General Conference Bulletin, vol. 6
Departmental Meetings
W. A. Spicer, C. P. Bollman, I. H. Evans, C. M. Snow, T. E. Bowen
EDUCATIONAL DEPARTMENT
The council of education practically completed its work in the consideration of resolutions on May 27, and so much of its work as may pass the General Conference Committee on Plans will appear in the BULLETIN. GCB May 30, 1909, page 203.1
The first paper of the council was read by Prof. C. C. Lewis, entitled “The Development of Our School System.” The paper described the first church-school in Battle Creek, Mich.,—the school of Prof. G. H. Bell,—the founding of Battle Creek College, and the growth of our school work from that time to the present. It also pointed out the following principles, which distinguish our schools from others, and justify our school system:— GCB May 30, 1909, page 203.2
1. The Word of God is made the basis of all instruction. GCB May 30, 1909, page 203.3
2. Students receive instruction and practice in different kinds of useful labor. GCB May 30, 1909, page 203.4
3. The schools are missionary training-schools for the preparation of laborers in the closing gospel message. GCB May 30, 1909, page 203.5
Then, from the experience of the past, the paper drew the following lessons for the work of the future:— GCB May 30, 1909, page 203.6
1. We do not half appreciate the principles of education which the Lord has scattered all along our way, and which have finally been gathered in the book “Education” into a garland of surpassing beauty and loveliness. GCB May 30, 1909, page 203.7
2. Although light was given to this denomination in regard to manual training six years before the first efforts of secular educators in this direction in the United States, yet the world has beaten us in the race after our own ideals. We should not rest until Christian industrial training is extended to the work of every grade, from the church-schools to the training-school. GCB May 30, 1909, page 203.8
3. Some of the hindrances of this heaven-born reform are: (a) long accustomed running in the groove of popular methods; (b) unmerciful criticism of mistakes in efforts to reform; (c) indifference of parents; and (d) ignorance of teachers with regard to industrial instruction. GCB May 30, 1909, page 203.9
4. Although in some respects our institutions of learning have swung into wordly conformity, yet they are “prisoners of hope;” and victory will be ours if we do not lose heart, and will press the battle a little longer. GCB May 30, 1909, page 203.10
MEDICAL MISSIONARY DEPARTMENT
Fourteenth Meeting, May 28, 8 A. M. GCB May 30, 1909, page 203.11
Dr. D. C. Ross was asked to read the paper prepared by Dr. Lillis Wood-Starr entitled “Schools of Health.” Dr. Starr gave experiences illustrating the fact that by means of schools of health, hearts may be reached promptly and efficiently. Her medical missionary experiences began with single individuals and families; but it was not long before she was conducting schools, and this was followed by openings for nurses to enter families, and teach mothers the principles of cooking and healthful living. The doctor, as a result of her small beginning, has had the opportunity of lecturing to forty thousand school-children on alcohol and tobacco. GCB May 30, 1909, page 203.12
Elder R. S. Owen spoke with regret of the fact that he had been so many years in evangelical work without being directly connected with the medical work. He believed it was a mistake to attempt to separate these two branches of work. The Spirit of God is urging us to unite the evangelical and the medical. One great mistake in the past has been urging people to discard certain articles of diet without providing substitutes. Our schools of health should tell us what to eat as well as what not to eat. He then gave the experience of Jennie Ireland, who worked among the colored people in a Southern California city, ministering to the sick. As a result, barriers were broken down, and hearts were open to receive the gospel. What she taught to one individual, she urged that person to give to some other person. In this way a number of efficient workers had already been developed, and a church of thirty-eight organized, the members of which are very faithful in observing the principles of health. GCB May 30, 1909, page 203.13
Dr. Lauretta Kress expressed pleasure in the fact that we are returning to our first love in the matter of our health work. GCB May 30, 1909, page 203.14
Dr. Paulson gave suggestions from personal experience as to openings for lectures and health schools, stating that many times we miss opportunities for doing a great work through a neglect to meet some seemingly unimportant call. Answering a call to some obscure and inconvenient place of meeting often results in reaching thousands in the city schools, churches, and public gatherings. He emphasized, by illustration, the need He emphasized, by illustration, the need of preparing to do this kind of work efficiently. He considered prayer the most important aid, and stated that in every health talk, he endeavored to present the gospel. GCB May 30, 1909, page 203.15
L. A. Hansen said, “The word of the spirit of prophecy is, Educate! educate! educate!” I believe the sustenance of our medical work is dependent upon this. Our work in Nashville was opened up through the work in schools of health. He related their experience there in demonstrating the wisdom of teaching the proper preparation of commonly used foods, rather than encouraging the use of the manufactured health foods. GCB May 30, 1909, page 204.1
J. A. Burden quoted from the Testimonies that “we are not called to feed the world, but we are called to educate them.” He related far-reaching results of health talks given in the first vegetarian restaurant in Australia. One discouraged slave to drink, a banker, gave up intoxicants from the first day he was there, and later brought in, of his friends, many of the most prominent and influential men in the country to learn the health principles being taught at the tables during meals. GCB May 30, 1909, page 204.2
Dr. A. B. Olsen stated that in England they conducted schools of health in which they furnished printed programs, giving the details of what would be taken up at the various sessions. Ordinarily a course consisted of four days’ work with afternoon and evening sessions. A half was secured, and a gas range provided. Sometimes admission was by ticket, and at other times a collection was taken up. The Leicester Sanitarium was the fruit of one of these schools of health. The program was somewhat as follows:— GCB May 30, 1909, page 204.3
First Evening.—True Temperance; What It Means. GCB May 30, 1909, page 204.4
Second Evening.—Household Hygiene. GCB May 30, 1909, page 204.5
Third Evening.—Common Errors of Diet. GCB May 30, 1909, page 204.6
Fourth Evening.—Simple Remedies. As part of this evening’s program, some attention was given to the evils of drug medication. GCB May 30, 1909, page 204.7
First Afternoon.—Breakfast Dishes. GCB May 30, 1909, page 204.8
Second Afternoon.—Substitutes for Flesh (not imitations). GCB May 30, 1909, page 204.9
Third Afternoon.—Fruit Drinks, or else Hygienic Cakes, according to circumstances. GCB May 30, 1909, page 204.10
Fourth Afternoon.—Invalid Diet. GCB May 30, 1909, page 204.11
Miss Margaret Bilz: I have often carried on health schools, considering the topics. Diet, Dress, and Drugs, and I have found a good interest as a result. GCB May 30, 1909, page 204.12
SABBATH-SCHOOL DEPARTMENT
Seventh Meeting, May 28, 8 A. M. GCB May 30, 1909, page 204.13
This was “illustration day” in the Sabbath-school Department meetings. That many were interested in the topics to be presented was evidenced by the very large number attending. The first paper was on “The Value of Stories of Incident or Experience in Illustrating Bible Lessons,” by Mrs. Fannie Dickerson Chase, editor of the Instructor. GCB May 30, 1909, page 204.14
She said, in part: The reviewer of a certain Sabbath-school division had just related several incidents which aptly illustrated a point in the lesson, when a little fellow on the front seat looked up at her and said: “I like stories.” Every other child who heard the remark showed by the expression on his face that he, too, had the same liking. While the teacher’s main thought is to instruct, to “feed the lambs” of God, and not merely to please the interest, yet if he can accomplish the second end without detracting from the first, his work will be the stronger. The seventh chapter of Matthew, consisting of only twenty-nine verses, contains more than thirty references to natural objects which Christ used to illustrate spiritual truth. A number of interesting stories were given, illustrating very effectively the spiritual teachings of the Bible. GCB May 30, 1909, page 204.15
Like jewels, stories and incidents illuminate the Bible. The wise Sabbath-school teacher will gather up these jewels, together with many from other sources, and use them in his instruction. GCB May 30, 1909, page 204.16
Mrs. Maude Wilkinson presented a paper on “The Blackboard in the Sabbath-school.” There are six gates by which we may send religious truth into the soul. One of these—the most important—is through prayer. The others are the five senses: We may go through the ear to the heart by songs and words, and through the eye to the heart by visible illustrations and personal examples. Hearing lacks vividness without sight. The blackboard may be used in many departments of work, aiming always to have more of Christ than of chalk. In teaching young or old the truths of God’s Word, we must be intensely spiritual. The simpler the design made in the presence of the congregation, the more impressive and abiding the lesson taught. The speaker used the blackboard, and her work was an example of the effectiveness of simple outline sketches. GCB May 30, 1909, page 204.17
“Object Illustrations” was presented by Mrs. A. J. S. Bourdeau: To illustrate is to illumine. An illustration should serve the purpose of a window in a dark room. The things which enter the mind through the “eye-gate” make the most lasting impressions. To the teacher who says, “Object illustrations are too much work for me,” it may be replied that all duty is difficult to an unconsecrated heart. It is said that “melody is difficult in proportion as the instrument is out of tune, and duty is difficult in proportion as the heart is out of tune.” “In every lesson there is the outer husk of the literal; there is also the inner food for the nourishment of the soul. Breaking the husk comes first in the order of teaching; but the teacher must not seek to satisfy his class with the husk, and leave the precious food unused.” GCB May 30, 1909, page 204.18