like a fountain, and thus hints at the prophet as one who utters his words under the irresistible influence of a Divine communication.

The source from which all natural and spiritual life flows is the Spirit of God, and this is the fountain of prophetic inspiration. It fills with power the true minister of Jehovah, and the coming of the prophetic vision, so exalted and even intoxicated the seer that in some cases, he seems to have become personally irresponsible. We can see here how it was that the same word in ancient Hebrew was used to designate the prophet and the madman.*

To Samuel is attributed the institution of the "Schools of the Prophets" wherein he gathered those among the people whom he deemed it possible to train and educate into a condition in which direct communion with the Spirit of God is attainable. The only schools of which we know were at Ramah, Samuel's town in the hills of Ephraim, at Bethel and Gilgal, and at Gibeah and Jericho in the tribe of Benjamin. In companionship with the great and venerable Judge and Prophet, dwelt these young men at Ramah in their prophetic settlements. A relationship of absorbing affection, as well as of respect and dutiful service, was inevitable between such masters and their disciples. The fatherly care and instruction given was thus repaid by love, reverence, obedience and dutiful ministration, in the hope that the coveted gift of spiritual adaptation to the highest service of Jehovah might be attained. We know not fully what their instructions were, but may believe it was in the established Law of Moses, in music and in oratory. Doubtless their personal contact with the fathers or master prophets, the daily hearkening to their conversations and their admonitions tended then as ever to the ennobling of the youths in every respect, as well as to their comprehension of the deep things of the Spirit. But the one thing needful was that they should live in communion of Spirit with Jehovah, that they might at length attain to the condition of His true prophets. Says a great German critic: "The prophet feels himself touched immediately by God, and speaks in His name; whence he often indeed, speaks of God in the first person. The human personality at these moments wholly draws back, but only to reappear presently with full distinctness, for this characteristic is simply the expression of the highest inspiration or of the deepest conviction of the oneness of the human thought and will with the Divine." (Nöldeke.)

Only a heart at one with God could become His oracle. To such, the word must have come as a sudden light or Divine assurance and a great joy. These prophets were the poets of their generations, as well as the fearless champions of true religion. They were the counsellors of Kings, they were the rebukers of sin, both in humble and in high places. They were the representatives of eternal truth and right

eousness.

By this right divine Samuel takes his place by Saul, to advise and control him in the name of the

* It is to be noted that in the prophets, the intellect was not

really clouded so much as carried beyond its usual reach. The prophets belonged to no special class in the community, and

women as well as men were filled with the prophetic impulse.

Highest. He strove to effect a great reformation in Israel-a national regeneration. He was a Nazarite set apart from his birth for the life long religious service of God. He had lived in perpetual abstinance from all intoxicants, and might be said to be separated from his brethren that he might be peculiarly devoted to the service of the Lord. Generally the vow of the Nazarite was taken only for a fixed period, only three who were thus consecrated for life are mentioned in the Scriptures: Samson, Samuel and John the Baptist. And not only had he been a ceremonial life long Nazarite, but his whole life had been manifestly one of lofty self-devotedness to his people and his God. Fearless and loyal had been his enthusiasm for Jehovah, incorruptible had he been as a judge, and his life had fully illustrated the purity and righteousness he had enjoined. He had prepared the way for the regular and settled government by kings, and for the ministrations of the Mosaic religion. Now it remained for him to seal his work by committing it to a king. This king must also be a faithful servant of Jehovah, or there was no probability, perhaps no possibility, that he could reign in righteousness

Saul's was the gigantic stature deemed worthy of a king in the antique world; he was in the prime of early life; noble in features and in bearing; the beauty and joy of Israel, gentle and loving and endowed with the Spirit of God. A becoming modesty and humility crowned his graces. An illustrious son, apparently fully worthy to succeed him in his high office, stood ready to be his successor.

But before a king could really reign over Israel the thraldrom to the heathen must be broken. The tribes had retreated to the highlands and the fruitful fields, the fenced cities, the borders of the sea were in the hands of those who, while being the native inhabitants of the land, were aliens, of course from the Commonwealth of Israel.

The Philistines orded it over them and were now in the height of their power. At once an agricultural a manufacturing and a commercial people-their power may be inferred, and the sons and daughters of Israel were enslaved at will, and the new king must first deliver his people. Unselfish and heroic, Saul was zealous to stretch forth the arm of his power for the deliverance of the people; but we learn from the brief record that in his zeal, he was not sufficiently mindful of the "Word of God" with which he had been endowed. Rejected of God and conscious of his rejection, renounced by Samuel, stricken by his Philistine enemies, gloom settled upon the checkered pathway of King Saul. He had endeavored to substitute sacrificial offerings for obedience, and the record becomes clouded before us. We cannot pretend to comprehend the wild, desperate wars of this wild age in all their details as being in accord with our understanding of the eternal law of righteousness. But the end is that the great qualities of Saul all fail, because he did not hearken to and obey the Divine voice. Zeal in other directions might not atone. Fanatacism was no acceptable substitute for the devotion of the spirit. Samuel had poured the oil of anointing upon another of the goodly youth of Israel, upon the descendant of the Ruth of sacred story, the Moabite widow, who, drawn by more than

ings of the "unspeakable gift" rise in thought and action to the highest attitude ever reached by mortals. Some of you may think we old people move too slowly but we feel there is safety in carefully surveying untrodden ground.

With the young by our side, And Christ for our Guide, With his staff and his rod, He will bring us to God.

Stanley speaks of Samuel as the type in the history of the Church of Jehovah, of holiness, of growth and of a new creation without conversion. The different stages of life sprang naturally out of each other, each serving as a foundation for the other until the life work all was finished, never knowing a fall from the happy simplicity and receptivity of the little child when he responded without fear to the Divine call, "Speak Lord for thy servant heareth." S. R.

For Friends' Intelligencer. THE MINISTRY.

This is a subject of deep and abiding interest to the human family, and is open to free discussion by the thoughtful of all classes. Long ago the vestments wrapped around it were too sacred to touch with the freedom of every day and commonplace subjects. Now investigation and criticism pass upon all. Let us hear what the Apostle Paul says of his ministry, and the estimate placed upon it by others. "His letters," say they, "are weighty and powerful, but his bodily presence is weak, and his speech contemptible." Who of us when we read his speech before Agrippa would think other than a dignified manhood stood before that potentate, clothed with oratorical eloquence; but no, it was not the frame of the outward man, nor was it the embellishment of learning, it was the power of the Spirit accompanying his words, that touched the hearts of listeners, and made a Felix tremble-his innocence made bold to plead his own cause. He was conversant with the Hebrew Scriptures, where it is written by prophetic vision, of the Almighty, "He rebuked kings for their sakes, saying, touch not mine anointed, and do my prophets no harm."

But oh how much has been suffered for the gospel's sake! happily now it has free course in the minds of the people. Let us thank God and take courage, humbling ourselves to receive His messages though they come to us in the simplest form, and delivered in speech the world would call contemptible; the beauty and strength of truth lies in this; and just here we have need to watch and pray lest we set to work to form a gilded frame, suited to the world's ideal. A little leaven that comes through this pure channel will mould us into the image of the heavenly.

In conclusion, a flow of love goes out towards our young people, with the invitation, "Come, let us go

Third mo. 11th, 1885.

SARAH HUNT.

EDUCATIONAL.

INTEREST IN STUDIES.

Read at the Educational Conference, Second month 28th, 1885, How shall we induce our children to keep up an interest in studies after they leave school?

The question presented for our consideration to-day assumes that it is both desirable and difficult to "induce our children to keep up an interest in their studies after they leave school."

The children referred to are those, we may presume, who have either completed a course of study, or at least reached a grade of considerable advancement. They have spent what seem to them many long years among books, and, in the language of their friends, "their education is finished."

They may, perhaps, realize that, in draining the cup of knowledge, they have left still some dregs at the bottom, but they have found "much study a weariness to the flesh," and they gladly exchange it for the business or the recreation of life.

Nor can we wonder greatly at this. For years they have looked forward to leaving school as to a release from wearisome tasks.

What plans have they not made for that happy future? In what dreams of successful enterprise, of wealth, of honor, or of social pleasure have they not indulged? And they have been encouraged in their joyous anticipations by parents and friends.

They have been pointed to the greatness which oftenest springs from small beginnings. Railroad magnates and high officials are held up in all their glittering greatness as shining examples worthy of imitation, and of wisdom is it never said, "She is more precious than rubies."

The boast of our age is its practical character. Young children ask if certain studies are to be of any use to them.

An American public would smile at the young man who would frankly ask, as Bacon did, that some office with light duties and generous compensation might be given to him, in order that he might have the time and the means for becoming a "pioneer in the deep mines of truth."

A well-known modern writer says: "Better far to be ignorant, but industrious and useful in any calling, however humble, than to cram the mind with knowledge that leads to no good practical results.” Studies are no longer to be pursued for ornament or delight, but only for use. How, then, shall we convince our children of the use of continued study? Time was, perhaps, when midnight oil might smooth

NATURAL HISTORY IN OUR SCHOOLS.

Evidently, if we would lead any to apply themselves to learning, we must stimulate the love of knowledge. The strongest motive to the pursuit of knowledge is its own enjoyment.

But why should an incentive be required? Is not the desire for knowledge natural to the human mind? the desire for knowledge natural to the human mind? Little children are ever eager to know not only facts but their causes, and are often more ready to investigate for themselves, and discover reasons, than to accept the explanations of their elders. May it not be a defect of our system of education that we allow the first love to grow cold? We hear much of youth as the receptive period. Do we sufficiently consider its importance as an inquiring period? By our eager ness to communicate, may we not check the development of desire for knowledge, as we may check the growth of the roots of a plant by too constant watering? Parents and teachers in their desire for the ing? Parents and teachers in their desire for the rapid advancement of their children may sometimes deprive them of the healthy exercise of thinking for themselves. Every difficulty is removed, every detail explained, until the child feels that nothing is expected of him except to be a rapid absorbent.

Perception and memory are cultivated at the expense of reason and judgment. Let us not look upon the minds of our pupils as empty vessels which we are to fill, but let us rather seek to make them "lovers of wisdom," earnest seekers after truth. There are wide fields of investigation, undiscovered countries, worlds to conquer, in every department of knowledge. Much of the progress of the next quarter century depends upon the teachers of to-day. If to any of us has been given the key to any avenue of approach, let us open wide the gate that others may enter in, nor will they stand with " reluctant feet," if they shall once have obtained a glimpse of the beauties and rich rewards that await them; rewards worthy the labor of a lifetime, "study's godlike recompense." JULIA ARNER.

WHAT I do most earnestly contend for is this: that the imparting of knowledge should not be considered as the end of education. The intellect is not the most important part to cultivate; morals are —moral conduct is to be our first foundation work; on this super add intellectual until you make every charity boy a Newton, if you can, only remember morals, not learning, is the foundation.-Dr. S. Wilberforce.

the school-room is laid aside.

Among thoughtful educators, there is an increasing desire to see more attention given to the study of things, and less to the study of words; more to the while books are the great storehouses of knowledge, objects around us, and less to the study of books; for the treasuries of the learning of the past, they do not furnish the best objects of study for the young, and while we cannot study things without words, words and perhaps no one who has had much experience can be studied without the development of thought; as a teacher, has failed to observe how utterly barren of ideas the young student of a book may be. It may be said that no good teacher will allow such a use of books; but it is allowed in spite of our best efforts, and we need not wonder that there is such an outcry against "empty words," nor need we expect it to cease till there is a change for the better.

books. The proper use of them should be underCertainly there is no disposition to undervalue stood, and we all desire that such a taste for reading may be cultivated in school days that the opportunity to read a good book may be regarded as one of the greatest privileges of mature years.

But in schools, at least in the elementary ones, the book should serve merely as a guide, should be a text in the hands of the teacher,—a trite statement, it is true, but one we too often appear to forget.

The acquisition of knowledge is not the most desirable thing a child can be employed in, even in this utilitarian age. In our desire to be practical, there is danger of forgetting that nothing is more practical in education than to train the child in accordance with the laws of its physical being, so that it may grow stronger every moment it remains in the school-room; to cultivate its mind so that it will have the power to give independent thought to questions that may arise in life, and to decide upon them; and to so discipline the moral faculties that there may be a keen and just discrimination between right and wrong, and a firm will to obey whatever science dictates to be done."

con

value to them. The many and varied objects of Natural History are well adapted to keep alive the interest that the young take in the visible world, if happily, this natural curiosity is not neglected or repressed in early life. ·

The regular and systematic collection of objects for study will ever furnish healthful exercise of body and mind, and tend to lay a good foundation for physical health. Too much importance cannot be attached to this, when we consider the tendency there seems to be for children to break down under school work. The work of the school-room should promote growth, and any course of study that does not leave the student stronger and better on graduation day than at any previous time, needs revision.

There certainly can be no question as to the value of objects of Natural History in cultivating the powers of observation, nor ought there to be any as to the value of such culture. Charles Kingsley says, Everything which helps a boy's power of observation, helps his power of learning; and I know from experience that nothing helps that so much as the study of the world about us, and especially of Natural History; to be accustomed to watch for curious objects, to know in a moment when you have come upon anything new,—which is observation; to be quick at seeing when things are like, and when unlike, which is classification. All that must, and I verily believe does, help to make a boy shrewd, earnest, accurate, ready for whatever may happen." And it may be inquired here, if it will do all this for a boy, will it not do the same for a girl?

In our school work there is one influence that does In our school work there is one influence that does not generally receive the attention that its importance certainly demands-and that is the element of pleasure. Doubtless the healthful exercise of all our faculties was intended to give, and does give, pleasure. If we understood the unfolding of our powers and adapted the objects of study to the purpose intended, all our work might be made pleasant work, and children could be made to love it, for they love to do what they are interested in. It is here that we need to look for an answer to the question "How shall we induce our children to keep up an interest in their studies after they leave school?" Let there be an interest kept up all through school life by adapting the work to the growing mind, and then when the school-room is left with regret, it will not be with a feeling that “much study is a weariness to the flesh;" for the well disciplined mind will take continual pleasure in fresh achievements, and there will be a constant desire to return to books and the things of which they treat.

In the autobiography of that eminent teacher, Benjamin Hallowell, we find some some interesting thoughts on education. His ideal of an educational establishment was one "that would commence under skilled and enthusiastic instructors in Natural History, as soon as the student could set foot from the door-step. What kind of stone or pebble is that? What bird? Its habits? Is it permanent or migratory? If the latter, what season does it appear and leave? What insect (with similar additions)? What plant, shrub, flower, tree? and so on with everything that comes into sight, as far as they go, the range getting wider and wider every day, and

then when anything new would occur, or be presented to him, it would be certain to be noticed and receive that attention that would soon class it among known objects." He adds to this, that it is" Possibly a Utopian theory." But it may not be so Utopian as he seemed to think.

Whittier, in his "Barefoot Boy," gives a poetical turn to the matter, and shows how, in the child's inquiries, "Nature answers all he asks." And we must set the children to asking, and we must be prepared to go with them, fellow explorers in unknown fields.

Must we then learn to teach these things? Yes, if we would make the most of our opportunities. It is not to be expected that we shall attempt to make specialists of any of our pupils. But we must endeavor to make right beginnings, if we do this we shall be doing well. The next generation of teachers will be better prepared for the work than we are, as they will have learned these things in their school days. In our vacations and leisure hours we may begin, and we must learn with the children. The "Guides to Science Teaching," published by Ginn, Heath & Co.; Morse's "First Lessons in Zoology ; Gray's "How Plants Grow;" Youmans's " "First Book of Botany" and "econd Book of Botany " will be found very helpful. The last contains, as an a ppendix, a valuable paper on "The Educational Claim of Botany," which will well repay the reader, be he the teacher of Natural History or not.

Teachers of Natural History, and those contemplatby Lucretia Crocker, Supervisor of Schools in Boston, ing beginning to teach it, will be interested in a paper read before the American Institute of Instruction last summer, on Natural History in Elementary Schools, and published in the volume of its proceedings.

Teachers who have never studied these subjects should not conclude they cannot teach them. If they understand what teaching is, and are true teachers, they can do much by learning with the children and catching some of the enthusiasm of childhood, and giving proper directions to the thoughts and energies of the children.

If the subjects of Natural History are thus taken up early in life, and systematically carried on, and the observing powers are cultivated at the same time and in writing, the results will surely be of the most that the powers of description are exercised orally satisfactory character.

H. R. R.

If I would endow my son or my daughter with but one supreme gift, should that be riches? Nay, riches will take wings and fly away. Should it be power? Power too often corrupts and enslaves its possessor. Should it be beauty of person or grace of manner? These are things which perish with the years. Should it be intellect? This is good, but it is not the best. My one supreme gift, more precious than money or power, more enduring than beauty, more satisfying and serviceable than genius, would be a deep sense of duty, a love of it, a faith in it which would lead my child to give himself to it with joy and enthusiasm, and find in it an exceeding great reward.—J. R. Effinger.