!en thereof. /nd he saw hi! no !ore) and he took hold of his own clothes and rent the! in two pieces. 'e took up also the !antle of 2li&ah that fell fro! hi! and went back and stood b" the bank of ,ordan- and he took the !antle of 2li&ah that fell fro! hi! and s!ote the waters and said (here is the 3ord 7od of 2li&ahC and when he also had s!itten the waters the" parted hither and thither) and 2lisha went o%er. /nd when the sons of the prophets which were to %iew at ,ericho saw hi! the" said The spirit of 2li&ah doth rest on 2lisha. /nd the" ca!e to !eet hi! and bowed the!sel%es to the ground before hi!.* 2 Fings 2)6:15. 'enceforth 2lisha stood in 2li&ah.s place. /nd he who had been faithful in that which was least pro%ed hi!self faithful also in !uch. 2li&ah the !an of power had been 7od.s instru!ent for the o%erthrow of gigantic e%ils. #dolatr" which supported b" /hab and the heathen ,eGebel had seduced the nation had been cast down. =aal.s prophets had been slain. The whole people of

#srael had been deepl" stirred 61 and !an" were returning to the worship of 7od. /s successor to 2li&ah was needed one who b" careful patient instruction could guide #srael in safe paths. <or this work 2lisha.s earl" training under 7od.s direction had prepared hi!. The lesson is for all. Bone can know what !a" be 7od.s purpose in 'is discipline- but all !a" be certain that faithfulness in little things is the e%idence of fitness for greater responsibilities. 2%er" act of life is a re%elation of character and he onl" who in s!all duties pro%es hi!self *a work!an that needeth not to be asha!ed* 42 Ti!oth" 2)155 will be honoured b" 7od with weightier trusts.

Moses, Powerful Through Faith


>ounger than ,oseph or Eaniel was 9oses when re!o%ed fro! the sheltering care of his childhood ho!e- "et alread" the sa!e agencies that shaped their li%es had !oulded his. Onl" twel%e "ears did he spend with his 'ebrew kindred- but during these "ears was laid the foundation of his greatness- it was laid b" the hand of one little known to fa!e. ,ochebed was a wo!an and a sla%e. 'er lot in life was hu!ble her burden hea%". =ut through no other wo!an sa%e 9ar" of BaGareth has the world recei%ed greater blessing. Fnowing that her child !ust soon pass be"ond her care to the guardianship of those who knew not 7od she the !ore earnestl" endea%oured to link his soul with hea%en. 0he sought to i!plant in his heart lo%e and lo"alt" to 7od. /nd faithfull" was the work acco!plished. Those principles of truth that were the burden of his !other.s teaching and the lesson of her life no after influence could induce 9oses to renounce. <ro! the hu!ble ho!e in 7oshen the son of ,ochebed passed to the palace of the 6haraohs to the 2g"ptian princess b" her to be welco!ed as a lo%ed and cherished son. #n the schools of 2g"pt 9oses recei%ed the highest ci%il and !ilitar" training. Of great personal attractions noble in for! and stature of culti%ated !ind and princel" bearing and renowned as a !ilitar" leader he beca!e the nation.s pride. The king of 2g"pt was also a !e!ber of the priesthood- and 9oses though refusing to participate in the heathen worship was initiated into all the !"steries of the 2g"ptian religion. 2g"pt at this ti!e being still the !ost powerful and !ost highl" ci%ilised of nations 9oses as its prospecti%e so%ereign was heir to the highest honours this world could bestow. =ut his was a nobler choice. <or the honour of 7od and the deli%erance of 'is downtrodden people 9oses sacrificed the honours of 2g"pt. Then in a special sense 7od undertook his training. Bot "et was 9oses prepared for his lifework. 'e had "et to learn the lesson of dependence upon di%ine power. 'e had !istaken 7od.s purpose. #t was his hope to deli%er #srael b" force of ar!s. <or this he risked all and failed. #n defeat and disappoint!ent he beca!e a fugiti%e and e$ile in a strange land. #n the wilds of 9idian 9oses spent fort" "ears as a keeper of sheep. /pparentl" cut off fore%er fro! his life.s !ission he was recei%ing the discipline essential for its fulfil!ent. (isdo! to go%ern an ignorant and undisciplined !ultitude !ust be gained through self:!aster". #n the care of the sheep and the tender la!bs he !ust obtain the

e$perience that would !ake hi! a faithful long:suffering shepherd to #srael. That he !ight beco!e a representati%e of 7od he !ust learn of 'i!. The influences that had surrounded hi! in 2g"pt the affection of his foster !other his own position as the grandson of the king the lu$ur" and %ice that allured in ten thousand for!s the refine!ent the subtlet" and the !"sticis! of a false religion had !ade an i!pression on his !ind and character. #n the stern si!plicit" of the wilderness all this disappeared. /!idst the sole!n !a&est" of the !ountain solitudes 9oses was alone with 7od. 2%er"where the +reator.s na!e was written. 9oses see!ed to stand in 'is presence and to be o%ershadowed b" 'is power. 'ere his self:sufficienc" was swept awa". #n the presence of the #nfinite One he realised how weak how inefficient how short: sighted is !an. 'ere 9oses gained that which went with hi! throughout the "ears of his toilso!e and care:burdened life::a sense of the personal presence of the Ei%ine One. Bot !erel" did he look down the ages for +hrist to be !ade !anifest in the flesh- he saw +hrist acco!pan"ing the host of #srael in all their tra%els. (hen !isunderstood and !isrepresented when called to bear reproach and insult to face danger and death he was able to endure *as seeing 'i! who is in%isible.* 'ebrews 11)27. 9oses did not !erel" think of 7od he saw 'i!. 7od was the constant %ision before hi!. Be%er did he lose sight of 'is face. To 9oses faith was no guesswork- it was a realit". 'e belie%ed that 7od ruled his life in particular- and in all its details he acknowledged 'i!. <or strength to withstand e%er" te!ptation he trusted in 'i!. The great work assigned hi! he desired to !ake in the highest degree successful and he placed his whole dependence upon di%ine power. 'e felt his need of help asked for it b" faith grasped it and in the assurance of sustaining strength went forward. 0uch was the e$perience that 9oses gained b" his fort" "ears of training in the desert. To i!part such an e$perience #nfinite (isdo! counted not the period too long or the price too great. The results of that training of the lessons there taught are bound up not onl" with the histor" of #srael but with all which fro! that da" to this has told for the world.s progress. The highest testi!on" to the greatness of 9oses the &udge!ent passed upon his life b" #nspiration is *There arose not a prophet since in #srael like unto 9oses who! the 3ord knew face to face.* Eeuterono!" 34)1?.

Paul, Jo ful in !ervice


(ith the faith and e$perience of the 7alilean disciples who had co!panied with ,esus were united in the work of the gospel the fier" %igour and intellectual power of a rabbi of ,erusale!. / 1o!an citiGen born in a 7entile cit"- a ,ew not onl" b" descent but b" lifelong training patriotic de%otion and religious faith- educated in ,erusale! b" the !ost e!inent of the rabbis and instructed in all the laws and

traditions of the fathers 0aul of Tarsus shared to the fullest e$tent the pride and the pre&udices of his nation. (hile still a "oung !an he beca!e an honoured !e!ber of the 0anhedrin. 'e was looked upon as a !an of pro!ise a Gealous defender of the ancient faith. #n the theological schools of ,udea the word of 7od had been set aside for hu!an speculations- it was robbed of its power b" the interpretations and traditions of the rabbis. 0elf:aggrandise!ent lo%e of do!ination &ealous e$clusi%eness bigotr" and conte!ptuous pride were the ruling principles and !oti%es of these teachers. The rabbis gloried in their superiorit" not onl" to the people of other nations but to the !asses of their own. (ith their fierce hatred of their 1o!an oppressors the" cherished the deter!ination to reco%er b" force of ar!s their national supre!ac". The followers of ,esus whose !essage of peace was so contrar" to their sche!es of a!bition the" hated and put to death. #n this persecution 0aul was one of the !ost bitter and relentless actors. #n the !ilitar" schools of 2g"pt 9oses was taught the law of force and so strong a hold did this teaching ha%e upon his character that it re8uired fort" "ears of 8uiet and co!!union with 7od and nature to fit hi! for the leadership of #srael b" the law of lo%e. The sa!e lesson 6aul had to learn. /t the gate of Ea!ascus the %ision of the +rucified One changed the whole current of his life. The persecutor beca!e a disciple the teacher a learner. The da"s of darkness spent in solitude at Ea!ascus were as "ears in his e$perience. The Old Testa!ent 0criptures stored in his !e!or" were his stud" and +hrist his teacher. To hi! also nature.s solitudes beca!e a school. To the desert of /rabia he went there to stud" the 0criptures and to learn of 7od. 'e e!ptied his soul of pre&udices and traditions that had shaped his life and recei%ed instruction fro! the 0ource of truth. 'is afterlife was inspired b" the one principle of self:sacrifice the !inistr" of lo%e. *# a! debtor * he said *both to the 7reeks and to the barbarians- both to the wise and to the unwise.* *The lo%e of +hrist constraineth us.* 1o!ans 1)14- 2 +orinthians 5)14. The greatest of hu!an teachers 6aul accepted the lowliest as well as the highest duties. 'e recognised the necessit" of labour for the hand as well as for the !ind and he wrought at a handicraft for his own support. 'is trade of tent!aking he pursued while dail" preaching the gospel in the great centres of ci%ilisation. *These hands * he said at parting with the elders of 2phesus *ha%e !inistered unto !" necessities and to the! that were with !e.* /cts 2?)34. (hile he possessed high intellectual endow!ents the life of 6aul re%ealed the power of a rarer wisdo!. 6rinciples of deepest i!port principles concerning which the greatest !inds of this ti!e were ignorant are unfolded in his teachings and e$e!plified in his life. 'e had that greatest of all wisdo! which gi%es 8uickness of insight and s"!path" of heart which brings !an in touch with !en and enables hi! to arouse their better nature and inspire the! to a higher life.

3isten to his words before the heathen 3"strians as he points the! to 7od re%ealed in nature the 0ource of all good who *ga%e us rain fro! hea%en and fruitful seasons filling our hearts with food and gladness.* /cts 14)17. 0ee hi! in the dungeon at 6hilippi where despite his pain:racked bod" his song of praise breaks the silence of !idnight. /fter the earth8uake has opened the prison doors his %oice is again heard in words of cheer to the heathen &ailer *Eo th"self no har!) for we are all here* 4/cts 16)285::e%er" !an in his place restrained b" the presence of one fellow prisoner. /nd the &ailer con%icted 67 of the realit" of that faith which sustains 6aul in8uires the wa" of sal%ation and with his whole household unites with the persecuted band of +hrist.s disciples. 0ee 6aul at /thens before the council of the /reopagus as he !eets science with science logic with logic and philosoph" with philosoph". 9ark how with the tact born of di%ine lo%e he points to ,eho%ah as *the Anknown 7od * who! his hearers ha%e ignorantl" worshiped- and in words 8uoted fro! a poet of their own he pictures 'i! as a <ather whose children the" are. 'ear hi! in that age of caste when the rights of !an as !an were wholl" unrecognised as he sets forth the great truth of hu!an brotherhood declaring that 7od *hath !ade of one blood all nations of !en for to dwell on all the face of the earth.* Then he shows how through all the dealings of 7od with !an runs like a thread of gold 'is purpose of grace and !erc". 'e *hath deter!ined the ti!es before appointed and the bounds of their habitation- that the" should seek the 3ord if hapl" the" !ight feel after 'i! and find 'i! though 'e be not far fro! e%er" one of us.* /cts 17)23 26 27. 'ear hi! in the court of <estus when Fing /grippa con%icted of the truth of the gospel e$clai!s */l!ost thou persuadest !e to be a +hristian.* (ith what gentle courtes" does 6aul pointing to his own chain !ake answer *# would to 7od that not onl" thou but also all that hear !e this da" were both al!ost and altogether such as # a! e$cept these bonds.* /cts 26)28 2@. Thus passed his life as described in his own words *in &ourne"ings often in perils of waters in perils of robbers in perils b" !ine own countr"!en in perils b" the heathen in perils in the cit" in perils in the wilderness in perils in the sea in perils a!ong false brethren- in weariness and painfulness in watchings often in hunger and thirst in fastings often in cold and nakedness.* 2 +orinthians 11)26 27. *=eing re%iled * he said *we bless- being persecuted we suffer it) being defa!ed we entreat- *as sorrowful "et alwa" re&oicing- as poor "et !aking !an" rich- as ha%ing nothing and "et possessing all things.* 1 +orinthians 4)12 13- 2 +orinthians 6)1?. #n ser%ice he found his &o"- and at the close of his life of toil looking back on its struggles and triu!phs he could sa" *# ha%e fought a good fight.* 2 Ti!oth" 4)7. These histories are of %ital interest. To none are the" of deeper i!portance than to the "outh. 9oses renounced a prospecti%e kingdo! 6aul the ad%antages of wealth and honour a!ong his people for a life of burden bearing in 7od.s ser%ice. To !an" the life of these !en appears one of renunciation and sacrifice. (as it reall" soC 9oses counted the reproach of +hrist greater riches than the treasures in 2g"pt. 'e counted it so because it was so. 6aul declared) *(hat things were gain to !e these ha%e #

counted loss for +hrist. >ea %eril" and # count all things to be loss for the e$cellenc" of the knowledge of +hrist ,esus !" 3ord) for who! # suffered the loss of all things and do count the! but refuse that # !a" gain +hrist.* 6hilippians 3)7 8 1.;. !argin. 'e was satisfied with his choice. 9oses was offered the palace of the 6haraohs and the !onarch.s throne- but the sinful pleasures that !ake !en forget 7od were in those lordl" courts and he chose instead the *durable riches and righteousness.* 6ro%erbs 8)18. #nstead of linking hi!self with the greatness of 2g"pt he chose to bind up his life with 7od.s purpose. #nstead of gi%ing laws to 2g"pt he b" di%ine direction enacted laws for the world. 'e beca!e 7od.s instru!ent in gi%ing to !en those principles that are the safeguard alike of the ho!e and of societ" that are the cornerstone of the prosperit" of nations::principles recognised toda" b" the world.s greatest !en as the foundation of all that is best in hu!an go%ern!ents. The greatness of 2g"pt is in the dust. #ts power and ci%ilisation ha%e passed awa". =ut the work of 9oses can ne%er perish. The great principles of righteousness which he li%ed to establish are eternal. 9oses. life of toil and heart:burdening care was irradiated with the presence of 'i! who is *the chiefest a!ong ten thousand * and the One *altogether lo%el".* +anticles 5)1? 16. (ith +hrist in the wilderness wandering with +hrist on the !ount of transfiguration with +hrist in the hea%enl" courts::his was a life on earth blessing and blessed and in hea%en honoured. 6aul also in his !anifold labours was upheld b" the sustaining power of 'is presence. *# can do all things * he said *through +hrist which strengtheneth !e.* *(ho shall separate us fro! the lo%e of +hristC shall tribulation or distress or persecution or fa!ine or nakedness or peril or swordC . . . Ba" in all these things we are !ore than con8uerors through 'i! that lo%ed us. <or # a! persuaded that neither death nor life nor angels nor principalities nor powers nor things present nor things to co!e nor height nor depth nor an" other created thing 41otherha!.s translation5 shall be able to separate us fro! the lo%e of 7od which is in +hrist ,esus our 3ord.* 6hilippians 4)13- 1o!. 8)35:3@. >et there is a future &o" to which 6aul looked forward as the reco!pense of his labours::the sa!e &o" for the sake of which +hrist endured the cross and despised the sha!e ::the &o" of seeing the fruition of his work. *(hat is our hope or &o" or crown of re&oicingC* he wrote to the Thessalonian con%erts. */re not e%en "e in the presence of our 3ord ,esus +hrist at 'is co!ingC <or "e are our glor" and &o".* # Thessalonians 2)1@ 2?. (ho can !easure the results to the world of 6aul.s lifeworkC Of all those beneficent influences that alle%iate suffering that co!fort sorrow that restrain e%il that uplift life fro! the selfish and the sensual and glorif" it with the hope of i!!ortalit" how !uch is due to the labours of 6aul and his fellow workers as with the gospel of the 0on of 7od the" !ade their unnoticed &ourne" fro! /sia to the shores of 2uropeC

(hat is it worth to an" life to ha%e been 7od.s instru!ent in setting in !otion such influences of blessingC (hat will it be worth in eternit" to witness the results of such a lifeworkC

(,) The Teacher Sent -rom God


*'is na!e shall be called (onderful +ounsellor The !ight" 7od The e%erlasting <ather The 6rince of 6eace.* #saiah @)6. #n the Teacher sent fro! 7od hea%en ga%e to !en its best and greatest. 'e who had stood in the councils of the 9ost 'igh who had dwelt in the inner!ost sanctuar" of the 2ternal was the One chosen to re%eal in person to hu!anit" the knowledge of 7od. Through +hrist had been co!!unicated e%er" ra" of di%ine light that had e%er reached our fallen world. #t was 'e who had spoken through e%er"one that throughout the ages had declared 7od.s word to !an. Of 'i! all the e$cellences !anifest in the earth.s greatest and noblest souls were reflections. The purit" and beneficence of ,oseph the faith and !eekness and long:suffering of 9oses the steadfastness of 2lisha the noble integrit" and fir!ness of Eaniel the ardour and self:sacrifice of 6aul the !ental and spiritual power !anifest in all these !en and in all others who had e%er dwelt on the earth were but glea!s fro! the shining of 'is glor". #n 'i! was found the perfect ideal. To re%eal this ideal as the onl" true standard for attain!ent- to show what e%er" hu!an being !ight beco!e- what through the indwelling of hu!anit" b" di%init" all who recei%ed 'i! would beco!e::for this +hrist ca!e to the world. 'e ca!e to show how !en are to be trained as befits the sons of 7od- how on earth the" are to practice the principles and to li%e the life of hea%en. 7od.s greatest gift was bestowed to !eet !an.s greatest need. The 3ight appeared when the world.s darkness was deepest. Through false teaching the !inds of !en had long been turned awa" fro! 7od. #n the pre%ailing s"ste!s of education hu!an philosoph" had taken the place of di%ine re%elation. #nstead of the hea%en:gi%en standard of truth !en had accepted a standard of their own de%ising. <ro! the 3ight of life the" had turned aside to walk in the sparks of the fire which the" had kindled. 'a%ing separated fro! 7od their onl" dependence being the power of hu!anit" their strength was but weakness. 2%en the standard set up b" the!sel%es the" were incapable of reaching. The want of true e$cellence was supplied b" appearance and profession. 0e!blance took the place of realit". <ro! ti!e to ti!e teachers arose who pointed !en to the 0ource of truth. 1ight principles were enunciated and hu!an li%es witnessed to their power. =ut these efforts !ade no lasting i!pression. There was a brief check in the current of e%il but its downward course was not sta"ed. The refor!ers were as lights that shone in the

darkness- but the" could not dispel it. The world *lo%ed darkness rather than light.* ,ohn 3)1@. (hen +hrist ca!e to the earth hu!anit" see!ed to be fast reaching its lowest point. The %er" foundations of societ" were under!ined. 3ife had beco!e false and artificial. The ,ews destitute of the power of 7od.s word ga%e to the world !ind: benu!bing soul:deadening traditions and speculations. The worship of 7od *in 0pirit and in truth* had been supplanted b" the glorification of !en in an endless round of !an:!ade cere!onies. Throughout the world all s"ste!s of religion were losing their hold on !ind and soul. Eisgusted with fable and falsehood seeking to drown thought !en turned to infidelit" and !aterialis!. 3ea%ing eternit" out of their reckoning the" li%ed for the present. /s the" ceased to recognise the Ei%ine the" ceased to regard the hu!an. Truth honour integrit" confidence co!passion were departing fro! the earth. 1elentless greed and absorbing a!bition ga%e birth to uni%ersal distrust. The idea of dut" of the obligation of strength to weakness of hu!an dignit" and hu!an rights was cast aside as a drea! or a fable. The co!!on people were regarded as beasts of burden or as the tools and the steppingstones for a!bition. (ealth and power ease and self: indulgence were sought as the highest good. 6h"sical degenerac" !ental stupor spiritual death characterised the age. /s the e%il passions and purposes of !en banished 7od fro! their thoughts so forgetfulness of 'i! inclined the! !ore strongl" to e%il. The heart in lo%e with sin clothed 'i! with its own attributes and this conception strengthened the power of sin. =ent on self:pleasing !en ca!e to regard 7od as such a one as the!sel%es::a =eing whose ai! was self:glor" whose re8uire!ents were suited to 'is own pleasure- a =eing b" who! !en were lifted up or cast down according as the" helped or hindered 'is selfish purpose. The lower classes regarded the 0upre!e =eing as one scarcel" differing fro! their oppressors sa%e b" e$ceeding the! in power. =" these ideas e%er" for! of religion was !oulded. 2ach was a s"ste! of e$action. =" gifts and cere!onies the worshipers sought to propitiate the Eeit" in order to secure 'is fa%our for their own ends. 0uch religion ha%ing no power upon the heart or the conscience could be but a round of for!s of which !en wearied and fro! which e$cept for such gain as it !ight offer the" longed to be free. 0o e%il unrestrained grew stronger while the appreciation and desire for good di!inished. 9en lost the i!age of 7od and recei%ed the i!press of the de!oniacal power b" which the" were controlled. The whole world was beco!ing a sink of corruption. There was but one hope for the hu!an race::that into this !ass of discordant and corrupting ele!ents !ight be cast a new lea%en- that there !ight be brought to !ankind the power of a new life- that the knowledge of 7od !ight be restored to the world. +hrist ca!e to restore this knowledge. 'e ca!e to set aside the false teaching b" which those who clai!ed to know 7od had !isrepresented 'i!. 'e ca!e to !anifest the nature of 'is law to re%eal in 'is own character the beaut" of holiness. +hrist ca!e to the world with the accu!ulated lo%e of eternit". 0weeping awa" the e$actions which had encu!bered the law of 7od 'e showed that the law is a law of

lo%e an e$pression of the Ei%ine 7oodness. 'e showed that in obedience to its principles is in%ol%ed the happiness of !ankind and with it the stabilit" the %er" foundation and fra!ework of hu!an societ". 0o far fro! !aking arbitrar" re8uire!ents 7od.s law is gi%en to !en as a hedge a shield. (hoe%er accepts its principles is preser%ed fro! e%il. <idelit" to 7od in%ol%es fidelit" to !an. Thus the law guards the rights the indi%idualit" of e%er" hu!an being. #t restrains the superior fro! oppression and the subordinate fro! disobedience. #t ensures !an.s well:being both for this world and for the world to co!e. To the obedient it is the pledge of eternal life for it e$presses the principles that endure fore%er. +hrist ca!e to de!onstrate the %alue of the di%ine principles b" re%ealing their power for the regeneration of hu!anit". 'e ca!e to teach how these principles are to be de%eloped and applied. (ith the people of that age the %alue of all things was deter!ined b" outward show. /s religion had declined in power it had increased in po!p. The educators of the ti!e sought to co!!and respect b" displa" and ostentation. To all this the life of ,esus presented a !arked contrast. 'is life de!onstrated the worthlessness of those things that !en regarded as life.s great essentials. =orn a!idst surroundings the rudest sharing a peasant.s ho!e a peasant.s fare a crafts!an.s occupation li%ing a life of obscurit" identif"ing 'i!self with the world.s unknown toilers ::a!idst these conditions and surroundings :: ,esus followed the di%ine plan of education. The schools of 'is ti!e with their !agnif"ing of things s!all and their belittling of things great 'e did not seek. 'is education was gained directl" fro! the 'ea%en:appointed sources- fro! useful work fro! the stud" of the 0criptures and of nature and fro! the e$periences of life:: 7od.s lesson books full of instruction to all who bring to the! the willing hand the seeing e"e and the understanding heart. *The +hild grew and wa$ed strong in spirit filled with wisdo!) and the grace of 7od was upon 'i!.* 3uke 2)4?. Thus prepared 'e went forth to 'is !ission in e%er" !o!ent of 'is contact with !en e$erting upon the! an influence to bless a power to transfor! such as the world had ne%er witnessed. 'e who seeks to transfor! hu!anit" !ust hi!self understand hu!anit". Onl" through s"!path" faith and lo%e can !en be reached and uplifted. 'ere +hrist stands re%ealed as the !aster teacher- of all that e%er dwelt on the earth 'e alone has perfect understanding of the hu!an soul. *(e ha%e not a high priest*::!aster teacher for the priests were teachers::*we ha%e not a high priest that cannot be touched with the feeling of our infir!ities- but One that hath been in all points te!pted like as we are.* 'ebrews 4)15 1.;. *#n that 'e 'i!self hath suffered being te!pted 'e is able to succour the! that are te!pted.* 'ebrews 2)18.

+hrist alone had e$perience in all the sorrows and te!ptations that befall hu!an beings. Be%er another of wo!an born was so fiercel" beset b" te!ptation- ne%er another bore so hea%" a burden of the world.s sin and pain. Be%er was there another whose s"!pathies were so broad or so tender. / sharer in all the e$periences of hu!anit" 'e could feel not onl" for but with e%er" burdened and te!pted and struggling one. (hat 'e taught 'e li%ed. *# ha%e gi%en "ou an e$a!ple * 'e said to 'is disciples*that "e should do as # ha%e done.* *# ha%e kept 9" <ather.s co!!and!ents.* ,ohn 13)15- 15)1?. Thus in 'is life +hrist.s words had perfect illustration and support. /nd !ore than this- what 'e taught 'e was. 'is words were the e$pression not onl" of 'is own life e$perience but of 'is own character. Bot onl" did 'e teach the truth but 'e was the truth. #t was this that ga%e 'is teaching power. +hrist was a faithful repro%er. Be%er li%ed there another who so hated e%il- ne%er another whose denunciation of it was so fearless. To all things untrue and base 'is %er" presence was a rebuke. #n the light of 'is purit" !en saw the!sel%es unclean their life.s ai!s !ean and false. >et 'e drew the!. 'e who had created !an understood the %alue of hu!anit". 2%il 'e denounced as the foe of those who! 'e was seeking to bless and to sa%e. #n e%er" hu!an being howe%er fallen 'e beheld a son of 7od one who !ight be restored to the pri%ilege of his di%ine relationship. *7od sent not 'is 0on into the world to conde!n the world- but that the world through 'i! !ight be sa%ed.* ,ohn 3)17. 3ooking upon !en in their suffering and degradation +hrist percei%ed ground for hope where appeared onl" despair and ruin. (here%er there e$isted a sense of need there 'e saw opportunit" for uplifting. 0ouls te!pted defeated feeling the!sel%es lost read" to perish 'e !et not with denunciation but with blessing. The beatitudes were 'is greeting to the whole hu!an fa!il". 3ooking upon the %ast throng gathered to listen to the 0er!on on the 9ount 'e see!ed for the !o!ent to ha%e forgotten that 'e was not in hea%en and 'e used the fa!iliar salutation of the world of light. <ro! 'is lips flowed blessings as the gushing forth of a long:sealed fountain. Turning fro! the a!bitious self:satisfied fa%ourites of this world 'e declared that those were blessed who howe%er great their need would recei%e 'is light and lo%e. To the poor in spirit the sorrowing the persecuted 'e stretched out 'is ar!s sa"ing *+o!e unto 9e . . . and # will gi%e "ou rest.* 9atthew 11)28. #n e%er" hu!an being 'e discerned infinite possibilities. 'e saw !en as the" !ight be transfigured b" 'is grace::in *the beaut" of the 3ord our 7od.* 6sal! @?)17. 3ooking upon the! with hope 'e inspired hope. 9eeting the! with confidence 'e inspired trust. 1e%ealing in 'i!self !an.s true ideal 'e awakened for its attain!ent both desire and faith. #n 'is presence souls despised and fallen realised that the" still were !en and the" longed to pro%e the!sel%es worth" of 'is regard. #n !an" a heart that see!ed dead to all things hol" were awakened new i!pulses. To !an" a despairing one there opened the possibilit" of a new life.

+hrist bound the! to 'is heart b" the ties of lo%e and de%otion- and b" the sa!e ties 'e bound the! to their fellow !en. (ith 'i! lo%e was life and life was ser%ice. *<reel" "e ha%e recei%ed * 'e said *freel" gi%e.* 9atthew 1?)8. #t was not on the cross onl" that +hrist sacrificed 'i!self for hu!anit". /s 'e *went about doing good* 4/cts 1?)385 e%er" da".s e$perience was an outpouring of 'is life. #n one wa" onl" could such a life be sustained. ,esus li%ed in dependence upon 7od and co!!union with 'i!. To the secret place of the 9ost 'igh under the shadow of the /l!ight" !en now and then repair- the" abide for a season and the result is !anifest in noble deeds- then their faith fails the co!!union is interrupted and the lifework !arred. =ut the life of ,esus was a life of constant trust sustained b" continual co!!union- and 'is ser%ice for hea%en and earth was without failure or faltering. /s a !an 'e supplicated the throne of 7od till 'is hu!anit" was charged with a hea%enl" current that connected hu!anit" with di%init". 1ecei%ing life fro! 7od 'e i!parted life to !en. *Be%er !an spake like this 9an.* ,ohn 7)46. This would ha%e been true of +hrist had 'e taught onl" in the real! of the ph"sical and the intellectual or in !atters of theor" and speculation solel". 'e !ight ha%e unlocked !"steries that ha%e re8uired centuries of toil and stud" to penetrate. 'e !ight ha%e !ade suggestions in scientific lines that till the close of ti!e would ha%e afforded food for thought and sti!ulus for in%ention. =ut 'e did not do this. 'e said nothing to gratif" curiosit" or to sti!ulate selfish a!bition. 'e did not deal in abstract theories but in that which is essential to the de%elop!ent of character- that which will enlarge !an.s capacit" for knowing 7od and increase his power to do good. 'e spoke of those truths that relate to the conduct of life and that unite !an with eternit". #nstead of directing the people to stud" !en.s theories about 7od 'is word or 'is works 'e taught the! to behold 'i! as !anifested in 'is works in 'is word and b" 'is pro%idences. 'e brought their !inds in contact with the !ind of the #nfinite. The people *were astonished at 'is teaching 41.;.5 for 'is word was with power.* 3uke 4)32. Be%er before spoke one who had such power to awaken thought to kindle aspiration to arouse e%er" capabilit" of bod" !ind and soul. +hrist.s teaching like 'is s"!pathies e!braced the world. Be%er can there be a circu!stance of life a crisis in hu!an e$perience which has not been anticipated in 'is teaching and for which its principles ha%e not a lesson. The 6rince of teachers 'is words will be found a guide to 'is co:workers till the end of ti!e. To 'i! the present and the future the near and the far were one. 'e had in %iew the needs of all !ankind. =efore 'is !ind.s e"e was outspread e%er" scene of hu!an effort and achie%e!ent of te!ptation and conflict of perple$it" and peril. /ll hearts all ho!es all pleasures and &o"s and aspirations were known to 'i!. 'e spoke not onl" for but to all !ankind. To the little child in the gladness of life.s !orning- to the eager restless heart of "outh- to !en in the strength of their "ears bearing the burden of responsibilit" and care- to the aged in their weakness and

weariness ::to all 'is !essage was spoken ::to e%er" child of hu!anit" in e%er" land and in e%er" age. #n 'is teaching were e!braced the things of ti!e and the things of eternit"::things seen in their relation to things unseen the passing incidents of co!!on life and the sole!n issues of the life to co!e. The things of this life 'e placed in their true relation as subordinate to those of eternal interest- but 'e did not ignore their i!portance. 'e taught that 'ea%en and earth are linked together and that a knowledge of di%ine truth prepares !an better to perfor! the duties of dail" life. To 'i! nothing was without purpose. The sports of the child the toils of the !an life.s pleasures and cares and pains all were !eans to the end::the re%elation of 7od for the uplifting of hu!anit". <ro! 'is lips the word of 7od ca!e ho!e to !en.s hearts with new power and new !eaning. 'is teaching caused the things of creation to stand out in new light. Apon the face of nature once !ore rested glea!ings of that brightness which sin had banished. #n all the facts and e$periences of life were re%ealed a di%ine lesson and the possibilit" of di%ine co!panionship. /gain 7od dwelt on earth- hu!an hearts beca!e conscious of 'is presence- the world was enco!passed with 'is lo%e. 'ea%en ca!e down to !en. #n +hrist their hearts acknowledged 'i! who opened to the! the science of eternit":: *#!!anuel . . . 7od with us.* #n the Teacher sent fro! 7od all true educational work finds its centre. Of this work toda" as %eril" as of the work 'e established eighteen hundred "ears ago the 0a%iour speaks in the words:: *# a! the <irst and the 3ast and the 3i%ing One.* *# a! the /lpha and the O!ega the beginning and the end.* 1e%elation 1)17 1.;.21)6 1.;. #n the presence of such a Teacher of such opportunit" for di%ine education what worse than foll" is it to seek an education apart fro! 'i!::to seek to be wise apart fro! (isdo!- to be true while re&ecting Truth- to seek illu!ination apart fro! the 3ight and e$istence without the 3ife- to turn fro! the <ountain of li%ing waters and hew out broken cisterns that can hold no water. =ehold 'e is still in%iting) *#f an" !an thirst let hi! co!e unto 9e and drink. 'e that belie%eth on 9e as the 0cripture hath said * out of hi! *shall flow ri%ers of li%ing water.* *The water that # shall gi%e hi! shall beco!e in hi! a well of water springing up unto eternal life.* ,ohn 7)37 38- 4)14 1.;.

(.) An %llu&tration of /i& +ethod&


The !ost co!plete illustration of +hrist.s !ethods as a teacher is found in 'is training of the twel%e first disciples. Apon these !en were to rest weight" responsibilities. 'e had chosen the! as !en who! 'e could i!bue with 'is 0pirit and who could be fitted to carr" forward 'is work on earth when 'e should lea%e it. To the! abo%e all others 'e ga%e the ad%antage of 'is own co!panionship. Through personal association 'e i!pressed 'i!self upon these chosen colabourers. *The 3ife was !anifested * sa"s ,ohn the belo%ed *and we ha%e seen it and bear witness.* 1 ,ohn 1)12. Onl" b" such co!!union::the co!!union of !ind with !ind and heart with heart of the hu!an with the di%ine::can be co!!unicated that %italising energ" which it is the work of true education to i!part. #t is onl" life that begets life. #n the training of 'is disciples the 0a%iour followed the s"ste! of education established at the beginning. The Twel%e first chosen with a few others who through !inistr" to their needs were fro! ti!e to ti!e connected with the! for!ed the fa!il" of ,esus. The" were with 'i! in the house at the table in the closet in the field. The" acco!panied 'i! on 'is &ourne"s shared 'is trials and hardships and as !uch as in the! was entered into 'is work. 0o!eti!es 'e taught the! as the" sat together on the !ountainside so!eti!es beside the sea or fro! the fisher!an.s boat so!eti!es as the" walked b" the wa". (hene%er 'e spoke to the !ultitude the disciples for!ed the inner circle. The" pressed close beside 'i! that the" !ight lose nothing of 'is instruction. The" were attenti%e listeners eager to understand the truths the" were to teach in all lands and to all ages. The first pupils of ,esus were chosen fro! the ranks of the co!!on people. The" were hu!ble unlettered !en these fishers of 7alilee- !en unschooled in the learning and custo!s of the rabbis but trained b" the stern discipline of toil and hardship. The" were !en of nati%e abilit" and of teachable spirit- !en who could be instructed and !oulded for the 0a%iour.s word. #n the co!!on walks of life there is !an" a toiler patientl" treading the round of his dail" tasks unconscious of latent powers that roused to action would place hi! a!ong the world.s great leaders. 0uch were the !en who were called b" the 0a%iour to be 'is colabourers. /nd the" had the ad%antage of three "ears. training b" the greatest educator this world has e%er known. #n these first disciples was presented a !arked di%ersit". The" were to be the world.s teachers and the" represented widel" %aried t"pes of character. There were 3e%i 9atthew the publican called fro! a life of business acti%it" and subser%ience to 1o!e- the Gealot 0i!on the unco!pro!ising foe of the i!perial authorit"- the i!pulsi%e self:sufficient war!:hearted 6eter with /ndrew his brother- ,udas the ,udean polished capable and !ean:spirited- 6hilip and Tho!as faithful and earnest "et slow of heart to belie%e- ,a!es the less and ,ude of less pro!inence a!ong the brethren but !en of force positi%e both in their faults and in their %irtues- Bathanael a child in sincerit" and trust- and the a!bitious lo%ing:hearted sons of Hebedee.

#n order successfull" to carr" forward the work to which the" had been called these disciples differing so widel" in natural characteristics in training and in habits of life needed to co!e into unit" of feeling thought and action. This unit" it was +hrist.s ob&ect to secure. To this end 'e sought to bring the! into unit" with 'i!self. The burden of 'is labour for the! is e$pressed in 'is pra"er to the <ather *that the" all !a" be one- as Thou <ather art in 9e and # in Thee that the" also !a" be one in As) . . . that the world !a" know that Thou hast sent 9e and hast lo%ed the! as Thou hast lo%ed 9e.* ,ohn 17)21:23.

The Transforming Power of "hrist


Of the twel%e disciples four were to act a leading part each in a distinct line. #n preparation for this +hrist taught the! foreseeing all. ,a!es destined to swift: co!ing death b" the sword- ,ohn longest of the brethren to follow his 9aster in labour and persecution- 6eter the pioneer in breaking through the barriers of ages and teaching the heathen world- and ,udas in ser%ice capable of pre:e!inence abo%e his brethren "et brooding in his soul purposes of whose ripening he little drea!ed:: these were the ob&ects of +hrist.s greatest solicitude and the recipients of 'is !ost fre8uent and careful instruction. 6eter ,a!es and ,ohn sought e%er" opportunit" of co!ing into close contact with their 9aster and their desire was granted. Of all the Twel%e their relationship to 'i! was closest. ,ohn could be satisfied onl" with a still near inti!ac" and this he obtained. /t that first conference beside the ,ordan when /ndrew ha%ing heard ,esus hurried awa" to call his brother ,ohn sat silent rapt in the conte!plation of wondrous the!es. 'e followed the 0a%iour e%er an eager absorbed listener. >et ,ohn.s was no faultless character. 'e was no gentle drea!" enthusiast. 'e and his brother were called *the sons of thunder.* 9ark 3)17. ,ohn was proud a!bitious co!bati%e- but beneath all this the di%ine Teacher discerned the ardent sincere lo%ing heart. ,esus rebuked his self:seeking disappointed his a!bitions tested his faith. =ut 'e re%ealed to hi! that for which his soul longed::the beaut" of holiness 'is own transfor!ing lo%e. *Anto the !en which Thou ga%est 9e out of the world * 'e said to the <ather *# ha%e !anifested Th" na!e.* ,ohn 17)6. ,ohn.s was a nature that longed for lo%e for s"!path" and co!panionship. 'e pressed close to ,esus sat b" 'is side leaned upon 'is breast. /s a flower the sun and dew so did he drink in the di%ine light and life. #n adoration and lo%e he beheld the 0a%iour until likeness to +hrist and fellowship with 'i! beca!e his one desire and in his character was reflected the character of his 9aster. *=ehold * he said *what !anner of lo%e the <ather hath bestowed upon us that we should be called the sons of 7od) therefore the world knoweth us not because it knew 'i! not. =elo%ed now are we the sons of 7od and it doth not "et appear what we shall be) but we know that when 'e shall appear we shall be like 'i!- for we shall see 'i! as 'e is. /nd e%er" !an that hath this hope in 'i! purifieth hi!self e%en as 'e is pure.* 1 ,ohn 3)1:3.

From #ea$ness to !trength


The histor" of no one of the disciples better illustrates +hrist.s !ethod of training than does the histor" of 6eter. =old aggressi%e and self:confident 8uick to percei%e and forward to act pro!pt in retaliation "et generous in forgi%ing 6eter often erred and often recei%ed reproof. Bor were his war!:hearted lo"alt" and de%otion to +hrist the less decidedl" recognised and co!!ended. 6atientl" with discri!inating lo%e the 0a%iour dealt with 'is i!petuous disciple seeking to check his self:confidence and to teach hi! hu!ilit" obedience and trust. =ut onl" in part was the lesson learned. 0elf:assurance was not uprooted. Often ,esus the burden hea%" upon 'is own heart sought to open to the disciples the scenes of 'is trial and suffering. =ut their e"es were holden. The knowledge was unwelco!e and the" did not see. 0elf:pit" that shrank fro! fellowship with +hrist in suffering pro!pted 6eter.s re!onstrance *6it" Th"self 3ord) this shall not be unto Thee.* 9atthew 16)22 !argin. 'is words e$pressed the thought and feeling of the Twel%e. 0o the" went on the crisis drawing nearer- the" boastful contentious in anticipation apportioning regal honours and drea!ing not of the cross. <or the! all 6eter.s e$perience had a lesson. To self:trust trial is defeat. The sure outworking of e%il still unforsaken +hrist could not pre%ent. =ut as 'is hand had been outstretched to sa%e when the wa%es were about to sweep o%er 6eter so did 'is lo%e reach out for his rescue when the deep waters swept o%er his soul. O%er and o%er again on the %er" %erge of ruin 6eter.s words of boasting brought hi! nearer and still nearer to the brink. O%er and o%er again was gi%en the warning *Thou shalt . . . den" that thou knowest 9e.* 3uke 22)34. #t was the grie%ed lo%ing heart of the disciple that spoke out in the a%owal *3ord # a! read" to go with Thee both into prison and to death* 43uke 22)335- and 'e who reads the heart ga%e to 6eter the !essage little %alued then but that in the swift:falling darkness would shed a ra" of hope) *0i!on 0i!on behold 0atan hath desired to ha%e "ou that he !a" sift "ou as wheat) but # ha%e pra"ed for thee that th" faith fail not) and when thou art con%erted strengthen th" brethren.* 3uke 22)31 32. (hen in the &udge!ent hall the words of denial had been spoken- when 6eter.s lo%e and lo"alt" awakened under the 0a%iour.s glance of pit" and lo%e and sorrow had sent hi! forth to the garden where +hrist had wept and pra"ed- when his tears of re!orse dropped upon the sod that had been !oistened with the blood drops of 'is agon"::then the 0a%iour.s words *# ha%e pra"ed for thee) . . . when thou art con%erted strengthen th" brethren * were a sta" to his soul. +hrist though foreseeing his sin had not abandoned hi! to despair. #f the look that ,esus cast upon hi! had spoken conde!nation instead of pit"- if in foretelling the sin 'e had failed of speaking hope how dense would ha%e been the darkness that enco!passed 6eterD how reckless the despair of that tortured soulD #n that hour of anguish and self:abhorrence what could ha%e held hi! back fro! the path trodden b" ,udasC

'e who could not spare 'is disciple the anguish left hi! not alone to its bitterness. 'is is a lo%e that fails not nor forsakes. 'u!an beings the!sel%es gi%en to e%il are prone to deal untenderl" with the te!pted and the erring. The" cannot read the heart the" know not its struggle and pain. Of the rebuke that is lo%e of the blow that wounds to heal of the warning that speaks hope the" ha%e need to learn. #t was not ,ohn the one who watched with 'i! in the &udge!ent hall who stood beside 'is cross and who of the Twel%e was first at the to!b::it was not ,ohn but 6eter that was !entioned b" +hrist after 'is resurrection. *Tell 'is disciples and 6eter * the angel said *that 'e goeth before "ou into 7alilee) there shall "e see 'i!.* 9ark 16)7. /t the last !eeting of +hrist with the disciples b" the sea 6eter tested b" the thrice: gi%en 8uestion *3o%est thou 9eC* was restored to his place a!ong the Twel%e. 'is work was appointed hi!- he was to feed the 3ord.s flock. Then as 'is last personal direction ,esus bade hi! *<ollow thou 9e.* ,ohn 21)17 22. Bow he could appreciate the words. The lesson +hrist had gi%en when 'e set a little child in the !idst of the disciples and bade the! beco!e like hi! 6eter could now better understand. Fnowing !ore full" both his own weakness and +hrist.s power he was read" to trust and to obe". #n 'is strength he could follow his 9aster. /nd at the close of his e$perience of labour and sacrifice the disciple once so unread" to discern the cross counted it a &o" to "ield up his life for the gospel feeling onl" that for hi! who had denied the 3ord to die in the sa!e !anner as his 9aster died was too great an honour. / !iracle of di%ine tenderness was 6eter.s transfor!ation. #t is a life lesson to all seek to follow in the steps of the 9aster Teacher.

A Lesson in Love
,esus repro%ed 'is disciples 'e warned and cautioned the!- but ,ohn and 6eter and their brethren did not lea%e 'i!. Botwithstanding the reproofs the" chose to be with ,esus. /nd the 0a%iour did not because of their errors withdraw fro! the!. 'e takes !en as the" are with all their faults and weaknesses and trains the! for 'is ser%ice if the" will be disciplined and taught b" 'i!. =ut there was one of the Twel%e to who! until %er" near the close of 'is work +hrist spoke no word of direct reproof. (ith ,udas an ele!ent of antagonis! was introduced a!ong the disciples. #n connecting hi!self with ,esus he had responded to the attraction of 'is character and life. 'e had sincerel" desired a change in hi!self and had hoped to e$perience this through a union with ,esus. =ut this desire did not beco!e predo!inant. That which ruled hi! was the hope of selfish benefit in the worldl" kingdo! which he e$pected +hrist to establish. Though recognising the di%ine power of the lo%e of +hrist ,udas did not "ield to its supre!ac". 'e continued to cherish his own &udge!ent and

opinions his disposition to criticise and conde!n. +hrist.s !oti%es and !o%e!ents often so far abo%e his co!prehension e$cited doubt and disappro%al and his own 8uestionings and a!bitions were insinuated to the disciples. 9an" of their contentions for supre!ac" !uch of their dissatisfaction with +hrist.s !ethods originated with ,udas. ,esus seeing that to antagonise was but to harden refrained fro! direct conflict. The narrowing selfishness of ,udas. life +hrist sought to heal through contact with 'is own self:sacrificing lo%e. #n 'is teaching 'e unfolded principles that struck at the root of the disciple.s self:centred a!bitions. 3esson after lesson was thus gi%en and !an" a ti!e ,udas realised that his character had been portra"ed and his sin pointed out- but he would not "ield. 9erc".s pleading resisted the i!pulse of e%il bore final swa". ,udas angered at an i!plied rebuke and !ade desperate b" the disappoint!ent of his a!bitious drea!s surrendered his soul to the de!on of greed and deter!ined upon the betra"al of his 9aster. <ro! the 6asso%er cha!ber the &o" of +hrist.s presence and the light of i!!ortal hope he went forth to his e%il work::into the outer darkness where hope was not. *,esus knew fro! the beginning who the" were that belie%ed not and who should betra" 'i!.* ,ohn 6)64. >et knowing all 'e had withheld no pleading of !erc" or gift of lo%e. 0eeing the danger of ,udas 'e had brought hi! close to 'i!self within the inner circle of 'is chosen and trusted disciples. Ea" after da" when the burden la" hea%iest upon 'is own heart 'e had borne the pain of continual contact with that stubborn suspicious brooding spirit- 'e had witnessed and laboured to counteract a!ong 'is disciples that continuous secret and subtle antagonis!. /nd all this that no possible sa%ing influence !ight be lacking to that i!perilled soulD *9an" waters cannot 8uench lo%e Beither can the floods drown it-* *<or lo%e is strong as death.* +anticles 8)7 6. 0o far as ,udas hi!self was concerned +hrist.s work of lo%e had been without a%ail. =ut not so as regards his fellow disciples. To the! it was a lesson of lifelong influence. 2%er would its e$a!ple of tenderness and long:suffering !ould their intercourse with the te!pted and the erring. /nd it had other lessons. /t the ordination of the Twel%e the disciples had greatl" desired that ,udas should beco!e one of their nu!ber and the" had counted his accession an e%ent of !uch pro!ise to the apostolic band. 'e had co!e !ore into contact with the world than the" he was a !an of good address of discern!ent and e$ecuti%e abilit" and ha%ing a high esti!ate of his own 8ualifications he had led the disciples to hold hi! in the sa!e regard. =ut the !ethods he desired to introduce into +hrist.s work were based upon worldl" principles and were controlled b" worldl" polic". The" looked to the securing of worldl" recognition and honour::to the obtaining of the kingdo! of this world. The working out of these desires in the life of ,udas helped the disciples to understand the antagonis! between the principle of self:aggrandise!ent and +hrist.s principle of

hu!ilit" and self:sacrifice::the principle of the spiritual kingdo!. #n the fate of ,udas the" saw the end to which self:ser%ing tends. <or these disciples the !ission of +hrist finall" acco!plished its purpose. 3ittle b" little 'is e$a!ple and 'is lessons of self:abnegation !oulded their characters. 'is death destro"ed their hope of worldl" greatness. The fall of 6eter the apostas" of ,udas their own failure in forsaking +hrist in 'is anguish and peril swept awa" their self:sufficienc". The" saw their own weakness- the" saw so!ething of the greatness of the work co!!itted to the!- the" felt their need of their 9aster.s guidance at e%er" step. The" knew that 'is personal presence was no longer to be with the! and the" recognised as the" had ne%er recognised before the %alue of the opportunities that had been theirs to walk and talk with the 0ent of 7od. 9an" of 'is lessons when spoken the" had not appreciated or understood- now the" longed to recall these lessons to hear again 'is words. (ith what &o" now ca!e back to the! 'is assurance) *#t is e$pedient for "ou that # go awa"- for if # go not awa" the +o!forter will not co!e unto "ou- but if # depart # will send 'i!.* */ll things that # ha%e heard of 9" <ather # ha%e !ade known unto "ou.* /nd *the +o!forter . . . who! the <ather will send in 9" na!e 'e shall teach "ou all things and bring all things to "our re!e!brance whatsoe%er # ha%e said unto "ou.* ,ohn 16)7- 15)15- 14)26. */ll things that the <ather hath are 9ine.* *(hen 'e the 0pirit of truth is co!e 'e will guide "ou into all truth. . . . 'e shall recei%e of 9ine and shall show it unto "ou.* ,ohn 16)15 13 14. The disciples had seen +hrist ascend fro! a!ong the! on the 9ount of Oli%es. /nd as the hea%ens recei%ed 'i! there had co!e back to the! 'is parting pro!ise *3o # a! with "ou alwa" e%en unto the end of the world.* 9atthew 28)2?. The" knew that 'is s"!pathies were with the! still. The" knew that the" had a representati%e an ad%ocate at the throne of 7od. #n the na!e of ,esus the" presented their petitions repeating 'is pro!ise *(hatsoe%er "e shall ask the <ather in 9" na!e 'e will gi%e it "ou.* ,ohn 16)23. 'igher and higher the" e$tended the hand of faith with the !ight" argu!ent *#t is +hrist that died "ea rather that is risen again who is e%en at the right hand of 7od who also !aketh intercession for us.* 1o!ans 8)34. <aithful to his pro!ise the Ei%ine One e$alted in the hea%enl" courts i!parted of 'is fullness to 'is followers on earth. 'is enthrone!ent at 7od.s right hand was signalised b" the outpouring of the 0pirit upon 'is disciples. =" the work of +hrist these disciples had been led to feel their need of the 0piritunder the 0pirit.s teaching the" recei%ed their final preparation and went forth to their lifework.

Bo longer were the" ignorant and uncultured. Bo longer were the" a collection of independent units or of discordant and conflicting ele!ents. Bo longer were their hopes set on worldl" greatness. The" were of *one accord * of one !ind and one soul. +hrist filled their thoughts. The ad%ance!ent of 'is kingdo! was their ai!. #n !ind and character the" had beco!e like their 9aster- and !en *took knowledge of the! that the" had been with ,esus.* /cts 4)13. Then was there such a re%elation of the glor" of +hrist as had ne%er before been witnessed b" !ortal !an. 9ultitudes who had re%iled 'is na!e and despised 'is power confessed the!sel%es disciples of the +rucified. Through the co:operation of the di%ine 0pirit the labours of the hu!ble !en who! +hrist had chosen stirred the world. To e%er" nation under hea%en was the gospel carried in a single generation. The sa!e 0pirit that in 'is stead was sent to be the instructor of 'is first co:workers +hrist has co!!issioned to be the instructor of 'is co:workers toda". *3o # a! with "ou alwa" e%en unto the end of the world* 49atthew 28)2?5 is 'is pro!ise. The presence of the sa!e guide in educational work toda" will produce the sa!e results as of old. This is the end to which true education tends- this is the work that 7od designs it to acco!plish.

(10) God in 1ature


Apon all created things is seen the i!press of the Eeit". Bature testifies of 7od. The susceptible !ind brought in contact with the !iracle and !"ster" of the uni%erse cannot but recognise the working of infinite power. Bot b" its own inherent energ" does the earth produce its bounties and "ear b" "ear continue its !otion around the sun. /n unseen hand guides the planets in their circuit of the hea%ens. / !"sterious life per%ades all nature::a life that sustains the unnu!bered worlds throughout i!!ensit" that li%es in the insect ato! which floats in the su!!er breeGe that wings the flight of the swallow and feeds the "oung ra%ens which cr" that brings the bud to blosso! and the flower to fruit. The sa!e power that upholds nature is working also in !an. The sa!e great laws that guide alike the star and the ato! control hu!an life. The laws that go%ern the heart.s action regulating the flow of the current of life to the bod" are the laws of the !ight" #ntelligence that has the &urisdiction of the soul. <ro! 'i! all life proceeds. Onl" in har!on" with 'i! can be found its true sphere of action. <or all the ob&ects of 'is creation the condition is the sa!e::a life sustained b" recei%ing the life of 7od a life e$ercised in har!on" with the +reator.s will. To transgress 'is law ph"sical !ental or !oral is to place one.s self out of har!on" with the uni%erse to introduce discord anarch" ruin. To hi! who learns thus to interpret its teachings all nature beco!es illu!inated- the world is a lesson book life a school. The unit" of !an with nature and with 7od the uni%ersal do!inion of law the results of transgression cannot fail of i!pressing the !ind and !oulding the character.

These are lessons that our children need to learn. To the little child not "et capable of learning fro! the printed page or of being introduced to the routine of the schoolroo! nature presents an unfailing source of instruction and delight. The heart not "et hardened b" contact with e%il is 8uick to recognise the 6resence that per%ades all created things. The ear as "et undulled b" the world.s cla!our is attenti%e to the ;oice that speaks through nature.s utterances. /nd for those of older "ears needing continuall" its silent re!inders of the spiritual and eternal nature.s teaching will be no less a source of pleasure and of instruction. /s the dwellers in 2den learned fro! nature.s pages as 9oses discerned 7od.s handwriting on the /rabian plains and !ountains and the child ,esus on the hillsides of BaGareth so the children of toda" !a" learn of 'i!. The unseen is illustrated b" the seen. On e%er"thing upon the earth fro! the loftiest tree of the forest to the lichen that clings to the rock fro! the boundless ocean to the tiniest shell on the shore the" !a" behold the i!age and superscription of 7od. 0o far as possible let the child fro! his earliest "ears be placed where this wonderful lesson book shall be open before hi!. 3et hi! behold the glorious scenes painted b" the great 9aster /rtist upon the shifting can%as of the hea%ens let hi! beco!e ac8uainted with the wonders of earth and sea let hi! watch the unfolding !"steries of the changing seasons and in all 'is works learn of the +reator. #n no other wa" can the foundation of a true education be so fir!l" and surel" laid. >et e%en the child as he co!es in contact with nature will see cause for perple$it". 'e cannot but recognise the working of antagonistic forces. #t is here that nature needs an interpreter. 3ooking upon the e%il !anifest e%en in the natural world all ha%e the sa!e sorrowful lesson to learn::*/n ene!" hath done this.* 9atthew 13)28. Onl" in the light that shines fro! +al%ar" can nature.s teaching be read aright. Through the stor" of =ethlehe! and the cross let it be shown how good is to con8uer e%il and how e%er" blessing that co!es to us is a gift of rede!ption. #n brier and thorn in thistle and tare is represented the e%il that blights and !ars. #n singing bird and opening blosso! in rain and sunshine in su!!er breeGe and gentle dew in ten thousand ob&ects in nature fro! the oak of the forest to the %iolet that blosso!s at its root is seen the lo%e that restores. /nd nature still speaks to us of 7od.s goodness. *# know the thoughts that # think toward "ou saith the 3ord thoughts of peace and not of e%il.* ,ere!iah 2@)11. This is the !essage that in the light fro! the cross !a" be read upon all the face of nature. The hea%ens declare 'is glor" and the earth is full of 'is riches.

(11) *e&&on& of *ife


The 7reat Teacher brought 'is hearers in contact with nature that the" !ight listen to the %oice which speaks in all created things- and as their hearts beca!e tender and their !inds recepti%e 'e helped the! to interpret the spiritual teaching of the scenes

upon which their e"es rested. The parables b" !eans of which 'e lo%ed to teach lessons of truth show how open 'is spirit was to the influences of nature and how 'e delighted to gather the spiritual teaching fro! the surroundings of dail" life. The birds of the air the lilies of the field the sower and the seed the shepherd and the sheep::with these +hrist illustrated i!!ortal truth. 'e drew illustrations also fro! the e%ents of life facts of e$perience fa!iliar to the hearers::the lea%en the hid treasure the pearl the fishing net the lost coin the prodigal son the houses on the rock and the sand. #n 'is lessons there was so!ething to interest e%er" !ind to appeal to e%er" heart. Thus the dail" task instead of being a !ere round of toil bereft of higher thoughts was brightened and uplifted b" constant re!inders of the spiritual and the unseen. 0o we should teach. 3et the children learn to see in nature an e$pression of the lo%e and the wisdo! of 7od- let the thought of 'i! be linked with bird and flower and tree- let all things seen beco!e to the! the interpreters of the unseen and all the e%ents of life be a !eans of di%ine teaching. /s the" learn thus to stud" the lessons in all created things and in all life.s e$periences show that the sa!e laws which go%ern the things of nature and the e%ents of life are to control us- that the" are gi%en for our good- and that onl" in obedience to the! can we find true happiness and success.

The Law of Ministr


/ll things both in hea%en and in earth declare that the great law of life is a law of ser%ice. The infinite <ather !inisters to the life of e%er" li%ing thing. +hrist ca!e to the earth *as 'e that ser%eth.* 3uke 22)27. The angels are *!inistering spirits sent forth to !inister for the! who shall be heirs of sal%ation.* 'ebrews 1)14. The sa!e law of ser%ice is written upon all things in nature. The birds of the air the beasts of the field the trees of the forest the lea%es the grass and the flowers the sun in the hea%ens and the stars of light::all ha%e their !inistr". 3ake and ocean ri%er and water spring::each takes to gi%e. /s each thing in nature !inisters thus to the world.s life it also secures its own. *7i%e and it shall be gi%en unto "ou* 43uke 6)385 is the lesson written no less surel" in nature than in the pages of 'ol" (rit. /s the hillsides and the plains open a channel for the !ountain strea! to reach the sea that which the" gi%e is repaid a hundredfold. The strea! that goes singing on its wa" lea%es behind its gift of beaut" and fruitfulness. Through the fields bare and brown under the su!!er.s heat a line of %erdure !arks the ri%er.s course- e%er" noble tree e%er" bud e%er" blosso! a witness to the reco!pense 7od.s grace decrees to all who beco!e its channels to the world.

!owing in Faith
Of the al!ost innu!erable lessons taught in the %aried processes of growth so!e of the !ost precious are con%e"ed in the 0a%iour.s parable of the growing seed. #t has lessons for old and "oung.

*0o is the kingdo! of 7od as if a !an should cast seed into the ground- and should sleep and rise night and da" and the seed should spring and grow up he knoweth not how. <or the earth bringeth forth fruit of herself- first the blade then the ear after that the full corn in the ear.* 9ark 4)26:28. : The seed has in itself a ger!inating principle a principle that 7od 'i!self has i!planted- "et if left to itself the seed would ha%e no power to spring up. 9an has his part to act in pro!oting the growth of the grain- but there is a point be"ond which he can acco!plish nothing. 'e !ust depend upon One who has connected the sowing and the reaping b" wonderful links of 'is own o!nipotent power. There is life in the seed there is power in the soil- but unless infinite power is e$ercised da" and night the seed will "ield no return. The showers of rain !ust refresh the thirst" fields- the sun !ust i!part war!th- electricit" !ust be con%e"ed to the buried seed. The life which the +reator has i!planted 'e alone can call forth. 2%er" seed grows e%er" plant de%elops b" the power of 7od. *The seed is the word of 7od.* */s the earth bringeth forth her bud and as the garden causeth the things that are sown in it to spring forth- so the 3ord 7od will cause righteousness and praise to spring forth.* 3uke 8)11- #saiah 61)11. /s in the natural so in the spiritual sowing- the power that alone can produce life is fro! 7od. The work of the sower is a work of faith. The !"ster" of the ger!ination and growth of the seed he cannot understand- but he has confidence in the agencies b" which 7od causes %egetation to flourish. 'e casts awa" the seed e$pecting to gather it !an"fold in an abundant har%est. 0o parents and teachers are to labour e$pecting a har%est fro! the seed the" sow. <or a ti!e the good seed !a" lie unnoticed in the heart gi%ing no e%idence that it has taken root- but afterward as the 0pirit of 7od breathes on the soul the hidden seed springs up and at last brings forth fruit. #n our lifework we know not which shall prosper this or that. This 8uestion it is not for us to settle. *#n the !orning sow th" seed and in the e%ening withhold not thine hand.* 2cclesiastes 11)6. 7od.s great co%enant declares that *while the earth re!aineth seedti!e and har%est . . .shall not cease.* 7enesis 8)22. #n the confidence of this pro!ise the husband!an tills and sows. Bot less confidentl" are we in the spiritual sowing to labour trusting 'is assurance) *0o shall 9" word be that goeth forth out of 9" !outh) it shall not return unto 9e %oid but it shall acco!plish that which # please and it shall prosper in the thing whereto # sent it.* *'e that goeth forth and weepeth bearing precious seed shall doubtless co!e again with re&oicing bringing his shea%es with hi!.* #saiah 55)116sal! 126)6. The ger!ination of the seed represents the beginning of spiritual life and the de%elop!ent of the plant is a figure of the de%elop!ent of character. There can be no life without growth. The plant !ust either grow or die. /s its growth is silent and i!perceptible but continuous so is the growth of character. /t e%er" stage of de%elop!ent our life !a" be perfect- "et if 7od.s purpose for us is fulfilled there will be constant ad%ance!ent.

The plant grows b" recei%ing that which 7od has pro%ided to sustain its life. 0o spiritual growth is attained through co:operation with di%ine agencies. /s the plant takes root in the soil so we are to take root in +hrist. /s the plant recei%es the sunshine the dew and the rain so are we to recei%e the 'ol" 0pirit. #f our hearts are sta"ed upon +hrist 'e will co!e unto us *as the rain as the latter and for!er rain unto the earth.* /s the 0un of 1ighteousness 'e will arise upon us *with healing in 'is wings.* (e shall *grow as the lil".* (e *shall re%i%e as the corn and grow as the %ine.* 'osea 6)3- 9alachi 4)2- 'osea 14)5 7. The wheat de%elops *first the blade then the ear after that the full corn in the ear.* 9ark 4)28. The ob&ect of the husband!an in the sowing of the seed and the culture of the plant is the production of grain::bread for the hungr" and seed for future har%ests. 0o the di%ine 'usband!an looks for a har%est. 'e is seeking to reproduce 'i!self in the hearts and li%es of 'is followers that through the! 'e !a" be reproduced in other hearts and li%es. The gradual de%elop!ent of the plant fro! the seed is an ob&ect lesson in child training. There is *first the blade then the ear after that the full corn in the ear.* 9ark 4)28. 'e who ga%e this parable created the tin" seed ga%e it its %ital properties and ordained the laws that go%ern its growth. /nd the truths taught b" the parable were !ade a realit" in 'is own life. 'e the 9a&est" of hea%en the Fing of glor" beca!e a babe in =ethlehe! and for a ti!e represented the helpless infant in its !other.s care. #n childhood 'e spoke and acted as a child honouring 'is parents and carr"ing out their wishes in helpful wa"s. =ut fro! the first dawning of intelligence 'e was constantl" growing in grace and in a knowledge of truth. 6arents and teachers should ai! so to culti%ate the tendencies of the "outh that at each stage of life the" !a" represent the beaut" appropriate to that period unfolding naturall" as do the plants in the garden. The little ones should be educated in childlike si!plicit". The" should be trained to be content with the s!all helpful duties and the pleasures and e$periences natural to their "ears. +hildhood answers to the blade in the parable and the blade has a beaut" peculiarl" its own. +hildren should not be forced into a precocious !aturit" but as long as possible should retain the freshness and grace of their earl" "ears. The !ore 8uiet and si!ple the life of the child::the !ore free fro! artificial e$cite!ent and the !ore in har!on" with nature::the !ore fa%ourable it is to ph"sical and !ental %igour and to spiritual strength. #n the 0a%iour.s !iracle of feeding the fi%e thousand is illustrated the working of 7od.s power in the production of the har%est. ,esus draws aside the %eil fro! the world of nature and re%eals the creati%e energ" that is constantl" e$ercised for our good. #n !ultipl"ing the seed cast into the ground 'e who !ultiplied the loa%es is working a !iracle e%er" da". #t is b" !iracle that 'e constantl" feeds !illions fro! earth.s har%est fields. 9en are called upon to co:operate with 'i! in the care of the grain and the preparation of the loaf and because of this the" lose sight of the di%ine agenc". The working of 'is power is ascribed to natural causes or to hu!an instru!entalit" and too often 'is gifts are per%erted to selfish uses and !ade a curse instead of a blessing. 7od is seeking to change all this. 'e desires that our dull senses

shall be 8uickened to discern 'is !erciful kindness that 'is gifts !a" be to us the blessing that 'e intended. #t is the word of 7od the i!partation of 'is life that gi%es life to the seed- and of that life we in eating the grain beco!e partakers. This 7od desires us to discern- 'e desires that e%en in recei%ing our dail" bread we !a" recognise 'is agenc" and !a" be brought into closer fellowship with 'i!. =" the laws of 7od in nature effect follows cause with un%ar"ing certaint". The reaping testifies to the sowing. 'ere no pretence is tolerated. 9en !a" decei%e their fellow !en and !a" recei%e praise and co!pensation for ser%ice which the" ha%e not rendered. =ut in nature there can be no deception. On the unfaithful husband!an the har%est passes sentence of conde!nation. /nd in the highest sense this is true also in the spiritual real!. #t is in appearance not in realit" that e%il succeeds. The child who pla"s truant fro! school the "outh who is slothful in his studies the clerk or apprentice who fails of ser%ing the interests of his e!plo"er the !an in an" business or profession who is untrue to his highest responsibilities !a" flatter hi!self that so long as the wrong is concealed 1?@ he is gaining an ad%antage. =ut not so- he is cheating hi!self. The har%est of life is character and it is this that deter!ines destin" both for this life and for the life to co!e. The har%est is a reproduction of the seed sown. 2%er" seed "ields fruit after its kind. 0o it is with the traits of character we cherish. 0elfishness self:lo%e self:estee! self: indulgence reproduce the!sel%es and the end is wretchedness and ruin. *'e that soweth to his flesh shall of the flesh reap corruption- but he that soweth to the 0pirit shall of the 0pirit reap life e%erlasting.* 7alatians 6)8. 3o%e s"!path" and kindness "ield fruitage of blessing a har%est that is i!perishable. #n the har%est the seed is !ultiplied. / single grain of wheat increased b" repeated sowings would co%er a whole land with golden shea%es. 0o widespread !a" be the influence of a single life of e%en a single act. (hat deeds of lo%e the !e!or" of that alabaster bo$ broken for +hrist.s anointing has through the long centuries pro!ptedD (hat countless gifts that contribution b" a poor unna!ed widow of *two !ites which !ake a farthing* 49ark 12)425 has brought to the 0a%iour.s causeD

Life Through Death


The lesson of seed sowing teaches liberalit". *'e which soweth sparingl" shall reap also sparingl"- and he which soweth bountifull" shall reap also bountifull".* 2 +orinthians @)6. The 3ord sa"s *=lessed are "e that sow beside all waters.* #saiah 32)2?. To sow beside all waters !eans to gi%e where%er our help is needed. This will not tend to po%ert". *'e which soweth bountifull" shall reap also bountifull".* =" casting it awa" the sower !ultiplies his seed. 0o b" i!parting we increase our blessings. 7od.s pro!ise assures a sufficienc" that we !a" continue to gi%e.

9ore than this) as we i!part the blessings of this life gratitude in the recipient prepares the heart to recei%e spiritual truth and a har%est is produced unto life e%erlasting. =" the casting of grain into the earth the 0a%iour represents 'is sacrifice for us. *2$cept a corn of wheat fall into the ground and die.* 'e sa"s *it abideth alone) but if it die it bringeth forth !uch fruit.* ,ohn 12)24. Onl" through the sacrifice of +hrist the 0eed could fruit be brought forth for the kingdo! of 7od. #n accordance with the law of the %egetable kingdo! life is the result of 'is death. 0o with all who bring forth fruit as workers together with +hrist) self:lo%e self: interest !ust perish- the life !ust be cast into the furrow of the world.s need. =ut the law of self:sacrifice is the law of self:preser%ation. The husband!an preser%es his grain b" casting it awa". 0o the life that will be preser%ed is the life that is freel" gi%en in ser%ice to 7od and !an. The seed dies to spring forth into new life. #n this we are taught the lesson of the resurrection. Of the hu!an bod" laid awa" to !oulder in the gra%e 7od has said) *#t is sown in corruption- it is raised in incorruption) it is sown in dishonour- it is raised in glor") it is sown in weakness- it is raised in power.* 1 +orinthians 15)42 43. /s parents and teachers tr" to teach these lessons the work should be !ade practical. 3et the children the!sel%es prepare the soil and sow the seed. /s the" work the parent or teacher can e$plain the garden of the heart with the good or bad seed sown there and that as the garden !ust be prepared for the natural seed so the heart !ust be prepared for the seed of truth. /s the seed is cast into the ground the" can teach the lesson of +hrist.s death- and as the blade springs up the truth of the resurrection. /s the plant grows the correspondence between the natural and the spiritual sowing !a" be continued. The "outh should be instructed in a si!ilar wa". <ro! the tilling of the soil lessons !a" constantl" be learned. Bo one settles upon a raw piece of land with the e$pectation that it will at once "ield a har%est. Eiligent perse%ering labour !ust be put forth in the preparation of the soil the sowing of the seed and the culture of the crop. 0o it !ust be in the spiritual sowing. The garden of the heart !ust be culti%ated. The soil !ust be broken up b" repentance. The e%il growths that choke the good grain !ust be uprooted. /s soil once o%ergrown with thorns can be reclai!ed onl" b" diligent labour so the e%il tendencies of the heart can be o%erco!e onl" b" earnest effort in the na!e and strength of +hrist. #n the culti%ation of the soil the thoughtful worker will find that treasures little drea!ed of are opening up before hi!. Bo one can succeed in agriculture or gardening without attention to the laws in%ol%ed. The special needs of e%er" %ariet" of plant !ust be studied. Eifferent %arieties re8uire different soil and culti%ation and co!pliance with the laws go%erning each is the condition of success. The attention re8uired in transplanting that not e%en a root fibre shall be crowded or !isplaced the care of the "oung plants the pruning and watering the shielding fro! frost at night and sun b" da" keeping out weeds disease and insect pests the training and arranging not onl" teach i!portant lessons concerning the de%elop!ent of character but the work itself is a !eans of de%elop!ent. #n culti%ating carefulness patience

attention to detail obedience to law it i!parts a !ost essential training. The constant contact with the !"ster" of life and the lo%eliness of nature as well as the tenderness called forth in !inistering to these beautiful ob&ects of 7od.s creation tends to 8uicken the !ind and refine and ele%ate the character- and the lessons taught prepare the worker to deal !ore successfull" with other !inds.

(12) 2ther 234ect *e&&on&


7od.s healing power runs all through nature. #f a tree is cut if a hu!an being is wounded or breaks a bone nature begins at once to repair the in&ur". 2%en before the need e$ists the healing agencies are in readiness- and as soon as a part is wounded e%er" energ" is bent to the work of restoration. 0o it is in the spiritual real!. =efore sin created the need 7od had pro%ided the re!ed". 2%er" soul that "ields to te!ptation is wounded bruised b" the ad%ersar"- but whene%er there is sin there is the 0a%iour. #t is +hrist.s work *to heal the broken:hearted to preach deli%erance to the capti%es . . . to set at libert" the! that are bruised.* 3uke 4)18. #n this work we are to co:operate. *#f a !an be o%ertaken in a fault . . . restore such an one.* 7alatians 6)1. The word here translated *restore* !eans to put in &oint as a dislocated bone. 'ow suggesti%e the figureD 'e who falls into error or sin is thrown out of relation to e%er"thing about hi!. 'e !a" realise his error and be filled with re!orse- but he cannot reco%er hi!self. 'e is in confusion and perple$it" worsted and helpless. 'e is to be reclai!ed healed re:established. *>e which are spiritual restore such an one.* Onl" the lo%e that flows fro! the heart of +hrist can heal. Onl" he in who! that lo%e flows e%en as the sap in the tree or the blood in the bod" can restore the wounded soul. 3o%e.s agencies ha%e wonderful power for the" are di%ine. The soft answer that *turneth awa" wrath * the lo%e that *suffereth long and is kind * the charit" that *co%ereth a !ultitude of sins* 46ro%erbs 15)1- 1 +orinthians 13)4 1.;.- 1 6eter 4)8 1.;.5::would we learn the lesson with what power for healing would our li%es be giftedD 'ow life would be transfor!ed and the earth beco!e a %er" likeness and foretaste of hea%enD These precious lessons !a" be so si!pl" taught as to be understood e%en b" little children. The heart of the child is tender and easil" i!pressed- and when we who are older beco!e *as little children* 49atthew 18)35- when we learn the si!plicit" and gentleness and tender lo%e of the 0a%iour we shall not find it difficult to touch the hearts of the little ones and teach the! lo%e.s !inistr" of healing. 6erfection e$ists in the least as well as in the greatest of the works of 7od. The hand that hung the worlds in space is the hand that fashions the flowers of the field. 2$a!ine under the !icroscope the s!allest and co!!onest of wa"side blosso!s and note in all its parts the e$8uisite beaut" and co!pleteness. 0o in the hu!blest lot true e$cellence !a" be found- the co!!onest tasks wrought with lo%ing faithfulness are beautiful in 7od.s sight. +onscientious attention to the little things will !ake us

workers together with 'i! and win for us 'is co!!endation who seeth and knoweth all. The rainbow spanning the hea%ens with its arch of light is a token of *the e%erlasting co%enant between 7od and e%er" li%ing creature.* 7enesis @)16. /nd the rainbow encircling the throne on high is also a token to 7od.s children of 'is co%enant of peace. /s the bow in the cloud results fro! the union of sunshine and shower so the bow abo%e 7od.s throne represents the union of 'is !erc" and 'is &ustice. To the sinful but repentant soul 7od sa"s 3i%e thou- *# ha%e found a ranso!.* ,ob 33)24. */s # ha%e sworn that the waters of Boah should no !ore go o%er the earth- so ha%e # sworn that # would not be wroth with thee nor rebuke thee. <or the !ountains shall depart and the hills be re!o%ed- but 9" kindness shall not depart fro! thee neither shall the co%enant of 9" peace be re!o%ed saith the 3ord that hath !erc" on thee.* #saiah 54)@ 1?.

The Message of the !tars


The stars also ha%e a !essage of good cheer for e%er" hu!an being. #n those hours that co!e to all when the heart is faint and te!ptation presses sore- when obstacles see! insur!ountable life.s ai!s i!possible of achie%e!ent its fair pro!ises like apples of 0odo!- where then can such courage and steadfastness be found as in that lesson which 7od has bidden us learn fro! the stars in their untroubled courseC *3ift up "our e"es on high and behold who hath created these things that bringeth out their host b" nu!ber) 'e calleth the! all b" na!es b" the greatness of 'is !ight for that 'e is strong in power- not one faileth. (h" sa"est thou O ,acob and speakest O #srael 9" wa" is hid fro! the 3ord and !" &udge!ent is passed o%er fro! !" 7odC 'ast thou not knownC hast thou not heard that the e%erlasting 7od the 3ord the +reator of the ends of the earth fainteth not neither is wear"C there is no searching of 'is understanding. 'e gi%eth power to the faint- and to the! that ha%e no !ight 'e increaseth strength.* *<ear thou not- for # a! with thee) be not dis!a"ed for # a! Th" 7od) # will strengthen thee- "ea # will help thee- "ea # will uphold thee with the right hand of 9" righteousness.* *# the 3ord th" 7od will hold th" right hand sa"ing unto thee <ear not- # will help thee.* #saiah 4?)26:2@- 41)1? 13. The pal! tree beaten b" the scorching sun and the fierce sandstor! stands green and flourishing and fruitful in the !idst of the desert. #ts roots are fed b" li%ing springs. #ts crown of %erdure is seen afar o%er the parched desolate plain- and the tra%eller read" to die urges his failing steps to the cool shade and the life:gi%ing water. The tree of the desert is a s"!bol of what 7od !eans the life of 'is children in this world to be. The" are to guide wear" souls full of unrest and read" to perish in the desert of sin to the li%ing water. The" are to point their fellow !en to 'i! who gi%es the in%itation *#f an" !an thirst let hi! co!e unto 9e and drink.* ,ohn 7)37. The wide deep ri%er that offers a highwa" for the traffic and tra%el of nations is %alued as a world:wide benefit- but what of the little rills that help to for! this noble

strea!C (ere it not for the! the ri%er would disappear. Apon the! its %er" e$istence depends. 0o !en called to lead in so!e great work are honoured as if its success were due to the! alone- but that success re8uired the faithful co:operation of hu!bler workers al!ost without nu!ber::workers of who! the world knows nothing. Tasks unco!!ended labour without recognition is the lot of !ost of the world.s toilers. /nd in such a lot !an" are filled with discontent. The" feel that life is wasted. =ut the little rill that !akes its noiseless wa" through gro%e and !eadow bearing health and fertilit" and beaut" is as useful in its wa" as the broad ri%er. /nd in contributing to the ri%er.s life it helps achie%e that which alone it could ne%er ha%e acco!plished. The lesson in one needed b" !an". Talent is too !uch idolised and station too !uch co%eted. There are too !an" who will do nothing unless the" are recognised as leaders- too !an" who !ust recei%e praise or the" ha%e no interest to labour. (hat we need to learn is faithfulness in !aking the ut!ost use of the powers and opportunities we ha%e and content!ent in the lot to which 'ea%en assigns us.

A Lesson of Trust
*/sk now the beasts and the" shall teach thee- and the fowls of the air and the" shall tell thee) . . . and the fishes of the sea shall declare unto thee.* *7o to the ant- . . . consider her wa"s.* *=ehold the birds.* *+onsider the ra%ens.* ,ob 12)7 8- 6ro%erbs 6)6- 9atthew 6)26 1.;.- 3uke 12)24. (e are not !erel" to tell the child about these creatures of 7od. The ani!als the!sel%es are to be his teachers. The ants teach lessons of patient industr" of perse%erance in sur!ounting obstacles of pro%idence for the future. /nd the birds are teachers of the sweet lesson of trust. Our hea%enl" <ather pro%ides for the!- but the" !ust gather the food the" !ust build their nests and rear their "oung. 2%er" !o!ent the" are e$posed to ene!ies that seek to destro" the!. >et how cheeril" the" go about their workD how full of &o" are their little songsD 'ow beautiful the psal!ist.s description of 7od.s care for the creatures of the woods:: *The high hills are a refuge for the wild goats- /nd the rocks for the conies.* 6sal! 1?4)18. 'e sends the springs to run a!ong the hills where the birds ha%e their habitation and *sing a!ong the branches.* 6sal! 1?4)12. /ll the creatures of the woods and hills are a part of 'is great household. 'e opens 'is hand and satisfies *the desire of e%er" li%ing thing.* 6sal! 145)16. The eagle of the /lps is so!eti!es beaten down b" the te!pest into the narrow defiles of the !ountains. 0tor! clouds shut in this !ight" bird of the forest their dark !asses separating her fro! the sunn" heights where she has !ade her ho!e. 'er efforts to escape see! fruitless. 0he dashes to and fro beating the air with her strong wings and waking the !ountain echoes with her cries. /t length with a note of triu!ph she darts upward and piercing the clouds is once !ore in the clear sunlight with the darkness and te!pest far beneath. 0o we !a" be surrounded with difficulties discourage!ent and darkness. <alsehood cala!it" in&ustice shut us in. There are clouds that we cannot dispel. (e battle with circu!stances in %ain. There is one and but one wa" of escape. The !ists and fogs cling to the earth- be"ond the clouds 7od.s light is shining. #nto the sunlight of 'is presence we !a" rise on the wings of faith.

9an" are the lessons that !a" thus be learned. 0elf:reliance fro! the tree that growing alone on plain or !ountainside strikes down its roots deep into the earth and in its rugged strength defies the te!pest. The power of earl" influence fro! the gnarled shapeless trunk bent as a sapling to which no earthl" power can afterward restore its lost s"!!etr". The secret of a hol" life fro! the water lil" that on the boso! of so!e sli!" pool surrounded b" weeds and rubbish strikes down its channelled ste! to the pure sands beneath and drawing thence its life lifts up its fragrant blosso!s to the light in spotless purit". Thus while the children and "outh gain a knowledge of facts fro! teachers and te$tbooks let the! learn to draw lessons and discern truth for the!sel%es. #n their gardening 8uestion the! as to what the" learn fro! the care of their plants. /s the" look on a beautiful landscape ask the! wh" 7od clothed the fields and woods with such lo%el" and %aried hues. (h" was not all coloured a so!bre brownC (hen the" gather the flowers lead the! to think wh" 'e spared us the beaut" of these wanderers fro! 2den. Teach the! to notice the e%idences e%er"where !anifest in nature of 7od.s thought for us the wonderful adaptation of all things to our need and happiness. 'e alone who recognises in nature his <ather.s handiwork who in the richness and beaut" of the earth reads the <ather.s handwriting::he alone learns fro! the things of nature their deepest lessons and recei%es their highest !inistr". Onl" he can full" appreciate the significance of hill and %ale ri%er and sea who looks upon the! as an e$pression of the thought of 7od a re%elation of the +reator. 9an" illustrations fro! nature are used b" the =ible writers and as we obser%e the things of the natural world we shall be enabled under the guiding of the 'ol" 0pirit !ore full" to understand the lessons of 7od.s word. #t is thus that nature beco!es a ke" to the treasure house of the word. +hildren should be encouraged to search out in nature the ob&ects that illustrate =ible teachings and to trace in the =ible the si!ilitudes drawn fro! nature. The" should search out both in nature and in 'ol" (rit e%er" ob&ect representing +hrist and those also that 'e e!plo"ed in illustrating truth. Thus !a" the" learn to see 'i! in tree and %ine in lil" and rose in sun and star. The" !a" learn to hear 'is %oice in the song of birds in the sighing of the trees in the rolling thunder and in the !usic of the sea. /nd e%er" ob&ect in nature will repeat to the! 'is precious lessons. To those who thus ac8uaint the!sel%es with +hrist the earth will ne%er!ore be a lonel" and desolate place. #t will be their <ather.s house filled with the presence of 'i! who once dwelt a!ong !en.

(13) +ental and S#iritual 5ulture


<or the !ind and the soul as well as for the bod" it is 7od.s law that strength is ac8uired b" effort. #t is e$ercise that de%elops. #n har!on" with this law 7od has pro%ided in 'is word the !eans for !ental and spiritual de%elop!ent.

The =ible contains all the principles that !en need to understand in order to be fitted either for this life or for the life to co!e. /nd these principles !a" be understood b" all. Bo one with a spirit to appreciate its teaching can read a single passage fro! the =ible without gaining fro! it so!e helpful thought. =ut the !ost %aluable teaching of the =ible is not to be gained b" occasional or disconnected stud". #ts great s"ste! of truth is not so presented as to be discerned b" the hast" or careless reader. 9an" of its treasures lie far beneath the surface and can be obtained onl" b" diligent research and continuous effort. The truths that go to !ake up the great whole !ust be searched out and gathered up *here a little and there a little.* #saiah 28)1?. (hen thus searched out and brought together the" will be found to be perfectl" fitted to one another. 2ach 7ospel is a supple!ent to the others e%er" prophec" an e$planation of another e%er" truth a de%elop!ent of so!e other truth. The t"pes of the ,ewish econo!" are !ade plain b" the gospel. 2%er" principle in the word of 7od has its place e%er" fact its bearing. /nd the co!plete structure in design and e$ecution bears testi!on" to its /uthor. 0uch a structure no !ind but that of the #nfinite could concei%e or fashion. #n searching out the %arious parts and stud"ing their relationship the highest faculties of the hu!an !ind are called into intense acti%it". Bo one can engage in such stud" without de%eloping !ental power. /nd not alone in searching out truth and bringing it together does the !ental %alue of =ible stud" consist. #t consists also in the effort re8uired to grasp the the!es presented. The !ind occupied with co!!onplace !atters onl" beco!es dwarfed and enfeebled. #f ne%er tasked to co!prehend grand and far:reaching truths it after a ti!e loses the power of growth. /s a safeguard against this degenerac" and a sti!ulus to de%elop!ent nothing else can e8ual the stud" of 7od.s word. /s a !eans of intellectual training the =ible is !ore effecti%e than an" other book or all other books co!bined. The greatness of its the!es the dignified si!plicit" of its utterances the beaut" of its i!ager" 8uicken and uplift the thoughts as nothing else can. Bo other stud" can i!part such !ental power as does the effort to grasp the stupendous truths of re%elation. The !ind thus brought in contact with the thoughts of the #nfinite cannot but e$pand and strengthen. /nd e%en greater is the power of the =ible in the de%elop!ent of the spiritual nature. 9an created for fellowship with 7od can onl" in such fellowship find his real life and de%elop!ent. +reated to find in 7od his highest &o" he can find in nothing else that which can 8uiet the cra%ings of the heart can satisf" the hunger and thirst of the soul. 'e who with sincere and teachable spirit studies 7od.s word seeking to co!prehend its truths will be brought in touch with its /uthor- and e$cept b" his own choice there is no li!it to the possibilities of his de%elop!ent. #n its wide range of st"le and sub&ects the =ible has so!ething to interest e%er" !ind and appeal to e%er" heart. #n its pages are found histor" the !ost ancient- biograph" the truest to life- principles of go%ern!ent for the control of the state for the regulation of the household::principles that hu!an wisdo! has ne%er e8ualled. #t contains philosoph" the !ost profound poetr" the sweetest and the !ost subli!e the !ost i!passioned and the !ost pathetic. #!!easurabl" superior in %alue to the productions of an" hu!an author are the =ible writings e%en when thus considered-

but of infinitel" wider scope of infinitel" greater %alue are the" when %iewed in their relation to the grand central thought. ;iewed in the light of this thought e%er" topic has a new significance. #n the !ost si!pl" stated truths are in%ol%ed principles that are as high as hea%en and that co!pass eternit". The central the!e of the =ible the the!e about which e%er" other in the whole book clusters is the rede!ption plan the restoration in hu!an soul of the i!age of 7od. <ro! the first inti!ation of hope in the sentence pronounced in 2den to that last glorious pro!ise of the 1e%elation *The" shall see 'is face- and 'is na!e shall be in their foreheads* 41e%elation 22)45 the burden of e%er" book and e%er" passage of the =ible is the unfolding of this wondrous the!e ::!an.s uplifting ::the power of 7od *which gi%eth us the %ictor" through our 3ord ,esus +hrist.* 1 +orinthians 15)57. 'e who grasps this thought has before hi! an infinite field for stud". 'e has the ke" that will unlock to hi! the whole treasure house of 7od.s word. The science of rede!ption is the science of all sciences- the science that is the stud" of the angels and of all the intelligences of the unfallen worlds- the science that engages the attention of our 3ord and 0a%iour- the science that enters into the purpose brooded in the !ind of the #nfinite::*kept in silence through ti!es eternal* 41o!ans 16)25 1.;.5- the science that will be the stud" of 7od.s redee!ed throughout endless ages. This is the highest stud" in which it is possible for !an to engage. /s no other stud" can it will 8uicken the !ind and uplift the soul. *The e$cellenc" of knowledge is that wisdo! gi%eth life to the! that ha%e it.* *The words that # speak unto "ou * said ,esus *the" are spirit and the" are life.* *This is life eternal that the" should know Thee the onl" true 7od and 'i! who! Thou didst send.* 2cclesiastes 7)12- ,ohn 6)63- 17)3 1.;. The creati%e energ" that called the worlds into e$istence is in the word of 7od. This word i!parts power- it begets life. 2%er" co!!and is a pro!ise- accepted b" the will recei%ed into the soul it brings with it the life of the #nfinite One. #t transfor!s the nature and re:creates the soul in the i!age of 7od. The life thus i!parted is in like !anner sustained. *=" e%er" word that proceedeth out of the !outh of 7od* 49atthew 4)45 shall !an li%e. The !ind the soul is built up b" that upon which it feeds- and it rests with us to deter!ine upon what it shall be fed. #t is within the power of e%er"one to choose the topics that shall occup" the thoughts and shape the character. Of e%er" hu!an being pri%ileged with access to the 0criptures 7od sa"s *# ha%e written to hi! the great things of 9" law.* *+all unto 9e and # will answer thee and show thee great and !ight" things which thou knowest not.* 'osea 8)12- ,ere!iah 33)3. (ith the word of 7od in his hands e%er" hu!an being where%er his lot in life !a" be cast !a" ha%e such co!panionship as he shall choose. #n its pages he !a" hold con%erse with the noblest and best of the hu!an race and !a" listen to the %oice of the 2ternal as 'e speaks with !en. /s he studies and !editates upon the the!es into which *the angels desire to look* 41 6eter 1)125 he !a" ha%e their co!panionship. 'e !a" follow the steps of the hea%enl" Teacher and listen to 'is words as when 'e

taught on !ountain and plain and sea. 'e !a" dwell in this world in the at!osphere of hea%en i!parting to earth.s sorrowing and te!pted ones thoughts of hope and longings for holiness- hi!self co!ing closer and still closer into fellowship with the Anseen- like hi! of old who walked with 7od drawing nearer and nearer the threshold of the eternal world until the portals shall open and he shall enter there. 'e will find hi!self no stranger. The %oices that will greet hi! are the %oices of the hol" ones who unseen were on earth his co!panions ::%oices that here he learned to distinguish and to lo%e. 'e who through the word of 7od has li%ed in fellowship with hea%en will find hi!self at ho!e in hea%en.s co!panionship.

(1!) Science and the Bi3le


0ince the book of nature and the book of re%elation bear the i!press of the sa!e !aster !ind the" cannot but speak in har!on". =" different !ethods and in different languages the" witness to the sa!e great truths. 0cience is e%er disco%ering new wonders- but she brings fro! her research nothing that rightl" understood conflicts with di%ine re%elation. The book of nature and the written word shed light upon each other. The" !ake us ac8uainted with 7od b" teaching us so!ething of the laws through which 'e works. #nferences erroneousl" drawn fro! facts obser%ed in nature ha%e howe%er led to supposed conflict between science and re%elation- and in the effort to restore har!on" interpretations of 0cripture ha%e been adopted that under!ine and destro" the force of the word of 7od. 7eolog" has been thought to contradict the literal interpretation of the 9osaic record of the creation. 9illions of "ears it is clai!ed were re8uired for the e%olution of the earth fro! chaos- and in order to acco!!odate the =ible to this supposed re%elation of science the da"s of creation are assu!ed to ha%e been %ast indefinite periods co%ering thousands or e%en !illions of "ears. 0uch a conclusion is wholl" uncalled for. The =ible record is in har!on" with itself and with the teaching of nature. Of the first da" e!plo"ed in the work of creation is gi%en the record *The e%ening and the !orning were the first da".* 7enesis 1)5. /nd the sa!e in substance is said of each of the first si$ da"s of creation week. 2ach of these periods #nspiration declares to ha%e been a da" consisting of e%ening and !orning like e%er" other da" since that ti!e. #n regard to the work of creation itself the di%ine testi!on" is *'e spake and it was done- 'e co!!anded and it stood fast.* 6sal! 33)@. (ith 'i! who could thus call into e$istence unnu!bered worlds how long a ti!e would be re8uired for the e%olution of the earth fro! chaosC #n order to account for 'is works !ust we do %iolence to 'is wordC #t is true that re!ains found in the earth testif" to the e$istence of !en ani!als and plants !uch larger than an" now known. These are regarded as pro%ing the e$istence of %egetable and ani!al life prior to the ti!e of the 9osaic record. =ut concerning these things =ible histor" furnishes a!ple e$planation. =efore the <lood the de%elop!ent of %egetable and ani!al life was i!!easurabl" superior to that which has since been known. /t the <lood the surface of the earth was broken up !arked changes took place and in the re:for!ation of the earth.s crust were preser%ed !an"

e%idences of the life pre%iousl" e$isting. The %ast forests buried in the earth at the ti!e of the <lood and since changed to coal for! the e$tensi%e coal fields and "ield the supplies of oil that !inister to our co!fort and con%enience toda". These things as the" are brought to light are so !an" witnesses !utel" testif"ing to the truth of the word of 7od. /kin to the theor" concerning the e%olution of the earth is that which attributes to an ascending line of ger!s !olluscs and 8uadrupeds the e%olution of !an the crowning glor" of the creation. (hen consideration is gi%en to !an.s opportunities for research- how brief his lifehow li!ited his sphere of action- how restricted his %ision- how fre8uent and how great the errors in his conclusions especiall" as concerns the e%ents thought to antedate =ible histor"- how often the supposed deductions of science are re%ised or cast aside- with what readiness the assu!ed period of the earth.s de%elop!ent is fro! ti!e to ti!e increased or di!inished b" !illions of "ears- and how the theories ad%anced b" different scientists conflict with one another ::considering all this shall we for the pri%ilege of tracing our descent fro! ger!s and !olluscs and apes consent to cast awa" that state!ent of 'ol" (rit so grand in its si!plicit" *7od created !an in 'is own i!age in the i!age of 7od created 'e hi!*C 7enesis 1)27. 0hall we re&ect that genealogical record ::prouder than an" treasured in the courts of kings ::*which was the son of /da! which was the son of 7od*C 3uke 3)38. 1ightl" understood both the re%elations of science and the e$periences of life are in har!on" with the testi!on" of 0cripture to the constant working of 7od in nature. #n the h"!n recorded b" Behe!iah the 3e%ites sang *Thou e%en Thou art 3ord alone- Thou hast !ade hea%en the hea%en of hea%ens with all their host the earth and all things that are therein the seas and all that is therein and Thou preser%est the! all.* Behe!iah @)6. /s regards this earth 0cripture declares the work of creation to ha%e been co!pleted. *The works were finished fro! the foundation of the world.* 'ebrews 4)3. =ut the power of 7od is still e$ercised in upholding the ob&ects of 'is creation. #t is not because the !echanis! once set in !otion continues to act b" its own inherent energ" that the pulse beats and breath follows breath. 2%er" breath e%er" pulsation of the heart is an e%idence of the care of 'i! in who! we li%e and !o%e and ha%e our being. <ro! the s!allest insect to !an e%er" li%ing creature is dail" dependent upon 'is pro%idence. *These wait all upon Thee. . . . That Thou gi%est the! the" gather) Thou openest Thine hand the" are filled with good. Thou hidest Th" face the" are troubled) Thou takest awa" their breath the" die /nd return to their dust. Thou sendest forth Th" 0pirit the" are created) /nd Thou renewest the face of the earth.* 6sal! 1?4)27:3?.

*'e stretcheth out the north o%er the e!pt" place /nd hangeth the earth upon nothing. 'e bindeth up the waters in 'is thick clouds/nd the cloud is not rent under the!. . . . 'e hath co!passed the waters with bounds Antil the da" and night co!e to an end.* *The pillars of hea%en tre!ble /nd are astonished at 'is rebuke. 'e stilleth the sea with 'is power. . . . =" 'is 0pirit the hea%ens are beaut"'is hand hath pierced the gliding serpent. 3o these are but the outskirts of 'is wa"s) /nd how s!all a whisper do we hear of 'i!D =ut the thunder of 'is power who can understandC* ,ob 26)7:1?- 26)11:14 1.;. !argin. *The 3ord hath 'is wa" in the whirlwind and in the stor! /nd the clouds are the dust of 'is feet.* Bahu! 1)3. The !ight" power that works through all nature and sustains all things is not as so!e !en of science clai! !erel" an all:per%ading principle an actuating energ". 7od is a spirit- "et 'e is a personal being for !an was !ade in 'is i!age. /s a personal being 7od has re%ealed 'i!self in 'is 0on. ,esus the outshining of the <ather.s glor" *and the e$press i!age of 'is person* 4'ebrews 1)35 was on earth found in fashion as a !an. /s a personal 0a%iour 'e ca!e to the world. /s a personal 0a%iour 'e ascended on high. /s a personal 0a%iour 'e intercedes in the hea%enl" courts. =efore the throne of 7od in our behalf !inisters *One like the 0on of !an.* Eaniel 7)13. The apostle 6aul writing b" the 'ol" 0pirit declares of +hrist that *all things ha%e been created through 'i! and unto 'i!- and 'e is before all things and in 'i! all things hold together.* +olossians 1)16 17 1.;. !argin. The hand that sustains the worlds in space the hand that holds in their orderl" arrange!ent and tireless acti%it" all things throughout the uni%erse of 7od is the hand that was nailed to the cross for us. The greatness of 7od is to us inco!prehensible. *The 3ord.s throne is in hea%en* 46sal! 11)45- "et b" 'is 0pirit 'e is e%er"where present. 'e has an inti!ate knowledge of and a personal interest in all the works of 'is hand. *(ho is like unto the 3ord our 7od who dwelleth on high (ho hu!bleth 'i!self to behold the things that are in hea%en and in the earthD* *(hither shall # go fro! Th" 0piritC Or whither shall # flee fro! Th" presenceC #f # ascend up into hea%en Thou art there) #f # !ake !" bed in the gra%e 4see 6sal! 13@)8 1.;.- ,ob 26)6 1.;. !argin5 behold Thou art there. *#f # take the wings of the !orning /nd dwell in the utter!ost parts of the sea- 2%en there shall Th" hand lead !e /nd Th" right hand shall hold !e.* 6sal!s 113)5 6- 13@)7:1?.

*Thou knowest !" downsitting and !ine uprising Thou understandest !" thought afar off. Thou searchest out !" path and !" l"ing down /nd art ac8uainted with all !" wa"s. . . . Thou hast beset !e behind and before /nd laid Thine hand upon !e. 0uch knowledge is too wonderful for !e#t is high # cannot attain unto it.* 6sal! 13@)2:6 1.;. #t was the 9aker of all things who ordained the wonderful adaptation of !eans to end of suppl" to need. #t was 'e who in the !aterial world pro%ided that e%er" desire i!planted should be !et. #t was 'e who created the hu!an soul with its capacit" for knowing and for lo%ing. /nd 'e is not in 'i!self such as to lea%e the de!ands of the soul unsatisfied. Bo intangible principle no i!personal essence or !ere abstraction can satisf" the needs and longings of hu!an beings in this life of struggle with sin and sorrow and pain. #t is not enough to belie%e in law and force in things that ha%e no pit" and ne%er hear the cr" for help. (e need to know of an al!ight" ar! that will hold us up of an infinite <riend that pities us. (e need to clasp a hand that is war! to trust in a heart full of tenderness. /nd e%en so 7od has in 'is word re%ealed 'i!self. 'e who studies !ost deepl" into the !"steries of nature will realise !ost full" his own ignorance and weakness. 'e will realise that there are depths and heights which he cannot reach secrets which he cannot penetrate %ast fields of truth l"ing before hi! unentered. 'e will be read" to sa" with Bewton *# see! to !"self to ha%e been like a child on the seashore finding pebbles and shells while the great ocean of truth la" undisco%ered before !e.* The deepest students of science are constrained to recognise in nature the working of infinite power. =ut to !an.s unaided reason nature.s teaching cannot but be contradictor" and disappointing. Onl" in the light of re%elation can it be read aright. *Through faith we understand.* 'ebrews 11)3. *#n the beginning 7od.* 7enesis 1)1. 'ere alone can the !ind in its eager 8uestioning fleeing as the do%e to the ark find rest. /bo%e beneath be"ond abides #nfinite 3o%e working out all things to acco!plish *the good pleasure of 'is goodness.* 2 Thessalonians 1)11. *The in%isible things of 'i! since the creation of the world are . . . percei%ed through the things that are !ade e%en 'is e%erlasting power and di%init". 1o!ans 1)2? 1.;. =ut their testi!on" can be understood onl" through the aid of the di%ine Teacher. *(hat !an knoweth the things of a !an sa%e the spirit of !an which is in hi!C e%en so the things of 7od knoweth no !an but the 0pirit of 7od.* 1 +orinthians 2)11. *(hen 'e the 0pirit of truth is co!e 'e will guide "ou into all truth.* ,ohn 16)13. Onl" b" the aid of that 0pirit who in the beginning *was brooding upon the face of the waters-* of that (ord b" who! *all things were !ade-* of that *true 3ight which lighteth e%er" !an that co!eth into the world * can the testi!on" of science be rightl" interpreted. Onl" b" their guidance can its deepest truths be discerned.

Onl" under the direction of the O!niscient One shall we in the stud" of 'is works be enabled to think 'is thoughts after 'i!.

(1$) Bu&ine&& (rinci#le& and +ethod&


There is no branch of legiti!ate business for which the =ible does not afford an essential preparation. #ts principles of diligence honest" thrift te!perance and purit" are the secret of true success. These principles as set forth in the book of 6ro%erbs constitute a treasur" of practical wisdo!. (here can the !erchant the artisan the director of !en in an" depart!ent of business find better !a$i!s for hi!self or for his e!plo"ees than are found in these words of the wise !an) *0eest thou a !an diligent in his businessC he shall stand before kings- he shall not stand before !ean !en.* 6ro%erbs 22)2@. *#n all labour there is profit) but the talk of the lips tendeth onl" to penur".* 6ro%erbs 14)23. *The soul of the sluggard desireth and hath nothing.* *The drunkard and the glutton shall co!e to po%ert") and drowsiness shall clothe a !an with rags.* 6ro%erbs 13)423)21. */ talebearer re%ealeth secrets) therefore !eddle not with hi! that flattereth with his lips.* 6ro%erbs 2?)1@. *'e that hath knowledge spareth his words-* but *e%er" fool will be !eddling.* 6ro%erbs 17)27- 2?)3. *7o not in the wa" of e%il !en-* *can one go upon hot coals and his feet not be burnedC* 6ro%erbs 4)14- 6)28. *'e that walketh with wise !en shall be wise.* 6ro%erbs 13)2?. */ !an that hath friends !ust show hi!self friendl".* 6ro%erbs 18)24. The whole circle of our obligation to one another is co%ered b" that word of +hrist.s *(hatsoe%er "e would that !en should do to "ou do "e e%en so to the!.* 9atthew 7)12. 'ow !an" a !an !ight ha%e escaped financial failure and ruin b" heeding the warnings so often repeated and e!phasised in the 0criptures) *'e that !aketh haste to be rich shall not be innocent.* 6ro%erbs 28)2?. *(ealth gotten in haste shall be di!inished) but he that gathereth b" labour shall ha%e increase.* 6ro%erbs 13)11 1.;. !argin.

*The getting of treasures b" a l"ing tongue is a %anit" tossed to and fro of the! that seek death.* 6ro%erbs 21)6. *The borrower is ser%ant to the lender.* 6ro%erbs 22)7. *'e that is suret" for a stranger shall s!art for it) and he that hateth suret"ship is sure.* 6ro%erbs 11)15. *1e!o%e not the old land!ark- and enter not into the fields of the fatherless) for their 1edee!er is !ight"- 'e shall plead their cause with thee.* *'e that oppresseth the poor to increase his riches and he that gi%eth to the rich shall surel" co!e to want.* *(hoso diggeth a pit shall fall therein) and he that rolleth a stone it will return upon hi!.* 6ro%erbs 23)1? 11- 22)16- 26)27. These are principles with which are bound up the well:being of societ" of both secular and religious associations. #t is these principles that gi%e securit" to propert" and life. <or all that !akes confidence and co:operation possible the world is indebted to the law of 7od as gi%en in 'is word and as still traced in lines often obscure and well:nigh obliterated in the hearts of !en. The psal!ist.s words *The law of Th" !outh is better unto !e than thousands of gold and sil%er* 46sal! 11@)725 state that which is true fro! other than a religious point of %iew. The" state an absolute truth and one that is recognised in the business world. 2%en in this age of passion for !one" getting when co!petition is so sharp and !ethods are so unscrupulous it is still widel" acknowledged that for a "oung !an starting in life integrit" diligence te!perance purit" and thrift constitute a better capital than an" a!ount of !ere !one". >et e%en of those who appreciate the %alue of these 8ualities and acknowledge the =ible as their source there are but few who recognise the principle upon which the" depend. That which lies at the foundation of business integrit" and of true success is the recognition of 7od.s ownership. The +reator of all things 'e is the original proprietor. (e are 'is stewards. /ll that we ha%e is a trust fro! 'i! to be used according to 'is direction. This is an obligation that rests upon e%er" hu!an being. #t has to do with the whole sphere of hu!an acti%it". (hether we recognise it or not we are stewards supplied fro! 7od with talents and facilities and placed in the world to do a work appointed b" 'i!. To e%er" !an is gi%en *his work* 49ark 13)345 the work for which his capabilities adapt hi! the work which will result in greatest good to hi!self and to his fellow !en and in greatest honour to 7od. Thus our business or calling is a part of 7od.s great plan and so long as it is conducted in accordance with 'is will 'e 'i!self is responsible for the results. *3abourers together with 7od* 41 +orinthians 3)@5 our part is faithful co!pliance with 'is directions. Thus there is no place for an$ious care. Eiligence fidelit"

caretaking thrift and discretion are called for. 2%er" facult" is to be e$ercised to its highest capacit". =ut the dependence will be not on the successful outco!e of our efforts but on the pro!ise of 7od. The word that fed #srael in the desert and sustained 2li&ah through the ti!e of fa!ine has the sa!e power toda". *=e not therefore an$ious 41.;.5 sa"ing (hat shall we eatC or (hat shall we drinkC . . . 0eek "e first the kingdo! of 7od and 'is righteousness- and all these things shall be added unto "ou.* 9atthew 6)31:33. 'e who gi%es !en power to get wealth has with the gift bound up an obligation. Of all that we ac8uire 'e clai!s a specified portion. The tithe is the 3ord.s. */ll the tithe of the land whether of the seed of the land or of the fruit of the tree * *the tithe of the herd or of the flock . . . shall be hol" unto the 3ord.* 3e%iticus 27)3? 32. The pledge !ade b" ,acob at =ethel shows the e$tent of the obligation. *Of all that Thou shalt gi%e !e * he said *# will surel" gi%e the tenth unto Thee.* 7enesis 28)22. *=ring "e all the tithes into the storehouse* 49alachi 3)1?5 is 7od.s co!!and. Bo appeal is !ade to gratitude or to generosit". This is a !atter of si!ple honest". The tithe is the 3ord.s- and 'e bids us return to 'i! that which is 'is own. *#t is re8uired in stewards that a !an be found faithful.* 1 +orinthians 4)2. #f honest" is an essential principle of business life !ust we not recognise our obligation to 7od::the obligation that underlies e%er" otherC =" the ter!s of our stewardship we are placed under obligation not onl" to 7od but to !an. To the infinite lo%e of the 1edee!er e%er" hu!an being is indebted for the gifts of life. <ood and rai!ent and shelter bod" and !ind and soul::all are the purchase of 'is blood. /nd b" the obligation of gratitude and ser%ice thus i!posed +hrist has bound us to our fellow !en. 'e bids us *=" lo%e ser%e one another.* 7alatians 5)13. *#nas!uch as "e ha%e done it unto one of the least of these 9" brethren "e ha%e done it unto 9e.* 9atthew 25)4?. *# a! debtor * 6aul declares *both to the 7reeks and to the barbarians- both to the wise and to the unwise.* 1o!ans 1)14. 0o also are we. =" all that has blessed our life abo%e others we are placed under obligation to e%er" hu!an being who! we !ight benefit. These truths are not for the closet !ore than for the counting roo!. The goods that we handle are not our own and ne%er can this fact safel" be lost sight of. (e are but stewards and on the discharge of our obligation to 7od and !an depend both the welfare of our fellow beings and our own destin" for this life and for the life to co!e. *There is that scattereth and "et increaseth- and there is that withholdeth !ore than is !eet but it tendeth to po%ert".* *+ast th" bread upon the waters) for thou shalt find it after !an" da"s.* *The liberal soul shall be !ade fat) and he that watereth shall be watered also hi!self.* 6ro%erbs 11)24 25- 2cclesiastes 11)1. *3abour not to be rich. . . . (ilt thou set thine e"es upon that which is notC for riches certainl" !ake the!sel%es wings- the" fl" awa" as an eagle toward hea%en.* 6ro%erbs 23)4 5.

*7i%e and it shall be gi%en unto "ou- good !easure pressed down and shaken together and running o%er shall !en gi%e into "our boso!. <or with the sa!e !easure that "e !ete withal it shall be !easured to "ou again.* 3uke 6)38. *'onour the 3ord with th" substance and with the first fruits of all thine increase) so shall th" barns be filled with plent" and th" presses shall burst out with new wine.* 6ro%erbs 3)@ 1?. *=ring "e all the tithes into the storehouse that there !a" be !eat in 9ine house and pro%e 9e now herewith saith the 3ord of hosts if # will not open "ou the windows of hea%en and pour "ou out a blessing that there shall not be roo! enough to recei%e it. /nd # will rebuke the de%ourer for "our sakes and he shall not destro" the fruits of "our ground- neither shall "our %ine cast her fruit before the ti!e in the field. . . . /nd all nations shall call "ou blessed) for "e shall be a delightso!e land.* 9alachi 3)1?: 12. *#f "e walk in 9" statutes and keep 9" co!!and!ents and do the!- then # will gi%e "ou rain in due season and the land shall "ield her increase and the trees of the field shall "ield their fruit. /nd "our threshing shall reach unto the %intage and the %intage shall reach unto the sowing ti!e) and "e shall eat "our bread to the full and dwell in "our land safel". /nd # will gi%e peace in the land . . . and none shall !ake "ou afraid.* 3e%iticus 26)3:6. *0eek &udge!ent relie%e the oppressed &udge the fatherless plead for the widow.* *=lessed is he that considereth the poor) the 3ord will deli%er hi! in ti!e of trouble. The 3ord will preser%e hi! and keep hi! ali%e- and he shall be blessed upon the earth) and Thou wilt not deli%er hi! unto the will of his ene!ies.* *'e that hath pit" upon the poor lendeth unto the 3ord- and that which he hath gi%en will 'e pa" hi! again.* #saiah 1)17- 6sal! 41)1 2- 6ro%erbs 1@)17. 'e who !akes this in%est!ent la"s up double treasure. =esides that which howe%er wisel" i!pro%ed he !ust lea%e at last he is a!assing wealth for eternit" :: that treasure of character which is the !ost %aluable possession of earth or hea%en.

Honest %usiness Dealings


*The 3ord knoweth the da"s of the upright) and their inheritance shall be fore%er. The" shall not be asha!ed in the e%il ti!e) and in the da"s of fa!ine the" shall be satisfied.* 6sal! 37)18 1@. *'e that walketh uprightl" and worketh righteousness and speaketh the truth in his heart. . . . 'e that sweareth to his own hurt and changeth not-* *he that despiseth the gain of oppressions that shaketh his hands fro! holding of bribes . . . and shutteth his e"es fro! seeing e%il- he shall dwell on high) . . . bread shall be gi%en hi!- his waters shall be sure. Thine e"es shall see the Fing in 'is beaut") the" shall behold the land that is %er" far off.* 6sal! 15)2:4- #saiah 33)15:17. 7od has gi%en in 'is word a picture of a prosperous !an::one whose life was in the truest sense a success a !an who! both hea%en and earth delighted to honour. Of his e$periences ,ob hi!self sa"s)

*#n the ripeness of !" da"s (hen the secret of 7od was upon !" tent(hen the /l!ight" was "et with !e /nd !" children were about !e- . . . (hen # went forth to the gate unto the cit" (hen # prepared !" seat in the broad place I!arginJ The "oung !en saw !e and hid the!sel%es /nd the aged rose up and stoodThe princes refrained talking /nd laid their hand on their !outhThe %oice of the nobles was hushed. . . . *<or when the ear heard !e then it blessed !e/nd when the e"e saw !e it ga%e witness unto !e=ecause # deli%ered the poor that cried The fatherless also and hi! I!arginJ that had none to help hi!. *The blessing of hi! that was read" to perish ca!e upon !e/nd # caused the widow.s heart to sing for &o". # put on righteousness and it clothed !e) 9" &ustice was as a robe and a diade!. # was e"es to the blind /nd feet was # to the la!e. # was a father to the need") /nd the cause of hi! that # knew not # searched out.* *The stranger did not lodge in the street) =ut # opened !" doors to the tra%eller.* *Anto !e !en ga%e ear and waited. . . . /nd the light of !" countenance the" cast not down. # chose out their wa" and sat chief /nd dwelt as a king in the ar!" /s one that co!forteth the !ourners.* ,ob 2@)4:16 1.;.- 31)32- 2@)21:25. *The blessing of the 3ord it !aketh rich and 'e addeth no sorrow with it.* 6ro%erbs 1?)22. *1iches and honour are with 9e * declares (isdo!- *"ea durable riches and righteousness.* 6ro%erbs 8)18. The =ible shows also the result of a departure fro! right principles in our dealing both with 7od and with one another. To those who are entrusted with 'is gifts but indifferent to 'is clai!s 7od sa"s) *+onsider "our wa"s. >e ha%e sown !uch and bring in little- "e eat but "e ha%e not enough- "e drink but "e are not filled with drink- "e clothe "ou but there is none war!- and he that earneth wages earneth wages to put it into a bag with holes. . . . >e looked for !uch and lo it ca!e to little- and when "e brought it ho!e # did blow upon it.* *(hen one ca!e to an heap of twent" !easures there were but ten) when

one ca!e to the pressfat for to draw out fift" %essels out of the press there were but twent".* *(h"C saith the 3ord of hosts. =ecause of 9ine house that is waste.* *(ill a !an rob 7odC >et "e ha%e robbed 9e. =ut "e sa" (herein ha%e we robbed TheeC #n tithes and offerings.* *Therefore the hea%en o%er "ou is sta"ed fro! dew and the earth is sta"ed fro! her fruit.* 'aggai 1)5:@- 2)16- 9alachi 3)8- 'aggai 1)1?. *<oras!uch therefore as "our treading is upon the poor . . . "e ha%e built houses of hewn stone but "e shall not dwell in the!- "e ha%e planted pleasant %ine"ards but "e shall not drink wine of the!.* *The 3ord shall send upon thee cursing %e$ation and rebuke in all that thou settest thine hand unto.* *Th" sons and th" daughters shall be gi%en unto another . . . and thine e"es shall look and fail with longing for the! all the da" long) and there shall be no !ight in thine hand.* /!os 5)11- Eeuterono!" 28)2? 32. *'e that getteth riches and not b" right shall lea%e the! in the !idst of his da"s and at his end shall be a fool.* ,ere!iah 17)11. The accounts of e%er" business the details of e%er" transaction pass the scrutin" of unseen auditors agents of 'i! who ne%er co!pro!ises with in&ustice ne%er o%erlooks e%il ne%er palliates wrong. *#f thou seest the oppression of the poor and %iolent per%erting of &udge!ent and &ustice . . . !ar%el not at the !atter) for 'e that is higher than the highest regardeth.* *There is no darkness nor shadow of death where the workers of ini8uit" !a" hide the!sel%es.* 2cclesiastes 5)8 ,ob 34)22. *The" set their !outh against the hea%ens. . . . /nd the" sa" 'ow doth 7od knowC and is there knowledge in the 9ost 'ighC* *These things hast thou done * 7od sa"s *and # kept silence- thou thoughtest that # was altogether such an one as th"self) but # will repro%e thee and set the! in order before thine e"es * 6sal!s 73)@:11- 5?)21. *# turned and lifted up !ine e"es and looked and behold a fl"ing roll. . . . This is the curse that goeth forth o%er the face of the whole earth) for e%er"one that stealeth shall be cut off as on this side according to it- and e%er"one that sweareth shall be cut off as on that side according to it. # will bring it forth saith the 3ord of hosts and it shall enter into the house of the thief and into the house of hi! that sweareth falsel" b" 9" na!e) and it shall re!ain in the !idst of his house and shall consu!e it with the ti!ber thereof and the stones thereof.* Hechariah 5)1:4. /gainst e%er" e%ildoer 7od.s law utters conde!nation. 'e !a" disregard that %oice he !a" seek to drown its warning but in %ain. #t follows hi!. #t !akes itself heard. #t destro"s his peace. #f unheeded it pursues hi! to the gra%e. #t bears witness against hi! at the &udge!ent. / 8uenchless fire it consu!es at last soul and bod". *(hat shall it profit a !an if he shall gain the whole world and lose his own soulC Or what shall a !an gi%e in e$change for his soulC* 9ark 8)36 37. This is a 8uestion that de!ands consideration b" e%er" parent e%er" teacher e%er" student::b" e%er" hu!an being "oung or old. Bo sche!e of business or plan of life can be sound or co!plete that e!braces onl" the brief "ears of this present life and

!akes no pro%ision for the unending future. 3et the "outh be taught to take eternit" into their reckoning. 3et the! be taught to choose the principles and seek the possessions that are enduring::to la" up for the!sel%es that *treasure in the hea%ens that faileth not where no thief approacheth neither !oth corrupteth-* to !ake to the!sel%es friends *b" !eans of the !a!!on of unrighteousness * that when it shall fail these !a" recei%e the! *into the eternal tabernacles.* 3uke 12)33- 16)@ 1.;. /ll who do this are !aking the best possible preparation for life in this world. Bo !an can la" up treasure in hea%en without finding his life on earth thereb" enriched and ennobled. *7odliness is profitable unto all things ha%ing pro!ise of the life that now is and of that which is to co!e.* 1 Ti!oth" 4)8.

(1') Bi3le Biogra#hie&


/s an educator no part of the =ible is of greater %alue than are its biographies. These biographies differ fro! all others in that the" are absolutel" true to life. #t is i!possible for an" finite !ind to interpret rightl" in all things the workings of another. Bone but 'e who reads the heart who discerns the secret springs of !oti%e and action can with absolute truth delineate character or gi%e a faithful picture of a hu!an life. #n 7od.s word alone is found such delineation. Bo truth does the =ible !ore clearl" teach than that what we do is the result of what we are. To a great degree the e$periences of life are the fruition of our own thoughts and deeds. *The curse causeless shall not co!e.* 6ro%erbs 26)2. *0a" "e to the righteous that it shall be well with hi!. . . . (oe unto the wickedD it shall be ill with hi!) for the reward of his hands shall be gi%en hi!.* #saiah 3) 1? 11. *'ear O earth) behold # will bring e%il upon this people e%en the fruit of their thoughts.* ,ere!iah 6)1@. Terrible is this truth and deepl" should it be i!pressed. 2%er" deed reacts upon the doer. Be%er a hu!an being but !a" recognise in the e%ils that curse his life fruitage of his own sowing. >et e%en thus we are not without hope. To gain the birthright that was his alread" b" 7od.s pro!ise ,acob resorted to fraud and he reaped the har%est in his brother.s hatred. Through twent" "ears of e$ile he was hi!self wronged and defrauded and was at last forced to find safet" in flight- and he reaped a second har%est as the e%ils of his own character were seen to crop out in his sons::all but too true a picture of the retributions of hu!an life. =ut 7od sa"s) *# will not contend fore%er neither will # be alwa"s wroth) for the spirit should fail before 9e and the souls which # ha%e !ade. <or the ini8uit" of his

co%etousness was # wroth and s!ote hi!) # hid 9e and was wroth and he went on frowardl" in the wa" of his heart. # ha%e seen his wa"s and will heal hi!) # will lead hi! also and restore co!forts unto hi! and to his !ourners. . . . 6eace peace to hi! that is far off and to hi! that is near saith the 3ord- and # will heal hi!.* #saiah 57)16:1@. ,acob in his distress was not o%erwhel!ed. 'e had repented he had endea%oured to atone for the wrong to his brother. /nd when threatened with death through the wrath of 2sau he sought help fro! 7od. *>ea he had power o%er the /ngel and pre%ailed) he wept and !ade supplication.* */nd 'e blessed hi! there.* 'osea 12)4- 7enesis 32)2@. #n the power of 'is !ight the forgi%en one stood up no longer the supplanter but a prince with 7od. 'e had gained not !erel" deli%erance fro! his outraged brother but deli%erance fro! hi!self. The power of e%il in his own nature was broken- his character was transfor!ed. /t e%entide there was light. ,acob re%iewing his life:histor" recognised the sustaining power of 7od::*the 7od which fed !e all !" life long unto this da" the /ngel which redee!ed !e fro! all e%il.* 7enesis 48)15 16. The sa!e e$perience is repeated in the histor" of ,acob.s sons::sin working retribution and repentance bearing fruit of righteousness unto life. 7od does not annul 'is laws. 'e does not work contrar" to the!. The work of sin 'e does not undo. =ut 'e transfor!s. Through 'is grace the curse works out blessing. Of the sons of ,acob 3e%i was one of the !ost cruel and %indicti%e one of the two !ost guilt" in the treacherous !urder of the 0heche!ites. 3e%i.s characteristics reflected in his descendants incurred for the! the decree fro! 7od *# will di%ide the! in ,acob and scatter the! in #srael.* 7enesis 4@)7. =ut repentance wrought refor!ation- and b" their faithfulness to 7od a!idst the apostas" of the other tribes the curse was transfor!ed into a token of highest honour. *The 3ord separated the tribe of 3e%i to bear the ark of the co%enant of the 3ord to stand before the 3ord to !inister unto 'i! and to bless in 'is na!e.* *9" co%enant was with hi! of life and peace- and # ga%e the! to hi! for the fear wherewith he feared 9e and was afraid before 9" na!e. . . . 'e walked with 9e in peace and e8uit" and did turn !an" awa" fro! ini8uit".* Eeuterono!" 1?)8- 9alachi 2)5 6. The appointed !inisters of the sanctuar" the 3e%ites recei%ed no landed inheritancethe" dwelt together in cities set apart for their use and recei%ed their support fro! the tithes and the gifts and offerings de%oted to 7od.s ser%ice. The" were the teachers of the people guests at all their festi%ities and e%er"where honoured as ser%ants and representati%es of 7od. To the whole nation was gi%en the co!!and) *Take heed to th"self that thou forsake not the 3e%ite as long as thou li%est upon the earth.* *3e%i hath no part nor inheritance with his brethren- the 3ord is his inheritance.* Eeuterono!" 12)1@- 1?)@.

% Faith to "on&uest
The truth that as a !an *thinketh in his heart so is he* 46ro%erbs 23)75 finds another illustration in #srael.s e$perience. On the borders of +anaan the spies returned fro! searching the countr" !ade their report. The beaut" and fruitfulness of the land were lost sight of through fear of the difficulties in the wa" of its occupation. The cities walled up to hea%en the giant warriors the iron chariots daunted their faith. 3ea%ing 7od out of the 8uestion the !ultitude echoed the decision of the unbelie%ing spies *(e be not able to go up against the people- for the" are stronger than we.* Bu!bers 13)31. Their words pro%ed true. The" were not able to go up and the" wore out their li%es in the desert. Two howe%er of the twel%e who had %iewed the land reasoned otherwise. *(e are well able to o%erco!e it* 4Bu!bers 13)3?5 the" urged counting 7od.s pro!ise superior to giants walled cities or chariots of iron. <or the! their word was true. Though the" shared with their brethren the fort" "ears. wandering +aleb and ,oshua entered the 3and of 6ro!ise. /s courageous of heart as when with the hosts of the 3ord he set out fro! 2g"pt +aleb asked for and recei%ed as his portion the stronghold of the giants. #n 7od.s strength he dro%e out the +anaanites. The %ine"ards and oli%e gro%es where his feet had trodden beca!e his possession. Though the cowards and rebels perished in the wilderness the !en of faith ate of the grapes of 2schol. Bo truth does the =ible set forth in clearer light than the peril of e%en one departure fro! the right::peril both to the wrongdoer and to all who! his influence shall reach. 2$a!ple has wonderful power- and when cast on the side of the e%il tendencies of our nature it beco!es well:nigh irresistible. The strongest bulwark of %ice in our world is not the ini8uitous life of the abandoned sinner or the degraded outcast- it is that life which otherwise appears %irtuous honourable and noble but in which one sin is fostered one %ice indulged. To the soul that is struggling in secret against so!e giant te!ptation tre!bling upon the %er" %erge of the precipice such an e$a!ple is one of the !ost powerful entice!ents to sin. 'e who endowed with high conceptions of life and truth and honour does "et wilfull" transgress one precept of 7od.s hol" law has per%erted his noble gifts into a lure to sin. 7enius talent s"!path" e%en generous and kindl" deeds !a" thus beco!e deco"s of 0atan to entice souls o%er the precipice of ruin. This is wh" 7od has gi%en so !an" e$a!ples showing the results of e%en one wrong act. <ro! the sad stor" of that one sin which *brought death into the world and all our woe with loss of 2den * to the record of hi! who for thirt" pieces of sil%er sold the 3ord of glor" =ible biograph" abounds in these e$a!ples set up as beacons of warning at the b"wa"s leading fro! the path of life. There is warning also in noting the results that ha%e followed upon e%en once "ielding to hu!an weakness and error the fruit of the letting go of faith. =" one failure of his faith 2li&ah cut short his lifework. 'ea%" was the burden that he had borne in behalf of #srael- faithful had been his warnings against the national idolatr"- and deep was his solicitude as during three "ears and a half of fa!ine he watched and waited for so!e token of repentance. /lone he stood for 7od upon

9ount +ar!el. Through the power of faith idolatr" was cast down and the blessed rain testified to the showers of blessing waiting to be poured upon #srael. Then in his weariness and weakness he fled before the threats of ,eGebel and alone in the desert pra"ed that he !ight die. 'is faith had failed. The work he had begun he was not to co!plete. 7od bade hi! anoint another to be prophet in his stead. =ut 7od had !arked the heart ser%ice of 'is ser%ant. 2li&ah was not to perish in discourage!ent and solitude in the wilderness. Bot for hi! the descent to the to!b but the ascent with 7od.s angels to the presence of 'is glor". These life records declare what e%er" hu!an being will one da" understand::that sin can bring onl" sha!e and loss- that unbelief !eans failure- but that 7od.s !erc" reaches to the deepest depths- that faith lifts up the repenting soul to share the adoption of the sons of 7od.

The Disci'line of !uffering


/ll who in this world render true ser%ice to 7od or !an recei%e a preparator" training in the school of sorrow. The weightier the trust and the higher the ser%ice the closer is the test and the !ore se%ere the discipline. 0tud" the e$periences of ,oseph and of 9oses of Eaniel and of Ea%id. +o!pare the earl" histor" of Ea%id with the histor" of 0olo!on and consider the results. Ea%id in his "outh was inti!atel" associated with 0aul and his sta" at court and his connection with the king.s household ga%e hi! an insight into the cares and sorrows and perple$ities concealed b" the glitter and po!p of ro"alt". 'e saw of how little worth is hu!an glor" to bring peace to the soul. /nd it was with relief and gladness that he returned fro! the king.s court to the sheepfolds and the flocks. (hen b" the &ealous" of 0aul dri%en a fugiti%e into the wilderness Ea%id cut off fro! hu!an support leaned !ore hea%il" upon 7od. The uncertaint" and unrest of the wilderness life its unceasing peril its necessit" for fre8uent flight the character of the !en who gathered to hi! there ::*e%er"one that was in distress and e%er"one that was in debt and e%er"one that was discontented* 41 0a!uel 22)25 ::all rendered the !ore essential a stern self:discipline. These e$periences aroused and de%eloped power to deal with !en s"!path" for the oppressed and hatred of in&ustice. Through "ears of waiting and peril Ea%id learned to find in 7od his co!fort his support his life. 'e learned that onl" b" 7od.s power could he co!e to the throne- onl" in 'is wisdo! could he rule wisel". #t was through the training in the school of hardship and sorrow that Ea%id was able to !ake the record::though afterward !arred with his great sin:: that he *e$ecuted &udge!ent and &ustice unto all his people.* 2 0a!uel 8)15. The discipline of Ea%id.s earl" e$perience was lacking in that of 0olo!on. #n circu!stances in character and in life he see!ed fa%oured abo%e all others. Boble in "outh noble in !anhood the belo%ed of his 7od 0olo!on entered on a reign that ga%e high pro!ise of prosperit" and honour. Bations !ar%elled at the knowledge and insight of the !an to who! 7od had gi%en wisdo!. =ut the pride of prosperit" brought separation fro! 7od. <ro! the &o" of di%ine co!!union 0olo!on turned to find satisfaction in the pleasures of sense. Of this e$perience he sa"s)

*# !ade !e great works- # builded !e houses- # planted !e %ine"ards) # !ade !e gardens and orchards) . . . # got !e ser%ants and !aidens) . . . # gathered !e also sil%er and gold and the peculiar treasure of kings and of the pro%inces) # gat !e !en singers and wo!en singers and the delights of the sons of !en as !usical instru!ents and that of all sorts. 0o # was great and increased !ore than all that were before !e in ,erusale!. . . . /nd whatsoe%er !ine e"es desired # kept not fro! the! # withheld not !" heart fro! an" &o"- for !" heart re&oiced in all !" labour. . . . Then # looked on all the works that !" hands had wrought and on the labour that # had laboured to do) and behold all was %anit" and %e$ation of spirit and there was no profit under the sun. /nd # turned !"self to behold wisdo! and !adness and foll") for what can the !an do that co!eth after the kingC e%en that which hath been alread" done.* *# hated life. . . . >ea # hated all !" labour which # had taken under the sun.* 2cclesiastes 2)4:12 17 18. =" his own bitter e$perience 0olo!on learned the e!ptiness of a life that seeks in earthl" things its highest good. 'e erected altars to heathen gods onl" to learn how %ain is their pro!ise of rest to the soul. #n his later "ears turning wearied and thirsting fro! earth.s broken cisterns 0olo!on returned to drink at the fountain of life. The histor" of his wasted "ears with their lessons of warning he b" the 0pirit of inspiration recorded for after generations. /nd thus although the seed of his sowing was reaped b" his people in har%ests of e%il the lifework of 0olo!on was not wholl" lost. <or hi! at last the discipline of suffering acco!plished its work. =ut with such a dawning how glorious !ight ha%e been his life.s da" had 0olo!on in his "outh learned the lesson that suffering had taught in other li%esD

The Testing of Job


<or those who lo%e 7od those who are *the called according to 'is purpose* 41o!ans 8)285 =ible biograph" has a "et higher lesson of the !inistr" of sorrow. *>e are 9" witnesses saith the 3ord that # a! 7od* 4#saiah 43)125::witnesses that 'e is good and that goodness is supre!e. *(e are !ade a theatre unto the world both 41.;. !argin5 to angels and to !en.* 1 +orinthians 4)@ !argin. Anselfishness the principle of 7od.s kingdo! is the principle that 0atan hates- its %er" e$istence he denies. <ro! the beginning of the great contro%ers" he has endea%oured to pro%e 7od.s principles of action to be selfish and he deals in the sa!e wa" with all who ser%e 7od. To dispro%e 0atan.s clai! is the work of +hrist and of all who bear 'is na!e. #t was to gi%e in 'is own life an illustration of unselfishness that ,esus ca!e in the for! of hu!anit". /nd all who accept this principle are to be workers together with 'i! in de!onstrating it in practical life. To choose the right because it is right- to stand for truth at the cost of suffering and sacrifice::*this is the heritage of the ser%ants of the 3ord and their righteousness is of 9e saith the 3ord.* #saiah 54)17.

;er" earl" in the histor" of the world is gi%en the life record of one o%er who! this contro%ers" of 0atan.s was waged. Of ,ob the patriarch of AG the testi!on" of the 0earcher of hearts was *There is none like hi! in the earth a perfect and an upright !an one that feareth 7od and escheweth e%il.* /gainst this !an 0atan brought scornful charge) *Eoth ,ob fear 7od for noughtC 'ast Thou not !ade an hedge about hi! and about his house and about all that he hath on e%er" sideC . . . 6ut forth Thine hand now and touch all that he hath-* *touch his bone and his flesh and he will curse Thee to Th" face.* The 3ord said unto 0atan */ll that he hath is in th" power.* *=ehold he is in thine hand- but sa%e his life.* Thus per!itted 0atan swept awa" all that ,ob possessed::flocks and herds !enser%ants and !aidens sons and daughters- and he *s!ote ,ob with sore boils fro! the sole of his foot unto his crown.* ,ob 1)8:12- 2)5:7. 0till another ele!ent of bitterness was added to his cup. 'is friends seeing in ad%ersit" but the retribution of sin pressed on his bruised and burdened spirit their accusations of wrongdoing. 0ee!ingl" forsaken of hea%en and earth "et holding fast his faith in 7od and his consciousness of integrit" in anguish and perple$it" he cried) *9" soul is wear" of !" life.* *O that Thou wouldest hide !e in the gra%e That Thou wouldest keep !e secret until Th" wrath be past That Thou wouldest appoint !e a set ti!e and re!e!ber !eD* ,ob 1?)1- 14)13. *=ehold # cr" out of wrong but # a! not heard) # cr" for help but there is no &udge!ent. . . . 'e hath stripped !e of !" glor" /nd taken the crown fro! !" head. . . . 9" kinsfolk ha%e failed /nd !" fa!iliar friends ha%e forgotten !e. . . The" who! # lo%ed are turned against !e. . . . 'a%e pit" upon !e ha%e pit" upon !e O "e !" friends<or the hand of 7od hath touched !e.* *Oh that # knew where # !ight find 'i! That # !ight co!e e%en to 'is seatD . . . =ehold # go forward but 'e is not there/nd backward but # cannot percei%e 'i!) On the left hand where 'e doth work but # cannot behold 'i!) 'e hideth 'i!self on the right hand that # cannot see 'i!. =ut 'e knoweth the wa" that # take(hen 'e hath tried !e # shall co!e forth as gold.* *Though 'e sla" !e "et will # trust in 'i!.*

*# know that !" 1edee!er li%eth /nd that 'e shall stand up at the last upon the earth) /nd after !" skin hath been destro"ed this shall be 2%en fro! !" flesh shall # see 7od) (ho! # shall see for !"self /nd !ine e"es shall behold and not as a stranger.* ,ob 1@)7:21 1.;.- 23)3:1? 1.;.- 13)15- 1@)25:27 1.;. !argin. /ccording to his faith so was it unto ,ob. *(hen 'e hath tried !e * he said *# shall co!e forth as gold.* ,ob 23)1?. 0o it ca!e to pass. =" his patient endurance he %indicated his own character and thus the character of 'i! whose representati%e he was. /nd *the 3ord turned the capti%it" of ,ob) . . . also the 3ord ga%e ,ob twice as !uch as he had before. . . . 0o the 3ord blessed the latter end of ,ob !ore than his beginning.* ,ob 42)1?:12. On the record of those who through self:abnegation ha%e entered into the fellowship of +hrist.s sufferings stand::one in the Old Testa!ent and one in the Bew::the na!es of ,onathan and of ,ohn the =aptist. ,onathan b" birth heir to the throne "et knowing hi!self set aside b" the di%ine decree- to his ri%al the !ost tender and faithful of friends shielding Ea%id.s life at the peril of his own- steadfast at his father.s side through the dark da"s of his declining power and at his side falling at the last::the na!e of ,onathan is treasured in hea%en and it stands on earth a witness to the e$istence and the power of unselfish lo%e. ,ohn the =aptist at his appearance as the 9essiah.s herald stirred the nation. <ro! place to place his steps were followed b" %ast throngs of people of e%er" rank and station. =ut when the One ca!e to who! he had borne witness all was changed. The crowds followed ,esus and ,ohn.s work see!ed fast closing. >et there was no wa%ering of his faith. *'e !ust increase * he said *but # !ust decrease.* ,ohn 3)3?. Ti!e passed and the kingdo! which ,ohn had confidentl" e$pected was not established. #n 'erod.s dungeon cut off fro! the life:gi%ing air and the desert freedo! he waited and watched. There was no displa" of ar!s no rending of prison doors- but the healing of the sick the preaching of the gospel the uplifting of !en.s souls testified to +hrist.s !ission. /lone in the dungeon seeing whither his path like his 9aster.s tended ,ohn accepted the trust::fellowship with +hrist in sacrifice. 'ea%en.s !essengers attended hi! to the gra%e. The intelligences of the uni%erse fallen and unfallen witnessed his %indication of unselfish ser%ice. /nd in all the generations that ha%e passed since then suffering souls ha%e been sustained b" the testi!on" of ,ohn.s life. #n the dungeon on the scaffold in the fla!es !en and wo!en through centuries of darkness ha%e been strengthened b" the !e!or" of hi! of who! +hrist declared */!ong the! that are born of wo!en there hath not risen a greater.* 9atthew 11)11.

*/nd what shall # !ore sa"C for the ti!e would fail !e to tell of 7ideon and of =arak and of 0a!son and of ,ephthah- . . . and 0a!uel and of the prophets) who through faith subdued kingdo!s wrought righteousness obtained pro!ises stopped the !ouths of lions 8uenched the %iolence of fire escaped the edge of the sword out of weakness were !ade strong wa$ed %aliant in fight turned to flight the ar!ies of the aliens. *(o!en recei%ed their dead raised to life again) and others were tortured not accepting deli%erance- that the" !ight obtain a better resurrection) and others had trial of cruel !ockings and scourgings "ea !oreo%er of bonds and i!prison!ent) the" were stoned the" were sawn asunder were te!pted were slain with the sword) the" wandered about in sheepskins and goatskins- being destitute afflicted tor!ented- 4of who! the world was not worth")5 the" wandered in deserts and in !ountains and in dens and ca%es of the earth. */nd these all ha%ing obtained a good report through faith recei%ed not the pro!ise) 7od ha%ing pro%ided so!e better thing for us that the" without us should not be !ade perfect.* 'ebrews 11)32:4?.

(1)) (oetry and Song


The earliest as well as the !ost subli!e of poetic utterances known to !an are found in the 0criptures. =efore the oldest of the world.s poets had sung the shepherd of 9idian recorded those words of 7od to ,ob ::in their !a&est" une8ualled unapproached b" the loftiest productions of hu!an genius) *(here wast thou when # laid the foundations of the earthC . . . Or who shut up the sea with doors (hen it brake forth- . . . (hen # !ade the cloud the gar!ent thereof /nd thick darkness a swaddling band for it /nd prescribed for it 9" decree /nd set bars and doors /nd said 'itherto shalt thou co!e but no further/nd here shall th" proud wa%es be sta"edC *'ast thou co!!anded the !orning since th" da"s began /nd caused the da"spring to know its placeC . . . *'ast thou entered into the springs of the seaC Or hast thou walked in the recesses of the deepC 'a%e the gates of death been re%ealed unto theeC Or hast thou seen the gates of the shadow of deathC 'ast thou co!prehended the breadth of the earthC Eeclare if thou knowest it all. *(here is the wa" to the dwelling of light /nd as for darkness where is the place thereofC . . .

8uot-'ast thou entered the treasuries of the snow Or hast thou seen the treasuries of the hailC . . . =" what wa" is the light parted Or the east wind scattered upon the earthC (ho hath cleft a channel for the water flood Or a wa" for the lightning of the thunderTo cause it to rain on a land where no !an isOn the wilderness wherein there is no !anTo satisf" the waste and desolate ground/nd to cause the tender grass to spring forthC* *+anst thou bind the sweet influences of 6leiades Or loose the bands of OrionC +anst thou bring forth 9aGGaroth in his seasonC Or canst thou guide /rcturus with his sonsC* ,ob 38)4:27 1.;.- 38)31 32. <or beaut" of e$pression read also the description of springti!e fro! the 0ong of 0ongs) *3o the winter is past The rain is o%er and goneThe flowers appear on the earthThe ti!e of the singing of birds is co!e /nd the %oice of the turtle is heard in our landThe fig tree ripeneth her green figs /nd the %ines are in blosso! The" gi%e forth their fragrance. /rise !" lo%e !" fair one and co!e awa".* +anticles 2)11:13 1.;. /nd not inferior in beaut" is =alaa!.s unwilling prophec" of blessing to #srael) *<ro! /ra! hath =alak brought !e The king of 9oab fro! the !ountains of the 2ast) +o!e curse !e ,acob /nd co!e def" #srael. 'ow shall # curse who! 7od hath not cursedC /nd how shall # def" who! the 3ord hath not defiedC <or fro! the top of the rocks # see hi!C /nd fro! the hills # behold hi!) 3o it is a people that dwell alone /nd shall not be reckoned a!ong the nations. . . . *=ehold # ha%e recei%ed co!!and!ent to bless) /nd 'e hath blessed and # cannot re%erse it. 'e hath not beheld ini8uit" in ,acob Beither hath 'e seen per%erseness in #srael) The 3ord his 7od is with hi! /nd the shout of a Fing is a!ong the!. . . .

0urel" there is no enchant!ent against 4!argin5 ,acob Beither is there an" di%ination against 4!argin5 #srael) Bow shall it be said of ,acob and of #srael (hat hath 7od wroughtD* *'e saith which heareth the words of 7od (hich seeth the %ision of the /l!ight") . . . 'ow goodl" are th" tents O ,acob Th" tabernacles O #sraelD /s %alle"s are the" spread forth /s gardens b" the ri%erside /s lignaloes which the 3ord hath planted /s cedar trees beside the waters.* *'e hath said which heard the words of 7od /nd knew the knowledge of the 9ost 'igh) . . . # shall see 'i! but not now) # shall behold 'i! but not nigh) There shall co!e a 0tar out of ,acob /nd a 0ceptre shall rise out of #srael. . . . Out of ,acob shall co!e 'e that shall ha%e do!inion.* Bu!bers 23)7:23 1.;.- 24)4:6 1.;.- 24)16:1@. The !elod" of praise is the at!osphere of hea%en- and when hea%en co!es in touch with the earth there is !usic and song::*thanksgi%ing and the %oice of !elod".* #saiah 51)3. /bo%e the new:created earth as it la" fair and unble!ished under the s!ile of 7od *the !orning stars sang together and all the sons of 7od shouted for &o".* ,ob 38)7. 0o hu!an hearts in s"!path" with hea%en ha%e responded to 7od.s goodness in notes of praise. 9an" of the e%ents of hu!an histor" ha%e been linked with song. The earliest song recorded in the =ible fro! the lips of !en was that glorious outburst of thanksgi%ing b" the hosts of #srael at the 1ed 0ea) *# will sing unto the 3ord for 'e hath triu!phed gloriousl") The horse and his rider hath 'e thrown into the sea. The 3ord is !" strength and song /nd 'e is beco!e !" sal%ation) This is !" 7od and # will praise 'i!9" father.s 7od and # will e$alt 'i!.* *Th" right hand O 3ord is glorious in power Th" right hand O 3ord dasheth in pieces the ene!". . . . (ho is like unto Thee O 3ord a!ong the godsC (ho is like Thee glorious in holiness <earful in praises doing wondersC*

*The 3ord shall reign for e%er and e%er. . . . 0ing "e to the 3ord for 'e hath triu!phed gloriousl".* 2$odus 15)1 2 6:11 18:21 1.;. 7reat ha%e been the blessings recei%ed b" !en in response to songs of praise. The few words recounting an e$perience of the wilderness &ourne" of #srael ha%e a lesson worth" of our thought) *The" went to =eer) that is the well whereof the 3ord spake unto 9oses 7ather the people together and # will gi%e the! water.* Bu!bers 21)16. *Then sang #srael this song) *0pring up O well- sing "e unto it) The well which the princes digged (hich the nobles of the people del%ed (ith the sceptre and with their sta%es.* Bu!bers 21)17 18 1.;. 'ow often in spiritual e$perience is this histor" repeatedD how often b" words of hol" song are unsealed in the soul the springs of penitence and faith of hope and lo%e and &o"D #t was with songs of praise that the ar!ies of #srael went forth to the great deli%erance under ,ehoshaphat. To ,ehoshaphat had co!e the tidings of threatened war. *There co!eth a great !ultitude against thee * was the !essage *the children of 9oab and the children of /!!on and with the! other beside.* */nd ,ehoshaphat feared and set hi!self to seek the 3ord and proclai!ed a fast throughout all ,udah. /nd ,udah gathered the!sel%es together to ask help of the 3ord) e%en out of all the cities of ,udah the" ca!e to seek the 3ord.* /nd ,ehoshaphat standing in the te!ple court before his people poured out his soul in pra"er pleading 7od.s pro!ise with confession of #srael.s helplessness. *(e ha%e no !ight against this great co!pan" that co!eth against us * he said) *neither know we what to do) but our e"es are upon Thee.* 2 +hronicles 2?)2 1 3 4 12. Then upon ,ahaGiel a 3e%ite *ca!e the 0pirit of the 3ord- . . . and he said 'earken "e all ,udah and "e inhabitants of ,erusale! and thou Fing ,ehoshaphat Thus saith the 3ord unto "ou =e not afraid nor dis!a"ed b" reason of this great !ultitude- for the battle is not "ours but 7od.s. . . . >e shall not need to fight in this battle) set "oursel%es stand "e still and see the sal%ation of the 3ord. . . . <ear not nor be dis!a"ed- to!orrow go out against the!) for the 3ord will be with "ou.* 2 +hronicles 2?)14:17. */nd the" rose earl" in the !orning and went forth into the wilderness of Tekoa.* 2 +hronicles 2?)2?. =efore the ar!" went singers lifting their %oices in praise to 7od ::praising 'i! for the %ictor" pro!ised. On the fourth da" thereafter the ar!" returned to ,erusale! laden with the spoil of their ene!ies singing praise for the %ictor" won.

Through song Ea%id a!idst the %icissitudes of his changeful life held co!!union with hea%en. 'ow sweetl" are his e$periences as a shepherd lad reflected in the words) *The 3ord is !" 0hepherd- # shall not want. 'e !aketh !e to lie down in green pastures) 'e leadeth !e beside the still waters. . . . Though # walk through the %alle" of the shadow of death # will fear no e%il) for Thou art with !e- Th" rod and Th" staff the" co!fort !e.* 6sal! 23)1:4. #n his !anhood a hunted fugiti%e finding refuge in the rocks and ca%es of the wilderness he wrote) *O 7od Thou art !" 7od- earl" will # seek Thee) 9" soul thirsteth for Thee !" flesh longeth for Thee #n a dr" and wear" land where no water is. . . . Thou hast been !" help /nd in the shadow of Th" wings will # re&oice.* *(h" art thou cast down O !" soulC /nd wh" art thou dis8uieted within !eC 'ope thou in 7od) <or # shall "et praise 'i! (ho is the health of !" countenance /nd !" 7od.* *The 3ord is !" light and !" sal%ation(ho! shall # fearC The 3ord is the strength of !" lifeOf who! shall # be afraidC* 6sal!s 63)1:7 1.;.- 42)11- 27)1. The sa!e trust is breathed in the words written when a dethroned and crownless king Ea%id fled fro! ,erusale! at the rebellion of /bsalo!. 0pent with grief and the weariness of his flight he with his co!pan" had tarried beside the ,ordan for a few hours. rest. 'e was awakened b" the su!!ons to i!!ediate flight. #n the darkness the passage of the deep and swift:flowing strea! !ust be !ade b" that whole co!pan" of !en wo!en and little children- for hard after the! were the forces of the traitor son. #n that hour of darkest trial Ea%id sang) *# cried unto the 3ord with !" %oice /nd 'e heard !e out of 'is hol" hill. *# laid !e down and slept# awaked- for the 3ord sustained !e. # will not be afraid of ten thousands of people That ha%e set the!sel%es against !e around about.* 6sal! 3)4:6. /fter his great sin in the anguish of re!orse and self:abhorrence he still turned to 7od as his best friend) *'a%e !erc" upon !e O 7od according to Th" lo%ing: kindness)

/ccording unto the !ultitude of Th" tender !ercies blot out !" transgressions. . . . 6urge !e with h"ssop and # shall be clean) (ash !e and # shall be whiter than snow.* 6sal! 51)1:7. #n his long 3ife Ea%id found on earth no resting place. *(e are strangers before Thee and so&ourners * he said *as all our fathers were) our da"s on the earth are as a shadow and there is no abiding.* # +hronicles 2@)15 1.;. *7od is our refuge and strength / %er" present help in trouble. Therefore will not we fear though the earth be re!o%ed /nd though the !ountains be carried into the !idst of the sea.* *There is a ri%er the strea!s whereof !ake glad the +it" of 7od The hol" place of the tabernacles of the 9ost 'igh. 7od is in the !idst of her- she shall not be !o%ed 7od shall help her at the dawn of !orning. . . . The 3ord of hosts is with us- The 7od of ,acob is our refuge.* *This 7od is our 7od for e%er and e%er) 'e will be our guide e%en unto death.* 6sal!s 46)1 2- 46)4:7 1.;. !argin- 48)14. (ith a song ,esus in 'is earthl" life !et te!ptation. Often when sharp stinging words were spoken often when the at!osphere about 'i! was hea%" with gloo! with dissatisfaction distrust or oppressi%e fear was heard 'is song of faith and hol" cheer. On that last sad night of the 6asso%er supper as 'e was about to go forth to betra"al and to death 'is %oice was lifted in the psal!) *=lessed be the na!e of the 3ord <ro! this ti!e forth and for e%er!ore. <ro! the rising of the sun until the going down of the sa!e The 3ord.s na!e is to be praised.* *# lo%e the 3ord because 'e hath heard !" %oice and !" supplications. =ecause 'e hath inclined 'is ear unto !e Therefore will # call upon 'i! as long as # li%e. *The sorrows of death co!passed !e /nd the pains of hell gat hold upon !e) # found trouble and sorrow. Then called # upon the na!e of the 3ordO 3ord # beseech Thee deli%er !" soul. 7racious is the 3ord and righteous>ea our 7od is !erciful. *The 3ord preser%eth the si!ple) # was brought low and 'e helped !e. 1eturn unto th" rest O !" soul<or the 3ord hath dealt bountifull" with thee. <or Thou hast deli%ered !" soul fro! death !ine e"es fro! tears and !" feet fro! falling.* 6sal!s 113)2 3- 116)1:8. /!idst the deepening shadows of earth.s last great crisis 7od.s light will shine brightest and the song of hope and trust will be heard in clearest and loftiest strains.

167 *#n that da" shall this song be sung in the land of ,udah- (e ha%e a strong cit"0al%ation will 7od appoint for walls and bulwarks. Open "e the gates That the righteous nation which keepeth the truth !a" enter in. Thou wilt keep hi! in perfect peace (hose !ind is sta"ed on Thee) because he trusteth in Thee. Trust "e in the 3ord fore%er) <or in the 3ord ,eho%ah is e%erlasting strength.* #saiah 26)1:4. *The ranso!ed of the 3ord shall return and co!e with singing unto Hion- and e%erlasting &o" shall be upon their heads) the" shall obtain gladness and &o" and sorrow and sighing shall flee awa".* #saiah 35)1? 1.;. *The" shall co!e and sing in the height of Hion and shall flow together unto the goodness of the 3ord) . . . and their soul shall be as a watered garden- and the" shall not sorrow an" !ore at all.* ,ere!iah 31)12.

The Power of !ong


The histor" of the songs of the =ible is full of suggestion as to the uses and benefits of !usic and song. 9usic is often per%erted to ser%e purposes of e%il and it thus beco!es one of the !ost alluring agencies of te!ptation. =ut rightl" e!plo"ed it is a precious gift of 7od designed to uplift the thoughts to high and noble the!es to inspire and ele%ate the soul. /s the children of #srael &ourne"ing through the wilderness cheered their wa" b" the !usic of sacred song so 7od bids 'is children toda" gladden their pilgri! life. There are few !eans !ore effecti%e for fi$ing 'is words in the !e!or" than repeating the! in song. /nd such song has wonderful power. #t has power to subdue rude and unculti%ated natures- power to 8uicken thought and to awaken s"!path" to pro!ote har!on" of action and to banish the gloo! and foreboding that destro" courage and weaken effort. #t is one of the !ost effecti%e !eans of i!pressing the heart with spiritual truth. 'ow often to the soul hard:pressed and read" to despair !e!or" recalls so!e word of 7od.s::the long:forgotten burden of a childhood song ::and te!ptations lose their power life takes on new !eaning and new purpose and courage and gladness are i!parted to other soulsD The %alue of song as a !eans of education should ne%er be lost sight of. 3et there be singing in the ho!e of songs that are sweet and pure and there will be fewer words of censure and !ore of cheerfulness and hope and &o". 3et there be singing in the school and the pupils will be drawn closer to 7od to their teachers and to one another. /s a part of religious ser%ice singing is as !uch an act of worship as is pra"er. #ndeed !an" a song is pra"er. #f the child is taught to realise this he will think !ore of the !eaning of the words he sings and will be !ore susceptible to their power. /s our 1edee!er leads us to the threshold of the #nfinite flushed with the glor" of 7od we !a" catch the the!es of praise and thanksgi%ing fro! the hea%enl" choir round about the throne- and as the echo of the angels. song is awakened in our earthl"

ho!es hearts will be drawn closer to the hea%enl" singers. 'ea%en.s co!!union begins on earth. (e learn here the ke"note of its praise.

(1,) +y&terie& of the Bi3le


Bo finite !ind can full" co!prehend the character or the works of the #nfinite One. (e cannot b" searching find out 7od. To !inds the strongest and !ost highl" cultured as well as to the weakest and !ost ignorant that hol" =eing !ust re!ain clothed in !"ster". =ut though *clouds and darkness are round about 'i!) righteousness and &udge!ent are the foundation of 'is throne.* 6sal! @7)2 1.;. (e can so far co!prehend 'is dealing with us as to discern boundless !erc" united to infinite power. (e can understand as !uch of 'is purposes as we are capable of co!prehending- be"ond this we !a" still trust the hand that is o!nipotent the heart that is full of lo%e. The word of 7od like the character of its /uthor presents !"steries that can ne%er be full" co!prehended b" finite beings. =ut 7od has gi%en in the 0criptures sufficient e%idence of their di%ine authorit". 'is own e$istence 'is character the truthfulness of 'is word are established b" testi!on" that appeals to our reason- and this testi!on" is abundant. True 'e has not re!o%ed the possibilit" of doubt- faith !ust rest upon e%idence not de!onstration- those who wish to doubt ha%e opportunit"- but those who desire to know the truth find a!ple ground for faith. (e ha%e no reason to doubt 7od.s word because we cannot understand the !"steries of 'is pro%idence. #n the natural world we are constantl" surrounded with wonders be"ond our co!prehension. 0hould we then be surprised to find in the spiritual world also !"steries that we cannot fatho!C The difficult" lies solel" in the weakness and narrowness of the hu!an !ind. The !"steries of the =ible so far fro! being an argu!ent against it are a!ong the strongest e%idences of its di%ine inspiration. #f it contained no account of 7od but that which we could co!prehend- if 'is greatness and !a&est" could be grasped b" finite !inds then the =ible would not as now bear the un!istakable e%idences of di%init". The greatness of its the!es should inspire faith in it as the word of 7od. The =ible unfolds truth with a si!plicit" and an adaptation to the needs and longings of the hu!an heart that has astonished and char!ed the !ost highl" culti%ated !inds while to the hu!ble and uncultured also it !akes plain the wa" of life. *The wa"faring !en though fools shall not err therein * #saiah 35)8. Bo child need !istake the path. Bot one tre!bling seeker need fail of walking in pure and hol" light. >et the !ost si!pl" stated truths la" hold upon the!es ele%ated far:reaching infinitel" be"ond the power of hu!an co!prehension ::!"steries that are the hiding of 'is glor" !"steries that o%erpower the !ind in its research ::while the" inspire the sincere seeker for truth with re%erence and faith. The !ore we search the =ible the deeper is our con%iction that it is the word of the li%ing 7od and hu!an reason bows before the !a&est" of di%ine re%elation.

7od intends that to the earnest seeker the truths of 'is word shall be e%er unfolding. (hile *the secret things belong unto the 3ord our 7od * *those things which are re%ealed belong unto us and to our children.* Eeuterono!" 2@)2@. The idea that certain portions of the =ible cannot be understood has led to neglect of so!e of its !ost i!portant truths. The fact needs to be e!phasised and often repeated that the !"steries of the =ible are not such because 7od has sought to conceal truth but because our own weakness or ignorance !akes us incapable of co!prehending or appropriating truth. The li!itation is not in 'is purpose but in our capacit". Of those %er" portions of 0cripture often passed b" as i!possible to be understood 7od desires us to understand as !uch as our !inds are capable of recei%ing. */ll 0cripture is gi%en b" inspiration of 7od * that we !a" be *throughl" furnished unto all good works * 2 Ti!oth" 3)16 17. #t is i!possible for an" hu!an !ind to e$haust e%en one truth or pro!ise of the =ible. One catches the glor" fro! one point of %iew another fro! another point- "et we can discern onl" glea!ings. The full radiance is be"ond our %ision. /s we conte!plate the great things of 7od.s word we look into a fountain that broadens and deepens beneath our gaGe. #ts breadth and depth pass our knowledge. /s we gaGe the %ision widens- stretched out before us we behold a boundless shoreless sea. 0uch stud" has %i%if"ing power. The !ind and heart ac8uire new strength new life. This e$perience is the highest e%idence of the di%ine authorship of the =ible. (e recei%e 7od.s word as food for the soul through the sa!e e%idence b" which we recei%e bread as food for the bod". =read supplies the need of our nature- we know b" e$perience that it produces blood and bone and brain. /ppl" the sa!e test to the =ible- when its principles ha%e actuall" beco!e the ele!ents of character what has been the resultC what changes ha%e been !ade in the lifeC *Old things are passed awa"- behold all things are beco!e new.* 2 +orinthians 5)17. #n its power !en and wo!en ha%e broken the chains of sinful habit. The" ha%e renounced selfishness. The profane ha%e beco!e re%erent the drunken sober the profligate pure. 0ouls that ha%e borne the likeness of 0atan ha%e been transfor!ed into the i!age of 7od. This change is itself the !iracle of !iracles. / change wrought b" the word it is one of the deepest !"steries of the word. (e cannot understand it- we can onl" belie%e as declared b" the 0criptures it is *+hrist in "ou the hope of glor".* +olossians 1)27. / knowledge of this !"ster" furnishes a ke" to e%er" other. #t opens to the soul the treasures of the uni%erse the possibilities of infinite de%elop!ent. /nd this de%elop!ent is gained through the constant unfolding to us of the character of 7od::the glor" and the !"ster" of the written word. #f it were possible for us to attain to a full understanding of 7od and 'is word there would be for us no further disco%er" of truth no greater knowledge no further de%elop!ent. 7od would cease to be supre!e and !an would cease to ad%ance. Thank 7od it is not so. 0ince 7od is infinite and in 'i! are all the treasures of wisdo! we !a" to all eternit" be e%er searching e%er learning "et ne%er e$haust the riches of 'is wisdo! 'is goodness or 'is power.

(1.) /i&tory and (ro#hecy


The =ible is the !ost ancient and the !ost co!prehensi%e histor" that !en possess. #t ca!e fresh fro! the fountain of eternal truth and throughout the ages a di%ine hand has preser%ed its purit". #t lights up the far:distant past where hu!an research in %ain seeks to penetrate. #n 7od.s word onl" do we behold the power that laid the foundations of the earth and that stretched out the hea%ens. 'ere onl" do we find an authentic account of the origin of nations. 'ere onl" is gi%en a histor" of our race unsullied b" hu!an pride or pre&udice. #n the annals of hu!an histor" the growth of nations the rise and fall of e!pires appear as dependent on the will and prowess of !an. The shaping of e%ents see!s to a great degree to be deter!ined b" his power a!bition or caprice. =ut in the word of 7od the curtain is drawn aside and we behold behind abo%e and through all the pla" and counterpla" of hu!an interests and power and passions the agencies of the all:!erciful One silentl" patientl" working out the counsels of 'is own will. The =ible re%eals the true philosoph" of histor". #n those words of !atchless beaut" and tenderness spoken b" the apostle 6aul to the sages of /thens is set forth 7od.s purpose in the creation and distribution of races and nations) 'e *hath !ade of one blood all nations of !en for to dwell on all the face of the earth and hath deter!ined the ti!es before appointed and the bounds of their habitation- that the" should seek the 3ord if hapl" the" !ight feel after 'i! and find 'i!.* /cts 17)26 27. 7od declares that whosoe%er will !a" co!e *into the bond of the co%enant.* 2Gekiel 2?)37. #n the creation it was 'is purpose that the earth be inhabited b" beings whose e$istence should be a blessing to the!sel%es and to one another and an honour to their +reator. /ll who will !a" identif" the!sel%es with this purpose. Of the! it is spoken *This people ha%e # for!ed for 9"self- the" shall show forth 9" praise.* #saiah 43)21. 7od has re%ealed in 'is law the principles that underlie all true prosperit" both of nations and of indi%iduals. *This is "our wisdo! and "our understanding * 9oses declared to the #sraelites of the law of 7od. *#t is not a %ain thing for "ou- because it is "our life.* Eeuterono!" 4)6- 32)47. The blessings thus assured to #srael are on the sa!e conditions and in the sa!e degree assured to e%er" nation and e%er" indi%idual under the broad hea%ens. The power e$ercised b" e%er" ruler on the earth is 'ea%en:i!parted- and upon his use of the power thus bestowed his success depends. To each the word of the di%ine (atcher is *# girded thee though thou hast not known 9e.* #saiah 45)5. /nd to each the words spoken to BebuchadneGGar of old are the lesson of life) *=reak off th" sins b" righteousness and thine ini8uities b" showing !erc" to the poor- if it !a" be a lengthening of th" tran8uillit".* Eaniel 4)27. To understand these things ::to understand that *righteousness e$alteth a nation-* that *the throne is established b" righteousness* and *upholden b" !erc"* 46ro%erbs 14)34- 16)12- 2?)285- to recognise the outworking of these principles in the

!anifestation of 'is power who *re!o%eth kings and setteth up kings* 4Eaniel 2)215 ::this is to understand the philosoph" of histor". #n the word of 7od onl" is this clearl" set forth. 'ere it is shown that the strength of nations as of indi%iduals is not found in the opportunities or facilities that appear to !ake the! in%incible- it is not found in their boasted greatness. #t is !easured b" the fidelit" with which the" fulfil 7od.s purpose. /n illustration of this truth is found in the histor" of ancient =ab"lon. To BebuchadneGGar the king the true ob&ect of national go%ern!ent was represented under the figure of a great tree whose height *reached unto hea%en and the sight thereof to the end of all the earth) the lea%es thereof were fair and the fruit thereof !uch and in it was !eat for all-* under its shadow the beasts of the field dwelt and a!ong its branches the birds of the air had their habitation. Eaniel 4)11 12. This representation shows the character of a go%ern!ent that fulfils 7od.s purpose::a go%ern!ent that protects and upbuilds the nation. 7od e$alted =ab"lon that it !ight fulfil this purpose. 6rosperit" attended the nation until it reached a height of wealth and power that has ne%er since been e8ualled:: fitl" represented in the 0criptures b" the inspired s"!bol a *head of gold.* Eaniel 2)38. =ut the king failed of recognising the power that had e$alted hi!. BebuchadneGGar in the pride of his heart said) *#s not this great =ab"lon that # ha%e built for the house of the kingdo! b" the !ight of !" power and for the honour of !" !a&est"C* Eaniel 4)3?. #nstead of being a protector of !en =ab"lon beca!e a proud and cruel oppressor. The words of #nspiration picturing the cruelt" and greed of rulers in #srael re%eal the secret of =ab"lon.s fall and of the fall of !an" another kingdo! since the world began) *>e eat the fat and "e clothe "ou with the wool "e kill the! that are fed) but "e feed not the flock. The diseased ha%e "e not strengthened neither ha%e "e healed that which was sick neither ha%e "e bound up that which was broken neither ha%e "e brought again that which was dri%en awa" neither ha%e "e sought that which was lost- but with force and with cruelt" ha%e "e ruled the!.* 2Gekiel 34)3 4. To the ruler of =ab"lon ca!e the sentence of the di%ine (atcher) O king *to thee it is spoken- The kingdo! is departed fro! thee.* Eaniel 4)31. *+o!e down and sit in the dust O %irgin daughter of =ab"lon 0it on the ground) there is no throne. . . . 0it thou silent /nd get thee into darkness O daughter of the +haldeans- <or thou shalt no !ore be called The lad" of kingdo!s.* #saiah 47)1:5. *O thou that dwellest upon !an" waters abundant in treasures Thine end is co!e and the !easure of th" co%etousness * *=ab"lon the glor" of kingdo!s The beaut" of the +haldees. e$cellenc" 0hall be as when 7od o%erthrew 0odo! and 7o!orrah.* *# will also !ake it a possession for the bittern and pools of water) and # will sweep it with the beso! of destruction saith the 3ord of hosts.* ,ere!iah 51)13- #saiah 13)1@14)23. 2%er" nation that has co!e upon the stage of action has been per!itted to occup" its place on the earth that it !ight be seen whether it would fulfil the purpose of *the

(atcher and the 'ol" One.* 6rophec" has traced the rise and fall of the world.s great e!pires::=ab"lon 9edo:6ersia 7reece and 1o!e. (ith each of these as with nations of less power histor" repeated itself. 2ach had its period of test each failed its glor" faded its power departed and its place was occupied b" another. (hile the nations re&ected 7od.s principles and in this re&ection wrought their own ruin it was still !anifest that the di%ine o%erruling purpose was working through all their !o%e!ents. This lesson is taught in a wonderful s"!bolic representation gi%en to the prophet 2Gekiel during his e$ile in the land of the +haldeans. The %ision was gi%en at a ti!e when 2Gekiel was weighed down with sorrowful !e!ories and troubled forebodings. The land of his fathers was desolate. ,erusale! was depopulated. The prophet hi!self was a stranger in a land where a!bition and cruelt" reigned supre!e. /s on e%er" hand he beheld t"rann" and wrong his soul was distressed and he !ourned da" and night. =ut the s"!bols presented to hi! re%ealed a power abo%e that of earthl" rulers. Apon the banks of the ri%er +hebar 2Gekiel beheld a whirlwind see!ing to co!e fro! the north *a great cloud and a fire infolding itself and a brightness was about it and out of the !idst thereof as the colour of a!ber.* / nu!ber of wheels intersecting one another were !o%ed b" four li%ing beings. 'igh abo%e all these *was the likeness of a throne as the appearance of a sapphire stone) and upon the likeness of the throne was the likeness as the appearance of a !an abo%e upon it.* */nd there appeared in the cherubi!s the for! of a !an.s hand under their wings.* 2Gekiel 1)4 26 1?)8. The wheels were so co!plicated in arrange!ent that at first sight the" appeared to be in confusion- but the" !o%ed in perfect har!on". 'ea%enl" beings sustained and guided b" the hand beneath the wings of the cherubi! were i!pelling these wheels- abo%e the! upon the sapphire throne was the 2ternal One- and round about the throne a rainbow the e!ble! of di%ine !erc". /s the wheel:like co!plications were under the guidance of the hand beneath the wings of the cherubi! so the co!plicated pla" of hu!an e%ents is under di%ine control. /!idst the strife and tu!ult of nations 'e that sitteth abo%e the cherubi! still guides the affairs of the earth. The histor" of nations that one after another ha%e occupied their allotted ti!e and place unconsciousl" witnessing to the truth of which the" the!sel%es knew not the !eaning speaks to us. To e%er" nation and to e%er" indi%idual of toda" 7od has assigned a place in 'is great plan. Toda" !en and nations are being !easured b" the plu!!et in the hand of 'i! who !akes no !istake. /ll are b" their own choice deciding their destin" and 7od is o%erruling all for the acco!plish!ent of 'is purposes. The histor" which the great # /9 has !arked out in 'is word uniting link after link in the prophetic chain fro! eternit" in the past to eternit" in the future tells us where we are toda" in the procession of the ages and what !a" be e$pected in the ti!e to co!e. /ll that prophec" has foretold as co!ing to pass until the present ti!e has been traced on the pages of histor" and we !a" be assured that all which is "et to co!e will be fulfilled in its order.

The final o%erthrow of all earthl" do!inions is plainl" foretold in the word of truth. #n the prophec" uttered when sentence fro! 7od was pronounced upon the last king of #srael is gi%en the !essage) *Thus saith the 3ord 7od- 1e!o%e the diade! and take off the crown) . . . e$alt hi! that is low and abase hi! that is high. # will o%erturn o%erturn o%erturn it) and it shall be no !ore until 'e co!e whose right it is- and # will gi%e it 'i!.* 2Gekiel 21)26 27. The crown re!o%ed fro! #srael passed successi%el" to the kingdo!s of =ab"lon 9edo:6ersia 7reece and 1o!e. 7od sa"s *#t shall be no !ore until 'e co!e whose right it is- and # will gi%e it 'i!.* That ti!e is at hand. Toda" the signs of the ti!es declare that we are standing on the threshold of great and sole!n e%ents. 2%er"thing in our world is in agitation. =efore our e"es is fulfilling the 0a%iour.s prophec" of the e%ents to precede 'is co!ing) *>e shall hear of wars and ru!ours of wars. . . . Bation shall rise against nation and kingdo! against kingdo!) and there shall be fa!ines and pestilences and earth8uakes in di%ers places.* 9atthew 24)6 7. The present is a ti!e of o%erwhel!ing interest to all li%ing. 1ulers and states!en !en who occup" positions of trust and authorit" thinking !en and wo!en of all classes ha%e their attention fi$ed upon the e%ents taking place about us. The" are watching the strained restless relations that e$ist a!ong the nations. The" obser%e the intensit" that is taking possession of e%er" earthl" ele!ent and the" recognise that so!ething great and decisi%e is about to take place::that the world is on the %erge of a stupendous crisis. /ngels are now restraining the winds of strife that the" !a" not blow until the world shall be warned of its co!ing doo!- but a stor! is gathering read" to burst upon the earth- and when 7od shall bid 'is angels loose the winds there will be such a scene of strife as no pen can picture. The =ible and the =ible onl" gi%es a correct %iew of these things. 'ere are re%ealed the great final scenes in the histor" of our world e%ents that alread" are casting their shadows before the sound of their approach causing the earth to tre!ble and !en.s hearts to fail the! for fear. *=ehold the 3ord !aketh the earth e!pt" and !aketh it waste and turneth it upside down and scattereth abroad the inhabitants thereof. . . . The" ha%e transgressed the laws changed the ordinance broken the e%erlasting co%enant. Therefore hath the curse de%oured the earth and the" that dwell therein are desolate. . . . The !irth of tabrets ceaseth the noise of the! that re&oice endeth the &o" of the harp ceaseth.* #saiah 24)1:18. */las for the da"D for the da" of the 3ord is at hand and as a destruction fro! the /l!ight" shall it co!e. . . . The seed is rotten under their clods the garners are laid desolate the barns are broken down- for the corn is withered. 'ow do the beasts groanD the herds of cattle are perple$ed because the" ha%e no pasture- "ea the flocks of sheep are !ade desolate.* *The %ine is dried up and the fig tree languisheth- the

po!egranate tree the pal! tree also and the apple tree e%en all the trees of the field are withered) because &o" is withered awa" fro! the sons of !en.* ,oel 1)15:18 12. *# a! pained at !" %er" heart- . . . # cannot hold !" peace because thou hast heard O !" soul the sound of the tru!pet the alar! of war. Eestruction upon destruction is cried- for the whole land is spoiled.* *# beheld the earth and lo it was without for! and %oid- and the hea%ens and the" had no light. # beheld the !ountains and lo the" tre!bled and all the hills !o%ed lightl". # beheld and lo there was no !an and all the birds of the hea%ens were fled. # beheld and lo the fruitful place was a wilderness and all the cities thereof were broken down.* ,ere!iah 4)1@ 2? 23:26. */lasD for that da" is great so that none is like it) it is e%en the ti!e of ,acob.s troublebut he shall be sa%ed out of it.* ,ere!iah 3?)7. *+o!e 9" people enter thou into th" cha!bers and shut th" doors about thee) hide th"self as it were for a little !o!ent until the indignation be o%erpast.* #saiah 26)2?. *=ecause thou hast !ade the 3ord which is !" refuge 2%en the 9ost 'igh th" habitation- There shall no e%il befall thee Beither shall an" plague co!e nigh th" dwelling.* 6sal! @1)@ 1?. *The !ight" 7od e%en the 3ord hath spoken /nd called the earth fro! the rising of the sun unto the going down thereof. Out of Hion the perfection of beaut" 7od hath shined. Our 7od shall co!e and shall not keep silence.* *'e shall call to the hea%ens abo%e /nd to the earth that 'e !a" &udge 'is people. . . . /nd the hea%ens shall declare 'is righteousness- <or 7od is &udge 'i!self.* 6sal! 5?)1:3- 5?)4:6 1.;. *O daughter of Hion . . . the 3ord shall redee! thee fro! the hand of thine ene!ies. Bow also !an" nations are gathered against thee that sa" 3et her be defiled and let our e"e look upon Hion. =ut the" know not the thoughts of the 3ord neither understand the" 'is counsel.* *=ecause the" call thee an Outcast sa"ing This is Hion who! no !an seeketh after * *# will restore health unto thee and # will heal thee of th" wounds saith the 3ord.* *# will bring again the capti%it" of ,acob.s tents and ha%e !erc" on his dwelling places.* 9icah 4)1?:12- ,ere!iah 3?)17 18. */nd it shall be said in that da" 3o this is our 7od- (e ha%e waited for 'i! and 'e will sa%e us) This is the 3ord- we ha%e waited for 'i! (e will be glad and re&oice in 'is sal%ation.* *'e will swallow up death in %ictor"- . . . and the rebuke of 'is people shall 'e take awa" fro! off all the earth) for the 3ord hath spoken it.* #saiah 25)@ 8. *3ook upon Hion the cit" of our sole!nities) thine e"es shall see ,erusale! a 8uiet habitation a tabernacle that shall not be taken down. . . . <or the 3ord is our &udge the 3ord is our lawgi%er the 3ord is our king.* #saiah 33)2?:22. *(ith righteousness shall 'e &udge the poor and repro%e with e8uit" for the !eek of the earth.* #saiah 11)4. Then will the purpose of 7od be fulfilled- the principles of 'is kingdo! will be honoured b" all beneath the sun.

*;iolence shall no !ore be heard in th" land (asting nor destruction within th" borders=ut thou shalt call th" walls 0al%ation /nd th" gates 6raise.* *#n righteousness shalt thou be established) Thou shalt be far fro! oppression- for thou shalt not fear) /nd fro! terror- for it shall not co!e near thee.* #saiah 6?)18- 54)14. The prophets to who! these great scenes were re%ealed longed to understand their i!port. The" *in8uired and searched diligentl") . . . searching what or what !anner of ti!e the 0pirit of +hrist which was in the! did signif". . . . Anto who! it was re%ealed that not unto the!sel%es but unto us the" did !inister the things which are now reported unto "ou- . . . which things the angels desire to look into.* 1 6eter 1)1?: 12. To us who are standing on the %er" %erge of their fulfil!ent of what deep !o!ent what li%ing interest are these delineations of the things to co!e::e%ents for which since our first parents turned their steps fro! 2den 7od.s children ha%e watched and waited longed and pra"edD /t this ti!e before the great final crisis as before the world.s first destruction !en are absorbed in the pleasures and the pursuits of sense. 2ngrossed with the seen and transitor" the" ha%e lost sight of the unseen and eternal. <or the things that perish with the using the" are sacrificing i!perishable riches. Their !inds need to be uplifted their %iews of life to be broadened. The" need to be aroused fro! the letharg" of worldl" drea!ing. <ro! the rise and fall of nations as !ade plain in the pages of 'ol" (rit the" need to learn how worthless is !ere outward and worldl" glor". =ab"lon with all its power and its !agnificence the like of which our world has ne%er since beheld ::power and !agnificence which to the people of that da" see!ed so stable and enduring ::how co!pletel" has it passed awa"D /s *the flower of the grass* it has perished. 0o perishes all that has not 7od for its foundation. Onl" that which is bound up with 'is purpose and e$presses 'is character can endure. 'is principles are the onl" steadfast things our world knows. #t is these great truths that old and "oung need to learn. (e need to stud" the working out of 7od.s purpose in the histor" of nations and in the re%elation of things to co!e that we !a" esti!ate at their true %alue things seen and things unseen- that we !a" learn what is the true ai! of life- that %iewing the things of ti!e in the light of eternit" we !a" put the! to their truest and noblest use. Thus learning here the principles of 'is kingdo! and beco!ing its sub&ects and citiGens we !a" be prepared at 'is co!ing to enter with 'i! into its possession. The da" is at hand. <or the lessons to be learned the work to be done the transfor!ation of character to be effected the ti!e re!aining is but too brief a span.

*=ehold the" of the house of #srael sa" The %ision that he seeth is for !an" da"s to co!e and he prophesieth of the ti!es that are far off. Therefore sa" unto the! Thus saith the 3ord 7od- There shall none of 9" words be prolonged an" !ore but the word which # ha%e spoken shall be done saith the 3ord 7od.* 2Gekiel 12)27 28.

(20) Bi3le Teaching and Study


#n childhood "outh and !anhood ,esus studied the 0criptures. /s a little child 'e was dail" at 'is !other.s knee taught fro! the scrolls of the prophets. #n 'is "outh the earl" !orning and the e%ening twilight often found 'i! alone on the !ountainside or a!ong the trees of the forest spending a 8uiet hour in pra"er and the stud" of 7od.s word. Euring 'is !inistr" 'is inti!ate ac8uaintance with the 0criptures testifies to 'is diligence in their stud". /nd since 'e gained knowledge as we !a" gain it 'is wonderful power both !ental and spiritual is a testi!on" to the %alue of the =ible as a !eans of education. Our hea%enl" <ather in gi%ing 'is word did not o%erlook the children. #n all that !en ha%e written where can be found an"thing that has such a hold upon the heart an"thing so well adapted to awaken the interest of the little ones as the stories of the =ibleC #n these si!ple stories !a" be !ade plain the great principles of the law of 7od. Thus b" illustrations best suited to the child.s co!prehension parents and teachers !a" begin %er" earl" to fulfil the 3ord.s in&unction concerning 'is precepts) *Thou shalt teach the! diligentl" 186 unto th" children and shalt talk of the! when thou sittest in thine house and when thou walkest b" the wa" and when thou liest down and when thou risest up.* Eeuterono!" 6)7. The use of ob&ect lessons blackboards !aps and pictures will be an aid in e$plaining these lessons and fi$ing the! in the !e!or". 6arents and teachers should constantl" seek for i!pro%ed !ethods. The teaching of the =ible should ha%e our freshest thought our best !ethods and our !ost earnest effort. #n arousing and strengthening a lo%e for =ible stud" !uch depends on the use of the hour of worship. The hours of !orning and e%ening worship should be the sweetest and !ost helpful of the da". 3et it be understood that into these hours no troubled unkind thoughts are to intrude- that parents and children asse!ble to !eet with ,esus and to in%ite into the ho!e the presence of hol" angels. 3et the ser%ices be brief and full of life adapted to the occasion and %aried fro! ti!e to ti!e. 3et all &oin in the =ible reading and learn and often repeat 7od.s law. #t will add to the interest of the children if the" are so!eti!es per!itted to select the reading. Kuestion the! upon it and let the! ask 8uestions. 9ention an"thing that will ser%e to illustrate its !eaning. (hen the ser%ice is not thus !ade too length" let the little ones take part in pra"er and let the! &oin in song if it be but a single %erse. To !ake such a ser%ice what it should be thought should be gi%en to preparation. /nd parents should take ti!e dail" for =ible stud" with their children. Bo doubt it

will re8uire effort and planning and so!e sacrifice to acco!plish this- but the effort will be richl" repaid. /s a preparation for teaching 'is precepts 7od co!!ands that the" be hidden in the hearts of the parents. *These words which # co!!and thee this da" shall be in thine heart * 'e sa"s- *and thou shalt teach the! diligentl".* Eeuterono!" 6)6 7. #n order to interest our children in the =ible we oursel%es !ust be interested in it. To awaken in the! a lo%e for its stud" we !ust lo%e it. Our instruction to the! will ha%e onl" the weight of influence gi%en it b" our own e$a!ple and spirit. 7od called /braha! to be a teacher of 'is word 'e chose hi! to be the father of a great nation because 'e saw that /braha! would instruct his children and his household in the principles of 7od.s law. /nd that which ga%e power to /braha!.s teaching was the influence of his own life. 'is great household consisted of !ore than a thousand souls !an" of the! heads of fa!ilies and not a few but newl" con%erted fro! heathenis!. 0uch a household re8uired a fir! hand at the hel!. Bo weak %acillating !ethods would suffice. Of /braha! 7od said *# know hi! that he will co!!and his children and his household after hi!.* 7enesis 18)1@. >et his authorit" was e$ercised with such wisdo! and tenderness that hearts were won. The testi!on" of the di%ine (atcher is *The" shall keep the wa" of the 3ord to do &ustice and &udge!ent.* 7enesis 18)1@. /nd /braha!.s influence e$tended be"ond his own household. (here%er he pitched his tent he set up beside it the altar for sacrifice and worship. (hen the tent was re!o%ed the altar re!ained- and !an" a ro%ing +anaanite whose knowledge of 7od had been gained fro! the life of /braha! 'is ser%ant tarried at that altar to offer sacrifice to ,eho%ah. Bo less effecti%e toda" will be the teaching of 7od.s word when it finds as faithful a reflection in the teacher.s life. #t is not enough to know what others ha%e thought or learned about the =ible. 2%er"one !ust in the &udge!ent gi%e account of hi!self to 7od and each should now learn for hi!self what is truth. =ut in order to do effecti%e stud" the interest of the pupil !ust be enlisted. 2speciall" b" the one who has to deal with children and "outh differing widel" in disposition training and habits of thought this is a !atter not to be lost sight of. #n teaching children the =ible we !a" gain !uch b" obser%ing the bent of their !inds the things in which the" are interested and arousing their interest to see what the =ible sa"s about these things. 'e who created us with our %arious aptitudes has in 'is word gi%en so!ething for e%er"one. /s the pupils see that the lessons of the =ible appl" to their own li%es teach the! to look to it as a counsellor. 'elp the! also to appreciate its wonderful beaut". 9an" books of no real %alue books that are e$citing and unhealthful are reco!!ended or at least per!itted to be used because of their supposed literar" %alue. (h" should we direct our children to drink of these polluted strea!s when the" !a" ha%e free access to the pure fountains of the word of 7odC The =ible has a fullness a strength a depth of !eaning that is ine$haustible. 2ncourage the children and "outh to seek out its treasures both of thought and of e$pression. /s the beaut" of these precious things attracts their !inds a softening subduing power will touch their hearts. The" will be drawn to 'i! who has thus re%ealed

'i!self to the!. /nd there are few who will not desire to know !ore of 'is works and wa"s. The student of the =ible should be taught to approach it in the spirit of a learner. (e are to search its pages not for proof to sustain our opinions but in order to know what 7od sa"s. / true knowledge of the =ible can be gained onl" through the aid of that 0pirit b" who! the word was gi%en. /nd in order to gain this knowledge we !ust li%e b" it. /ll that 7od.s word co!!ands we are to obe". /ll that it pro!ises we !a" clai!. The life which it en&oins is the life that through its power we are to li%e. Onl" as the =ible is thus held can it be studied effecti%el". The stud" of the =ible de!ands our !ost diligent effort and perse%ering thought. /s the !iner digs for the golden treasure in the earth so earnestl" persistentl" !ust we seek for the treasure of 7od.s word. #n dail" stud" the %erse:b":%erse !ethod is often !ost helpful. 3et the student take one %erse and concentrate the !ind on ascertaining the thought that 7od has put into that %erse for hi! and then dwell upon the thought until it beco!es his own. One passage thus studied until its significance is clear is of !ore %alue than the perusal of !an" chapters with no definite purpose in %iew and no positi%e instruction gained. One of the chief causes of !ental inefficienc" and !oral weakness is the lack of concentration for worth" ends. (e pride oursel%es on the wide distribution of literature- but the !ultiplication of books e%en books that in the!sel%es are not har!ful !a" be a positi%e e%il. (ith the i!!ense tide of printed !atter constantl" pouring fro! the press old and "oung for! the habit of reading hastil" and superficiall" and the !ind loses its power of connected and %igorous thought. <urther!ore a large share of the periodicals and books that like the frogs of 2g"pt are o%erspreading the land are not !erel" co!!onplace idle and ener%ating but unclean and degrading. Their effect is not !erel" to into$icate and ruin the !ind but to corrupt and destro" the soul. The !ind the heart that is indolent ai!less falls an eas" pre" to e%il. #t is on diseased lifeless organis!s that fungus roots. #t is the idle !ind that is 0atan.s workshop. 3et the !ind be directed to high and hol" ideals let the life ha%e a noble ai! an absorbing purpose and e%il finds little foothold. 3et the "outh then be taught to gi%e close stud" to the word of 7od. 1ecei%ed into the soul it will pro%e a !ight" barricade against te!ptation. *Th" word * the psal!ist declares *ha%e # hid in !ine heart that # !ight not sin against Thee.* *=" the word of Th" lips # ha%e kept !e fro! the paths of the destro"er.* 6sal!s 11@)11- 17)4. The =ible is its own e$positor. 0cripture is to be co!pared with scripture. The student should learn to %iew the word as a whole and to see the relation of its parts. 'e should gain a knowledge of its grand central the!e of 7od.s original purpose for the world of the rise of the great contro%ers" and of the work of rede!ption. 'e should understand the nature of the two principles that are contending for supre!ac" and should learn to trace their working through the records of histor" and prophec" to the great consu!!ation. 'e should see how this contro%ers" enters into e%er" phase of hu!an e$perience- how in e%er" act of life he hi!self re%eals the one or the other of

the two antagonistic !oti%es- and how whether he will or not he is e%en now deciding upon which side of the contro%ers" he will be found. 2%er" part of the =ible is gi%en b" inspiration of 7od and is profitable. The Old Testa!ent no less than the Bew should recei%e attention. /s we stud" the Old Testa!ent we shall find li%ing springs bubbling up where the careless reader discerns onl" a desert. The book of 1e%elation in connection with the book of Eaniel especiall" de!ands stud". 3et e%er" 7od:fearing teacher consider how !ost clearl" to co!prehend and to present the gospel that our 0a%iour ca!e in person to !ake known to 'is ser%ant ,ohn::*The 1e%elation of ,esus +hrist which 7od ga%e unto 'i! to show unto 'is ser%ants things which !ust shortl" co!e to pass.* 1e%elation 1)1. Bone should beco!e discouraged in the stud" of the 1e%elation because of its apparentl" !"stical s"!bols. *#f an" of "ou lack wisdo! let hi! ask of 7od that gi%eth to all !en liberall" and upbraideth not.* ,a!es 1)5. *=lessed is he that readeth and the" that hear the words of this prophec" and keep those things which are written therein) for the ti!e is at hand.* 1e%elation 1)3. (hen a real lo%e for the =ible is awakened and the student begins to realise how %ast is the field and how precious its treasure he will desire to seiGe upon e%er" opportunit" for ac8uainting hi!self with 7od.s word. #ts stud" will be restricted to no special ti!e or place. /nd this continuous stud" is one of the best !eans of culti%ating a lo%e for the 0criptures. 3et the student keep his =ible alwa"s with hi!. /s "ou ha%e opportunit" read a te$t and !editate upon it. (hile walking the streets waiting at a railwa" station waiting to !eet an engage!ent i!pro%e the opportunit" to gain so!e precious thought fro! the treasure house of truth. The great !oti%e powers of the soul are faith hope and lo%e- and it is to these that =ible stud" rightl" pursued appeals. The outward beaut" of the =ible the beaut" of i!ager" and e$pression is but the setting as it were for its real treasure::the beaut" of holiness. #n its record of the !en who walked with 7od we !a" catch gli!pses of 'is glor". #n the One *altogether lo%el"* we behold 'i! of who! all beaut" of earth and hea%en is but a di! reflection. *# if # be lifted up * 'e said *will draw all !en unto 9e.* ,ohn 12)32. /s the student of the =ible beholds the 1edee!er there is awakened in the soul the !"sterious power of faith adoration and lo%e. Apon the %ision of +hrist the gaGe is fi$ed and the beholder grows into the likeness of that which he adores. The words of the apostle 6aul beco!e the language of the soul) *# count all things but loss for the e$cellenc" of the knowledge of +hrist ,esus !" 3ord) . . . that # !a" know 'i! and the power of 'is resurrection and the fellowship of 'is sufferings.* 6hilippians 3)8:1?. The springs of hea%enl" peace and &o" unsealed in the soul b" the words of #nspiration will beco!e a !ight" ri%er of influence to bless all who co!e within its reach. 3et the "outh of toda" the "outh who are growing up with the =ible in their hands beco!e the recipients and the channels of its life:gi%ing energ" and what strea!s of blessing would flow forth to the worldD::influences of whose power to heal and co!fort we can scarcel" concei%e ::ri%ers of li%ing water fountains *springing up unto e%erlasting life.*

(21) Study of (hy&iology


0ince the !ind and the soul find e$pression through the bod" both !ental and spiritual %igour are in great degree dependent upon ph"sical strength and acti%it"whate%er pro!otes ph"sical health pro!otes the de%elop!ent of a strong !ind and a well:balanced character. (ithout health no one can as distinctl" understand or as co!pletel" fulfil his obligations to hi!self to his fellow beings or to his +reator. Therefore the health should be as faithfull" guarded as the character. / knowledge of ph"siolog" and h"giene should be the basis of all educational effort. Though the facts of ph"siolog" are now so generall" understood there is an alar!ing indifference in regard to the principles of health. 2%en of those who ha%e a knowledge of these principles there are few who put the! in practice. #nclination or i!pulse is followed as blindl" as if life were controlled b" !ere chance rather than b" definite and un%ar"ing laws. The "outh in the freshness and %igour of life little realise the %alue of their abounding energ". / treasure !ore precious than gold !ore essential to ad%ance!ent than learning or rank or riches::how lightl" it is heldD how rashl" s8uanderedD 'ow !an" a !an sacrificing health in the struggle for riches or power has al!ost reached the ob&ect of his desire onl" to fall helpless while another possessing superior ph"sical endurance grasped the longed:for priGeD Through !orbid conditions the result of neglecting the laws of health how !an" ha%e been led into e%il practices to the sacrifice of e%er" hope for this world and the ne$tD #n the stud" of ph"siolog" pupils should be led to see the %alue of ph"sical energ" and how it can be so preser%ed and de%eloped as to contribute in the highest degree to success in life.s great struggle. +hildren should be earl" taught in si!ple eas" lessons the rudi!ents of ph"siolog" and h"giene. The work should be begun b" the !other in the ho!e and should be faithfull" carried forward in the school. /s the pupils ad%ance in "ears instruction in this line should be continued until the" are 8ualified to care for the house the" li%e in. The" should understand the i!portance of guarding against disease b" preser%ing the %igour of e%er" organ and should also be taught how to deal with co!!on diseases and accidents. 2%er" school should gi%e instruction in both ph"siolog" and h"giene and so far as possible should be pro%ided with facilities for illustrating the structure use and care of the bod". There are !atters not usuall" included in the stud" of ph"siolog" that should be considered::!atters of far greater %alue to the student than are !an" of the technicalities co!!onl" taught under this head. /s the foundation principle of all education in these lines the "outh should be taught that the laws of nature are the laws of 7od::as trul" di%ine as are the precepts of the Eecalogue. The laws that go%ern our ph"sical organis! 7od has written upon e%er" ner%e !uscle and fibre of the bod".

2%er" careless or wilful %iolation of these laws is a sin against our +reator. 'ow necessar" then that a thorough knowledge of these laws should be i!partedD The principles of h"giene as applied to diet e$ercise the care of children the treat!ent of the sick and !an" like !atters should be gi%en !uch !ore attention than the" ordinaril" recei%e. The influence of the !ind on the bod" as well as of the bod" on the !ind should be e!phasised. The electric power of the brain pro!oted b" !ental acti%it" %italises the whole s"ste! and is thus an in%aluable aid in resisting disease. This should be !ade plain. The power of the will and the i!portance of self:control both in the preser%ation and in the reco%er" of health the depressing and e%en ruinous effect of anger discontent selfishness or i!purit" and on the other hand the !ar%ellous life: gi%ing power to be found in cheerfulness unselfishness gratitude should also be shown. There is a ph"siological truth::truth that we need to consider::in the scripture */ !err" Ire&oicingJ heart doeth good like a !edicine.* 6ro%erbs 17)22. *3et thine heart keep 9" co!!and!ents * 7od sa"s- *for length of da"s and "ears of life and peace shall the" add to thee.* *The" are life unto those that find the! and health to all their flesh.* *6leasant words* the 0criptures declare to be not onl" *sweet to the soul * but *health to the bones.* 6ro%erbs 3)1 2 !argin- 4)22- 16)24. The "outh need to understand the deep truth underl"ing the =ible state!ent that with 7od *is the fountain of life.* 6sal! 36)@. Bot onl" is 'e the originator of all but 'e is the life of e%er"thing that li%es. #t is 'is life that we recei%e in the sunshine in the pure sweet air in 1@8 the food which builds up our bodies and sustains our strength. #t is b" 'is life that we e$ist hour b" hour !o!ent b" !o!ent. 2$cept as per%erted b" sin all 'is gifts tend to life to health and &o". *'e hath !ade e%er"thing beautiful in its ti!e* 42cclesiastes 3)11 1.;.5- and true beaut" will be secured not in !arring 7od.s work but in co!ing into har!on" with the laws of 'i! who created all things and who finds pleasure in their beaut" and perfection. /s the !echanis! of the bod" is studied attention should be directed to its wonderful adaptation of !eans to ends the har!onious action and dependence of the %arious organs. /s the interest of the student is thus awakened and he is led to see the i!portance of ph"sical culture !uch can be done b" the teacher to secure proper de%elop!ent and right habits. /!ong the first things to be ai!ed at should be a correct position both in sitting and in standing. 7od !ade !an upright and 'e desires hi! to possess not onl" the ph"sical but the !ental and !oral benefit the grace and dignit" and self:possession the courage and self:reliance which an erect bearing so greatl" tends to pro!ote. 3et the teacher gi%e instruction on this point b" e$a!ple and b" precept. 0how what a correct position is and insist that it shall be !aintained.

Be$t in i!portance to right position are respiration and %ocal culture. The one who sits and stands erect is !ore likel" than others to breathe properl". =ut the teacher should i!press upon his pupils the i!portance of deep breathing. 0how how the health" action of the respirator" organs assisting the circulation of the blood in%igorates the whole s"ste! e$cites the appetite pro!otes digestion and induces sound sweet sleep thus not onl" refreshing the bod" but soothing and tran8uillising the !ind. /nd while the i!portance of deep breathing is shown the practice should be insisted upon. 3et e$ercises be gi%en which will pro!ote this and see that the habit beco!es established. The training of the %oice has an i!portant place in ph"sical culture since it tends to e$pand and strengthen the lungs and thus to ward off disease. To ensure correct deli%er" in reading and speaking see that the abdo!inal !uscles ha%e full pla" in breathing and that the respirator" organs are unrestricted. 3et the strain co!e on the !uscles of the abdo!en rather than on those of the throat. 7reat weariness and serious disease of the throat and lungs !a" thus be pre%ented. +areful attention should be gi%en to securing distinct articulation s!ooth well:!odulated tones and a not:too:rapid deli%er". This will not onl" pro!ote health but will add greatl" to the agreeableness and efficienc" of the student.s work. #n teaching these things a golden opportunit" is afforded for showing the foll" and wickedness of tight lacing and e%er" other practice that restricts %ital action. /n al!ost endless train of disease results fro! unhealthful !odes of dress and careful instruction on this point should be gi%en. #!press upon the pupils the danger of allowing the clothing to weigh on the hips or to co!press an" organ of the bod". The dress should be so arranged that a full respiration can be taken and the ar!s be raised abo%e the head without difficult". The cra!ping of the lungs not onl" pre%ents their de%elop!ent but hinders the processes of digestion and circulation and thus weakens the whole bod". /ll such practices lessen both ph"sical and !ental power thus hindering the student.s ad%ance!ent and often pre%enting his success. #n the stud" of h"giene the earnest teacher will i!pro%e e%er" opportunit" to show the necessit" of perfect cleanliness both in personal habits and in all one.s surroundings. The %alue of the dail" bath in pro!oting health and in sti!ulating !ental action should be e!phasised. /ttention should be gi%en also to sunlight and %entilation the h"giene of the sleeping roo! and the kitchen. Teach the pupils that a healthful sleeping roo! a thoroughl" clean kitchen and a tastefull" arranged wholeso!el" supplied table will go further toward securing the happiness of the fa!il" and the regard of e%er" sensible %isitor than an" a!ount of e$pensi%e furnishing in the drawing roo!. That *the life is !ore than !eat and the bod" is !ore than rai!ent* 43uke 12)235 is a lesson no less needed now than when gi%en b" the di%ine Teacher eighteen hundred "ears ago. The student of ph"siolog" should be taught that the ob&ect of his stud" is not !erel" to gain a knowledge of facts and principles. This alone will pro%e of little benefit. 'e !a" understand the i!portance of %entilation his roo! !a" be supplied with pure air- but unless he fills his lungs properl" he will suffer the results of i!perfect respiration. 0o the necessit" of cleanliness !a" be understood and needful facilities !a" be supplied- but all will be without a%ail unless put to use. The great re8uisite in

teaching these principles is to i!press the pupil with their i!portance so that he will conscientiousl" put the! in practice. =" a !ost beautiful and i!pressi%e figure 7od.s word shows the regard 'e places upon our ph"sical organis! and the responsibilit" resting on us to preser%e it in the best condition) *Fnow "e not that "our bod" is a te!ple of the 'ol" 0pirit which is in "ou which "e ha%e fro! 7odC and "e are not "our own.* *#f an" !an defile the te!ple of 7od hi! shall 7od destro"- for the te!ple of 7od is hol" which te!ple "e are.* # +orinthians 6)1@ 1.;. !argin- 3)17. 3et pupils be i!pressed with the thought that the bod" is a te!ple in which 7od desires to dwell that it !ust be kept pure the abiding place of high and noble thoughts. /s in the stud" of ph"siolog" the" see that the" are indeed *fearfull" and wonderfull" !ade* 46sal! 13@)145 the" will be inspired with re%erence. #nstead of !arring 7od.s handiwork the" will ha%e an a!bition to !ake all that is possible of the!sel%es in order to fulfil the +reator.s glorious plan. Thus the" will co!e to regard obedience to the laws of health not as a !atter of sacrifice or self:denial but as it reall" is an inesti!able pri%ilege and blessing.

(22) Tem#erance and 6ietetic&


2%er" student needs to understand the relation between plain li%ing and high thinking. #t rests with us indi%iduall" to decide whether our li%es shall be controlled b" the !ind or b" the bod". The "outh !ust each for hi!self !ake the choice that shapes his life- and no pains should be spared that he !a" understand the forces with which he has to deal and the influences which !ould character and destin". #nte!perance is a foe against which all need to be guarded. The rapid increase of this terrible e%il should arouse e%er" lo%er of his race to warfare against it. The practice of gi%ing instruction on te!perance topics in the schools is a !o%e in the right direction. #nstruction in this line should be gi%en in e%er" school and in e%er" ho!e. The "outh and children should understand the effect of alcohol tobacco and other like poisons in breaking down the bod" beclouding the !ind and sensualising the soul. #t should be !ade plain that no one who uses these things can long possess the full strength of his ph"sical !ental or !oral faculties. =ut in order to reach the root of inte!perance we !ust go deeper than the use of alcohol or tobacco. #dleness lack of ai! or e%il associations !a" be the predisposing cause. Often it is found at the ho!e table in fa!ilies that account the!sel%es strictl" te!perate. /n"thing that disorders digestion that creates undue !ental e$cite!ent or in an" wa" enfeebles the s"ste! disturbing the balance of the !ental and the ph"sical powers weakens the control of the !ind o%er the bod" and thus tends toward inte!perance. The downfall of !an" a pro!ising "outh !ight be traced to unnatural appetites created b" an unwholeso!e diet. Tea and coffee condi!ents confectioner" and pastries are all acti%e causes of indigestion. <lesh food also is har!ful. #ts naturall" sti!ulating effect should be a

sufficient argu!ent against its use- and the al!ost uni%ersall" diseased condition of ani!als !akes it doubl" ob&ectionable. #t tends to irritate the ner%es and to e$cite the passions thus gi%ing the balance of power to the lower propensities. Those who accusto! the!sel%es to a rich sti!ulating diet find after a ti!e that the sto!ach is not satisfied with si!ple food. #t de!ands that which is !ore and !ore highl" seasoned pungent and sti!ulating. /s the ner%es beco!e disordered and the s"ste! weakened the will see!s powerless to resist the unnatural cra%ing. The delicate coating of the sto!ach beco!es irritated and infla!ed until the !ost sti!ulating food fails of gi%ing relief. / thirst is created that nothing but strong drink will 8uench. #t is the beginnings of e%il that should be guarded against. #n the instruction of the "outh the effect of apparentl" s!all de%iations fro! the right should be !ade %er" plain. 3et the student be taught the %alue of a si!ple healthful diet in pre%enting the desire for unnatural sti!ulants. 3et the habit of self:control be earl" established. 3et the "outh be i!pressed with the thought that the" are to be !asters and not sla%es. Of the kingdo! within the! 7od has !ade the! rulers and the" are to e$ercise their 'ea%en:appointed kingship. (hen such instruction is faithfull" gi%en the results will e$tend far be"ond the "outh the!sel%es. #nfluences will reach out that will sa%e thousands of !en and wo!en who are on the %er" brink of ruin.

Diet and Mental Develo'ment


The relation of diet to intellectual de%elop!ent should be gi%en far !ore attention than it has recei%ed. 9ental confusion and dullness are often the result of errors in diet. #t is fre8uentl" urged that in the selection of food appetite is a safe guide. #f the laws of health had alwa"s been obe"ed this would be true. =ut through wrong habits continued fro! generation to generation appetite has beco!e so per%erted that it is constantl" cra%ing so!e hurtful gratification. /s a guide it cannot now be trusted. #n the stud" of h"giene students should be taught the nutrient %alue of different foods. The effect of a concentrated and sti!ulating diet also of foods deficient in the ele!ents of nutrition should be !ade plain. Tea and coffee fine:flour bread pickles coarse %egetables candies condi!ents and pastries fail of suppl"ing proper nutri!ent. 9an" a student has broken down as the result of using such foods. 9an" a pun" child incapable of %igorous effort of !ind or bod" is the %icti! of an i!po%erished diet. 7rains fruits nuts and %egetables in proper co!bination contain all the ele!ents of nutrition- and when properl" prepared the" constitute the diet that best pro!otes both ph"sical and !ental strength. There is need to consider not onl" the properties of the food but its adaptation to the eater. Often food that can be eaten freel" b" persons engaged in ph"sical labour !ust be a%oided b" those whose work is chiefl" !ental. /ttention should be gi%en also to the proper co!bination of foods. =" brain workers and others of sedentar" pursuits but few kinds should be taken at a !eal. /nd o%ereating e%en of the !ost wholeso!e food is to be guarded against. Bature can use no !ore than is re8uired for building up the %arious organs of the bod" and

e$cess clogs the s"ste!. 9an" a student is supposed to ha%e broken down fro! o%erstud" when the real cause was o%ereating. (hile proper attention is gi%en to the laws of health there is little danger fro! !ental ta$ation- but in !an" cases of so: called !ental failure it is the o%ercrowding of the sto!ach that wearies the bod" and weakens the !ind. #n !ost cases two !eals a da" are preferable to three. 0upper when taken at an earl" hour interferes with the digestion of the pre%ious !eal. (hen taken later it is not itself digested before bedti!e. Thus the sto!ach fails of securing proper rest. The sleep is disturbed the brain and ner%es are wearied the appetite for breakfast is i!paired the whole s"ste! is unrefreshed and is unread" for the da".s duties. The i!portance of regularit" in the ti!e for eating and sleeping should not be o%erlooked. 0ince the work of building up the bod" takes place during the hours of rest it is essential especiall" in "outh that sleep should be regular and abundant. 0o far as possible we should a%oid hurried eating. The shorter the ti!e for a !eal the less should be eaten. #t is better to o!it a !eal than to eat without proper !astication. 9ealti!e should be a season for social intercourse and refresh!ent. 2%er"thing that can burden or irritate should be banished. 3et trust and kindliness and gratitude to the 7i%er of all good be cherished and the con%ersation will be cheerful a pleasant flow of thought that will uplift without wear"ing. The obser%ance of te!perance and regularit" in all things has a wonderful power. #t will do !ore than circu!stances or natural endow!ents in pro!oting that sweetness and serenit" of disposition which count so !uch in s!oothing life.s pathwa". /t the sa!e ti!e the power of self:control thus ac8uired will be found one of the !ost %aluable of e8uip!ents for grappling successfull" with the stern duties and realities that await e%er" hu!an being. (isdo!.s *wa"s are wa"s of pleasantness and all her paths are peace.* 6ro%erbs 3)17. 3et e%er" "outh in our land with the possibilities before hi! of a destin" higher than that of crowned kings ponder the lesson con%e"ed in the words of the wise !an *=lessed art thou O land when ... th" princes eat in due season for strength and not for drunkennessD* 2cclesiastes 1?)17.

(23) "ecreation
There is a distinction between recreation and a!use!ent. 1ecreation when true to its na!e re:creation tends to strengthen and build up. +alling us aside fro! our ordinar" cares and occupations it affords refresh!ent for !ind and bod" and thus enables us to return with new %igour to the earnest work of life. /!use!ent on the other hand is sought for the sake of pleasure and is often carried to e$cess- it absorbs the energies that are re8uired for useful work and thus pro%es a hindrance to life.s true success.

The whole bod" is designed for action- and unless the ph"sical powers are kept in health b" acti%e e$ercise the !ental powers cannot long be used to their highest capacit". The ph"sical inaction which see!s al!ost ine%itable in the schoolroo!:: together with other unhealthful conditions::!akes it a tr"ing place for children especiall" for those of feeble constitution. Often the %entilation is insufficient. #ll: for!ed seats encourage unnatural positions thus cra!ping the action of the lungs and the heart. 'ere little children ha%e to spend fro! three to fi%e hours a da" breathing air that is laden with i!purit" and perhaps infected with the ger!s of disease. Bo wonder that in the schoolroo! the foundation of lifelong illness is so often laid. The brain the !ost delicate of all the ph"sical organs and that fro! which the ner%ous energ" of the whole s"ste! is deri%ed suffers the greatest in&ur". =" being forced into pre!ature or e$cessi%e acti%it" and this under unhealthful conditions it is enfeebled and often the e%il results are per!anent. +hildren should not be long confined within doors nor should the" be re8uired to appl" the!sel%es closel" to stud" until a good foundation has been laid for ph"sical de%elop!ent. <or the first eight or ten "ears of a child.s life the field or garden is the best schoolroo! the !other the best teacher nature the best lesson book. 2%en when the child is old enough to attend school his health should be regarded as of greater i!portance than a knowledge of books. 'e should be surrounded with the conditions !ost fa%ourable to both ph"sical and !ental growth. The child is not alone in the danger fro! want of air and e$ercise. #n the higher as well as the lower schools these essentials to health are still too often neglected. 9an" a student sits da" after da" in a close roo! bending o%er his books his chest so contracted that he cannot take a full deep breath his blood !o%ing sluggishl" his feet cold his head hot. The bod" not being sufficientl" nourished the !uscles are weakened and the whole s"ste! is ener%ated and diseased. Often such students beco!e lifelong in%alids. The" !ight ha%e co!e fro! school with increased ph"sical as well as !ental strength had the" pursued their studies under proper conditions with regular e$ercise in the sunlight and the open air. The student who with li!ited ti!e and !eans is struggling to gain an education should realise that ti!e spent in ph"sical e$ercise is not lost. 'e who continuall" pores o%er his books will find after a ti!e that the !ind has lost its freshness. Those who gi%e proper attention to ph"sical de%elop!ent will !ake greater ad%ance!ent in literar" lines than the" would if their entire ti!e were de%oted to stud". =" pursuing one line of thought e$clusi%el" the !ind often beco!es unbalanced. =ut e%er" facult" !a" be safel" e$ercised if the !ental and ph"sical powers are e8uall" ta$ed and the sub&ects of thought are %aried. 6h"sical inaction lessens not onl" !ental but !oral power. The brain ner%es that connect with the whole s"ste! are the !ediu! through which hea%en co!!unicates with !an and affects the in!ost life. (hate%er hinders the circulation of the electric current in the ner%ous s"ste! thus weakening the %ital powers and lessening !ental susceptibilit" !akes it !ore difficult to arouse the !oral nature. /gain e$cessi%e stud" b" increasing the flow of blood to the brain creates !orbid e$citabilit" that tends to lessen the power of self:control and too often gi%es swa" to

i!pulse or caprice. Thus the door is opened to i!purit". The !isuse or non:use of the ph"sical powers is largel" responsible for the tide of corruption that is o%erspreading the world. *6ride fullness of bread and abundance of idleness * are as deadl" foes to hu!an progress in this generation as when the" led to the destruction of 0odo!. Teachers should understand these things and should instruct their pupils in these lines. Teach the students that right li%ing depends on right thinking and that ph"sical acti%it" is essential to purit" of thought. The 8uestion of suitable recreation for their pupils is one that teachers often find perple$ing. 7"!nastic e$ercises fill a useful place in !an" schools- but without careful super%ision the" are often carried to e$cess. #n the g"!nasiu! !an" "outh b" their atte!pted feats of strength ha%e done the!sel%es lifelong in&ur". 2$ercise in a g"!nasiu! howe%er well conducted cannot suppl" the place of recreation in the open air and for this our schools should afford better opportunit". ;igorous e$ercise the pupils !ust ha%e. <ew e%ils are !ore to be dreaded than indolence and ai!lessness. >et the tendenc" of !ost athletic sports is a sub&ect of an$ious thought to those who ha%e at heart the well:being of the "outh. Teachers are troubled as the" consider the influence of these sports both on the student.s progress in school and on his success in afterlife. The ga!es that occup" so !uch of his ti!e are di%erting the !ind fro! stud". The" are not helping to prepare the "outh for practical earnest work in life. Their influence does not tend toward refine!ent generosit" or real !anliness. 0o!e of the !ost popular a!use!ents such as football and bo$ing ha%e beco!e schools of brutalit". The" are de%eloping the sa!e characteristics as did the ga!es of ancient 1o!e. The lo%e of do!ination the pride in !ere brute force the reckless disregard of life are e$erting upon the "outh a power to de!oralise that is appalling. Other athletic ga!es though not so brutalising are scarcel" less ob&ectionable because of the e$cess to which the" are carried. The" sti!ulate the lo%e of pleasure and e$cite!ent thus fostering a distaste for useful labour a disposition to shun practical duties and responsibilities. The" tend to destro" a relish for life.s sober realities and its tran8uil en&o"!ents. Thus the door is opened to dissipation and lawlessness with their terrible results. /s ordinaril" conducted parties of pleasure also are a hindrance to real growth either of !ind or of character. <ri%olous associations habits of e$tra%agance of pleasure seeking and too often of dissipation are for!ed that shape the whole life for e%il. #n place of such a!use!ents parents and teachers can do !uch to suppl" di%ersions wholeso!e and life:gi%ing. #n this as in all things else that concern our well:being #nspiration has pointed the wa". #n earl" ages with the people who were under 7od.s direction life was si!ple. The" li%ed close to the heart of nature. Their children shared in the labour of the parents and studied the beauties and !"steries of nature.s treasure house. /nd in the 8uiet of field and wood the" pondered those !ight" truths handed down as a sacred trust fro! generation to generation. 0uch training produced strong !en.

#n this age life has beco!e artificial and !en ha%e degenerated. (hile we !a" not return full" to the si!ple habits of those earl" ti!es we !a" learn fro! the! lessons that will !ake our seasons of recreation what the na!e i!plies::seasons of true upbuilding for bod" and !ind and soul. (ith the 8uestion of recreation the surroundings of the ho!e and the school ha%e !uch to do. #n the choice of a ho!e or the location of a school these things should be considered. Those with who! !ental and ph"sical well:being is of greater !o!ent than !one" or the clai!s and custo!s of societ" should seek for their children the benefit of nature.s teaching and recreation a!idst her surroundings. #t would be a great aid in educational work could e%er" school be so situated as to afford the pupils land for culti%ation and access to the fields and woods. #n lines of recreation for the student the best results will be attained through the personal co:operation of the teacher. The true teacher can i!part to his pupils few gifts so %aluable as the gift of his own co!panionship. #t is true of !en and wo!en and how !uch !ore of "outh and children that onl" as we co!e in touch through s"!path" can we understand the!- and we need to understand in order !ost effecti%el" to benefit. To strengthen the tie of s"!path" between teacher and student there are few !eans that count so !uch as pleasant association together outside the schoolroo!. #n so!e schools the teacher is alwa"s with his pupils in their hours or recreation. 'e unites in their pursuits acco!panies the! in their e$cursions and see!s to !ake hi!self one with the!. (ell would it be for our schools were this practice !ore generall" followed. The sacrifice de!anded of the teacher would be great but he would reap a rich reward. Bo recreation helpful onl" to the!sel%es will pro%e so great a blessing to the children and "outh as that which !akes the! helpful to others. Baturall" enthusiastic and i!pressible the "oung are 8uick to respond to suggestion. #n planning for the culture of plants let the teacher seek to awaken an interest in beautif"ing the school grounds and the schoolroo!. / double benefit will result. That which the pupils seek to beautif" the" will be unwilling to ha%e !arred or defaced. / refined taste a lo%e of order and a habit of care:taking will be encouraged- and the spirit of fellowship and co:operation de%eloped will pro%e to the pupils a lifelong blessing. 0o also a new interest !a" be gi%en to the work of the garden or the e$cursion in field or wood as the pupils are encouraged to re!e!ber those shut in fro! these pleasant places and to share with the! the beautiful things of nature. The watchful teacher will find !an" opportunities for directing pupils to acts of helpfulness. =" little children especiall" the teacher is regarded with al!ost unbounded confidence and respect. (hate%er he !a" suggest as to wa"s of helping in the ho!e faithfulness in the dail" tasks !inistr" to the sick or the poor can hardl" fail of bringing forth fruit. /nd thus again a double gain will be secured. The kindl" suggestion will react upon its author. 7ratitude and co:operation on the part of the parents will lighten the teacher.s burden and brighten his path. /ttention to recreation and ph"sical culture will at ti!es no doubt interrupt the regular routine of school:work- but the interruption will pro%e no real hindrance. #n the in%igoration of !ind and bod" the fostering of an unselfish spirit and the binding

together of pupil and teacher b" the ties of co!!on interest and friendl" association the e$penditure of ti!e and effort will be repaid a hundredfold. / blessed outlet will be afforded for that restless energ" which is so often a source of danger to the "oung. /s a safeguard against e%il the preoccupation of the !ind with good is worth !ore than unnu!bered barriers of law and discipline.

(2!) +anual Training


/t the creation labour was appointed as a blessing. #t !eant de%elop!ent power happiness. The changed condition of the earth through the curse of sin has brought a change in the conditions of labour- "et though now attended with an$iet" weariness and pain it is still a source of happiness and de%elop!ent. /nd it is a safeguard against te!ptation. #ts discipline places a check on self:indulgence and pro!otes industr" purit" and fir!ness. Thus it beco!es a part of 7od.s great plan for our reco%er" fro! the <all. The "outh should be led to see the true dignit" of labour. 0how the! that 7od is a constant worker. /ll things in nature do their allotted work. /ction per%ades the whole creation and in order to fulfil our !ission we too !ust be acti%e. #n our labour we are to be workers together with 7od. 'e gi%es us the earth and its treasures- but we !ust adapt the! to our use and co!fort. 'e causes the trees to grow- but we prepare the ti!ber and build the house. 'e has hidden in the earth the gold and sil%er the iron and coal- but it is onl" through toil that we can obtain the!. 0how that while 7od has created and constantl" controls all things 'e has endowed us with a power not wholl" unlike 'is. To us has been gi%en a degree of control o%er the forces of nature. /s 7od called forth the earth in its beaut" out of chaos so we can bring order and beaut" out of confusion. /nd though all things are now !arred with e%il "et in our co!pleted work we feel a &o" akin to 'is when looking on the fair earth 'e pronounced it *%er" good.* /s a rule the e$ercise !ost beneficial to the "outh will be found in useful e!plo"!ent. The little child finds both di%ersion and de%elop!ent in pla"- and his sports should be such as to pro!ote not onl" ph"sical but !ental and spiritual growth. /s he gains strength and intelligence the best recreation will be found in so!e line of effort that is useful. That which trains the hand to helpfulness and teaches the "oung to bear their share of life.s burdens is !ost effecti%e in pro!oting the growth of !ind and character. The "outh need to be taught that life !eans earnest work responsibilit" care:taking. The" need a training that will !ake the! practical::!en and wo!en who can cope with e!ergencies. The" should be taught that the discipline of s"ste!atic well: regulated labour is essential not onl" as a safeguard against the %icissitudes of life but as an aid to all:around de%elop!ent.

Botwithstanding all that has been said and written concerning the dignit" of labour the feeling pre%ails that it is degrading. >oung !en are an$ious to beco!e teachers clerks !erchants ph"sicians law"ers or to occup" so!e other position that does not re8uire ph"sical toil. >oung wo!en shun housework and seek an education in other lines. These need to learn that no !an or wo!an is degraded b" honest toil. That which degrades is idleness and selfish dependence. #dleness fosters self:indulgence and the result is a life e!pt" and barren::a field in%iting the growth of e%er" e%il. *The earth which drinketh in the rain that co!eth oft upon it and bringeth forth herbs !eet for the! b" who! it is dressed recei%eth blessing fro! 7od) but that which beareth thorns and briers is re&ected and is nigh unto cursing- whose end is to be burned.* 'ebrews 6)7 8. 9an" of the branches of stud" that consu!e the student.s ti!e are not essential to usefulness or happiness- but it is essential for e%er" "outh to ha%e a thorough ac8uaintance with e%er"da" duties. #f need be a "oung wo!an can dispense with a knowledge of <rench and algebra or e%en of the piano- but it is indispensable that she learn to !ake good bread to fashion neatl":fitting gar!ents and to perfor! efficientl" the !an" duties that pertain to ho!e!aking. To the health and happiness of the whole fa!il" nothing is !ore %ital than skill and intelligence on the part of the cook. =" ill:prepared unwholeso!e food she !a" hinder and e%en ruin both the adult.s usefulness and the child.s de%elop!ent. Or b" pro%iding food adapted to the needs of the bod" and at the sa!e ti!e in%iting and palatable she can acco!plish as !uch in the right as otherwise she acco!plishes in the wrong direction. 0o in !an" wa"s life.s happiness is bound up with faithfulness in co!!on duties. 0ince both !en and wo!en ha%e a part in ho!e:!aking bo"s as well as girls should gain a knowledge of household duties. To !ake a bed and put a roo! in order to wash dishes to prepare a !eal to wash and repair his own clothing is a training that need not !ake an" bo" less !anl"- it will !ake hi! happier and !ore useful. /nd if girls in turn could learn to harness and dri%e a horse and to use the saw and the ha!!er as well as to rake and the hoe the" would be better fitted to !eet the e!ergencies of life. 3et the children and "outh learn fro! the =ible how 7od has honoured the work of the e%er"da" toiler. 3et the! read of *the sons of the prophets* 42 Fings 6)1:75 students at school who were building a house for the!sel%es and for who! a !iracle was wrought to sa%e fro! loss the a$e that was borrowed. 3et the! read of ,esus the carpenter and 6aul the tent!aker who with the toil of the crafts!an linked the highest !inistr" hu!an and di%ine. 3et the! read of the lad whose fi%e loa%es were used b" the 0a%iour in that wonderful !iracle for the feeding of the !ultitude- of Eorcas the sea!stress called back fro! death that she !ight continue to !ake gar!ents for the poor- of the wise wo!an described in the 6ro%erbs who *seeketh wool and fla$ and worketh willingl" with her hands-* who *gi%eth !eat to her household and their task to her !aidens-* who *planteth a %ine"ard * and strengtheneth her ar!s-* who *stretcheth out her hand to the poor- "ea . . . reacheth forth her hands to the need"-* who *looketh well to the wa"s of her household and eateth not the bread of idleness.* 6ro%erbs 31)13 15 1.;.- 31)16 17 2? 27.

Of such a one 7od sa"s) *0he shall be praised. 7i%e her of the fruit of her hands- and let her own works praise her in the gates.* 6ro%erbs 31)3? 31. <or e%er" child the first industrial school should be the ho!e. /nd so far as possible facilities for !anual training should be connected with e%er" school. To a great degree such training would suppl" the place of the g"!nasiu! with the additional benefit of affording %aluable discipline. 9anual training is deser%ing of far !ore attention than it has recei%ed. 0chools should be established that in addition to the highest !ental and !oral culture shall pro%ide the best possible facilities for ph"sical de%elop!ent and industrial training. #nstruction should be gi%en in agriculture !anufactures ::co%ering as !an" as possible of the !ost useful trades ::also in household econo!" healthful cooker" sewing h"gienic dress!aking the treat!ent of the sick and kindred lines. 7ardens workshops and treat!ent roo!s should be pro%ided and the work in e%er" line should be under the direction of skilled instructors. The work should ha%e a definite ai! and should be thorough. (hile e%er" person needs so!e knowledge of different handicrafts it is indispensable that he beco!e proficient in at least one. 2%er" "outh on lea%ing school should ha%e ac8uired a knowledge of so!e trade or occupation b" which if need be he !a" earn a li%elihood. The ob&ection !ost often urged against industrial training in the schools is the large outla" in%ol%ed. =ut the ob&ect to be gained is worth" of its cost. Bo other work co!!itted to us is so i!portant as the training of the "outh and e%er" outla" de!anded for its right acco!plish!ent is !eans well spent. 2%en fro! the %iewpoint of financial results the outla" re8uired for !anual training would pro%e the truest econo!". 9ultitudes of our bo"s would thus be kept fro! the street corner and the grogger"- the e$penditure for gardens workshops and baths would be !ore than !et b" the sa%ing on hospitals and refor!atories. /nd the "outh the!sel%es trained to habits of industr" and skilled in lines of useful and producti%e labour::who can esti!ate their %alue to societ" and to the nationC /s a rela$ation fro! stud" occupations pursued in the open air and affording e$ercise for the whole bod" are the !ost beneficial. Bo line of !anual training is of !ore %alue than agriculture. / greater effort should be !ade to create and to encourage an interest in agricultural pursuits. 3et the teacher call attention to what the =ible sa"s about agriculture) that it was 7od.s plan for !an to till the earth- that the first !an the ruler of the whole world was gi%en a garden to culti%ate- and that !an" of the world.s greatest !en its real nobilit" ha%e been tillers of the soil. 0how the opportunities in such a life. The wise !an sa"s *The king hi!self is ser%ed b" the field.* 2cclesiastes 5)@. Of hi! who culti%ates the soil the =ible declares *'is 7od doth instruct hi! to discretion and doth teach hi!.* #saiah 28)26. /nd again *(hoso keepeth the fig tree shall eat the fruit thereof.* 6ro%erbs 27)18. 'e who earns his li%elihood b" agriculture escapes !an" te!ptations and en&o"s unnu!bered pri%ileges and blessings denied to those whose work lies in the great cities. /nd in these da"s of !a!!oth trusts and business co!petition there are few who en&o" so real an

independence and so great certaint" of fair return for their labour as does the tiller of the soil. #n the stud" of agriculture let pupils be gi%en not onl" theor" but practice. (hile the" learn what science can teach in regard to the nature and preparation of the soil the %alue of different crops and the best !ethods of production let the! put their knowledge to use. 3et teachers share the work with the students and show what results can be achie%ed through skilful intelligent effort. Thus !a" be awakened a genuine interest an a!bition to do the work in the best possible !anner. 0uch an a!bition together with the in%igorating effect of e$ercise sunshine and pure air will create a lo%e for agricultural labour that with !an" "outh will deter!ine their choice of an occupation. Thus !ight be set on foot influences that would go far in turning the tide of !igration which now sets so strongl" toward the great cities. Thus also our schools could aid effecti%el" in the disposition of the une!plo"ed !asses. Thousands of helpless and star%ing beings whose nu!bers are dail" swelling the ranks of the cri!inal classes !ight achie%e self:support in a happ" health" independent life if the" could be directed in skilful diligent labour in the tilling of the soil. The benefit of !anual training is needed also b" professional !en. / !an !a" ha%e a brilliant !ind- he !a" be 8uick to catch ideas- his knowledge and skill !a" secure for hi! ad!ission to his chosen calling- "et he !a" still be far fro! possessing a fitness for its duties. /n education deri%ed chiefl" fro! books leads to superficial thinking. 6ractical work encourages close obser%ation and independent thought. 1ightl" perfor!ed it tends to de%elop that practical wisdo! which we call co!!on sense. #t de%elops abilit" to plan and e$ecute strengthens courage and perse%erance and calls for the e$ercise of tact and skill. The ph"sician who has laid a foundation for his professional knowledge b" actual ser%ice in the sickroo! will ha%e a 8uickness of insight an all:around knowledge and an abilit" in e!ergencies to render needed ser%ice::all essential 8ualifications which onl" a practical training can so full" i!part. The !inister the !issionar" the teacher will find their influence with the people greatl" increased when it is !anifest that the" possess the knowledge and skill re8uired for the practical duties of e%er"da" life. /nd often the success perhaps the %er" life of the !issionar" depends on his knowledge of practical things. The abilit" to prepare food to deal with accidents and e!ergencies to treat disease to build a house or a church if need be::often these !ake all the difference between success and failure in his lifework. #n ac8uiring an education !an" students would gain a !ost %aluable training if the" would beco!e self:sustaining. #nstead of incurring debts or depending on the self: denial of their parents let "oung !en and "oung wo!en depend on the!sel%es. The" will thus learn the %alue of !one" the %alue of ti!e strength and opportunities and will be under far less te!ptation to indulge idle and spendthrift habits. The lessons of econo!" industr" self:denial practical business !anage!ent and steadfastness of purpose thus !astered would pro%e a !ost i!portant part of their e8uip!ent for the battle of life. /nd the lesson of self:help learned b" the student would go far toward

preser%ing institutions of learning fro! the burden of debt under which so !an" schools ha%e struggled and which has done so !uch toward crippling their usefulness. 3et the "outh be i!pressed with the thought that education is not to teach the! how to escape life.s disagreeable tasks and hea%" burdens- that its purpose is to lighten the work b" teaching better !ethods and higher ai!s. Teach the! that life.s true ai! is not to secure the greatest possible gain for the!sel%es but to honour their 9aker in doing their part of the world.s work and lending a helpful hand to those weaker or !ore ignorant. One great reason wh" ph"sical toil is looked down on is the slipshod unthinking wa" in which it is so often perfor!ed. #t is done fro! necessit" not fro! choice. The worker puts no heart into it and he neither preser%es self:respect nor wins the respect of others. 9anual training should correct this error. #t should de%elop habits of accurac" and thoroughness. 6upils should learn tact and s"ste!- the" should learn to econo!ise ti!e and to !ake e%er" !o%e count. The" should not onl" be taught the best !ethods but be inspired with a!bition constantl" to i!pro%e. 3et it be their ai! to !ake their work as nearl" perfect as hu!an brains and hands can !ake it. 0uch training will !ake the "outh !asters and not sla%es of labour. #t will lighten the lot of the hard toiler and will ennoble e%en the hu!blest occupation. 'e who regards work as !ere drudger" and settles down to it with self:co!placent ignorance !aking no effort to i!pro%e will find it indeed a burden. =ut those who recognise science in the hu!blest work will see in it nobilit" and beaut" and will take pleasure in perfor!ing it with faithfulness and efficienc". / "outh so trained whate%er his calling in life so long as it is honest will !ake his position one of usefulness and honour.

(2$) Education and 5haracter


True education does not ignore the %alue of scientific knowledge or literar" ac8uire!ents- but abo%e infor!ation it %alues power- abo%e power goodness- abo%e intellectual ac8uire!ents character. The world does not so !uch need !en of great intellect as of noble character. #t needs !en in who! abilit" is controlled b" steadfast principle. *(isdo! is the principal thing- therefore get wisdo!.* *The tongue of the wise useth knowledge aright.* 6ro%erbs 4)7- 15)2. True education i!parts this wisdo!. #t teaches the best use not onl" of one but of all our powers and ac8uire!ents. Thus it co%ers the whole circle of obligation::to oursel%es to the world and to 7od. +haracter building is the !ost i!portant work e%er entrusted to hu!an beings- and ne%er before was its diligent stud" so i!portant as now. Be%er was an" pre%ious generation called to !eet issues so !o!entous- ne%er before were "oung !en and "oung wo!en confronted b" perils so great as confront the! toda".

/t such a ti!e as this what is the trend of the education gi%enC To what !oti%e is appeal !ost often !adeC To self:seeking. 9uch of the education gi%en is a per%ersion of the na!e. #n true education the selfish a!bition the greed for power the disregard for the rights and needs of hu!anit" that are the curse of our world find a counterinfluence. 7od.s plan of life has a place for e%er" hu!an being. 2ach is to i!pro%e his talents to the ut!ost- and faithfulness in doing this be the gifts few or !an" entitles one to honour. #n 7od.s plan there is no place for selfish ri%alr". Those who !easure the!sel%es b" the!sel%es and co!pare the!sel%es a!ong the!sel%es are not wise. 2 +orinthians 1?)12. (hate%er we do is to be done *as of the abilit" which 7od gi%eth.* 1 6eter 4)11. #t is to be done *heartil" as to the 3ord and not unto !en- knowing that of the 3ord "e shall recei%e the reward of the inheritance) for "e ser%e the 3ord +hrist.* +olossians 3)23 24. 6recious the ser%ice done and the education gained in carr"ing out these principles. =ut how widel" different is !uch of the education now gi%enD <ro! the child.s earliest "ears it is an appeal to e!ulation and ri%alr"- it fosters selfishness the root of all e%il. Thus is created strife for supre!ac"- and there is encouraged the s"ste! of *cra!!ing * which in so !an" cases destro"s health and unfits for usefulness. #n !an" others e!ulation leads to dishonest"- and b" fostering a!bition and discontent it e!bitters the life and helps to fill the world with those restless turbulent spirits that are a continual !enace to societ". Bor does danger pertain to !ethods onl". #t is found also in the sub&ect !atter of the studies. (hat are the works on which throughout the !ost susceptible "ears of life the !inds of the "outh are led to dwellC #n the stud" of language and literature fro! what fountains are the "outh taught to drinkC::<ro! the wells of paganis!- fro! springs fed b" the corruptions of ancient heathendo!. The" are bidden to stud" authors of who! without dispute it is declared that the" ha%e no regard for the principles of !oralit". /nd of how !an" !odern authors also !ight the sa!e be saidD (ith how !an" are grace and beaut" of language but a disguise for principles that in their real defor!it" would repel the readerD =esides these there is a !ultitude of fiction writers luring to pleasant drea!s in palaces of ease. These writers !a" not be open to the charge of i!!oralit" "et their work is no less reall" fraught with e%il. #t is robbing thousands upon thousands of the ti!e and energ" and self:discipline de!anded b" the stern proble!s of life. #n the stud" of science as generall" pursued there are dangers e8uall" great. 2%olution and its kindred errors are taught in schools of e%er" grade fro! the kindergarten to the college. Thus the stud" of science which should i!part a knowledge of 7od is so !ingled with the speculations and theories of !en that it tends to infidelit". 2%en =ible stud" as too often conducted in the schools is robbing the world of the priceless treasure of the word of 7od. The work of *higher criticis! * in dissecting con&ecturing reconstructing is destro"ing faith in the =ible as a di%ine re%elation- it is robbing 7od.s word of power to control uplift and inspire hu!an li%es.

/s the "outh go out into the world to encounter its allure!ents to sin ::the passion for !one" getting for a!use!ent and indulgence for displa" lu$ur" and e$tra%agance the o%erreaching fraud robber" and ruin ::what are the teachings there to be !etC 0piritualis! asserts that !en are unfallen de!igods- that *each !ind will &udge itself-* that *true knowledge places !en abo%e all law-* that *all sins co!!itted are innocent-* for *whate%er is is right * and *7od doth not conde!n.* The basest of hu!an beings it represents as in hea%en and highl" e$alted there. Thus it declares to all !en *#t !atters not what "ou do- li%e as "ou please hea%en is "our ho!e.* 9ultitudes are thus led to belie%e that desire is the highest law that license is libert" and that !an is accountable onl" to hi!self. (ith such teaching gi%en at the %er" outset of life when i!pulse is strongest and the de!and for self:restraint and purit" is !ost urgent where are the safeguards of %irtueC what is to pre%ent the world fro! beco!ing a second 0odo!C /t the sa!e ti!e anarch" is seeking to sweep awa" all law not onl" di%ine but hu!an. The centralising of wealth and power- the %ast co!binations for the enriching of the few at the e$pense of the !an"- the co!binations of the poorer classes for the defence of their interests and clai!s- the spirit of unrest of riot and bloodshed- the world:wide disse!ination of the sa!e teachings that led to the <rench 1e%olution::all are tending to in%ol%e the whole world in a struggle si!ilar to that which con%ulsed <rance. 0uch are the influences to be !et b" the "outh of toda". To stand a!idst such uphea%als the" are now to la" the foundations of character. #n e%er" generation and in e%er" land the true foundation and pattern for character building ha%e been the sa!e. The di%ine law *Thou shalt lo%e the 3ord th" 7od with all th" heart- . . . and th" neighbour as th"self* 43uke 1?)275 the great principle !ade !anifest in the character and life of our 0a%iour is the onl" secure foundation and the onl" sure guide. *The stabilit" of th" ti!es and the strength of th" happiness shall be wisdo! and knowledge* 4#saiah 33)6 3eeser.s translation5::that wisdo! and knowledge which 7od.s word alone can i!part. #t is as true now as when the words were spoken to #srael of obedience to 'is co!!and!ents) *This is "our wisdo! and "our understanding in the sight of the nations.* Eeuterono!" 4)6. 'ere is the onl" safeguard for indi%idual integrit" for the purit" of the ho!e the well:being of societ" or the stabilit" of the nation. /!idst all life.s perple$ities and dangers and conflicting clai!s the one safe and sure rule is to do what 7od sa"s. *The statutes of the 3ord are right * and *he that doeth these things shall ne%er be !o%ed.* 6sal!s 1@)8- 15)5.

(2') +ethod& of Teaching

<or ages education has had to do chiefl" with the !e!or". This facult" has been ta$ed to the ut!ost while the other !ental powers ha%e not been correspondingl" de%eloped. 0tudents ha%e spent their ti!e in laboriousl" crowding the !ind with knowledge %er" little of which could be utilised. The !ind thus burdened with that which it cannot digest and assi!ilate is weakened- it beco!es incapable of %igorous self:reliant effort and is content to depend on the &udge!ent and perception of others. 0eeing the e%ils of this !ethod so!e ha%e gone to another e$tre!e. #n their %iew !an needs onl" to de%elop that which is within hi!. 0uch education leads the student to self:sufficienc" thus cutting hi! off fro! the source of true knowledge and power. The education that consists in the training of the !e!or" tending to discourage independent thought has a !oral bearing which is too little appreciated. /s the student sacrifices the power to reason and &udge for hi!self he beco!es incapable of discri!inating between truth and error and falls an eas" pre" to deception. 'e is easil" led to follow tradition and custo!. #t is a fact widel" ignored though ne%er without danger that error rarel" appears for what it reall" is. #t is b" !ingling with or attaching itself to truth that it gains acceptance. The eating of the tree of knowledge of good and e%il caused the ruin of our first parents and the acceptance of a !ingling of good and e%il is the ruin of !en and wo!en toda". The !ind that depends upon the &udge!ent of others is certain sooner or later to be !isled. The power to discri!inate between right and wrong we can possess onl" through indi%idual dependence upon 7od. 2ach for hi!self is to learn fro! 'i! through 'is word. Our reasoning powers were gi%en us for use and 7od desires the! to be e$ercised. *+o!e now and let us reason together* 4#saiah 1)185 'e in%ites us. #n reliance upon 'i! we !a" ha%e wisdo! to *refuse the e%il and choose the good.* #saiah 7)15- ,a!es 1)5. #n all true teaching the personal ele!ent is essential. +hrist in 'is teaching dealt with !en indi%iduall". #t was b" personal contact and association that 'e trained the Twel%e. #t was in pri%ate often to but one listener that 'e ga%e 'is !ost precious instruction. To the honoured rabbi at the night conference on the 9ount of Oli%es to the despised wo!an at the well of 0"char 'e opened 'is richest treasures- for in these hearers 'e discerned the i!pressible heart the open !ind the recepti%e spirit. 2%en the crowd that so often thronged 'is steps was not to +hrist an indiscri!inate !ass of hu!an beings. 'e spoke directl" to e%er" !ind and appealed to e%er" heart. 'e watched the faces of 'is hearers !arked the lighting up of the countenance the 8uick responsi%e glance which told that truth had reached the soul- and there %ibrated in 'is heart the answering chord of s"!pathetic &o". +hrist discerned the possibilities in e%er" hu!an being. 'e was not turned aside b" an unpro!ising e$terior or b" unfa%ourable surroundings. 'e called 9atthew fro! the tollbooth and 6eter and his brethren fro! the fishing boat to learn of 'i!. The sa!e personal interest the sa!e attention to indi%idual de%elop!ent are needed in educational work toda". 9an" apparentl" unpro!ising "outh are richl" endowed with talents that are put to no use. Their faculties lie hidden because of a lack of

discern!ent on the part of their educators. #n !an" a bo" or girl outwardl" as unattracti%e as a rough:hewn stone !a" be found precious !aterial that will stand the test of heat and stor! and pressure. The true educator keeping in %iew what his pupils !a" beco!e will recognise the %alue of the !aterial upon which he is working. 'e will take a personal interest in each pupil and will seek to de%elop all his powers. 'owe%er i!perfect e%er" effort to confor! to right principles will be encouraged. 2%er" "outh should be taught the necessit" and the power of application. Apon this far !ore than upon genius or talent does success depend. (ithout application the !ost brilliant talents a%ail little while with rightl" directed effort persons of %er" ordinar" natural abilities ha%e acco!plished wonders. /nd genius at whose achie%e!ents we !ar%el is al!ost in%ariabl" united with untiring concentrated effort. The "outh should be taught to ai! at the de%elop!ent of all their faculties the weaker as well as the stronger. (ith !an" there is a disposition to restrict their stud" to certain lines for which the" ha%e a natural liking. This error should be guarded against. The natural aptitudes indicate the direction of the lifework and when legiti!ate should be carefull" culti%ated. /t the sa!e ti!e it !ust be kept in !ind that a well:balanced character and efficient work in an" line depend to a great degree on that s"!!etrical de%elop!ent which is the result of thorough all:round training. The teacher should constantl" ai! at si!plicit" and effecti%eness. 'e should teach largel" b" illustration and e%en in dealing with older pupils should be careful to !ake e%er" e$planation plain and clear. 9an" pupils well ad%anced in "ears are but children in understanding. /n i!portant ele!ent in educational work is enthusias!. On this point there is a useful suggestion in a re!ark once !ade b" a celebrated actor. The archbishop of +anterbur" had put to hi! the 8uestion wh" actors in a pla" affect their audiences so powerfull" b" speaking of things i!aginar" while !inisters of the gospel often affect theirs so little b" speaking of things real. *(ith due sub!ission to "our grace * replied the actor *per!it !e to sa" that the reason is plain) #t lies in the power of enthusias!. (e on the stage speak of things i!aginar" as if the" were real and "ou in the pulpit speak of things real as if the" were i!aginar".* The teacher in his work is dealing with things real and he should speak of the! with all the force and enthusias! which a knowledge of their realit" and i!portance can inspire. 2%er" teacher should see to it that his work tends to definite results. =efore atte!pting to teach a sub&ect he should ha%e a distinct plan in !ind and should know &ust what he desires to acco!plish. 'e should not rest satisfied with the presentation of an" sub&ect until the student understands the principle in%ol%ed percei%es its truth and is able to state clearl" what he has learned. 0o long as the great purpose of education is kept in %iew the "outh should be encouraged to ad%ance &ust as far as their capabilities will per!it. =ut before taking up the higher branches of stud" let the! !aster the lower. This is too often neglected.

2%en a!ong students in the higher schools and the colleges there is great deficienc" in knowledge of the co!!on branches of education. 9an" students de%ote their ti!e to higher !athe!atics when the" are incapable of keeping si!ple accounts. 9an" stud" elocution with a %iew to ac8uiring the graces of orator" when the" are unable to read in an intelligible and i!pressi%e !anner. 9an" who ha%e finished the stud" of rhetoric fail in the co!position and spelling of an ordinar" letter. / thorough knowledge of the essentials of education should be not onl" the condition of ad!ission to a higher course but the constant test for continuance and ad%ance!ent. /nd in e%er" branch of education there are ob&ects to be gained !ore i!portant than those secured b" !ere technical knowledge. Take language for e$a!ple. 9ore i!portant than the ac8uire!ent of foreign languages li%ing or dead is the abilit" to write and speak one.s !other tongue with ease and accurac"- but no training gained through a knowledge of gra!!atical rules can co!pare in i!portance with the stud" of language fro! a higher point of %iew. (ith this stud" to a great degree is bound up life.s weal or woe. The chief re8uisite of language is that it be pure and kind and true::*the outward e$pression of an inward grace.* 7od sa"s) *(hatsoe%er things are true whatsoe%er things are honest whatsoe%er things are &ust whatsoe%er things are pure whatsoe%er things are lo%el" whatsoe%er things are of good report- if there be an" %irtue and if there be an" praise think on these things.* 6hilippians 4)8. /nd if such are the thoughts such will be the e$pression. The best school for this language stud" is the ho!e- but since the work of the ho!e is so often neglected it de%ol%es on the teacher to aid his pupils in for!ing right habits of speech. The teacher can do !uch to discourage that e%il habit the curse of the co!!unit" the neighbourhood and the ho!e::the habit of backbiting gossip ungenerous criticis!. #n this no pains should be spared. #!press upon the students the fact that this habit re%eals a lack of culture and refine!ent and of true goodness of heart- it unfits one both for the societ" of the trul" cultured and refined in this world and for association with the hol" ones of hea%en. (e think with horror of the cannibal who feasts on the still war! and tre!bling flesh of his %icti!- but are the results of e%en this practice !ore terrible than are the agon" and ruin caused b" !isrepresenting !oti%e blackening reputation dissecting characterC 3et the children and the "outh as well learn what 7od sa"s about these things) *Eeath and life are in the power of the tongue.* 6ro%erbs 18)21. #n 0cripture backbiters are classed with *haters of 7od * with *in%entors of e%il things * with those who are *without natural affection i!placable un!erciful * *full of en%" !urder debate deceit !alignit".* #t is *the &udge!ent of 7od that the" which co!!it such things are worth" of death.* 1o!ans 1)3? 31 2@ 32. 'e who! 7od accounts a citiGen of Hion is he that *speaketh the truth in his heart-* *that

backbiteth not with his tongue * *nor taketh up a reproach against his neighbour.* 6sal! 15)2 3. 7od.s word conde!ns also the use of those !eaningless phrases and e$pleti%es that border on profanit". #t conde!ns the decepti%e co!pli!ents the e%asions of truth the e$aggerations the !isrepresentations in trade that are current in societ" and in the business world. *3et "our speech be >ea "ea- Ba" na") and whatsoe%er is !ore than these is of the e%il one.* 9atthew 5)37 1.;. */s a !ad!an who casteth firebrands arrows and death so is the !an that decei%eth his neighbour and saith /! not # in sportC* 6ro%erbs 26)18 1@. +losel" allied to gossip is the co%ert insinuation the sl" innuendo b" which the unclean in heart seek to insinuate the e%il the" dare not openl" e$press. 2%er" approach to these practices the "outh should be taught to shun as the" would shun the lepros". #n the use of language there is perhaps no error that old and "oung are !ore read" to pass o%er lightl" in the!sel%es than hast" i!patient speech. The" think it a sufficient e$cuse to plead *# was off !" guard and did not reall" !ean what # said.* =ut 7od.s word does not treat it lightl". The 0cripture sa"s) *0eest thou a !an that is hast" in his wordsC there is !ore hope of a fool than of hi!.* 6ro%erbs 2@)2?. *'e that hath no rule o%er his own spirit is like a cit" that is broken down and without walls.* 6ro%erbs 25)28. #n one !o!ent b" the hast" passionate careless tongue !a" be wrought e%il that a whole lifeti!e.s repentance cannot undo. Oh the hearts that are broken the friends estranged the li%es wrecked b" the harsh hast" words of those who !ight ha%e brought help and healingD *There is that speaketh like the piercings of a sword) but the tongue of the wise is health.* 6ro%erbs 12)18. One of the characteristics that should be especiall" cherished and culti%ated in e%er" child is that self:forgetfulness which i!parts to the life such an unconscious grace. Of all e$cellences of character this is one of the !ost beautiful and for e%er" true lifework it is one of the 8ualifications !ost essential. +hildren need appreciation s"!path" and encourage!ent but care should be taken not to foster in the! a lo%e of praise. #t is not wise to gi%e the! special notice or to repeat before the! their cle%er sa"ings. The parent or teacher who keeps in %iew the true ideal of character and the possibilities of achie%e!ent cannot cherish or encourage self:sufficienc". 'e will not encourage in the "outh the desire or effort to displa" their abilit" or proficienc". 'e who looks higher than hi!self will be hu!ble"et he will possess a dignit" that is not abashed or disconcerted b" outward displa" or hu!an greatness.

#t is not b" arbitrar" law or rule that the graces of character are de%eloped. #t is b" dwelling in the at!osphere of the pure the noble the true. /nd where%er there is purit" of heart and nobleness of character it will be re%ealed in purit" and nobleness of action and of speech. *'e that lo%eth pureness of heart for the grace of his lips the Fing shall be his friend.* 6ro%erbs 22)11. /s with language so with e%er" other stud"- it !a" be so conducted that it will tend to the strengthening and upbuilding of character. Of no stud" is this true to a greater degree than of histor". 3et it be considered fro! the di%ine point of %iew. /s too often taught histor" is little !ore than a record of the rise and fall of kings the intrigues of courts the %ictories and defeats of ar!ies::a stor" of a!bition and greed of deception cruelt" and bloodshed. Thus taught its results cannot but be detri!ental. The heart:sickening reiteration of cri!es and atrocities the enor!ities the cruelties portra"ed plant seeds that in !an" li%e bring forth fruit in a har%est of e%il. <ar better is it to learn in the light of 7od.s word the causes that go%ern the rise and fall of kingdo!s. 3et the "outh stud" these records and see how the true prosperit" of nations has been bound up with an acceptance of the di%ine principles. 3et hi! stud" the histor" of the great refor!ator" !o%e!ents and see how often these principles though despised and hated their ad%ocates brought to the dungeon and the scaffold ha%e through these %er" sacrifices triu!phed. 0uch stud" will gi%e broad co!prehensi%e %iews of life. #t will help the "outh to understand so!ething of its relations and dependencies how wonderfull" we are bound together in the great brotherhood of societ" and nations and to how great an e$tent the oppression or degradation of one !e!ber !eans loss to all. #n the stud" of figures the work should be !ade practical. 3et e%er" "outh and e%er" child be taught not !erel" to sol%e i!aginar" proble!s but to keep an accurate account of his own inco!e and outgoes. 3et hi! learn the right use of !one" b" using it. (hether supplied b" their parents or b" their own earnings let bo"s and girls learn to select and purchase their own clothing their books and other necessities- and b" keeping an account of their e$penses the" will learn as the" could learn in no other wa" the %alue and the use of !one". This training will help the! to distinguish true econo!" fro! niggardliness on the one hand and prodigalit" on the other. 1ightl" directed it will encourage habits of bene%olence. #t will aid the "outh in learning to gi%e not fro! the !ere i!pulse of the !o!ent as their feelings are stirred but regularl" and s"ste!aticall". #n this wa" e%er" stud" !a" beco!e an aid in the solution of that greatest of all proble!s the training of !en and wo!en for the best discharge of life.s responsibilities.

(2)) 6e#ortment
The %alue of courtes" is too little appreciated. 9an" who are kind at heart lack kindliness of !anner. 9an" who co!!and respect b" their sincerit" and uprightness are sadl" deficient in genialit". This lack !ars their own happiness and detracts fro! their ser%ice to others. 9an" of life.s sweetest and !ost helpful e$periences are often for !ere want of thought sacrificed b" the uncourteous. +heerfulness and courtes" should especiall" be culti%ated b" parents and teachers. /ll !a" possess a cheerful countenance a gentle %oice a courteous !anner and these are ele!ents of power. +hildren are attracted b" a cheerful sunn" de!eanour. 0how the! kindness and courtes" and the" will !anifest the sa!e spirit toward "ou and toward one another. True courtes" is not learned b" the !ere practice of rules of eti8uette. 6ropriet" of deport!ent is at all ti!es to be obser%ed- where%er principle is not co!pro!ised consideration of others will lead to co!pliance with accepted custo!s- but true courtes" re8uires no sacrifice of principle to con%entionalit". #t ignores caste. #t teaches self:respect respect for the dignit" of !an as !an a regard for e%er" !e!ber of the great hu!an brotherhood. There is danger of placing too high a %alue upon !ere !anner and for! and de%oting too !uch ti!e to education in these lines. The life is strenuous effort de!anded of e%er" "outh the hard often uncongenial work re8uired e%en for life.s ordinar" duties and !uch !ore for lightening the world.s hea%" burden of ignorance and wretchedness::these gi%e little place for con%entionalities. 9an" who la" great stress upon eti8uette show little respect for an"thing howe%er e$cellent that fails of !eeting their artificial standard. This is false education. #t fosters critical pride and narrow e$clusi%eness. The essence of true politeness is consideration for others. The essential enduring education is that which broadens the s"!pathies and encourages uni%ersal kindliness. That so:called culture which does not !ake a "outh deferential toward his parents appreciati%e of their e$cellences forbearing toward their defects and helpful to their necessities- which does not !ake hi! considerate and tender generous and helpful toward the "oung the old and the unfortunate and courteous toward all is a failure. 1eal refine!ent of thought and !anner is better learned in the school of the di%ine Teacher than b" an" obser%ance of set rules. 'is lo%e per%ading the heart gi%es to the character those refining touches that fashion it in the se!blance of 'is own. This education i!parts a hea%en:born dignit" and sense of propriet". #t gi%es a sweetness of disposition and a gentleness of !anner that can ne%er be e8ualled b" the superficial polish of fashionable societ". The =ible en&oins courtes" and it presents !an" illustrations of the unselfish spirit the gentle grace the winso!e te!per that characterise true politeness. These are but reflections of the character of +hrist. /ll the real tenderness and courtes" in the world e%en a!ong those who do not acknowledge 'is na!e is fro! 'i!. /nd 'e desires

these characteristics to be perfectl" reflected in 'is children. #t is 'is purpose that in us !en shall behold 'is beaut". The !ost %aluable treatise on eti8uette e%er penned is the precious instruction gi%en b" the 0a%iour with the utterance of the 'ol" 0pirit through the apostle 6aul:: words that should be ineffaceabl" written in the !e!or" of e%er" hu!an being "oung or old) */s # ha%e lo%ed "ou that "e also lo%e one another.* ,ohn 13)34. *3o%e suffereth long and is kind3o%e en%ieth not3o%e %aunteth not itself #s not puffed up Eoth not beha%e itself unsee!l" 0eeketh not its own #s not pro%oked Taketh not account of e%il1e&oiceth not in unrighteousness =ut re&oiceth with the truth=eareth all things =elie%eth all things 'opeth all things 2ndureth all things. 3o%e ne%er faileth.* 1 +orinthians 13)4:8 1.;. /nother precious grace that should be carefull" cherished is re%erence. True re%erence for 7od is inspired b" a sense of 'is infinite greatness and a realisation of 'is presence. (ith this sense of the Anseen the heart of e%er" child should be deepl" i!pressed. The hour and place of pra"er and the ser%ices of public worship the child should be taught to regard as sacred because 7od is there. /nd as re%erence is !anifested in attitude and de!eanour the feeling that inspires it will be deepened. (ell would it be for "oung and old to stud" and ponder and often repeat those words of 'ol" (rit that show how the place !arked b" 7od.s special presence should be regarded. *6ut off th" shoes fro! off th" feet * 'e co!!anded 9oses at the burning bush- *for the place whereon thou standest is hol" ground.* 2$odus 3)5. ,acob after beholding the %ision of the angels e$clai!ed *The 3ord is in this placeand # knew it not. . . . This is none other but the house of 7od and this is the gate of hea%en.* 7enesis 28)16 17. *The 3ord is in 'is hol" te!ple) let all the earth keep silence before 'i!.* 'abakkuk 2)2?. *The 3ord is a great 7od /nd a great Fing abo%e all gods. . . . O co!e let us worship and bow down)

3et us kneel before the 3ord our 9aker.* *#t is 'e that hath !ade us and not we oursel%es(e are 'is people and the sheep of 'is pasture. 2nter into 'is gates with thanksgi%ing /nd into 'is courts with praise) =e thankful unto 'i! and bless 'is na!e.* 6sal!s @5)3:6- 1??)3 4. 1e%erence should be shown also for the na!e of 7od. Be%er should that na!e be spoken lightl" or thoughtlessl". 2%en in pra"er its fre8uent or needless repetition should be a%oided. *'ol" and re%erend is 'is na!e.* 6sal! 111)@. /ngels as the" speak it %eil their faces. (ith what re%erence should we who are fallen and sinful take it upon "our lipsD (e should re%erence 7od.s word. <or the printed %olu!e we should show respect ne%er putting it to co!!on uses or handling it carelessl". /nd ne%er should 0cripture be 8uoted in a &est or paraphrased to point a witt" sa"ing. *2%er" word of 7od is pure-* *as sil%er tried in a furnace of earth purified se%en ti!es.* 6ro%erbs 3?)56sal! 12)6. /bo%e all let children be taught that true re%erence is shown b" obedience. 7od has co!!anded nothing that is unessential and there is no other wa" of !anifesting re%erence so pleasing to 'i! as obedience to that which 'e has spoken. 1e%erence should be shown for 7od.s representati%es ::for !inisters teachers and parents who are called to speak and act in 'is stead. #n the respect shown to the! 'e is honoured. /nd 7od has especiall" en&oined tender respect toward the aged. 'e sa"s *The hoar" head is a crown of glor" if it be found in the wa" of righteousness.* 6ro%erbs 16)31. #t tells of battles fought and %ictories gained- of burdens borne and te!ptations resisted. #t tells of wear" feet nearing their rest of places soon to be %acant. 'elp the children to think of this and the" will s!ooth the path of the aged b" their courtes" and respect and will bring grace and beaut" into their "oung li%es as the" heed the co!!and to *rise up before the hoar" head and honour the face of the old !an.* 3e%iticus 1@)32. <athers and !others and teachers need to appreciate !ore full" the responsibilit" and honour that 7od has place upon the! in !aking the! to the child the representati%es of 'i!self. The character re%ealed in the contact of dail" life will interpret to the child for good or e%il those words of 7od) *3ike as a father pitieth his children so the 3ord pitieth the! that fear 'i!.* 6sal! 1?3)13. */s one who! his !other co!forteth so will # co!fort "ou.* #saiah 66)13. 'app" the child in who! such words as these awaken lo%e and gratitude and trust- the child to who! the tenderness and &ustice and long:suffering of father and !other and teacher interpret the lo%e and &ustice and long:suffering of 7od- the child who b" trust and sub!ission and re%erence toward his earthl" protectors learns to trust and obe"

and re%erence his 7od. 'e who i!parts to child or pupil such a gift has endowed hi! with a treasure !ore precious than the wealth of all the ages::a treasure as enduring as eternit".

(2,) "elation of 6re&& to Education


Bo education can be co!plete that does not teach right principles in regard to dress. (ithout such teaching the work of education is too often retarded and per%erted. 3o%e of dress and de%otion to fashion are a!ong the teacher.s !ost for!idable ri%als and !ost effecti%e hindrances. <ashion is a !istress that rules with an iron hand. #n %er" !an" ho!es the strength and ti!e and attention of parents and children are absorbed in !eeting her de!ands. The rich are a!bitious to outdo one another in confor!ing to her e%er:%ar"ing st"lesthe !iddle and poorer classes stri%e to approach the standard set b" those supposed to be abo%e the!. (here !eans or strength is li!ited and the a!bition for gentilit" is great the burden beco!es al!ost insupportable. (ith !an" it !atters not how beco!ing or e%en beautiful a gar!ent !a" be let the fashion change and it !ust be re!ade or cast aside. The !e!bers of the household are doo!ed to ceaseless toil. There is no ti!e for training the children no ti!e for pra"er or =ible stud" no ti!e for helping the little ones to beco!e ac8uainted with 7od through 'is works. There is no ti!e and no !one" for charit". /nd often the ho!e table is stinted. The food is ill selected and hastil" prepared and the de!ands of nature are but partiall" supplied. The result is wrong habits of diet which create disease or lead to inte!perance. The lo%e of displa" produces e$tra%agance and in !an" "oung people kills the aspiration for a nobler life. #nstead of seeking an education the" earl" engage in so!e occupation to earn !one" for indulging the passion for dress. /nd through this passion !an" a "oung girl is beguiled to ruin. #n !an" a ho!e the fa!il" resources are o%erta$ed. The father unable to suppl" the de!ands of the !other and the children is te!pted to dishonest" and again dishonour and ruin are the result. 2%en the da" and the ser%ices of worship are not e$e!pt fro! fashion.s do!ination. 1ather the" afford opportunit" for the greater displa" of her power. The church is !ade a parade ground and the fashions are studied !ore than the ser!on. The poor unable to !eet the de!ands of custo! sta" awa" fro! church altogether. The da" of rest is spent in idleness and b" the "outh often in associations that are de!oralising. /t school the girls are b" unsuitable and unco!fortable clothing unfitted either for stud" or for recreation. Their !inds are preoccupied and the teacher has a difficult task to awaken their interest.

<or breaking the spell of fashion the teacher can often find no !eans !ore effecti%e than contact with nature. 3et pupils taste the delights to be found b" ri%er or lake or sea- let the! cli!b the hills gaGe on the sunset glor" e$plore the treasures of wood and field- let the! learn the pleasure of culti%ating plants and flowers- and the i!portance of an additional ribbon or ruffle will sink into insignificance. 3ead the "outh to see that in dress as in diet plain li%ing is indispensable to high thinking. 3ead the! to see how !uch there is to learn and to do- how precious are the da"s of "outh as a preparation for the lifework. 'elp the! to see what treasures there are in the word of 7od in the book of nature and in the records of noble li%es. 3et their !inds be directed to the suffering which the" !ight relie%e. 'elp the! to see that b" e%er" dollar s8uandered in displa" the spender is depri%ed of !eans for feeding the hungr" clothing the naked and co!forting the sorrowful. The" cannot afford to !iss life.s glorious opportunities to dwarf their !inds to ruin their health and to wreck their happiness for the sake of obedience to !andates that ha%e no foundation in reason in co!fort or in co!eliness. /t the sa!e ti!e the "oung should be taught to recognise the lesson of nature *'e hath !ade e%er"thing beautiful in its ti!e.* 2cclesiastes 3)11 1.;. #n dress as in all things else it is our pri%ilege to honour our +reator. 'e desires our clothing to be not onl" neat and healthful but appropriate and beco!ing. / person.s character is &udged b" his st"le of dress. / refined taste a culti%ated !ind will be re%ealed in the choice of si!ple and appropriate attire. +haste si!plicit" in dress when united with !odest" of de!eanour will go far toward surrounding a "oung wo!an with that at!osphere of sacred reser%e which will be to her a shield fro! a thousand perils. 3et girls be taught that the art of dressing well includes the abilit" to !ake their own clothing. This is an a!bition that e%er" girl should cherish. #t will be a !eans of usefulness and independence that she cannot afford to !iss. #t is right to lo%e beaut" and to desire it- but 7od desires us to lo%e and to seek first the highest beaut":: that which is i!perishable. The choicest productions of hu!an skill possess no beaut" that can bear co!parison with that beaut" of character which in 'is sight is of *great price.* 3et the "outh and the little children be taught to choose for the!sel%es that ro"al robe wo%en in hea%en.s loo! ::the *fine linen clean and white* 41e%elation 1@)85 which all the hol" ones of earth will wear. This robe +hrist.s own spotless character is freel" offered to e%er" hu!an being. =ut all who recei%e it will recei%e and wear it here. 3et the children be taught that as the" open their !inds to pure lo%ing thoughts and do lo%ing and helpful deeds the" are clothing the!sel%es with 'is beautiful gar!ent of character. This apparel will !ake the! beautiful and belo%ed here and will hereafter be their title of ad!ission to the palace of the Fing. 'is pro!ise is)

*The" shall walk with 9e in white) for the" are worth".* 1e%elation 3)4.

(2.) The Sa33ath


The %alue of the 0abbath as a !eans of education is be"ond esti!ate. (hate%er of ours 7od clai!s fro! us 'e returns again enriched transfigured with 'is own glor". The tithe that 'e clai!ed fro! #srael was de%oted to preser%ing a!ong !en in its glorious beaut" the pattern of 'is te!ple in the hea%ens the token of 'is presence on the earth. 0o the portion of our ti!e which 'e clai!s is gi%en again to us bearing 'is na!e and seal. *#t is a sign * 'e sa"s *between 9e and "ou- . . . that "e !a" know that # a! the 3ord-* because *in si$ da"s the 3ord !ade hea%en and earth the sea and all that in the! is and rested the se%enth da") wherefore the 3ord blessed the 0abbath da" and hallowed it.* 2$odus 31)13- 2?)11. The 0abbath is a sign of creati%e and redee!ing power- it points to 7od as the source of life and knowledge- it recalls !an.s pri!e%al glor" and thus witnesses to 7od.s purpose to re:create us in 'is own i!age. The 0abbath and the fa!il" were alike instituted in 2den and in 7od.s purpose the" are indissolubl" linked together. On this da" !ore than on an" other it is possible for us to li%e the life of 2den. #t was 7od.s plan for the !e!bers of the fa!il" to be associated in work and stud" in worship and recreation the father as priest of his household and both father and !other as teachers and co!panions of their children. =ut the results of sin ha%ing changed the conditions of life to a great degree pre%ent this association. Often the father hardl" sees the faces of his children throughout the week. 'e is al!ost wholl" depri%ed of opportunit" for co!panionship or instruction. =ut 7od.s lo%e has set a li!it to the de!ands of toil. O%er the 0abbath 'e places 'is !erciful hand. #n 'is own da" 'e preser%es for the fa!il" opportunit" for co!!union with 'i! with nature and with one another. 0ince the 0abbath is the !e!orial of creati%e power it is the da" abo%e all others when we should ac8uaint oursel%es with 7od through 'is works. #n the !inds of the children the %er" thought of the 0abbath should be bound up with the beaut" of natural things. 'app" is the fa!il" who can go to the place of worship on the 0abbath as ,esus and 'is disciples went to the s"nagogue::across the fields along the shores of the lake or through the gro%es. 'app" the father and !other who can teach their children 7od.s written word with illustrations fro! the open pages of the book of nature- who can gather under the green trees in the fresh pure air to stud" the word and to sing the praise of the <ather abo%e. =" such associations parents !a" bind their children to their hearts and thus to 7od b" ties that can ne%er be broken. /s a !eans of intellectual training the opportunities of the 0abbath are in%aluable. 3et the 0abbath:school lesson be learned not b" a hast" glance at the lesson scripture on 0abbath !orning but b" careful stud" for the ne$t week on 0abbath afternoon with dail" re%iew or illustration during the week. Thus the lesson will beco!e fi$ed in the !e!or" a treasure ne%er to be wholl" lost.

#n listening to the ser!on let parents and children note the te$t and the scriptures 8uoted and as !uch as possible of the line of thought to repeat to one another at ho!e. This will go far toward relie%ing the weariness with which children so often listen to a ser!on and it will culti%ate in all a habit of attention and of connected thought. 9editation on the the!es thus suggested will open to the student treasures of which he has ne%er drea!ed. 'e will pro%e in his own life the realit" of the e$perience described in the scripture) *Th" words were found and # did eat the!- and Th" word was unto !e the &o" and re&oicing of !ine heart.* ,ere!iah 15)16. *# will !editate in Th" statutes.* *9ore to be desired are the" than gold "ea than !uch fine gold. . . . 9oreo%er b" the! is Th" ser%ant warned) and in keeping of the! there is great reward.* 6sal!s 11@)48- 1@)1? 11.

(30) -aith and (rayer


<aith is trusting 7od::belie%ing that 'e lo%es us and knows best what is for our good. Thus instead of our own it leads us to choose 'is wa". #n place of our ignorance it accepts 'is wisdo!- in place of our weakness 'is strength- in place of our sinfulness 'is righteousness. Our li%es oursel%es are alread" 'is- faith acknowledges 'is ownership and accepts its blessing. Truth uprightness purit" ha%e been pointed out as secrets of life.s success. #t is faith that puts us in possession of these principles. 2%er" good i!pulse or aspiration is the gift of 7od- faith recei%es fro! 7od the life that alone can produce true growth and efficienc". 'ow to e$ercise faith should be !ade %er" plain. To e%er" pro!ise of 7od there are conditions. #f we are willing to do 'is will all 'is strength is ours. (hate%er gift 'e pro!ises is in the pro!ise itself. *The seed is the word of 7od.* 3uke 8)11. /s surel" as the oak is in the acorn so surel" is the gift of 7od in 'is pro!ise. #f we recei%e the pro!ise we ha%e the gift. <aith that enables us to recei%e 7od.s gifts is itself a gift of which so!e !easure is i!parted to e%er" hu!an being. #t grows as e$ercised in appropriating the word of 7od. #n order to strengthen faith we !ust often bring it in contact with the word. #n the stud" of the =ible the student should be led to see the power of 7od.s word. #n the creation *'e spake and it was done- 'e co!!anded and it stood fast.* 'e *calleth those things which be not as though the" were* 46sal! 33)@- 1o!ans 4)175for when 'e calls the! the" are. 'ow often those who trusted the word of 7od though in the!sel%es utterl" helpless ha%e withstood the power of the whole world::2noch pure in heart hol" in life holding fast his faith in the triu!ph of righteousness against a corrupt and scoffing

generation- Boah and his household against the !en of his ti!e !en of the greatest ph"sical and !ental strength and the !ost debased in !orals- the children of #srael at the 1ed 0ea a helpless terrified !ultitude of sla%es against the !ightiest ar!" of the !ightiest nation on the globe- Ea%id a shepherd lad ha%ing 7od.s pro!ise of the throne against 0aul the established !onarch bent on holding fast his power0hadrach and his co!panions in the fire and BebuchadneGGar on the throne- Eaniel a!ong the lions his ene!ies in the high places of the kingdo!- ,esus on the cross and the ,ewish priests and rulers forcing e%en the 1o!an go%ernor to work their will6aul in chains led to a cri!inal.s death Bero the despot of a world e!pire. 0uch e$a!ples are not found in the =ible onl". The" abound in e%er" record of hu!an progress. The ;audois and the 'uguenots ("cliffe and 'uss ,ero!e and 3uther T"ndale and Fno$ HinGendorf and (esle" with !ultitudes of others ha%e witnessed to the power of 7od.s word against hu!an power and polic" in support of e%il. These are the world.s true nobilit". This is its ro"al line. #n this line the "outh of toda" are called to take their places. <aith is needed in the s!aller no less than in the greater affairs of life. #n all our dail" interests and occupations the sustaining strength of 7od beco!es real to us through an abiding trust. ;iewed fro! its hu!an side life is to all an untried path. #t is a path in which as regards our deeper e$periences we each walk alone. #nto our inner life no other hu!an being can full" enter. /s the little child sets forth on that &ourne" in which sooner or later he !ust choose his own course hi!self deciding life.s issues for eternit" how earnest should be the effort to direct his trust to the sure 7uide and 'elperD /s a shield fro! te!ptation and an inspiration to purit" and truth no other influence can e8ual the sense of 7od.s presence. */ll things are naked and opened unto the e"es of 'i! with who! we ha%e to do.* 'e is *of purer e"es than to behold e%il and canst not look on ini8uit".* 'ebrews 4)13- 'abakkuk 1)13. This thought was ,oseph.s shield a!idst the corruptions of 2g"pt. To the allure!ents of te!ptation his answer was steadfast) *'ow . . . can # do this great wickedness and sin against 7odC* 7enesis 3@)@. 0uch a shield faith if cherished will bring to e%er" soul. Onl" the sense of 7od.s presence can banish the fear that for the ti!id child would !ake life a burden. 3et hi! fi$ in his !e!or" the pro!ise *The angel of the 3ord enca!peth round about the! that fear 'i! and deli%ereth the!.* 6sal! 34)7. 3et hi! read that wonderful stor" of 2lisha in the !ountain cit" and between hi! and the hosts of ar!ed foe!en a !ight" encircling band of hea%enl" angels. 3et hi! read how to 6eter in prison and conde!ned to death 7od.s angel appeared- how past the ar!ed guards the !assi%e doors and great iron gatewa" with their bolts and bars the angel led 7od.s ser%ant forth in safet". 3et hi! read of that scene on the sea when the te!pest:tossed soldiers and sea!en worn with labour and watching and long fasting 6aul the prisoner on his wa" to trial and e$ecution spoke those grand words of courage and hope) *=e of good cheer) for there shall be no loss of an" !an.s life a!ong "ou. . . . <or there stood b" !e this night the angel of 7od whose # a! and who! # ser%e sa"ing <ear not 6aul- thou !ust be brought before +aesar) and lo 7od hath gi%en thee all the! that sail with thee.* #n the faith of this pro!ise 6aul

assured his co!panions *There shall not an hair fall fro! the head of an" of "ou.* 0o it ca!e to pass. =ecause there was in that ship one !an through who! 7od could work the whole shipload of heathen soldiers and sailors was preser%ed. *The" escaped all safe to land.* /cts 27)22:24 34 44. These things were not written !erel" that we !ight read and wonder but that the sa!e faith which wrought in 7od.s ser%ants of old !ight work in us. #n no less !arked a !anner than 'e wrought then will 'e work now where%er there are hearts of faith to be channels of 'is power. 3et the self:distrustful whose lack of self:reliance leads the! to shrink fro! care and responsibilit" be taught reliance upon 7od. Thus !an" a one who otherwise would be but a cipher in the world perhaps onl" a helpless burden will be able to sa" with the apostle 6aul *# can do all things through +hrist which strengtheneth !e.* 6hilippians 4)13. <or the child also who is 8uick to resent in&uries faith 257 has precious lessons. The disposition to resist e%il or to a%enge wrong is often pro!pted b" a keen sense of &ustice and an acti%e energetic spirit. 3et such a child be taught that 7od is the eternal guardian of right. 'e has a tender care for the beings who! 'e has so lo%ed as to gi%e 'is dearest =elo%ed to sa%e. 'e will deal with e%er" wrongdoer. *<or he that toucheth "ou toucheth the apple of 'is e"e.* Hechariah 2)8. *+o!!it th" wa" unto the 3ord- trust also in 'i!- and 'e shall bring it to pass. . . . 'e shall bring forth th" righteousness as the light and th" &udge!ent as the noonda".* 6sal! 37)5 6. *The 3ord also will be a refuge for the oppressed a refuge in ti!es of trouble. /nd the" that know Th" na!e will put their trust in Thee) for Thou 3ord hast not forsaken the! that seek Thee.* 6sal! @)@ 1?. The co!passion that 7od !anifests toward us 'e bids us !anifest toward others. 3et the i!pulsi%e the self:sufficient the re%engeful behold the !eek and lowl" One let as a la!b to the slaughter unretaliating as a sheep du!b before her shearers. 3et the! look upon 'i! who! our sins ha%e pierced and our sorrows burdened and the" will learn to endure to forbear and to forgi%e. Through faith in +hrist e%er" deficienc" of character !a" be supplied e%er" defile!ent cleansed e%er" fault corrected e%er" e$cellence de%eloped. *>e are co!plete in 'i!.* +olossians 2)1?. 6ra"er and faith are closel" allied and the" need to be studied together. #n the pra"er of faith there is a di%ine science- it is a science that e%er"one who would !ake his lifework a success !ust understand. +hrist sa"s *(hat things soe%er "e desire when "e pra" belie%e that "e recei%e the! and "e shall ha%e the!.* 9ark 11)24. 'e !akes it plain that our asking !ust be according to 7od.s will- we !ust ask for the things that 'e has pro!ised and whate%er we recei%e !ust be used in doing 'is will. The conditions !et the pro!ise is une8ui%ocal.

<or the pardon of sin for the 'ol" 0pirit for a +hristlike te!per for wisdo! and strength to do 'is work for an" gift 'e has pro!ised we !a" ask- then we are to belie%e that we recei%e and return thanks to 7od that we ha%e recei%ed. (e need look for no outward e%idence of the blessing. The gift is in the pro!ise and we !a" go about our work assured that what 7od has pro!ised 'e is able to perfor! and that the gift which we alread" possess will be realised when we need it !ost. To li%e thus b" the word of 7od !eans the surrender to 'i! of the whole life. There will be felt a continual sense of need and dependence a drawing out of the heart after 7od. 6ra"er is a necessit"- for it is the life of the soul. <a!il" pra"er public pra"er ha%e their place- but it is secret co!!union with 7od that sustains the soul life. #t was in the !ount with 7od that 9oses beheld the pattern of that wonderful building which was to be the abiding place of 'is glor". #t is in the !ount with 7od ::in the secret place of co!!union::that we are to conte!plate 'is glorious ideal for hu!anit". Thus we shall be enabled so to fashion our character building that to us !a" be fulfilled 'is pro!ise *# will dwell in the! and walk in the!- and # will be their 7od and the" shall be 9" people.* 2 +orinthians 6)16. #t was in hours of solitar" pra"er that ,esus in 'is earth life recei%ed wisdo! and power. 3et the "outh follow 'is e$a!ple in finding at dawn and twilight a 8uiet season for co!!union with their <ather in hea%en. /nd throughout the da" let the! lift up their hearts to 7od. /t e%er" step of our wa" 'e sa"s *# the 3ord th" 7od will hold th" right hand . . . <ear not- # will help thee.* #saiah 41)13. +ould our children learn these lessons in the !orning of their "ears what freshness and power what &o" and sweetness would be brought into their li%esD These are lessons that onl" he who hi!self has learned can teach. #t is because so !an" parents and teachers profess to belie%e the word of 7od while their li%es den" its power that the teaching of 0cripture has no greater effect upon the "outh. /t ti!es the "outh are brought to feel the power of the word. The" see the preciousness of the lo%e of +hrist. The" see the beaut" of 'is character the possibilities of a life gi%en to 'is ser%ice. =ut in contrast the" see the life of those who profess to re%ere 7od.s precepts. Of how !an" are the words true that were spoken to the prophet 2Gekiel) Th" people *speak one to another e%er"one to his brother sa"ing +o!e # pra" "ou and hear what is the word that co!eth forth fro! the 3ord. /nd the" co!e unto thee as the people co!eth and the" sit before thee as 9" people and the" hear th" words but the" will not do the!) for with their !outh the" show !uch lo%e but their heart goeth after their co%etousness. /nd lo thou art unto the! as a %er" lo%el" song of one that hath a pleasant %oice and can pla" well on an instru!ent) for the" hear th" words but the" do the! not.* 2Gekiel 33)3?:32. #t is one thing to treat the =ible as a book of good !oral instruction to be heeded so far as is consistent with the spirit of the ti!es and our position in the world- it is another thing to regard it as it reall" is::the word of the li%ing 7od the word that is our life the word that is to !ould our actions our words and our thoughts. To hold 7od.s word as an"thing less than this is to re&ect it. /nd this re&ection b" those who

profess to belie%e it is fore!ost a!ong the causes of scepticis! and infidelit" in the "outh. /n intensit" such as ne%er before was seen is taking possession of the world. #n a!use!ent in !one"!aking in the contest for power in the %er" struggle for e$istence there is a terrible force that engrosses bod" and !ind and soul. #n the !idst of this !addening rush 7od is speaking. 'e bids us co!e apart and co!!une with 'i!. *=e still and know that # a! 7od.* 6sal! 46)1?. 9an" e%en in their seasons of de%otion fail of recei%ing the blessing of real co!!union with 7od. The" are in too great haste. (ith hurried steps the" press through the circle of +hrist.s lo%ing presence pausing perhaps a !o!ent within the sacred precincts but not waiting for counsel. The" ha%e no ti!e to re!ain with the di%ine Teacher. (ith their burdens the" return to their work. These workers can ne%er attain the highest success until the" learn the secret of strength. The" !ust gi%e the!sel%es ti!e to think to pra" to wait upon 7od for a renewal of ph"sical !ental and spiritual power. The" need the uplifting influence of 'is 0pirit. 1ecei%ing this the" will be 8uickened b" fresh life. The wearied fra!e and tired brain will be refreshed the burdened heart will be lightened. Bot a pause for a !o!ent in 'is presence but personal contact with +hrist to sit down in co!panionship with 'i!::this is our need. 'app" will it be for the children of our ho!es and the students of our schools when parents and teachers shall learn in their own li%es the precious e$perience pictured in these words fro! the 0ong of 0ongs) */s the apple tree a!ong the trees of the wood 0o is !" =elo%ed a!ong the sons. # sat down under 'is shadow with great delight /nd 'is fruit was sweet to !" taste. 'e brought !e to the ban8ueting house /nd 'is banner o%er !e was lo%e.* +anticles 2)3 4.

(31) The *ifewor7


0uccess in an" line de!ands a definite ai!. 'e who would achie%e true success in life !ust keep steadil" in %iew the ai! worth" of his endea%our. 0uch an ai! is set before the "outh of toda". The hea%en:appointed purpose of gi%ing the gospel to the world in this generation is the noblest that can appeal to an" hu!an being. #t opens a field of effort to e%er"one whose heart +hrist has touched. 7od.s purpose for the children growing up beside our hearths is wider deeper higher than our restricted %ision has co!prehended. <ro! the hu!blest lot those who! 'e has seen faithful ha%e in ti!e past been called to witness for 'i! in the world.s highest places. /nd !an" a lad of toda" growing up as did Eaniel in his ,udean ho!e stud"ing 7od.s word and 'is works and learning the lessons of faithful

ser%ice will "et stand in legislati%e asse!blies in halls of &ustice or in ro"al courts as a witness for the Fing of kings. 9ultitudes will be called to a wider !inistr". The whole world is opening to the gospel. 2thiopia is stretching out her hands unto 7od. <ro! ,apan and +hina and #ndia fro! the still:darkened lands of our own continent fro! e%er" 8uarter of this world of ours co!es the cr" of sin:stricken hearts for a knowledge of the 7od of lo%e. 9illions upon !illions ha%e ne%er so !uch as heard of 7od or of 'is lo%e re%ealed in +hrist. #t is their right to recei%e this knowledge. The" ha%e an e8ual clai! with us in the 0a%iour.s !erc". /nd it rests with us who ha%e recei%ed the knowledge with our children to who! we !a" i!part it to answer their cr". To e%er" household and e%er" school to e%er" parent teacher and child upon who! has shone the light of the gospel co!es at this crisis the 8uestion put to 2sther the 8ueen at that !o!entous crisis in #srael.s histor" *(ho knoweth whether thou art co!e to the kingdo! for such a ti!e as thisC* 2sther 4)14. Those who think of the result of hastening or hindering the gospel think of it in relation to the!sel%es and to the world. <ew think of its relation to 7od. <ew gi%e thought to the suffering that sin has caused our +reator. /ll hea%en suffered in +hrist.s agon"- but that suffering did not begin or end with 'is !anifestation in hu!anit". The cross is a re%elation to our dull senses of the pain that fro! its %er" inception sin has brought to the heart of 7od. 2%er" departure fro! the right e%er" deed of cruelt" e%er" failure of hu!anit" to reach 'is ideal brings grief to 'i!. (hen there ca!e upon #srael the cala!ities that were the sure result of separation fro! 7od ::sub&ugation b" their ene!ies cruelt" and death ::it is said that *'is soul was grie%ed for the !iser" of #srael.* *#n all their affliction 'e was afflicted) . . . and 'e bare the! and carried the! all the da"s of old.* ,udges 1?)16- #saiah 63)@. 'is 0pirit *!aketh intercession for us with groanings which cannot be uttered.* /s the *whole creation groaneth and tra%aileth in pain together* 41o!ans 8)26 225 the heart of the infinite <ather is pained in s"!path". Our world is a %ast laGar house a scene of !iser" that we dare not allow e%en our thoughts to dwell upon. Eid we realise it as it is the burden would be too terrible. >et 7od feels it all. #n order to destro" sin and its results 'e ga%e 'is best =elo%ed and 'e has put it in our power through co:operation with 'i! to bring this scene of !iser" to an end. *This gospel of the kingdo! shall be preached in all the world for a witness unto all nations- and then shall the end co!e.* 9atthew 24)14. *7o "e into all the world and preach the gospel to e%er" creature* 49ark 16)155 is +hrist.s co!!and to 'is followers. Bot that all are called to be !inisters or !issionaries in the ordinar" sense of the ter!- but all !a" be workers with 'i! in gi%ing the *glad tidings* to their fellow !en. To all great or s!all learned or ignorant old or "oung the co!!and is gi%en. #n %iew of this co!!and can we educate our sons and daughters for a life of respectable con%entionalit" a life professedl" +hristian but lacking 'is self:sacrifice a life on which the %erdict of 'i! who is truth !ust be *# know "ou not*C Thousands are doing this. The" think to secure for their children the benefits of the gospel while the" den" its spirit. =ut this cannot be. Those who re&ect the pri%ilege of fellowship with +hrist in ser%ice re&ect the onl" training that i!parts a fitness for

participation with 'i! in 'is glor". The" re&ect the training that in this life gi%es strength and nobilit" of character. 9an" a father and !other den"ing their children to the cross of +hrist ha%e learned too late that the" were thus gi%ing the! o%er to the ene!" of 7od and !an. The" sealed their ruin not alone for the future but for the present life. Te!ptation o%erca!e the!. The" grew up a curse to the world a grief and sha!e to those who ga%e the! being. 2%en in seeking a preparation for 7od.s ser%ice !an" are turned aside b" wrong !ethods of education. 3ife is too generall" regarded as !ade up of distinct periods the period of learning and the period of doing::of preparation and of achie%e!ent. #n preparation for a life of ser%ice the "outh are sent to school to ac8uire knowledge b" the stud" of books. +ut off fro! the responsibilities of e%er"da" life the" beco!e absorbed in stud" and often lose sight of its purpose. The ardour of their earl" consecration dies out and too !an" take up with so!e personal selfish a!bition. Apon their graduation thousands find the!sel%es out of touch with life. The" ha%e so long dealt with the abstract and theoretical that when the whole being !ust roused to !eet the sharp contests of real life the" are unprepared. #nstead of the noble work the" had purposed their energies are engrossed in a struggle for !ere subsistence. /fter repeated disappoint!ents in despair e%en of earning an honest li%elihood !an" drift into 8uestionable or cri!inal practices. The world is robbed of the ser%ice it !ight ha%e recei%ed- and 7od is robbed of the souls 'e longed to uplift ennoble and honour as representati%es of 'i!self. 9an" parents err in discri!inating between their children in the !atter of education. The" !ake al!ost an" sacrifice to secure the best ad%antages for one that is bright and apt. =ut these opportunities are not thought a necessit" for those who are less pro!ising. 3ittle education is dee!ed essential for the perfor!ance of life.s ordinar" duties. =ut who is capable of selecting fro! a fa!il" of children the ones upon who! will rest the !ost i!portant responsibilitiesC 'ow often hu!an &udge!ent has here pro%ed to be at faultD 1e!e!ber the e$perience of 0a!uel when sent to anoint fro! the sons of ,esse one to be king o%er #srael. 0e%en noble:looking "outh passed before hi!. /s he looked upon the first in features co!el" in for! well:de%eloped and in bearing princel" the prophet e$clai!ed *0urel" the 3ord.s anointed is before 'i!.* =ut 7od said *3ook not on his countenance or on the height of his stature- because # ha%e refused hi!) for the 3ord seeth not as !an seeth- for !an looketh on the outward appearance but the 3ord looketh on the heart.* 0o of all the se%en the testi!on" was *The 3ord hath not chosen these.* 1 0a!uel 16)6 7 1?. /nd not until Ea%id had been called fro! the flock was the prophet per!itted to fulfil his !ission. The elder brothers fro! who! 0a!uel would ha%e chosen did not possess the 8ualifications that 7od saw to be essential in a ruler of 'is people. 6roud self: centred self:confident the" were set aside for the one who! the" lightl" regarded one who had preser%ed the si!plicit" and sincerit" of his "outh and who while little in his own sight could be trained b" 7od for the responsibilities of the kingdo!. 0o toda" in !an" a child who! the parents would pass b" 7od sees capabilities far abo%e those re%ealed b" others who are thought to possess great pro!ise.

/nd as regards life.s possibilities who is capable of deciding what is great and what is s!allC 'ow !an" a worker in the lowl" places of life b" setting on foot agencies for the blessing of the world has achie%ed results that kings !ight en%"D 3et e%er" child then recei%e an education for the highest ser%ice. *#n the !orning sow th" seed and in the e%ening withhold not thine hand) for thou knowest not which shall prosper whether this or that * 2cclesiastes 11)6 1.;. The specific place appointed us in life is deter!ined b" our capabilities. Bot all reach the sa!e de%elop!ent or do with e8ual efficienc" the sa!e work. 7od does not e$pect the h"ssop to attain the proportions of the cedar or the oli%e the height of the statel" pal!. =ut each should ai! &ust as high as the union of hu!an with di%ine power !akes it possible for hi! to reach. 9an" do not beco!e what the" !ight because the" do not put forth the power that is in the!. The" do not as the" !ight la" hold on di%ine strength. 9an" are di%erted fro! the line in which the" !ight reach the truest success. 0eeking greater honour or a !ore pleasing task the" atte!pt so!ething for which the" are not fitted. 9an" a !an whose talents are adapted for so!e other calling is a!bitious to enter a profession- and he who !ight ha%e been successful as a far!er an artisan or a nurse fills inade8uatel" the position of a !inister a law"er or a ph"sician. There are others again who !ight ha%e filled a responsible calling but who for want of energ" application or perse%erance content the!sel%es with an easier place. (e need to follow !ore closel" 7od.s plan of life. To do our best in the work that lies nearest to co!!it our wa"s to 7od and to watch for the indications of 'is pro%idence::these are rules that ensure safe guidance in the choice of an occupation. 'e who ca!e fro! hea%en to be our e$a!ple spent nearl" thirt" "ears of 'is life in co!!on !echanical labour- but during this ti!e 'e was stud"ing the word and the works of 7od and helping teaching all who! 'is influence could reach. (hen 'is public !inistr" began 'e went about healing the sick co!forting the sorrowful and preaching the gospel to the poor. This is the work of all 'is followers. *'e that is greatest a!ong "ou * 'e said *let hi! be as the "ounger- and he that is chief as he that doth ser%e. <or . . . # a! a!ong "ou as he that ser%eth.* 3uke 22)26 27. 3o%e and lo"alt" to +hrist are the spring of all true ser%ice. #n the heart touched b" 'is lo%e there is begotten a desire to work for 'i!. 3et this desire be encouraged and rightl" guided. (hether in the ho!e the neighbourhood or the school the presence of the poor the afflicted the ignorant or the unfortunate should be regarded not as a !isfortune but as affording precious opportunit" for ser%ice. #n this work as in e%er" other skill is gained in the work itself. #t is b" training in the co!!on duties of life and in !inistr" to the need" and suffering that efficienc" is assured. (ithout this the best:!eant efforts are often useless and e%en har!ful. #t is in the water not on the land that !en learn to swi!.

/nother obligation too often lightl" regarded ::one that to the "outh awakened to the clai!s of +hrist needs to be !ade plain ::is the obligation of church relationship. ;er" close and sacred is the relation between +hrist and 'is church::'e the bridegroo! and the church the bride- 'e the head and the church the bod". +onnection with +hrist then in%ol%es connection with 'is church. The church is organised for ser%ice- and in a life of ser%ice to +hrist connection with the church is one of the first steps. 3o"alt" to +hrist de!ands the faithful perfor!ance of church duties. This is an i!portant part of one.s training- and in a church i!bued with the 9aster.s life it will lead directl" to effort for the world without. There are !an" lines in which the "outh can find opportunit" for helpful effort. 3et the! organise into bands for +hristian ser%ice and the co:operation will pro%e an assistance and an encourage!ent. 6arents and teachers b" taking an interest in the work of the "oung people will be able to gi%e the! the benefit of their own larger e$perience and can help the! to !ake their efforts effecti%e for good. #t is ac8uaintance that awakens s"!path" and s"!path" is the spring of effecti%e !inistr". To awaken in the children and "outh s"!path" and the spirit of sacrifice for the suffering !illions in the *regions be"ond * let the! beco!e ac8uainted with these lands and their peoples. #n this line !uch !ight be acco!plished in our schools. #nstead of dwelling on the e$ploits of the /le$anders and Bapoleons of histor" let the pupils stud" the li%es of such !en as the apostle 6aul and 9artin 3uther as 9offat and 3i%ingstone and +are" and the present dail":unfolding histor" of !issionar" effort. #nstead of burdening their !e!ories with an arra" of na!es and theories that ha%e no bearing upon their li%es and to which once outside the schoolroo! the" rarel" gi%e a thought let the! stud" all lands in the light of !issionar" effort and beco!e ac8uainted with the peoples and their needs. #n this closing work of the gospel there is a %ast field to be occupied- and !ore than e%er before the work is to enlist helpers fro! the co!!on people. =oth the "outh and those older in "ears will be called fro! the field fro! the %ine"ard and fro! the workshop and sent forth b" the 9aster to gi%e 'is !essage. 9an" of these ha%e had little opportunit" for education- but +hrist sees in the! 8ualifications that will enable the! to fulfil 'is purpose. #f the" put their hearts into the work and continue to be learners 'e will fit the! to labour for 'i!. 'e who knows the depths of the world.s !iser" and despair knows b" what !eans to bring relief. 'e sees on e%er" hand souls in darkness bowed down with sin and sorrow and pain. =ut 'e sees also their possibilities- 'e sees the height to which the" !a" attain. /lthough hu!an beings ha%e abused their !ercies wasted their talents and lost the dignit" of godlike !anhood the +reator is to be glorified in their rede!ption. The burden of labour for these need" ones in the rough places of the earth +hrist la"s upon those who can feel for the ignorant and for such as are out of the wa". 'e will be present to help those whose hearts are susceptible to pit" though their hands !a" be rough and unskilled. 'e will work through those who can see !erc" in !iser" and gain in loss. (hen the 3ight of the world passes b" pri%ilege will be discerned in

hardship order in confusion success in apparent failure. +ala!ities will be seen as disguised blessings- woes as !ercies. 3abourers fro! the co!!on people sharing the sorrows of their fellow !en as their 9aster shared the sorrows of the whole hu!an race will b" faith see 'i! working with the!. *The great da" of the 3ord is near it is near and hasteth greatl".* Hephaniah 1)14. /nd a world is to be warned. (ith such preparation as the" can gain thousands upon thousands of the "outh and those older in "ears should be gi%ing the!sel%es to this work. /lread" !an" hearts are responding to the call of the 9aster (orker and their nu!bers will increase. 3et e%er" +hristian educator gi%e such workers s"!path" and co:operation. 3et hi! encourage and assist the "outh under his care in gaining a preparation to &oin the ranks. There is no line of work in which it is possible for the "outh to recei%e greater benefit. /ll who engage in !inistr" are 7od.s helping hand. The" are co:workers with the angels- rather the" are the hu!an agencies through who! the angels acco!plish their !ission. /ngels speak through their %oices and work b" their hands. /nd the hu!an workers co:operating with hea%enl" agencies ha%e the benefit of their education and e$perience. /s a !eans of education what *uni%ersit" course* can e8ual thisC (ith such an ar!" of workers as our "outh rightl" trained !ight furnish how soon the !essage of a crucified risen and soon:co!ing 0a%iour !ight be carried to the whole worldD 'ow soon !ight the end co!e::the end of suffering and sorrow and sinD 'ow soon in place of a possession here with its blight of sin and pain our children !ight recei%e their inheritance where *the righteous shall inherit the land and dwell therein fore%er-* where *the inhabitant shall not sa" # a! sick * and *the %oice of weeping shall be no !ore heard.* 6sal! 37)2@- #saiah 33)24- 65)1@.

(32) (re#aration
The child.s first teacher is the !other. Euring the period of greatest susceptibilit" and !ost rapid de%elop!ent his education is to a great degree in her hands. To her first is gi%en opportunit" to !ould the character for good or for e%il. 0he should understand the %alue of her opportunit" and abo%e e%er" other teacher should be 8ualified to use it to the best account. >et there is no other to whose training so little thought is gi%en. The one whose influence in education is !ost potent and far:reaching is the one for whose assistance there is the least s"ste!atic effort. Those to who! the care of the little child is co!!itted are too often ignorant of its ph"sical needs- the" know little of the laws of health or the principles of de%elop!ent. Bor are the" better fitted to care for its !ental and spiritual growth. The" !a" be 8ualified to conduct business or to shine in societ"- the" !a" ha%e !ade creditable attain!ents in literature and science- but of the training of a child the" ha%e little knowledge. #t is chiefl" because of this lack especiall" because of the earl" neglect of ph"sical de%elop!ent that so large a proportion of the hu!an race die in infanc" and of those who reach !aturit" there are so !an" to who! life is but a burden.

Apon fathers as well as !others rests a responsibilit" for the child.s earlier as well as its later training and for both parents the de!and for careful and thorough preparation is !ost urgent. =efore taking upon the!sel%es the possibilities of fatherhood and !otherhood !en and wo!en should beco!e ac8uainted with the laws of ph"sical de%elop!ent::with ph"siolog" and h"giene with the bearing of prenatal influences with the laws of heredit" sanitation dress e$ercise and the treat!ent of disease- the" should also understand the laws of !ental de%elop!ent and !oral training. This work of education the #nfinite One has counted so i!portant that !essengers fro! 'is throne ha%e been sent to a !other that was to be to answer the 8uestion *'ow shall we order the child and how shall we do unto hi!C* 4,udges 13)125 and to instruct a father concerning the education of a pro!ised son. Be%er will education acco!plish all that it !ight and should acco!plish until the i!portance of the parents. work is full" recognised and the" recei%e a training for its sacred responsibilities. The necessit" of preparator" training for the teacher is uni%ersall" ad!itted- but few recognise the character of the preparation !ost essential. 'e who appreciates the responsibilit" in%ol%ed in the training of the "outh will realise that instruction in scientific and literar" lines alone cannot suffice. The teacher should ha%e a !ore co!prehensi%e education than can be gained b" the stud" of books. 'e should possess not onl" strength but breadth of !ind- should be not onl" whole:souled but large: hearted. 'e onl" who created the !ind and ordained its laws can perfectl" understand its needs or direct its de%elop!ent. The principles of education that 'e has gi%en are the onl" safe guide. / 8ualification essential for e%er" teacher is a knowledge of these principles and such an acceptance of the! as will !ake the! a controlling power in his own life. 2$perience in practical life is indispensable. Order thoroughness punctualit" self: control a sunn" te!per e%enness of disposition self:sacrifice integrit" and courtes" are essential 8ualifications. =ecause there is so !uch cheapness of character so !uch of the counterfeit all around the "outh there is the !ore need that the teacher.s words attitude and deport!ent should represent the ele%ated and the true. +hildren are 8uick to detect affectation or an" other weakness or defect. The teacher can gain the respect of his pupils in no other wa" than b" re%ealing in his own character the principles which he seeks to teach the!. Onl" as he does this in his dail" association with the! can he ha%e a per!anent influence o%er the! for good. <or al!ost e%er" other 8ualification that contributes to his success the teacher is in great degree dependent upon ph"sical %igour. The better his health the better will be his work. 0o wearing are his responsibilities that special effort on his part is re8uired to preser%e %igour and freshness. Often he beco!es heart:wear" and brain:wear" with the al!ost

irresistible tendenc" to depression coldness or irritabilit". #t is his dut" not !erel" to resist such !oods but to a%oid their cause. 'e needs to keep the heart pure and sweet and trustful and s"!pathetic. #n order to be alwa"s fir! and cal! and cheerful he !ust preser%e the strength of brain and ner%e. 0ince in his work 8ualit" is so !uch !ore i!portant than 8uantit" he should guard against o%erlabour:: against atte!pting too !uch in his own line of dut"- against accepting other responsibilities that would unfit hi! for his work- and against engaging in a!use!ents and social pleasures that are e$hausting rather than recuperati%e. Outdoor e$ercise especiall" in useful labour is one of the best !eans of recreation for bod" and !ind- and the teacher.s e$a!ple will inspire his pupils with interest in and respect for !anual labour. #n e%er" line the teacher should scrupulousl" obser%e the principles of health. 'e should do this not onl" because of its bearing upon his own usefulness but also because of its influence upon his pupils. 'e should be te!perate in all things- in diet dress labour recreation he is to be an e$a!ple. (ith ph"sical health and uprightness of character should be co!bined high literar" 8ualifications. The !ore of true knowledge the teacher has the better will be his work. The schoolroo! is no place for surface work. Bo teacher who is satisfied with superficial knowledge will attain a high degree of efficienc". =ut the teacher.s usefulness depends not so !uch upon the actual a!ount of his ac8uire!ents as upon the standard at which he ai!s. The true teacher is not content with dull thoughts an indolent !ind or a loose !e!or". 'e constantl" seeks higher attain!ents and better !ethods. 'is life is one of continual growth. #n the work of such a teacher there is a freshness a 8uickening power that awakens and inspires his pupils. The teacher !ust ha%e aptness for his work. 'e !ust ha%e the wisdo! and tact re8uired in dealing with !inds. 'owe%er great his scientific knowledge howe%er e$cellent his 8ualifications in other lines if he does not gain the respect and confidence of his pupils his efforts will be in %ain. Teachers are needed who are 8uick to discern and i!pro%e e%er" opportunit" for doing good- those who with enthusias! co!bine true dignit" who are able to control and *apt to teach * who can inspire thought arouse energ" and i!part courage and life. / teacher.s ad%antages !a" ha%e been li!ited so that he !a" not possess as high literar" 8ualifications as !ight be desirable- "et if he has true insight into hu!an nature- if he has a genuine lo%e for his work an appreciation of its !agnitude and a deter!ination to i!pro%e- if he is willing to labour earnestl" and perse%eringl" he will co!prehend the needs of his pupils and b" his s"!pathetic progressi%e spirit will inspire the! to follow as he seeks to lead the! onward and upward.

The children and "outh under the teacher.s care differ widel" in disposition habits and training. 0o!e ha%e no definite purpose or fi$ed principles. The" need to be awakened to their responsibilities and possibilities. <ew children ha%e been rightl" trained at ho!e. 0o!e ha%e been household pets. Their whole training has been superficial. /llowed to follow inclination and to shun responsibilit" and burden bearing the" lack stabilit" perse%erance and self:denial. These often regard all discipline as an unnecessar" restraint. Others ha%e been censured and discouraged. /rbitrar" restraint and harshness ha%e de%eloped in the! obstinac" and defiance. #f these defor!ed characters are reshaped the work !ust in !ost cases be done b" the teacher. #n order to acco!plish it successfull" he !ust ha%e the s"!path" and insight that will enable hi! to trace to their cause the faults and errors !anifest in his pupils. 'e !ust ha%e also the tact and skill the patience and fir!ness that will enable hi! to i!part to each the needed help::to the %acillating and ease lo%ing such encourage!ent and assistance as will be a sti!ulus to e$ertion- to the discouraged s"!path" and appreciation that will create confidence and thus inspire effort. Teachers often fail of co!ing sufficientl" into social relation with their pupils. The" !anifest too little s"!path" and tenderness and too !uch of the dignit" of the stern &udge. (hile the teacher !ust be fir! and decided he should not be e$acting or dictatorial. To be harsh and censorious to stand aloof fro! his pupils or treat the! indifferentl" is to close the a%enues through which he !ight influence the! for good. Ander no circu!stances should the teacher !anifest partialit". To fa%our the winning attracti%e pupil and be critical i!patient or uns"!pathetic toward those who !ost need encourage!ent and help is to re%eal a total !isconception of the teacher.s work. #t is in dealing with the fault" tr"ing ones that the character is tested and it is pro%ed whether the teacher is reall" 8ualified for his position. 7reat is the responsibilit" of those who take upon the!sel%es the guidance of a hu!an soul. The true father and !other count theirs a trust fro! which the" can ne%er be wholl" released. The life of the child fro! his earliest to his latest da" feels the power of that tie which binds hi! to the parent.s heart- the acts the words the %er" look of the parent continue to !ould the child for good or for e%il. The teacher shares this responsibilit" and he needs constantl" to realise its sacredness and to keep in %iew the purpose of his work. 'e is not !erel" to acco!plish the dail" tasks to please his e!plo"ers to !aintain the standing of the school- he !ust consider the highest good of his pupils as indi%iduals the duties that life will la" upon the! the ser%ice it re8uires and the preparation de!anded. The work he is doing da" b" da" will e$ert upon his pupils and through the! upon others an influence that will not cease to e$tend and strengthen until ti!e shall end. The fruits of his work he !ust !eet in that great da" when e%er" word and deed shall be brought in re%iew before 7od. The teacher who realises this will not feel that his work is co!pleted when he has finished the dail" routine of recitations and for a ti!e his pupils pass fro! under his direct care. 'e will carr" these children and "outh upon his heart. 'ow to secure for the! the noblest standard of attain!ent will be his constant stud" and effort. 'e who discerns the opportunities and pri%ileges of his work will allow nothing to stand in the wa" of earnest endea%our for self:i!pro%e!ent. 'e will spare no pains to

reach the highest standard of e$cellence. /ll that he desires his pupils to beco!e he will hi!self stri%e to be. The deeper the sense of responsibilit" and the !ore earnest the effort for self: i!pro%e!ent the !ore clearl" will the teacher percei%e and the !ore keenl" regret the defects that hinder his usefulness. /s he beholds the !agnitude of his work its difficulties and possibilities often will his heart cr" out *(ho is sufficient for these thingsC* Eear teacher as "ou consider "our need of strength and guidance ::need that no hu!an source can suppl" ::# bid "ou consider the pro!ises of 'i! who is the wonderful +ounsellor. *=ehold * 'e sa"s *# ha%e set before thee an open door and no !an can shut it.* 1e%elation 3)8. *+all unto 9e and # will answer thee.* *# will instruct thee and teach thee in the wa" which thou shalt go) # will guide thee with 9ine e"e.* ,ere!iah 33)3- 6sal! 32)8. *2%en unto the end of the world* *# a! with "ou.* 9atthew 28)2?. /s the highest preparation for "our work # point "ou to the words the life the !ethods of the 6rince of teachers. # bid "ou consider 'i!. 'ere is "our true ideal. =ehold it dwell upon it until the 0pirit of the di%ine Teacher shall take possession of "our heart and life. *1eflecting as a !irror the glor" of the 3ord * "ou will be *transfor!ed into the sa!e i!age.* 2 +orinthians 3)18 1.;. This is the secret of power o%er "our pupils. 1eflect 'i!.

(33) 5o8o#eration
#n the for!ation of character no other influences count so !uch as the influence of the ho!e. The teacher.s work should supple!ent that of the parents but is not to take its place. #n all that concerns the well:being of the child it should be the effort of parents and teachers to co:operate. The work of co:operation should begin with the father and !other the!sel%es in the ho!e life. #n the training of their children the" ha%e a &oint responsibilit" and it should be their constant endea%our to act together. 3et the! "ield the!sel%es to 7od seeking help fro! 'i! to sustain each other. 3et the! teach their children to be true to 7od true to principle and thus true to the!sel%es and to all with who! the" are connected. (ith such training children when sent to school will not be a cause of disturbance or an$iet". The" will be a support to their teachers and an e$a!ple and encourage!ent to their fellow pupils.

6arents who gi%e this training are not the ones likel" to be found criticising the teacher. The" feel that both the interest of their children and &ustice to the school de!and that so far as possible the" sustain and honour the one who shares their responsibilit". 9an" parents fail here. =" their hast" unfounded criticis! the influence of the faithful self:sacrificing teacher is often well:nigh destro"ed. 9an" parents whose children ha%e been spoiled b" indulgence lea%e to the teacher the unpleasant task of repairing their neglect- and then b" their own course the" !ake his task al!ost hopeless. Their criticis! and censure of the school !anage!ent encourage insubordination in the children and confir! the! in wrong habits. #f criticis! or suggestion in regard to the teacher.s work beco!es necessar" it should be !ade to hi! in pri%ate. #f this pro%es ineffecti%e let the !atter be referred to those who are responsible for the !anage!ent of the school. Bothing should be said or done to weaken the children.s respect for the one upon who! their well:being in so great degree depends. The parents. inti!ate knowledge both of the character of the children and of their ph"sical peculiarities or infir!ities if i!parted to the teacher would be an assistance to hi!. #t is to be regretted that so !an" fail of realising this. =" !ost parents little interest is shown either to infor! the!sel%es as to the teacher.s 8ualifications or to co:operate with hi! in his work. 0ince parents so rarel" ac8uaint the!sel%es with the teacher it is the !ore i!portant that the teacher seek the ac8uaintance of parents. 'e should %isit the ho!es of his pupils and gain a knowledge of the influences and surroundings a!ong which the" li%e. =" co!ing personall" in touch with their ho!es and li%es he !a" strengthen the ties that bind hi! to his pupils and !a" learn how to deal !ore successfull" with their different dispositions and te!pera!ents. /s he interests hi!self in the ho!e education the teacher i!parts a double benefit. 9an" parents absorbed in work and care lose sight of their opportunities to influence for good the li%es of their children. The teacher can do !uch to arouse these parents to their possibilities and pri%ileges. 'e will find others to who! the sense of their responsibilit" is a hea%" burden so an$ious are the" that their children shall beco!e good and useful !en and wo!en. Often the teacher can assist these parents in bearing their burden and b" counselling together both teacher and parents will be encouraged and strengthened. #n the ho!e training of the "outh the principle of co:operation is in%aluable. <ro! their earliest "ears children should be led to feel that the" are a part of the ho!e fir!. 2%en the little ones should be trained to share in the dail" work and should be !ade to feel that their help is needed and is appreciated. The older ones should be their parents. assistants entering into their plans and sharing their responsibilities and burdens. 3et fathers and !others take ti!e to teach their children let the! show that the" %alue their help desire their confidence and en&o" their co!panionship and the children will not be slow to respond. Bot onl" will the parents. burden be lightened and the children recei%e a practical training of inesti!able worth but there will be a strengthening of the ho!e ties and a deepening of the %er" foundations of character.

+o:operation should be the spirit of the schoolroo! the law of its life. The teacher who gains the co:operation of his pupils secures an in%aluable aid in !aintaining order. #n ser%ice in the schoolroo! !an" a bo" whose restlessness leads to disorder and insubordination would find an outlet for his superfluous energ". 3et the older assist the "ounger the strong the weak- and so far as possible let each be called upon to do so!ething in which he e$cels. This will encourage self:respect and a desire to be useful. #t would be helpful for the "outh and for parents and teachers as well to stud" the lesson of co:operation as taught in the 0criptures. /!ong its !an" illustrations notice the building of the tabernacle ::that ob&ect lesson of character building ::in which the whole people united *e%er"one whose heart stirred hi! up and e%er"one who! his spirit !ade willing.* 2$odus 35)21. 1ead how the wall of ,erusale! was rebuilt b" the returned capti%es in the !idst of po%ert" difficult" and danger the great task successfull" acco!plished because *the people had a !ind to work.* Behe!iah 4)6. +onsider the part acted b" the disciples in the 0a%iour.s !iracle for the feeding of the !ultitude. The food !ultiplied in the hands of +hrist but the disciples recei%ed the loa%es and ga%e to the waiting throng. *(e are !e!bers one of another.* /s e%er"one therefore *hath recei%ed a 41.;.5 gift e%en so !inister the sa!e one to another as good stewards of the !anifold grace of 7od.* 2phesians 4)25- # 6eter 4)1?. (ell !ight the words written of the idol builders of old be with worthier ai! adopted as a !otto b" character builders of toda") *The" helped e%er"one his neighbour- and e%er"one said to his brother =e of good courage.* #saiah 41)6.

(3!) 6i&ci#line
One of the first lessons a child needs to learn is the lesson of obedience. =efore he is old enough to reason he !a" be taught to obe". =" gentle persistent effort the habit should be established. Thus to a great degree !a" be pre%ented those later conflicts between will and authorit" that do so !uch to create alienation and bitterness toward parents and teachers and too often resistance of all authorit" hu!an and di%ine. The ob&ect of discipline is the training of the child for self:go%ern!ent. 'e should be taught self:reliance and self:control. Therefore as soon as he is capable of understanding his reason should be enlisted on the side of obedience. 3et all dealing with hi! be such as to show obedience to be &ust and reasonable. 'elp hi! to see that all things are under law and that disobedience leads in the end to disaster and suffering. (hen 7od sa"s *Thou shalt not * 'e in lo%e warns us of the conse8uences of disobedience in order to sa%e us fro! har! and loss. 'elp the child to see that parents and teachers are representati%es of 7od and that as the" act in har!on" with 'i! their laws in the ho!e and the school are also 'is. /s

the child is to render obedience to parents and teachers so the" in turn are to render obedience to 7od. To direct the child.s de%elop!ent without hindering it b" undue control should be the stud" of both parent and teacher. Too !uch !anage!ent is as bad as too little. The effort to *break the will* of a child is a terrible !istake. 9inds are constituted differentl"- while force !a" secure outward sub!ission the result with !an" children is a !ore deter!ined rebellion of the heart. 2%en should the parent or teacher succeed in gaining the control he seeks the outco!e !a" be no less har!ful to the child. The discipline of a hu!an being who has reached the "ears of intelligence should differ fro! the training of a du!b ani!al. The beast is taught onl" sub!ission to its !aster. <or the beast the !aster is !ind &udge!ent and will. This !ethod so!eti!es e!plo"ed in the training of children !akes the! little !ore than auto!atons. 9ind will conscience are under the control of another. #t is not 7od.s purpose that an" !ind should be thus do!inated. Those who weaken or destro" indi%idualit" assu!e a responsibilit" that can result onl" in e%il. (hile under authorit" the children !a" appear like well:drilled soldiers- but when the control ceases the character will be found to lack strength and steadfastness. 'a%ing ne%er learned to go%ern hi!self the "outh recognises no restraint e$cept the re8uire!ent of parents or teacher. This re!o%ed he knows not how to use his libert" and often gi%es hi!self up to indulgence that pro%es his ruin. 0ince the surrender of the will is so !uch !ore difficult for so!e pupils than for others the teacher should !ake obedience to his re8uire!ents as eas" as possible. The will should be guided and !oulded but not ignored or crushed. 0a%e the strength of the will- in the battle of life it will be needed. 2%er" child should understand the true force of the will. 'e should be led to see how great is the responsibilit" in%ol%ed in this gift. The will is the go%erning power in the nature of !an the power of decision or choice. 2%er" hu!an being possessed of reason has power to choose the right. #n e%er" e$perience of life 7od.s word to us is *+hoose "ou this da" who! "e will ser%e.* ,oshua 24)15. 2%er"one !a" place he will on the side of the will of 7od !a" choose to obe" 'i! and b" thus linking hi!self with di%ine agencies he !a" stand where nothing can force hi! to do e%il. #n e%er" "outh e%er" child lies the power b" the help of 7od to for! a character of integrit" and to li%e a life of usefulness. The parent or teacher who b" such instruction trains the child to self:control will be the !ost useful and per!anentl" successful. To the superficial obser%er his work !a" not appear to the best ad%antage- it !a" not be %alued so highl" as that of the one who holds the !ind and will of the child under absolute authorit"- but after "ears will show the result of the better !ethod of training. The wise educator in dealing with his pupils will seek to encourage confidence and to strengthen the sense of honour. +hildren and "outh are benefited b" being trusted. 9an" e%en of the little children ha%e a high sense of honour- all desire to be treated with confidence and respect and this is their right. The" should not be led to feel that the" cannot go out or co!e in without being watched. 0uspicion de!oralises producing the %er" e%ils it seeks to pre%ent. #nstead of watching continuall" as if

suspecting e%il teachers who are in touch with their pupils will discern the workings of the restless !ind and will set to work influences that will counteract e%il. 3ead the "outh to feel that the" are trusted and there are few who will not seek to pro%e the!sel%es worth" of the trust. On the sa!e principle it is better to re8uest than to co!!and- the one thus addressed has opportunit" to pro%e hi!self lo"al to right principles. 'is obedience is the result of choice rather than co!pulsion. The rules go%erning the schoolroo! should so far as possible represent the %oice of the school. 2%er" principle in%ol%ed in the! should be so placed before the student that he !a" be con%inced of its &ustice. Thus he will feel a responsibilit" to see that the rules which he hi!self has helped to fra!e are obe"ed. 1ules should be few and well considered- and when once !ade the" should be enforced. (hate%er it is found i!possible to change the !ind learns to recognise and adapt itself to- but the possibilit" of indulgence induces desire hope and uncertaint" and the results are restlessness irritabl" and insubordination. #t should be !ade plain that the go%ern!ent of 7od knows no co!pro!ise with e%il. Beither in the ho!e nor in the school should disobedience be tolerated. Bo parent or teacher who has at heart the well:being of those under his care will co!pro!ise with the stubborn self:will that defies authorit" or resorts to subterfuge or e%asion in order to escape obedience. #t is not lo%e but senti!entalis! that palters with wrongdoing seeks b" coa$ing or bribes to secure co!pliance and finall" accepts so!e substitute in place of the thing re8uired. *<ools !ake a !ock at sin.* 6ro%erbs 14)@. (e should beware of treating sin as a light thing. Terrible is its power o%er the wrongdoer. *'is own ini8uities shall take the wicked hi!self and he shall be holden with the cords of his sins.* 6ro%erbs 5)22. The greatest wrong done to a child or "outh is to allow hi! to beco!e fastened in the bondage of e%il habit. The "outh ha%e an inborn lo%e of libert"- the" desire freedo!- and the" need to understand that these inesti!able blessings are to be en&o"ed onl" in obedience to the law of 7od. This law is the preser%er of true freedo! and libert". #t points out and prohibits those things that degrade and ensla%e and thus to the obedient it affords protection fro! the power of e%il. The psal!ist sa"s) *# will walk at libert") for # seek Th" precepts.* *Th" testi!onies also are !" delight and !" counsellors.* 6sal! 11@)45 24. #n our efforts to correct e%il we should guard against a tendenc" to faultfinding or censure. +ontinual censure bewilders but does not refor!. (ith !an" !inds and often those of the finest susceptibilit" an at!osphere of uns"!pathetic criticis! is fatal to effort. <lowers do not unfold under the breath of a blighting wind. / child fre8uentl" censured for so!e special fault co!es to regard that fault as his peculiarit" so!ething against which it is %ain to stri%e. Thus are created

discourage!ent and hopelessness often concealed under an appearance of indifference or bra%ado. The true ob&ect of reproof is gained onl" when the wrongdoer hi!self is led to see his fault and his will is enlisted for its correction. (hen this is acco!plished point hi! to the source of pardon and power. 0eek to preser%e his self:respect and to inspire hi! with courage and hope. This work is the nicest the !ost difficult e%er co!!itted to hu!an beings. #t re8uires the !ost delicate tact the finest susceptibilit" a knowledge of hu!an nature and a hea%en:born faith and patience willing to work and watch and wait. #t is a work than which nothing can be !ore i!portant. Those who desire to control others !ust first control the!sel%es. To deal passionatel" with a child or "outh will onl" arouse his resent!ent. (hen a parent or teacher beco!es i!patient and is in danger of speaking unwisel" let hi! re!ain silent. There is wonderful power in silence. The teacher !ust e$pect to !eet per%erse dispositions and obdurate hearts. =ut in dealing with the! he should ne%er forget that he hi!self was once a child in need of discipline. 2%en now with all his ad%antages of ages education and e$perience he often errs and is in need of !erc" and forbearance. #n training the "outh he should consider that he is dealing with those who ha%e inclinations to e%il si!ilar to his own. The" ha%e al!ost e%er"thing to learn and it is !uch !ore difficult for so!e to learn than for others. (ith the dull pupil he should bear patientl" not censuring his ignorance but i!pro%ing e%er" opportunit" to gi%e hi! encourage!ent. (ith sensiti%e ner%ous pupils he should deal %er" tenderl". / sense of his own i!perfections should lead hi! constantl" to !anifest s"!path" and forbearance toward those who also are struggling with difficulties. The 0a%iour.s rule::*/s "e would that !en should do to "ou do "e also to the! likewise* 43uke 6)315::should be the rule of all who undertake the training of children and "outh. The" are the "ounger !e!bers of the 3ord.s fa!il" heirs with us of the grace of life. +hrist.s rule should be sacredl" obser%ed toward the dullest the "oungest the !ost blundering and e%en toward the erring and rebellious. This rule will lead the teacher to a%oid so far as possible !aking public the faults or errors of a pupil. 'e will seek to a%oid gi%ing reproof or punish!ent in the presence of others. 'e will not e$pel a student until e%er" effort has been put forth for his refor!ation. =ut when it beco!es e%ident that the student is recei%ing no benefit hi!self while his defiance or disregard of authorit" tends to o%erthrow the go%ern!ent of the school and his influence is conta!inating others then his e$pulsion beco!es a necessit". >et with !an" the disgrace of public e$pulsion would lead to utter recklessness and ruin. #n !ost cases when re!o%al is una%oidable the !atter need not be !ade public. =" counsel and co:operation with the parents let the teacher pri%atel" arrange for the student.s withdrawal. #n this ti!e of special danger for the "oung te!ptations surround the! on e%er" hand- and while it is eas" to drift the strongest effort is re8uired in order to press against the current. 2%er" school should be a *cit" of refuge* for the te!pted "outh a

place where their follies shall be dealt with patientl" and wisel". Teachers who understand their responsibilities will separate fro! their own hearts and li%es e%er"thing that would pre%ent the! fro! dealing successfull" with the wilful and disobedient. 3o%e and tenderness patience and self:control will at all ti!es be the law of their speech. 9erc" and co!passion will be blended with &ustice. (hen it is necessar" to gi%e reproof their language will not be e$aggerated but hu!ble. #n gentleness the" will set before the wrongdoer his errors and help hi! to reco%er hi!self. 2%er" true teacher will feel that should he err at all it is better to err on the side of !erc" than on the side of se%erit". 9an" "outh who are thought incorrigible are not at heart so hard as the" appear. 9an" who are regarded as hopeless !a" be reclai!ed b" wise discipline. These are often the ones who !ost readil" !elt under kindness. 3et the teacher gain the confidence of the te!pted one and b" recognising and de%eloping the good in his character he can in !an" cases correct the e%il without calling attention to it. The di%ine Teacher bears with the erring through all their per%ersit". 'is lo%e does not grow cold- 'is efforts to win the! do not cease. (ith outstretched ar!s 'e waits to welco!e again and again the erring the rebellious and e%en the apostate. 'is heart is touched with the helplessness of the little child sub&ect to rough usage. The cr" of hu!an suffering ne%er reaches 'is ear in %ain. Though all are precious in 'is sight the rough sullen stubborn dispositions draw !ost hea%il" upon 'is s"!path" and lo%e- for 'e traces fro! cause to effect. The one who is !ost easil" te!pted and is !ost inclined to err is the special ob&ect of 'is solicitude. 2%er" parent and e%er" teacher should cherish the attributes of 'i! who !akes the cause of the afflicted the suffering and the te!pted 'is own. 'e should be one who can ha%e *co!passion on the ignorant and on the! that are out of the wa"- for that he hi!self also is co!passed with infir!it".* 'ebrews 5)2. ,esus treats us far better than we deser%e- and as 'e has treated us so we are to treat others. The course of no parent or teacher is &ustifiable if it is unlike that which under si!ilar circu!stances the 0a%iour would pursue.

Meeting Life(s Disci'line


=e"ond the discipline of the ho!e and the school all ha%e to !eet the stern discipline of life. 'ow to !eet this wisel" is a lesson that should be !ade plain to e%er" child and to e%er" "outh. #t is true that 7od lo%es us that 'e is working for our happiness and that if 'is law had alwa"s been obe"ed we should ne%er ha%e known sufferingand it is no less true that in this world as the result of sin suffering trouble burdens co!e to e%er" life. (e !a" do the children and the "outh a lifelong good b" teaching the! to !eet bra%el" these troubles and burdens. (hile we should gi%e the! s"!path" let it ne%er be such as to foster self:pit". (hat the" need is that which sti!ulates and strengthens rather than weakens. The" should be taught that this world is not a parade ground but a battlefield. /ll are called to endure hardness as good soldiers. The" are to be strong and 8uit the!sel%es like !en. 3et the! be taught that the true test of character is found in the willingness to bear burdens to take the hard place to do the work that needs to be done though it bring no earthl" recognition or reward.

The true wa" of dealing with trial is not b" seeking to escape it but b" transfor!ing it. This applies to all discipline the earlier as well as the later. The neglect of the child.s earliest training and the conse8uent strengthening of wrong tendencies !akes his after education !ore difficult and causes discipline to be too often a painful process. 6ainful it !ust be to the lower nature crossing as it does the natural desires and inclinations- but the pain !a" be lost sight of in a higher &o". 3et the child and the "outh be taught that e%er" !istake e%er" fault e%er" difficult" con8uered beco!es a stepping:stone to better and higher things. #t is through such e$periences that all who ha%e e%er !ade life worth the li%ing ha%e achie%ed success. *The heights b" great !en reached and kept (ere not attained b" sudden flight =ut the" while their co!panions slept (ere toiling upward in the night.* *(e rise b" things that are under our feet=" what we ha%e !astered of good and gain=" the pride deposed and the passion slain /nd the %an8uished ills that we hourl" !eet.* */ll co!!on things each da".s e%ents That with the hour begin and end Our pleasures and our discontents /re rounds b" which we !a" ascend.* (e are to *look not at the things which are seen but at the things which are not seen) for the things which are seen are te!poral- but the things which are not seen are eternal.* 2 +orinthians 4)18. The e$change we !ake in the denial of selfish desires and inclinations is an e$change of the worthless and transitor" for the precious and enduring. This is not sacrifice but infinite gain. *0o!ething better* is the watchword of education the law of all true li%ing. (hate%er +hrist asks us to renounce 'e offers in its stead so!ething better. Often the "outh cherish ob&ects pursuits and pleasures that !a" not appear to be e%il but that fall short of the highest good. The" di%ert the life fro! its noblest ai!. /rbitrar" !easures or direct denunciation !a" not a%ail in leading these "outh to relin8uish that which the" hold dear. 3et the! be directed to so!ething better than displa" a!bition or self:indulgence. =ring the! in contact with truer beaut" with loftier principles and with nobler li%es. 3ead the! to behold the One *altogether lo%el".* (hen once the gaGe is fi$ed upon 'i! the life finds its centre. The enthusias! the generous de%otion the passionate ardour of the "outh find here their true ob&ect. Eut" beco!es a delight and sacrifice a pleasure. To honour +hrist to beco!e like 'i! to work for 'i! is the life.s highest a!bition and its greatest &o". *The lo%e of +hrist constraineth.* 2 +orinthians 5)14.

(3$) The School of the /ereafter


'ea%en is a school- its field of stud" the uni%erse- its teacher the #nfinite One. / branch of this school was established in 2den- and the plan of rede!ption acco!plished education will again be taken up in the 2den school. *2"e hath not seen nor ear heard neither ha%e entered into the heart of !an the things which 7od hath prepared for the! that lo%e 'i!.* 1 +orinthians 2)@. Onl" through 'is word can a knowledge of these things be gained- and e%en this affords but a partial re%elation. The prophet of 6at!os thus describes the location of the school of the hereafter) *# saw a new hea%en and a new earth) for the first hea%en and the first earth were passed awa". . . . /nd # ,ohn saw the 'ol" +it" Bew ,erusale! co!ing down fro! 7od out of hea%en prepared as a bride adorned for her husband.* 1e%elation 21)1 2. *The cit" had no need of the sun neither of the !oon to shine in it) for the glor" of 7od did lighten it and the 3a!b is the light thereof.* 1e%elation 21)23. =etween the school established in 2den at the beginning and the school of the hereafter there lies the whole co!pass of this world.s histor"::the histor" of hu!an transgression and suffering of di%ine sacrifice and of %ictor" o%er death and sin. Bot all the conditions of that first school of 2den will be found in the school of the future life. Bo tree of knowledge of good and e%il will afford opportunit" for te!ptation. Bo te!pter is there no possibilit" of wrong. 2%er" character has withstood the testing of e%il and none are longer susceptible to its power. *To hi! that o%erco!eth * +hrist sa"s *will # gi%e to eat of the tree of life which is in the !idst of the 6aradise of 7od.* 1e%elation 2)7. The gi%ing of the tree of life in 2den was conditional and it was finall" withdrawn. =ut the gifts of the future life are absolute and eternal. The prophet beholds the *ri%er of water of life clear as cr"stal proceeding out of the throne of 7od and of the 3a!b.* */nd on this side of the ri%er and on that was the tree of life.* */nd there shall be no !ore death neither sorrow nor cr"ing neither shall there be an" !ore pain) for the for!er things are passed awa".* 1e%elation 22)122)2 1.;.- 21)4. *Th" people also shall be all righteous) The" shall inherit the land fore%er The branch of 9" planting The work of 9" hands That # !a" be glorified.* #saiah 6?)21. 1estored to 'is presence !an will again as at the beginning be taught of 7od) *9" people shall know 9" na!e) . . . the" shall know in that da" that # a! 'e that doth speak) behold it is #.* #saiah 52)6.

*The tabernacle of 7od is with !en and 'e will dwell with the! and the" shall be 'is people and 7od 'i!self shall be with the! and be their 7od.* 1e%elation 21)3. *These are the" which ca!e out of great tribulation and ha%e washed their robes and !ade the! white in the blood of the 3a!b. Therefore are the" before the throne of 7od and ser%e 'i! da" and night in 'is te!ple. . . . The" shall hunger no !ore neither thirst an" !ore- neither shall the sun light on the! nor an" heat. <or the 3a!b which is in the !idst of the throne shall feed the! and shall lead the! unto li%ing fountains of waters.* 1e%elation 7)14:17. *Bow we see through a glass darkl"- but then face to face)* now we know in part- but then shall we know e%en as also we are known. 1 +orinthians 13)12. *The" shall see 'is face- and 'is na!e shall be in their foreheads.* 1e%elation 22)4. There when the %eil that darkens our %ision shall be re!o%ed and our e"es shall behold that world of beaut" of which we now catch gli!pses through the !icroscopewhen we look on the glories of the hea%ens now scanned afar through the telescopewhen the blight of sin re!o%ed the whole earth shall appear in *the beaut" of the 3ord our 7od * what a field will be open to our stud"D There the student of science !a" read the records of creation and discern no re!inders of the law of e%il. 'e !a" listen to the !usic of nature.s %oices and detect no note of wailing or undertone of sorrow. #n all created things he !a" trace one handwriting::in the %ast uni%erse behold *7od.s na!e writ large * and not in earth or sea or sk" one sign of ill re!aining. There the 2den life will be li%ed the life in garden and field. *The" shall build houses and inhabit the!- and the" shall plant %ine"ards and eat the fruit of the!. The" shall not build and another inhabit- the" shall not plant and another eat) for as the da"s of a tree are the da"s of 9" people and 9ine elect shall long en&o" the work of their hands.* #saiah 65)21 22. There shall be nothing to *hurt nor destro" in all 9" hol" !ountain saith the 3ord.* #saiah 65)25. There !an will be restored to his lost kingship and the lower order of beings will again recognise his swa"- the fierce will beco!e gentle and the ti!id trustful. There will be open to the student histor" of infinite scope and of wealth ine$pressible. 'ere fro! the %antage ground of 7od.s word the student is afforded a %iew of the %ast field of histor" and !a" gain so!e knowledge of the principles that go%ern the course of hu!an e%ents. =ut his %ision is still clouded and his knowledge inco!plete. Bot until he stands in the light of eternit" will he see all things clearl". Then will be opened before hi! the course of the great conflict that had its birth before ti!e began and that ends onl" when ti!e shall cease. The histor" of the inception of sin- of fatal falsehood in its crooked working- of truth that swer%ing not fro! its own straight lines has !et and con8uered error::all will be !ade !anifest. The %eil that interposes between the %isible and the in%isible world will be drawn aside and wonderful things will be re%ealed.

Bot until the pro%idences of 7od are seen in the light of eternit" shall we understand what we owe to the care and interposition of 'is angels. +elestial beings ha%e taken an acti%e part in the affairs of !en. The" ha%e appeared in gar!ents that shone as the lightning- the" ha%e co!e as !en in the garb of wa"farers. The" ha%e accepted the hospitalities of hu!an ho!es- the" ha%e acted as guides to benighted tra%ellers. The" ha%e thwarted the spoiler.s purpose and turned aside the stroke of the destro"er. Though the rulers of this world know it not "et often in their councils angels ha%e been spokes!en. 'u!an e"es ha%e looked upon the!. 'u!an ears ha%e listened to their appeals. #n the council hall the court of &ustice hea%enl" !essengers ha%e pleaded the cause of the persecuted and oppressed. The" ha%e defeated purposes and arrested e%ils that would ha%e brought wrong and suffering to 7od.s children. To the students in the hea%enl" school all this will be unfolded. 2%er" redee!ed one will understand the !inistr" of angels in his own life. The angel who was his guardian fro! his earliest !o!ent- the angel who watched his steps and co%ered his head in the da" of peril- the angel who was with hi! in the %alle" of the shadow of death who !arked his resting place who was the first to greet hi! in the resurrection !orning::what will it be to hold con%erse with hi! and to learn the histor" of di%ine interposition in the indi%idual life of hea%enl" co:operation in e%er" work for hu!anit"D /ll the perple$ities of life.s e$perience will then be !ade plain. (here to us ha%e appeared onl" confusion and disappoint!ent broken purposes and thwarted plans will be seen a grand o%erruling %ictorious purpose a di%ine har!on". There all who ha%e wrought with unselfish spirit will behold the fruit of their labours. The outworking of e%er" right principle and noble deed will be seen. 0o!ething of this we see here. =ut how little of the result of the world.s noblest work is in this life !anifest to the doerD 'ow !an" toil unselfishl" and unweariedl" for those who pass be"ond their reach and knowledgeD 6arents and teachers lie down in their last sleep their lifework see!ing to ha%e been wrought in %ain- the" know not that their faithfulness has unsealed springs of blessing that can ne%er cease to flow- onl" b" faith the" see the children the" ha%e trained beco!e a benediction and an inspiration to their fellow !en and the influence repeat itself a thousandfold. 9an" a worker sends out into the world !essages of strength and hope and courage words that carr" blessing to hearts in e%er" land- but of the results he toiling in loneliness and obscurit" knows little. 0o gifts are bestowed burdens are borne labour is done. 9en sow the seed fro! which abo%e their gra%es others reap blessed har%ests. The" plant trees that others !a" eat the fruit. The" are content here to know that the" ha%e set in !otion agencies for good. #n the hereafter the action and reaction of all these will be seen. Of e%er" gift that 7od has bestowed leading !en to unselfish effort a record is kept in hea%en. To trace this in its wide:spreading lines to look upon those who b" our efforts ha%e been uplifted and ennobled to behold in their histor" the outworking of true principles::this will be one of the studies and rewards of the hea%enl" school. There we shall know e%en as also we are known. There the lo%es and s"!pathies that 7od has planted in the soul will find truest and sweetest e$ercise. The pure

co!!union with hol" beings the har!onious social life with the blessed angels and with the faithful ones of all ages the sacred fellowship that binds together *the whole fa!il" in hea%en and earth*::all are a!ong the e$periences of the hereafter. There will be !usic there and song such !usic and song as sa%e in the %isions of 7od no !ortal ear has heard or !ind concei%ed. */s well the singers as the pla"ers on instru!ents shall be there.* 6sal! 87)7. *The" shall lift up their %oice the" shall sing for the !a&est" of the 3ord.* #saiah 24)14. *<or the 3ord shall co!fort Hion) 'e will co!fort all her waste places- and 'e will !ake her wilderness like 2den and her desert like the garden of the 3ord- &o" and gladness shall be found therein thanksgi%ing and the %oice of !elod".* #saiah 51)3. There e%er" power will be de%eloped e%er" capabilit" increased. The grandest enterprises will be carried forward the loftiest aspirations will be reached the highest a!bitions realised. /nd still there will arise new heights to sur!ount new wonders to ad!ire new truths to co!prehend fresh ob&ects to call forth the powers of bod" and !ind and soul. /ll the treasures of the uni%erse will be open to the stud" of 7od.s children. (ith unutterable delight we shall enter into the &o" and the wisdo! of unfallen beings. (e shall share the treasures gained through ages upon ages spent in conte!plation of 7od.s handiwork. /nd the "ears of eternit" as the" roll will continue to bring !ore glorious re%elations. *2$ceeding abundantl" abo%e all that we ask or think* 42phesians 3)2?5 will be fore%er and fore%er the i!partation of the gifts of 7od. *'is ser%ants shall ser%e 'i!.* 1e%elation 22)3. The life on earth is the beginning of the life in hea%en- education on earth is an initiation into the principles of hea%en- the lifework here is a training for the lifework there. (hat we now are in character and hol" ser%ice is the sure foreshadowing of what we shall be. *The 0on of !an ca!e not to be !inistered unto but to !inister.* 9atthew 2?)28. +hrist.s work below is 'is work abo%e and our reward for working with 'i! in this world will be the greater power and wider pri%ilege of working with 'i! in the world to co!e. *>e are 9" witnesses saith the 3ord that # a! 7od.* #saiah 43)12. This also we shall be in eternit". <or what was the great contro%ers" per!itted to continue throughout the agesC (h" was it that 0atan.s e$istence was not cut short at the outset of his rebellionC #t was that the uni%erse !ight be con%inced of 7od.s &ustice in 'is dealing with e%il- that sin !ight recei%e eternal conde!nation. #n the plan of rede!ption there are heights and depths that eternit" itself can ne%er e$haust !ar%els into which the angels desire to look. The redee!ed onl" of all created beings ha%e in their own e$perience known the actual conflict with sin- the" ha%e wrought with +hrist and as e%en the angels could not do ha%e entered into the fellowship of 'is sufferings- will the" ha%e no testi!on" as to the science of rede!ption ::nothing that will be of worth to unfallen beingsC

2%en now *unto the principalities and the powers in the hea%enl" places* is *!ade known through the church the !anifold wisdo! of 7od.* /nd 'e *hath raised us up together and !ade us sit together in hea%enl" places) . . . that in the ages to co!e 'e !ight show the e$ceeding riches of 'is grace in 'is kindness toward us through +hrist ,esus.* 2phesians 3)1? 1.;.- 2)6 7. *#n 'is te!ple doth e%er"one speak of 'is glor"* 46sal! 2@)@5 and the song which the ranso!ed ones will sing::the song of their e$perience::will declare the glor" of 7od) *7reat and !ar%ellous are Th" works O 3ord 7od the /l!ight"- righteous and true are Th" wa"s Thou Fing of the ages. (ho shall not fear O 3ord and glorif" Th" na!eC for Thou onl" art hol".* 1e%elation 15)3 4 1.;. #n our life here earthl" sin:restricted though it is the greatest &o" and the highest education are in ser%ice. /nd in the future state untra!!elled b" the li!itations of sinful hu!anit" it is in ser%ice that our greatest &o" and our highest education will be found::witnessing and e%er as we witness learning anew *the riches of the glor" of this !"ster"-* *which is +hrist in "ou the hope of glor".* +olossians 1)27. *#t doth not "et appear what we shall be) but we know that when 'e shall appear we shall be like 'i!- for we shall see 'i! as 'e is.* 1 ,ohn 3)2. Then in the results of 'is work +hrist will behold its reco!pense. #n that great !ultitude which no !an could nu!ber presented *faultless before the presence of 'is glor" with e$ceeding &o"* 4,ude 245 'e whose blood has redee!ed and whose life has taught us *shall see of the tra%ail of 'is soul and shall be satisfied.* #saiah 53)11.