Those that have married have in most instances become the founders of prosperous christian homes, and the most influential leaders in their several communities. By their industry, frugality and piety, they are proving themselves, in a very commendable way, to be "the salt of the earth and the light of the world," among their own people.
Several of them died soon after their return from school. This is a disappointment that is more deeply felt in Mission work than elsewhere. The proportion of short lives in this list is perhaps no greater than would be found in similar lists taken from other sections of the country. Good health and the disposition to take good care of it are very important assets, on the part of those who are encouraged to take special courses of training in missionary educational institutions.
These incidents were not without their influence on the mind of Alexander Reid in leading him to approve the plan of establishing a boarding school for the Freedmen in Indian Territory and Oak Hill as the most needy and favorable location for it. The Board was maintaining missions at Muskogee and Atoka, but those locations were not then attractive. One of his last acts in 1885, his last year, was the purchase of the Old Log House from Robin Clark for the use of the school.
The fact this emigration to distant schools continued, after the establishment of Oak Hill as a boarding school, awakens a little surprise. Only a very limited number of them in later years, remained at Oak Hill to complete the Grammar course. The good old rule of local prosperity "Patronize Home Industries," or institutions, seemed to have been forgotten. The sentiment began to prevail that any school abroad was better than one at home. The general prevalence of this sentiment tended to put a slight check upon the successful development of the work at Oak Hill. It was bereft of the presence and co-operation of its older and best trained pupils, just when their example of self-control and habits of study were beginning to exert a good influence over the new ones.
In the spring of 1904, as there was no one available to manage it, the school was closed, and a student was entrusted with the care of the buildings, stock and crops.
As this was the year the land in Indian Territory was allotted to the Indians and their former slaves, individually, Mr. Haymaker remained until he secured the allotment of two tracts of forty acres each, on which the buildings of the academy were located, one to a graduate student and the other to a friendly full blood Choctaw woman; with the understanding that, when the restrictions should be removed, the allottees or owners would sell them to the Board of Missions for Freedmen, to be held and used as a permanent site for the institution.
In August Miss Bertha L. Ahrens of Grant, a missionary teacher of the Board, became the custodian of the buildings and other property belonging to the institution.
A few days later, Solomon Buchanan, a former student from Texas, returned and making his home there, began to take care of the stock and crops. His general efficiency, manifest interest and good staying quality enabled him to become ever since a very valuable helper, during term time.
After two weeks of voluntary service in the vicinity of the Academy, visiting churches, schools, institutes and towns, making the trips through the timber with a team of faithful but superannuated mules, and delivering addresses in as many as eight different places, during the month preceding, the academy was re-opened for a three months term in February, 1905, under the management of Rev. and Mrs. R. E. Flickinger of Fonda, Iowa. They had for their assistants, Miss Adelia M. Eaton, Fonda, Iowa, matron, Miss Bertha L. Ahrens, principal, Miss Malinda A. Hall and Henry C. Shoals, assistants in the cooking and farming departments, and Solomon Buchanan, a volunteer student accompanist and general helper.
The moral and religious instruction was organized after the following manner. The Bible was supplied and read by all as a daily text book in the school. The lady principal served as superintendent of the Sunday school, and as organist and chorister at all the other meetings. The assistant superintendent took charge of the primary department of the Sunday school, the matron, the Bible class; the assistant matron, the intermediate class, and the general management of the work among the Christian Endeavorers, selecting and aiding the leaders in their preparation for and conduct of their meetings on Sabbath evenings, in which all the students were required to participate. Mr. Buchanan served as organist for the Sunday school and accompanist on the piano at the other meetings.
The superintendent, in addition to attending and participating in the Sabbath school and Endeavor meetings, which were held on Sabbath mornings and evenings, conducted the preaching service on Sabbath morning, the Bible memory meetings at 2:30 on Sabbath afternoons and the mid-week service, which was held on Friday evenings.
The training and development of their youthful voices, for efficient participation by song or story in religious meetings on their return home, was made a distinct aim and object at the Friday evening meetings.
This special vocal training was based on the fact, that in all the recorded instances of the manifestation of divine or spiritual power, it has been communicated through the use or instrumentality of the human voice. The annual results, of this training of their voices for a sacred use, were a very gratifying surprise to all the patrons of the school.
The superintendent also conducted the family worship at which all of the students and teachers were present. It consisted in the daily reading of the Scriptures and prayer immediately at the close of the morning and evening meals. Twice a week the young people united in repeating a Psalm or other appropriate selection and the Lord's Prayer.
He also invariably attended and participated by a word of encouragement in the Sunday school and Endeavor meetings.
It was the constant endeavor of the superintendent to make the hours spent together on Sabbath afternoons and Friday evenings, not only the most instructive and profitable of all the week to the students, in the matter of their character building, but also the most joyous and happy to all of them. All cares and troubles were forgotten, while repeating responsively and cheerily together many of the most thrilling and comforting passages of the Bible, or singing merrily the beautiful hymns, plantation melodies, sacred anthems and patriotic glees, that enlisted mutual attention and interest. The joyous blending of their many happy, youthful voices, sometimes soft and low, then rising and swelling with all possible animation into full chorus, while singing together the "Beautiful Story" that "Never Grows Old" and "Must be Told," "Break Forth into Joy," "Before Jehovah's Throne," "Hail to the Flag," "Freedom's Banner" and similar familiar selections, are sweet and blessed treasures of the memory, that are invariably recalled with pleasure and delight.
In addition to the branches that had been previously taught, arrangements were now made for special instruction in voice culture and vocal music, one hour a week for all the pupils; and the young men in agriculture, horticulture, house-painting, carpentry and masonry.
The aim of these new departments was to awaken an intelligent interest and make every one familiar with the principles that would enable them to make
all a source of greatest profit to them as owners.
An earnest effort was also made to check the stream of migration to distant schools, by bringing the work at Oak Hill to such a degree of efficiency as to meet the real needs of every young person in its vicinity.
This was successfully accomplished by a voluntary and gratuitous establishment, on the part of the superintendent and principal, of Normal and Theological departments, that were maintained as long as there was any real need for them; the former until the fall of 1907, the last year under territorial rule preceding the establishment of county normal institutes; and the latter in 1910, when the last licentiate was ordained to the full work of the gospel ministry.
The late Mrs. V. P. Boggs, secretary of the Women's Department of the Freedmen's Board was a welcome visitor in the fall of 1907. Her observations were afterwards summarized in a printed report as follows:
"Since the reopening of Oak Hill Academy in February 1905 it has had an era of prosperity that promises permanency. Many improvements have been made, new buildings for farm purposes have been erected, much of the land has been re-fenced and is gradually being brought under a higher state of cultivation, and there is a general improvement in the appearance of the entire premises, that reflects credit on the management, as well as upon the boys who do the work. The literary work progresses under well trained teachers, and a normal department has been added that teachers may be better fitted to supply the schools, which it is hoped will be maintained in the south part of the Territory. The home department is managed, to the comfort and happiness of all by the wife of the superintendent, who 'looketh well to the ways of her household.' The matron's duties, which include the general management of all matters relating to the work in the Girls' Hall, including the sewing, laundry and kitchen departments, are performed with conscientiousness and enthusiasm. A former graduate student is rendering very efficient service in the cooking department."
"The property of the Board, farm and buildings, is the most attractive and prosperous in appearance in that region. The location is beautiful, the buildings good for that section are well painted, the ground well fenced and in good order. Some good farm buildings have been erected by the students and they have painted other large buildings in a very workmanlike manner. Considerable land has been redeemed from a state of wildness. Thrift and order are apparent everywhere indoors and out."—V. P. Boggs. Secretary Woman's Department."
The succession of helpers during the eight years, 1905 to 1912, inclusive, when Rev. R. E. Flickinger was Superintendent, was as follows:
Assistant Superintendent: Mrs. Mary A. Flickinger, Feb. 1, 1905, to Aug. 1, 1909.
Principals: Miss Bertha L. Ahrens, Feb. 1, 1905,-Feb. 1, 1911, having been previously custodian of the premises from Aug. 1, 1904; Mrs. W. H. Carroll, Feb. 1, to May 27, 1911; Rev. W. H. Carroll, Oct. 1, 1911, to June 13, 1912.
Matrons: Adelia M. Eaton, Feb. 1, 1905, to June 5, 1908; Mrs. John Claypool, 1908-09; Mary I. Weimer, 1909-1911; Jo Lu Wolcott, Feb. 27 to June 13, 1912.
Assistant Teachers: Carrie E. Crowe, Oct. 1, 1905 to Jan. 31, 1906; Mrs. Sarah L. Wallace, Feb. 1 to Mar. 31, 1906; Mary A. Donaldson, April 1 to May 31, 1906; Rev. W. H. Carroll, Oct. 28, 1907, to May 28, 1908, and Oct. 25, 1909, to Apr. 28, 1910; Samuel A. Folsom, Oct. 26, 1908, to May 28, 1909; Solomon H. Buchanan, Nov. 15, 1910, to 1911; Mrs. W. H. Carroll, Oct. 16, 1911, to June 13, 1912.
Assistants in the Cooking Department and Sewing Room: Malinda A. Hall, Feb. 1, 1905, to June 30, 1909, and Nov. 15, 1910, to June 15, 1911; Mrs. Virginia Wofford, 1909; Ruby Moore and Ruby Peete, 1909 to 1910; Lucretia C. Brown, 1911 to 1912; Ora Perry, 1912.
Pianist and Librarian: Solomon H. Buchanan, 1905-1912, except 1909.
Foremen, Carpenters: Samuel A. Folsom and Edward Hollingsworth in 1910.
Whilst the great need of the colored people in the South is the opportunity for intellectual, manual, moral and religious training, to all of which they are readily responsive and make encouraging improvement, it remains a fact, that the material development of the southern states depends in a great measure upon the general education and intelligence of the colored people; and that a manifestation of prejudice against their general education through public or mission schools is sinful, impolitic and unpatriotic.
It is only a few years since the report was made that in Florida 64.5 per cent, in South Carolina, 69.5, and in Louisiana, 76.4 per cent of the children of school age were unprovided for with school privileges.
Under favorable conditions it is a delightful work to supply a need for which there is so great and urgent a demand, and such manifest appreciation, and, that means so much in promoting the intelligence and thereby increasing the happiness and prosperity of so many of the common people, whose general education tends to make our nation greater.
In 1912 the prospectus of the academy included the following announcements:
Free tuition and books are accorded neighborhood pupils under thirteen, that attend regularly after the time of their enrollment. Those over fourteen are expected to pay fifty cents a month. The hope is expressed that every one living near the Academy will see the propriety of making the same noble endeavor to enjoy its valuable privileges for improvement that is made by the many patrons who live at a distance.
An opportunity will be afforded a limited number of both boys and girls over fourteen years to work out their term expenditures, with the exception of $5.00 which must be paid at the time of enrollment. This opportunity to work one's own way through school is given to two boys and two girls during the term at one time and to others during the vacation period.
After spending six and one-half or seven hours at study in the class room, three hours, in the latter part of the afternoon of each day, are devoted to industrial training and work on the farm, in the shop, kitchen, laundry or sewing room. All work during this period, is required to be done by the rule, which is first stated at the time of assignment, and afterwards illustrated during the hours of work; and the student is required to work as silently, thoughtfully and earnestly as during the hours previously devoted to study.
Parents are requested to note that girls are not allowed to wear white waists, skirts or dresses, except at the time of commencement and that each student must supply their own toilet soap, combs and shoe polish.
The Bible is a required text book and every student is expected to commit an average of one verse and read one chapter each day during the term. The passages committed to memory are recited in concert to the superintendent at the Bible Memory Service held every Sabbath afternoon.
The actual cost of carrying a boarding student through the term is about $50.00. Every student that pays $28.00 or does extra work to that amount enjoys a scholarship of equal amount contributed by the many friends who are supporting the institution. Under this arrangement the student that does most to help himself receives most from the friends who are ready to co-operate with him. The doors of the Academy are thus open to the penniless and homeless boy or girl, if they have a desire to be useful and are willing to work; but young people who lack funds and at the same time are unwilling to do extra work to cover the first half of their expenses, are not regarded as either promising or desirable.
Since one half the cost of carrying boarding students at the Academy has to be provided for by the generous offerings of friends, who are interested in their temporal, moral and spiritual welfare, every student is expected to show his appreciation of this fact, by being always thoughtful and earnest, during all the hours set apart each day for study and work. Only those who learn quickly how to be silent, thoughtful and earnest workers, make that improvement in study and work which forms the chief element in the reward of teachers and friends.
The student that makes the most encouraging progress is the one that enters at the beginning of the term and continues to attend and work faithfully until the end of it.
The annual report of the superintendent of Indian Territory for the year 1907 shows that at the Indian Orphan School at Wheelock, eight miles east of Oak Hill, the cost of carrying each pupil a term of nine months was $155.17, or an average of $17.05 a month. A comparison of these figures with the cost at that time at Oak Hill, $25.00 a term of seven months, or $3.60 a month, it is easy to see that the economy practiced in a mission school is much greater than in one under government control.
Provision is made for eight hours of school work on the part of the teachers, the first five days of every week of the term, and one hour on Saturday evening. These are daily enjoyed by all the smaller pupils. But all over fourteen years, after enjoying 6½ hours in the school room, are expected to work three hours each day in the latter part of the afternoon, and on Saturdays until 2:30 p. m.
The two leading objects that are attained by this arrangement are, the opportunity to give and receive practical instruction in the rules, or best methods of doing every part of the work in the home or on an improved farm; and enable those for whose benefit the institution has been established, to perform the work that is necessary to be done for the daily comfort of the students during term time, and the successful and economical management of the farm which now contains 270 acres, of which 140 acres are enclosed and 100 are under cultivation.
The sawing and splitting of the wood at the two woodpiles, to meet the daily demands of the many and large stoves, that have to be kept constantly running, is the regular morning and evening chore of those of the boys, that are not otherwise employed at that time about the buildings or stock. The preparation of the fuel in the timber and again at the woodpiles is, to say the least, a long and rather monotonous employment. Boys who do not manifest an interest in this part of their early training, by reason of its necessity and general healthfulness, are prone to regard it as a very wearisome employment, until they acquire skill in the matter of position and movement, and then their delight is manifested in efforts to outdo one another.
In order that friends at a distance may know something of the regular methods of work during the three-hour work periods of each day and during the period of the term the following notes are added:
During the first four or more weeks of the term, all the available student help is busily employed gathering in the crops of cowpeas, potatoes, corn and cotton. In order that their undivided attention may be given to this important work at this time, all the wood needed for fuel during this period has to be brought from the timber, before the end of the previous term.
As soon as the crops have been gathered the long campaign for the year's supply of wood in the timber,—about 25 cords,—has to be undertaken and continued from week to week, especially on Saturdays until the end of the term.
If the necessary materials are on hand, this is the golden time to start the older and best trained boys on the permanent improvement work outlined for the year, such as fence building, sprouting, clearing of new lands, the construction of conveniences for the school, home or farm, the repair of old, the erection and painting of new buildings and finally, the preparation of the ground and planting of the crops for the next year.
The boys, however, are never taken to the timber or fields when the ground is damp or the weather is cold and unfavorable. When from these causes they cannot work to advantage, they continue their studies in the class room, all the day.
The two winter months of January and February have been ordinarily unfavorable for student work in the timber or fields. The work is then, to a considerable extent, limited to the carpenter shop, cellar, or indoor work on new buildings.
In order that the work performed by the students during the industrial hours of each week, may serve to promote the welfare of the institution as well as for training the individual, it devolves upon the superintendent and matron to have ready suitable work, and all the tools and materials necessary to execute it, when the students are ready for assignment.
This work includes the chores morning and evening, the preparation of the fuel—about twenty-five cords annually, first in the timber and then at the woodpile—the cultivation of the farm and garden, the harvesting of the crops and the care of the stock, all of which may be termed necessary routine work.
In addition thereto there may be permanent improvement work, such as the clearing of new lands for cultivation and enclosing them with good fences, the repair of old and the erection of new buildings and the manufacture of articles of furniture or comfort, for the better equipment of the many rooms in the buildings.
A plain statement of these two kinds of work will indicate to nearly every one the prime importance of endeavoring to accomplish as much improvement work as possible each term. There is now more of this improvement work pressing for immediate attention than possibly may be done during the next three years, but it needs now to be contemplated, intelligently provided for, and then executed as speedily as possible.
Saturday forenoon has come to be recognized as the special fuel or timber day of each week. It is a busy and bustling day for all. For this day's work two dozen boys are organised and equipped with axes, a splitting outfit, four crosscut saws and the mule team. The axe men are divided into two squads, the axe men or stumpers who cut down trees, and the trimmers who trim the trunks and large branches. Three boys are assigned to each crosscut, two of whom are expected to keep the saw running steadily, while the third one, who is supposed to be resting, carries a light lever and, with the weight of his body raises the log under the crosscut, so it will not bind the saw as it goes through it. By taking turns at the saw and lever, the hardness of this work is greatly relieved, and it sometimes is surprising to see the amount of work, done by the small boys, when they have "a mind to work." If the logs are large or the saw runs hard, it is not unusual for them to couple together and merrily make the running of the saw a four-handed affair. The superintendent, or one of the older boys acting as a foreman, goes before the saws and with an axe marks out the work for them, so they can work speedily, and so that every piece that may serve for posts, long or short, or for fence props or rails, is cut the proper length.
The boys have worked faithfully and industriously in the timber on Saturday forenoons. A rest of fifteen minutes has always been given, about the middle of the forenoon. When the signal is given, they assemble at some convenient place, where there are several logs suited for seats; for all are required to be seated as the best way to rest their weary limbs, during this period.
A pail of fresh water and a paper sack filled with soda crackers is always provided for their enjoyment at this time. A smile of pleasure and delight is sure to light up the countenance of every boy, when, taking his turn, he thrusts his hand into the paper sack and draws therefrom his appointed number of crackers.
At these periods of rest and lunch all usually seem as happy as if they were enjoying a regular social picnic dinner. Amid the merriment and pleasantry of the occasion they seem to forget all consciousness of weariness, or thought that their work is hard, and resume it again with pleasure and delight.
"Thy vows are upon me O God. I will pay my vows unto the Lord, in the presence of all his people."—David.
On being received as a student of this institution, I do solemnly promise, God helping me, that I will be obedient to the rules of this institution and endeavor to prove myself an earnest student and thoughtful, faithful worker; that I will be prompt in responding to every call, pay the cost of repair to any furniture or glass broken, as a result of thoughtlessness or carelessness on my part; and that I will refrain from the use of profane or angry words to man or beast; and also from the use of tobacco, cigarettes, snuff, dice, gamblers cards, and intoxicating liquors as a beverage, while I enjoy the privileges of the academy.
Trusting in the Lord Jesus Christ for strength, I promise him that I will strive to do whatever he would like to have me do; that I will pray to Him and read the Bible every day, and that, so far as I know how, throughout my whole life, I will endeavor to lead a christian life.
As long as I am accorded and enjoy the privilege of a home and of a student at Oak Hill Academy, recognizing the fact that my time during the periods of work does not belong to me, but to the institution;
I solemnly pledge my word and honor, God helping me, that I will refrain from making any engagement elsewhere, that might interfere with the faithful and constant performance of the duties devolving on me at Oak Hill; that I will conscientiously keep my word as to the time of my return, when absent from my home at the academy; that I will yield a prompt and cordial obedience to all the rules and regulations relating to the conduct of students at the academy, and that I will constantly endeavor to show myself worthy the confidence and esteem of the superintendent and his helpers; and not leave the institution until I have honorably met all of my obligations.
"With malice toward none and charity for all, I the undersigned do pledge my word and honor,
An acre of government land costs $1.25, and a bottle of whiskey about $2.00. How strange that so many people prefer the whiskey.
The following is the pledge of Abraham Lincoln, the great emancipator.
"Whereas, the use of alcoholic liquors as a beverage is productive of pauperism, degradation and crime, and believing it is our duty to discourage that which produces more evil than good; we, therefore pledge ourselves to abstain from the use of intoxicating liquors as a beverage."
When Lincoln signed the pledge he was a tall awkward youth, and the only one that went forward at the meeting in the log school house to sign it that night. When he was president, "Old Uncle John," who induced him to sign it, called on him at the White House and Lincoln said:
"I owe more to you than to almost any one of whom I can think. If I had not signed the pledge in the days of my youthful temptation, I should probably have gone the way of a majority of my early companions, who lived drunkard's lives and are now filling drunkard's graves."
After reconstruction, the next great question is the overthrow of the liquor traffic.—Abraham Lincoln.
"Gentlemen I have now twice refused your request to partake of the wine cup. That should be sufficient. I made a resolve when I started in life, that I would avoid strong drink: I have never broken that pledge. I am one of a class of seventeen young men who graduated; the other sixteen fill drunkard's graves, all due to the pernicious habit of wine drinking. I owe my health, happiness and prosperity to the fact I have never broken my pledge of total abstinence. I trust you will not again urge me to do so."
This noble answer was given to friends who were dining with him at the old Washington House in Chester, Pa., when he was a candidate for president.
"Hold fast the form of sound words; ... that ye may be able to give to every one that asketh, a reason of the hope that is in you."—Paul.
The development of the Bible-memory work, that, during the later years of this period, moved forward very rapidly, was one of small beginnings and slow progress at first. The meetings were held at half past two o'clock on Sabbath afternoons.
The girls were formed into one class and their meeting was held in the sitting room of the Girls' Hall. The boys met immediately afterwards in the office of the superintendent in the Boys' Hall.
The weekly lesson consisted in committing to memory five to seven verses in the more important chapters of the New Testament and Psalms, commencing with the ten commandments in Exodus XX, 1-17. The passages assigned were read and studied every week in the school under the direction of the principal, in order that all the younger pupils, as well as the older ones, might be able to repeat them on Sabbath.
At the meetings, which were conducted by the superintendent, the lesson assigned would have to be read over several times in concert before their voices would acquire the right movement and expression. The effort to train the memory, by committing scripture verses, was one from which many of them shrank as being too irksome, and the weekly lesson of one verse a day would have to be repeated a number of times, before most of them could continue to be heard to the end of the lesson. The previous lessons were then reviewed, to fasten them more firmly on the memory. The advance lesson was then read together that all might surely know its place and extent.
"Accurate Bible Knowledge" and "Character building" were the keynotes of the instruction given at these meetings. A third object, that was constantly kept in view, was the training and development of their youthful voices for public address in religious meetings. This was accomplished by making a large use of the concert drill, both in reading and repeating the classic and beautiful passages of the Bible.
The tendency of the new pupils to speak and act badly from sudden impulse, was freely admitted at these meetings. As a means of enabling them to put a check on their impulsive dispositions and acquire the art of self-control, the following questions were prepared and asked of each, at the opening of the lesson hour.
1. During the week that has passed, have you refrained entirely from the use of profane or quarrelsome words and actions?
2. Have you been uniformly respectful and obedient to all of your teachers?
3. Are you using your spare moments each day for some good purpose, that will promote your best interests?
The cordial and helpful co-operation of Miss Adelia Eaton, our first matron, in connection with this Bible memory work at the period when it was most difficult to awaken interest and enthusiasm in it, was very greatly appreciated. Although her presence was not required, she voluntarily arranged to be present at every meeting. She seldom if ever participated in the meetings, but she invariably arranged the room in the most convenient form for the meeting and continued to patiently aid and encourage those of the girls, to whom this memory work was the hardest, until the last moment before the meeting. The increased attendance of later years, made it advisable to hold these Bible meetings in the chapel, and there both classes met together.
The memory, the natural power of retaining and recalling what has been learned, is the basis of all progress in study. It is the faculty that enriches the mind by preserving the treasures of labor and industry. The beauty and perfection of all the other mental faculties are dependent on it. Without its aid there can be no advancement in knowledge, arts and sciences; and no improvement in virtue, morals and religion.
Those who cannot read acquire knowledge by hearing, and their vision is occupied principally with large rather than small objects. It was soon a matter of observation that the children of illiterate parents in whose homes there are no books, find it very difficult to learn to read, after they have passed fourteen years of age. That which is natural and easy in childhood, becomes more difficult the longer it is delayed. They form the habit and find it much easier to acquire knowledge like their parents by the ear, or "by air" as it is sometimes called, than by poring over the letters and words of a printed line in a book. Many that are over fourteen before they are sent to school shrink from the mental discipline and labor of learning things so small as letters and words, and seek relief by looking elsewhere than on the printed page.
By the aid of a memory that has been trained for service in childhood, one is able to learn easily and rapidly; and also to express their treasures of knowledge in such a way as to give life and animation to every word that is uttered.
The memory is very responsive to training in childhood and youth. Its retentive power may then be very greatly increased by judicious exercise and labor, which have that distinct end in view, just as the limbs gradually grow stronger by daily exercise. If it is accustomed to retain a moderate quantity of knowledge in childhood, it is strengthened and fitted for more rapid development in youth. That is the golden period to learn the "form of sound words," that shall exert a moulding influence upon the entire life.
Repeated acts form a habit, and habits of thought may be aided by a methodical system in the arrangement of intellectual possessions. Frequent review, repetition, conscious delight in the things to be learned and association of the new with the known, are important aids to the memory, that may be profitably observed throughout the entire life.
Truth is the natural food for the mind and does for it what bread and meat do for the body. The mental faculties include the intellect, the power of thought; the memory, the conscience, the power that enables one to distinguish between right and wrong; and the judgment, the power of decision. There are no truths so well adapted for the best training and development of all these faculties, as the great and important ones that God has so attractively and plainly revealed in His holy word. The poetic parts of the Old Testament and the words of Jesus in the New, are adapted alike for the comfort and instruction of childhood, manhood and old age. "Man shall not live by bread alone, but by every word that proceedeth out of the mouth of God." "I am the living bread which came down from heaven; if any man eat of this bread he shall live forever."
One aim of the requirement to commit one verse a day in the Bible presented to each pupil was, of course, to make even those, whose terms in school were the shortest, familiar with some of the most important parts of the one book, they were expected to take to their homes; but another distinct aim was to develop the memory of every pupil so as to make the mastery of other books easier and their progress in them more rapid.
Every pupil was encouraged to train their memory to be their ready and faithful servant, so that it would recall a line, a verse or a rule, when it had been carefully traced the third time, by the eye.
The definitions and rules form the most important parts of most of the necessary text-books above the primary department. The future value of these studies, as well as the pupils advance in them while in school, depends on his ability to understand, apply and easily remember the rules. The thorough teacher will discard the use of those superficial authors, whose books lack these important parts, tersely and plainly stated. The sooner that a pupil learns to follow, obey and never to violate a rule, the sooner does he begin to advance rapidly and profitably in his studies.
The memory work of a term, according to the rule, one verse a day, would usually carry the student through the following passages:
The Oak Hill Endeavor Benediction, Numbers 6, 24-26 and Rev. 1, 5-6; The Ten Commandments Exodus 20, 1-17; Words of Comfort, Confession and Devotion, Psalms 1st, 8th, 19th, 23d, 27th, 50th, 51st, 90th, 103d, part of the 119th, 122d and 150th; Wise Counsels, Proverbs 3d and 4th; A new heart promised, Ezekiel 36, 25-32; John Baptist's Message, Matthew 3d; The Beatitudes and Sermon on the Mount, Matthew 5th; The Divinity of Christ, John 1st; His Farewell Address, John 14th; The Bible inspired, 2 Timothy 3, 14-17. Also the first half of the Westminster Shorter Catechism, with its ever memorable beginning, "Man's Chief end is to glorify God and enjoy Him forever."
Every new pupil is encouraged to read the Bible in course, an average of one chapter a day or seven each week, making report of progress at the Bible hour each Sabbath afternoon. By this plan many of them read, during their first term, the books of Matthew, Mark, Luke, John, Acts and Romans.
The Inter-National lessons are always prepared for the Sunday school hour, but always and only from the Bible in the hand of each scholar. The teachers only are supplied with other helps, and even these are used only during the period of preparation. The Bible, black board, map and charts only are used by the teacher and students during the Sunday school session. This use of the Bible only in the Sunday school, served to create a demand for it on the part of every scholar and attendant, and to increase the familiarity of each with their own copy of it. It is a good plan for any teacher or Sunday school, that wishes to promote reading and circulation of the Scriptures in the homes of the people.
He has a rich treasure whose memory is well stored with words from the Holy Scriptures. Such a treasure is "more to be desired than gold, yea, than much fine gold." It is a life-long treasure to those who secure it in youth. It cannot be taken away, but it may be imparted to others. Whoever shares this treasure with others, sows the good seed of the Kingdom of God and realizes in his own soul, that he "who sows bountifully shall also reap bountifully."
Committing the scriptures to memory was a delightful employment to the Psalmist, who said: "Thy word have I hid in my heart," and again, "Let my heart be sound in thy statutes." "Thy statutes have been my songs in the house of my pilgrimage." "I will never forget thy precepts; for with them thou hast quickened me and caused me to hate every false way." "Thy word is a lamp unto my feet, and a light unto my path." "Order my steps in thy word; for the entrance of thy words giveth light."
The following beautiful tribute to the Bible, printed by Soper and Son, Detroit, was pasted on the inside of the front lid of every Bible presented to the students.
This Book contains the mind of God, the state of man, the way of salvation, the doom of sinners, and the happiness of believers. Its doctrines are holy, its precepts are binding, its histories are true, and its decisions are immutable.
Read it to be wise, believe it to be safe, and practise it to be holy. It contains light to direct you, food to support you, and comfort to cheer you. It is the traveler's map, the pilgrim's staff, the pilot's compass, the soldier's sword, and the Christian's charter. Here Paradise is restored, heaven opened, and the gates of hell disclosed, Christ is its grand subject, our good its design, and the glory of God its end. It should fill the memory, rule the heart, and guide the feet. Read it slowly, frequently, prayerfully. It is a mine of wealth, a paradise of glory, and a river of pleasure. It is given you in life, will be opened in judgment, and be remembered forever. It involves the highest responsibility, rewards the greatest labor, and condemns all who trifle with its sacred contents.
The Bible is an infallible revelation from God in regard to his own character, will and works. One result of a practical faith in it is the development of an heroic missionary spirit. The noblest heroisms that mark the history of the human race have had their inspiration in implicit faith in the Bible. "Men in whom life was fresh and strong, and women, the embodiment of gentleness and delicacy, have met the martyrs death of fire, singing until the red-tongued flames licked up their breath."
It is the fountain from which have come the principles of a pure morality and "all sweet charities." It has been the motive power that has effected the regeneration and reformation of millions of men. "It has comforted the humble, consoled the mourning, sustained the suffering and given trust and triumph to the dying."
Rational minds will ask for no higher proof, that the Bible, as a revelation from God is reliable, than the nature and results of the faith that is based upon it. The results include the noblest phenomena of human experience, the richest fruitage of our christian civilization. The Bible is the one great regenerative and redemptive agency in the world, and this soon becomes apparent, whenever it is read in the homes of the people.
A very interesting illustration of this fact has been narrated by John Inglis a Scottish Missionary to the New Hebrides. On going there about the middle of the last century, he selected for his abode an island occupied by cannibals. Among the things he took with him was a mason's hammer. When he began to dress and square the hard rocks of the neighborhood to build the chimney of his house, the novelty of the operation drew a crowd of the natives around him. They looked on in wonder, and were surprised to see the hammer break in pieces and bring into shape those hard stones, which no one had before attempted to break.
Missionaries, like philosophers sometimes find "sermons in stones," as well as "good in everything." On this occasion, he took the stones and the hammer as his text and gave them a short practical sermon as follows:
"You see these stones and this hammer. You might strike these stones with a block of wood till you were tired and you would not break off a single chip; but when I strike with a hammer you see how easily they are broken, or cut into needful shapes. Now God tells us that our hearts are like stones, and that his Word is like a hammer. Some white men came among you before the arrival of the missionaries, and you continued as much heathen as ever. But when the missionaries came and spoke to you, you gave up your heathenism, began to keep the Sabbath day, to worship God and to live like christians. What caused this difference? The words of the missionaries were not any louder or stronger than those of the other white men. The difference was merely this—the other white men spoke their own words; they spoke the words of men; and that was like striking these stones with a piece of wood. But the missionaries instead of speaking to you their own words read to you the Words of God; and that was like this hammer striking, breaking and bringing into shape your stony hearts."
This illustration took hold on their imagination; the sermon on the stones and the hammer was not soon forgotten. Many years afterwards, some of the older natives when leading in prayer in the church would offer the petition, "O Lord, thy word is like a hammer, take it and with it break our stony hearts and shape them according to the rule of Thy holy law."
There were 3,500 natives on this island. Through the influence of God's Word, for no other means were employed save the human voice to make it known, all of them were led to abandon heathenism and place themselves under Christian instruction.
These people had no money but they could gather and prepare arrowroot. They were encouraged to bring this to the missionaries, in order to secure a supply of Bibles for the island, with the result that in a few years they sent $2,500 to the British and Foreign Bible society, London, for copies of the New Testament and Psalms; and a few years later $3,500 to pay for the printing of the Old Testament in their own language.
There is no instance on record of a like number of heathen people, so poor, being persuaded to contribute so much money to obtain any other book; and why not? It is because the Bible alone is divine and this divine power has subdued human hearts. "Is not my word like as a fire? saith the Lord; and like a hammer that breaketh the rock in pieces?"—Jer. 23. 29.
The Bible is the Book of the Lord, a "sure word of prophecy, whereunto we do well to take heed, as unto a light that shineth in a dark place." It challenges us to "prove all things and hold fast that which is good."