UC-NRLF r n 1 -I n fj ■ UANG«; L'BRARY OF EDUCATION lINiVf-RSITV OF CAUFOHN1* " BERKELEY. CAUFOftN*-*. m By Bjiiii: BYKOil DaVIo A.B. (Univeraity of California) Dec. 1919 TMj2i^I;j Submitted in partial satisfaction of the requirements for the degree of in in the Giiiii;UA:i?ii DIVIuIOii of the \miW£liiijr2Y Ui' UAi^i'QttUlA Li Cl O 1. Owi!i* ^ TABLiS Oj? GOWTi::aTii !• IHiraODUCriGH Pago inindainon<;al Dootrinoa of Seventh Day Adyentiste 1 HiBtoriCfil iiketoii: Orgejiiaation of Uevanth Day Adventiat school Work in Goasxal 12 Basic Principles of Seventh Day Adventiat achoolB 20 XI. TM iiUiiilUliJfTAHX CJHiUUULUM Developxnont of the iilementaxy Currioulum 27 Outline of the iilenentary Cuxrioulum 24 System of AltexiiatiGina 26 Belief in the j^lemontary Curriculum 36 number 'ind. Length of Hocitation Periods 39 The jJleiientary Uurrioulum by Grades 40 Grades One and Two 41 Crp.de 3 Tliree and ?our 51 Grades J?ive and Six 59 Grades Seven and Sight 61 General Jxercisos 67 Jiabits of Christian Courtesy 68 Jiabits of Practical iiygiene 72 Junior V/ork 74 Pronunciation Drills 76 Hifltory and Current ^vtants 80 Druv;ing 80 jiusic 62 Supoxviced Piny 84 III. ILJQIODS imPLOYJD In Ungraded Johools 86 Mature of ifiduoation 88 Present Status of iidaoational iiethod in Public Schools 93 Present status of jjducational Method in seventh Day Adventiat schools 100 Uothods of Teaching Applied to Individual Subjects 106 Bible 108 flatur e ^tudy 113 Reidipp 115 Language 118 AritliiBQtlc 121 Penmanship 124 Physiology and iiygiene 125 U. S. iiiatory and Civics 129 Geogrqohy 132 Spelling 136 0-^ ci f r Pag« liauumental \iOz'k 1^7 lit 140 Music 142 PhyoicaL Oultui e 145 Oeaeral iixercisoa 145 General Sta-oeuent of Differ enoee Between GrtdeB ar^. Ungraded ijchool MothodiJ 147 Heed for a t^eparate school uyctem 149 Taaoher Training Standards 152 liormal I'reining in iienior Colleges 160 In Junior Colleges 177 In Acac^ 3 179 Certiii. jn of ITe&chers 182 V. SCHOOL iiOHi. Li ^OiUltiH hLHlt'6 Introductory iitatfiment 189 iiorth Auerioa Outiae of the United litateu 193 South America 202 iSurope 209 Aaia 222 Africa 238 Australasia 243 VI. CQWCLUblOil 259 11 Digitized by the Internet Archive in 2008' with funding from IVIicrosoft Corporation http://www.archive.org/details/curriculummethodOOdavirich Z laZdOJiUQTlOH !• Tozidaaental Dootrinea of iaOTenth ])ey AdTentlstB. 8« Uistozioal aketoh: Oxgoniaatlon of seventh Day AdTentlst School Work in Oeneral. 3« Basic Jpjrlnolplos of seventh Day AdTantlat ischools, II TM iiLiiltiiSSAKY UUtixilUULUM !• 2)eTelopjaont of the ifilefflentory Curzlouluia a. Outlliie of the iilemontuzy Curjrioulum b« ^iystom of Altexnatlons o» Helief in the j^lementary CuxriculuiB d« JIUBbez and Length of Hocit&tion feriodB S* The elementary Guzrioulua by Grades a* Grades One and !?wo Heading and Language Oonstruotive liuabers Bible b« Grades ^iiree and ifoiix Bible Manual Arts - Gardening o. Grades jt>ive and aix iipelXlng» Grade i^ive Spelling, Grade alx Geography Aritlimetlc, Grade i^ive Arlthnetio. Grade aix d. Grades boven and i^^lght U. 3. Hlutoxy Clvlos Physiology Moi^ual 'j^raining (Boys) Uaniuil Training (Girls) iil •H'J:. *i?iO^ 6. General i^ezol&es Habit a of Christian Courtesy Habits of Pr«totloal Hygiene Jiinioz Work fzonunoiation lixillB History and Current iivento Drawing Uusic Supezvlsed Play III. Mi£!i!HODS EUBLQY&Ji 1. In Ungraded bchools a* iiature of j^ducation b« fxeoent status of Mucational Method in Public buhoolB. o« Present i^tatus of Jdduoational Method in SeTenth Bay Advent let liohools d. Methods of Teaching Applied to Individual •iubjeots Bible Mature btudy Heading Language Arithmetlo Penuanshlp Physiology and Hygiene U. 3. History and Civics Geography impelling Manumental Work Art HUBlO Physical Culture General iilxercises £• In Graded bchools General Statement of Differences Between Grad&d and Ungraded School Methods IV. TSACHiiiB !CEAUIIliO 1. Heed for a Separate School system 2. Teacher Training Standards Zm normal Training a. In Senior Colleges b. In Jtmior Colleges In Academies iv likOBtr K i-f.J. 01 V.1. 4. Ceztlfloatlon of Toaohers a« Pezzoit b. '.hlrd - Grade Certificate 0. aeoond-Grode Ceztlfloate d. ]«*irBt-(irade Certificate •« ProfeBBlonal Oertlfioute f. Life Cortlfloatea g. Accepted Credits h« Seaohers* Certificate Valid Y. SCHOOL WOHX III JfO.ufiZGH hAMDQ 1* north America Outside of the Unit«d states 2. South America 8« jnirope 4. Asia 6. Afyica 6. Auatralasla YI. COtfCLUSUfG RiSUAKKS tftaSt b«i: •'•.jxi,«« »y : '; Si r a. "v 's te U Mucational work everyvhexe ie in a period of transition. 7hertt are ciany Causes for this state of unrest, some of the chief ones being: changed social and economic conditions; the development of scientific re- search metliods, resulting in the general acceptance of the theory of evolution; a more complete knoivledge of child life and child nature as shown by the stuules in child psychology, and confirmed by scientifically deter- mined mental and educational tests and measurements; and the disclosures of weakness In the old systeu of educa- tion as revealed by the findings of United States arny officials. At no period of our national existence weze so many educational experiments bolng carried forward and welcomed as at present. This thesis sets forth the work of a new system of education, - a new experiment. It is presented cheerfully because few are acquainted with the work of iieventh Day Advent let schools. ?ilth other ezperl- ■ants In education, all of which are being subjected to the "acid tost". It must stand or fall according to Its vi 10 ••- t — . Al 0» 01) 0I4W OL. >p^f rfir iv merits - or lack of merit. Shis thesis aims to do two things — to show to what degree Ueventh Day Adventlst schools have already been developed, and to point out the chief differences in cur- riculum and methods us they are developed in those schools, and in the public schools. [The sections on curriculum and methods will aid the reader to understand the 'second of these aims, and the closing section on the work in foreign countries gives a glimpse of this work as a world-wide movement. Many details of school work presented in this thesis may sound strange to the average reader at first. They have, however, undergone a partial test by use. In , the main they have demonstrated their usefulness. The writer has been directly connected with this system of schools since 1904, and has given much careful thought and effort to aid in its development. Constructive criticisms are invited, and will be much appreciated. Bert Byron Davis Berkeley, California. vii iij an uii fflj, fA ^Atttt ..i' \Ji\to Liif ea»6 . XXV BrBLIOGHAi'HY 1. BQCXKa Bible BIzzell and Duncan: Present Day ITendenoles in iiduoatlon Cady: oeventh Day Adrantlst Denominational ^iohools Freeland: Modern j^llementary School Practice Zendull and mrick: Uoit to ITeaoh the jfimdamental subjects % Painter : History of iiducation Bapoor : Teaching the iiilementary bohool subjects White: iiiducation : Counsels to Touchers arid L^tudents S. BULLJSglHd AMD MUVALii Australasian J^Sducation iJanual Ellanentary school I^anual Howell: Gxaiomar i^nual Fourteenth Year Book of the national society for the atudy of i^duoation Seventh Day Adventist Year Book (1920) Seventh Day Adventist iilduoation Bulletin Ko. 12 (Hevised) Seventh Day Adventist iilduoation Bulletin Uo, 10 3, SCHOOL CALBJJtDAiiS Australasian Missionary College Cedar Lake Academy iiiastern Canadian ^.^Issionary oeninary iilnmanuel Missionary College Lancaster Jimior College Lodl Aoadexay Pacific Union College Philippine seventh Day Adventist Academy San j^ernando Academy South Western Junior College Stanbozough College Union College Walla Walla College Washington iUssionary College viii lot NJ^ TCBO: filllafflsdale Academy 4. MiaCKLLAUjiUUS Personal Letters Red Cross Magazine iiaTicw and Herald (Weekly) Rugh: Lecture iilotes ix YJBK rijtv v» OAA "THbJ CUIUilCULUU, MiiTiiODii , AUD SiiACHii^i IH2ii0J)UCTX0ii 1, fundamental Poctjclnee of aeTenth pay AdyentlBte . ::ieventh Pay Adveutists as a denomination hold certain religious Ylews not iield in coamon with other Pxotestant ohiurchos, ]fox this reason a tzlet statement of these views is really neoessury in order that the school system operated by them for the purpose of training their children to believe these views loay be understood and ap- preciated, ^uoh a statement was prepared by the late Uriah Smith under the caption, j^'undamental Principles of seventh Pay Adventists. This statement follows: "Seventh-day Adventists have no creed but the Bible; but tney hold to certain well-defined points of fiiith, for which they feel prepared to give a reason 'to every man that asketh* them. 2he following propositions may be taken as a siuonary of the principal features of their religious faith, upon which there is, so far as is lOiown, entire una- nimity throughout the body. IThey believe :- 1. That there is one God, a personal, spiritual being, the Creator of all things, omnipotent, omniscient, and eternal; A SSS '00% .'i-ionofl *3 a. J) lO .:■- \-.\'* • ■ '.- luiia fi ao^'A^ Xo^ Tte^«c fl. -■. 'aHOCXlIT 9i "Ha . ;.. JU^iJ J . . ..• . : ABi AttlB. ;«Xcfieut. 29:29); that so far from being shrouded In Impenetrable mystery, it Is tlxat which especially constitutes the word of GrOd a lamp to our feet and a light to our path (Js. 119:105; 2 Peter 1:19); that a blessing ^ Is pronounced upon those who study it {Her. 1: 1-3); and ii\ OS as Xx&mH9ona mr- jliixviuiJUtv • w«X « ^ »Hn^f \i ;(e-I :X .Tt. that, ooneequently, it ie to be understood by the people of , God Bufficiently to show them their position in the world's history and the speoial duties required at their nands* 7. That the world's history from specified dates in the past, the rise and fall of empires, and the chronological succession of events down to the sotting up of God's erer- lastlng kingdom are outlined in numerous great chains of prophecy; and that these prophecies are now all fulfillsd except the cloving scenes. 8. That the doctrine of the world's conversion and a temporal millenium is a fable of these last days, calculated to lull men jnto a state of carnal security, and cause them to be overtaken by the great day of the Lord as a thief in the night ( 1 These. 5:5); that the seoond coning of Christ is to precede, not follow, the millenium; for until the Lord appears, the papal power, with all its abominations, is to oohtinue (2 Thess. <2:ti), the wheat and the tares grow to- gether (liatt. 13:S9,20,::9), and evil men and sedncers wax worse and worse, as the word of God declares. (2 Tim. 5:1, 15.) 9. That the mistake of Adventists in 1844 pei tained to the nature of the event tiien to transpire, not to the time; that BO prophetic period is given to reach to the seoond advent, but that the longest one, the two thousand and three hundred days of Dan. 8:14, terminated in 1844, and broxight us to an event called the cleansing of the sanctuary. *i i: -X»V 60^ at»rfi -^iJ Mi'«l^ iiti t*ii«i ii^ S o\<5 hoji ,a; «f -6- 10. That the saaotuary of the new oovenant is the tabernaole of God in heaven, of which Paul apeaks in Hebrews 8 and oa- ward, and T>f which our Lord, as great high priest, is minister; that this sanctuary la the antitype of the Mosaio tabernacle, and that the priestly work of our Lord, connected therewith, IB the antitype of the work of the Jewish priests of the former dispensation (Heb, 8: 1-5, etc); that this, and not the earth, is the sanctuary to be cleansed at the end of the two thousand and three hundred days, what is termed its cleansing being in tr^is case, as in the type, simpiy the entrance of the priest into the most holy place, to finish tjhe round of serTice connected therewith by making the atone- ilient and removing from the sanctuary the uins of believers (Acts S;19), and occupies a brief but Indefinite space in the first apartment (Lovlticus 15; Heb. 9:S£, 2i3); and that this work in the antitypa, beginning in 1844, consists in actually blotting out the ains of believers (Acts 4:19), and occupies a brief but indefinite space of time, at the conclusion of which the work of nercy for the world will be ^iniohed, and the second advent of Clirist will take place. 11. That God's moral requirements are the saiae upon all men in all dispensations; t/iat there are siunmarlly con- tained in the oommandments spdken by Jehovah from binai). engraven on the tables of stone, and deposited in the axk, wlii'Oh was in consequence called the "ark of the covenant", V . c -ja.^ii »i. ^o f ftn.e ■ UfcyiCJ. ifi,t J^J 9i)Q XJ.AJ i. 8t£U> -6- ox testament (Hum. 10:00; Uel>. 9:4, etc); that this law ie imnutable and perpetual, being a transozlpt of the tables deposited In the ark In the true sanctuary on high, which is also, for the same reason, called the ark of God's testament; for under the sounding of the seventh trumpet we are told that *the teiuple of God was opened In heaven, and there was seen In his temple the ark of his testament '• Sev. 11:19 12, That the fourth commandment of this law required that we devote the seventh day of each week, cozomonly called Saturday, to abstinence from our own labor, and to th« performance of sacred and religious duties; that this la the only weekly sabbath known to the Bible, being the day that was set apart before Paradise was lost (Gen. 2:2,2), and wliich will be observed in FarHftiso restored ( Isa. 66: 22,23) ; that the facta upon which the babbath Institution is based confine it to the seventh day, as they are not true of aoy other day, and that the terms Jewish sabbath, as applied to the seventh day, and Christian sabbath, as applied to the first day of the week, are names of human invention, unscriptural in fact, and false in meaning, 15. That as the nan of sin, the papacy, has thought to change times and laws (the law of God, Dem, 7:26), and has misled almost all Christendom in repard to the fourth at t*si .at. nc httB -7- commandment, we find a prophecy of lefozm la this zespeot to be wrought euaong believers juet before the comliig of Christ. Xsa. 66: 1,E; X Pet. 1:6; Hot. 14:12, etc. 14. That the followers of Christ should be a peculiar people, not following the aaximB, nor conforming to the ways of the world; not loving its pleaBures nor counten- ancing its follies; inasmuch as the apostle says that 'whosoever therefore will be' in this sense, 'a friend of the world is the enemy of God' (Jas. 4:4); and Christ says that we can not iiave two riiaBters, or, at the same time, seyve God and maumon. Matt. 6: 224. 15. That the ^oziptures insist upon plainness and modesty of attire as a prominent mark of diaciple-ship In those who profess to be the followers of Him who was 'meek and lowly in heart'; that the wearing of gold, pearls, and coutly array, or a/iything designed merely to adorn the person and foster the pride of the natural heart, is to be discarded, according to suon scriptures as 1 Tim. 2: 9, 10; 1 Pet. 3: S, 4. 16. That means for the support of evangelical work amung men should be contributed from love to God find love of souls, not raised by church letter iou, or occauions de- signed to contribute to the fun-loving, appetite-indulg- ing propensities of the sinner, such au fairs, festivals , crazy socials, etc., which are a disgrace to the professed tofii'faa^ Bf : J- ril nxn^a : ',r- ♦'> ('r'tnnff-nftFii', n -8- chturch of Christ; that the proportion of one's income re- quired in former dieponsations can be no less under the gospel; that it is the some as Abrahast (whose children we are, if we are Christ's. Cal. 2:29) paid to Melchisedek (type of Christ) when he gave him a tenth of all (Heb. 7: 1-4); the tithe is the Lord's (Lev» 27:30); and this tenth of one's income is also to be supplemented by offerings from those who are able, for the support of the gospel. 2 Cor. 9:6; Mai. 3:8, JO. 17. That as the natural or carnal heart is at enmity with God and His law, this enmity can be subdued only by a radical transformation of the affections, the exchange of unholy for holy principles; that this trans for met ion follows repentance and faith, is the special work of the Holy apirit, and ooa- atitutes regeneration, or conversion. 18. '^hat as all have violated the law of Qod, end caanot of themsolTes render obedience to his just requirements, we are dependent on Christ, first, for justification from our past offenses, and, secondly, for grace whereby to render acceptable obedience to his holy law in time to come. 19. That the ;ipirit of God was promised to manifest itself in the church through certain gifts, enumerated especially* in 1 Corinthians 12 and iSphesians 4; that these gifts are not designed to supersede, or take the place of, the Bible, iflilch is sufficient to make us wise unto salvation, any --51 <> i' enc 1:0 aoijxoc ttjeto iSXUfiO to •«[T:f) a^ixoiX' ajx to'.' i/ X' -flOO 6c X3C tlot •Vr^X :»:e ijYXiJil GJ-xuj o: -9- more than the Bible can take the place of the Holy aplxlt; that, in spQcifying the varioue channels of its opexationB, that Spirit has simply made provision fox its own existence and presence with the people of God to the end of time to lead to an understanding of that word which it had inspired, to convince of sin, and to work a transformation in the heart and life; and that those who deny to the t^plrit its place and operation, do plainly deny that part of the Bible which assigns to it this work and position. 80. That Ood, in accordance with his uniform dealings with the race, sends forth a proclamation of the approach of the second advent of Christ; and that this work is symbolized by the three messages of Revelation 14, the last one bring- ing to view the work of reform on the law of Ood, that his people may acquire a complete readiness for that event. 21. !!!ljiat the time of the cleansing o£ tho sanctuary (see proposition 10), synchronizing with the time of proclama- tion of the third message (Rev. 14: 9, 10), is a time of investigative judgment, first, with reference to the dead, and secondly, at the close of probation, with reference to the living, to determine who of the myriads iiow sleeping in the dust of the earth are vTorthy of a part in the first resurrection, and who of its living multitudes are worthy «dA>.'i.J*l'X' 00: •I ?; .1.' .1 , 'ii- i)10»> ^fAtid 2W ff .t ? f aT.H ^ r «^>i fi ET^ n^t nu "": f OS &9K gr-:;,*- c^ -10- of translation, - points which must te determined before the Lord appears. 22. That the grave, whither we all tend, expressed by the Hebrew word 'sheol' and the Greek word 'hades', is a plaoe, or oondition, in whioh there is no work, device, risdoia, Aor knowledge. Jiccl. 9:10. gg. That the state to which we are reduced by death is one of silence, inactivity, and entire unconsciousness. Ps. 146: 4; iSool. 9:5, 6; Dan. 12:£. 24. That out of this prison-house of the grave, mankind are to be brought by a bodily resurrection, the righteous having part in the first resuriection, whioh takes place at the second coining of Christ; the wicked in the second resurrec- tion, whioh takes place in a thousand years thereafter. Her, 20: 4-6. ££. That at the last trutop, the living righteous are to be changed im a moment, in the twinkling of an eye, and that the risen righteous are to be caught up to neet the Lord in the air, 80 forever to be with the Lovd. 1 Thess. 4: 16, IV; 1 Oor. 16: 51, 52. 26. That these immortalized onos are then taken to heaven, to the Hew Jerusalem, the Father's house, in which tiiere are many manalons (John 14: 1-3), where thoy reign with Christ a thousand years, judging the world and fallen angels, that -0..- e.ii oxo'tdd &•/• ,iw a. ,e.' u^iq/. g « oj i)zow 3C9e' . •: ■£.- dft * • e-ii» e , .fisIJ eij) Du' -oen 9i: , ^!o aa le iwtX .da auv TS.t .la uua.ix -Il- ls, apportioning the punishment to be executed upon them at the close of tne one thousand years (Rev. 20:4; 1 Cor. 6:2,5); that during this time the earth lies In a desolate, ohaotlc condition (Jer. 4:23-27), described, as in the beginning, by the Greek term 'abuosos' (bottomleSB pit, beptuaglnt of Gen. 1:2); and that here batan is confined during the thousand years (Kev. 20: 1, 2), and here finally destroyed (Rev. 20:10; Mai. 4: 1); the theater of the ruin he has wrought in the unlreree being appropriately made for a time his gloomy prison-house, and then the place of his final e:xeoution* 27. '2h&t, at the end of the thousand yours the Lord descends with his people and the iiev JeruBalem (hov. 21:2), the wicked are raised, and come up on the surface of the yet luurenewed earth, and gather about the city, the camp of the saints (HeTa 20:9), and fire comes dov/n from God out of hearen and devours them. ::hey are then consumed root and brunch (Mal.4:l) becoming as thougii t/iey naa not been { Obadiah 16, 16). In this everlasting destruction from the presence of the Lord (2 Thess. 1: 9), the wicked ueet the 'everlasting punishment* threatened against them liiatt. 25:46), which Is everlasting death. Hom. 6:{J3; itev, 20: 14, 16. Tnis is the perdition of ungodly men, the fire wnlch conaiimes them being the fire for wJiich 'the i.eavens and the earth, wriich jure now .... are kopt In atore', wnlch shall melt even the elements with 74 aanj ao^ na sd ^ ,ti e.U v^luoIJ'tOffita ,-i): oianh »0^ -12- Its intensity, end purge the eerth fxom the deepest stains of the ciurse of sin, E i?eter 3: 7-18. £8. That new heayene and a new oazth shall spring hy the power of God from the ashes of t'ne old, and this renewed earth with the DIew Jerusalem for its metropolis and capital shall "be the eternal inheritance of the saints, the place where the righteows shall eyermore dwell. 2 Peter 3:1£; PS. 27:11. £9; Matt 5; 6." 2. Historical Sketch and Organigatlon of Serenth Day Adventist icnool v;ork In Gonera l Holding as they do to the above stated doctrinal tenete, it is apparent ijiat seventh Day Adventist childrem and youth would in the public schools be subjected to much instruction that conflicts with their nooepted denomination- al vieT73, This -rould be especially tx'ue in ticience and llature Study clasaes where the doctrines of jivolution are stressed, and in Literature, especially in the eloraentery grades, where fiction, fables, and ftiry tales are clraciatized. Be- cause of the desire to shield tneir children from these and other teachings thet seem to them to be fsilce and in ordtr that their children may use the Bible as a text-book and be specifically instructed in denoni national interpretations of It, Seventh Day Adventists uave ostabliuhud a system of schools of their own. iX-T :5 -i ,rtte ^o »fl i Jb^wv Sm: OOdiQ -a is^ic aX a J:n *v Blc -JL3- The Advent is t movement is three -fold in Its nature, - evangelical, medical, educational, ilaturally the evangelical phase of the movement was the first to receive attention. 2he medical phaae of the work was next developed. V«hy thiu should have preceded the educational phase is not im own but such is the case. I'he first general meeting of iieverith Day Adveritieta was held at the house of a. T. Belden in 1848 at iiocky Hill, Connecticut. The first Bohool was not established until about ton years later. She first educational work done among iieventh Day Advent ist a was done by Louise i4. Uorton in battle Creek, Michigan. This city had become the neadquarters of the denomination and many Adventists now resided there. Uiss Morton about 1857 or ;^858 conduoted a churchy school for the children of the Battle Creek church. j>. small tuition fee was charged and the school thus started continued v/ith more or lesa inter- ruption for a number of years, being conducted aometimes in the church building and Bometimes in private houses. In 1866, (2. li. Bell, a public school teacher of ability and experience, was converted "uo the Adventist faith. He urged upon the leaders of the denomination the necessity of a denominational school, rhis was necessary, he uaid, Xt the denomination expected to hold its :,outh and to pre- pare them "to defend the faith". Accordingly, at the eloventh session of the General Conference lield in 1873 Gi ti ii. . '.. al i-. ill "rfarofo -14- the following roBOlutions were adopted: "HeQolved» That we lerard it as the irapezative duty of ^ieventh Day AdventiBtu to take isusodlate steps for the formation of an iiduoational ijooiety and the establishment of a denominational sohool. "HeBolved, That while steps should be taken to secure good moral influence in the community where the school shall be located, as a safeguard to its beBt interests, some pro- Tision should also be made to guard the coDomunity (as well SB the school), against evil influenoos wnich may be im- ported in the persons of unBanctifled and ungovernable pupils; and we therefore recommend that those who have charge of the school shall require a certificate from proper souroas, that the applicants tot admission are persons suitable to b« received into the school, and that wxienever their course is detrimental to the school or community, they uaull be promptly discharged*" Ab a result of this, and other educational agitation. Battle Creek College was established, receiving its Charter in 1875. Btudents came from all sections of the United i^tatas to attend this Bchool. Its primary pxucpose was to train ministers to assist in giving the "Vhird Angel's Massage" to all the T/orld in this generation, j<'or this reason the study of the Bible was stressed and other subjects, Buch as Litera- ture, iiistory, and .science v/exe considered as supplementary. »ii 1 J u =; . erao^ ,»• ,«ftO . lit, -■ i' U > ' 4» ' 8(3 oi .Jj 1 -lv>- A8 the denominational constituency Increased other schools became neoesaary. IThexefoxe in 188S two other schools were established, Uealdsburg College in California, and South Lancaster Academy In Massachusetts. Other schools followed these as follows: Milton Academy Milton, Oregoa Minnesota Conference ochool, Minneapolis, Minn. Union College Walla Walla College Claremont Union College Mt. Vernon academy Graysvllle Academy Keone iicademy 1866 I 1888 1891 1892 Lincoln, liiebraska Walla Walla, V.'aah. Cape 'jJcwn, bo, Africa 1892 Mt. Yornon, Ohio 1898 Gray8Vil}.9, Tenn. 1893 Keene, ^exas 1894 Oakwood Industrial Academy Huntsvllle, Ala 1894 Avondale Academy Cooranbong,ljI.a,¥i', Aus,1894 Beginning In 1896, a general denominational interest was aroused in the children and in elementary education. Ale- mentary schools (Grades 1-8) and intermediate schools (grades 7-10) were osLabliahed. As the public school system began, with higher education (the university) and proceeded dowmward step by step to the elementary school grades, so, lilcewlse, hare ;ieventh Day Adventlst schools developed downward step by step in the auc ession of college, academy, Intoriaediate, and finally, elomontary schools. From such a small begi/inlng has aeveloped during tJ5*lrn 6ot'.7S50 •iiWC".- li ootil Mf-M -16- the past twenty- five yoais a complete (but not yet com- pleted) system of education, having ent oiled In all grades of its schools approximately 40,000 students, employing about 2500 teachers, and possessing school properties and equipment valued at nojirly $2,500,000. These schools are located on evory continent and on many of the larger islands. In fact the educational work of the denomination has assumed such proportions that it has been necessary to create a General Department of iiduoation as a subdivision of the General Conference administration. The iiducational Depart- ment is under the direct supervision of a i^ecretary and Asaistunt becrctary. Aasociated with them i^re a niunbor of capable assistants. Under tne direct supervision of the Gen- et al Kducation Department are tne Union Conferenoe depart- ments of education, and under them the educational work of the local oonferonces, supervised by an educational superin- tendent. This general plan of organisation includes the educational work of foreign countries as v/ell as tnat of the United states and Ctmada. something of the scope of the work being carried forward nay be gained by a study of the dutiea of the General Education Department. Tiiay are as follows: 1. Its oap?:clty Is advisory in its own fiold, in the same sense as the work of the General Uonference Committee is advisory in the general field. -31- ( < l>«'. 9.!: -17- g. Its execntive body Is nade up o^'febttt> ."s .a}*. .ei^ «•« -ly- llterature. ^>-^- Ftrt? 10. To authoriae and issue life oertificatea to teachexa, 11, To hold delegated oounoile and conveutione under ad* Tiseiaent of the General Conference Committee. 1£« To conduct reading courses for teachers and for the ministry. IS. To provide examinations for the certification of teachers, and in finishing subjects for unaccredited secondary and ele- mentary schools. Only one college has been established in the United States since 1895, the Washington Missionary College, Takoaa Park, Washington, D. C. This school was established as a seminary in 1904, and reorganized as a college in 1914, With the new interest in elementary school work has oome the educational slogan, "i^^very :>eventh Day Adventist boy and girl in a Seventh Ds^r Adventist school, and every studnnt a worker in the cause". The heralding of this slogan to every Seventh Day Adventist constituent is bringing rioh returns. Sohools are overcrowded and new educational policies have been made necessary, oenior colleges, vnich have usually accom- modated all students of secondary grade residing in the ter- ritory of the local conforunces where such schools nave been located, are now no longer able to do so, und it becomes neo- oaeary for suoh local uonferencus to establish separate aoademies ■tHO; n;lf' V^iA^iS O-i .^ ^C^U at ban ;>3 .V.-r588©0'>ft <»6«B at -iiO- for the acooramodation of euoh students. Aa in the state uai- yersltios it is "beooiaing necessary fox the university to turn lower division students back into the Junior Colleges so in Adventist colleges it is r.ow necessary to turn college prepara- tory students back into the academies. Similarly it becomes necessary to torn more of the ninth and tenth grade students back from the regular four year academies into the inter- mediate day schools. At present the Junior Colleges are regulating satisfactorily the enrollment of students in the Senior Colleges* This brief sketch of the development ..rid organiza- tion of lieventh Day Advontist schools will be supplemented ▼ery materially in following sections of this thesis under the headingp, She iilleiaentary Curriculum, and Teacher Training. 5. Basic frinoiplQS of Seventh Day Advontist Schools . ICi* Urn S» Cady in a work entitled, "seventh Day Adventist Denominational aohoolB on the facifio Coast** has briefly summarized the principles adhered to in the establish- ment of Adventist schools as follows; "The •duoational principles adhered to by Seventh Day Adventists in developing their educational system are those* laid down in the brochure of Uxb, iilllen Q. V.hite on "proper Kduoatlon". Below is a sussnary of the principles emphasized 10% ■i^Xii iiu_.'*' ,■ .; \^i*.« I e xos xola^c. .y^j. -fc?.- In thlB curliest publioation issued by oeyenth ])ay Adventists: !• Dealing with youthful uinda it? the nicest work ever assumed by men und women. 2» aolf'-control must be developed in the children. 3. The ohild*8 individuality must be reoopnized in hi8 education. 4. Self-re8p::ot is an impoxtaiit elomont in child eduotitioa. 5. ?he teacher must be sympathetic with the child, and one with hlu in his work and recreation. 6. The teacher must be all he desired his pupils to be. 7. Close confinement at Bchool results in injury to the liealth and'uorals of the pupils. 8. Hygienic and sanitary principles should be in- cluded in the course of study, and the building and grounds should )>e kept in such condition as will illustrate and emphasize these principles. 9. Children should not be forced off to school at an early age. 10. Good physical development should precede intellectual effort. 11. The physical degeneration of the race has been caused by forcing the intellectual powers to the expense of Isrr the physical. 12. Book-education is only a part of a complete education. aty ia -al- IZm iiducation gained by well xegulated, useful employ- ment and locroation la of more value tlian educa- tion from books alone. 14. Various lines of physical and industrial education should be connected with all schools, and' have a place in the daily prcgzam. 15. Proper edi.catlun includes Viu^i which ie useful after school days are over, and the school of life is soriously begun. 16. Home training has a more important bearing on the child's future than school training. 17. Che great out-of-doors should be" the child's first school room, and nutiire nis firut text ^ook. 18. nature study should be one of the integral subjects in the elementiuy ^ohool. 19. iAozal, iniellootual, and physical culture must be combined in order to have well-developed, well- balanced luan and jiOLien, SO. A proper education empxiasizos laoxal instruotiom, giving it the first place in an educational system, since the development of character is the supreme end of all educational effort." iiad Seventh Day Adventiut educators fully sensed the import of these principles anfi. acted upon them foarlessly, re- gardless of what the public schools of that day were doing, they might today be pace setters in the educational field. Ihey SsiVia^i. ,^5»>Ji,. t t7-«.._i,uy' ;i »r>i^V >-' l« » oqoi -£t»- were slow to break away from traditional eohool ouetome, how- ever, and are only' now, within recent years, incorporating theso splendid ])rinoipl«8 into their school organization and practice, therel>y demunstrating to theioBelveB and to th« world at large tneir real value. Seventh Day Adventist teachers have undervalued their own divinely-given educa- tional principles. A careful perusal of these principles reveals the fact that practically every one of our present day findings in educational research are there, either ex- pressly stated ot clnarly implied. What a pity they were so securely hidden under a bushel while the educational world Bat in darkness and waited for the light. !rwo later works by iirs. ii. G. White, "iSduoation" and "Counsels to CJoachers and students'^ have laaterially enlarged upon these principles given in aer first thesis on education. These two books are largely used by Seventh J>ay Adventist teachers and administrators in Shaping the oducutional system of the denomination. In these books great stresB is laid upon educating for character-building. In the book "iiducation", page Jii;5 appears the following quotation: "True education does j.ot ignore the value of soientifio knowledge or literary acquirements; but above information it values pY}wer; above power, goodness; above intellectual ao- quireoontB, character. The world does not so much need men of great intellect as of noble onaracter. It needs men in whoa baa a >^ 1. tft»; •8 lU 19 -us- ability is coxitz oiled by Bteadfaat principle ...... "ChazButer'-building is the most important work erer entrusted to huia&n beings; and neyer before was its diligent study 80 important as now, Hever was any previous genera- tion called to meet issues so momentous; novez before were young man and young women confronted by perils so great as confront them today." "Seventh Day Adventists believe tliat the system of ■ education in vogue with the ancient Hebrews has n»vex been •quailed, and they are endeavoring to build up their sohoola according to plana and principles that obtained in the patri- archal homes and the "iiohools of the Prophets". Painter in his History of Education says of Jewish •duoation, "The power of education has nevex been better ex- emplified. The influence which the Jewish race has exerted upon the world is Incf^culable. It has supplied the basis of all true theology; in the Decalogue it has laid the founda- tion of a faultless uorality; and in Gnristianity it has pro- vided the most perfect form of religion". Concerning the aim and purpose of Hebrew education Painter further says, "Che end of education among the ancient Jews was to make faithful and obedient servants of the living God At the basis of their education lay the great principle, 'Behold, the foar of the Lord, that is wisdom; and to depart from evil is under- standing'," I ids ■ .ti .re ''\ iaoo ic Aa. -£4- 7he Bible historians have made a nnmber of these Hebrew youth stand out prominently as examples of what such an education will enable one to endure and to accomplish. Such charaotors as Daniel, Joseph, Moses, Esther, and David axe familiar to everyone. Concerning Daniel and his three companions we quote again from the book "iiducation" : "The most promising youth of every land subdued by the great conquer' or (Jfebuchadnezzar ) , had been gathered at Babylon, yet amid ^hem all, the Hebrew captives were without a rival. The erect form, the firm, elastic step, the fair countenance showing that the blood was uncorrupted, the undimned senses, the untainted breath, - all were so many certificates of good habits, - insignia of the nobility with which nature honors those who are under obedience to her laws "Their keen appreiionslon, their choice and exact language, their estenaive and varied Jcnowledge, testified to the unim- paired strength and vigor of the mental powers . . . "Thece young men received a ri^ t eduuation in orrly life, and now, when separated from home Influences, and sacrod associations, they honored the instructors of their childhood. Thoy obeyed the divine law, both natural and moral, and the blessing of God gave them physical strength and oomliness and intellectual power, ('Children In whom was no blemish, but well-favored, and skillful in all wisdom and cuzinlng in knowledge, and understanding science, and such as had ability aesr.t ^r. a vtt :tc o% ir«ttf»fi ..■» i< -^"iJit^i sioaod et. .»> -Bj; \SajHa o« ol67> .X'JJO^riJ^a'H/ 'Ha o: ^ef^.'fJt^ +5?of!t oXij cujv; .: iXa-ieiJB bSlS.ii'.\ -25- In them to stand in the king's palaoe'. Dan 1;4). With their habits of self-denial were coupled earneetneBs of purpose, -Id diligence and steadfastness • They had no time to squander in thoughtless pleasure, vanity or folly. They were not eotueted hy pride or unworthy amhition. They sought to ac- count themoelvoB oreditahly for the honor of thpir down- trodden people, and for his glory whoso servants they claimed to be "Those who like Daniel, refuse to defile themselves will reap tho reward of their temperate habits. With their greater physical staaina and increased powex of endurance they have a bank of deposit upon which to draw in case of emergency .... "Daniel and his fellows enjoyed the benefits of correct training and education in early life, but these advantages alone would not have made tnem what they became. The time came v/hen they must act for themselves. Their future then depended upon their own course, Th^y decided to be true to the lessons given them in early childhood. The fear of Qod, ■tB. whioh is the beginning of wisdom, was the foundation of their greatness. His spirit strengthened every true purpose and noble resolution • . • "There is need now of i::en like Daniel to do and to dare, A pure heart and a strong fearless hand are wanted in the world today. God designed that man should be constantly improving, - daily reaching a higher point in the scale of ta o& (se/i* tit -as )JB -aw ou J092XOt^ fieri J 'ex' ,«i Id .J ■1* \ii ex. Ito . 31. XX jal -26- •xoellenoe," Seventh Day Adventlsts believe that they hold the ° same tmique position in the world today that the Hebrews held in their time and generation. They beliere, noreover, that the same prinoiples of aduoation that produced the Daniel who stood firm and true to God in the Babylonian Court will pro- duce other Daniels and iilathera who will conduct themselves wisely and do credit to their instructors and to their Ood, even amidst tho complex and trying situations that confront young i-ien and young women today, xie suits obtained by using these principles so tar justify the belief. Over ninety per cent of Adventlst boyo and girls who are trained in the denominational schools re:cain true to the faith. 'Xhousands of Adventlst young men wore brought to the supreme test of loyalty to these educational principles during the Great war. loany faced, not only incarceration in guard houses, but death as well; yet tneir faith in Gog Bjiatained J^nem, and in nearly every instance known zo the T?riter, they remained true to the principles which evoxy Lovonth Day Advexitist sets store by. lA a nxifflber of instances other young men who were not Adventlsts, wore won to the faith because of the steadfastness of those who were. Having set forth, even thus briefly, the religious tenets of Seventh Day Adventlsts, a oxiort re8ua*'of the be- ginnings and organlzotion of thoir school work in general, and the basic principles upon whioh those schools are founded, it oaj; i. larlii snt ■., xx; ,azii , ^Srl^l- -a •\f -£7- wlll be euBier fox the readex to uadex stand the moxe detailed study of the elomentaxy oiixrloulum, the methods employed in these sohoolB, and the pxohlem of teaohex training whioh follow. II. Zm iSLKUxilirTABY CUKHICULUM. 1» Developiaent of the jaiementajry Ciirriculua In introducing this conaideration of the elementary oxirriculun. It will be well to remind the reader that what has been accomplished in this field nas been done in the brief period of twenty-five years. A few ft^ithful men and women hare labored imceauingly and are still laboring, to perfect a system of elementary instr action for iievonth Day Ad-fentist schools that will taeet, liot only the needs of the children Mote. The standard Soventh Day Adventist xilementary School includes grades 1 - It only, uhe Inxermediato bchool inoludinp grades 7 - 10. This is the standard set, and being wsrlced tow&zd as fast as possible. In act'ual practice, howerer, the groat majority of the elementary soaooIb are one-teacher ungraded schools and may include work in the firut eight grades, ihexever it is possible, two teachers are secured if all eight grades must be taught, thus making the school a standard graded school. Rapid progress is being uiade in this respect. This explains why the slementary curriculum as presented includes the work of grades 7 and 8. ){f Llttf » »foIIo% >r«KI -28- ik' • denominational way, but at the same time will command the reapeot and win the zecognltion of teaohexs everywhere. While no apooial superiority over other elementary cur- ricula is claimed for the uuiriculum prosented in this Thesis, it may he said of it that it is working well Im vieventh ])ay Advontist schools and that it has already hoen favorably reported upon by a number of influential public school men. The first elementary curriculum for seventh Day Advontist schools was put out ia pamphlet form in Cal- ifornia about twenty years ago by Jl. i£. Cady. The second was published in the middle west (Nebraska) by C. C. Lewis about five years latex. At the Council iield by the iSduoational Department in connection with the General Confer onoe, at Takoma Park, Washington, D. C, itey 15 to June 8, 1913, the following resolution (Ho. 24) was passed: "That a coromltxee of five b** appointed by the Depart- ment to standardize the elementary school work. This com- mittee was appointed as follows: C. A. Russell, v.. W. iiuble, Sarah iS, Peck, Katherine B. Hale, Jessie B. Osborne," "his committee rendered their report at the ed- ucational Council held at at. Helena, California, in June, 1915. Jfollowing this Council a series of councils was a eld in each Union Conference, at each of r^hich the tentativ* mBim . alaxineb fi til i!l: >& ill , t«j.ij>;. -29- standaxdlaed elementary courye was studied, and sxiggeations made for itB improvement. As a result of this careful and extensive consideration the new iilementary Course was printed in aduostional Bulletin lio. 10 (Hevlsed), in 1916, as follows; iSlemeniary Course First Grade Bible and Mature. — Stories of Creator and baviour. Oral work. See iSduoationel Bulletin, Uo. 12. Correlated work, language. Reading and Language — Blackboard or chert work, 6 to 12 veeicB. True jidocatioa iieader Series, Book one. Supplecicntary: "Our Little iolks' Bible ilKture," "Plant Life", "V.'ide-Awake iT icier", "Arnold Primer." Spelling and Phonics, — Correlated with reading. Manuraental. -- Gardening, cardboard sewing, paper work, care of Bchoolrooci. Correlated work in language. f'Jumbers. — Correlated with manumental work. Peiiiuanship. -- Drills with Paluer system. Itusic. — Rote singing, intonation, and simple rhythm. Drawing. -- (Including clay modeline,.) Second Grade Bible and Uatiiro. — Continued from first grade. See iJd- ucational Bxilletin, iio. 12. Correlated work continued. Heading and Language, — (Drue education Header Series, Book Two. supplement ary: ".\nimal Life", "Story of Joseph", Spelling and Phonics. — Miss Hale's Si)Oller, Part I. Manumental. — Continued. Loom weaving. iJiambere. — Correlated with manumental work. u^a^tA-.Mi^ ■SI , h. 'imirtL ■'.a dnrii -30- Penmanship, — Cofltinued, MuBic, — Continued. Drawing. — Continued, gh lJTd Grade . Bible and nature. — Oral work combined with seat work» refiding and lanpiiage from the Bible, bee Hduce- tional Bulletin, lie. 1£. Reading and Jjangu .ge. — Drue iiducation Reader Jeriee, Book Threo. Supplementary: "IThe House ¥/e Live In", "Uncle Ben's CobbleetoneB", "Christ Oujc Sa-rlor", Little Friend. Spelling. — ] Stone-Uillis" Primary AXitnmetic, completed. ■■ii .61 Penmanship, — Continued. MuBio. — Sight ringing. Drawing. -- Continued. gift h Grade. Bible. — Bible Leeaons, Book Srvo. Mature, — Bible nature aerie a. Book Two, with notebook work. Reading end Language. — ITrue iiducation i^eader aerie a. Book ?ive. buppleueatary : ^Selections from Hookoi'a "Child 'a Book of iiature". Youth's Instructor, "Friends and i'oes in Field and J^oreat." Spelling. — Miss Kile's i>poller. fort 4. Jlianumental. — Continued. Inife and scroll saw work; domestic economy; ba&ket work; keeping of practical accounts. Arithmetic. — Stone -Uillis • Complete, or Intermediate Arithmetic, Pait One. Ponmanahip. -- Continued. liubic. — Continued. Drawing. — Continued. bixth Grade . Bible. — Bible -^eatjons. Book [Three. Mature. — Bible Jjiature Series, Book Three, with notebook work. Heading und i»anguage. — True Education Header Series, Book aix, firHt part, supplementary: Carpenter's Geograph- ical and Industrial Heaaera, "The Desire of Agee", Youth's Instructor. Spelling. — Hicks 'b Champion Speller, and correlated work from Bible i;u.tuxe, and other studio s, Manuiaental, — Continued. ■ S^ii . Xootf»^oj| :ij.tv» ,o»r? 1 K. -■ ,^^^'nj m Bosz ^ t'- .'il-'JUI i- iaoxi L'tf. I£/i ^focefeJofi ^s^tI 4tt -32- Arithmetio, — ^jtone-ilillis ' Complote U'art Two, aiirth year) ox Intexuediate Arithmetic oompleted. Penmanship, — Continued, Music, -- Continued, Drawing, — Continued, ooventh Grade Bible, — Bible LesBoni, Book i'our. Geography, — Morton's Advanced, completed, Phyaiology, — Coleman's Hygienic physiology. One eemeater, Reading. — C^rue jiducation Header, BooIl Liix, completed. One semeator, Jupplementary : "The Acts of the Apostlee", v^arpfenter ' t' Geographical and Industrial Headers, ilvans's "J?irat Lessons in American History", "Dawn of Aiaerican History in iiurope", Wm. Jida, Language, — Bell'a "ilaturel Method in iinglish", revised, to Lesson 138, page £05, Spelling. — Hicks '8 Ciiampion bpeller, continued, ManuBental, — Continued. Chuir caning; bench work; cooking, Discontinue ioxife, scroll saw, and cardboard. Arithmetic, — Stone-Millie" Cotaplete (Part One, seventh yc.ar) or Advanced ^irithcietic. Part One, Penmanship. — Continued, Ilusio, — Continued. Drawing. — Continued. .aighth grade . Bible. — Prophetic History. Supplementary; "'-'he story of Daniel", "The ^eor of Patmoa". U. S, History. — DicKSon's American History for the Gxamniar iiohool, oupplecientary : "United states in. PrUphecy". .J>. ,»v. ,008 ^0 'i8a«6L let 5 -33- CivioB. — J?ir8t Boaeyter. Supplementary: "HightB of Uan." Agrioulture, — Socond seaeater. Heading. — Continue with sorenth grade claoa if pupils need further v/ork In reading, h " Language. — Bell's "Xlatural Method in ^iglish", reriBod, completed. Spelling. — aioka's Cnampion ijpeller, completed., JIanuxaontal, — Continued, Arithmetic. — Stone-Uillia* Complete or Advanced Arith- Qotio, uonpleted. Penmanship, — Continued, Music, -- Continued, lirawing, -- Continued, .?** ' * * , ♦ Two Church uchool ifianuals have been published in book form, one in 1907 and one in 1918. Both of these con- tained, with niuch other material, the elementary course of study as it had been developed up to those dates. It seems unnecessary to refer to the courseb there presented, how- ever, since a new book, "*he iilementary Curriculum" by Jjarah ii. Peck has recently come from the press (1920), ?rom this new book giving the present status of the elouentary curriculum Tor seventh Day Adventlst bchools we shall quote freely and at lougth. ax &fi: Jb&UTi lA ':0"i Hi 0. -liC) *?f:' saeea aj . 1/ . . Ol •. xt -34- a. Outline of the Elementary Curriculum Grades 1 and 2 1. Oral Bible (S or 4 times a week) nature vrlth Home Geography (Once or twice a week) S. Reading 1, with hlaokboard or primer work Z. Reading 2 4« Language, correlate with Reading 5. Spelling and Phonics 6. Construct Ire Humbers: Gardening Grades 3 and 4 1. Bible 3 — Creation to Slnal Bible 4 — Slnal to Solomon (Alternate by years) 2. Mature 3 and 4 (Alternate by years) 3. Reading 3 4. Peadlng 4 5. Language 3 6. Language 4 7. Spelling and Phonies 8* Uanual Arts — Sewing, Oardboard, Gardening 9, Uumbers Grades 6 and 6 1. Bible 5 — Old Testament completed Bible 6 — Life of Christ (Alternate by years) 2. Nature 5 and Geogi'aphy (i year each) flature 6 and Geography (t year each) (Alternate by years) 3. Reading 5 and' 6 (Alternate by years) 4. Language 5 and 6 (Alternate by years) 5« Arithmetic 5 and 6 6. Spelling 7. Manual Arts — Sewing, Cooking, Woodwork, Gardening Grades 7 and 8 !• Bible 7 — Acts and Denominational History Bible 8 — Plan of Salration (including lessons in Daniel and Rev.) (Alternate by years) 2. History 8 3. Geography 7 (Alternate by years) .i^e- ssM (3f«»ir a €.oJtw:" (>*«■ :^Txn9incB0 ,:^ 8 fHTi; a. .^ • 5 .: ^ i^i.j ?»n.l/l9q[8 ,V 3 9lcf„ (ffj '>r.p a I .s (9' .S \at.^»y: y<^ eff -35- 3. English 7 and 8, to include Heading, Compoeition (oral and written), and elements of CJrananar 4. Arithmetic 7 aixl 8 6« Physiology 7, one year Civics i year; Agriculture -J year '"^ (Alternate by years) 6« Spelling 7. Manual Arts — Sewing, Cooking, Woodwork, Gardening General for Grades 1 to 8 Music and Dra'ring (Alternate) (One period four times a '?eek, 25 to 30 minutes) Calisthenics — Manual General Exercises (One 30-rainute period daily, with Opening Exercises and Penmanship) M. Habits of Christian Courtesy and Practical Hygiene T. Oral Language W, Junior work Th. Pronunciation Drills P. History and Current Events h. System of Alternations Besolved 3, "That we adopt the accompanying alternatione, beginning September, 1919, and making them fully effective two years from that date. (Figures refer to grades.)" iTl '1 CO 7 ■•■aA :- .^ TmlttebtcO ,f.TCi' rtC / -i.iiii: tk.. BoaiD* ear BilOiJ t9fjci;tAnne i;e' ftvi.t09^^y rl •an , ' .•(?mtlaerf -36- Subjects for 1921-EE Subjects for 1922-23, and future years and future years Grades "beginning with odd beginning vrith uniting number even number. Bible S Bible 1 1. 2 Bible 3 Bible 4 3. 4 Bible 6 Bible 5 5. 6 Bible 7 Bible 8 7, 8 Nature 3 JHature 4 3, 4 Hature 6 (^ year) nature 5 (^ year) 5. 6 Geography 6 d year) Geography 6 (i year) 6. 6 Reading 5 Reading 5 5, 6 Reading 8 Reading 7 7. 8 Language 5 Language 6 5, 6 RngliBh 8 Bnglish 7 7, 8 6pelling 6 Spelling 6 6. 6 Spelling 8 Spelling 7 7. 8 History 8 Geography 7 7. 8 Physiology 7 CiTics 8 and Agricul- ture 8 7. 8 0, Relief in the Elementary Currioulum The purpose of this system of alternations is to enable the small sohool in which a large part of the ele- mentary work must be oarried by one teacher, to do the re- qqirtd 7ork 'rell, and vlthin the daily time limit of a six- hour session. The ourrioulum as adopted, accomplished the follow- ing by way of efficiency and relief from congestion: 1. By grouping grades by twos, and combining certain i i jr.x.ixiiii -JM^-f •• -*»»» d'jH ^ 9S 6 >" of ■ t c -xia s i)*i Tti'O oo[ 3 n i f J J -J. J y ;>:> XiJJk ' '!.■ 'V-'Ol^ ^'1 w-^.* v1^ %U. -37- olaeses, and alternating by years the -rork In these classes, it reduces by fourteen the number of major classes to be taught daily, £• It relieves the pressure in grades 4 and 5, and builds up the weakness in grade 3, by distributing the Bible now giren in grades 4 and 6 in grades Z, 4, and 5. 3* It relieves the work in nature by removing from nature study the sections on physiology and geography* It provides for physiology by giving an oral exercise on practical hygiene once a week (30 lessons each year) in all grades from 1 to 8, and by giving one year instead of one semester to physiology for seventh grade. It provides for geography by giving to thia subject two full years Instead of one, in addition to home geography given in grades 1 to 4* 4. In grades 1 and 2, the work in nature and home geog- raphy takes the place of Bible, once or tirice a week* 6. In grades 3 and 4, nature alternates by years. 'Zhe half-year work in grades 5 and 6 alternates by years. 6. In grades 5 and 6, a half year's work will be given to geography. This half year's work alternates by years. Second -year geography is completed in grade 7. 7. It provides for a natural and elementary presentation of Bible in grades 7 and 8. ft -TiO'5'a gi ■^ B SH*ra rri ^T c i-l T.n aoi -38' Grade 7 will begin as now with "!?he Aots", but instead of leaving the study of the diaoiplea in the first century, it will continue dOTrn through the aaes until the present, including the rise and progress of our denomination, thus oonrpleting the story of the filfillment of the command, "Go ye into all the -i^orld, and preach the gospel to every ^ creature". This -Till enable the pupil to pass the Junior Standard of Attainment examination in denominational history. Grade 8 will be the story of the plan of salvation in three parts. Part One will explain its origin and purpose, and review its .Torking out in the lives of the great men of the Old and New Testaments. This will cover about one month's work. Parts Two and Three continue the story, the propheoies of Daniel forming the basis for Part Two, and the prophecies of Revelation for Part Three. Bible doctrine will be given in its natural setting in denominational history in grade 7 and throughout grade 8. The pupil will thus be prepared to pass the Junior Standard of Attainment examination in Bible doctrine. 8. It shapoi the English after the most approved and advanced thought along this important line, adapting it more nearly to the needs of the elementary pupils. Reading for these grades is included in the English, and special atten- tion is given to composition, oral and written, in preference to .»V9/: io oJ^ •'•3 «(> ■ fti aoi/ -39- to a complete surrey of technical grannnar. 9, It arranges the -vork in ae-wing, cooking, woodwork, and gardening for grades 5 to 8 so that all pupils in these grades may work together, thus greatly reducing confusion for the teacher and increasing efficiency for the pupils. Shis arrangement enables every teacher to hare a daily period for manual arts. 10. It provides a regular time not only for manual arts, but for penmtinship, music, calisthenics, and drawing — sub- jects heretofore greatly neglected, 11. It provides a general exercise period every day for a series of oral lessons in subjects in which every child should be instructed, — namely, oral composition and oral langucge, pronunciation drills, practical hygiene and Christian courtesy, history and current events, — giving to each subject 30 lessons each year of the course. This period gives the junior work a definite place in the weekly program without the necessity of omitting one lesson a week from some other subject in order to provide a place for it. d • Humber and Length of Recitation Periods This arrangement of the elementary curriculum enables the teacher to meet our adopted standards. It rorks out in daily program as follows, including general exercises, open- be biui «e- .<» T*r9T9 rftif'f-"' ni f »:•■ «el rurf na -fBOi:i CJ TQilva-'u 9iliJ -40- ing exercleeB, and recreation periods: : Or, ,1-6 ; Gr.3-e : Gr.1-4 ! Gr.5-8 Subjects 1 [Per.YMin. .Per, ,Min. :Per. !Min.' Per. ;Min. Bible 3 : 50 : 3 . 45 : 2 : 35 2 : 40 Head, and Lang. . 11 :120 ' . 7 ', 100 ! 9' . 120; 3 ; 60: Spelling . 1 10 • 1 10 ' 1 . 10' . 1 1 . 10: Manual Arts 2 : 40 ; •» 30 ! 2" : 40: 1 : 46: Mu8lo,M.,W. Drawing , T.,Th. ' 1 ; 25 ' 1 [ ' 25 ' 1 : 26 • 1 ' 30. Consecration Meeting ?. )• Calisthenics ) ; 2 ; 25 ; 2 ;25 ; 2 ; 25' ; 2 ' ; 25] Recreation ) Opening Exer) ; 1 ; 30 ; 1 ; 30 ; 1 ; 30 ; 1 ; 30 General Exer) Penmanship ) Sum. and Arlth. : 3 ' 30 ! 3 ! 35 ! l! 20: 2 : 60i nature and Goog. ; 2 30 : 2 " 30 ; 1 ! 25- . 1 ; 25' Geog. or Hist. j 1 i 15 ; 1 : 25- CiT. and Agri. ! or Physiology 1 15 , 1 . 20' Sotals 26 • 6:60! 2^ - 6:00: 20- 6:30- 16 ' 6:00; 2. The Elementary Curriculum by Grades. The ;7ork of the elementary grades is grouped in six periods of six weeks each, making a total of thirty-six weeks, for each year. As has already been noted, much use is made of alternation and correlation of subjects. Each couplet of grades (e.g. 1,2; 3,4;, etc.) has most of its work in common, more work and a better quality of work being recuired of the higher grade of each couplet. Certain subjects of each couplet do not admit of class work together. This is true of first ,4'SiaA-* TT Tr K:r>;i-- tM fr Ol> -Al- and eeoond grade reading in the first couplet. ;jinoe to give the oomplete work of the elomentary curzioulum, sub- ject by subject, grade by grade, and period by period, would bonstitute a book by Iteelf^ no attempt will be made to do 80. Instead, certain subjects of each couplet of grades will be chosen and given in detail for some one period only. It is believed that such a treatment of the subject will leave In the render's mind a better under- ' standing of the comploteness of the elementary ourrioulum than would an abridged recital of each subject ror each grade in each period. The olementaxy curriculum contains a number of General iSxercSses, including I'ezuiiauBhip, Drawing, Musio, Christian Courtesy, practical Hygiene, oral Language, Junior Work, Pronunciation Drills, History and current livents, phyaicul Culture, and iiupervised Play which will be considered together in a later section. a. Grades One and ^"wo Heading and iianguage Grade One First ^Oi iod TiiXTBOOK: TfTrue iiducation iieader". Book One. aUPPLiiMxJJT/iKY : "Our Little i^olks • Bible liature", "Plant Life," "Wide-Awake Primer", "Arnold Priner". OJ^ Is iU aL 9d '>;/f-7XAL: "12- Ai3i)IGrUMi]UTr The first eight or twelve weeks should be »» given to what is usually oalled "Jfoundation work". This consists of blaokhoaid drills used in the oral Bible stories told the children, Cheao drills are sentences -- brief expres- sions of the thought of the Bible and nature lesQons. She vocabulary should correspond very closely with that of the first ninety }jages of "True oiiducution Reader**, Book One. JProm the very fir at, script and print forms should be associated, the script at first predominating. By tliis as- sociation, the child learns to recognize both forias with equal ease, and the time usually given to "transition" is greatly shortened, if not entirely eliminated. Almost from the fir at, the reader uay be used in connec- tion with blacKboard drills; and by the time the pupil has finished tiie foundation work» he should be able to read readily to page 57 of his reader. During the entire f ir ut grade, the pupils should recite t'nree times a day in reading. One of these recitation p^ziods should consist largely of phonetic or other special driajls; another of sentence or tiiought drills; t-nd one should be real reading. UAUTIOlJt Hemember the saying, "liaste makes waste." Watch clcdely the progress of each pupil, and let the very first indication of confusion in the mini of the pupil be a B'.' net I .£>! -oeuiJ It le -43- warning against further advance work until, by oareful reTiewa, the pupil is sure of his ground, ?or seat work, use "sentence killpa for Grade One** and "Object Cards for Grade One," iiach child should make his own little primer of these sentence slips pasted on the blank pages of his little xiotebook. yrom the rery first day, the teacher should transfer the blackboard sentence u, by laeans of orayola or rubber pen ox large rubber type, to large sheets of Jdanila paper. IThese sheets hung up on the wall will be convenient and almost invaluable for daily reviews. They may easily be made very attractive by cutting out and pasting suitable pictures to illustrate the thought. Let the children cut out the pictures. Of course, you could do it better than they, but it will be worth more to them if they do the work. Many appropriate and beautiful pictures may l.« secured of the Perry picture Co., lialden, Massachusetts. HiiLPS ¥Qii 'i'fliii Ti!iA.GHii.t : Phonogram presentation Cards, HiiLPS i'Ott (Tiiii PUPIL: Object cards for grade onej sen- tence slips for grade one. L&iiGUAGil: Uee educational bulletin lio* 5, pages 1 to 8, for suggestions and helps. Most of the language work in this grade, during the first u ilf tB »<»1t » Uj ol •••a^" aemester, will Toe oral drillB on oorreot forma given in the general exerolde period. Theue drills will be selected chiefly from conversations with the children and oral repro- duction of Bible stories. It should include drills on tht correct use of such vi^ords and expressions as; I see, I saw, I have seen; I come. I oaae, I have come; I 8i|ig» I sang, I have sung; bring and brought, can and laay; go, went .have gonep spoJke, have upoken; eat, ate, have eaten; is, are , was, were, etc. PIBBT WJiEK, PJHtilT ])AI Sentences: God is good. I love Uod. GO'^' is love. Phratse drills: is ^ood; I love. llary is good. Jolin is ^ood, etc. (Using children's namns). I love Uary. I love John, etc. (using ohildK^n's uambs) • Keep by themselves all sentences containing the name "God". This will put in the child's mind a difference between the sacred and the common. Always speak the name of God softly and r event ly, and never include it in the regular drills. ?.np.der work: Find "God is good" on pages 19, 22, 27; find "God is love" Cii pages M, bb, iiar training: Phonogram 1 (1-ove, 1-ight, 1-png, 1-ate, •to.). FIHUT WiSLsJC, UislGOiiii; DAY L>entences: God made the apple. God made the loaf. God Bade the nut. God made the flower. Fhraue drills: Ciod made. Header work: Use words on pages 36 and 27, prefixing "the." dax training: Phonogi am m (m-ade^ etc.) FIHiiS Wisuiit, '^dliii) DaI Sentences: Mary has the leaf. John has tne flower. I hav« the leaf. I have the flower, j^ou have tne apple. You have the flower. ^t9i , aft »r«d -15- Phrase drills; I iiaTre; you have (using the .name of an object, or a ] icture of an object). Header work: Look for fmalliar object words on pages 26 to 47. ^ar training: Phonogram f ( f -lower , f-lag, f-lat, lea-f, etc.) yiHiiT KiSiiK, S'OUJtOH DAY tientenceB: Give me the leaf. Gire me the flowex. Give 00 the apple. Give me the nut. Give ue the seed* Phrase drills; Give u^e , Header work; Look for familiar object words on pages 56-47. jiar training: Review 1, m, f. PIHi^T WiSiSK, FIJj^JH LaX Heview sentences; Have you tlie leaf, Mary? Give John the leaf. John, pive me the leaf, ilary, give -le tlie flower. Give me the pood nut, Mary. Give me the £;ood apple, John. 1 hnve the nut, Llary. I /\Bve the flower, John. Have the flowt^r, Mary. Have the nut, Joioi. 2he apple is frood, Mary. The nut in g-ood, Jolm. God mode the good apple. God made the good nut. God made tiie leaf. God Oi&de the flower. GOd made me. God nit.de you. I love God. You love God, GOA .is love. i)evelop sentenced with the following words and phrases, oonBtantly reviewing worda and phraaea alrotdy learned; see, red, yellow, blue, green, white, black, l.ro\wn, or, and; red and yellow, greon or blue, not. Give ear training drills with the following puonograme; 3, n. r. Oontinue finding words, phrases, and sentences in the reader. Continue chart and notebook work. THIH]) WJiKK Develop sentences with the following words and phrases: light, nignt, day, do, run, all, vfho.graas, tree, the day, the night, in the day, in the night. Do I see, I see, I do, I do not, run to ue. It is. Is it. Good morning. Good night. It is not. Is it not, \yho made. Give drilla witJi tiie following phono^^rams: ight, ing, s. Blends: 1-ight, n-ight,m-ight , s-ight, f-ight; s-ing. wii) ,aai-a ;J-£isi-A .v/xisji-o ,Jj%x-. -46- r-lng, 8-ing-ing, r-ing-lng; see-s, flower-a, tree-s, day-sj I-lght-lng, f-ight-ing, see-ing, do-ing; 1-and, s-and; n-ox ; 1-and-ing; see-n, see-m. Render work: Continue ree^ding eeleotiona from the rea'ler, ohuzt work, and notebook work. POUR^fl KiSlSK Sight words and phrases for sentence building: air, Tater, land, sand, box, diink, 0, first, now, he, was, oyer, how, phonograms for oar training and bloiids: o, ow, w. Retider work: Continue selected readings, ohf^rt work, and notebook vo outlines of fruit and flowe/s on curds, using stitches about quarter of an inch long-. Hake a half- inch ruler, atudy imlf inches. Use Lttshaw half-inch ruler. Study of number 3 in triangle; of 4 in four-inch square; of £> in nickel, in number of school dciys in week; of 6 in fornj of anowflake, in half dozen, in half foot. Mat weaving involving only half-inch utrips. leach vari- ous iialf-inch combinations. Make flower booklets. Writing nijinber scale to 40; counting orally to 56 from reader pages. Suggestive Tost Problems to Be V.orlcod Out Objectively by iiooona Grade jPupils. 1. KTrlte the uuiaber scale to 40 • 2. l)raw a huriaontal line H inches long. Biceot it. '6, Draw a vertical line Z inches long. Bisect it. 4. Draw a line 1-^ indues long; b%- inches. 6. Draw a l^—inoh square. How nsany inches around it? 6. Draw an oblong 1^ incnef;. long and ^ inch vddo. Hot; long are both ends? Both nidea? Ail around? 7. How many nickels f.;ake iib cents? 15 cents? SO cents? 8. What is the square of 2? 4? 5? 6? 9. Vi'hat Is the wquare root of 4? 16? 25? 26? 10. Count by 2'a to 24; by 4's to 24; by b'u to SO; by 6 "a to 36. 71 YO jitaM -48- 11. Copy and place correct iUaswera: li r i r i of 16 . i of 2 ■ 12 - 9 s 8i»8. iof4s iof6r 12-6 = 6-4r iofl2« 5-3. 3*3. 4-14 •-4„ i^« 12 -3s 2«-2*2ii * " i of 8 • 5 - 5 s 12. I haTe a strip of paper 12 inches long; if I cut 8 Inches off, how long a piece is left? 13. A man had 12 cows; he put 4 in one yard and the rest in another yard; how many in the second yard? 14. If you dlTide an apple equally between 2 l)oy8, what part will each receive? 15. A nickel is what part of a dime? 16. How many two-cent stamps can you buy with 12 cents? 17. How many points have E snowf lakes? 18. How many half inches in a foot ruler? 19. Bow many petals on 5 wild roses? 20. How many school days in 3 weeks? 21. How many square inches in a 2-inch square? 22. How many must you add to 4 to make 6? £3. Three children set out 6 tomato plants each; how many tomato plants ^ere set out? 24. If you can buy 4 apples for 5 cents, how many can you buy for 15 cents? 25. Alice had 12 little chicks, and i of them died; how many lived? 26. How many eggs in 2 dozen? in li dozen? 27. How nany inches in li feet? in 2 feet? 28. How many inches in four half inches? -»*- :8iew£ J. ^ a I »&£ triBq, iatiK ,£ ?«4aeo .no J >i«aw iti ir: •fix ,-„ .1.- r.,«TT ^T* r •''liar woB *0S ICSAfli l»oH .IS wm • (>A .62 -49- 29. Ifary had 16 papers she sold 8 of them; what part of them did she ^ell? Bible: ■:'»S9. vjmnr^ Grades one azid Two Fourth Period TOPIC: The Story of Jesus. FIRST WEEK 1. The visit of the shepherds. Text, Luke £:l-30. Memory verse, Luke £:12. 2. The visit of the wise men. Text, Matt. 2:1-12. 3. The flight into Egypt. Text, Matt. 2:13-18. Memory verse, Heb. 1:14. 4. and 5. Review; or nature and home geography. SECOSD WEEK 1. Jesus* home and His visit to the temple. Text, Matt. 2:19-23; Luke 2:40-52. Memory verse, Luke 2:52 £• The baptism of Jesus. Text, Matt. 3; John 1:29-34. 3« The temptation. Text, Matt. 4:1-11. Memory verse. Matt. 4:10,11. 4. and 5. Review; or nature and home geography. THIRD WEEK 1. Jesus cnlEa th? storm. Text, Mark 4:35-41. Memory verse, Mark. 4:39. 2. Jesus walks on the water. Text, Matt. 14:22-26. 3. Keeping the Sabbath. Text, Luke 6:1-11; John 5; 9-16. Memory verse. Matt. 12:12, last part. 4. and 6. Review; or nature and geograrhy. iol »i AT r> ,0<5 .?: atasw Te«i% ,81-: ..-'_<" . .:3 ♦vtjail «eatIO^ HtM njm^ OKI/;': ^T^flWB*' :M , »«'!»▼ ;3 I . c -50- !• The two blind men. Text, Uatt, ():27-8e. Uemoiy Terse, Luke 4:18. 2. The denoniac child. Text, liatt. 17: 14-21. Memory Verse, Isa. 49: 25, last part. 3. The tranefiguration. Text, Matt. 17: 1-13. 4. Cleansing the temple. Text, aatt, 21: 12-16; John 2: 12-25. Memory verse, liark 11:17, or ps. 100:4, or PB. 95:6. 5. Mature and home geography. FIFTH V/ijasliC !• Parable of the talents. Text, li^tt. Ji5:14-30. 2. Parable of the lost sheep. Text, Luke 15. Memory Terse, Lu^ 15: 18. 3. The good ^u^axiton. Text, Luke 10:25-37. Memory Terse, Luke 10:27. 4. The triumjjhal entry. Text, Matt. 21:1-11, Uem- ory Terse, i^tt, 21:9. 5. iilatuxe and hoiae geography. IjIXTH W'iiiiK 1. The story of the oroos. Text, Matt. 26:36-75; 27:34-56. Hemory Terae, Isa. 49:16. 2. The reaurreotion. *ext, iiabt. 2Bj 1-15; luke 24: 13-48. 3. The aiJQonsion. Taxt, Luke 24:50-53; Miark 16: 19, 20; Aots 1:1-12; pa. 24. Memory veraj. Pa. 24: 7, 8. 4. a/id c. Review: or nature and home goograpny. .eeter ;US -51* b. Grades Three and Poiir Blbl« Fourth Period. During the second Bemeeter, grades three and lour recite separately In Bible, the third grade reviewing the book of Genesis -"Ith compositions, oral and written, map work, illustrated memory Terses, regular tests, etc; and fourth grade continuing to the end of the textbook. GRADE THRKE. ReTiew the '-rork of the first period, in- cluding the map work, written compositions, and all notebook requirements, in addition to reading the lesson text from the Bible. Require frequent oral story-telling, glTlng special attention to pronunciation and correct English. For all written compositions, glTe written questions or topical blackboard outlines. Give careful attention to sentence structure. Above all, encourage freedom in expression of thought. Require three written conq)08ition8 as follows: The Story of Creation Week, the Story of Adam, The Story of iJoah. Give much ori^l drill on quickly finding given places in the Bible, and especially on locating by chapters the stories in Genesis. By the close of the second semester, the&e third grade children should be as thoroughly familiar -Tith the con- tents of Genesis as it is possible for children of their ages , .-tlr-i: fia-E laic , , 1'' ain^rtoO !t' Xia 'iC'^ i ^u»'x?Oi> baa aul-t s Li,i^ii];f,A^i& •Xi , i 10 ^lOJii ■ . . ■S'yi 10. 'ilOlS aerl^ j^oifeilT: v 3 ao III •oco atf;r r: . 1' bjji od MiiDiie a&'iblido *b0xs -£2- to be. To Impreea the epiritual truths more deeply, the teacher should often tell the stories to the clavs. The book of Genesis is a wonderful book, full of thrilling ex- periences and provident .'.al occurrences. It is abundantly worthy of the attention of the child for the entire school year. GR&DE FOUR. "Bible Lessons'', Book One, chapter 9, les- sons 64 to 86, pages 140 to 190. For special lesson helps, see "Bible Itonual", pages 58 to 65. Begin memorizing the chapter outlines of Exodus. A little faithful drill on this point every day T?ill enable the pupil to gain a fairly good mastery of the contents of each narrative book in the Bible, an accomplishment that will be invaluable to him in all his later Bible study. Manual Arts - Gardening* (TTith Nature study) Grades One to Four , Sixth Period. TEXTBOOK: "Bible JJature Series", Number One. ASSIGNMEI^T: Chapter 6, "Plants", pages 111 to 158. ■BATHER: Observe the weather and continue the weather chart. Study the thermoiaeter. SEEDS AND SEED PLANTING: Observe and classify seeds: (a) common to locality; fb) fruit and nut seeds; (c) flower and vegetable seeds handled in •'rork. * For valuable assistance in preparing the outline for school gardening given in this manual, much credit is due Mr. Sidney Smith, head of the agricultural department of Emmanuel Mission* ary College, Berrien Springs, Michigan. X470i{OII ■$ Inr to 400(i vcT; >oii»trreq sejt ^r. • /. Ci' &0 0S {\ , U'.. , ju a.' •A. .J ;iJiCU)U 91 :o ««! 19 iq-: %'fo /a J£:*CCi - ow /r;S na • r. .K. -•' 1 • ^ .S3I o* XI' r.''^ S'l/"! or.-. -r^'- The depth to vrhloh seeds should he planted depends primarily upon the size of the seed, the amount of moisture present, and the texture of the soil* Seeds should nerer he planted in diy soil unless watered immediately and in sxif- ficient quantity to oause the seeds not only to germinate, hut to take root and grow, Dlrootiona for planting various seeds ^ill he found on the outside of e§oh packet purchased. Be careful to have a good eeed bed of finely pulverised soil, and to firm the soil over the seeds* In case of rain, or watering after the surface dries, do not let a orust form over the seeds. Loosen the surface crust vrith a rake; this will prevent eveporation of moisture from the soil, and also insure a better stand of plants, HARKIUG OUT THE BEDS: A well developed plan is eeeen- tial to success. Before Ood began His great rork of creation. His entire plan was conceived and talked over v.dth His Son, If God needs a plan, how much more do ^-rel And the more detailed our plan, the more certain our eucoess. For twenty pupils in grades ranging from one to eight, we may plan for individual garden beds five by ten feet, sepa- rated by eighteen-inch paths, and divided through the center by a three-foot path, Homber the pupils from one to twenty to correspond with the garden numbers, and with the numbers on the garden tools. roja. -zva ax >iU>ii4 ,Xloi be Oie^a ^. "^9* 3fft fern ,3"nss*»-r.' up t0' .g d(t;9J'8 qoia »i5. y '^©lii.i" -bV- and to keep accurate accounts of ezpensea and income. This, •0 well as measuring the ground, planting the seed, making the seed boxes, etc., Trill form the basis of many practical and interesting probloras that *eTclop arithmetical ideas* ffUMBKR WORK: !?eaoh measures; foot, yardstick, square foot, square yard. A foot is l/s of a yard, l/s is shorter than i, but longer than i. a/3 is oae whole thing. It is the same as 2/2 or 4/4. Three 12' s are 36. Find out how many inches in i of a yard, i of a yard, l/3 of a yard, e/3 of a yard, 3/4 of a yard. Locate directions from the garden bed: north, aouth, east, west, northeast, etc. Bach pupil, before and after work, stands at the aouthest (or some other) corner of his bed. Teach terms: area, perimeter. Suggestive problems to be ''orked out objectively and orally by second, third, and fourth grade pupils: 1. On Mondhy, the school gathered 15 bunches of radishes. Wiey were all sold for 5 cents a bunch. James sold 3 bunuhes; Mary sold 5 bunohe£5; John sold 4 bunches; Alice sold 2 bunches; Dale sold 1 bunch. How much money did each receive? All? What tithe should be paid? How much is left for the missionary bank? t Acgs . c'-f 9V » %o a\€ , trt «i *a «^o*e «5Ctov bOM :3o -68- £• On Wednesday, the school gathered 1-J dozen bunohes of radishes; they were sold for 50 cents a do^en bunches; how much mone/ r^s received? 3* Osorr gathered 24 radishes from his garden; how many hunches could he make, putting 8 in a hunch? 4* Friday the school gathered 12 hunches; they were sold for 5 cents a bunch; how much was received? "."hat tithe should he paid? How much was left for missions? 5« On Monday, 30 Vunohes of radishes were gathered; how many dozen bunches we-e thei'e? They were sold for 50 cents a dozen bunches; how much was received. Find the tithe and the amount left for missions. 6« Find the ^ole amount received from the four days. Find the total amount of tithe and the total amoimt left for missions* 7. 18 is 2/3 of what number? 24 is what part of 36? What is 2/3 of 27? Observe on a yardstick, 8« My string was 5 feet long; I cut off 1 yard; how long was it then? Tell in feet and yards. 9. From a lin* 3 yards long, 2 feet ^ere cut off; how many feet were left? 10. If a rope is 13 feet long, how many yards long is it? 11. If it takes 1/3 of a yard of string to wind around ;8»> yet T.n: '^!i hi ' ♦'((!' -^nfMn 0^ - iSU'i-x'-ieis ":Qj. i^' SnoX 8Jt 8noX a^' •^OTt fl .i'v OJ ;e. 10 b'l. cc i;elling tirade five Third Period iTfiXCBOQK: iiale'e "Primary ;spea.ler". Aii>.>liiiiiiu'ii'2 i £Hgeu 85 tu 88. Liuppleuent as fur first period. Geogrliphy Grades Hmq and dlx irourth i'eriod XiiXTBOOi: ilorton'a "Advanced Geogrt.jhy", -«f c - 'il o r^. . .J. «»il II »13 Jl ftoZ:toq -60- Ai.-;jIGfll£iHT: Pages 25 to 4£ inolusiTe. In this period's work, Eiiike clear the follov/ing points : 1, "Changes in the ilarth's surface", pages ij« to 27. Who is "the prince of tho ])OW»r of the air"? iiph, 2:2. Compare the work of thiB "prinoe" in nature with his work in our lives, 5. "Yegetation", page 27; "Animal iiife" of land and ocean, pages 29 to ^1. Clmngeb wrought by rebellion and disobedience. 3. "iiaoes of ken and '-^iheir Distribution", pages SI and 32. bee Genesis 11; "Biblo Lessons", Book One, pages 60 to 65. 4. "Progress in Civilization", page 33; "Heiif.ion", page 42. Why has man fallen to this condition? Horn. l:21-2b, 6. "Occupations of Men", pages 34 to 40. What was the chief occupation before sin? Vihat will be the chief occupation in the new earth? Why are our present occupations necessary? 6. "Govemnont", pages 41 and 42. What changes iiave lately beon niade in the foverrunont of the nations? What is an Ideal government? Vihf:.t nation moijt nearly approachea the ideal? 7, Give our or five virltten review teots during the period. Arithcietio Grade /ive Fifth Period ?iiX!rMOOK: iitone-Mil] is "Intoriaodiate Aiithmetic". AbdiaWfilttS: i Pages 101 to 121. :w 0*: 'noi^ i)j .6 Hi .i;o tx«q Jj|>*19l -61- Arithmotlc Gxade Six ^'ifth Period TMTBOQi:: iitone-Millls "int or mediate Arithmetic", ^oijii}.,UM'^: Pagea Jc41 to 258. d. Grad«s boTen and Kight tt. a, HiDtory Grades beven and iiight /iret -teriod EjiilPBOOk: Diokson'B ".Uaerioan History for Qiamiaar bohoolB," AiiiilOMltillT : Pages 1 to 99, "Prom the Old world to the ' Hew". Help the pupil to see the hand of God in the discovery and 8ettlei£«nt of \he liev World, uijing "United tit-.tes in Prophecy" for oupplemon"f.ary worJt. Gire attention to "Ihings to Homeiaber" and "Things to Do" at the oloee of each chapter* &icouraga "'iniiigs to Head" for outside readinf . Under "Por Your Notebook", keep up all tiap work oapecially. The v/ritten coapot'.iti ona nay forca a part of the language -work. Make use of the exoellfant diagrams, ohtirts, . nd deTicea .tor reviews giYen in the uppondices, pajjea 1 to 21, The world today is making hiatciy too rapjdly for any textbook to be long up-to- date. Prophecy in rapidly fulfilling, .iinoo^.rage pupils to keep up-to-date as far as conuiatent or profitable to tuem. Xi.^ et r.t>-).^' '•>«8 C. ^0*1^ ; X-n a ; • ,'-iI itt -Ov ,0 7«l5 i*v aj-^£(-g j-qi.' Jt'. -S2- by readinK current hiatoxy. Civics Grade iilght i3econd Poriod -etrj TiJXTBOOK: Porman*8 "iiosentiale in CiTil Go ver nraent " , ^^ A3SI0JB2i3flr: Lessons 16 to Z9, pages 86 to 167; "The County"; Town GoTerniaent"; "[The tZownshlp"; "li^dijsBl GoTernment"; "'^he atnte"; "The atate Conetitution'*; "'^he State Lesrislature'*; "'2he Governor and His Colleagues"; "JudgeB, Juries, and Courts" of law''; '""'*'ihe iiai£oriai"'Conati*u- tlon"; "Congress". Physiology ftrade aeven Second Period TaXTBOOK: Colernan»B •♦Hygienic physiology". ASoIGNi/Witr: Pagec 63 to 100, chapters 4 and 5, '*:i?he Muscles" and "The Gircul-tion". iianual Training (Boys) Grades Fire to iilght Jecond Period ^iiiWliiG POK BOYb: Darning one pair oi stockings. TiiXTBOOK m WOODBOiiK fOR BuTc. : "Bench rtork for Orammar Grades," Boys take woodwork cmly after aompiot- ing tho worl. in sawing required for the period. A5;iiaxJMfc:iiT : Pages 23 to 36. Problem: Uatoh striker, lot a single detail in those pages should be overlooked, and £ 0^ .rto&p.tri :*T!e^tc73 ■^mtfinsi ^rf a:- JwU-i'iiiT CiC r ft*, pa !«•« ai ..tow »Ai $fll -63- at the olos9 or the period, not only should eaoh boy ha^e finished hiB model in a satisfactory cianner, but he should be thoroughly familiar with erery item of instruction given, ?rom the start, insist on correct terminology in both oral and written work. Insist on correct handling of tools, neat- ness of bench and surrounding floor, careful drawings, etc. Boys in fifth grade should not use shellac or varnish. All should do the work in drawing. Older boys who can do first grade work may make additional models, and, as soon as qual- ified, original models; but in every case, a correct draw- ing must first be prepared and accepted by the teacher. Before beginning this work, see that you have a proper place for tools and materials, so that neatness, order, and system may be preserved. Read the chapter on "Manual drain- ing" in the book "Education", and work toward the ideals there set forth, Remumber that character building is far more important than a few models completed. Your object is to make useful uen and women, not merely match strikers, picture frames, easels, etc. You are working on children's lives, not on perishable wood. Uark your approval check at each of the following stngee of the work: (1) correct and neat drawing on paper; (2) pre- paration of wood— cleaning and smoothing j (3) transferring of the drawing to the wood; (4J sawing out the form; (5) smooth- Inf the edges; (6) decorating; (7) shellac or other finish. r , «ote , ,^XOr Iff baa ■ \>--fi. - .. ; -^ 180 otq m i. 3i f3 ' tq va ^i^ mm 3flj 9tf »to5»ff 81 ■ to i^t' ixm 0$ ttrttWi t lo -S4- That boy does the best work who does not expect his file and sandpupez to do the work of eaw^ txy-squaie, and plane. Ho decorating should be allowed to cover up careless, slovenly work. Viatch for lessoxiS of spiritual truth. FOB CHiiJ HOITiiBUuK 1. Working drawings of ciodels ciade. 2. Ijaiaes of all tools used, with a description of the copping saw, illustrated by a drawing of the saw. 2. A paragraph on how to read and write the dimen- sions of a board. . . J- .. . . 4. A few paragraphs on "i^he Porosts". 5. A few paragraphs on "{-.hellac". 6. Demonstration of how to draw a square. All written exercises should be recorded after the class instruction, and from memory. iiiXAiiliiATIQlIb Am GBASIHG: Consider under four heads, * narking each on a scale of 25 per cent as follows: 1. Textbook work — knowledge of tools, materials, etc. 2. flotebook work — working drawings, compositions, etc 3. iiequired models finished — transfer of drawings to wood; accuracy in planing, sawing, etc.; use and care of tools; neatness of bench, floor, etc. 4« Required home work finished — helping father or mother . Manual Training (Girls) Grades five to iiiight First Period SiiWUIG yOB. GIELii: TiilXTBOOK: "iilemuntary dewing'*. •Xll e Vi %Qd JTiUlT "to ao , r/iiii i,. Oii^ f.tft£ft>r;rrf nrsftT . sr IS lo •! un o.t lo .0% 3i( ,;-4y '.ill.; .tOXftOfll itweb fvn r t-V'i tf.f ^'~' -65- Part Two, AHiHGUMHUfZ : So pago 7. "XeacherB* iJaxaial" for the teacher. PupilB who have not had the work of grade four are required to zziake oamplors demonstrating their icnowledge of all the Bt itches taught in '^Elementary oewing". Part One* This work is absolutely nece. sary before rmy advance work will be begun. It is not necessary that any models in book one be made, except the pin wheel, page S4, and the sewing bell, page 8S. These are needed for the pupil's sewing box. It is also necessary that each girl have a sewing box properly fitted with soiusors, thimble, thread, needles, and emery* A common shoo box at first will answer. Order and neatness, industry and efficiency, are essential lessons in the sewing class, a girl who keeps a disorderly sewing box, whose work shows the effect of soiled hands or cloth* ing, and who litters the floor or the desk with thread, bits of cloth, etc., may not receive first grade in sewing. A neat portfolio uade of cover paper, and a thread winder made of cardboard, are very convenient and helpful in keeping a sewing box in order. These simple models con be ua&e by the pupils at the dictation of the teacher. Required Models; A needleb ok and a sewing apron. Subatitutions Allowed : 2he fifth grade is about the time in a little girl's life wiien dressing a doiil affords the 1 .V'- . ot ftatl a«3x: tTftors .«^fi«ffl »q « ax i)8xei - i*. ,'i iii. lOJi^ -GB- Hal)ltB of Christian Courtesy Grades One to jsilght ?lrot PerloA. Ten minutes eaoh day should be devoted to exei- olses of a general nature. Che subjects i^ere outlined for this purpose are: Monday, habits of Christian courtesy and personal hygiene; Tuesday, drills In the use of cor- jfeot iingllsh; Thursday, pronunciation drills; Friday, history and current erente. Perhaps the best time for tuese exBX- clues Is Immediately following the opening exexcises of the day, both together occupying about twenty minutes. If the penmanship drill follows the general exercise, both of these may be omitted on Wednesday mornings, and the ontire iialf hour from 9iOO to 9;30 be given to the weekly junior Mis- sionary Volunteer meeting, which may be consider od one of the general exeroises. Work to eatabllsh the following courteous habits In the pupils, selecting them in the order in which they seem to be most needed. Choose any five for special atten- tion each period. 1. Greeting the teacher ch«>orfully each morning as ■con as the schoolroom Is entered, saying, "Good morning. Miss "; at the close of the day;' Good night. Miss ", 2. Saying, "Please", "'i'hank you", "I beg ;/our pardon", at all proper times. '•/e of Sf rurr ^.■l ,tfi' ClCJ fftt^.Vrf fAfl! cl-t ^c >x» tmtn c.•^^^ n ? S'^.p. ?.i •iicaeq ^^l«^^ ftrf V .IT -n i'Vi ftirT n .T rr?iiA;' 6U: ,'{,a^^iJ' Mi'.* R 1 fir.nn -6a- 3. Hot Interrupting the teacher or a schoolnnte at any time. 4. Close attention to lessons when some one knocks at the door. 5. Greeting visitors. Introdiictions — distinct enunciation of names. 6. Offering a risitor a book indicating the loca- tion of the lesson being recited. 7. Watching for opportunities to asoist the teacher, or add to her cot. fort — offering a book, picking up a fallen article, drawing a blind to shut out sun that may b» shining unpleasantly, bringing a ciialr lihen a risitor enters, cleaning the blackboard, bringing a glass of water at recess, sharpening pencils, etc. Thought fulness to uother or father at homa. 8. using the customary polite form in responding to question — Yes, ma'am< Yes, sir; Ho, ma'am; Ijo, sir; or Yes, Miss . 9. Boys lifting huts to lady acquaintances on the street, and no hats worn in the house — at home or at school. 10. Uot whispering in school or in ohuioh, or in company. 11. Avoiding boisterous words or actions, especially on the streets; vsing no rough, rude, or angry language :fff «v1 -4/11 ff\ n .in • ay: tn ttBOXO R Wrf;*- ;fjB J rt ^ f li'^ %r addi* Ux-:, a«v- ly^aw a A ,B«t 10 >jl^ 0IU« c -?zs- Well ohooen mottoes placed eaoh lionday moxaing on the blackboard will help to keep the mind in the right channel. Here are a few: "Uourteay is to do and say the kindest things in the kindest way." "^Fhatsoerei ye would th; t men should do to you, do ye eTen so to them." "^ight makes might." "Courtesy is the finest flower of nuily character." Habits of Practical Hygiene Grades One to ^ight Jlrst Period CORRSCT PO;iTUEii: In sitting, standing, walking, and working. TiiiSTH: Brushing the teeth twice daily, after break- fast and after supper. ifeTei pick the teeth with a pin. Regular semi-annual visit to a reliable dentist. Explain the structure of the teeth, and why, \.'hen uncared for , the teeth ache, iilxplain }iow to brush the teeth, what to use, and how to use dental floss, iixplain why the teeth should be brushed at night. HiiALTH i>2A'*^iiIifc.iiT : *2ha purpose of these general exer- cises is not to provide ooraething to fill up the daily pro- gram, but to put forth an earnest, systematic, persevering effort to help our boys and girls establish right personal cr ,.,;■• ".tOvTO •-•-.-... . iii\ 4»2ii bXbi " .i;rirr ^cfift. va e"s; i-ifi:! S*JT». iuo;;*' ,9es , ifiKtow fttrn I'ffin-i <:;; i;>i.v n.t .•Hod ll»^o•i^ i^G.iu^lc »d :j;u «iaj3T^ -73- hablta -* habits that will be eecond nature by the time the child completeB the eighth grade* "j:iterzial ▼Igilanoe" is the price of aotunlly establishizig these habits. Children need constant checking up; and for this reason, regular grades in habit formation as well as In any book subject, should be given to the pupils, and no child desurTes a passing ^rade in physiology who does not practice the health principles taught in these general exercises, is an aid in this direction, the Dational Tuberculosis Association has issued the following interesting and suggestive statement of health habits for use of children: 1. I washed my hr nds before each meal to-day, 2. I washed not only my face, but my ears and neck, and I cleaned my finger nails to-day. 3. I tried to-day to Keep fingers,, pencils, and every- thing that might b« unclean, out of my mouth and nose. 4. I drank a glass of water before each meal and before going to bed, and drank no tea, coffee, or other in- jurious drinks to-day. 5. I brushed my teeth thoroughly in the morning and in the evening to-day, 6. X took ten or more slow, deep breaths of ;freBh aiz to-day, 7. I exercised outdoors or with windows open more than thirty minutes to-day. •i' -uoioo bltAo 9At ,aolio ;xex« :^-^ oai»4t at i^T n? -jclrratocf t ^tnH ,v >h-r f {■L% o^ i3r> 0^ J.OOW --^Ci^ \' jCeo* I vlf ' fv >j "J c i • -J L ttex2 , 9W « a^S^ OWvt -fll^ffl >. tf. .;X ^ttj' ce iXl«f> ituOftia < »xow r«Sn rf f\0 -76» the children who axe to be under hex oare, hex first thought will te, "How oan I win this ohild for Jesus?" And this thought will continue with her as long as she has charge of the school, and even after the school year is over, and teacher and pupil are far apart. '2he junior work is the BOttl burden that the children's Friend places upon the teacher 'a heart. And If we would do His work, we too auch be the cliildren's true friend. The Junior society is one Important foeans of fostering the growth of the spiritual nature, and it should be organised tho very first week of school. The prayer bands also should be started as early as possible; and the very first Friday afternoon, the first conseoreation laeeting should be held. Ihe "Junior iliBsionary Volunteer Manual" gives definite instruotlon regarding all the details of thia impor- tant phase of out' church school work. Wednesday morning, in connection with the opening exercisos of the school, is the usual time for this general exercise. The Church Officers* Gasette furnishes valuable help for the society programs. !i;he entire school unites in. this exercise. Pronunciation Drills Qrades One to ^ight rixiit Period All education is for the purpose of cr^aracter building. In speaking and oral reading, nothing more cor- ti9tblido wit i>iut ttntvn iH 9Si} iiOJVfi oo^ I ft' Idhui. &J t 8«cei£. DJ, till- lit f^niittoia %£, •AS al ,Ior. ') *tiseoit1tO xioxBUw •; .610 f( dcf »- f' ** i fioiJ .li •i'l;x'- -.t ;. 9tt dosirdo'ftuo )c ma.'ulq' tnat **ii; DO XXJl -76- tainly roveals culture than cleur, distinot articulation; and nothing more quickly revaule the lack of caroful train- ing thEn poor articulation, some one has truthfully said* "mJO. indi&uinot, nujuhled uentenoe indicateu inaccuracy, oaielei3snes8, or laslness. A distinct articulation in- dicates Belf-control, energy, carefulnoaa, and courage," In the spirit of prophecy, we have the follow- ing instruction on this point; "V/e should be careful not to give ail incorrect pronunciation of our words." "In ro?idii:ig or in recitation the pronunciation should be clear. A nasaJL tone or an un- gainly attitude should be at once corrected. Any lack of distinctness should be marked as defective." "If those who have defeats in their nanner of utterance will subuit to criticism and correction, they may overcome these defects. !;;?hey should per server ingly practice speaking in a low, distinct tone." "I'hey should leurn to speak, not in a nervous, hurried Ltamier, but with Blow, distinct, clear utterance, preserving the music of the voice." — "Counsels to Teachers", pages 238-240. "Voloi k-ulture should be taught in the rej^ding class; and in other classes the teacher should insist that the students speak distinctly, and use words which express their thou|:ht8 clearly find forcibly." - "'-ounsels to Teachers", page 216. erso* 3ft5 ac n>.;r«_ijt)»>'" i ;Jj«i JiU* i^^-i •JV J,V/( -77- To aid the taixher in carrying out this in- Btruotion, the following drille are arraxiged;and Binoe all pupilB need praotioally the same Instruction in articulation, tuese drills are planned for a general exercise once a week -- five weeks in a period. Ar- ticulation has to do with conaonunte; purity of tone l8 secured through correct vowel so 4id8. The drills should be brisk, energetic, systematic, and tbebest results will be secured by individual ai*J not concert recitations. They are presented in the following Qjrder : Juiquids, 1, r; labials, m, f, v, b, w, p; dentals, s, sh, z, th, sh, j, d, t; palatals, k, g, y; aspirate, h; nasals, n, ng, vowels, a,e, 1, y, o, u. ?IRii7 ^jit^i liquids 1, r; labial m 1. 1: late, loai, lact, large; boll, ball, tall, still, fill; yellow, lonely, lig.tly, lily, lovely, losely, fulfill. The lad left long lines along the lonely landscape. Large bells excel in loudness. We all long for life and love. E, r: tIaI, rail, roar, rare, for, soar, fear, heart, depart. Bound the rou^ and rugged rooks the ragged raucal ran. He hurried round aa he hears tiie rattle and roar of the rear oar on the railroad. i\. *t • a^T A^:: f ^ t • « 'J -U J f c • ->.l.ii:XW^J; ,'<^k»uOl fooxfi aXlacf saiA. , ftHftib •as ttc tec -78- Z, rl: anarl, -rhirl, furl, girl, twirl. 4* m: Idany men make much money. The miserable mule moves mournfully. The -vild man numbers many in his merry family. 5. Im: elm, helm, film, overwhelm. 6. rm: arm, harm, farm, oharm. SECOffi) WEEK: labials, f, v. 1. f: full, fall, rough, cuff, muff, tfough, cough, laugh, Philip. 2. fl: fling, flat, flute, flee, float, flail, ITie flaming fire flashed fearfully in his face. 3. If; self, shelf, wolf, gulf, elf, pelf. 4. fr: fry, frank, frill, frisk, freak, freeze, rf : soarf, wharf, dwarf. 5. mf: triumph. 6. t: very, vain, vase, love, save, hive, move. For fear of offending the frightful fugitive, the vile vagabond ventured to vilify the venerable veteran. 7» Iv: shelve, delve, twelve. THIRD WEEK: labials, b, w. 1. b: bar, bear, big, bug, rob, bob, rib, rub, knob. 2. bl: blaok, blind, blister, bubble, nibble, double, pebble. A bootblaok blacked a black bootblack's ila-ck boots. . -'Il ^i-'SC ism m f ,n- -fMI Ci , U£' , t :rrl . fi' «©.trr>'f -79- Z, br: bring, bright, brook, broke, brush, braTe, break. The grave boy bore brarely his broken arm. 4. lb: bulb. 6. rb: curb, barb, herb. 6» w: west, wish, wear, will, wall, went, wool, wood. William was wishing to wind the watch. She warrant for the wanderers was wisely withheld. FOURTH WB£K: labial p 1. p: pan, pay, pick, peep, deep, weep, baptize, Jupiter. £• pi: play, plot, plat, platter, people, steeple. 3. pr: prim, pray, praise, promise, prick, prone, prop. Peter Prangle, the prickly prangly pear picker, picked the i^rickly prangly pears from the prangly pear trees on the pleasant prairies. 4. Ip: help, scalp. 5. rp: carp, harp, warp. 6. mp: limp, hemp, gii^p, dump, clump, stump, bump, thump, trunqp. FIFTH WBBK: dental s, sh (ch, ti, ci, ce, si, ae, s, c) 1. s: sale, cell, cease, ceiling, cylinder, celebrate. 2. si: slow, slam, slip, sleep, sleek, slush. 2. am: small, smell, smut, smash, smear. 4. sf: sphere, sphinx. 5. «v; swift, swing, sweet, sweat, swab, swell. 6« ap: spell, spill, spore, spin, lisp, clasp, wasp. ,«** ,ana flfj^cni ,ii' zaew Bi >i^^i'- , >(^iiit «80- 7. sh: ship, shun, shove, chaiae, nation, action, motion, special, ancient, ocean, pension, nauseous, sure, sugar, associate, Asia, conversion. 8. rsh: harsh, marsh. History and Current Svents Grades One to Eight First Period This exercise may he readings or stories from history, either general or United States. Encourage the older pupils to gather the most important events of the week, and recount them to the school on Friday, or the day given to this exercise. The progress of God's work in the earth should form a part of this report. Bach school should take a good periodical for this work. The Independent or the Literary Digest is excellent for the teachor, but too advanced and voluminous for most of the pupils. The Path-finder is used in many schools, and is perhaps as good as any. Drawing Grades One to Sight Fourth Period SPBCIAL FFiATDHES: Decoration of handicrafts; stenciling and block printing; application of designs studied in third period; drawing of seasonable subjects in nature. For grades five to eight, study of objects having three dimensiona — .■i1^- . CGC. •J U.>i.U.U J*.' ■£X: .'GCiliJ!:: O. -81. sphere, cone, prism, and cylindi^r forms; finding propor- tions by sight measurements; pencil or crayon shading for relief effects. Applio/ttion of rpnere, cone, prism, and cylinder forms to still life, MSDIUUS AliD TIMS: Same as in previous periods. APPLICATION AKD ADAPTATION Construction ; For primary grades, paper mat weaving de- signs; paper folding and design cutting; stick printing and stenciled designs on paper bookmnrks; allover wall paper de- signs for doll houses — designs from paper folding and cut- ting; symmetry of designs; draw designs from paper folding and cutting* Woodwork and Construction; Per upper grades, original and decorative designs for necktie rack; nature borders for cardboard boxes; pictures of finished models. Reading ; Appropriate illustrations for peems, "January" and "February", Book Six, images 146, 149. Geography ; Relief map 'ork rith papier-mache. Physiology ; Drawing of kinds of teeth and section of tooth for notebook. PICTUHB STUDY AND STOHIES OP ARTISTS 1. Plockhorst: Blesaing the Children: Guardian Angel; The Holy v^'omen at the Torab of Christ; On the Way to Emmaus; The Good Shepherd; Summer Pleasures; Flight into Egypt; Entry of Christ into Jerusalem; Christ and Peter; Christ the Consoler; dq« ^na -'^I>« -w*^" Apparition to the Shepherds; eto, £• S. J. Carter: Little Foxes; An Interesting Family; Little Freehold. 3. G. A. Holmes: Can*t You Talk? Which Do you Like? KiBS Me; After 7'ork. Ifusio Grades One to Pour Fourth Period TEXTBOOK: "The ProgresRive ilusic Series", One-Book Course. ASSIGHMENT: Chapter 4, pages 21 to 26. For page £3, stibstitute th( se vroras: The baby in the manger lay. The dear little Jesus upon the hay* And angels of light, and angels so bright. Saw dear little Jvsoa that birthday night. Tho mother saw the baby fair. The dear little Jesus, her jojrful care; The angels of light sang songs of delight, When dear little Jesus was born that night. The father watched the baby denr. The dear little Jesus, why should Ho fear? For angels of love. His Father above. Protected the dear little child of lovo. On page 24, change "the fairies' home to "the trav'lers' home." On page 25, substitute these words: 6> Hi- J>'^'- . " ttturOd ffO -8 a. Do, re, ml, fa, mi, rel Hear how 'te eingl Re, mi, fa, so, fa, ^il .Softly "e slngl So, la, no, fa, tl, la, so* Loud let it rlngi Oh, certainly, certainly, well we can slngl The characteristic feature of the mu3ic for thia '^period is recurring diatonic figures, varied. In teaching the songs, follow the snraa "five steps'* as described for the first period. See pages 136 and 137. The tone-words to be transferred to perception cards and memorized this period are: do-re-ml mi-re-do do-re-mi-fa fa-mi-re-do re-mi-fa fa-mi-re re-mi-fa-ao so-fa-mi-re ni-fa-30 80-fa-mi mi-fa-so-la la-so-fa-a4 fa-so-la la-80-fa fa-so-la-ii ti-la-so-fa BO-la-ti ti-la-so 80-la-ti-do do-ti-la-so la-ti-do do«ti-la la-ti-do-ra re-do-ti-la ti-do-re re-do-ti ti-do-re-mi rai-re-do-ti Grades Five to Eight Fourth Period TEXTBOOK: "The Progressive Music Series," One-Book Course* AS3IGHMENT: Chapters 14 to 16, pages 72 to 83, omitting the first study on page 83. On page 81, change fgypay girls" to "boys and girls". SPECIAL PROBLKMS: Two-part singing; the dotted quarter note to a beat; tho quarter and eighth notes to a beat; melo- dies in the harmonic minor scale* Give constant drill on tone-words, selecting those most needing drill* Hir .©0. «-»r:7 !' b ^tb99a -i)4- Haziy of our well-known Sabbath school hpana form the very best hasis for musio drill? • Children, when properly trained, do not enjoy the husks of chef.p songs. Supervised Play "The question of suitable recreation lor their pupils is one that teachers often find perplexing, Gymnaetio exercises fill a useful place in many schools; but . . . exercise in a gymnasium, however well conducted, cannot sup- ply the place of recreation in the open air, and for this our schools should afford better opportunity." "So far as possible, facilities for manual training should be connected with every school. To a great degree such training would supply the place of the gymnasium, with the addi+ional benefit of affording valuable discipline." •*A8 a relaxation from study, occupations pursued in the open air, and affording exercise for the ^vhole body, are the most beneficial. No line of manual training is more valuable than agriculture." "The little child finds both diversion and develop- ment in play; and his sports should be such as to promote not only physicnl but mental and spiritual growth. As he gains strength and intelligence, the best recreation will be found in some line of effort that is useful." oi ?l. ijsctci rj.i^siii av ycr. al -86- "To strengthen the tje of sympathy between teacher and student there are fe^ means that count so much as pleasant association together outside the schoolroom* In some sohoolB the teacher is always with his pupils in their hoxzrs of recrea- tion. He unites in their pursuits, aecorapfinies them in their excursions, and seems to make himself one ^-rith them* V/ell would it be for our schools 'ere this practice more generally followed." — "Muoation", pages 210, £17, £19, £16, 213. The teacher should give earnest study to the prin- ciples the Lord has given us on the subject of proper recrea- tion, found on pages 207 to ££8 of the book "Education" and else's^here, and be guided by this Instruction in the use made of the following plays and sports given for the recreation of "the little child". See also "School Atanual", pages 69 and 60. The above epeoimens of the elementcry ctarrioulna show how carefully and in -^at detail the work has been out- lined for the individu£il teacher. This course as presented is used in all elementary Seventh Day Advent i at Schools in the United States. By following such a uniform course it is pos- sible for a child to be transferred from a school in Ipj X' hJ «©• ".8i>. o»*c8«"> .98- at home, go nearly wild In their desire for excitement and amusement. Had the plan suggested aboTe been followed, In- stef^d of being likely to get into mischief, unprofitable to themselves, and detrimental to other students, "they 'rould hare dereloped perseverance, fortitude, and courage to sur- mount obstacles." Thus it appears that Seventh Day Adventists con- ^ celre of the nature of educetion as a coordinated, three- fold development, v^hich is to begin in the home under the tutelage of the parents and to continue throughout school days and all after life. No education can be profitable without a good sound body to use it in. "Those of sedentary and literary habits should take physicA exercise, evex* if they havs no need to labot as far as means are concerned. Health should be a sufficient inducement to lead them to unite physical with mental labor." Those who develop great physical power but leave the intellect undeveloped make a graver mistake, even, than those who are intellectually over-balanced. "The influence for good is small in comparison with what it might bs if they would use their brains as well as their muscles. This class fall more readily if attacked by disease, because the system is not vitalized by the electrical force of the brain to resist disease." iv JZ RT .7XJ3 6V fcfffl dS )rft eat} V ab fHan c& -93- Only the individual who hae a well disciplined mind in a healthy body is fidly qualified to reach the highest spiritual derelopment — the stage of realization that God's Holy Spirit dwells within, controlling and guid- ing one* 8 acts, and thus making it possible for him to reaoh his highest efficiency level. What education can be higher than one that brings an individual to the stete Just men- tioned, or what can equal it in value? "It can not be gotten for gold, Helther shall silver be weighed for the price thereof. It can not be valued rrith the gold of Ophir, With the preolous onyx, or the sapphire. The gold and the crystal can not ec ual it; And the exchange of it shall not be for jewels of fine gold. No mention shall be made of coral, or of pearls; For the price of M.Bdom is above rubies." Job 28: 15-18. b. Present Status of Educational Method in Public Schools. /Every phase of educational activity seems to be in a state of transition. Bach phase separately must pass the acid test In order to maintain its traditional place in the educational category, nothing is too sacred to escape; aid* is no safeguard to it. This vrvB true to a large degree before 1914. How much more so now that so many of our pet hobbies have been proved false. 0*Shoa in rrriting the Intro- duction to Preeland's new book "Modern El«nentary School Practice", says, "American education has entered the experl- .,*;€. .ffij: .Si^JiC .S. O^J" 7 ei c. a p.i ouha &AS Xooffc>': -94- mental period. Already various problems pertaining to the construction of curricula and to methods of organizing BohoolB and teaching the various branches of instruction have been subjected to critical examination according to Bcientifio procedure Leaders of educational thought are becoming convinced that the system of educa- tion developed by our forefathers, while perhaps well adapted to the needs of their times, is not equally well adapted to the needs of our own time, • • The problema involved have become so subtle and complex that they cannot be disposed of by mere expression of opinion, and this is the chief reason why there is a constantly deepening belief that ''7e must aasnaie the attitude of the unprejudiced in- TCBtigator to'-rard every vital question that is in dispute." Two general plans of eaq)erimentRl investigation ar* used in America. "In the first place, complex situa- tions are resolved into their component elements, and the various factors are each subjected to experimental treat- ment under controlled conditions so that the student can obserre and record the behavior of the phenomena he Is study- ing". Paralleling this method, which Is by nature analytic, is the synthetic investigation of the educational process as a whole. It is felt that such a method of procedure will search out and make use of the "good" among the ne-r and at m^f!~ .OB 1 I rt »*■ VI ( 1 II. S . , •■ ., • . Uw Oi (foj; %flilerf 'ciXi- uA '&.1 m, tJi "♦ ? O ■^S . -rl ■•<■■• ■ ' V e 80 ■•««« -95- the same time guard against setting aside what was of value among the old. It is of solemn import at this crltloal period of our educational history that a safe and sane balance of power In method he preserved. Our age is a strenuous one and we must make time count. "7e must elim- inate topics which have heen taught heretofore hut whloh will not he of as muoh consequence in the future as other Buhjeots which have not yet found a secure place in the course of study. T/e must investigate -rays and means of teaching every topi« in order to make it seem worth while to pupils and so that when they master it they can utilize it in solving one or another of the social, intellect xial, aesthetic, or industrial problems of daily life." Freeland says that the modem school is develop- ing its practice along four special lines, as follows: 1. The development of a new methodology which works through the use of problems, projects, motives, and intereste. £• The selection of subject matter that is worthy of the time and the efforts of pupils. 3. Teaching in a way that "ill conserve rather than injure the health of children. 4. The realization of an individual-social balance whloh will adjust itself to the needs of individuals and at the same time employ the social motive and satisfy the de* raands of the community. ^ffOflRRi t©i(ta 1 «* ro eJkbsa -96- Bizzell and Dunoan In their recently published boot, "Present Day Tendencies in Education" analyze our educational status in practically the same w^ay as do O'Shea and Freeland. They say, "One of the most marked character- istics of this age is the gradual transformation that is taking place in our educational system. Hot only are we gradually adapting the educational process to social demands, but we are, at the same time, adapting it to the needs of the child. !rhe school of today is far in advance of -That it WBM ten years ago, and the indioations are that the next decade will see even greater progree* in every phase of education". They feel that the greatest danger is that we may adopt the form without the spirit of the new in education. Especially may this be true in regard to vocational subjects which are so intimately connected with economic problems. Altogether a large number of now movements are being foster- ed. Some of the leading ones as listed by Kendall and Mirick in the preface to their book "How To Teach the Punda- mer.tftl Subjects" are: "the use of school buildings for social or community centers, industrial training of various kinds, the vocational guidance of pupils, the t aining of mentally defective children, the growth of parent-teacher organisations and others of similar character, the broaden- ing of the scope of physical education including medioal -6fe- .. < • ;• 'i .^r^'*'-'" JUolften ao OS 9i(^ lo iai -97- inspection and the teaching of safety, the "better enforce- ment of conipulsory education laws, the establishment of different kinds of schools for different types of children, better appointed schoolhouses, the increase in the number of special days to be observed, the estfiblishment of summer- schools, and playgrounds". This list might easily be supplemented. As to the present status of educational method there seems to be unanimity of opinion among our leading educators that we are in a period of rapid transition. All agree that the great problem before the American teacher today is to make her work count for Democracy, - whaterer that may be. Ifezzini says, "Democracy is the progress of all, through all, under the leadership of the wisest and best." Dr. Pr. nk Crane writing on Democracy in the November 1919 issue of the Red Cross Magazine, makes a similar statement but makes his definition more concrete by saying, "Democracy is a force of jfeeling and opinion, 'vorking within humanity, and impelling the people of a given r.eighborhood to get what they want, that is, what the majority of them want, by means of organization, and to make this secure by laws which are just and equal." Democracy demands universal education. So, also, will universal education demand Democracy. Democracy shifts o4 d'j^-iv- Bi^sdh -J , i y n-'t '..-'fits -98- aduoation from the classes to the classes. It tries to secure the kind of government and schools that people want, and aims to train them to want somethicg "better. It de- mands personal responsibility. This can mean but one thing. Our subject centered education which we borrowed from Prussia must give place to a child-centered scheme of ed- ucation. The Great War made it clear to us that our traditional educational system has been autocratic rather than democratic. Our methods have likewise been auto- cratic. Under the old autocratic system our Philosophy was soholastio, placing the emphasis on Knowledge; our Psychology was rationalistic, placing the emphasis on Heason; our Pedagogy was subjeot-centered, placing the emphasis on cramming the knowledge in . Under oar new democratic sjrstem our Philosophy will be £ragmatlo; placing the emphasis on Life; the Psychology will be behavioristic, and the Pedagogy child-centered. Toward the realisation of this end much has already been done. Basing our new mcvements in education upon the findings of the child psychologist and of the scientific ed- ucational research men, we feel that we are moving forward intelligently. . 5o longer are children grouped together promiscuously. Scientific ment&l testing makes it possible to place children together in such groups that each member -'Jt- tOiibdi ^ittft^r. -sf- •1 1 -99- Of that group shall be able to work to his best advantage. Ho longer are children conqpelled to remain static in stuffy, illy-Tentllated school rooms, which are undeoorated and presided oyer by a tyrant with a birch rod in her hand; but rather, the child himself is encouraged to take the initla- tlre in working out with his group some interesting, motir*- ted project under the leadership of a -rise sympathetic teacher. This new method has been admirably worked out by Dr. Mclforry end presented to teachers in his new book, "Teaching By Projects." In order to meet changed conditions and new needs tTlft senoox organization has bern revised. In the place of the traditional eight year elementary school, four year high school, and four year college, we now have a six year elementary school, « three year Junior High School, a three year Senior High School, a two year Junior College, and the University. Hot all sections of our country have yet adopted this change, but the vrork of reorganization is mov- ing fors^ard rjipidly. Thi« is an age of change in ell phases of life and the schools aire hard pressed to keep abreast of the times. Ksen, wide-awake teachers are demanded - men and women of more than ordinary training. For this reason educational training standards for teachers have been raised much above -« 9'l^xijsy: »!5. >*.:/fifil Vii«.i . (iiddX -100- what the oertifioation requiremente were a few years ago. This insures a teaching staff capable of meeting present •duoational needs and social demands. Formerly new methods in educational procedure were frowned upon; now they are welcomed. This means they are welcomed tentatirely of course; each new method must he suhjeot to scientific test to determine its real ralue or worthlessness. 0. Present Status of Educational Method in Seventh Daj Adventiet Schools . Reform is eyeryThere present; it seems to be in th« atmosphere for us to breathe at every step. Therefore it is only natural that in Seventh Day Adventist schools, aa well as in others, rapid changes in educational method should be taking place. The General Department of Education in the Foreword to a new lianual ioaued in 1918 recognizes this as shown by the remark, "It is therefore very gratifying, at this critical and promlBin^ period in the development of our elementary schools, to be ablv» tc provide a new manual more complete than anything heretofore". !I!he Foreword states further, "It is perhaps needless, tut not out of keeping, to Bay that there are important features of our school Tork not yet sufficiently developed to place in the present manual, but which we hope to include in the next edition". tmAtt 'B r* f^ -lOlp So attempt will be made in this thesis to go into detail ooncerning the present status of eduoational method. It may be said that in general, such methods as hav« been scientifically tested out and found useful in the public schoola, are being used also in Seventh Day Adventist eohoolQ. This does not hold true, however^ in the matter of .rental testing. Very little work along that line has been at- tempted as yet. A number of men are at present in training for that work and doubtless the present school year 'vill see a beginning made in that important field. Serenth Day Adventists ar< entirely sjnnpathetio with the general movement for reform and desire to be oonstruotlve contributors to lthat movement. They would start the reform in their own schools. In order to make such reforms effective throughout the denominatioi* a strenuous effort is being made to gather every Seventh Day Adventist child into their own schools. . One of their first reforms is in the matter of <^ teachers. The writer knows of no teaoher standarde that are BO high as those set for Seventh Day Adventist teachers in the book Bduocition, pages £80, 281, and -vhich ere the ac- cepted standards for the denomination. The quotation follows: "Great is the responsibility of those who take upon C 'J ' . .^' .- .r;-^frb.r., 5^f^ ©v .^rij-JL .^;r • 8. -102- themaelves the guidance of a human soul. The true father aod mother count theirs a trust from which they can never he wholly released. The life of the child, from his earli- est to his latest day, feels the power of that tie ^hioh hinds him to the parents' heart; the acts, the vrordu, the Tery look of the parent, continue to mould the child for good or evil. The teacher shares this responsibility, and he needs constantly to realize its sacredness, and to keep in view the purpose of his work. He is not merely to ac- complish the daily tasks, to please his employers, to main- tain the standing of the school; he must consider the high- est good of his pupils as individuals, the duties that life will lay upon them, the service it requires, and the prepara- tion demanded. The work he is doing day by day ^^ill exert upon his pupils, and through them upon others, an influence that will not cease to exte"»4 ami. strengthen until time shall end. The fruits of his '▼ork he must -leet in that great day when every T^rd and deed shall be brought in review before Sod. "The teacher who realizes this will not feel that l^lB work is completed "Then he has finished the daily routine of recitations, and for a time his pupils pass from under his direct care. He will carry these children and youth upon his heart. How to secure for them the noblest standard of attainment will be his constant study and effort. -XJ Jaljjo; h- 9<9TX»8iD«ift ■oca bti» i&'x xiloA'w •(} Bid Ot tS9 ±0 alocX ^tdv weiT 1x1 •fit Y.T-ii^h »■ ;88 Ir«,rf© •am. ^ei 9i> ai rjcti £13 ii: ;ii«a »d -104- a disguise for principles that in their real deformity would repel the reader. "Besides these there is a multitude of fiction- writers, luring to pleasant dreams in palaces of ease. These writers may not be open to the dharge of immorality, yet their Tork is no less really frought v»ith evil. It is robbing thousands upon thousands of the time and energy and self -discipline demanded by the stern problems of life. "In the study of science, as generally pursued, there are dangers equally great. Evolution and its kindred errors are taught in schools of every grade, from the kinder- garten to the college. Thus the study of science, \?hioh should impart a laiowxedge of God, is so mingled Tith the speculations and theories of men that it tends to infidelity. "Even Bible study, as too often conducted in the schools, is robbing the rrorld of the priceless treasure of the word of God. The T7ork of "highev criticism", in dis- secting, conjecturing, reconstructing, is destroying faith in the Bible as a divine revelatim; it is robbing God's word of power to control, uplift, and inspire human lives." The emphasis placed upon essentials and upon Bible, physical training, manual occupations, etc., has already been set forth anu. needs no reiteration "here. The reform on educational methods, also, has been touched upon many tines. - ?WJl - .f3B. ■J CT li ' r.jL oexJaBiil £ rjfi* 1." i :c t lAC -105- It seems only necessary here to gather up these fragmentary references into a semi-tabular form, referring the reader to original sources for a more detailed statement of eaoh. 1. Study of principles and use of illustrations to supplant routine study: Counsels, p. 394; Education, pp. 233, 234. 2. RiTalry, emulation, and cramming to "be avoided: Education, p. 226. 3. Pride, display, and self-sufficiency to "be shunned: Education p. 237; Counsels, p. 141. 4. JShe abstract and theoretical to be supplanted by reair^ies of actual life: Education, pp. 238, 239, 265. 6. Right methods develop power to think and do: Education, pp. 17, 18; Counsels, pp. 84. 85, 177; ITestl- monies for the Church, Volume 6, p. 154. 6. Spiritual lessons ♦« be learned from practical duties: Testimonies. Volume 6, pp. 177, 192; Education, p. 219, 7. Hatural aptitudes to be c-ltirated: Education, p. 233» 8. Weak fECi:iltieB not to be neglected: Education, p» 232. 9. Christ to be brought into all the studies: Co'.uiselB, p. 35d; Testimonies, Volume 6, p. 132. 10. Character the highest aim: Education, p. 29. It would be well, also, before pasBing on to a con- sideration of methods in individual subjects to present again .J, J. .0 ttaeea tl .1 -106- the goal that Seventh Day Adrentists keep before them in their work of educational reform. 1. To reaoh God's ideal. This applied both to tenoher and to pupil. 2. To restore the image of God in the soul. 3. To train Christian workers. The demand constantly r much exceeds the supply. 4. To prepare for the school above. d. Methods of Teaching Applied to Individual Subjects. * The degree of efficiency that Seventh Day Ad- rentists are endeavoring to maintain in their elementary schools may be learned by a study of the following paragraphs from the books so often referred to. Education, and Counsels to Teachers. "In education the -"ork of climbing must begin at th« lowest round of the ladder. The common branches should be fully and prayerfully taught. Many who feel that they hav« finished their education are faulty in spelling and in writ- ing, and can neither read nnr speak correctly. Not a few who study the classics and other higher branches of learning, ani who reach certain standards, finally fail because they have neglected to do thorough work in the common branches. They have never obtained a good kno.'rledge of the English Ian- ri^ u. UJt -' 11' 3: •y riBdi 'Gi? oa^ OJ (^ £»dalni^ 3 .'' ■.*.*?'*!''4 *««»;•,■•■.•;« ««TJ ;a ittw: -110- "In teaching children the Bible, wo may gain much by obeerving the bent of their minds, the things in which they are interested, and arousing their interest to see what the Bible says about these things. He who created us, 'vith our THrious aptitudes, has in His word given something for everyone. As the pupils see that the lessons of the Bible apply to their own lives, teach them to look to it as a counselor. . . . But the interest of the pupil must be en- listed. Espeeially by the one rho has to deal '^ith children and' youth differing widely in disposition, training, and habits of thought, this is a matter not to be lost tight of. "Help them (the children) also to npprccinte its (the Bible's) wonderful beauty. . . Ecnourage the children and youth to seek out its treasures, both of thought and of expression." In the 'lurking out zt these methods both teachers and children fitd the Bible j-eriod one of the most delight- ful of the -hole day. Bible classes usually precede the other classes for the day and thus give influence to all the work that follows. As a rule the Bible classes Im- mediately follow the morning .worship period — conducted in all Seventh Day Adveritist elementary schools — wh.'.oh consists of the singing of gospel songs, tlie reading of the Bible, and prayer, by the teacher or by some child. These .'Inmn rrloR wr .^r .: -111- exerolsea aro varied from day to day in order that th«y aay be interesting, e.g., tiie reading of uon»e favorite missionary book may take the plaoe of the JUble reading on oertaiA mornings of tne week, etc. To make t.ae oral work of tuo primary grades in- teresting oonaiderable rnaterial such as Bible meraory verse oards* and tne like have been devised, iiote-books are usually laade by the children which contain the hand- occupation work accompanying each Bible, lesuon. 2;i8 chief of these iiand-ocoupations are card board sawing, paper outting and pasting, and crayola coloring. Ehese devices aid the child to retain the central thought of the lesson presented I. A number of central thoughts in the form of Bible memory verses are memorized during each school year. A nujnbor of charming children's songs, eucii as Luther's "Cradle ii:7mn"j are learned, adding diversion and pleasure to- the work in Bible* for older cliildren who use a text-book in Bible, the work takes on the nature of a regular subject of study with daily ayalgnments. ^he distinctly primary methods disappear, bat the note-book work and tne learning of mem- ory verses coi^tinues, each phase of the work being more difficult tiian has be^n previously required. In the study o tex« ■ J no JO ■■IB jQi rftlw 00 &f-o;it©v 1^10 Jin lb -liij- of Old Teotaaent History which is uaually given in grades four and five, the problem-project meti.od, wiiioh is now "being Btresaed by McMurry, naa been in use for several years. Uixr^ classes work out togettier, to an exact scale, the Tabernacle. This work is taken as the pi eject for a whole term. Colors of ourtaino and coverings, furnishings, altars, etc, are all made to conform to the directions for building the Tabernacle given to Moses. In certain clasuee conducted by the writer individual members of the class have worked out the entire project separately from the work df the class, sometimes working it out in wood and some- times in cardboard. When tiie work on the Life of Ciirist is taken up, a nuiaber of projects are taken up such as making maps and tracing out tiie travels of Christ during tne period of his public ministry, etc. The period of tae Acts of the Apostles furnish more projects .such as tracing out the missionary journeys of Paul, Uaps, cii^irts, and diagrams become nec- essary to illustrate tiiis work. In grades seven and eight the study of the major priiphecics of Daniel and the Hevelation constitute work harder tuan is attempted in i ublic schools In those grades. Much reference is made to ancient nistory and many maps an* diagrams of prophetic peiioc».s are made, atudents in those xo Jito at ? xtiac to MXOH fC! lebtBd :;x^' S' i\m.-> ajjiiJkM -IIS- fl^ades work out original Bible ReadingrB on major doctrinal points and sometimes go out into the community and hold Bible studies with interested people not of the beyenth Day Adrentist faith, Thus the work "becomes motivated to the highest possible degree, livery youth is encouraged to join the church during tuis period. Hot all, but the majority, do. The methods used in Bible olasaea are thus taken up more in detail tiian will be true of o-Jiy of the other subjects beoauho of its vital importnn:5e in the system and from the fact that it is a subject not taught in the public schools. nature btudy !Zhe work of the primary grades in iiature study is correlated with the work in |>rlmary Bible; in fact, it is given as one subject and called Oral Biblo-Iiature. '2he great central idea for sucii an arrangement of work is that God, being the Gr oator, not only of txie world, but of all tiie beautiful tilings upon it, including both animal and plant life, tliat much io to be gained if the child from the be- ginning is taught to associate the laaterial creation with its Creator. Ihe idea tjiat Uod is the Croator is constantly kept before tixe minds of tho little ones. 2hoy are ^uuglit to pray to Him and to tliank him for uaking suoii a pleasant. 1/ ^m f*^r* ti tis< Oi.i ca qu al f»a , Ji-- -114- wonderful, beautiful wozld for us to live in. Then aa teacher and children walk abroad in iiature, slie "upeaka a varied lanp^uage*!, and never fails to praise her Maker, Taken up from this viewpoint tiiis subject becomes wonder- fully fascinating/ AS the work of the grades advances and text-book work begins, the foundation of all branches of science is laid. God is seen as the author of science and the belief is firmly planted in the child's mind that there is not, and never can be any contradiction between true science and the teachings of God's u'ord. Thus tlie bauis of i'aith be- comos secure. Of older boyc and giila (grades four nd five) some note-book work is required. These are largely of the project nature rather than being uniform. If leavee, e.g., are beinp: studied, tlien onoh child presses leaves and, mounts his own leaves in a book of his own. It is his own to keep, and aside from a minimum number of uniformities, ae puts his own work -and versonality into it, Besidea t.iis, many simple experiment a are per formed, — oxygen and hydrogen gases are mtide, etc, T en, too, fiold days are arranged for, when teaoner and cJiildren go abroad, taking lunoaes, and study plant, animal, inject, rock, woods, stream ppd sky together, at first /.and. Wnnt could be more joyous? liatiire study in the higher elementary grades ^ives place to the special olaases in Geography, Physiology, and Agri- fiA Xi. hi . .M* ,l-.«; ili2^: ■vftf r.r, ! .ft •i»o altow *io,n .Max Hi ff-f)*("S(' fliilC .- rti- 'atiiii. Kp -116- oultuxe irhioh includes School Gardening. Head inf. "The joy of a little child wnen he finds that he can read is a force whidh the teacher needs to appreciate* If she can keep tjiis joy alive from the time when ne first trlvunphs in his recognition of a few words until he leaves the fourth grade with the ability to road and enjoy the sinrple naterial adapted to hie age, she will iiave done uuch for her pupil." Hapeor, "2eacalng iilemontary ;jchool uvib- jectB", p. 163. Being the basle subject of the elementary cur- riculum, it is most important timt the child sii' 11 acquire skill, both in recognition of form and in waatery of the thought imbedded in that form. Much has already been said In this thesis concorning the great value of being perfect master of one's mother-tongue, ijuch a tuiutery is unusual, and Seventh Day Adventista who are much before the jjublio &S teachers eind lecturers, need especially to streas the subject of reading. It is unnecessary to speak in detail of the metjiOd of toaoiiing reading, standard public school methods being used. 2he difference to be noted iere is rather one of content. Instead of teaciiing the beginning class on the first djiy of school aome nonsoiiao jingle such as "Hi-diddle-diddlo, my won Jojin Ead one shoe off and one uJioe on" : nsQ ;> ft S' p. ^ 7 ■ C5 HB *k «.b tfc- Xo the iierenth ])ay Adventiat touclier would toaoh uometning like, "fyulae iilml Praise Hlai Litwle ohlldzen praise Himj God iB good. God is good." Shia would be simgto a pleaeing tune. Lator in the day "God is good" would be taiight a;i the firat sentonoe, and so the ohild would go hone af'ovr ..is first day at school iiay- inf learned the greatest truth that it ia possible for any human being to know. Jo far as content of reading goes. Truth is the v/atohvvord. Truth is Btrjinger and more wonder- ful than fiction. For tiiis reaaon no fiction is given.. Seventh Day Advontist children are not given fairy stprios ox Motaer Goose iihymes. Instead, the best of all children's etories — thoso found in the Bible — are piven, These are supple- mented by the great amount of reading material furnisJied by naxure stories, stories of miBsionaxiea, stories of trawel and wonderful places, stories of children of other lands, etc, etc. It iias been demonstrated by experience with many thousands of children that these storios aio roally tiore satisfying to the child tjian are the fairy tales. The littl© child is anxious to learn the truth about this wonderful world which is to uim at best for tjie first few years only "a big, buazing, blooming confusion". Instead of filling the child's mind with useless material w/iioh only makes this oonfuaion worse, he ia building up a good foundation for 91 - ',■ i. « U O-Ol' UJJiiD. 'J X UM i. i -li'/- geography, history, science, and the other school subjects that will follow in courae of time. Besides the regular class work in reading, there is in connection with the Junior Wor^:, a Primary Heading Course. This course oonsists of two or three carefully aoleoted children's hooks which are read by the teacher to v t^e bepinners wao ojin not yet read the books for themselves. ■iFhis becomes a great incentive, for Just as soon as they are able, the children miy have these books in their own hands and read them at their seats as they see the older boys and fl:ixl8 doing with the books tiiey draw from the school library. More than tuis, those children who have completed the read- ing of this course for tlie year are given Rauding Course Certifioatea duly signed by the teacher and by the confer- ence officer a having ^reneral oversight of the Junior Work* She Heading Course idea extends to the upper grades of the olemenLury school, also, there being a Jimior and aleo u benior Heading Uourae. 'Jhe underlying idea is tnat if ohildren are provided with, and oncouiuged to read good books, they will form tliat iiabit and the many cheap, worthless books with which the present age is flooded will not appeal to them 80 Htrongly ao if they had been encouraged at first to like that kind of reading, bometimes the Heading Course Certificates are presented to the children earning them at a public gather- ing by a member of the Church Liohool Board, auch an event is n.1 i\r-'. i.e. .XO't ili-r !) i) IsllWbOtXd' >0 &i -,-f -a,-?^ -110- of great iroport to the ohildren. Language • "In our friendship letters, we say, 'jiverybody likes uO have their own way', She buainese man dictates, 'Let us imow who you sent it by and we will be glad to look it up for you,' I'he local pastor says, 'They in- vited my wife and I to dinner, t nd we went without knowing whether your ue If and Mrs, Brown would be there or not,' The oolioltous teacher ^innounces, 'If anvone doesn't und«y* stand this point, lot them hold up their nund. ' y.ie aspir- ing student declares, 'If anybody fails, I'm determined it won't be me. '", "And wliat is the matter? iiveryone of the italicized words above is a good jinglioh word, but it is misapplied. It is a misfit in the connection in which it is used, vdiy is it thus misapplied? Chiefly because it is ueard so often this way that its use has become second nature* '2he business man and the pastor and the teacher imow better, in theory; but the business man in his seriousness, the pastor in his animation, and the teacher in >ii8 solicitude, litxre each lost sight of the technical rule, and the old way crops out or its own accord," Howell: Grammar lianual, pp, 5, 6, 5?he picture here drawn by Mr, Howell is not new. We iiave all seen it before, and doubtless snail many times more. But that is not the queation. What can be done to r«s«t3 lo i\ r« ** -.119- chango such a condition of affairs? jividently we must begin our corrective cieasures farther back than with the business • nan, the pastor, and the teacher. There was a time when each of these individuals could neither talk nor write. If they had never henrd incorrect forms and uses of words, there would be no need for such a school subject as Language or Grammar, The facts are, however, tliat most children have heard these inacciiracies of language used so frequently that the correct forms sound foreign and strange, iiven the few children who have been carefully trained from babyhood to use right language forms when they enter school and associate with others less carefully trained, soon learn that it is a matter of social protection to use the prevailing language of the playground. Thus the best efforts of oonscientioue parents and teachers are trailed in the dust of the "common road". Shall the struggle for a purer speech cease, then? By no means. JJothing can be gained by inaction. Rather, let teachers and parents increase their efforts, for they are worthy. It is evident that the earlier the child is brought imder the influence of a "social group" that is careful of its speech, the better it will be for the language training ■ of that child. Individual efforts are nearly always fruit- less. The teacher's work maybe faithfully performed, but -4fJ.i.- )Cioa xiio -*lx;^l B^flwlfl xliasa eiB .Mid© ^riJ^ to tad ,b9mro'it»q xLluTiAtliili: ed \^ - -r" .'•':- 1 -120- if the hom«8 of that community do not support the "^ork of the language class, little, if any, ground will hare been wrested from the enemy. The suggestion is than, first of all. for the teacher to interest the Parent Teacher Association in the matter of the good use of English. Do not become discouraged if all the Association members do not fall into line at once. If a few will begin the work in real earnest, others will join the forces later. Using correct English is a habit. If the major part of a social group can be won to the use of good English, the others will begin to feel un- comfortable and will put forth an effort to speak as other members of their group do. Patience and effort must be the passports to success* Hot until the teaoher of English can build up some such support from the community may she hope for permanent results in her ^^rk. When she has done so, she may begin her classroom program with assurance of success. This pro- gram will not be for the language period alone; but for the oral and written work of every class period. There must be constant drill. liany teachers start well, but fail eyentually because they allow a lapse Just at the beginning of success* In Seventh Day Advent! st elementary schools Language is correlated with Heading. Teachers are exhorted to ase correct English themselves in order to have the greatest in- fluence for good over the children. Stress is laid, also. ■ onKofc:- soil ^ait ti » A 4 C< ■Ti.^'y^r J^ofriciioo -1£1- upon the correct use of the roloe and of the abdominal muscles in voice production. Much use is made of oral expression in story telling. In this exercise, Reading, language, and Bible are frequently correlated. If the breathing and voice control are properly directed, the effort becomes a good Physical Exercise drill as well. In all grades carefully prepared 'rritten work is insisted upon. Children are taught that carefully written missionary letters, may win some soul for Christ. Children of the upper elementary grades may write accept- able articles for the children's own periodical, "The Little Friend." Arithmetic This subject, coming as it does into the very heart of our economic life, has become a storm center of controversy concerning content and method. The crux of the ■atter has been given in a report on the teaching of math- ematics in the elementary schools by The American Committee So. 1 of the International Commission on the Teaching of Mathematics. They said, "There is a great pressure to simplify the course. This is being done by using smaller numbers in the work in arithmetic; by eliminating topics that are unduly confusing; by giving carefully graded, simple problems; and by cutting down the extent and increasing the emphasis on the part that remains. There is also great pressure to modernise -131- .-AiL ,?i- r iTi t-^ n ^* '' '■.-;,'. ?:♦ 00 •rroo) 04 \C •Uv' .it enLn el '9.ia7 -124- domestio science, and gfrden products ai-e sold. This calls for a knowledge of simple aooounting which thus comes In naturally with the regular school activities. These are all real projects and not "play projects". If a project fails, somebody must actually make good the oash deficit. In the use of money children are taught self- control and self-denial. "Shall we spend this money for candy to gratify ourselves or shall we send it to heathen children that they may learn about Jesus Christ?" Bo co- ercion is used of course, but the ideal of using our money to bless others rather than to pamper our own selfishness is kept before the child constantly. The child is taught to buy useful, rather than orneunental nrticles. He is encouraged to lay his treasure up above "where neither moth nor rust doth corrupt, and where theives do not break through and steal". Penmanship • Two things are necessary in handwriting, — legi- bility and speed. Thorndyke, Ayers, and others hare devoted auch time and effort to determine by scientifically graded scales in handwriting Just what standard of legibility and of speed the elementary school child needs to reach in order that hi may meet the demands made upon him. A number of very satisfactory scales have been devised for handwriting and are being used quite generally throughout the country. These cheok up the work, not only of the individual child, but of the school and of the school system to which he belongs. \iiJ x>»:t' , , , has ' i2.ji btfxiiWB 't t^fHC ^RC! A. -1£5- By the use of the scale the teacher learns whether each child in her room is up to the standard in speed and in quality of writing. If the child is below etaidard, let us say in spfed, hut normal or above in quality, then the teacher works to "bring that child's speed up to par. The child's work is rot estimated according to some teacher's "opinion" of good writ- ing — which practice always discouraged the poor writer and ■purred on the skillful writer to a point of excellency from which he ■p/ould probjibly drop as soon as he left school, and besides consume vrluable time that might have been used to better advantage on some other subject — but according to a universally accepted standard by which the child may evaluate his own ^^rk almost as skillfully as can the teacher. When a child has acquired standard skill and main- tained it for a period of time, he may be allowed to devote the regular time of the penmanship drill to some subject in which he has not yet reached the standard. In Seventh Day Adventist schools the Palmer System of penmanship is used. Use is made of the scales mentioned above, and good results are being obtained. No need has- been felt for different material or separate methods in the teaching of this subject. Physiology and Hygiene Probably no people living feel more the importance of clean living than do Seventh Day Adventints. To promote «V0 aJt io9«^ io -1£|- health is felt to be a religious duty. The body is re- garded as "the temple of the Holy Chost -ihioh. dwelleth in you". Much is said in the book "Edu • tion" ooncerning the importance of physiology as a subject of study. A few quota- tions follow. "Without health, no one can as distinctly under- stand or as oon5>letely fulfill his obligationa to himself, to his fellow-beings, or to his Creator. Therefore the health should be as faithfully guarded as the cliaracter. A knowledge of physiology and hygiene should be the basis of all educational effort. "Though the facts of physiology are now so gen- erally understood, there is an alarming indifference in re- gard to the principles of health. Eren of those ^o have a knowledge of these principles, there are few who put them in practice. Inclination or impulse is followed as blindly as if life were controlled by mere chance rather than by definite and unvarying laws* "In the study of physiology, pupils should be led to see the value of physical energy, and how it can be so pre- served and developed as to contribute in the highest degree to success in life's great struggle. "Children shotild be early taught, in simple, easy lessons, the rudiments of physiology and hygiene. The vork should be begun by the mother in the home, and should be faith- fully carried forward in the school. As the pupils advance in ~f1' ■: r. f « t •w 0tii ii fttiT doe 0^ }i 'U i KX ^ * •9i i ;^ • ■ l "-< *..' 17 U ±J.> .i.*T ©ii* al j^ fie>l7i«o -127- years, instruction in this line should be continued, until they are qualified to care for the house they live in. They should understand the importance o/ guarding against disease by preserving the vigor of every organ, and should also be taught how to deal with conomon diseases and accidents. Every school should give instruction in both physiology and hygiene, and, 80 far as possible, should be provided r.'ith facilities for illustrating the structure, use, and care of the body. "There are matters not usually included in the study of physiology that should be considered, — matters of far greater value to the student than are many of the technical- ities commonly taught under this head. As the foundation prin- ciple of all education in these lines, the yovth should be taught that the laws of nature are the laws of Grod, — as truly divine as are the precepts of the decalogue. The laws that govern our physical organism, God has written upon every nerve, muscle and fiber of the body. Every careless or wilful viola- tion of these laws is , a sin against our Creator. . . • "There is a physiological truth — truth that we need to consider — in the scipture, 'A merry (rejoicing) heart doeth good like a medicine.* ""Let thine heart keep my conimandments*, God says; "for length of days, and years of life, and peace, shall they add to thee". "They are life unto those that find them, and health to all their flesh." "Pleasant wo xLs" the Scriptures ,&v ttM Tftrtt :i ^tf^-a.tt-vr I'x C/ tf'fiC^ .Da -128- declare to be not on?.y "sweet to the soul", but "health to the bones." "Among the first things to li9 aimed at should be a correct position, both in sitting and in standing, Ood made man upright, and He desires him to possess not only the physical but the mental and moral benefit, the grace and dignity and self-possession, the :Ourage and self-reliance, which an erect bearing so greatly tends to promote. Let the teacher give instruction on this point by precept and ex- ample. Show what a correct position is, and insist that it shall be maintained," Much more might be said along this same lin'i but sufficient has been said to make it evident that Seventh Day Adventists, in theory at least, are great admirers of the perfect body. That they are doing their best to promote health for everybody is evidenced by their complete system of sanitariums which encircles the globe. Natural > eatments and remedies (water, electricity, etc.) largely take the place of patent medicines and drugs in their treatment of dise«se. Proper diet and right habits of living, abstinence from the use of tobacco and narcotics of all kinds, sufficient exercise, fresh air, and sunshine amid pleasant surroundings, have restored many tired, worn-out men and ^omen to a normal condition of health again. These principles of -ight living are taxight to the Seventh Day Adventist child from infancy. The school \i.n ^^" -,t tB^llV Xjioia^nq o •Tis netLsnmt i '^'-vu SJ. .,,( ',;:i:ij. ■ nnox:. x^srtc 09 f? ifEOT^ -129- merely continuea the ^rork begun in the home. A olean life and Christian living demand that Vheso God-giren principles of health shall be adhered to. Ihus it appears that the Hygiene of right living Is stressed more than merely the structure and uses of the various bodily organs. In order thnt the teacher may b« In- telligent concerning the physical needs of each child and make her ^rork for him constructive (and corrective if need be) an annual physical examination of each school child is provided for early in etioh school year. If a child is in need of physical care of any kind such need is at once re- ported to the parent or guardian of such child, and such parent or guardian is encoiiraged to have a reliable physician look after the case at once* The General Conference Department of Education has adopted a lumber of minimum essential standards regulating the sanitary conditions of grounds, buildings, lighting, heat- ing, ventilating, etc., all of T»hich aim to bring the child to his highest possible sta^e of physical development. U. S. History and Civics The work of these subjects in the public schools usually begins by building up the European setting for the discovery of America. The setting for the Seventh Day Ad- ventist child begins at the creation of the world. Beginning at the Garden of Eden man's history is briefly traced until aJlii I finnHo- CLfS -130- the ?lood. Th^n the ITamilles of Uoali, Ham, Shera, and Japheth are traced, especially the Japhpthic branch to 'rhioh we our- selres belong. The pupil Is made fvnillar with the four ^orld empires of Babylon, Medo-Pereia, Greece, and Rome. The arents leading up to and surrounding the breaking up of Rome into the Ten Kingdoms and the formation of the modern European nations are next studied. The child is made familiar with the Bible prophecies regarding the rise of the United States of America. Prom this point on the subject matter and general methods of teaching History and CItIcs are much the same as are usually giren in the public schools. The child la taught upon Blbla authority that ciril gorernments are ordained of God and that it is our Christian duty to pray for our rulers and for the success and well-being of our nation. loyalty to the flag is taught and children are told stories of how the American flag protects the missionaries in foreign countries. Special days, lilce Washington's and Lincoln's birthdays, are made the occasions of special study, stories, and programs. Tha writer recalls with pleasure an elementary school drama- tization of the Birth of the American Flag that was being giren in a room in which ha wps visiting. In some schools every important historical date la indicated on the monthly black- board calendar. In addition to the regular '^ork of the Civics class, mock elections, mock trials, and the like are frequently given died.'. hr-i aac o"- . /i 90 90a.Q\ ♦»«?! 'jA' L»00d kiii.'. ;<»mKS -4lWii\,,i tn,J> ,.'.'}yW Mo sni •b dOXq HMStwxitf ttnjt -las- is ueoessazy fox workers in the Tarloue fields. The ohildren will be familiariaed with the work heing now carried on in eaoix of these l&rger denominational Tinita and with the existing needs, i'hey will learn what miseionarieB are in each field now and periiaps correspond with them. Thus leterwriting would be motiyated. The letters reoeiTed from the misaionaries enoou rages and 4id8 in the Jimior Work. " beyenth iiay Adrentist onildren are encouraged in ^11 their school work to prepare tnemselves for some line of missionary endeavor, ihey sire taught that a business man, an engineer in a publishing plant, a printer, a oarpenter , ox any artisan, may, by his life and work and money. Just as effect iTsly aid in the propagation of the Gospel as may the preacher wno stands in the jUJLpit. The preacher without the aid and support of his congregation becomes a "preacher" merely. Individual outline . aps, olausroom waHmaps, and other devices facilitate the work of the toachei of geogxaphy. This bxief description of the woxk will make plain to the reader that the teaching of geography in i,eventh jDay Adventist schools is conducted ([uite differently from what it is In the xegulax public bc-oooIs. Spelling Up to and including grade five Hale's Primary Speller is used. This is a denominational book Wiiloh correlates -J-; Xua vX d6.^aIsixot> . tflillaqe; -137- with the reading work foirnd in the "Srue iiiduoation Readers'* which BerieB is used. IThe general plan of two new words )>b z day with a number of review woa da is followed. Dictntion work is also provided. 2he ohlldren are taught a ntuaber of Bible and other words, ospecially needed in the written language work, in addition to such words as children are supposed to know aouording to the Ayres standard. The general devioea and methods developed for public scnool spelling are used and therofore need not be detailed here. With otiier subjects of the elomentary c rriculujn, spelling is stressed as very impor- tant, i^ivery cnild Siiould learn to spell oorreotly. Ilo aca- demic student is graduated from his partioulur scnool without having reaoaed a minimum grade of 85 both in reading and in spelling. Manumental V/ork. Uuoh has already been said concexAlmg physical labor as a developer of ciuiracter. '2hQ v»ork of the child's imnds in the primary grades is intended to oo ordinate mind and muscle. The muscles must be taught to obey the mind. It is prevooa- tlonal and leads directly up to, and prepares for, the voca- tional occupations of txxe Intermediate iichool and Academy. The fact taat the number work of the first primary grades is cor- related with the manumental work has already been stated. The general outline of work is as follows: Grades 1 to 3, paper and cardboard; grades 3 and 4,ele- c. .'^o/yu'>j JlwJt. • . •ill t>H tin/V'i 1 TV Rat Tot >5atG -138- mentary sewing; prndeB 7 and 8 garment making. ThiB woxk is for the girls. The work for the boys is differentiated at grades 5 or 6. from this point on they do regular benoh »ox^^Xn the wood shop. In connection with their shop work thr,y are given cf^chanioal dravring and taught the care of tools. All grades, both boys and gizls, &ze given school gardening. In California the school garden projects may be developed during the regiilar school term. In other less favored sections of our country where the winters are long and severe, the "home garden" projects are more profitab?.e. All the children's gardens, whether carried on as home or school projects aro "misaionary" gardens. The chief motiva- tion hexB in to raise money for the boys and girls in other lands that they may leorn about Jesus, JSach i^ dividual school laay, if it chooses, devote all money raised in this way over and above the Junior Missionary Volunteer Goal for that school, to the purchase of books for their own library or to any other local cause that they may choose. This interesting work also beoomed the basis of work in simple accounting} in method a of preparing and maiket- ing the school or home garden products; the study of soils, fertlllaers, etc; of exporimnntal garden work; of the handling of plant peats and diseases; and of much other practical knowledge that every boy and girl should posHsss. Thus again ■bM- X<' • ^ i.\t4,*^- i^i- *6 ^ . f.) '"♦■u;. ay Adventists publish many Illustrated books and magazines. They pay very high rates to outside artists for this work. Carefully trained denomina- tional talent would be a valuable asset to them. Music for many years the Tonic iiol Fa method as developed by Gerard Gerritsen was the only one used in elementary -;?^.t- 2 fWii? ©3f/«J »-jiUj;wiii i3u. I3f ^t.*- ^i.«. . uiiixa • -antac. :X • ■ I'j .■3Ui:»i' i.9U a -143- lieventh Day Adrentlst sohoola in the te&ohing of mueio. This method did not meet the general favor of those who tried to use it and finally the General Department voted to diecontinu* its use. At present each te> oher is left free to develop the work in musio as ehe sees fit. Union and local conference educational leaders usually isuue some sort of a music syllabus for the suggestive guidance of the teaolier. In this syllabus are set forth minimum requirements for the subject, and the teacher may accomplish the work after her own pleasure. Many splendid rote songs for the primary grades have been composed by Miss Amia A. Pierce and published from month to laonth in the magazine. Christian iiiducator. For general open- Ing exercises and Junior Meetings tne collootlDn of songs, about one thousand in number, ioiown as "Christ in ^ong" are the most frequently used. Shis song book is used aloo in church me. t- ings and thus the children are prepared to assist in the regular congregational singing. For class room use during the lausic period some utandard public school music reader is used. Children, and everyone for that matter, are encouraged to progress as far as poooible in i.usic, both vocal and in- strumental. Again we quote from the book iiducfttion: ' '*AB the children of Israel, journeying .through the wilderness, Cueered their w|iy by the music of sacred song, 80 God bids his children today gladden their pilgrim life, There are few means more effective for fixing Uis words in • U > JS !tu {TXOU 9JI08 •!< f ,. aw-. 19 9d no. • XIoo t. mAt tttiiit ka» 9^ni sot V u , .v.dflie6Xlw -144- the memory t}ian xepoatlng them in eozig. And such song has wonderful povrer. It has power to subdue rude and unculti- Tated natures; power to quicken thought and to aonraken sympathy, to promote harmony of action, and to banish the gloom and foreboding that destroy courage and weaken effort. '*It is one of the most effeotiTe neans of impress- ing the heart with spiritual truth, liow often to the soul hard-pressed and ready to despair, i>.emory recalls some worH of God's, — the long-forgotten burden of a childhood song, — and temptations lose their power, life takes on new lean- ing and new purpose, and courage and plfc-dneas are imparted to other souls i "The value of song as a moans of education should never be lost sight of. Let there be singing in the home, of songs that are sweet and pure, azid there will be fewer words of censuxe, and more of ciieerfulness and hope and Joy^ Let there be singing in the school, and the pupils will be drawn closer to God, to their teachers, and to one another, SAs a part of religious service, singing is as muoh an act of worship as is prayer. Indeed, many a song is prayer. If the child is taught to realize tnis, he will think more of the ueaning of the words he sings, and v/ill be more susceptible to their power," Prom these quotations it is evident that the music in Seventh Day Advent ist schools is for the most part of a religious character, This, while tiiue, does not constitute . , ^_. ; — Saw '■> tiCU»#ui & r r . .. »t -Bai? l>oa9 3irr-fc":-»r; '5ii?r9r' an eqoa t;>r.« »se. efeVVK 61 etf XI ftj-L.-,' J- 1'.- J ton amcb ^oani •li.u. , tea 3Uilr!.; .0 ajtfolBlXoi -146- all of the soiiool music. I^ixqt natiixe songB, aoiae songs, and patriotlo BongQ axe aluo used. Physical Culture. SO much has alze^ dy been said in other parts of this thesis concerning the great importance of physical training and the general ciiaracter of such training that it seems unnocesaary to mention the fact again here, except to BBBke it plain to our readers t/iat the work 1. not left en- tirely to be correlated with otlier school exercioec, but that it is taken up as a regular study of the elementary curriculum. I'he work in physical culture is largely based upon a manual pre}mred by Jean B, Henry, a physical culture toLOher of long experience. I'he work of the course is systematically arranged and carefully graded. A gyianasium is not neoded in which to carry on this work. In fact the school playground is a much better place. Chis makes it possible for every elemontary school to conduct the work. General i^xercises These exercises, Wiiich usually occupy the firat ten minutes of the daily program, are uost vital to the suc- cess of the work for that day. Usually the firat part of the exercis. is the singing of some song w/xich the children par- ticularly enjoy. In this w»y all minds are gatiiered in from the playground and nome activities and centered upon some in- spiring theme. This prepares the way for a few words of 93i.iai ttoqp lt»X0 -146- prayer asking God*s blessing upon tetioher and students as they continue the work of the day. If there is time another song may be suitor the teacher may read some choice bit from the Bible or some other book, oowe uornings the teacher may prefer to take this opportune time to give counsel of a general nature to the virliole room. It is felt that this morning period is tiie best possible preparation tOx the Bible classes that immediately follow. d^eaohors are left free to use this period as they >lteel is best for their ovm schools. Shese exeioises snould ,b^ Taried from time to tiue in order that Interest may not /.xag and the work carefully planned. '2he teacher who takes up : Song book and Bible after the bell ]ias rung and sings and reads / ;frofn the pagiito which she laay ciiance to turn will be sure to fail. Frequently some c/iild who is a good reader i;iay be asked to read the Uoripture lesson for the day or the reading may be & responsive reading in w/iich all in the room take part, ''^ 'Neither is it neoessary that the teacher offer the prayer every morning. Svery child in the room should be habituated to pray iiV public. Just 80 far as they can do so profitably the boys m\ j ' / dtii girls Siiould be encouraged to take the initiative in school tt^^ercissQ. Here as elsewhere the child learns by doing. If 'hill makes a mistake today that miutake sliould be sympathetically coriected and lie be encouraged to try again. This may be done successfully so long ao the sympathetic touch is not lost. I. ^vl the ungraded schools apply here. With this brief explanation hb pass to the next section of our thesii, "Teacher Training," IV. TEACHER TRAINIHG. 1. Need for a Separate School System The Serenth Day Adventlst system of schools is still Tery young. Considering its age and its most humble beginning it is remarkable that so much has been already accomplished. The leaders in the morement take no credit unto theraselres for what has been done; but give all praise to God ^ho hath worked mightily in their behalf. Many mistiikes have been made of course. The effects of some of these mistakes still linger in the system. Tc brenk awsy from a long-established school system and create a new one '^thout patterning the new somvwhat after the old would be too much to expect, even though the leaders had taken their motto, "Come nnt from among them and be ye separate." To come out and be separate does not mean to overthrow and cast aside methods and materials proven by centuries of use to be of great value. These should by all means be preserved, and only those phases of the old syetem discorded which for denominational needs are unprofit- able. The reason for separate schools is set forth in the book "Counsels to Teachers" as follows: ,aio'. rrft rf\ a< no^- Xi- & OXi socJb e ■■ T****.! e-.f" fir?*. ii rf i I ■ !■ »pii- ■ ■! I ■>■ III! ■ I I - r,Tif.-\'?',i ',-rtfT »J'tri «■?*..''. PI H^ 1 » .Vi tj 7 r.T M -f Jroaa ■J ^d n: ijij.j a V '7 >r«Ti -^.f rf ••♦ f Iki •^ t-- vT 8«V .sX^Ofli l0 - r-' ■/wf«^ ^r: n '4 * 1 1 !•, I.-J -i/jj-aii -152- 2. Teacher graining? Standards In the beginning of the yrork teachers were handi- capped by their lack of training and by lack of proper books and equipment Tith which to carry on suoh work. There were a few Seventh Day Adventists who had been teaching in public schools who were willing to undertake the "ork. Others, like th^ writer of this thesis, were heartily in sympathy with the idea, but did not feel free to attempt work in that line until more specific plans for -^ork ^ere laid. The first teachers were told that all one needed ^ith which to teach a room full of boys RxA girls suooessfully was a Bible and a heart full of lore. Some few were willing to try the experiment. The result in failure could not be afoided. To make matters worse, the idea prevailed (and was so taught at one of the first Seventh Day Adventist teacher's institutes) that cor- poral punishment should never be used. In the light of present day educational toiowledge it is not difficult to picture to onefcelf what would happen in a class-room, pro- vided raer'^ly '7ith an untrained teacher, a Bible, and no birch rod. E^erience proved in this case, as it usually does, to be an excellent teacher. Failure was the stepping-stone to success. It was evident that a series of text books aside from the Bible were necessary and that training rra.B a: toaZ o.; (\'y*ru, f .rr.. \n ft4A. '.A t I -153- necesaary if teaohers rrere to use them to test adrantage. Later experience demonetrated the fact that a heart of lore, while essential to a ten her' a succosa, is not all tkat is needed. Standards of minimum essentials for teach- ing must he eet up. It would he interesting to follow the development of these standards, but the nature of this thesis forbids. V.'e gire, therefore, present standards, as follows: 1. General Education. - At least twelre grades. 2. normal Training. - ?wg years in addition to the full Academic Course, making 14 grades, thus completing the College IJormal Course; or thd Academic Normal Course, in the case of mature teachers of successful experience who cannot take the College Uormal Course. 3. Age. - Eighteen years or over. 4. Certification. - The teacher must hold one of the regular certificates issued either hy the General Depart- ment or the union department of education. 5. Spirituality. - The teacher must he a memher, in good and regular standing, of some Seventh Day Adventist Church, and understinnd how to work for the spiritual in- terests of children. In the School Manual other necessary qualifica- tions of the elementary teacher are given, ^hese consist of -mi' lO /BJ i)flu boog tt -lt>4- quotationa from standard denominational works and are here grouped as a matter of conwenlenoe. The sourci of each quo- tation is given. They are as follows: 1. THE PRIHCIPAI. "Secure a strong man to stand as prin- cipal of your school, a man whose physical strength will support him in doing thorough work as a disciplinarian; a man who is qualified to train the students in habits of order, neatness, and industry." - Counsels, pp. 213, 214. 2. MAHAGIUO ABILITY. "Do not place orer the children young and inexperienced teachers who hare no managing abil- ity . . . Order is heaven's first law, and every school shoTild in this respect he a model of heavea." - Test., vol. 6, p. 201. "ft, "The Lord would have our primary schools, as well as those for older students, of that character that angels of Ood oan walk through the room, and behold, in the order end principle of goremraent, the order and government of heaven." Counsels, p. 170. 3. PHYSICAL VIGOR. "For almost every other qiialification that contributes to his success, the teacher is in a great degree dependent upon physical vigor." "In order to be al^'ay8 firm and calm and cheerful, he must preserve the strength of brain and nerve." "In every line the teacher should scrupulously observe the principles of health." "He should guard against over-labor, . . . against engaging ®T.- -illlC 'SJS3U a i'.u r«: •f. p ; *->* tv. J. J 5Jli.{ •f nnrf i.l5b- in amusements and soolal pleasures that are exhausting rather than reouperatire." "He should be temperate in all Jhings; in diet, dress, labor, recreation, he is to be an exanple," — Education, pp. £77, ii78. 4. RI6HI HABITS AUD SYMMESHICaL CHARACTER. — "Ter.ohers • • . • should possess '/rell balanced, symmetrical characters. They should be refined in manner, neat in dress, careful in all their habits; and they should have that true Christian courtesy that 'ins confidence and respect." - Counsels, p. 65. i •^The teacher ... should possess not only strength but breadth of mind; should not only be whole-souled b4t large- hearted." - Education, p. 276. "Experience in practical life is indispensable. Order, thoroughness, |)unctuality, aelf-oontrol, a sunny temper, evenness of disposition, self-sacrifice, integrity, and courtesy arc esi-ential HUttlificationB." — Education, p. E77. "By their o'^n practice they should teach simplicity and correct habits in ever/thing." - Test., vol. 6, p. 153. 5. LITERARY QUALinCATlJi;*. - 'Tith Physical health and uprightness of character should be combined high literary qualifications. The more of true knowledge the teacher ha«, the better will be his work. The schoolroom is no place for surface •'ork. Uo teacher who is satisfied with superficial knowledge ':7ill attain a high degree of efficiency." - Education p. 278. 11. -r*. , at *t) rlijrivi 0Uiii3. - "She true teacher will try by precept and example to win souls to Christ, lie must receive the truth in the love of it, and let it cleanse his heart and mold his life, xfivery t ucher should be under tlie full con- trol of the Holy Spirit. Then Oiiriat can spoak to the ueart, and His voice is tiie voice of love ... With his own neart warm with divine love, the tottcner will lite up the Man of Calvary, not to give the students a casual glimpse, but to faBten their attention until Jesus shall seem to them the •chief est among ten thousand', und the one 'altogether lovely.'" - Counsels, p. 67. "Teachers ... should nave the true missionary spirit; for the cuildien are to be trtxined to become missionaxies." Teot., vol. 6, p. 201. -'ITJ.L- •6o& to ilAtl Ui I J l.c tt. , v^W*A^\ . OY V .8 ii Htii. bAA raiaw te^kfttrfw' . .,JkC' / v-' A ..CO. £01 "We azo living in a hard, unfeeling, imohaxitable world. Satan and hie angels are iiulng every ueami in their power to stroy souls. The good triat a teacher will do nia students will be proportionate to hie belief in them." r Counsels, p. 267, "Under no ciroumutances Siiould the toaolier manifest par- tiality. To ftivor the winning, attractive pupil, and be critical, impatient, or unsympathetic toward those who most need encouragement and help, is to reveal a total misconcep- tion of the teacher's work. It is in dealing with the faulty, trying ones ("the moat unfortunate, tixoso Wiio have a disagree- able temperament, who are rough, stubborn, sullen" - Counsels, p. 267) that the character is teuted, and it is proved wxiet ler the tuaojiez is really qualified for his position." - jciduoa- tlon, p. 280. "'i^hose who mott try our patience most need our love." - Counsels, p. 267, "In dealing with thoir students, teachers are to Siiow the love of Christ. Wit lOut t/iis love, they will be iiarsh and dictatorial, driving uouls away from the fold. '2uey must be mlnutemen, ever on guard ovoi self, and improving every op- portunity to do good to those in their care. Let them re- member thf.t everyone of our schools is to be an asylum for the sorely tried youth, where thoir follies will be wisely and patiently dealt with.!' - Counsels, p. 269. seventh Day Adventists believe tli&t the boys and girls of this generation have u special work to do in con- nection with the proclamation of the Txiird liigel'B Message. In confirmation of this ije quote again from the book iiduca- •rvjt" -rip- , . I* ^IlitU TO «TC.L iiolft ii s[ooJ «. J ojoiJt i io ac ot> xil tion: "Cod's purpose for the children growing up beside our hearths is wider, deeper, higher, than our restricted vision has comprehended. Jlfroia the humblest lot those whom He h&8 seen faithful have in time past been called to witness for Him in the world's i»ighest places. And many a lad of today, growing up as did Daniel in his Judean home, studying God's word and His works, and learning the lessons of faithful service, will yet stand in legislative assemblies, in halls of justice, in royal courts, as a witness for the King of kings. iJultitudes will be called to a wider ministry, The whole world is opening to the igospel. iithiopia is stretch- ing out her hands unto God. f'rom Japan and China and India, from the still-darkened lands of our own continent, from every quarter of this world of ours, comes the cry of sin'-stricken hearts for a knowledge of the God of love. Millions upon millions aave never so much as heard of God or of His love revealed in Christ. It is their right to receive tiiis knowledge, They liftve an equal claim with us in the Saviour's mercy. Add it rests with us who have received the knowledge, with our children to vrtiom we may impart It, to answer their cry. To every household and evexy school, to every parent, tefichtr, and child upon whom has shone tne light of the gospel, comes at this crisis the question put to Esther tiie queen at that momentous crisis in Israel's history, 'Who knoweth Wiiether ■Tixil.' :xtoit •)aiifa a*6of) » hr^v :ic '999 XO^ B^TdOd i9r*t- bn 'J3 ©T It it It >ti«ve uito uuniiiBtnom -160- thou art come to the kingdoa for such a time ae thie?'" ifrom the ubove quotation it oaa readily be seen why it is neoeasary thfit iieventh Day Advontist teacher train- ing standards must be as high ae they are. One night well ask, "Who is sufficient for these lesponslbillties?" burely, no one in his own strength, but the Christian teacher lias the assurance with t}ie apostle that she "can do all things tlirough Christ wno strengtheneth me". It has been a matter of time to educate a class of young people to meet the above Btandiirds. Because of the rapid growth in the number of schools and of students, both in America and in foreign le.nds, r the demand for tuaohers who liare met the above standards, far exceeds the supply. In order to meet the growing needs lioimal, or Teacher Training, Itepaxtments have been created in all Lteventh Day Adventist senior Colleges and Junior Colleges, and In a niuQber of tae accredited academies. Only i^enior and Junior Colleges, and only certain of taem, offer Advanced JDiormal Training (14 grades). Ijine other schools in the united latates and two in Caziada offer Academic ilormal Training. Tnere are also a few such scaools Wiilch will be reported in another section of this thesis. We now turn to a consideration of these schools and their special work. S. iiormal Training a. In Senior Colleges. Definite iiorraal tzaining was first begun at Walla Walla College (College Place, Washington) about the year baa ,«it>^ %ii> '.ftlXoO 1 ^© © «i ;,;yA uj-k-i.w - j-'. woe. ii\a •)*>:'■ XJ9©^ -lioO aiiiiW 1906 ox 1907. L>lnce then, fitoilities huve developed fox this woxk until, as iras stated above, twenty colleges and aoademies off ex complete oouxses. In a numbex of tiiese schools Summex k>ession8 axe held and tlie woxk of such sessions is devoted litxgely to the mattex of teauhex train- ing. Befoxe taking up the woxk and stunduxds of these ^oxmal Txaining depaxtments it u;ay be well to pxesent in bxief out- line the woxk oovexed in the Academic (High ;)Caoo1} couxse, upon which couxse the UoxLial couxse is supexiuposed* ifox gxaduation fxom the Acadesiic couxse the xe- ^uixezaents axe as follows: Lltexaxy subjects 16 units ox - Lltexaxy 14 and Dxawing ox Uusio 1 and Physical Culture 1 or Agxicultuxal, to a total of 16. Uanumental (lessons and pxautioe on a trade comploted) 2 units (Total 18 imits tipeclal. jlinimuffl standing of 65 pex cent in spelling, xeading, and pentoanship. The following Time Definition of Units is given in explanation of thest; xequirements : The minimum value of a unit shall be the woxk done in thixty-six weeks of five foxty- five-mi ante recitations, ox the equivalent. Lltexaxy Unit (study, 1^ houis; recitation -^ houx). Two hours a day, ten hours a week, 260 hours a yeax. Dx awing ox Music Unit (practice and tiieory). Through two ox moi e yeaxs to a total of 260 houxa. ox awl-i ■/: 'iii "f- W5»- JJ3 a I ,iiiiii*dv4o nx 9c rH « ■mod 0*7 -162- Fhyeloal Culture Unit (pzuotioe) S;:otal in four yoars, S60 hours. One fourth unit a year ie allov/ed on physical labor done to the amount of 15 hoiirH a week, on condition that the ualisthenios olaus be taken at lecst once a week. lianumentul Unit (practice and leQuonu). ii'ive hours a week, 180 houro a year — one half unit. lotal in four years, 720 hours — two units* Academic courses offered by the Cedar Lake Academy (Cedar Lake, Michigan) show how these requirements are uet in actual school practice. !rhe work offered by this school is typical of all ot/iers of its grade. [The courses are: ▲CADiiS^IC ;:>CIi2Uii7Ii!'IC ninth Grade Units semester Elementary Church History 1 1,2 Composition 1 1,£ Physiology and Hygiene 1 1,2 General science.. ^ 1 Vocational { S Oardeidng ..^ unit. bewiug. •• 1^ unit • C^enth Grade Hebrew History 1 1,2 Rhetoric 1 1,2 General History 1 1,2 Bookkeeping i X^ vocational. i- 2 Cabinet Making i unit . Cooking i: unit • ,:^'i'i\7 .-2 jsx.y xe TeXffeH 1» 2 1, 2 1. 2 1, 2 1, 2 1. 2 !• 2 -163- Klaventh Qrads Units semester Ijmerloan History and Civios 1 1* 2 Denominational Hiutory end nistbry of UiBuions 1 Language 1 1 Algebra 1 Twelfth Grade Doctrines and Spirit of Propheoy 1 Geometry • • 1 Language IX 1 Physios. 1 ACADiiJilC LKiSRAHY Hinth and Tenth Grades (The same as Academic ^ciontifio) iSlerenth Grade Aiaerioun History and Uivics 1 1» 2 Denominational History and Missions 1 1, 2 Language X • •••• •• 1 1« 2 Domestic Science, or Carpentry, or Algebra 1 1, 2 Twelfth Grade Doctrines and Spirit of Propheoy 1 1, 2 Literature •....•• **i*V ^ ^* ^ Langu: ge II. ,.....'.' 1 1* 2 Hydrotherapy and Practioil Uursing, or Physios or Geometry,. 1 !• 2 ACADiiiiillC UMii IG ninth Grade iJlementary Church History 1 Composition. • 1 General tioience •• ■jr iiightsinf5^ing and Chorus or Glee Club t Algebra or General History 1 Tenth Grade Hebrew History 1 Piano land 11 1 1, 2 1. 2 1^ 1, 2 1. 2 1, 2 1. 2 S ,1 «i • '- iMT.* ■•j J. '- '^'i • -SOi I X I X -165- Units ciemester Bookkeeping •.« f 1, . Sight singing II and Chorus ox Gl«e Club. f 1, 8 Bhetoiic 1 1, 2 JUeventh Grade Denominational Hist cry and History of Missions 1 1, 2 Physiology and Hygiene ••« 1 1* 2 Piano III and IV 4 1 1, 2 Literature 1 1, 2 Twelfth Grade Biblo Dootrina and Spirit 'of Prophecy. •• 1 1, Z Piano V and VI 1 1, 2 Harmony I. jt 1 History of Music f 2 Hydrotherapy and Practical Hurslng. . . • .. • 1» 2 iitudents having completed the tnork of an ac- credited twelve grade academy or nl^ school are eligible to enter upon the work of the Ijormal Course. Work taken in this department receives full college credit as indi- cated in the course of study adopted by the General De- ' partment. Xhe course in outline, its interpretation and standards which are here presented, are t.iken from the School IXanual of 1918. i*ew ciuinges have been made in prac- tice since that d te, and so far as the witer is aware none have been made in stand^irds or in subjects* College iformal Course first Year Subjects. Credit on Course Credit toward in bemoeter Uours A.B. degree JSduoation I 6 to 8 hours 6 to 8 hours -o? i r tV >u J 61 0* -165- !:reaching I Metnuds I Manual Arts I iill.'Ctlve Lrill iSducntion ll Methods II Tep oiling II Manuiil Arte II iilQctive Ciedit on Couxue in ^iemester Hours 6 to 8 hours 6 to 8 uoure 3 to 4 Jiours 9 to IE hours 3«oond Your iiub jocts 6 to 8 hours 6 to 8 hours 6 to 8 hours 3 to 4 hour a 9 to 12 hours Credit toward 44B. degr«« 3 to 4 nouxs 6 to 8 hours 3 to 4 hours 9 to I'd hours 6 to 8 hour s 6 to 8 hours 3 to 4 hours 3 to 4 hours 9 to 1;^ hour 8 In this course a semoster hour represents a study pULTsued one hour f6o minutes) a week in recitntion for one demeoter, or its equivalent. The hoiurs of credit in this com ue are given a range Xyom the minimum to the maxlmiUB in order to give the normal Course the benefit of the minimiun required for graduation from the A. B« Course. 'Xhls minimum is 120 semester hours plus 8 semester hours of vooutional work; total, 1<^6. Hence the normal minimum total is 60 hours plus 8 hours vocetional work; total* 68 hours. Kach normal subject is therefore §;iven the proportionate range of 6 to 8 hours. It is easy to see, bowever, that no student can take a minimuia of 6 ho\u;s in all JiubJectB, for he would tall short of his total minimum for A^ graduation. 'J^he director will natixrully adjust the 6 or 8 hours to individual subjects according to tiieir difficulty or I ilmportanot. He may provide 8 hours in all subjects in order to strengthen the course, ^ome of the terms used, such as A' c m\ B^iBUfi M y^yj i. 1 i: BVl , Le^t-eiy*6i »ort 8 . --^ too .•oaaJioqnJt -167- Muoation I, Uethods II, etc., may not be cleaz without further explanation, "he courue is interpreted aa follows: Jjduontion I i^ducHtiou.II ) PrincipleB of iiducation ) i Psychology School Hygiene ) " Child iitudy Pedagogy ) i. Junior ;itudy ) School Uanageoent ) Hletory of iSduc tiun. ^ ) * ItethodB I Uettiods II Cramiaar -Grade liiubJeotB Primary and Intermediate Bible Arithmetio Primary and Intormediute Bible Reading t.nd i,nngui.,ge Civics Primary numbers and Construotion Agriculture Mature ;itudy School Ifuoio Spelling Pemnanehip Grainmar History physiology Geography Manual Arts I Cardboard Construotion with Household iiloonomy I (gr. S>, 4) Blackboard Drawing Sewing I (ex, 1-4) normal Art I (gr. 1-4) Gardening I (gr, l-4t Physical Culture Uanual Arts II Woodwork (gr. 5-8) Jiormal Art II (gr. 5-b) Sewing II (gr. 5-8) House iiconomy II (gz^ 6-8) Gardening II (gr. 5-8) The ijoriaal standards presented below hare meant much to the work of training teachers in seventh Day Ad- rentist schools, She teaxshere, themBelves, are doing all in their powor to laeet tiiese standards and to hold their students to them. 1. ^qualifications of the liormal Director. (a) QiilijiEAL EDUCAlIOii. Bachelor's degree. .1^.1 's-ivl ■ ^ «X oc oj. •>Qm ai -158- (b) PHOFifiaSIQNAL 2*u.Iiiliia. '2ffO years normal work, or Its equi-vulont, in a aeventh-day Adventiet oolleige. (o) Ci^il^Ii^I&ACIUM. Lifo Cextifloate from General Department • (d) MBlulihuUC'A, !?ive years of quooeaoful teaching and field administration in our elementary sohools. (e; ISPIHITUALIl'Y, A member of the aeventh-day Advent- is t Churoh, in good regular standing* 2. t^ualifioatjons of a Uritio I'eacher in college iiormal (a) QjM^iiAii iil^iHi^'jiloiim Fourteen years, (b) m0V^iiiili:tiAh I^UAluiM, 2^0 years oollege nurmal. (o) Gi!iKTI?ICATIO£i. Life certificate based on the Normal Course • (d) MPi^iluUiCii;. At least three years of successful field teaching in our elementary schools. (e) aPIKI^UALITY. A member of the aeventh-day Ad- ventlst Church, in good and regular standing, 2* Dlyision of Work in the Model school (a) HOiii'iAL DlliijiGl'Oh. In standardizing the work of the normal director, one half time siiall be allowed for adminis- tratire work. (b) UUPi!;HIIiS:^i^i^!r. Che normal director shall be the superintendent of the model school. (c) £BIItCIPAL. One of the critic teachers shall be principal of the model school, unless the model school and .">'•' ' , .d ■ J .X. ■ rctol -169- the Hormal iDeportment exe small, bo that the normal director could act as principal aa well ae superintendent. 4, ghe Model aohool The school in which the Iformal Department is located shall control and operate the model school entirely. A building separate from the college building shall b« provided for the model school. B. .SjTaluation of Ijoriaal Work fa) 90S. GBADUASIOii. Graduates from the College iiormal Course shall be required to complete a minimum of 68 ho jrs (including 8 nours of manual arts.) (b) JfOH BACHIi:LaH*a Uj^QBM, All subjects in this course may be credited on a bachelor 's degree at face value,' except ToRching I and II, which are rated at half value. iSach training school may determine for itself whether it will allow 3£ hours or 40 hours of college normal v;ork to be credited toward a baonelor *a degree, (c) ACAOiiUlIC JjOBMAL QOua^^. A student completing the Academic Ilormal Course shall bo allowed 8 hours of advanced credit on the College normal Course. 'ilhe Academic normal Course shall be accepted as prepara- tory to the general college course. (d) L1'2MAR1 oUBJiiCCii. Credits of 75 per cent or more in all literary subjects rtiquired for first-grade and profes- sional certificates, except in the common branches and educa- Alid lOtt ,«5' ao ix -1?0- tion aubjeots, may be accepted from accredited eohools, from smnmer schools conducted according to the regulations of the General Department of jiducation» or from union conference examining boards* (e) aDUCATIOa. Credits of 75 pax cent or more in educa- tion subjects may be accepted from aeventh-day Adventist stimmer schools ^en the subject has been pursued not less than the equivr.lent of thirty sixty-minute hours, in organ- ized class work, under regular instructors; these grades to have been obtained within two years of their presentation to the IJormal Department, save in oases where the holder gives satisfactory evidence of having kept abreast of the develop- ment of our educational work-in which case the time may be exceeded^ A student presenting credits in history of education from an outside school shall present with these credits a theme of between three thousand and five tliousand words, demonotroting his understanding of the principles of educa- tional reform as revealed by the spirit of prophecy. Credits in psychology and child study will be accepted, provided the parson presenting such grades sJiull,i in addi- tion, demonstrate his understanding of Christian principles by entering into personal work for the spiritual welfare of the pupils in the uodel school, as uay be arranged by the normal clirector. (f) JUaiOH WQHK. liormal coujegg shall include special -u &«cf t vffifiura ae^ eraxl jeoxvoxq . tf uBYoa -171- inetruetion in junior work, using the "Junior Misaionary Volunteer Manual" ae a basis for the instruotioji. (g) MaTHODij, The work in methods classes shall in- clude special methods in all branches required to be teught in the eiljht grades, the following to receive particular attention in the direction here indicated; Bible, in its various sections aa outlined for the elementary grndes. Hatnre, as n revelation of the Creator. Geography, in its relation to miBaions, Civics, in its relation to religious liberty. History, in its relation to prophecy. Agriculture and uanual training, in tneir relation to practical life and character development. Physiology, in its relation to the principles of iiealth reform. Ifor a passing grade from each of the Methods clashes, the minimiun shall be 75 per cent, with an average of at least 90 per cent, and this shall include a separate test in both matter and method. The test on subject matter may be omitted if the student fias a grade of at least 90 per cent on a teacher's certificate that is in force. Credits - in methods presented from state normal schools may be ac- cepted exoent in subjects listed under ( g) . (h) Piii!iXX£i«>«UI^IS]S TO l^inUtiw iiitj^ii, A student enter- , ;\ir .1** triP^ltttitlcV » t r* oi .?u T; r -> T f* ' ■ ^ , L^ 1 :f a a T econd Tear ijduontion II •..,•,•.•• ...8 ':?ea ch 1 ng 1 1 • 6 Methods II • 8 Elective ••• • 6-8 iiormal Art s , 2-4 -174- Oalon College {College Ylew, Mebraska) First Year Semesters Hours Principled! of ^diioai-ion 1 1, 2 School Management 2 1. 2 5?oaching ProoeSB 3 2 3 School Hygiene 4 2 2 College Bible 1. 2 8 College Jingliah 1. 2 8 College Elective 1, 2 7 InduBtrial (i^orrnal Drill) 4 Second Year Psychology 5 Jul, 8 History of Bducation 6 2 3 Jixporimentel Psychology 7 2 2 Child iitudy 8 1, o Psychology and Methods of I\m- dawental bub^ecta 9 1, 2 School Administxatlon 14 2 2 Theory and Practice 11 and 12, 1, 2 6 College Science 1, 2 8 College Elective 1. 2 4 Industrial (normal Ijrill) 4 Walla Walla College (College Place, Vash.) Plrst Year ?irst Sotiestor second Semester Bible 2-4 hour s Bible 2-4 houra Pedagogy 8 hours School Uunagement and iiduoation 3 hours lletnods I 4 hours Coaching I 4 hours Uanual Arts 1 hour Manual Arts 1 1 nour Penmanship -i- hour physical iiduc »n. |- hour Penmanship ■i- hour ^ hour Physical iSduo »n. iilective 5-3 hours iilleotive 5-3 hour 3 Second Year ?irot Semester second semester Bible Z hours Bible 2 hours Hist, of :iduc'n. 3 hours Psychology 3 hour 3 Methods II 3 hours Methods II 3 hours TefiO}iing II 2 iiours !?eacliing I] 8 hours Elective 2 hours iSlective t hours t'. •ff ^ cviiufej.^ -176- Sight ijinglug jf hour iii©bt singing i hota Physical xjduo 'n. I- hour Physical iiduc'n. t hour Vocational 2 hours Vocational £ hours Hote 1. Stiulents taking uiethoda in the senior year, will he required to pass exfunimitionB in all the cBunmon branohes in wiiich ajethoda are given, iio one will he as^i^ned teaching in any subject in which he hau not secured a grade of 90>S in subject Uiatter, note 2, 3inoe many students who take the normal coorae desire Inter to oompiete the college courBo, it ia suggested that students choose their Jioriiial electives with a i^ajor subject in view, Washington Missionary College (Wash i ngton, D« C« ) jjormal Course PrerequiKite : The twelve grades of the Academic Course with Old Testament Bible and iilementary Bible poctrlnes or their equivalent. Candidates for graduation from tiiis course must have completed one year of instrumental music on either the piano or the organ. A short drill in penmanship will also be required of all who have not liad syatomatio training in the aubject. If iz at Year ;ieffloster hours Principles of iilducation 4 Class-room Organisation 2 Teaching Process. • 2 Llethods of Teaching the Common Branches.... 8 Obeservatrlon and Practice To ac/iing, ,..,,.., . 4 Manual Arts I ,,. 2 College Literary Kleotives 10 formal art Second Year Psychology 3 Child Study 1 Hi story of Education 4 School Health 2 Sohool Administration... 2 Secondary Education. 4 Observation and PrROtioe Toaoi.ing... 4 Ubnual Arts II 2 College Literary iJlectivea 10 Hormai Alt \ * J •Vi I"' ' -.*- -176- Paolflc Union Oollef^e (i>t. Helena, Califo.tnla) iiormal Couxee J?nll credit is allowed on the College Course for all of the follOT/ing subjoctB, JfiiBt Year aemester Hoiire aducEtion I 8 Methods I 8 Teuciing i 4 2ianaal Arte I 4 ijlective $ leaohers' itoviev.a 1 Tefioiiers' Conference 1 Second Year iSducfition II 8 Uethods ZI 8 Toaching II 8 Uanual Arte II 6 [^QfiiihoxB* iieviewB 1 I'enohora' Conference 1 The work of the iiormal Department as here out- lined for the 3enior Colleges raay appear at first glance to be somewhat weak. This, hovz-ver, is not the case. It ia true that with a small faculty it is inpoaaible to offer a large number of elective subjects, This is not always a liindranoe to the cause of education. If too much election is possible, and the student is so inclined, he may enter the profession with a much narrower view of the educetional field than he would had he followed the courueu outlined here in which there are almost no eleotivea. state normal schools recognize the value of such courses. With tlie one exception of Bible, students from Seventh Day Advent Ist normal depart- 91 15 . 1 V. • Hi b V' b i r 6 ii £10 T<' ]■■ c. I i -177- ments are nearly alvmye ^iiven full credit for work done in the denominational sohool wiien it is neceBBaxy for them to ooa5)lete their woack at a oiate iJoriaal IThie ie an optional matter of course with the stete BchoolB since iaeventh Day AdventiBt collepes ere seldom accredited by state univer- sities for work done above the academic grades. JJo special effort is being made to Imve them eooredited outside of the denominational aystem. b. In Junior Colleges . liormul standards for Junior Colleges are the same as those for the Senior Colleges, I'he courses offered are In BO far as possible the same, the one chief difference being that fewer, if any elective subjects can be offered. It is not 80 possible for the utudent wiSiiing to complete the mormal Course, and later the College Courae, to include in his Horm^il Course work that will countly toward the ooi»iple- tlon of hie college r.iajor subject. Because of the close correlation between the work of tiie Senior and the Junior College normal Department 8 it is t: ought unnecessary to prep sent here uore than tv/o such couraes — one from an iiaatern school and one from the aojthwest, LanfiMHtar .Tiininr (^nllflgR, fnonth LannHt^t^r ■ normal Couri.e 1, Heriulrements for Admission: Work of the Aoademia courae, or equivalent. al tlBb ^t ! -rf 1:7,7 ri.p>[{^ oteliSEOo j9tlb&xoofi aoblMt t ievbk .9i) ■ Viirtj... .i; Ui3 OS al U J • id i.oO ooaoa ;r3ttcf! fiil -I -178- £• Studies in the oouruo: i'irst Year ~ I'hiiteonth Yeiix jSduoiition I. - "jjducetion". Psychology, Pedagogy Methods I - Pricinry MothodB II - lilt ex meditate ObservRtion and Teaching Manual Training normal Axt and ]>omestio tioience or Carpentry Ueoond Year — i'ourteenth Year Daniel and the lievelation j;ducation 11. - History of Education, Child iitudy •^CouneelB to '-.'eachers" Observation and xeaoliing . Methods III. - OrammBr jn?j. Manual [Training Physical Culture and Hydrotherapy aouthweatern Junior College. (Keene. gexaa ) normal Course Ihe academic oouroe or its equivalent is prerequisite to the ijorijal Course. ;jtudents who oonplete tnis course will receive the Advancediiormal diploma from the College, and upon reoomnanuaiion ai the faculty will receive a pro- fessional teacnor*3 ceitificate from the Union Conference ^ecret&xy* JflxVo'2 Yjikli — tjonoHtera Daniel and Hevelation. •• 1, £ Kdc^ot.tion I: psychology. Pedagogy and School Uanagemcnt • 1, 2 Methods I, 1, £ Ob se r^at ion and i'e aching, • 1, 2 Manual Arts 1, 2 SiiCOIiD 'iSkB. — iidacation II: Child otudy, iSducation and History of jiducation. 1, 2 Methods II, «•• 1* 2 [Toaoiiing .••«••••••« 1, 2 Manual Arts.... 1, 2 ijlective 1, 2 il < -179- It will ^e noted In comparing these two courses tha. they do not oover exactly the same work* In the major requirements they are probably as nearly alike as is ad- visable, the schools being so far apart and serving two distinct classes of people. One school offers one year of elective work to the iiormal student, the other school does not; one school requires a year of specified Bible work, the other does not; and the nomenclature of the same sub- jects varies somewhat in the two schools. BVt'n ooKrees, howevAr, meet in a general way the General Department re- quirements for Senior Colleges, Seventh Bay Adventist educational men would be glad if every church school teacher had had at least the fall Senior or Junior College iiormal training; but tnis is not possible for several reasons, - at leasst not for some time to come. As in public schoolB, a large number of ele- mentary toacherij do not remain in the profession for more than txiree or four years, thus mtiking necessary many new recruits annually to make up the deficit. The elementary grades of Academies and Intermediate schools are more at- tractive to the normal trained teacher than the ungraded one-teacher schools. Many itormal trained teachers are needed for work in foreign lands, thus leaving the home base short of help, yor these and other reasons, it has been necessary oois ■r !> ■ \ ■ -A T «j.3C~ to allow some of the stronger acoreditefl academies to offer Borae JJormal worlc, Theee young people, if they teach at all, will teach in the ungraded eloiaentary schools. It is felt tiiat some training is "better ttinn no. training. Many local church school boards arc still willing to use un- trained t en Cher s if others are not aTailable. So fast as is possible local school boards are being educated to the place where such a condition will not prevail* Academic normal standards are as follows: (a) Only accredited academies are eligible • (b) The academy snail give evidence tliat a uuitable teacher is availrble, which shall be construed to mean a teacher who has had a two-year normal course or its equivalent, in adaition to twelve grades of academic education, and at least one year (preferably more) of successful teaching ex- perience in local church schools. (o) The academy Lhall have in its library at least one hundred books on eduoation, ohoson from the list of books for normal libraries presented in this manual; rogxilar sub- scriptions to Christian liducator and the Morraal Instructor or some other good teachers' niagazine Siiall be maintained in the library; the school shall provide a large globe, a set of wall maps for the teaching of geography, and necessary facil- ities and apparatus for the teaching of physiology, nature study, agriculture, and other common branches. (dj The normal students shall have opportunity for ob- cf nBl>T:66r.'ji: BcttftfiTno/> tsrvaoT^B aiit ^0 amor: volls of •.i-r.'Ci. sojoa id*. o Zi^-'' &^^': x:.. -a- a-rf.y. ii/ao iJjacx ,}uaJL.{j ■oa: ai: , 1 ibaori jq iiTJU il. bii •QL Q8i7i **MI -181- Bervation of tecohing in a local church eohool that is able the first year to score at leaat as a aeoond-olaes school (85 per cent) according to elementary otandnrds, the second year and onward to score as a firat-claaa (95 per cent) school, (e) The teaching shall follow the syllabus for work the academy is giving, as provided in the general sylla bus for normal work. As in other types of Borual work there is a notice- able dogree of uniformity as will be shown in the Academic JScrraul coxiroos given below. Only two are submitted* Lodi Academy. (Lodi. California ) Academic iiormal Course The first and second years of this course are the same At the corresponding years in the academic Courue. Jhird Year Units Denominational History, ToBtimonies X Plane Qeouotry 1 iillemont firy Chemistry 1 iiducation I 1 Industrial -j^ Fourth Year Bible Doctrines i; Elementary Physics t English and American Literature % Primary Motliods I % Industrial ^ San gernando Academy (;ian Fernando. Calif. ) normal Academic Course This course givew the vork suggested by the iSdjcca- tional Council, held at College View, iiebraska. The subjects are iiducation I, and Primary Methods. do , 't05 QQS ;tjieo teq -is •+af,V K:1 i '-I'^^lc. i- -182- These are taken In plaoe of the Language subjeote In the eleventh and twelfth gradeo. First Year ijaiQo^ters Mew testament History 1, 2 iinglish 1, £ Coomerolal Arithmetio, Bookkeeping 1, 2 Physiology and General acience 1, 2 Woodworking (boys) 1, 2 iiewing (girls) 1, 2 Sight singing or Uiiorus 1» 2 ;;;»eoond Year Old testament liistory General History ilgebra iihetorio Woodworking (boys) Dressmuking (girls) oight-sin^-.lng or Uhorus Third xear Denominational History, testimonies Plane Geometry iileiiontury Chemistry iiducetion Hydrotherapy alght-singing or Chorus 1. 2 1. 2 1, 2 1. 2 1. 2 1, 2 1, 2 1. 2 1. 2 1. 2 1. 2 1. 2 1. 2 Four* Year Bible Doctrines iilementary Physios iinglish and Amerlcal Primary M thods Agriculture or Art Sight-singing or Chorus 1. 2 1. 2 Literaturel, 2 1. « 1. 1. 2 Units 1 1 J X 1 I 1 t 1 1 1 1 1 1 1 X X X t 4. Certification of Te> ohers (This section is from the report of the Committee on Certification, first published in "Comicil Proceedings," pages 229 to 2^52, and later revised at the Bozmal Council of 1918). »rfi 9{,rfy8 4. X fr bild'2 •.:"-it;o^ 10 £1 -182- a. Permit A special permit majr be iSBued by the imion secretary on reooDimenda^iOA of the superintendent, said permit to be given only to meet an emergency, or under special condi- tions tlxat cannot be met by a regul;.r certificate. b, Jhird-Sraie Certificate 1. miration and Subjects Good for one year. Applicant must pass union confer- ence examinations, or present proper credits in the follow- ing subjects; Bible History Spelling Physiology Reading Arithmetic penLtanship Grammar Theory and Practice U. 3* History and Constitution Civil Government Geography jHeuwm&xi, Agriculture nature ijtudy i^leotive: Drawing or ringing 2. standing. Average, 75 per cent; minimum, 65 per cent. Additional requirements — a careful reading of "iiducation". 2. Henewals A third-grade certificate upon wnich no subject is graded below 70 per oent, is, upon recommendation of the superintendent, renewable twice in succession from date of original issue, if its holder has taught BQCcessfully at least three months of the time for which it was originally isuued; but such certi- ficate may not be renewed more than twice. The application for renewal must State that the holder has snown a progressive vtKri,' .tfjf^n * It « 3 -184- spirit by at. ending uunuaez school, azid by pxeaenting one teaohezs' reading courBs oertifioate. o. 3eoond-Grade Uertifioate . 1. Puzation and uubjeots Good for two yoars. Applicant must })&8S union oonfez- enoe examinations, oz present proper credits in the follow- ing subjects: Bible History Spelling physiology Heading Arithmetic Peniaanshlp Grammar Civil Goverwaent U. ;i« History and Constitution o^lementary Jfgri- Geography culture liatiire ^tudy School Management lilective: Drawing or Singing. "JSduoation" iilement ury Bible Doo- Klementary Bookkeeping trinee 2. Standing Arerage, 80 per cent; minimum, 70 per cent. Additional requirements — the careful reading of "Counsels to Teachers"; one summer school certificate. 0. First Year Uormal Students A normal st;ident who finishes the first y^ar of the normal Course in addition to the academic subjects required, will re- ceive a second-grade certificate. 4. Renewals A second-grade certificate upon wiiioh no subject is graded below 75 per cent, is, upon recommexidatlon of the superintendent, renewable three times in not more than six years from date of it tfVB eao ,f , , r»q «kV wolorf -166- orlginal issue, if its holder tias taught at least twelve months within the life of the certificate, original or renewed, and has attended summer school and presented two teachers' reading oourue oertifioates. d. yirat-Grade Certificate . 1. Duration and subjects Qood for three years. Applicant must have had either eight months of suooeesful teaching in our denominational eohoolB or a year of practice teaching in the normal school. He must albo pass union oonference examlziations, or ireuent proper credits in the following subjects: Bible History Spelling Physiology Reading Arithmetic Penraanship Qxamn^iX School l,lanugement U. S. History and Constitution Civil (rovernment Geography iilementary Agriculture ilature ^itudy jSleotive: Drawing or "iiduoution'* 2du8ic, elected in iilemontary Bookkeeping L'hird- Grade o± Seeond-Grade i^lenent.iry Bible Doctrine Daniel Jind Revelation jilective: Academic physi- Oeneral Science ology and Botany, or General History Algebra, or Rhetoric iiileotive: Domestio science or Manuel ^Training 2. Standing Average, 85 per cent; minimum, 76 per cent. 2. Renewals A first-grade certificate upon which no subject is graded below 80 per cent is, upon recommendation of the a perintendent, renewable if the holder has continued in active teaching at ij-ajt- V'f 0.fU£i,!i-i-, OflJi xovnju ;« arftftoffl -M. .6 s$ ^fi'-i aol^»tBi oicr • Jilt bo .3 .■H -jt Bioowanoi -186- least sixteen nonthe during tJie Ijfe of the certificate, orli^lnal or nenewed, presents a teachers* roading course cortifioate for each year of teaching, attends at least one summer school out of three, and is a membei of the aeventh-day Adventlat Chiirch, in good and regular standing. •• PtofesBlonal Certificate . 1. Duration and subjects , or Good for five years. Applicant must have finished the College normal Course, or have taught successfully at least twenty-four months and have two units of professional train- ing and have passed union conference examinations, or have presented proper credits in the following subjects: Bible History Spelling Physiology Beading Arithmetic Pent^anship Gramme ichool Management U. S. History and Constitution Civil Government Geography i^Lem. Agriculture nature iitudy iilective: Drawing or "Jiduoation" ijlnging, wiilohever iSlementary Bookkeej Ing subject was not elected Daniel and Revelation In Ihiid Grade or General Science L^econd Grade General History iiilementary Bible Doctrines iiJleotive: Domestic science or jileotive: Academic phy- tlanusal Si MnXxis slology and Botany, or Algebra, or Hhetoric History of Mists ions and ttenominational Hiiitory JSleotlve: Physios, or Chemistry, or zoology, or iileiuentary astronomy Literature Plane Geometry jsllective: Chose one subject from the literary eleotlves not taken in first-grade certificate. Elective: History of iSducation or Psychology &t: iiiiJ XO X6< • p. :i"Ofi? '/f I'rri 1 tot AooO .J &&J 8 eii i 1 X%) 3d 41 ^- 10 ,\, -r. VTO^-li UdV :t -187- 2. standing ATerage, 90 per cent; mlnimiim, 80 per oent. 3. HenewalB A profesaional oertifioate upon w xLoh no Bubjeot le graded below 80 per oent, is, upon recomraendation of the educational superintendent, renewable so long as the holder continues in active tii aching at least tiiree out of five years during the life of the certificate, ori^rinal or renewed, and preBcnts a reading course certificate each year of teaciiing, attends at least one susaner s.chool out of five, and is a member of the beventh-day Adventiat Church, in good and regular standing* f. Life Certificates . The Genoral Department of Education loay grant tiiree classes of life oertifioutes as follows: 1. General Life Certificate This certificate S'lall be granted to tnose wi.o hold the bachelor's degree from a Jeventh-day Adventist college, and who have ut leaot tiiree credits in eduoi.tion, and after graduation iiavc taught uuccessfally for at least three years, and are recommended by the union conference oecreLary in whose territory tiiey iiave taught. 2. formal xiife Certificate Shis certificate siiall be gxanted to those who, after receiving tiie normal diploma, la- e taught suncesBfTU-ly for three years, and are reoomnonded by the union conference flvj: dselo^ f r -/r i f\-: •■vnno-fti '>j6 ,i!>6Wi , -iOXiiil^ .r«B BXO orfw BBO/iW rjteoei -ise- aeeretary In whose territory they have taught, Z, Special Life Certlfloute Those who, by reason of long and successful teach- ing and school management, have shown that they possess qualifications and attainments equivalent to those re- quired under (1) or (2), and who are recommended hy the union conference secretary in whose territory they have taught • g. Accepted Credits . 1. In the examination of teachers, a credit of 90 per cent or mure is reckoned pej^manent so loxig as the holder is actively engaged in t' eiohing or studying under a teacher (without lapse of more than one year), whetiior said standing be obtained In a toao^9|8' examination or in subjects above the eighth grade in one of our colleges or ticademies, or in the Fireside Correspondence t>chool. 2. Credits of 83 per cent or above will be accepted if derived from the same sources and if not uoxe than three yea.x3 old. 2. Credits from high school and state examining boards will be accepted in harmony with the conditions under (1) and (2), excepting those in civil governmont, geography ^ physiology, general science. United states history, and gen- eral history, in which subjects some additional work may be required for denomin&tiozial reasons. h. (Tetiohers* Certificate Valid. -lij J «q >!j .iXO Xate .ti -189- In all oases, whether iBoued hy the miion conference de- partment or by the General Department, and for wnatever grade, a certificate will remain valid only bo long ae the holder la a member of the seventh-day AdventlBt Church, in good and regular standing. Y. ^isiVi^SH SAY ikDViiUiSXbS aCfiUOi. WOU£ So give anything like a complete ticoount of Seventh Day Adrentiat elementary school work in countries outside the United ijtatea so soon after the close of the ttreat War would be impossible, for to write this -iccount would uean to write the story of Seventh Day Adventlst missions, ijivery mission station is a training center. 7o evangelize foreign peoples, especially those of hentiien lands, means to start a school for the children and to train them to paan on the gospel story to their own people. The work is never a complete sucoess if the children are not taken into account, jjlvery missionary is a teacher (or should be). W* U. Anderson, a pioneer missionary to Africa, — and still in service there, -- in a personal conversHtioii with the writer about throe years ago, said that if he could iiave hia say about the kind of people who should come to Africa as mis^sionaries, he would insist that among their other cjualifications tuey should have /lad a complete ilor- mal Course. His ronson for raaking such an assertion was that r : C? nl nnr i s :G''M-.:i Off ' nerrne .0 OUJ •rdu •hiiiQo an Xa i*d» «OUXUOk> x^^ -190- if an Amexioan teaoher needed the best quallfioationt) to teach American children in Amexloun schools, having the best of buildings and equipment, how lauoh uoze would the teacher in Central Africa, witiiout books and eciuipment, and soDietimes without buildings, need formal training. Mr. Anderson is a college man and has twonty-five years of African experience in mission school work upon which to base such a conclusion. A few explanatory remarks concerning foreign ele- mentary schools will greatly aid the reader to understand the account of school work that follows. In Amerlca..an elementary school usually means a school whose pupils are small children from about 6 to 12 years of age; in the average mlBsion school It means, not children, but young people. ::ney are mature people physically, but children mentally, nevQi having been taught. In many of the heathen countries It is unnecessary to carry the work of the day school beyond what would be in America the sixth grade level, vox the young man or young woman of Basutoland to reach this level means a long period of study, even though their native ability Is keen. Having reached such a stage, a young man is prepared to become an ''outschool" teacher and conduct a school of his own in a ]|l§Jt]^}iboring village, under the super viei on of the missionary* Iii thoue mission schools a part of each day must be glv«n to mamial labor in order that the student may be as neorly self- supporting as posolble. It does not neod to be said that he e«ti tl -•I* «roi «» nB\ arfj A^. • if-.; a«»ftt Ji Z^aasPi -101- has no money. Mission Bchoole are usually located on large faxms, often given to the missionaxy by the chief, if he will establish a school in that place. This is especially true in Africa. In tiouth and Central America the plan of work is much the same in a general way. Two differences are nptioeable, especially in certain parts of ;:»outh America e where the population are Portuguese or Spanish speaking. The land for a school must be bought and the studeuts make much greater progress, re&ohing ;iigh sohool and college level. In Canada, ijew Zealand, Australia, and all Jduropean countries, an eletaentnry school caofdns practically what it ueans in the united States. This is fast becoL.ing true in Asiatic and Malaysian countries also. In foreign lands as well as in the United States it has seemed advisable in most place:? to develop cohools fox young people first. A^^ ^3 been explained, these schools, while in one sense secondary schools, are, so fur as the our- rlioulum is ooncorned at the beginning, only of el&iaentary grade. Just, so soon as it is possible to do so, these schools are developed into real secondary schools. The report here given is of fragmentary nature but it will at leaat give a glimpse into the elementary school work of Seventh Day Adventiots in a number of countries, the aim of the writer being to present ''typea" only. It will be kept in mind tliat the purpose of these schools is to make Seventh Day It fUkH 3i t f in hmixtittii -192- Day AdTentists of the students, ^hey in tuxn axe to labor for their own people to make of them other iiieveuth Pay ▲dventlsts* The Muoatlonal i;jecretary of the general Confer- enoe reporting of school progress in the lieview and Herald of July 31, 1919, says, "In fiorth America we now have, not twelve, but oonsiderably more th?m 12*000 beventh Day Ad- vent 1st boys and girls in our own elementary schools alone, with enough more in our academies and colleges to raise this number to at least 18,000, with an estimated total number of graduates from the advanced schools of approximately 500 this year. These schools o^ry a teaching staff of about 1,300, and represent a net investment of exbout ^2,000,000, practically all out of debt, ^x "Outside of North America, our enrollment la schools of all kinds has Inoreaaed to a number approximately equal to the total in Uorth America, making a grand total of not far from 40,000 now enjoying daily instruction in Seventh Day Adventist schools," With theue explanatory remarks we are ree.dy to leave the United states and go abroad. As we go the reader will not forget that we are describing a system of schools which is approximately only twenty-five years old and that it is betng carried forward by a religious denomination itself young and whose adherents are nostly poor people financially, if « t « "to atfJitcrovSA "^bH wi^ox^ ja :;.u j^xirxoqex eoits ,3rICTJj ill 3-1. • ■^■^>L von 000, 0^ BOrt . Ana -193- they are not poor wJien thoy join the denomination tuey often make themeelves so (Toluntarlly of couxise) by their liberal gifts to TarlouB phases of the churoh work. 1. Jilorth America Outside the United l^tates In this territory there is very little to report except the great need of schools. jL small beginning is being made, however, and our first stop will be at the Uew v/est Indian Training School, located at Mandeville, Jamaica. Shis school was opened on January 15, 1918. jLt the opening of the second year's work, September ]£ , 1919, t\7enty-four students were admitted, each of whom lias expressed his determination of becoming fitted for a place in the work of the Third Angel's Message. The School owns one hundred seventy-one acres of land two miles south of Mandeville, Jamaica, in the heart of the grasing district. Uandeville ma an elevation of two thousand foet above sea level and is famed as a nealth and tourist resort. The climate is considered ideal by uany, and though tropical it has the advantage of elevation that gives a cool, bracing climate. The school buildings stand on a ridge over-looking the entire farm. Zrom here a view of the sea may be had on cle.^ r dnys. The school is five miles from Willlamsfield railway station on the line from Kingston to Uontego Bay, and is Just sixty miles from Kingston, the capital to B9B^.lc . I ••u ia^^ e * , -na nl ^UW JL0Qd6B f jO j1 a-^>:^L':. i^iiaoi*»ii lo uaxla ami ita^l ifloi: u^^iaoii. -194- of the iBlond. The pailah of llaxioh ester, of whioh Maudevllle ie the pzlnolpul town, iu lamed for Itu orungea and pimento, or allaploe. Tuition is oharfred in tlxia aohool, the rate being ££ lOs. od, per month of four weeks, students uio given an opportunity to work their way through aohool if nooeseary. In this case the student cannot oarry full aohool work, a loaoh longer time being recjulred for him to complete the course, HO student is received into the school without having first made arrangements to do so. This school is oo-educutiorial, the girls being under the supervision of a preceptross who lives in the ladies dormitory with them. Both young men and young women arc permitted, in fact encouraged, to earn tlxeir school expenses by selling books during the vacation. They receive recognition for tnis work as follows; ''Denominational colporteurs who sell the following amountu of subscription books and pay the Tract Society where they are working the designated amounts, will receive credits as follows: "In Jamaica and fields wxiexe they use the pounds, shillings and pence, ariy colporteur wiio seiLls at leaut MO worth of books, settles all accounts with the Tract iiociety, and also pays in to the Tract society bl9 2s. 6d. additional, will receive a full year's scholarship covering room, board, and tuition. A half year's scholar i)hip may be earned on the same basis. o •- ? roH ^o la; ■aa di •JX :nro rX oft tin 'f .tr fiw v| iiii. iiii^ii -195- "In th« south Caribbean, and othor confer enoee, where they use the dollars and cents the colporteur that sells at least $196.00 worth of books, settles all accounts »ith the Tract t>ociety, and pays in $93.50 additional, will receive the full year's soholarshlp of board, room, and tuition. "Scholarship students are under the same regula- tions, and must also perform the t ro hours' work per day required of all students." The work of this school begins at about our seyenth grade. !rhe studies now offered are: Bible, MoKibbin's "Lessons in Acts and iiipistles and Flan of Salvation"; Geography; Physiology; Gr^uamar; Arithmetic; Penamship; Reading; spelling; Outline of Prophetic History,— Daniel and the Revelation; iilnglish axid Jamaican History; Jjiew [Testament History; j^ngL ish; Commercial Airthmetic; BoOi.keeping; Physiology and simple Treatments; Boiany; Slghtsinging; Bible Doctrines; Genexal History; History of Missions, and Testi- monies; Plane Geometry; Latin or lAodern Language; jilementary Chemistry; Hydrotherapy; Prophecy; iilementary physics; iinglish and American Literature; jinglish History and Government; Domestic ;joienoe; sewing; Agricultui e. Vox those who have had some toaciiing experience in public schools, and hrtve successfully passed all the reqidred examinations, after special examination b;; the Faculty with "«- ro Vfl xa Xa )lteoaoohool 2a Methods in Teaching. (a) Primary (b) Intermediate (o) Gramm.ir Grades. Practical work is offered in Agriculture, ;jtock Hear- ing, Carpentry and Cabinet Work, Domestic aoienoe, ^^ewing. Hat, Basket and Mat Weaving. 2. Porto Kico hiia no school, but aends the plea for one. C. iu» Znight, who is laboring there, wrote in November tiirough the columns of the church paper, "Vfhile the educational facilities in porto Hioo are better than those in any of the other iulands or in any other part of Latin America. Yet a groat need is folt for a school in Povto lUco that will educate our young people in the message, particularly thoso who give promise of becoming laborers in these island fields." This plea is a typical one from all parts of the Vest Indian archipelago and Central America and Mexico. 2. W. iS. Lanier reporting for Honduras sends the word, "I am glad to report that progress is being nade in the establishment of a training school at tiigiaatepeciue. I'he mission has purchased about six himdred acres of land for the school, A saw mill is on it, and W. 2, Hardt is hoping to fi.-f TTlvT ■ -r 'ft .". .+ ry rrt- u f ■'■ JJ 4iUJ- ni •»loiv. , ,« tl &l' L.-'-^-- ■* «ftC V i. ,£exlBi.i JdOt^ •^ cjr\ ^ Tr., r»f /* ^ f^ /t C) r-* 8*f <&T»; . . {>'. .^(l.igvwH dri™ AWJiV ■ ai sCtc- '-.iB ■j;> 9« -199- of the improTements to which students are looking forward i8 the nevr skating rink, trhioh will enahle them to skate on the school farm, instead of first vmlking t'To or three miles. This spirit of progress is typically Canadian. The general regulations goreming the school are similar to those found in Serenth Day Adrentist schools in English speaking countries ereryrrhere. They are giren here in full and t' e reader -rill remember that for all Australian, British, New Sealand, and other schools they are nearly identical. "By his matriculation each student pledges himself "W ohserre all the requirements of the school and to safeguard ^its interests. Failing to do this, he serers his corneotions with the school and is re-instated only at the discretion of the faculty. "Students are sxpected to abstain fr'm indecent or fj disorderly behavior, profane or unbecoming language, tobacco, card playing, haring or rending norels or other pernicious literature, and all improper associations. "Young ladios and gentlemen may mingle together in a frank, manly, and womanly way as friends in chapel, class- room, and dining room, but with proper reserre. All calls must be made in the school parlors. Permission for colling iwill be granted when oonsideroA adTisable by the faculty. "Uon-r evident students will not be permitted to board themselves, or to board with private families, eKoept with the approval of the faculty. xctltauLa lal ^d) to Tat ^nr. r»-dr. •,-..-../. ■w.iiT K't^-^iVAr? flf .« eT- to ••ao* .o< v> • •;■■■' *■■-■ s."y '•■ t J!cr Ms'^ •d XJ.J Jjiv; i; -£00- "Any firearms "brought on the promises must he left in the keeping ^f the school. "Any regulations adopted hy the faculty and an- noTinced to the students shall have the same force as the printed regulations, "The wearing of Jewelry is forbidden. "Students arp eacpeoted at all times to oonduot the themselres ^hile in the home in keeping with/order of a re- fined home. "The home is not a public building. Mo lady or gentleman would think of entering a priTate house without first obtaining permission, hence persons liring outside and calling upon members of the home family should kindly ob- serve the customary cirilitios. "No student shall leare the premises without per- mission. If the absence ia to include any part of the school session permission sho Id be obtained from the president, who may ro( uire a '-rritton statement from parent or guardian. "The seventh day is the Sabbath and a proper respect -"ill be expected of all students. All will be re- quired to attend religious serrices of the day, and in case of excused absence, the student's time should be spent in his room. Common rislting on the Sabbath is discouraged. "Attendance at morning and erening worship is reouired. an ?:*• * ^^v^s v^nrrrt'Jr' I-, -fv Ow- -2C1- "It l8 important that the study hour he quiet, therefore, students mist refrain from risitlng in one another's rooms, loud talking or congregating In the hall. All work and errands should he attended to before erening -/orship, that there be no running in and out during the study period, "The use of candles and laj«p» in the building is forbidden. "No cooking is to be done in the atudonts' rooms. "Penaission for meals to be token to rooms must be obtained from the matron. "Exhibiting or playing of rag-time musio is for- bidden. "i)enti8try should be attended to during raoation 80 as to reduce this work to a minimum during the school year.** Conrsea of study are praotionlly the same as those of the five Senior Colleges of the Stjtes, including the Adranoed Normal Course. LocpI conditions are met of course by teaching Cnr*adinn history, French, etc. As in the States, music is made a strong factor of the school work; also the industries. Worthy students are assisted by being allowed to work for part of their school expenses, and the colporteur scholarship plan may be taken adrantege of. An elementary school is connected ^Tlth the Seminary, is directed and con- y^^^- *•!; ;•' ; J J.. B •tt fBdi , 9l4«» ;>ooa«y;)A •-i la'j .xoiiua -202- trolled by it, and sorres aa the Training School for th© Normal Department, The '?ork of the elementary school la patterned after that of eleraentnry grades in the States, only such changes being raade as are necessary to meet ed- ucational standards set by the school authorities of thi ProTince of Ontario. A school, "The Canadian Junior College", of similar nature is situated at Laoorabe, Alberta. It also has an Adranced Normal department and a large elementary school. This school serres, in the main, all of Testern Canada. Two academies, one in British Columbia and one in Saskatchewan, serre as feeders to thie school* Senior College students from this territory attend Walla Italia College at College Place, Washington. It is not thought necessary to take up the work of these schools, nor of a large number jf oharch schools in detail, Williarasdale Academy (Nora Scotia) is situated in a beautiful fertHeralley of the Cobeqnid Mountaine, nnd the Hirer Philip flows past the school thus making it an ideal place for study. It is t^relre miles from Oxford JxmctiDn on the Intercolonial Railraod, where connec- tion can be made to all parts of the prorince. The groimds are o-irned and controlled by the institu- tion, and consist of t/o hundred sixty acres. A good share of this is under cultiration, the remainder being excellent for pasture and -woodland. -a:o- ■6 fflloit lO .> *,' ;;: i v^ k ^j zj •/ .1. -203- The dally p-ogram for students in the school dor- mitories, ^hloh is typical of all such progBama in Serenth Day Adrentist boarding sohoole, may prore of interest to the reader. Rising Bell 6.00 Breakfast and rorship..... •••. 6.45 Recitations 7.46-1.00 Dinner..... .«•• 1.15 Indus trios. and Laboratory Work 2.00-5.00 Lunch 5 . 20 Srenlng v/orship 6.30-7.00 Study Period 7 .00-9 .16 Retiring Signal ...• 9.15 Bights out • 9. 30 Lights out Friday erening 9.00 Program for Sabbath (Saturday J Rising Bell 7.00 Breakfast and worship 8.00 Sabbath School 10.00 Church Service 11.00 Dinner 1.15 Lunch > . » 6 • 30 S. South America \ (The following report of the -rork of Serenth Day Adrentist schools in Sputh Ame-ioa appears in the r^eriew and Herald for July 1» 1?€0. It is given b; H--. U. Sterens, Edu- cational Secretary for South America.) From a missionary view point South America has for years been known hs the "Continent of Opportunity". So it is for educational work. While European life and civiliza- tion first found a footing in Latin-America, and some of the first lights were planted on this continent, history testi- fies to a case of arrested development and stagnation. -«0u. 7.9 ■ si )Yft^ r."/'. iiSM^-. :ti .<:>'.■. -L, -204- oaused by the blighting influence of greed and superetfLtion. But ^ith this coming of liberty all this is changed. New lift is circulating in the Teine of all Latin-America. New inspiration is \irging the nations to the ideals of modern civilization. Hew hope is surging in the breast of erery eon and daughter of this great family of republics, and oppor- tunities are fomid on erery hand for moat gigantic and far- reeohing enterprises. This is not a land whose inhabitants must wait long years of slow derelopment to produce the means of modern cirilization. Stenmships, power plants, telephones, telegraphs, automobiles, and the hundred other inrentions of modern life are ready and await demand to be put into immediate operation for the material benefit of men. So it is in regard to education. Years of developrannt in other countties hare produced the ideals and rneane of modern education ^hich stand rejidy to be put into immediate operation for the intellectual and spiritual benefit of the human soul. Just as merchants, engineers, and large corporationp a -e finding boundless pros- pacts for enterprise and orofit, so in educational lines, doors are Tride open #ith the most far-rer chlng opportimities to mould the life and character of the rising generation of the Latin- American races. V/ith uB as a people here on this continent, the records of church school work for the earlier years are incom- plete; but those we have, reach back to 1904, when 15 primary l-'t -T'i ?)*>Gl7HO -8 -ff'Oont ^"^ '^ T-S^i -k;©5' aohools, ':»lth an enrolment of 219 pupils, -^'ere reported. Since that time frorc 9 xo 21 aohools hare been reported yearly, with from 9 to 23 teachers, and an enrolment of from 84 to 400 pupils. In 1916, when the So\xth American Diriaion was organ- ized, three educational institutions T?ere operating, with 18 teachers, and a combined enrolment of 169 students. In 1919, four sokools 7ere operating, vith 80 teachers. The total en- rolment as reported was 262. The total ralue of our school property has i.ncrenped from $78,910.25 in 1916 to s^lie.103.93 in 1918. Inhere T^'ere 19 church schools, with 20 teachers and 389 pupils, r ported in 1916; in 1918 there were 20 church sohoole, with 23 teach- ers and 400 pupils. While the growth in numbers has not Teen great, there has been some substantial foundation work done which, it is beliered, will produce larger visible resulte in the years tft oome* Che educational work is only beginning, oo far as the general field is concerned. For years we hnve felt like a few lone 7rorker8 engulfed in an ocean of problomo and j erplexities. The last four years hare brought us help, for which we are profoundly thanlcful. Our hearts take new co\irage as we see proficient workers coming in anther to the crying needs of our - c^ .- t -IB ♦t .lfi^i.1^ ,^j:^l al ,6€>."tl or' itTfit) er it Xfl am 83 0^ Siiiu -oa.. *^ .T fi t r -£06- field. A new day is dawning here for the -70 rk of education, which will monn liglit and life to many of our children and youth. In riew of the larger «fork that is before us, it would seem appropriate that we review some of the general features of the field from the standpoint of education, take a good look at our task, examine the resources at hand, and find out where we can best begin and what we need in order to cari^ on the work. The subject is so broad that one finds it impossible to discuss all the problems within the limits of one short paper. It will, however, serve our purpose well to deal with this question under three heads, -- training schools, church schools, and field propaganda. Training Schools. Educationcl endeavor works in two ways. It begins at the top and works down, and later it bepins at the '^ ottom and works up. So it has been rith Seventh -day Adventists. Our first edxxcational institution was a college. Years later the chiirch school work developed. It is the same in South America. The first schools estrblished were' t-'-nining schools. Today the urgent cry is for church schools. But the hope for church schools is wrapped up in the teachers that a-e to be prepared in our training schools. Hence, efficient training centers are indispensable to our educational program. We have four schools alrendy established; others are in demand, and vrill need earnest consideration. Those we have are doing good work with the help and facilities at ,:Xy.xsxji!x-(i t.^19:■■•^^ ^i' "onfii t'rrt.-* • T.hffiT ^t: Jiiii' 'yitii P Jj .iV tSJ. . n fcrti»T. an-' ^ •> ffjc ;■ • .tJa-' 19^ oX eK%i)#Y 4.rnTi sd a-iour ■r;t - Ji. Qi, «qi; . •-. i"iTit-f > ^n'iii avr '0 ft .r?'' B^' ETfnrl.t. J*t» nTnv*. £U 01 -207- hand. The Lord la "blesalng their efforts. But they are un- fthle to oope Buooeeefully ^ith the problems before them Tith- out more adequate prorieion ic faculty and equipment. Good directors alone ctinnot make a school. They must be supported by a capable body of department managers and tef.ohors befoi-e the school can be an efficient eduoatlonal institution. Good matrons, jireceptr^Bsee, preceptors, farm and Industrial man- agers, and normal directors are as necessary as able prin- cipals; and without them, the principals are unable to carry out an effeotlTe program. Some encouraplng- progress is being made in proriding needed help, but much yet remaina to be done. These schools need to be properly equipped. The buildings already constructed are inadequate to the needs. Now, quarters ehoald be p-^orided. Benches, blackboards, maps, in- dustrial, laboratory, and library facilities are some things which should be provided along -^ith t eachers and buildings. Rhurch Schools The need of church schools is so generally recog- nl««44 and the decaand is so urgent, that it is unnecessary for us to dwell on this point. Already the demand is so great that we find ouraelrcs embarrassed beoriuse of the calls that have come for teachers which jf« arc unable as yet to fill. Their support is assured, and buildings and equipment are ready or can be rea4ily i-rovided. The relation of chutch schools to our general missionary propaganda program was well pre- sented to the Panama Congreas in 1916 by the Commission on •r V cKae- -£08- Eduofttion. The repcrt Sftys: "If natire lea ersliip of the higher type is to be de- Toloped, primary education should he prorided for all the children of the ohurch. Only so will it he possihle to secure the "laterial for further training. In thfe present stage of the '"ork in most of the Latin countries, no oontri>)ution froo abroad is of gref^ter importance than this." At present it is not a question of awakening our people to the needs. It is not a question of providing the funds for salary or equipment. The one thing that stpnds in the way, and makes progress so slow, is the glaring need of trained teachers. Without an adequate eupply of thefjc, the derelopment of a system of church schools is a dream Impos- sible of roaliration. To proride these tepchers we need ncrma- deiartmentt in onr trainir.g schools. These should be under the direction of proficient instructors. The young men and women who are in our ehiirches can be educated for this work, and with proper training ^111 make good teachers. Some steps hare been taken in thip direction; but only a beginning has been made. More adequate provision for this training should be made at as early a date as possible, 00 that the children in oui ranks may be sared to this cause and trained for Ecrrice. Field Propaganda Teachers make the school and place the mold on the R + r^-A. rfi — Ki ' '^V ©T' ^t la A -£09- work; but an educational institution is a lonesome plaoe -Tith- oiit students. An ab indant supply of students is an essential element in the success of all educational ^ork. Our schools are the mill, the supply of students the grist from irhich the flour of the youth is prepared to be sent out to feed t^e^forld the bread of life. Many workers are needed. We all stand 'vith open arms to reoetre the product, while only a few are deeply concerned about shoreling in the grist, "^e need more educa- tional propaganda. Y!e need to educate the parents, ^e should agitate, agitate, agitate, until the fathers and mothers, youth and child en, are thoroughly awake to the golden oppor- tunities of childhood and youth for derelopin^ character and preparing for service. Much can be done during racation by the directors and tonch^^rs of our schools in visiting the homes of the brethren and gathering in the you+h for the school yoar. But this is not enoiigh. It should not be left excluslrely to them. Their efforts are limited largely to the ijuramer months. There is need of a continuous all-the-year- round effort. Regular field 'workers can do much along this line. But we should not depend on them alone. Some one should carry this thing on his heart to keep up p oonstfint agitation. This would naturlilly fall to the educational secretory. All conference workers 'vill thufi be continually prompted to cor- tribute their sha^'^; parents and youth will be constantly con- fronted by their duties, and opportunities and the number of students in our training schools ••'ill increase. Alio ♦.*- 8f> rift H^ ^fcirti^f ^-^',~f^(f■f- r ?.tfiftrj -rtflv'it 1© -iadmiirt a: trf-rf:t «*t;-ff«ft •210- Uuoh oan be done through ouz peepers. (There should be a oontlnual stream of matter on the benefite ani Talue of eduoation, — short, spicy articles whioh will attract the attention and inspire the soul, — giving strik- ing examples of iiow others auve won througii sacrifice and labor. A continued correspondence should be carried on with parents and youth, that we may keep in personal contact and sympatlietic relation with the fumilies and thus influence their ideals. Some tracts or leaflets siiould be prepared for general distribution, ^he .ritings of the spirit of prophecy on Christian education should be kept before the whole church, that all laay be enlisted in this soul-building work. The future is bright with hope. The response of our people Is encouiagir^. The arrival of recruits is in- spiring; and under the blest>lng of &od, the educational work is destined to play an important xole in carrying "Uie message to all the world in this generation. 0. iiurope. The first ijeventh Day Advent is t mistiionary ever sent from the United iitates located at Glan, owitaerland, in the year 1874. Before the Gretit War a jflouriahing system of schools was being maintained in the British Isl^jif and ixll the northern countries of the Continent, with the possible exception of Kussia. iiarly in the war the largest school at yriodensau. -1 site -0. n ivs »iji^ ai. '^xi'tUu. cAxab' -211- Germany, whloh wua a large trrining center for the young people of tiu.t great empire, was turned into a hospital for thd oar a of aiok and vtfounded soldiers. Thus in u day oeaaed the work of a great trttiniug aohool of over two hundred utudents, jiow that the war is oyer and the buildings are no longer needed for hoapital purposes, the acnool will Toe re- established, A few r.tudents ero already fathering in and In time the school will doubtlesij sinrpass \tfiat it was before the war* ▲a in American schools, thorough courses of instruc- tion were given in both literary and industrial lines* WfBiM and religious training, also, were emphasized. :rhe reorgan- ization will be along the same lines, though doubtless in a larger soale . lieoent reports of this school are not available Just at preuent* fiecent action hau Just been taken to establish a new training school in £*rance. This jnas been needed for some tine. In the Llediterranean countries the seventh X)ay Adventist con- stituency is relatively small* A few schools are located in those countries but no report of them can be given* A train- ing school for bwediah young people is located at llyhyttan, Jarnboas, Sweden. A very recent action of the General confer- ence Committee has made provision for the establishment of a new training school for Jilorway. The awedish school has hereto- fore been the training center for liorway as well as fox iSweden* rdi bt on at atcfi-ft (fioscqiiXi J. ZLhf 1 :t ©laoocr t) mo «ii.' OilOJt 9. ra tOfi 01« lOw r lo a^ioqc . aali- amoa xol ftefi»5«n nce;f ff.- >oX e 1 . 3 »•! A a (U. .■:2T^n ©•l»w .,JVi;d- Ta?5 T.^J- • v^uaut/ i Uii;, ;)R iXUJ J.-. ifj ©b.irf -'M <»f.. . oO «»oce ;9»(t •{Dl -212- Very little work in eluiaDnt a b Iff ftrrAfanK aJaid a&uo £inooi»> otirr Ol> OiiXT XS& i ^1 , .. ...?■' QQ Ji. J tar ftoy -213- Th9 Conpo3ltion ?ee for Bo&rd, Room» and TultlQQ in the College and Senior Dopartoents Is twenty guineas (i21 0) per term for the Autumn and V?int«r teroB, and fifteen guineas (B15 15 0} for the aurmner term. The Uomposl' tion Fee for the Junior Department 18 eighteen guineas iilQ 18 0) per term for the Autumn and Winter terms, and tx.irteen and one-half gulne&s (£14 3 6} for the amoDBr term, benior students, uoie than half of whose studies fall within the Junior Department, may claim a rel)ate of one guinea {h 1 1 0} per torn from the Senior fee. These Fees include full board, double or single bed in furnished room, plain washing (limited to sixteen pieces per week), light, mated study room. ?or students not residing in the College Homt , the Composition Fee for Tuition only is sevon guineas (£7 7 0) per term for the Autumn and Winter terms and five guineas (^5 5 0) for the bummer term (oenior Department). ;ienior students tnkiDi' studies in the Junior Department may claim a rebate of ono guinea (jil 1 0) per term for each clast. per week, with a half a guinea (10/6) discount for each class after the first two. In the Junior Department such student a will pay half a guinea (10/6) per term for each class per week, with half a guinea (10/6) discount for oaoh two classes after the first two. ftf (0 l&i) : ^r ■ I r-r. ."V ti A f^rt c . f iK-a , ia an , 1 ti .» :•' XO tX fit b^d ! "\f r. t» ^u '1 fr' . r' C* q, fl A T .■▼ oi lie. ' .t i J n M 'f -1 vtWv ui^.t: ■ '.) A-W .1 1 • oXiJ<^;>i XXxe .i./ivii.OiiiX"u. iiiiJ ^;iwXX iicii.i.'Xtixt-^r^e -Oiitter •ioo -216- IThe jileiaentary i)opartiiient la conduoted by th« College aa a dayschool for children bet\.een the ages of five and thirteen living in the vicinity. Modern, aympa- thetio uethods of teaching are used, &nd each pupil receives individual attention. Bible instruction, historical and doctrinal, is given in all standards, together with a study of elementary missionary niatory and raethods of miaulouary work, iiegular religious exercises are conducted, and an effort Is rnede to use Christian niethoda and cultivate a Christian spirit in all the work of the department* Special children's services are held, in which the children are en- couraged to participate in voluntary devotional exercises. Kindergarten methods are l/.rgely employed in th» infants' depertraent . In the oigher standards claBses in French, Latin, Mathematic, xilementnry iicienoe, ani Hygiene are conducted in addition to thorough work in the common branches. If the parents ao desire, children will be pre- pared for t}:ie Preliminary i:;xamlnation of the Cambridge UnivexGlty. JUUIOH LiilPJLiiSMx^?. Th6 Junior Department la open to boys and girls not less than fourteen :/eara old whose p&rents desire to give them the advantages of a thorough elementary education combined with religious instruction and careful home train- ing. Accurate, painstaking work is xeuuired in all branches. -^xs- :!\A ... v., .,^: ;.-('. > r. 'r"/^!.'^- .a^ij I. ^&: lla fxl nov -tocB Xtuu .a •> »Vt ,e !■ » iio at •ai>. .r ai t^ « lotle as a*£io- t? , •:' .' i»ii • 'i' - tV» '? feSflirfmno -217- Monthly wxitton touts are givtm, and a detailed monthly report of the progzess nod conduct of e&ch student is sent to the parent or guardian. '2he programme of Junior ClaBues is given on pages 17 and 18. All full-time Junior Btudents ere required to attend the entires programme of clasBes unless excused for epeolal ro&sou8 by the HeadmaBter of the Department. titudents less than eighteen years of age on enter- ing the College id. 11 be placed in the Junior Department and under its rules unless th^ can pass examinations ox shoiir oer- tifioates entitling them to enter the ;:ieniQr Department at once. '2lie following special rules, in addition to the gen- eral regulations given on page 30 apply to the Junior Depart- liient ;— 1. Junior students are reiuired to stu^ under super- Tlsion in common study-rooms unless special permission to the contrary is given. 2. Between the houz s 6-12 a.m. and 2.S0-5.45 p.m. JuBioz students must be either in class or otudy-room. They are free for reori^ation after dinner uiitil 3.30 p.m., und during the aiiinmer raontha one hour's play in the evening from 7-8 is allowed. Grounds for Football, Tennis, Hockey, CrioiJBt, Basket Ball, Gayioautios, etc., are provided. 3. Junior students must spend at least one hour eaoh erening in private study. 4. Junior students may not leave the college Gzounds * k; h -TTh- .ft«X - IBO Tft Ball , r fv; a v ii-'tci •jS» OIT jOt-)tt ojaoo at nolelv ^lfti) .i c fXPu Bd t&I 8i 6-v s--,S»ix' f9 -2]8- 8aT« by permission in er.oh inat^ince from the Preoej,tor, Pzeoaptress, or ABsistant in charge. Junior glrla may not leave the grounds ejccept in the company of older girlB aa arranged by the Preueptress. 5. Junior students must retire at 9 o'clock in Winter, and at 9.30 when 3tuamer-time is in operation. 6. lI.onthly conduct -marks will be given to Junior students, and Included in the zegultar ;:tandingB a&at to parents or puardians. '■'-**' 7. Junior students whose oonduct has boen satisfac- tory may, at the discretion of the Headmaster of the Depart- ment, be promoted to tJie oonior Department as soon as thc^ reaoh the required scholastic standard. In the ordinary way Jimior students will be transferred to the senior De- partment at the :jeptember Opening of College follojiing their eighteenth birthday. The ijeixior Course is provided for tnose Tfco wish to propare for the higher ooursec of t}ie college, or for the Senior or Matriculation lixHminations of British uni- versities. (The program of Jonior Classes is given, benior students aru strongly advised to take the whole course as outlined, but may, if they desire, take one language only in addition to .linglish, and may ohoone either Mathematics, or any two or the following sciences s Bottmy, Chemistry, Physics, Uecimnios, >;oology. btudents preparing to sit for 9ff XJ cjo t;J p- s^nebtiiJa -219- Public i:lX8siln&tlon8 nay take only th« eubjuots required far the exaraiiiation in liueution, but no student \vill be granted the Piploioa oX the Ministozl&l or '^ouohexa* Cooraea^^ of the College witliout having oonpleteU ut leuat the minlmua donior Couxue* Higher ifoxm 8-^8:40 :lfath4lV :MBth. IV :Hath. IV 8:4b-9:15:Chapel :Oh£ipel jahapel UHth.IV :lIath.IV. m Chaj^el ;Chapel 9:15-10tl5:Hi3tory : ringing lUist.iteekiioading :Hi8t.(0ree)c :Crreok 6t Ro-t :6e Hotinn or: and :and liotmn '.man ox i5ngj :iSngliah) :3pelling :or .-ingLiah) • • • . , 10iJ5-I):45:Latin Xf^ iLatin IV :Latia IV :Latin IV xLatin IV :or GreeklI:or Greokllxir Gseok II:Qr 6nokIl:Qr Greek II : : t : : 10:45rll :Phy8. iixor sPhya.iixer :i'hyB. x^xor :Phyu...xor :Phya,^xer, : i t : : 11-11:30 :i"rench IV :J!"xenoh IVti^'rench IV:Ji'renoh IV:i*'jenoh rv J : : : : ll:20-lJ2:15:i!;piotleo ;iiOgio :/:piBtleB ;i,ogio :iapitjlle8 { * s * * 12::5e-ia5: Dinner : Mnmx :»innor : JJinner : Dinner t I i i I 8-3:00 :U .aia.iadvj iUan .rraJiuChen.Adv. :Iian. Train: : : : : t 3:Z8-4:lfi:lieoiiajiics or ideohnn.or: 4:15-5 5^"y"*A^^- :j,irat Aid: '' « : First Aid: • • • • » 6-5 :45 -.English IV l.ingli ahiv i.iJigliahlV -iSngU ahiv : 1% 1^^ • ■' ^ - • M»9 Linerfi;.'.iT ac 1 *ri Vl.rftiSi': ^tP-e .1 li : .rx -P.on«» £0' A farm of over two bundled aores ie operated by the College giving students the opportunity of training in Dairy, Poultry, otook-raisiug, i^'rult, and General Farming. In the Manual Training Clashes inetruotion and praotioe are given in Carpentry, uabi net-making. Boot -repairing. Metal-work, and other praotioal branohes. Working in friendly cooperation with the College are the litanborough fress, the ;;>tahborough Park Sanltaritua, and tlie food factory of tlie International Health Association. These institutions offer industrial training and part-tint employment to students who are compelled to earn past of their expenses, and a large proportion of the College students avail themselves of these opportunities* ^students thus work- ing their way in pert tljou^ College must plan to take fore- noon or aftornoon programmes of cl&Bses, so that they c^n work whole afternoons or whole forenoons in the industrial de- partments, Thay will not be able to leave tneir work for single classes during half-day periods. As the openings foif'* studenta to earn fart of their expenHes In this way are limited, special arrungeraonts mmst be raede in each case by applica- tion to the Principal, ..'a tt^JLL Wtvi" '-^f^IloO f «t9 f«(»wCoXtin» 3ttO , 99ftii 'a Ifl fi ■[u ».; ,l>o^li; "•^r CUUBCH SCHOOL 2^.CHi£H^* COOK^iji. SHKOHY AJGD ^HlCSiCii: Q^ Zi^UiiHie. 1 general th«o- xetioal and praotloal course of leotuxes extending over two years, based on the tests of Saymond, Wei ton, McDonald, etc. In addition to this course, attention is given to the special aims of church-schools, the instruc- tions of the Spirit of Prophecy with regard to education, and the methods best calculated to cultivate a spirit of aelf-^aorifioe and devotion to high ideals in the mixids of the pupils* i^dYCHOLOGY AJSD LOGIC. The general courae of the Senior Diviaion is first taken, followed by special edu- cational psychology based on James' "i^dijeutioaal Psychology*'* Ai}yAJiCJ£l} Ti^CHlfiRa* COli»bi^. ?or those who wish to become secondary tenohers, special advanced coursos are provided, leading, in certain subjects, to the degree .exami nations of the university of London* LKjIHAHY COUHoK* (Preparatory to B.A. degree.) students in this course may choose either Ancient Languages, Modern Languages, History or philosophy (including Psychology, Logic, Sthlcs, Pedagogy), All literary students must taloe iinglish, together with Latin 03^ Greek, and Homun or Greek History* 'I ties nt t< ' . . ' n n tim i»©il I.tiofian ,« u;:. l:i. .i't • ii.....!^ Ai^t-ia so ui' .*s« T- ax. i on J 6 .-/ -2^£- 3CIiiii£.'I?IC COUxluiJ. (^Preparatory to a B.3.O. d«gr««.) i:itiidentQ in this oourse may choose any group of tlire* sciences, inoludiag Aiatiieiaatios, and are re((Uired to offer French and Gormun. C^he following BoiimoeB are offered by the College: OhemiBtzy, Physios, Blologj^, pure and Applied ]|atheii£,tio8, Astronoioy, Pitychology. After completing t'ae College senior or Ministerial Oouxse, three years will he required to take the Advanced Teacher s ' Cour se • (Two items cjncerniQg student regulations in the dormitories of this school are of especial ln^ure^ to Anerican studants. i'hey are: "i>tudents aro not allowed in their priTate rooms between the hours of 8.46 aad 11.30 in the Qoming, when the bedrooms are open for inspection by the majKgQrs. During tixis time all students are expected to be either in their olasses or in the College ciBpel." "Kie Kingswood Girls* Dornltoiy and the field and woodlands surrounding it, bounded by aheepcote Lane, bheep- oote Plantation, the Jitanboxough Park houndery, end the public foot-paths crossing Kingswood Estate , are out of bounds for all male students of the College, who must not enter this area except on duty assigned by tne responsible officials of the College. Male students wishing to call on girls residing at Kingswood uay apply to the Preceptor for peraission to go to the Girls' Uome stating tneir re&soa Uoo- :saio*s >^ rvr. r: )■ . ,r)Utuo}^ ioif^&iavi^i -223' in eaoh oaae. If permission is granted, the student may present himself at the front-ontranoe of the Gixlfl* Home, and ask the Matron's permisaion to laike the proposed call, which may be granted or refuBed at her diaoretlon. Mule students muet not enter KlngBW)od Home t.^rough any save the front entrance, nor cull for any innate save by pearmission of the Preceptress or her deputy. Regular otdling will not be permitted, nor Ofin any general peraisnibn be granted to nale studentu to go to Kingswood." 4^ Asia From the first, educational work has been given a prominent place in ;ieventh Day Adventist missionary activit- ies in Asia, In nearly every important language area where missionaries are stationed, the children tmd youtn of special promise hrive been gathered into denominational schools. Chis has not been hard to do. IThe Chinese are eager to learn, especially from We^^tern toachers. This of course was :ot true before 1905. Thus far these schools have not been mad* self-supporting, although some revenues ere realised. There are at present (1920) five training schools, witn an enrol- ment of approximately £00 students taking: work above tiie seventh grade; six intermediate schools v,ith fully 500 students; and eighty-three church schools wlti^: an enrollment of 2,S06. In all, nearly 8,000 students are in regular attendance, and tnese are served by 26 foreign (American) and 15S n&tive teachers. A few denominational text-books tasKSj. ■t :&»«• a to »• jqml V .Jii ttA . oJ» «J -224- In the Ternaoule.rB have bean printed or miiaoographed, but much rouEilns to be done along this line before we shall hare fulfilled our duty to the .vouth. This work on the text booka Is being pushed forward. At present MoElbben'a Bible Lessone Berles is being translated Into Japanese. The gxeetest numbers of these schools are found, as would be e^q^ected in China, Japan, Chosen (Korea), India, and the Philippine Islands, The Union Conferences In this greet flold and many of the stronger local confer- ences hp.ve an educational secretjory or superinteMent in charge of the work, a number being nntlTes who have taken work in the denominational training scnools. They may /hv* been public school teachers tnd received gjvttrxunant train- ing before becoming Seventh Bay Adventif^ts. In order tiat the work of a training school in the Orient may be butter understood, a number of items arc presented from the 1919-1920 Calender of the ;o}ianghal Missionary College of Jevonth-day Advontlats: "In order that otur iingllsh^ape&king patrons an& others iflty have information concerning the school end its work. It has been decided to auppleioent the Chinese calendar with the following brief Items and fects in iinglish: eri.t fto it or urn's u^ I our AM •jb *afi lOTj 9.ii :a loc - \ -auij- «J tiSi "•dZb' BOAHS Of l>IlM2SURd !• H* iSvans, Chairman . Jf. U. PeVlnney, 9. ▲• Allum, 0. ▲• Hall, H. M, Blunden, U. C. Warren, B« Petersen, S. a. Habok, E. 7. Cottrell, U. W. Barrows, c. 0. Crlsler , Sn L. ?ro3t, atoretcrry . JPACULTY S.L. yroBt, Principal . JR. J. Cottrell, George Harlow, U« G« longer, B. J. Brines, Mrs. H« J* Brines, Mrs. George Harlow, l,ir8. a, L. JTrost, Wu Muh si, ale bui An, Ua Djung Yang, Gheag bl Wah, Han Mi Li An, foreign and Chinese preoeptresBOs and Xvn additional Chinese tei^ohoxa to be supplied. JUHOOL Yj^LH Examination and clL.S3ifioation of students, September 29 and 30, 1919; Clasaos formed Wednesday, Ootobex 1; First semester closes January 31, 19£0; uecond sonester opens February 1, 1920; Commenoemont sermon and exeroises May Z9, and 30, 1920; ;jChool closes Jay bl, 1920. Hij^IAL LiiiCCUUiiHa I. H. jivans, if. H. Be Vinney, Dr. A. C. lielmon, J>*. A. Alluffl, 0. A. Hall, C. C. Crisler, ])r. C. C. Landis, L. A. Jfroom, G. Ji. weAka. 2?hi8 Hat vill be supple merited ^ by otlier visitors to ;ihanghal, and by those pausing throu^ en route to other fields. i)»-j - 'J 11^ r^ mn .^, jkk a- \'1 . 'Mn r ■tii'J iitUU\ , /in I I ■ rtift! ♦ BSXatT: Ttrd'.tO til r:*!'©-! nr '&450- LOCATION AUD PBjSSJSfiT 5TATU3 Sh« address of the school is 17 liinglnio Hoed, Shanghai, China. The moe of the school is The alianghai UissiOQary College of beTttithoday AdveEitists. It wau foinierly knoirn ae the China Missiims Trainii^ School. It ie the training sohool for I3eventh-day Adventist youth for all China. It carried work froi. the first to tlm fourteenth grade inclualve, and has sereral short courses of study arranged with the aim of meet- ing the needs of the field for trained evungoliota, teeohers, Bible woricBis, office and other nelpera. Its aia is to prepare Chinese workers to proclaim the story of God's p]an for the salvation of man and to herald the riiessage of the soon return of the Uaster • M'iUAaQK ABlUiiiQimiiUTii Students should plan to be present from the 0]:ening date, September 29, 1919. ^Super intend en ts bnd directors of mlBulo&B should see that their students i^ice ocmplete axrangei:>ont s with them before coming, i^very student should have some one knom to him to be his guarantor. An agreeuient should be ii£:de and signed by the student, and the student should then be given a proper testimonial from the superintendent oi director of his field w^iich he ujay present to tlie i^^iageice nt of ths school. The school ...anageuent should liave all necess^iry infer uati on Gonoeining students, including the financial axiangeEentB entered into between iaisBlon and student, so that the fullest cooperation EB.y be asaiired* iOti Jl>«lx -a< \p: H 3"T 13t?''»- . .■ i".5 a iii tee , ■ -iUJi* &L « A.V. » f-gte trie CI fiu jiivii ii)(,yt^u -2i27- An eutiaaoe fee of |1«00 cash is required of each dormitory strident upon arriral at the BoLool, ^hle is held until tlie cloae of the year as a guarantee tliat room and furniture will be left in good condition upon t^ie depart- ure of the stiident. Tuition par month, grades 1-4, 60 oenta; gradea 5-7, ♦l.OO; grades 8-11, $1.50; grades 12-14, $iJ.OO. Organ lesBons per month, 75 centn. ijnfrlish per month |il.OO« Laboratory fees in Advanced physiology. Physics, end Chemistry, $2,00 per year. Room rent; 7wo students in room, 75 cents ^ er month, three or more in room 60, cents per month. Board on zluropean plan. Probably average about ^4.00 per month. Books: Probably about i^8«00 per year, for advanced student 8 • . .Uork : J^a.(ih student, in addition to fees, is required to work one hour a day, or six hours a veek, without re- muneration. A oharge of 30 oentis per raonthi is liZidt against the personal account of the atudent to cover this amounrt- by labor. Wnen the i^^bor iias been vouched for by the one in charge, the account will be credited this omount. This is not a Ui:iarge agiiln&t t];e mission. However, it is iioped that each mission will lend its moral support to the carryii^ out of this plan. >«• %t ©el *• • fiA -^ rl »i .TTntif f^3i?©" koM b^nod >if ar J";tot'«ifc fiX f f .f fv/i TiiK T . ■ ■/':.■. o,.l - 01 . I o^ Bi ^(s^htii^ ^dj Ov u& ■•r n^^ I' ,n; i^UB iit B^I ,aIXli ? J¥rri ■ • i> •nr, r r ^ vo i''~ fW ' ;(i^ ,9m ) • Sill xJ«-iv -' ,~ r sAbtP 1 lo V btXB x^ *il -y..' iu j TH j" ;. iA J. - ■ i— ;,| o) (fe ?! -^08 •i -sso- Bducation two-thirda year. Astronomy one-third year,, for Physics. flOHMAL COUPJSE (BLEMEBTAHY) / Prerequisite , nine grades. Grade 10, Year 1. Daniel and Rerelation; Psychology and Pedagogy; Methods I, Ohserration and Practice Teach- ing; Wenli; Denominational History, one-half year; Music and other drills required. Grade 11, year S. Ancestry of Bible and Bible Doc- trines; History df Education, Christian Education; Methods 2, Ob serration and Practice Teaching; T/enli; Adranoed Physiology; Music and other drills required. HORHAL COUHSE (ADVANCED) Prerequisite, elementary course abore. Grade 12, Year 1. Pastoral Training and Testimonies; Physios; Church Hi^story ^;id .Riatory of Missions; Methods 3, Obserration and Practice Teaching; Wenli; Music and other drills required. BUSIHESS COURSE Prerequisite t nine grades. -,.; Grade 10, Year 1. Daniel and Rerelation; Special Arith- me'|io; Chinese History; Bookkeeping; Christian Business Prin- ciples; and Drills as Penmanship, Roraanization, and as needed required. 5w?»n^ J Grade 11, Year S. Ancestry of Bible and Adranoed Bible ^ootrines; Rapid Calculation; Bookkeeping an* Office Practice; -05' •^ in .R0i3T,;i^ \ I ' . .'.^ f4.V -.6 4 tit-* : t (0X0. ,9».f»^ro^ ftrrl-T ,ei_ 9ldiS. bBQO&rbk bns eJ -231 - Cormercial Geography, one-hnlf year; Commercial Law, one- half year; Chrietian Business Principles; and Drills as needed required. WORKERS* SHORT COUl^SB. fieslgned only for mature workers who can spend but the two years in school, FIRS'i? YKAR. Daniel and Rerelation; Wenll, General History; General Science; Denominational History, one-half year; Drills as Music, Physical Culture, and as needed re- quired* SECOND YEAR# Ancestry of Bible and Advanced Bible Doctrines; Pastoral Training and Church Orgfmization; Wenli; Advanced Physiology; Christian Education, one-half year; Drills as Music, Physical Culture, and as needed required, WOMBH»S SHORT COURSE. D«iigned only for mature women who ean spend but the two years in school. . FIRST YEAR. Old Testament; Daniel and Rerelation; Wanll; Arithmetic; Geography; Drills. SECOIO) YEAH. JSen Testament; Bible Doctrines and Testimonies; Physiology and Sanitation; Bible Readings (praotloal) ; Drills. EIIROLLMBHT, The enrollment the past year was 129, the following proTinces being represented: Xwangtung, Pukien, Chekiang, 80 in. iJ9 A i,.iCJi s3^.J - , •-'• i JiijJfc* tJAi OjL^wi'..i ;iioJtc^BX9ToH boA ImXtufS, jtrwiaalBsS hid •T ra^H ■mile-. vd BfconJtToicx -£Z2 Saechwan, Hupeh, Shangttmg, Klnngal, XiangBU, and Anhwel. We trust the present year may bring us a much larger number of students from these prorinces, and that sereral other proTinoes may hare reproaentatires here. The American risitor to one of these training SQhoolB is inrarlably impressed with the good beharior and serious attitude of the students. Freedom on their part from the use of tobaooo and marootics makes these students stand out in bold relief from arerage Oriental young people. It is gratifying to work for and with such a class of students. What is true of Seventh Day Adventist young people in America is true of th^^m the ->7orld over. They are clean, honest. Christian Sabbath-keepers. The skin may be of another ehade or the eyes of a different slent, or they may dress differ^ ently; but their ideals are the same, their hope of a soon- coming Sarior is one, and all arr equally sealous in the propagation of the Third Angel's Uessage. A few items will next be given concerning the work of the Phillippine Academy located at Pisay, Rizal. History and Purpose. The Philippine Seventh-day Adventist Academy was opened in June, 1917, From the fiwaall enrollment of thirty-six at the beginning of the first year, the school has steadily grown. ;^* During the third year, which has Just closed, the total enroll- ment was 170. The prospects for the coming year are very bright. -s Tf) 3u- ^rt^f od^ lo »- >e 1.199 ,J8<:. »«Ta %. .laTc Mtow wxCJf «»rfcr to eui* »1 -233 One of the encouraging features of the new year is the addition of Bereral new members to the faculty. The school ie fortunate In harlng been able to secure the serrices of Pastor Richard R. Breitlgam of California, who will take charge of the Bible and Pastoral Training Department. It has been the purpose of the Academy from the time of its organization to glre young men and women a symmetri- cal training for usefulness In life. The management be- lleres in the three-sided development of its stxidents, — the physical, the mental, and the spiritual. But the special purpose of the school is to train -7orkers for efficient serrlce in some branch of Christian serrice. The managers aim to make moral and religious influences prominent. They desire to hare a school ^here the Word of Ood -'ill be rever- enced, and where His worship and serrlce will be respected. A true Christian character will be held before the students as the highest aim In life, while it is a denominational school, any young man or woman -^vho is in harmony with its principles and alms may be admitted. Each year at the close of school, a large number of the students have entered some of the various lines of denomina- tional work. This year forty have done so. Since the estab- lishment of the school, twenty-six students have been baptized and received into the church. The Academy is situated on a large tract of land. Just - aha X,;;ai,' :» B^M /)* . V V t.>.4^ . aaan T *co -•re frrarf oc^ e^ r ■ sfX i . . y^r.p. .ft -234- outslde the liaite of the city of Manila, on Luna Street, Pasay, Hizal Prorinoe. Here, surrounded "by beautiful works of nature and away from the noiae and confusion of the city, the students are able to do much better work than can be done in the city. The school Is only a fer? minutes' walk from two electric oar lines which run into the city. The main building contains the class rooms and the ohapel on the first floor. On the second, floor are the living quar- ters for the boys. A laboratory is being fitted up on the first floor. Across the plaza from the main building, is the donaitory for the girls. In this building are located the kitchen and dining room. It is planned to build additions to both these build- ings during the coming year, and also to the industrial build- ing, which is located back of some of the other buildings. A good library has been started. A large number of new books will be added this year. The Academy is incorporated under the laws of the Philippine Islnnds, and consequently the school will hare goyernment recognition. It is necessary for erery student upon entrance to present a transfer card from the school pre- viously attended. The school year is 36 weeks, beginning for the current year on June 2, 1920 and clot-ing February 15, 1921, The industrial phase is carrie* similar to that carried in -#'• 3-. SB ^lA'vTi-.. X© T TO 1 1 r' ■ ■ ■ i'i-iB a£lv. . ; f , r. rpi;^ J -• T'rac .,' Xa.I'i ti't'*ff^r<' ' -£36- other Serenth Day Adrentist schools. This school offers work in gardening, carpentry, printing, book-binding, basketry, belt weaTing, and embroidery. Course of Stxidy. In planning the course of study, the faculty has had in mind primarily the training of erangelists, Bible workers, and Christian teachers, The effort has been made to keep the standajTd as high as that of the excellent school system of the gorernment; nnd in addition, some subjocts not taught in the public 8choo'..a hare been added to meet our special needs* ^iVhererer it has seemed impossible to conform strictly to the course of study outlined by the Bureau of Education, substi- tutions hare been made, and the standard of our denominational BchoolB in America has been followed. HoweTer, we feel sure that the few substitutions we hare made will be accepted by the Bureau of Education. A few changes hare been made in the course of study this year, which the faculty think will meet with the approral of the students. In the following outline, we give the subjects taught in the Intermediate and Academic grades. Classes in the primary grades a:e also conducted. The course for these lower grades conforms closely to that of the public schools, with the addition of the Bible. :}r.3- lie al had ' , '>o 9A& ?!^^^-: .'^ n-1 v; '^'iblishing just such a new mission enterprise as has been described, in Portuguese East Africa. The experiences enumerated are only a part of the teacher's roaponsioility. Land must be plowed ■^ith imtrnined oxen, the oxen must be protected from lions and other prey at night, he must learn to preach in the native dialect i»dt :iim •« % ■M hf* f..H td a noil •Ai c ^» T^l^ -•S': (;f to t*C9r ,♦(■ IV' i^C •n •£42 «> people do, putting his legs through the sleereB and wrap- ping the lower part of it about his waist as he does his natlre loin cloth. How should he know? He has never seen a shirt before, nor anybody wearing one. He later is taught to read. As soon as possible he will rend from the Bible in order that he may be taught the elements of Christianity. One must not get the idea that because a native Rhodesian, or other African tribes- man, has never come in contact i^ith European civilization, that therefore he has no mentality. They are a very in- telligent people and take certain types of education readilyi They are not as a rule apt at complex mathematical problems; but all "content" subjects are learned readily. They are very fond of music and leern to sing ^ell. It is sometimes difficult to train native boys and girls — these schools are co-educational — to apply themselves to manual labor. They are similar to the Ameri- can Indian in this respect. Persistent effort, limitlosB patience, and aometimes corporal punishment, will usually develop these youth into good 'rorkers. As in America, soo« are honest and some are not, but the converting power of Jesus Christ when accopted by them works the same trahsfot"**, mation of character for a Kaffir youth of Africa as it does for the youth of England or of the Va\%66. States. jH erf* X^T erf rri :»no3 *iv: -.d .rtnir v:c -a43- Wonderful progress has been made during the past decade* Hew school centers are being established, tenohers' Institutes are being held for the natire teachers, and large churches are being raised up in darkest Africa on the trail of Liringston where happy natire Christians worship and sing the same gospel songs '.7ith the same love and tenderness that is manifest in American churches. One can only exclaim, "VThat hatl God wrought" for Afrioal" 6. Australasia •Prom the mission school in Rhodesia to the hi^ly standardized schools of Australia and New Zealand is quite a Jupp* but let us make it* As splendid as theee fichools are •'fe need not spend much time ^ith them as they are typical English schools, with well trained faculties, and completely equipped for a high grade of work. Pew elementary schools ha7e been established as yet, the British standards being high and the iiurses of Seventh Day Adventists meager. The regular British "spir^" system of elementary subjects is used, Bible being added to the course as outlined for the goTernment schools* In order that the render may under- ■tand more fully what is meant by the term "spiral", the work of the first six standards is presented in full as printed in the Sducationnl Manual for the Aastralasian Uiiion Conference. r, as IV fk^ : -jff.f ol' • aoQ^ •£44- iJi Churoh ;>ohools XXifiiJiHaAaSjiUi pa ^^aiUbH Ci«^;i. All ohlldron who enter the ■ohool below the age of six ox seven ye ax a, wuo axe not qualified to eatez i>tand.jrd One. ahould eutur the Xindox- gaxten or i:>ximox olattii la ^e^axatlou for euoh ^tandoxd. dSAliUBJ) Olii BIBLii* !2en aubjeota fxom Old Ceatanent and ten aittjeota fxoa Hew L'eatuiBeiit • S&XDlXim (a) So xe;>d "Txue i^duoutiOQ Hoadex Uo, 1; in addl- ing tlon to xead/fxom blaolcboaxd, leauoaa in eoxipt ox px Int containing. In new ooit.bln&tiCDa, worda uaed in thia book; fluent xoading, and grouping woxda Izito phraaes. (b) So apell words used in Header Uo* I: apolXing, wxitten end oral, and nore advanced pupils to xeoeive , xactioe in eaay dlotation ezax oiucs, (o) Sranaoxlption of uentonoea used for xeudlng. ^uppleioent'ixy Kotdera: "Bible Headex" Vo. I, "Oux Little yolk*a Bible liuture", '*piant Life'', i f ox other uultabl* reader. JiASUiii:: biTUCY. Lesaona on ootomon things, animal and plant life of dlstriot, with reading leaaons from supple lasntc^xy readers. LAiiGUACifi. So be learning to apeak oorxeotly and natuxally, and to be taught to give the subatanoe of sthort atoziea told by the toaohux. AltlSiOiJiSIC. So oount, xead, and i/rite nuiabexa to 100; to §fpf^n analysis of nuubexs to 100, applied and abstxaot. * 1-^ Xcorin» .IMHZIiU -245- MAHUAL THAIDIIKG. ])rawing and paper wxk, oazdboaid and brush- workk gardening, sewing, aM care of th» eohoolroom. i.-A SSWIHG. fleedlAwork drill (including needlf-., thimbl* , and posi- tion drill), placing a hem, heomiog a strip, handker- chief, or duster, with ooloiired cottons. SItfGIiiKr. Singing class songs or hymns sweetly by ear; prac- tice in breathing exercises* PHYiilCAL TEAIlilJICr. Games marching to singing, breathing exer- cises, physical training. I'eachers* help: "A*B«C. of Gymnastics*^ (Uiosen), STAJiHAIO) TWO BIBLiS. Stories of creation, of patriarchs, and of prophets. Teachers' helps: "Mrs. llcKibbin's Bible Lessons," " "Teacher's Idanual", page 141. E^iDIJiG. (h) To read with reasonable fluency and egression "True i^ucation Retder" Jiio. S, and to understand the meaning of the subject matter re&.d. (b) To spell words used in ret. ding lestions, either orally or from easy dic- tation exercises, (c) Transcriptions in neat legible hand, subject loatter of lessons read. Supplementary Headers: "Bible Header" Islo. 2, "Animal Life", "The World and Its People" (lielson and ^jons). lATUHii: STUDY. AS for Sttmdard One v;ith study of natural objects and living tilings, and lessoiis froa supplementsury readers. Ji'QRMAL WHITBiG. Australian Copy Book iHo. S, or Vere poster's Bold Series Copy Book, or from copies on blackboard in text hand. td bt -i. ftlAfiS dULUIlM , WS»A Hf It. "•16X9 <*/l .^-.iix^ c^^^^xi'm.- fll •Olif . tit. JL'o^bb./i : B T'-' au oii a uaea LOfHB t 9i te; -Kq to vOsLV jul;;5 , 15 ■^A": J btt9 li i*U s3 l! 'J V J. J. U V if 099 %0 * aJLi;::-ivfy . .iiioiJUiiA -'I'J' iiiJ^iiU > Giiii Jitiiiij ai\l -249- Hemmlng and seaming, sewing buttons, a garment or article exhl citing preTlous Standard's work to "be shown* SIKGIMG, Knowledge of scnle, modulator, praotlce In sing- ing Tonic Sol-fa system, roirnds, songs, hymns. In one or two parts; breating exercises. Teachers' helps; "Standard Graded Courses of Si^t-Singlng" (Gerard Gerritsen) , also "How to Train Children' s Voices" (T. Haslam-Hardy) • PHYSICAL TRAIHIHQ. As for Standard One and Two, also dumb- bell exercises or with clubs, physical exercises, '^ marching to song; brer. thing exercises. STABDARD POUR BIBLE. Creatinn to Joshua. Teaohers' help: "Mrs. MoKlbbln's Bible Lessons" No. I. HATDRE STUDY. As for Standard Three. Teachers' Helps: "Bible Mattire Study", also supplementary rending les- sons from readixig books. READING AND SPELLING. Reading: To read ^vith fluency and expression and to understand subject matter of "True Education Render" No. 4. Spelling: Dictation lessons in words from reading lessons, also passages to 10 and 1£ lines from dictation from lessons read. Poetry: 50 to 100 lines from memory from prescribed reader or supplementary readers. Supplementary Readers: "Child Book of Nature" (Hooper), "Alternatire Geographical ,8 lerf ■Aft « t n It * ff f ■, '.' *)Ci )i( *t' , oX. otaaltc 315 : If)JI '-T - 1 &^ . ■"'•A bR.^ Oi < , itti moil • 1 noil: ; e»ail, 31 bs Li oTl^am , !UjJ>;'i iiaifiiiip-iiHEMi ,.lXi~i* .jaag.-. 9^'j^a g 'giuc^/toji. -262- NoB. 5, 6« (t) To spell In dictation exercises, -'orde of selected lessons from reading book, also further instruction in rules in spelling and word -building, combined Tith Standard Three in small schools, (c) Poetry: 100 to 160 lines from memory from suitable readers. Supplementary Readers: "Child Book of lature" Part £ (Hooker), "Geographical Readers" (pp?.lin8 and Sons), "The World and Its People (Kelson and Sons), "Royal Road to History" (Uelson and Sons). GRAIIUAR AHD COMPOSITIOIJ. Intelligent Imowledgo of, and in- flexion of parts of speech, full parsing of plain sentences, analysis of easy sentences; short essays and descriptions; reproduction of oral lessons in Bible, nature study, geography, and history. "Bell's Language Scries" Ho. 2, or other suitable grammar. HATURE STUDY. Work of Standard Four continued. Teachers' Helps: "First Book of Botany" (Youman), "Bible-Nature Studies" (Cady). PHYSIOLOGY. "Kellogg' g Physiology" No. 2. ARITHMETIC. T?ork of Standard Pour continued; also the four rules and reduction in the prescribed weights and measures; easy examples in the four rules in decimal and Tulgar fractions, bills of parcels, and practice. Mental Arithmetic; Suitable examples baned on above work, framed with a view of practical need of daily life. Teachers' Helps: "Look's Arithmetic", and ■I 'l^>,,t'' j1 Jq©; OdI 0^ at • 1 fsr?A :) "Ti -,!» ''Vf -R t »4lM ■n , oi iitoS tjf< Ml' «to -: ..'lil -253- "Southern Crosa Arithmetic". GEOGRAPHY. Form and motions of earth, day and night, seasons; and seasons; vrith ob serration vrork of apparent more- ments of sun, changes of time and place of sunrise and sunset, and weather conditionB; chief ports and manu- facturing centres of Australia and Ne^T Zealand, and their commerce. Map Drawing: The States of the Common- wealth and Uew Zealand. C)eaohers* Help: As specified for Standard Pour. HISTORY. *ork of Standard Pour continued, also a course of lessons selected from topics as: The Pilgrim Fathers, The Puritan Rerolution, The CiTil War and Cromwell, William of Orange, India and Clire, Quebec and Y/olfe, Washington, Helson and Trafalgar, Captain Cook and Australia. Text-hooks for teacher as specified in Standard Pour. MANUAL TRAIHIHG, Drawing: Freehand on paper of forms based on same elementary surves as those used in pre- vious standards of more difficult combinations, also drawing from memory. Paperwork, cardboard moielling, brushwork, needlework as for Standard Pour. VOCAL MUSIC. PHYSICAL TRAIUIIIG. As for Standard Four,. Teachers' help: "A. B.C. of Gymnastics" (Nissen). jaji'.'a , Mw- tu'i • •\Sv08v Sir: . . 1rf» e.+ -or ■'rra J? ' auk • . -ic. 10 . •■■■ I'. ' 11 laai'v ■■ ■ f TO JA.0OV -254- STAHDARD SIX To Corer Three Half -Year a BIBLE. Old Testament History. Teachers' help: "PatriarohB and Prophets." NATURE STUDY. As for Standard Fire. PHYSIOLOGY. Series of oral lessons from "Vurneaux* a Physiology", "Ministi*y of Healing." RBADIIIG. To read with fluence and expression and to under- stand subject matter. "True Education Render" Uos. 6 and 7. SPBLUBG. To spell in dictation exercises difficult words, and passages of twelre lines from reading lessons. Supplementary Readers: "AlternatiTe Readers" (Collins and Sons), "Christ's Object Lessons", "Ministry of Healing", "Seer of Patraos", "Empire Renders." GRAMMAR AND COMPOSITIOiSr. Exercises in parsing and analysis. "Bell's Language Series" No . 3, or any other suitable text-book. Compoi ition: Efisays, descriptions, busi- ness letters, word-building, simple derirations where possible from original languages. ARITHMETIC. Vulgar and decimal fractions, practice, simple proportion, exercises in f^rerage percentage and trade discounts, exercises in simple interest; where possible for adranoed students: compound proportion, compound interest, bank discount, proportional parts, square root. M f^ ^r ^ . ' .91 -xacj «£>r)('~ bnn 6ioiB . vf ■»l(ii)ii htm J a .X nri^yti- ^o to 1 iHTIHA ,tooT wfjsjjpe , ;a;j 05 ie! -256- Btocka and sharew, profit and loss, exerolaes in metric Bystera, Mental Arithmetic; Suitable exer- cises in abore rork* Teachers' helps: "Lock's Arith- metic" and "Southern Cross Arithmetic". GEOGRAPHY. Outlines of desoriptire geography of Europe, Asia, America, Africa. Map Dra'Tingi Various coimtries of these continents, the ocenn, wares, currents, condi- tions goreming climate, tides, etc., t-nde nnft cable routes from Australia, [teachers' help: "Meiklejohn' s Geography." HISTORY. Course of work of Standard Pive continued, also a course of lessons from following topics: Captain Cook's DiscoTory of Australia, Wellington and V/aterloo^ The Indian Mutiny, Queen Victoria, South Africa, The Boer War. Also useful lessons an the laws of the country, ho-^ the '?iah of the people becomes law, how laws are carried out. Teachers' helps as specified for Standards Pour and Pire. AIGEBRA. Elementary Albegra to fractions. "Hamblin Smith's Algebra", "Hall and Knight's Algebra". MANUAL TRAINING AHD IBDUSTRIAL V'ORIC. As for Standard Pire. VIRITIUG* Australian Copy Books or other suitable standard copy book. VOCAL MUSIC PHYSICAL TRAINING. As for Standard Pire. aX Bi ■T0r9 ' -aax'i. "otfBa se^tf^ ^0 Ti/rsero-a Bnol* it ceT ^0 «3rr;c lOO. eff? , -.-i f' AfTfi.t , ^r'5 ,vr':t:ttr?* rr«tftnrT arf*P a*c£tifii8 >ff el tc rfel'- »ri# •'otf ,x ftc^f^?.^a A.iT.-i-^ ♦'H'* «»:^-*ii ."A-^innfA B'rtrfT, trrv .♦Till 6?0J3O> iA /l':. -250-. The Bible is to be made, aa far as possible, the basis of study for oral tenohing in each subject. Australasian Missionary College In the year 1894, an estate Tae purchased near Cooranbong, Ne-^ South Wales, Australia, on 'jvhich to erect a Christian school. It was subsequently called the Arondale Estate, and the school was denominated the ATondale School for Christian v.'orkers. Since June, 1911, the school has been called the Australasian Missionary College. Situation The Australasian Missionary College is situated in the country, where the beauties of nature are more elerating than the -'orks of man; where tilling the soil is better for nusole, brain, and heart, than amusements, sports, and holi- days; where God's pure air is sweeter than in the city streets; and 'here true manhood and womanhood and the lore of Christ may derelop in the hearts of our youth under the best possible conditions. The College estate is about one mile from Cooranbong, a little town serenty-six miles north of Sydney, and twenty- six milew south of KcTcastle. Its railway station is Dora Creek, from which the College is distant about three miles, either by road or boat. ,ij« 3 .1 - TOlt \1:' ' u- i I ' ijj Tcl: r^id X^io ati tF ed^ i bah hnrtriaaa 9tsii ai»ri~ A&ii od^rt* 9dt ilol/ttv gioit ,ifo«'xO L. ,. _ r - „ .f *■ •- -aoY- ISstate and Building a (The estate corprises nearly one thouuand acres of land. This is divided into two parts by the Maitland Road. The larger pc^rt, north and we;^ of the Maitland Hoad, is "bush land. The portion east and south of the Maitland Roed has heen xesorved for use as the College farm. On this por- tion are located the College buildings, the complete list of wiiioh is as follows: Central College buildin^re, primary school building, young men's hall, ladies hall, dining hall, the Sanitarium Health ?ood factory, Avondale Press, Avondale Health Retreat, eleven cottages, bam, dairy; the workshop containing the carpentry t nd painting departments; laundry, bee-house, business office, store, bakery, blacksmith's and tinsmith's shops, fruit room, power aouse, sawmill, and boat* sheds. The reader will not be wearied with details of courses, etc. To give tiiem would be to repeat what nes already been given a nusfcer of times. A thriving acadmey, "The Darlizxg Range School", meets the needs of seventh pay Adventist young people of Weut Australia. TMs school is located tventy-five miles from the city of Perth, a similar school nt Longburn, iiew i^ealand, meets the requirements for that field at present. TiiJs is the urona ilisaionary lichool. The Central Polynesian Training ^School at Ovalau, Fiji, was established in 1904. The i'noulty are carrying on good work there. • fieoH Jb «1J17 .AadX %\ £BB«C( Q£f{ Cl C'tii KOli ax f .. Grf-flBrf .1,, rrr,. , nc - . ^ fXcffi^t* ■tsya* 71. COICLUDIJiG HiiiiaBK^. ttaoh more remains unsaid conoennins seventh Day AdTentlst 8(Uiool8 than haa been eald in tills thesis. Doubt- less sone of the lOfiterlol covered will have become old before it re&ches the leader's eyB , 2he advanced Knowledge of today may forever render unusable the traditions of the ages. Thus we progress. It is in aocozd with our ideas of Democracy, and we prfiy earnestly that our eyes uay ever be directed upward and forward, and that our feet may be strong to oarry us in the path we desire to travel. Uowevor, lest we forget, we gather up from our perusal of tills subject a few main thoughts to oarry with us. We iiave been viewing a strange people, -a peculiar people In religious view,- yet, withal, a slxicere, honest, upright people, oou- scientlous toward God and toward man. We have met a people who are convinced from their study of the Bible v> .* -■Sfi in f*if ti .It Intim ^A 0-5"*T (. i Qi ttkiiBi 9«otilTflQO •!« JOa^ ai'j, d vublic so ools. T'lis aniount of work is carried successfully, and confirms our belief the $ much time has previously been wasted in element t^ry grades. 2he aim in all schools today is to give only tjiose thingu that are essential. Educators differ in opinion on this point; but in time educatio^iul and mental touts will have settled the ques- tion. Seventh ]}ay Advent iuts have done some honest thinking along the lino of essentials in elementary eduoi.tion tmd iiave reached a nuiaber of ooncluuions tliat are b dng verified by the tests and ineaauremnnts. rrr «?• r sot aoi^o0XifeiiJt li'ifEc neecf arwf <»!fc Ob becrcri -film fro. ^^^ .;tudy of hygiene, including dietetics and simple trtxitments for ooiiimon ailments. OMer students are tuu^^ht some trade or useful occupation in order that they may be contributory economic factors of the social group. The work in foreign countries is patterned, in so far as it is practicable, after the work in America, lieventh Day Adventists believe that their system of education is divinely given and that the penurnl principles will work in one country as well as in another* Hesults obtained thus t -•■'■! rx.'.l diiui i-^MU -.^ dCiUO;! -« 90aB£l -L!61- t&i In the oxperlmoiit give no zoom fox doubt on tiiis point, ^eranth Day Adventist young people are much In dera£.nd fox positions of rosponaibility because they axe puided by piinciple lathex than by emotion, Wliat the future results of t:Aa new educational ezpeximent will be axe not positively known. Mistakes have been made and ooxxeeted; other mistukes no doubt will be ciade. Seventh Day Adventiets hi e sincerely desixous of the vexy beot possible fox thelx childxen in the mattex of education. They axe encouxaged by pzoijent attninments, and axe pxessing foxward eaxnestly, sealously, foarlessly, and are looking to their Heavenly Father for guidance, jj'inal results will be appraised by His merciful Judgment. i. JOtte «J UNIVERSITY OF CALIFORNIA LIBRARY BERKELEY Return to desk from which borrowed. This book is DUE on the last date stamped below. 2 1952 §mmm mmm LD 21-95m-ll,'50 (2877816)476 SS537$ UNIVERSITY OF CALIFORNIA LIBRARY LA' u