FRIENDS' INTELLIGENCER. "TAKE FAST HOLD OF INSTRUCTION; LET HER NOT GO; KEEP HER; FOR SHE IS THY LIFE.' VOL. XL. PHILADELPHIA, THIRD MONTH 17, 1883. EDITED AND PUBLISHED BY AN ASSOCIATION OF FRIENDS. COMMUNICATIONS MUST BE ADDRESSED AND PAYMENTS MADE TO JOHN COMLY, AGENT, AT PUBLICATION OFFICE, No. 1020 ARCH STREET. TERMS:-TO BE PAID IN ADVANCE. The Paper is issued every week. The FORTIETH Volume commenced on the 17th of Second month, 1883, at Two Dollars and Fifty Cents to subscribers receiving it through mail, postage prepaid. SINGLE NUMBERS SIX CENTS. It is desirable that all subscriptions should commence at the beginning of the volume. REMITTANCES by mail should be in CHECKS, DRAFTS, or P. O. MONEY-ORDERS; the latter preferred. MONEY sent by mail will be at the risk of the person so sending. AGENTS:-Edwin Blackburn, Baltimore, Md. Benj. Strattan, Richmond, Ind. Entered at the Post-Office at Philadelphia, Penna. as second-class matter For Friends' Intelligencer. EDUCATIONAL CONFERENCE, HELD AT RACE STREET MEETING HOUSE, THIRD MO. THIRD, 1883. CONTENTS. Educational Conference.. Scraps from Unpublished Letters...... No, 5. Editorial: Correction-The New Birth-Sowing the SeedStructural and Systematic Conchology Deaths........... Prohibition........... Freedman's Schools..... Schofield School at Aiken..... 65 69 70 72 74 74 75 76 quiry that has been presented : the duties of School Committees and Teachers in regard to the religious training of the pupils," (and bearing closely upon this as pertaining to the schools under under our immediate Annie C. Dorland read the following essay care,)" and in inculcating the Principles as on the same subject, viz.: held by Friends?" (Continued from page 55.) What are the duties of School Committees and Teachers in regard to the religious training of the pupils, and in inculcating the Principles as held by Friends? Voluminous, indeed, are the treatises bearing upon the duties of the teacher in the school-room. Improved methods for impart ing instruction in different branches are constantly being presented and adopted by the live teachers; valuable hints are given toward the best means of drawing out or developing all the mental and sometimes the physical powers symmetrically; wise regulations are made for securing a discipline in which the teacher seems not to govern; all these are truly steps of advance in the system of education, as it is now presented to the world. But while we look approvingly upon reforms in this direction, at which we may well rejoice, has there not been, and is there not still, great need of a kind of culture which, in our present busy and over-pressed school life is too often crowded out entirely, or, if touched upon at all, claims but a passing notice of but little vital import. This thought leads to the en It is undoubtedly true, that there are many who will at once repudiate the thought that religious training is a duty belonging in any way to either committees or teachers, as, in their judgment, upon parents alone should such a responsibility rest. While it is granted that the religious training of the child appears naturally to belong to the parent, we would most unwisely narrow the limit of this kind of instruction were we to make the threshold of home its boundary. By religious training as introduced in the question, we do not understand that the instructor is to appear before his or her class, fully equipped in a defensive armor of creeds, confessions of faith, abstruse doctrines, about which he may have as little correct knowledge as the waiting minds in his presence, but in the more potent and availing garb of personal responsi bility to God and man, conscious of standing before the community as a pattern, giving tone and direction to its thinking and acting, by his own thoughts and activities. The true teacher, if performing well his part, should know and be something outside of his text book and mere school routine: as has been said of Thomas Arnold, "he was never so much teacher as when divorced from the books of the school, he stood before his pupils the type of the highest manhood, and talked to them in his unassuming manner of their present and future happiness." There may have been experiences in our own lives, when from the higher plane we have looked back to some turning point, when we were influenced to leave a course of indifference, or perhaps evil ways, for that which was more active and noble, through the inspiration brought to us by the presence alone of a well-loved teacher, whose religion we had felt, not in the bias of a creed, but in the broader light of the principles of truth, which had been brought to bear upon the daily intercourse in the school life. The lessons which we are most likely to speak with reverence throughout the future years of manhood and womanhood, are those from both parents and teachers, that called to higher and better thought, to motives of honor and right, to principles of integrity and justice, to the forgiving spirit that could meet reproach without anger, to that love which can make a friend out of the otherwise enemy, and crowning all, to a life of purity of word and deed. Such a training we claim should come from every earnest, devoted teacher, who would discharge fully and faithfully the all-important work committed to his charge. As certainly as the intellectual and physical powers should be well developed by giving out to the eager, searching minds of the children valuable knowledge pertaining to the laws of the universe, the ever new and marvellous researches of the mind of man, and the best means of preserving health through a correct understanding of the human frame, there should be an accompanying training in that which, in the language of an eloquent instructor, " Is not given in the sky above, nor in the air around, nor in the earth beneath, but it is in our own spirit, the truth, which is of God, the crown of wisdom." Then, indeed, may go forth from the school-room the well-cultured scholar, the completely rounded character, the man and woman whose personality is a re-echo of the cherished teacher, whose life is a light upon the hill top, shining clearly and broadly in the world. Of the duties of School Committees in the direction to which we have referred, we may venture to assert, among the first considerations for the ultimate success of a school should be the selection of teachers whose qualifications are not based upon knowledge and experience alone, but those whose best teaching will be what is not down in the books, and which cannot be told on paper, that which may have no present money value, but is far above price, in its drawing near to the hidden soul life of the child, stirring its depths with earnest desires for right thinking and right living. A word of encouragement toward such training given to the teacher who desires to be faithful and painstaking in giving all needed instruction, might often avail much, and would seem to be an important duty of committees, whose members have the highest interest of not only the school but the community at heart. Referring to the thought comprised in the latter part of the question, I may be permitted to quote the language of a well-directed article, which recently appeared in the columns of a public journal: Most Friends' schools were originally intended, and are still primarily managed for the education of Friends' children. Their advantages over other schools for the purpose are manifest. They can be conducted so as to shield their children from the bad influences in connection with common morals, which often exist in schools, and they afford the means by which to furnish instruction as to the distinctive views which Friends as a denomination hold, and so give to the children an inclination toward the adoption of those views. These are not all the advantages, but it is safe to say that the school which does not fulfill these two ends has very little in it to attract the patronage of Friends." Viewing Friends' schools as they now stand, in almost every instance the door has been opened wide to those not making any profession with us as a religious Society, but whose parents are members of various denominations; of late years, the number of pupils belonging to this class has largely increased, and there is a fear entertained by some Friends, and not without cause, that the preponderating influence will be "detrimental to the children of Friends, who are thus thrown into associations which will have a strong tendency to lead them away from the simple and practical faith of the founders of our Society." To all teachers of any degree of experience in their profession, there must be a realization of the truth, that the child heart goes out to the child heart, and a majority of influence must carry in whatever direction that influence may be exerted. While we grant that Friends' children must sooner or later be brought into this promiscuous intercourse in their contact with the world, we must also acknowledge that we have been derelict to their best interests, if we have not environed them during the period of their school life with such moral and religious surroundings as will give them and the school in which they were educated a reputation worthy of the name of Friend. If the principles lessons in religious teaching as by training the minds of the pupils in right ideas of life's duties, and urging upon them the continued practice of those duties. A few of these I may, perhaps, be allowed to specify. Punctuality. To present themselves at the appointed hour and take their seats with decorum, thus showing a sense of their appreciation of the day's duties, and a due respect for the presence of others. of our faith be of any value, and surely we Still more important than the possession of this ready knowledge for others, is it that the children of our Society be possessed of it for themselves, and constantly encouraged during school life to the practical living out each day of the grand and fundamental truths given by the Saviour in His teachings among men. The decline of interest in our Society on the part of the young is often alluded to with a deep regret, and we are forced to acknowledge, to some extent, the truth of it, but just here we may discover, if we look deeply, that in the promiscuous sowing of seeds in the receptive soil, and in the careful after-training, that there may be a rich harvest of classic lore, we have perhaps omitted to notice, or neglected to cultivate, that little germ of spiritual beauty, calling for so much co-operative care. It is praise worthy to improve a community by the best-teaching talent which may be among us, and elevate all classes by educating them under the best moral and mental influence, but let it be the constant and earnest duty of committees and teachers of Friends' schools to see that, in addition to such training, our members have presented to them, through the medium of lectures and text-books, as well as from practical lessons drawn from facts of daily life, the principles which, as a religious faith, can be valued and disseminated as they are understood. The subject was further continued by Harriet E. Kirk, as follows: It is undoubtedly the duty of School Committees and Teachers to train up those under their care in the principles of truth as held by Friends; and many of these principles are acknowledged by all religious sects. Teachers should be the John the Baptist to the rising generation; as schoolmasters to bring the pupils unto Christ I would not do this so much by abstract Neatness of person.-Which helps to foster self-respect and consideration for their teach Truthfulness.—Stating facts clearly and without exaggeration or repression of the truth. Probity. They should be impressively taught the distinction between their own property and that of others, and be made clearly to discern the law of "mine and thine.” Reliability. To be true to their promises, trustworthy, conscientiously meeting the expectation they have created, and punctual to their engagements even through difficulties. Perseverance-Doing over and over again the same thing until comparative excellence is attained. Application.-Giving the powers of their mind to what engages their attention. Concentration.-Fixing the attention upon a given point and not allowing the thoughts to wander until the end is reached. Thoroughness.-What they do to strive to do in the best possible manner, and not to rest satisfied with an inferior attainment. Chastity.-Purity of thought and expression, and avoidance of all kinds of profanity or irreverance. Moderation.-To observe the proper limitation to the indulgence of every desire, and that the dress of the school-room be simple and appropriate. Temperance. The consequences of the use of intoxicants and tobacco upon the human system, and the obligation to keep the mind clear of the deleterious effects of such exciting or enervating influences. Courtesy.-"To be kindly affectioned one to another,' as the Apostle expresses it. "Religion in the heart," says William Penn, "leads into true civility, teaching men and women to be mild and courteous in their behavior—an accomplishment worthy indeed of praise." Veneration.-For sacredness of character, not to speak disparagingly of the absent, nor unkindly of any. Reverence. For all good things, reverence for the aged, and a desire to promote their comfort, and a willingness to receive their counsel These are a few of the virtues which, I think, properly come under careful school | charges are moderate and that has had an training. influence. If a teacher is annointed for the service he has a grand opportunity to direct the minds of his pupils to "the voice of that truth which is within them," and can say to them in the language of William Penn, "Wherefore, my dear children, eschew the appearance of evil and love and cleave to that in your hearts which shows you evil from good, and tells you when you do amiss and reproves you for it. It is the light of Christ that he has given you for your salvation. If you do this, and follow my counsel, God will bless you in this world and give you an inheritance in that which shall never have an end. For the light of Jesus is of a purifying nature; it seasons those who love it and take heed to it, and never leaves such till it has brought them to the City of God that has foundations." The special training into denominational doctrines I would leave to parents. In the discussion which followed, George L. Maris said that opportunities frequently occur in school for impressing upon the minds of children the principles and testimonies of Friends. In the history classes it can be shown that wars are caused by injustice, and that there is, in all cases, a better way of settling disputes, and he urged that teachers should seize these opportunities rather than devote special times for sowing the good seed, as the impression made is more lasting. The early history of Friends should be made a part of the course of study; and the causes that led to the imprisonment and sufferings of Friends in former years might be assigned as. topics for research and composition. The high position that Friends hold in the community he believes is mainly due to the better knowledge of their principles gained through attendance at Friends' schools which are open to all whose moral character is good. The discussion which immediately followed was mainly in reference to tobacco—the difficulty of persuading the young that it is harmful while so many around them use it, and the impropriety of retaining boys in our schools who have acquired so pernicious a habit. This discussion was participated in by Charles Walton, Charles Kirk, Joel Sharpless, and others. L. J. Roberts called attention to the latter part of the last essay, in which the writer expressed herself as not favoring denominational schools. L. J. Roberts took exception to this; she believed in Friends' schools for Friends' children, and in making the principles and testimonies held by us the subject of study. Those outside the Society who select our schools for their children, do so because they are Friends' schools. The fundamental truths of our religion are now held by all liberal minded Christians, and a class-book on Christian Ethics might be compiled from the standard writings of the best authors of the Society which would not be objected to by those of other professions who educate amongst us. She adverted to her own experience as a scholar, where "Evidences of Christianity" and "Moral Science" occupied the opening hour of the Second-day Morning Session. C. M. Biddle had no controversy with what The speaker suggested that every Friends' had been said, but thought there is more lack school should be supplied with a copy of in School Committees than there is in the "Samuel Janney's History of Friends,' a teachers-the latter are more consistent. In "Life of George Fox," "William Penn, "William Penn," the selection of teachers the question of dol"John Woolman," and other typical Friends, lars and cents too often comes in, and the as well as the "Discipline," "Young Friends' choice of a teacher is made subordinate to a Manual," "Conversations on Religious Sub-money consideration. We must remember jects," "No Cross, No Crown," and other standard works. He said further, that though it is deemed best to receive into our schools the children of others than Friends, no one should be retained who was addicted to objectionable habits, especially the use of tobacco. William C. Biddle spoke of the difficulty of preserving our children from the misleading influences that are all around them; he would not refuse to receive the boys into our schools who use tobacco, but would teach them its harmfulness, else how are such boys to be reached. One great point which makes our schools of such value to those not Friends, is the excellency of our teaching. Then the that teaching is as much an employment as any other occupation by which a living is earned, and we must not expect too much of our teachers. They are conscientious and need encouragement from the committees more than they receive. Abigail Paul and others spoke briefly, much to the same purpose, all believing that instruction in the simple lessons of piety and good morals should be a part of the daily teaching of the school, directly and through example, which is the best teacher. Elizabeth Lloyd thought School Committees should examine well into the character of the teacher. Of all teaching, religious instruction is the most difficult; most people think it should be indirect. We may teach all the virtues and yet teach no religion. Something more than morality is wanted. Children hunger for the knowledge of God. If we can make our children feel that God is their friend we have helped them Alan Flitcraft believed there is a bound to liberality; that it is the right of each Society to have its children taught according to the religious views held; and in Friends' schools the committees should see that this is done. Matilda Garrigues was much interested, and united with the view that teachers can at least teach the fundamental principles of the Society. Richard K. Betts cited the experience of thirty years in a school where the views of Friends have been inculcated, and with the best re:sults, though none of the children are Friends. Much more depends upon the committee than is usually acknowledged. Asa Engle was not able, from what had been said, to see the difference between our schools and others. Friends ought to be in advance of others. Henry R. Russel thought it the duty of School Committees to inquire into this subject and see that time is given the teachers to devote to such instruction. Harriet E. Kirk counseled moderation in the schools; the classes should not be so large; there is a pressure to get through a certain amount in a given time. It is of far more importance to have the class smaller, that each scholar may be brought into close per-sonal relations with the teacher. Amelia P. Butler spoke at some length, and said in substance, she had no doubt that less attention is paid to the religious training of pupils in our country than in almost any other. When we hear of some schools where each teacher is required to speak to each one of a certain number of pupils upon the subject of his personal salvation once in so many weeks we are shocked, and in our desire to avoid anything so mechanical we fall into the letting alone spirit, which though preferable, is certainly not conducive to the highest moral culture of our pupils. Currie, who stands high among educators in Scotland, gives some excellent methods of teaching the stories, parables, and other parts of the Bible, opening the work with the statement that religious instruction is a branch of knowledge, as well as a moral influence. In regard to teaching the deeply spiritual meaning of Scripture, and bringing it home to the child's inner consciousness, this is more difficult. We see some people who talk freely on matters pertaining to personal religion, and we love to hear them because we know that what they say is but the outward sign of an inward grace; but we do not find these among children. If there is anything the child keeps closely guarded in his own bosom it is his religious thoughts, and any one who would rudely trespass on this-to the child-sacred ground, would be doing him great harm. But without any desire to do this, with all due respect to what is the child's own as much as it is our own, viz., what God is teaching us day by day, still we can aid him to put these feelings for which he has no words into acts, which are much more beautiful, and so help him to begin his great life work, which is to love God and serve his fellow man. * EVERY page of the great volume of nature is full of living and instructive truth. There is a beautiful relation between mind and matter, between the works of God and our capacity to comtemplate them. Our intellectual nature is as much a gift of God as the gift of grace, and we are responsible for the culture and improvement of the one, as of the other. I have no idea that so noble a talent is to be buried in the earth, that it is to be employed merely in procuring food and raiment for these frail temples which are soon to moulder in the dust. Far otherwise! Placed in the midst of a beautiful creation, we are invited to meditate on the workmanship of its author. Such an exercise of the intellect is profitable to us, for it leads to humility, and while it makes manifest the feebleness of man, and our comparative nothingness, amidst the immensity of creation, it exalts our views of the wisdom, goodness and power of the Creator. JOHN JACKSON. CORRESPONDENCE. It will doubtless be a matter of interest to the many Friends interested in the welfare of the Indian, to know that the following proviso inserted in the Indian Appropriation Bill by the efforts of Friends' Central Committee, is now the law of the land, and secures the Santee Sioux in their long delayed rights. "Provided, that the patents authorized to be issued to certain individual Indians, by the concluding paragraph, of article six of the treaty with the Sioux Indians proclaimed the twenty-fourth day of February, eighteen hundred and sixty-nine, shall be of the legal effect and declare that the United States does and will hold the land thus allotted for the period of twenty-five years, in trust for the sole use and benefit of the Indian to whom such allotment shall have been made, or in case of his decease, of his heirs, according to the laws of the State or Territory where such |