Isaiah 53 was read by Elder L. R. Conradi for the devotional exercises. Earnest prayer was offered. The time of the meeting was given to the study of the principles and problems of organization. W. W. Ruble’s excellent paper laid down four fundamental principles of the organization of our Missionary Volunteer work:—GCB May 25, 1913, page 132.12

“1. Salvation of young people who are church-members.
“2. Salvation of young people who are not church-members.
“3. Training these young people for service.
“4. Organizing their efforts to finish the work in this generation, and directing these efforts in harmony with the plans of the great movement that God has instituted in the earth for the finishing of the work.”GCB May 25, 1913, page 132.13

Next came a paper by Miss Jennie R. Bates, on “The Work of the Conference Secretary.” It was a strong appeal for thorough, systematic work in every conference. The following extract is of general interest:—GCB May 25, 1913, page 132.14

“The work of the secretary is to save the youth, to save them to the cause of God, and to help train them for the kingdom. It means that we must go after them, we must keep going after them, and never stop going after them until we get them. It means work and prayer each day, and all the days; prayer that will take no denial, work that knows no thought of hours. It means such close connection with God that we are simply his mouthpiece, and that the youth will turn as naturally to us for help and counsel as the daisy to the sun; a work that knows nothing short of the souls given to our keeping, shining in the kingdom of God. The greatest duty a secretary owes her young people is to walk where it will be safe for them to follow—in habit, in dress, in conversation, even in her personality. She must have a heart of love, warm and tender, but strong and swift to duty.”GCB May 25, 1913, page 132.15

Mrs. Katie M. Pogue’s paper, on “The Conference Secretary,” was brimful of splendid suggestions for work among our isolated youth. She appealed to the conference secretary in these words:—GCB May 25, 1913, page 132.16

“The work for this isolated class means that upon the shoulders of the State secretary there rests the heavy burden of bringing help and encouragement to these lonely ones, and making them feel the necessity of doing something for Jesus wherever they may be. Leading them to work for those around them is one of the best ways of brightening their faith and giving them strength and courage. We find, in reaching these isolated ones, that, aside from what personal visits can be made them, a letter of encouragement each month, with enclosed report blank, is the best-known means of keeping in touch with them.”GCB May 25, 1913, page 132.17

A paper on “Reporting,” read by Miss Case, emphasized the importance of coming in personal touch with the workers in the local societies and giving them careful instruction.GCB May 25, 1913, page 132.18

MEDICAL DEPARTMENT

WASe

Seventh Meeting

The meeting opened with prayer, in which a number joined. Dr. Kress read a lengthy paper on “The Relationship of the Unorganized or Self-Supporting Medical Work to the Organized Work.” He said his views had changed very materially of late with reference to this question, and that in his opinion the self-supporting worker was as much a part of the organized work as was the worker in the conference. This called forth very earnest discussion.GCB May 25, 1913, page 132.19

W. J. Stone said he regretted the postponement of the consideration of W.B White’s paper of the previous day, and called attention to the close union that all admitted should exist between the evangelical and medical work.GCB May 25, 1913, page 132.20

Dr. Miller said he did not think we were turning out too many nurses, judging from the need of such workers in foreign fields. Foreign fields are calling for medical workers to connect with the evangelical workers, and we cannot separate the two without doing violence to the message.GCB May 25, 1913, page 132.21

Elder Burden thought the encouraging of independent medical workers was destructive of organization, and that while the present conditions make it necessary for some to work independently of the organization, yet it is not God’s plan, and we should work to correct the condition and meet the mind of God.GCB May 25, 1913, page 132.22

Dr. Fattebert said that Mexico is a very good field for medical workers. The nurses there are worked beyond endurance, and many, because of a desire to make money, have forgotten the great work of saving souls. He thought all branches of the message should be under the supervision of the conference.GCB May 25, 1913, page 132.23

Dr. Sadler said that we are discussing conditions that prevail, and stated that, for some reason independent workers are increasing. He could not locate the cause, but suggested that it is the duty of all concerned to use every endeavor to effect harmony and cooperation.GCB May 25, 1913, page 132.24

Dr. Fulmer was much interested in the question from the standpoint of a self-supporting worker. There is a difference between an independent worker and a self-supporting worker. He did not like the term “independent worker.” The true, loyal, self-supporting worker is just as much a part of the organization as the worker on the conference pay-roll. Thousands of people never will hear the message from the organized conference worker, and must be reached by those who are working without conference support.GCB May 25, 1913, page 132.25

Elder W. C. White: All who love God are a part of the organized church, but there is a vast difference between the church and a department of church work. The medical work is a department of the organized work, and to be connected with it we cannot be independent of it. We should study the use and meaning of terms, and we should study the relation of each department of the organized work to the whole, and God will give wisdom. The great question is, Are we right with God? do we love God? and are we a part of the great organized work of God in the earth.GCB May 25, 1913, page 132.26

RELIGIOUS LIBERTY DEPARTMENT

WASe

Fifth Meeting

Prayer by W. A. McCutcheon.GCB May 25, 1913, page 133.1

S. B. Horton moved that a committee of five, including the chairman, be appointed to consider the advisability of sending a delegation, representing the General Conference assembled, to wait upon the President of the United States. The motion was supported and unanimously carried. Committee named, W. W. Prescott, C. S. Longacre, K. C. Russell, S. B. Horton, J. E. Jayne.GCB May 25, 1913, page 133.2

A paper was read by C. M. Snow, on “The Federal Council of the Churches of Christ in America.” This paper dealt in a straightforward way with the principles underlying the organization and workings of the Federal Council. Mr. Snow said, “The Federal Council of the Churches of Christ in America is urging the government to do what the government has denied itself the right to do; and more than that, the Federal Council is organized for the specific purpose of compelling the government to do what the Constitution denies it the right to do.”GCB May 25, 1913, page 133.3

K. C. Russell said that in the past eight years the Federal Council has not accomplished the great work which its plans contemplated. Nevertheless, it is steadily working toward that peculiarly destined goal to which its principles must ultimately lead,—rejection of the Bible, and a Saviourless teaching, culminating in an image to the beast. He quoted Dean Mathews, the present president, as sayings that their present platform sounds more like a political platform than it really is. Reference was also made to the significant action at their last meeting in Chicago, when the word Protestant was forever removed from the constitution.GCB May 25, 1913, page 133.4

L. A. Smith spoke briefly, emphasizing the thoughts already presented.GCB May 25, 1913, page 133.5

In the discussion which followed, participated in by A. J. Clark, F. W. Paap, C. H. Edwards, W. A. Colcord, H. A. Weaver, J. E. Jayne, V. Watts, H. C. Clemen, W. F. Martin, C. M. Snow, and K. C. Russell, the prevailing sentiment was that among the Federal Council of Churches and its allied organizations there are some honest, conscientious, though misguided men, and that in speaking of the organizations, we, as workers in the last message, should be guarded in our expressions. We should deal with principles rather than men, and in a kindly, Christian manner, yet be as firm as possible in pointing out error.GCB May 25, 1913, page 133.6

Sixth Meeting

The principal speakers were L. R. Conradi, of Hamburg, Germany; W. T. Bartlett, of Watford, England; F. Prieser, of Basel, Switzerland; and H. F. Schuberth, of Berlin, Germany.GCB May 25, 1913, page 133.7

They all told of conditions prevailing in European countries where church and state are united. It appears that in the United Kingdom and its colonies the greatest freedom exists for the propagating of denominational doctrines. Freedom to worship according to the dictates of conscience is so generally understood as to be axiomatic.GCB May 25, 1913, page 133.8

In certain European countries it appears that the individual has a better chance in appealing for religious liberty, than a religious organization has in securing recognized freedom for a denominational propaganda.GCB May 25, 1913, page 133.9

Elder Prieser, of Basel, stated that many hundreds of young men have been exempt from military service on religious grounds, but that the present war pressure under which European countries are now all resting, has changed this condition. The latest edict is to the effect that all religious bodies must teach their sons the importance of military service, or suffer under the penalty of an imperial act.GCB May 25, 1913, page 133.10

A thrilling narrative was related by Elder Conradi:—GCB May 25, 1913, page 133.11

“A young man doing military service in the army was put in prison because of his refusal to break the Sabbath. While in prison a former minister of our church who had apostatized, visited him. He did his best to confuse our brother, and told him our people were not taking care of his aged mother, from whom he had been separated through the imprisonment. The misrepresentations affected the young man to the extent that he yielded. He was given his freedom, and left the prison. He soon learned that all that had been told him was false, and that the church had been faithful in taking good care of his mother. He at once returned to the prison officials, and said: ‘Here I am again. I refuse to recant from my former position relative to the keeping of the Sabbath.’ He was again incarcerated, but was later released by official decree.”GCB May 25, 1913, page 133.12

In regard to the operation of Sunday laws in Germany a peculiar contradiction seems to exist between the operation of these laws in the cities and in the country. In the cities all kinds of labor must cease under penalty. Business of all kinds must be closed. But as soon as one passes the city limits, he sees everywhere men and women at work on their farms and engaged in all manner of employment. Indeed, officers who look upon their work, commend them for doing it well, and converse with them concerning the nature of their crops, or the quality of their tools. This resembles the original Sunday law enacted by Constantine in A. D. 321.GCB May 25, 1913, page 133.13

SABBATH SCHOOL DEPARTMENT

WASe

Sixth Meeting

First topic: “Sabbath-School Membership, Attendance, Punctuality.” Miss Eunice Crawford, of Kansas, in the opening paper deplored the irregularity and tardiness of our people in attending the Sabbath-school. Two rules were given which would insure a poor Sabbath-school. 1. Do not attend. 2. If you do attend, be tardy. A number of helpful suggestions were given which, if followed, will do much to bring about improvement in this matter.GCB May 25, 1913, page 133.14

Mrs. G. F. Jones, of Singapore, and Mrs. M. C. Sturdevant, of Rhodesia, South Africa, both spoke of the eagerness of the natives in their respective fields, to arrive at Sabbath-school in good time. It is quite common for them to assemble at the meeting-place as early as seven o’clock.GCB May 25, 1913, page 133.15

A number took part in the discussion, Elder Thompson closing with the pointed remark, “The best way to get anywhere on time is to start on time.”GCB May 25, 1913, page 133.16

Second topic: “The General Review, Length of Time, Methods.” A. F. Haines, of Jamaica, defined the purposes of the review, as follows: 1. To test the pupils learning. 2. To fix securely in their minds what is understood. 3. To give a comprehensive survey of past lessons. 4. To stimulate home study. 5. To prove the teachers’ own work. The readiness of a class in review will be the test of its teacher’s efficiency. It is a severe test, but a just one.GCB May 25, 1913, page 133.17

Miss Alice Teeple continued the subject, presenting a valuable paper. She urged that every school make provisions for reviewing each division separately. In passing over a new road, the directions are followed with anxiety. The second time the road is traversed, the company of a friend is welcomed, and many points of interest noted. The last trip, made with one who is still more familiar with the path is full of interest in observing many beautiful scenes hitherto unnoticed. In this way the student passes over the lesson route, first alone, then with his teacher, and lastly with the reviewer.GCB May 25, 1913, page 133.18

Brother J. E. Fulton, of Australia, emphasized the value of maps, by relating the experience of a native islander who, upon seeing a map of Bible lands, remarked that he did not know that Palestine was on earth, but thought it was in heaven. Another had thought that Egypt was “off on one side,” not on the earth.GCB May 25, 1913, page 133.19

Seventh Meeting

“Some New Things” was the attractive title of the first topic. L. H. Wood, of Union College, related the way in which the Union College Sabbath-school attained a record of 100 percent in attendance for an entire quarter, a record never before attained, so far as we know. The interest in the offerings was also greatly increased by setting before the school the definite goal of sending a missionary from Union College to China, at the rate of two cents a mile. The missionary was sent well inland in China by the offerings in one quarter. The students sacrificed in various ways to earn money for their gifts.GCB May 25, 1913, page 133.20

“The Power of Home Influence” was the special theme of the hour. Mrs. C. M. Snow, of Takoma Park, read a very helpful paper setting forth strongly the truth that the days of childhood are character-making days. The world is not so wide nor the span of life so long that the influences of home lose their power. Many a ruined life can be traced directly to the influence of the home. Short measures, prevarications, a little criticism of neighbors, ministers, Sabbath-school teachers, a little slighting of the Word of God, do a work that tears and prayers may not undo.GCB May 25, 1913, page 133.21

Mrs. Flora V. Dorcas, of Iowa, referred to the instruction given by the spirit of prophecy concerning the home, its location, surroundings, and the spirit that should prevail. Definite instruction has been given parents to study the lesson daily with their children. The promise is that if parents will do their part, “God will do his.” On the other hand, we have the statement, “Parents who neglect their children will be weighed in the balance and found wanting..GCB May 25, 1913, page 133.22

Miss Edith McClelland, of Springfield, Ill., called attention to Moses, Timothy, and Joseph as examples of the permanent effect of right parental training. Two hundred years ago Susanah Wesley, living in the midst of deepest poverty, in Epworth, England, trained her children for the Lord. Her sons stood as light-bearers for God in a time of great religious declension. God calls for homes in these last days where the youth will be taught reverence and devotion.GCB May 25, 1913, page 134.1

EDUCATIONAL DEPARTMENT

WASe

Third Meeting

At the third meeting of the educational council, Miss Peck, normal director of Union College, read a stirring paper on the pressing need of more and better-trained teachers for our elementary schools. This denomination owes to every child in Israel an education in our own schools. The purpose of the church-school is to gather the children out of the world; to given them an education that is not only free from error, but that is based on the Word of God; to give them an experimental knowledge of the message for this time; and to fit them to act their part in the proclamation of the truth in the last days. That this work may be accomplished, teachers must be trained, and be trained in accordance with the principles, methods, and aims in education that called these schools into being. Our field workers, college presidents, academy principals, may greatly aid the work of normal training by encouraging those who have natural ability to teach to consecrate their lives to this work for our children. The preparation of educational bulletins and teachers’ manuals on subjects taught for normal directors and critic teachers, is as indispensable to success in the development of teachers as are institutes for canvassers, ministers, Bible teachers, church-school teachers, and others to their work.GCB May 25, 1913, page 134.2

Professor Van Kirk read the report of the standing committee on normal standards, which the chairman promised to have duplicated and distributed for study in detail.GCB May 25, 1913, page 134.3

Mrs. Osborne’s discussion of the report was postponed, at her request, till this report is in the hands of the assembly.GCB May 25, 1913, page 134.4

Miss Kellogg, normal director of Emmanuel Missionary College, read a paper on “The Relative Importance of Academic and Professional Studies.” Aside from spiritual and moral qualifications, scholarship of the highest type is fundamental to success in any grade of school work. No amount of science of education, methods, and psychological principles can take the place of a well-built foundation in Bible, science, language, mathematics, etc. On the other hand, no amount of expert knowledge will guarantee success to a teacher who is striving to fashion a character without a thorough understanding of the mental processes, the inter-dependence of motives and ideals, and the stimuli that arouse the inner life of the pupil. Academic training should not all be given with reference to the teacher’s future work, since he should have a broad outlook, not only in definite knowledge of his subject, but also as to methods of teaching.GCB May 25, 1913, page 134.5

The preparation needed by secondary teachers should be general, with special training in that subject, or group of closely-related subjects, which he expects to teach, besides enough professional training to show him the responsibilities of his work, and give him principles to direct him in that work. The aim of our normal course of study is a balanced education, including strong academic training, governed by the best methods of developing the nature of the child for Christian service.GCB May 25, 1913, page 134.6

FAITHFUL STUDY OF THE SABBATH-SCHOOL LESSON

WASe

A Paper Read in the Sabbath School Department Meetings

The Sabbath-school is the one universal educational institution of this denomination. Its teachers not only outnumber ten to one those in our church schools, academies, and colleges; but they are the only teachers who meet the same little group of people, week after week the year round, and instruct them in the mysteries of the kingdom. The Sabbath-school lesson, moreover, represents the only systematic study of God’s Word in which our people everywhere can and do have a part.GCB May 25, 1913, page 134.7

This is the more meaningful and significant because the Seventh-day Adventist denomination is in a special sense the outgrowth of Bible study. We have separated from the world and from other professed Christian bodies in order to render implicit obedience to God’s Word. We exist today for the one purpose of witnessing in word and in deed to the cleansing, sanctifying power of the Holy Scriptures. As we therefore come together week by week in the capacity of a Sabbath-school for the purpose of enlarging and deepening our knowledge of the Word; we are performing what may be called a fundamental duty—we are conserving and strengthening that which is most unique and precious among us.GCB May 25, 1913, page 134.8

Obviously the officers and teachers who lead out in such a work carry a very heavy responsibility for the welfare of God’s people. If we fail to make the most of our unique opportunities, if we fail to study the lessons deeply ourselves, or fail to inspire in our pupils the spirit of prayerful study, who can estimate the loss? But if, on the other hand, our work is well and faithfully done, what an uplift, intellectual and spiritual, to the entire denomination!GCB May 25, 1913, page 134.9

And now, in taking up more directly the need of thorough lesson preparation let us first consider the question in its intellectual aspect. The Bible is a whole library of books replete with knowledge, and abounding in the deepest wisdom. But it must be studied to be understood. Its contents must be mastered; and not till this is done can we feel that we are truly established in the faith. It is one thing to give a sort of assent to the truths of the message as presented from the pulpit; it is quite another thing to be able to take the Bible and with its sole aid explain these truths ourselves. Yet this is an experience we all must have.GCB May 25, 1913, page 134.10

It is an intellectual age we live in, and we must be wide awake intellectually to meet its needs. Our memories and our reasoning powers need to be taxed to the full in order to keep them at “concert pitch.” We need the hard lessons especially, the ones that at first baffle and perplex us, in order that by manfully struggling with and overcoming the difficulties they present, we may develop a high degree of intellectual strength and efficiency.GCB May 25, 1913, page 134.11

But if we need the intellectual stimulus of the Sabbath-school lessons, how much more do we need the spiritual food they contain. The first requirement of life, physical or spiritual, is food. Peter admonishes us to “desire the sincere milk of the Word” that we may grow thereby, and Jeremiah writes: “Thy Word was found and I did eat it, and thy Word was unto me the joy and rejoicing of my heart.” But let it be noted that feeding upon the Word means appropriating it, making it a part of ourselves. This is not accomplished by nonchalantly reading a chapter or dreamily musing over the contents of some verse. The Word is to be conveyed into the mind as food into the body. It is to be firmly lodged in the memory, and then it is to be diligently meditated upon, one scripture being compared with another, till the full force of each, as well as its bearing upon the others, is apprehended. Then it is to be considered in relation to the daily life. What new duties and privileges does it bring to view? What new crosses to be borne? What victories to be won? What new glimpse does it give of the sufferings of the Redeemer? Of the glories of the world beyond?GCB May 25, 1913, page 134.12

We have but begun the appropriation of the lesson when we have fixed the main points of it in mind; but, let the point be emphasized, the spiritual benefit which is to be derived from it is largely dependent on this initial intellectual mastery of the text.GCB May 25, 1913, page 134.13

Such a study of the Sabbath-school lesson will require some time; but is it not meet that we should give liberally of our time to study the Word which is to make us wise unto salvation? Is there any occupation at all that will bring richer returns in abiding joy and deep soul-satisfaction? It requires time to eat the meals that support our physical system, yet we manage to take them regularly, and mostly with some degree of leisure. Shall we do less for the support of the spiritual nature.GCB May 25, 1913, page 134.14

Is there not a danger that we as officers and teachers are not fully alive to the need on the part of our pupils of this daily feeding on the Word? If we knew that these same pupils were suffering for want of physical food—that they would often go days without getting a good meal, would it not draw upon our heart strings? Ought we to feel less concern that they shall be spiritually fed?GCB May 25, 1913, page 134.15

The Duke of Wellington was once twitted by a friend who had been looking over some of his published despatches. He said he saw very little there about fighting and sieges and victories, but the despatches were mostly taken up with orders for beef and corn and other supplies for the army. The Iron Duke replied: “Very true, and properly so: the feeding of an army is the most important thing a commander has to see to; for it is the well-fed army that wins victories.GCB May 25, 1913, page 134.16

Is it not possible that the lack of strength to withstand temptations, the listlessness, the spiritual anemia which we are sorry to see in the lives of many believers, is chiefly due to lack of regular daily feeding on the Word? to a lack, in other words, of the full appropriation of the blessings which the Sabbath-school offers us.GCB May 25, 1913, page 134.17

So much for the need of faithful lesson study. Let us now consider methods of bringing it about. How can we as teachers induce or pupils to prepare their lessons thoroughly? How can we help them to make room in their lives for the daily systematic study of God’s Word? First, we must become enthusiastic over the lessons ourselves. We must study them more deeply, see more clearly their relation to the experiences of our everyday life, and in general enjoy a more vital experience in feeding on the living Word. We must not only be filled with the lesson, we must overflow with it. But to continue the figure: we must not overflow in the unwise manner of those enthusiastic teachers whose flood of oratory carries all before it, and works ruin and devastation among the budding thoughts and ideas of the pupils, which should have been encouraged to blossom and yield fruit in intelligent questions and answers. In other words, the overflow is not to be like the uncontrolled outbreaks of our own Mississippi, which carries away whole villages, and spreads ruin over smiling fields and valleys. Rather let it be like the overflow of the River Nile, its waters controlled and diverted into hundreds of little channels which distribute it over the whole face of the country, so as to make what would otherwise be a desert to blossom as the rose. Thus the enthusiasm of the wise Sabbath-school teacher will flow into many hidden channels; it will come from the teacher, but it will manifest itself chiefly in the pupils, whose alert, interested, wide-awake faces and prompt answers are the best evidence that the teacher is imparting his own life to them.GCB May 25, 1913, page 135.1

Among the special devices for encouraging thorough lesson preparation, is that of making definite assignments to individual pupils. It has worked well, so far as the writer has observed, wherever it has been adopted.GCB May 25, 1913, page 135.2

The definite assignment puts a pupil on his mettle. He knows exactly what is wanted of him and does it. Moreover the definite assignment fosters the idea of the Sabbath-school being a real school, where lessons previously learned are to be recited.GCB May 25, 1913, page 135.3

Naturally the assignments will be of various kinds. Sometimes they may be in the nature of side-lights upon the lesson, having to do with customs and traditions of early times, which help to a clear understanding of the text. Sometimes a Bible doctrine, only indirectly stated in the lesson, may be assigned to a pupil for further development. At other times a pupil may be asked to look up a passage bearing on the lesson in the works of the spirit of prophecy. Not infrequently the assignments will be a definite portion of the lesson itself. A teacher in some instances may divide the entire lesson into as many parts as there are pupils in the class, and assign one to each, with the understanding, of course, that each pupil will also study the lesson as a whole. The writing of a short essay on some phase of the lesson is another form of special assignment that has worked well. The preparation of material for such writing, and the act of composition itself both give the pupil valuable practise in the use of his mental powers. Map-drawing can be made a very practical and interesting feature of home work. Outlining the lesson is especially suitable in some cases. Many other modes of making assignments will suggest themselves to the thoughtful teacher. Pains should of course be taken to adapt the various assignments to the abilities of the several students, and there should be a constant variety.GCB May 25, 1913, page 135.4

Much tact will be needed in dealing with these assignments in the recitation period. The pupil must have an opportunity to read what he has written, or to tell what he has learned, and the teacher must let him feel that his effort is appreciated, that good work receives its due recognition.GCB May 25, 1913, page 135.5

Now, a few words with reference to another phase of the question. Sooner or later a Sabbath-school teacher discovers that whether his pupils are children or adults, the home conditions have a great deal to do with the weekly preparation of the lesson, so if he is a wide-awake teacher he will study the homes of his pupils, and will form in his own mind, and endeavor judiciously to have carried into execution, a plan for the study of the lesson, which will take in the whole family. He will be wise not to expect too much to begin with; but anything less than some daily study of the lesson, however short, will not be found satisfactory.GCB May 25, 1913, page 135.6

Let us take a typical instance. Here is a family of, let us say five—father, mother and three children. The two younger children study the lessons on creation; the parents and eldest son those on the sanctuary. It is a very busy family, and the present plan is to study the lesson Friday evening, when everybody is more or less tired and sleepy. What would be the more excellent way for this family?—Obviously a lesson-study begun on Sunday and continued daily during the week. Let us suggest that the study be taken up at family worship in the evening. Sunday and Monday could be devoted to the children’s lesson. Tuesday and Wednesday to the lesson for the adults, Thursday to a review of the children’s lesson, and Friday to review questions on both lessons, and to a special consideration of its practical application. Of course, this program is only suggestive. It would need to be adapted to the situation in each home. The evening hour is suggested because the members of the family are likely then to be less hurried than in the morning; but it might be well occasionally to read two or three of the texts also at morning worship. The Sabbath-school lessons taken up in this way instead of the usual somewhat conventional reading of a chapter of the Bible, would afford subject-matter for thought, and some of the outstanding facts of the lesson would be pretty sure to come up at the dinner table, where much helpful discourse might be had. Moreover the texts containing spiritual comfort would be sure to be in the mind of the mother as she would go about her work, and the children, whether at work or at play, would be revolving the facts of the lesson, and preparing to gratify the teacher next Sabbath with a vital knowledge of the subject. But best of all, the home atmosphere would benefit greatly by the hallowing influence of God’s Word, and every member of the family would gather from it overcoming strength.GCB May 25, 1913, page 135.7

Is the program I have suggested an impossible one? I hope not. Would it be anything more than God himself requires? Would it not come short even of carrying out to the full the solemn instruction given to his people of old: “These words which I command thee this day, shall be in thine heart: and thou shalt teach them diligently unto thy children, and shalt talk of them when thou sittest in thine house, and when thou walkest by the way, and when thou liest down, and when thou risest up. And thou shalt write them upon the posts of thy house, and on thy gates.” Deuteronomy 6:6, 7, 9. But you ask: How can it be brought about? The answer is: By hard work and prayer; but first of all we must aim for this thing, we must want it very much. We must take for one of our mottoes: “The Sabbath-school lesson seven days in the week,” and then bind our whole energies to its accomplishment. We must seek to make the Sabbath-school a much larger factor in the daily lives of our pupils. We must feel a holy jealousy for the Word of God so that it must grieve us to see our pupils spending so much time over the daily newspaper and so little on the life-giving Word. We must feel that, in allowing temporal matters to occupy the attention, largely to exclusion of the Sabbath-school lesson, our pupils are crowding their Savious out of their lives. We must feel that it is a life and death matter, and when we do this, we shall pray as we have not prayed before, and work as we have not worked before, for a Sabbath-school class composed of members spiritually alive and keenly interested in God’s Word, not only on the Sabbath, but on every day of the week.GCB May 25, 1913, page 135.8

As Sabbath-school teachers we are not alone in our work; we have a mighty helper, the God of heaven. Trusting in his strong arm, be the difficulties we have to surmount ever so great, we shall not suffer defeat, but ever go forth conquering and to conquer.GCB May 25, 1913, page 135.9

SABBATH DAY AT THE CAMP

WASe

The Sabbath-School

A full report of the various divisions of the Sabbath-school will appear in a later issue. Those who went from tent to tent during the study-hour found many bright faces in the kindergarten division, attentive boys and girls in the intermediate classes, and much animation among the various groups of adults in the tent assigned to those who preferred to recite in some foreign language. Although the Sabbath-school was necessarily divided into many sections, yet all seemed united in an effort to make the hour one of profit and inspiration.GCB May 25, 1913, page 136.1

The Sermon

The eleven o’clock hour was given to Elder A. G. Daniells, who chose as his text the triumphant testimony of the apostle Paul, “The law of the Spirit of life in Christ Jesus hath made me free from the law of sin and death.” Elder Daniells was specially blessed with freedom. As he traced the tendencies and the struggles of the human heart, and contrasted the works of the flesh with the fruits of the Spirit, his hearers were led to close self-examination and to a personal application of the truths set forth. The key-note of the discourse, and, in fact, of all the services of the day, was freedom in Christ—an assurance of sins forgiven, of acceptance with God, and of power in personal soul-winning service.GCB May 25, 1913, page 136.2

It is hoped we shall find space in an early number of the BULLETIN to publish the sermon in full.GCB May 25, 1913, page 136.3

Afternoon Services

When we penned the lines published in Friday’s BULLETIN, announcing the usual order of services for Sabbath afternoon, little did we think that we should be called upon so soon to mourn the loss of one whom we have long loved as a dear personal friend and revered as a father in Israel. Yet such is the case; and now it becomes our sad duty to announce to our readers the death of Elder Geo. A. Irwin.GCB May 25, 1913, page 136.4

Though delayed by serious heart difficulty while en route to the Conference, Elder Irwin was enabled by God’s blessing to resume his journey early last week and to reach the encampment in time for a few days of service before his sudden death from heart-failure at about half past one o’clock Friday afternoon. At the time of his decease he was in the Washington Sanitarium, an institution he had helped to bring into existence, and to the interests of which he had given some of the best days of his life. Providentially, Mrs. Irwin was with him, and also his only son, Prof. C. W. Irwin, and wife, all from California. Everything that loving hands and skilled medical aid could do was done, in his behalf, but all to no avail, and he quietly fell asleep in Jesus.GCB May 25, 1913, page 136.5

The funeral was held at two o’clock Sabbath afternoon, in the main pavilion. The service was a simple one, yet deeply impressive withal. As a number of those with whom he had been intimately associated in official capacity and as a brother in gospel ministry, paid their last brief tribute of respect, the congregation of over three thousand united with them in mourning the loss of a prince in Israel, and in renewing their determination to exalt the principles of truth and righteousness that our fallen brother so untiringly upheld during his lifetime.GCB May 25, 1913, page 136.6

Elder Irwin’s associates on the General Conference Committee, of which he had long been an honored member, were among the mourners who accompanied the body to the beautiful Rock Creek Cemetery, his resting-place for a season. “Blessed are the dead that die in the Lord from henceforth: yea, saith the Spirit, that they may rest from their labors; and their works do follow them.”GCB May 25, 1913, page 136.7

To the companion who has shared the labors of this fallen leader, and to his children and loved ones, we extend our deepest sympathy.GCB May 25, 1913, page 136.8

A full report of the funeral service will appear in the Review.GCB May 25, 1913, page 136.9

The remaining hours of the day were spent in seeking God, and in renewing vows of consecration and obedience. A large number desired special prayer for deliverance from sin, and these gathered in smaller tents, where many found freedom and peace. Some who yielded gave themselves to God for the first time. The work carried on in the various sections was a quiet one, yet signally blessed of Heaven to the conversion of precious souls.GCB May 25, 1913, page 136.10

SIXTEENTH MEETING

A CORRECTION