Chapter IX: Part II: Oak Hill Industrial Academy (3)

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.

SAWING WOOD, A PICNIC

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.

XXI

OBLIGATION AND PLEDGES.

OBLIGATION.--ENDEAVOR.--SELP-HELP STUDENTS.--TEMPERANCE.--THE INTOXICATING CUP.--PRESIDENT LINCOLN.--PRESIDENT HARRISON.

"Thy vows are upon me O God. I will pay my vows unto the Lord, in
the presence of all his people."--David.

I. THE STUDENT'S OBLIGATION

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.

II. CHRISTIAN ENDEAVOR PLEDGE

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.

III. PLEDGE OF SELF-HELP STUDENTS

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.

IV. TOTAL ABSTINENCE PLEDGE

"Abstain from all appearance of evil."--Paul.

"With malice toward none and charity for all, I the undersigned do
pledge my word and honor,

"GOD HELPING ME

"To abstain from all Intoxicating Liquors as a beverage and that I
will, by all honorable means, encourage others to abstain."

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 INTOXICATING CUP

Within this glass destruction rides,
And in its depths does ruin swim;
Around its foam perdition glides,
And death is dancing on its brim.

WHAT THEY THINK ABOUT IT

A curse.--Queen Victoria.

A scandal and a shame.--Gladstone.

It stupefies and besots.--Bismark.

The devil in solution.--Sir Wilfred Lawson.

The mother of want and the nurse of crime.--Lord Brougham.

Saloons are traps for workingmen.--Earl Cairnes.

ABRAHAM LINCOLN

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.

WILLIAM HENRY HARRISON

"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.

XXII

BIBLE STUDY AND MEMORY WORK

AIMS IN BIBLE STUDY.--SELF-CONTROL.--TRAINING THE MEMORY AND VOICE.--DIVINE TRUTH THE NEED OF ALL.--ONE BOOK IN THE HOME.--COMMITTED TO MEMORY.--THE BIBLE ONLY IN SUNDAY SCHOOL.--A LIFE-LONG GOLDEN TREASURE.--A FOUNTAIN OF BLESSING.--UPLIFTING POWER IN NEW HEBRIDES.

"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.

AIMS IN BIBLE STUDY

"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.

TRAINING THE MEMORY

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.

DIVINE TRUTH THE NEED OF ALL

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 BOOK IN THE HOME

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.

COMMITTED TO MEMORY

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 BIBLE ONLY IN THE SUNDAY SCHOOL

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.

A LIFE-LONG GOLDEN TREASURE

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."

A BEAUTIFUL TRIBUTE

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.

A FOUNTAIN OF BLESSINGS

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.

UPLIFTING POWER IN NEW HEBRIDES' ISLANDS

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."

XXIII

DECISION DAYS

CHRISTMAS.--WASHINGTON'S BIRTHDAY.

"How long halt ye between two opinions? If the Lord be God follow
him."--Elijah.

Every new student at the time of his enrollment was requested to state whether or not he was a member of church. If a negative response was received, he was kindly informed it would be regarded as a serious disappointment, if he did not become an active Christian worker, during the period he enjoyed the privileges of the Academy. As a means of enabling every one to manifest their decision to live a Christian life, Decision days were held frequently during the term. The first one always occurred at least one week before Christmas; and the others about the Day of Prayer for Colleges, Easter and Memorial Sabbaths. When advantage could not be taken of a voluntary visit on the part of a neighboring pastor the co-operation of one of them was always solicited.

On the first occasion Rev. William Butler was present, Feb. 11, 1906, and took for his theme in the morning, the Good Shepherd, and in the evening, the New Heart, his own heart was gladdened by seeing twenty-three young people come to the front in response to his appeal and pledge themselves to live a Christian life. A month later the pastor's heart was gladdened anew by receiving fourteen of them into the membership of the church and administering baptism to ten of them. Two years later, as the result of an evangelistic meeting held on the evening of the closing day of the Farmers' institute, January 1, 1908, Mr. Butler, who was one of the speakers at the institute, had the pleasure of seeing twenty-one other students manifest a decision to live a Christian life. Rev. Wiley Homer, T. K. Bridges and Samuel Gladman, assisted and with encouraging results on other decision days.

In 1910, Washington's birthday, Thursday, was observed by a patriotic and evangelistic meeting at which impressive addresses were delivered by Rev. W. J. Willis of Garvin and Rev. A. B. Johnson of McAlester. Among those present were thirteen that had not previously manifested a decision. In response to the appeal of Mr. Willis, every one of these thirteen voluntarily arose, came forward and gave their pledge to live a Christian life. The attainment of a voluntary pledge from every student in attendance at that time made this an eventful occasion. It was also deeply impressive. Every one joined in the joyful congratulatory procession.

As it was the last glad and happy decision day before the loss of the Girls' Hall, which occurred on the second Sabbath following, it has been commemorated by an engraving from a photo, thoughtfully taken before hand by Miss Mary Weimer, in which may be seen David Michael, Livingston Brasco, and William Shoals, who have just returned from the timber with vines and white flowers to decorate the chapel for this meeting.

XXIV

THE SELF-HELP DEPARTMENT

FOOLISH NOTIONS.--A PROMISING GIRL.--THOUGHTLESS BOYS.--THOUGHTFUL YOUNG PEOPLE.--VACATION WORKERS.--JAMESTOWN COLLEGE.--SUPPORT OF SELF-SUPPORTING STUDENTS.--HOW IT WORKS.--ENLARGEMENT AND PERMANENT IMPROVEMENT.--SELF-SUPPORT MEANS INDEPENDENCE.--PARK COLLEGE.

"If any would not work, neither should he eat."--Paul.

The unexpected disappointments experienced in establishing the self-help department are worthy of a brief mention. They serve to illustrate some foolish notions that prevailed among some of our first patrons, and prepare the way for a good suggestion.

The aim of this department is to enlarge the scope of the training work of the institution by the employment of students, as far as possible, to do the necessary work during vacations as well as the chores during the school-terms; and by this means, reducing the number of hired helpers, afford lucrative employment to the greatest number of students, as a means of self help.

In view of the needy and helpless condition of the people in their new homes, and the urgent prospective demand for more teachers, one would naturally suppose every family would be eager to take advantage of such an opportunity. The scheme however was a new one and it was regarded with suspicion and disfavor. The effort to have leading families, those that seemed to stand in the nearest relation to it by having previously enjoyed its privileges most freely, co-operate in the establishment of this plan, by permitting one of their children to remain at the academy during the vacation period or even do extra work a part of the day during the term, and thereby be able to continue and complete a course of study that would fit them for teaching, proved a complete disappointment. This disappointment was the occasion of two earnest appeals before two different meetings of the Presbytery, but neither of them received more than a respectful hearing, no favorable response.

Some, whose children had been previously carried from year to year gratuitously, no doubt, regarded it as the innovation of a stranger, who was adroitly depriving them of their former rights and privileges; while others seemed to view it as a discovery to their neighbors, that they were not able to pay for the education of their children. Some of the larger girls at the academy, when requested to arrange to do some extra work at the school declined, saying they had homes of their own and did not have to work for others away from home.

A PROMISING GIRL

That this was not the sentiment, however, of all the larger girls appears in the following incident. A very promising girl of sixteen came to the school of her own accord. She was animated with the desire to become a christian teacher. About the middle of the term, a younger brother called with the request from her mother, that she return home. No reason was assigned and she knew of no good one. She sent her mother word that she desired to remain, and resumed her studies. Two weeks later an older brother called with a pre-emptory demand that she return home with him. The reason assigned by her mother for this unexpected and arbitrary request was, "Daughter can get along without school as well as her mother." It seems scarcely necessary to state that this promising and aspiring young lady was not permitted to return.

THOUGHTLESS BOYS

The first to acquiesce in the arrangement to pay a part of their term expense by working at the academy during the vacation were some boys, who had not learned to work; and it seemed impossible for them to conceal the fact that they did not want to work. They were not old enough or did not know enough to appreciate the privileges accorded to them; and as many as three of them ran away, when most needed.

The work deserted by two of these boys was undertaken by a third one, not then a student. He was a willing worker and at the end of the summer found that his job at the academy was his best one during the season. He illustrated the difference between the worthy and the worthless. The worthy achieve success where the worthless make a miserable failure.

THOUGHTFUL YOUNG PEOPLE

It was left for some thoughtful young people living at a distance to come, take advantage of the opportunities thus afforded and make this self-help or industrial department a real, visible and practical success. While deriving a life-long benefit for themselves, they have conferred a lasting benefit to the institution by remaining long enough to reach the higher grades. Their efficient service in various lines of work has served to show that the varied and thorough training given during recent vacations has been very valuable to them.

The vacation period has afforded the best opportunity for instruction and practice on the organ, for reading the many good books in the library and for special training in farming, carpentry and in the various kinds of work, like canning fruit or the manufacture of sorghum, that require attention only during the summer months. It has hitherto seemed to be the golden period of the year when the personal responsibility and general efficiency of the student has been most rapidly developed, a fact no doubt due to the freer daily association with the superintendent and teachers. The full course of training provided at the institution can be fully enjoyed only by those who remain during the summer months.

VACATION WORKERS

The vacation workers have always been regarded as members of the Oak Hill family and every personal want has been promptly supplied. The habit of reading or learning something every day, kept them prepared for doing their best work on the first as well as their last day of the term; while others would take a week or month, perhaps before they could settle down to good work in the school room. They were allowed a reasonable credit for every day they worked during the vacation and were not requested to do any extra work during the term, except in cases of emergency. The self-help students, who rendered extra service during the term, dropped one study, and they also received a reasonable allowance for all the extra work they performed.

JAMESTOWN COLLEGE

Effective christian work by students at home during the summer vacation was admirably illustrated by the young people attending the Presbyterian college at Jamestown, North Dakota, during the summer of 1913.

Every student at the close of the term had formed the decision to lead a christian life. Under the inspiration of a resident lawyer, John Knouff, a number of them became members of the mission band that had for its object the in gathering of new scholars into their own Sabbath schools, and the college they were attending.

The result was a very pleasant surprise and a source of great profit to all of them. They reported the organization of a score of new Sunday schools in neglected communities, and an enrollment of 1231 new scholars through their instrumentality. An incidental result was a greatly increased enrollment of new students at the college they had so worthily represented.

SUPPORT OF SELF-SUPPORTING STUDENTS

Where does the money come from that is necessary to meet the monthly allowances placed to the credit of the self-help students? This is a very practical question and a few thoughts on it may be helpful.

When a farmer employs a man to help him on his farm he expects to pay him from the annual cash income, when the products of the farm are sold. This would naturally be true of the boys who do the farm work at Oak Hill if there was a surplus to sell; but hitherto it has not been sufficient to meet the demands of the boarding department and stock.

It would however not be true of the work of the boys who build fence, clear new land or erect and improve buildings. The product of the labor of these students is a permanent improvement, that increases the value of the land to the owner, and it cannot be sold annually for cash, like the products of the farm.

But the superintendent has to pay cash for the groceries consumed by these students the same as for the others; and when their monthly allowance for labor is transferred to the enrollment or other account book, it represents an item for which some one must furnish him the cash. Where will he get his money? Who will furnish it to him? Manifestly he must look to the owner of the property for it, and the owner in this instance is the Board of Missions for Freedmen. By using tools and implements the student has been trained in their use and the results of his work have become a permanent possession of the Board.

In as much as most permanent improvements do not ordinarily bring any direct annual income to the Board, but serve rather to increase the facilities of the school and provide additional opportunities for self-help, the question arises, "Where does the Board get the money for the support of the self-supporting students?"

The answer to this inquiry is, the Board has to solicit and receive it from the friends of christian education.

This is a very important statement and it is often not very clearly understood. When the actual cost of carrying a student through a seven months term is found to be about $50.00 then that is the lowest amount that will enable the superintendent to carry a vacation worker, as a self-supporting student, through the period of an entire year.

HOW IT WORKS

There are some features of this problem that are quite interesting. The student that does the most for the permanent improvement of the institution that has educated him, commonly called his "Alma Mater," or fostering mother, finds at the time of completing his course, that by that means he has done most for himself, by advancing more rapidly than others in the course of training and study. He has also done something in the way of increasing the facilities for the education and uplift of his race.

Whilst his employment was creating a demand for a benevolent gift from some friend of christian education he was unconscious of that fact, and is happy in the consciousness, that he is earning his way through school like a man;--one, who wants to make most of himself. He goes forth to enter upon the duties of active life as a true or "good soldier" prepared to "endure hardness," if necessary, and ready to lend a helping hand to other worthy young people.

ENLARGEMENT AND PERMANENT IMPROVEMENT

The zealous interest of the superintendent in this self-help industrial department appears in the broad foundation he had hoped to lay for it in the purchase of so many acres for the Oak Hill farm.

There were other good motives that prompted the purchase of land, when the opportunity was afforded to do so at it which price in 1908 such as provision for future supplies of wood as a cheap fuel, about twenty-five cords a year being needed, and ample pastures for the herds of cattle and hogs, that are easily and profitably raised and greatly needed, but the most urgent motive was the earnest desire to provide an agricultural base large enough to enable the self-help department of the academy to become in time self-supporting.

"Enlargement" and "permanent improvement" became the watchwords while laying the foundation for this department.

The manifest need of it had been deeply and indelibly impressed. The conviction also prevailed that, when properly organized and developed, so as to meet their most urgent needs, the self-help department in an educational institution works like a live magnet in attracting the patronage of many worthy young people.

Permanent improvement year after year by self-supporting students, seeking training is an arrangement that has in it the germ of expansion, that means enlargement and growth with passing years. This was the ideal towards which we were moving with might and main. We wanted to plant the live magnet, that would make Oak Hill an attractive and pre-eminently useful educational center for all the Choctaw Freedmen.

There are no annual taxes on lands used for public or mission school purposes, and all the annual income tends to lessen to the Board, the local expenses of the teachers and students. The net income from the farm is the surplus that remains after deducting the cost of management from the gross receipts.

Whenever this net income is more than sufficient to cover the local support of the teachers, it goes toward the support of the self-supporting students; whenever it is sufficient to cover all of their monthly allowances, this self-help department is self-supporting; and special remittances from the Board will not then be needed for the worthy, industrious and ambitious young people, in that department. The attainment of this object is worthy of noble and constant endeavor.

It is also worthy of note, that good agricultural lands, purchased at the government price in a new section of the country that is destined to be filled with new settlers, is always a good investment. The land rapidly increases in value where the incoming of new settlers causes a rapid increase in the population.

This annual increase in the value of new land is known as its "unearned increment." This unearned increment is now accruing to the Board on every acre that has been purchased. Those that were purchased first have already doubled in value.

Every acre of land added to the Oak Hill farm at its virgin price means now, by reason of its annual income and gradual increase in value, a live unit added to the permanent endowment of the institution and enlarges the scope of the self-help department.

SELF-SUPPORT MEANS INDEPENDENCE

The negro needs to be taught to be "self-dependent, self-reliant and self-respecting."

Wherever public schools have been established and supplied with good teachers and text-books, they have rendered efficient service in improving the condition of the people. The lack of text-books has caused many of the rural schools to prove very inefficient, one textbook often having to serve as many as three pupils, Then there are yet large sections of some of the southern states in which there are no public schools for the colored people.

In proportion as the colored people attain a general christian education and become progressive, industrial workers, do they rise to their natural inheritance; an inheritance that brings to them what America now holds of freedom, justice, opportunity and benevolence to the oppressed of other lands, that are coming a million a year, to locate in this land of civil and religious freedom.

Among their essential needs to self-support are a fair industrial opportunity, distribution, education and equal protection of the laws.

Whenever too many unskilled workers, including women and children, crowd into towns and cities, the number that have to live in poverty-stricken hovels is greatly increased. Their general health and good morals are also endangered.

Every youth will do well to adopt the thrilling watchwords of the early American patriots, "Virtue, Liberty, and Independence."

PARK COLLEGE

Rev. John A. McAfee, the eminent founder of Park College, Parkville, near Kansas City, Missouri, realizing the need of hardy and energetic ministers during the pioneer days of Missouri and Kansas, manifested a commendable wisdom and foresight in the planting of that institution, by making special provision for the self-help of those, who were candidates for the ministry and those wishing to be missionary teachers. The self-help department then established has greatly promoted its growth, and increased its usefulness. The visitor now sees a beautiful campus of 20 acres occupied by massive stone buildings erected largely by student labor. They include a fine administration building, chapel, library, observatory, boarding and professors houses, and a half dozen large dormitories. He will also find an attendance of 420 students, and a farm of 500 acres cultivated by them.

Its worthy representatives in the ministry may now be found in nearly every state of the Union and many, as foreign missionaries and teachers, are doing a noble work in other lands. A large proportion of its most worthy representatives owe their present position and usefulness to the opportunity for self-help, provided in the agricultural and mechanical departments, while pursuing their studies at this classical institution.

It was founded in 1875 and was named after Col. George S. Park, the friend and helper of Rev. John A. McAfee. He donated the original college building and one hundred acres of land. At present the college owns 1000 acres, 500 of which are in the college farm. Both of its worthy founders died about the year 1890, but the good work of the institution they planted is going forward with annually increasing usefulness. Though established more recently than many others, it is now very highly prized as one of the most important of our Presbyterian colleges, in maintaining the supply of well trained ministers and christian teachers.

A SUGGESTION TO PARENTS

Having stated the aims and advantages of the self-help department the following suggestion to parents seems appropriate.

If you have a bright son or daughter that can be spared for a time at home, take your child, as Hannah did Samuel, while he is young enough to learn rapidly, to the superintendent of the academy, and, if the way be clear, enter into an agreement as Hannah did, that he shall remain there, if needed, until he has completed the course of study provided at the institution, earning his expenses, as far as possible, by his own industry.

Regard your contract as a matter of honor and refrain from calling him away when his services have begun to be of some value to the institution, merely because you need some one to do a few day's work. Encourage him to be true and faithful, that he may win and hold the esteem and confidence of his instructors.

If a number of parents will pursue this policy, the academy will accomplish its mission and prove a boon and blessing to you as a people, one generation serving another.

XXV

INDUSTRIAL EDUCATION

A TRAINING PERIOD.--INDEPENDENT HOMES.--DOMESTIC TRAINING.--HIGHLAND PARK COLLEGE.--BOOKER T. WASHINGTON.--SAM DALY.

"Six days shalt thou labor and do all thy work." "What thy hand
findeth to do, do it with thy might."

Public education is at present passing through a transition stage. The emphasis in the school courses of previous generations was upon the culture of the mind and the appeal was made for a high classical training, but now that the work on the farms as well as in the shops is largely done by costly machinery, the emphasis of school work is being rapidly transferred to the hand, and the appeal is for manual or vocational training and domestic science.

Its aim is to reach and train for a successful self-supporting career, the great majority of young people who cannot pursue their studies beyond the fifth to the eighth grades.

Our country has made wonderful progress in the arts and sciences including new inventions, during the last half century. The scope of the "Natural Philosophy" and "Familiar Science" of a few years ago has been very greatly enlarged.

The country has been spanned and crossed in every direction by great systems of standard and interurban rail-ways. Automobiles are in popular use on the highways and powerful tractors do the threshing, corn-shelling and plowing on the farm. Oil engines and electric motors are in use on the farms and in the homes of the people. The last of the good agricultural lands have been opened for settlement and are now occupied. Agriculture, animal husbandry, horticulture, dairying and even housekeeping have been reduced to a science, by the statement of essential principles, the same as in architecture and civil-engineering. Success in them depends on a practical knowledge of the art, as well as a theoretical knowledge of the science.

A few years ago the pressing demand was for teachers and normal instructors for their preparation. The demand for teachers in constantly increasing numbers continues, but it is now rivaled by the present demand for young people, who understand the principles of mechanical construction, whose hands have been trained to use costly and delicate machinery aright and properly care for it. Success and self-support on the farm as well as elsewhere now require the trained hand as well as the intelligent mind.

INDEPENDENT HOMES

Self-support is essential to the possession of a permanent and happy home.

No home can be permanent while there is no assured means of support. While the father depends on uncertain day labor and the mother knows little or nothing of economy in the household and even less about the care, training and discipline of children, there can be but little progress made in the home or church life.

Dependent homes mean dependent churches, while prosperous homes mean self-supporting churches. In this fact is found a great motive for the church in her educational missionary work to make suitable provision for teaching the young the useful or necessary arts of life, and some knowledge of the sciences, while offering to them the bread and the water of life, through the establishment of christian educational institutions.

DOMESTIC TRAINING

A recent debate in the House of Congress at Washington developed a unanimous sentiment, that a good cook is more cultured than a pianist, and that girls should not be allowed piano lessons until they learn how to cook good biscuits. We have read of girls "whose heads were stuffed with useless knowledge, but not one in twenty knew the things that would be serviceable to her through life. They could not sew or cook."

At Oak Hill it is different. Every girl at ten begins to take her monthly turn in learning to cook, mend and sew. She is taught the art and the rules of these useful employments the same as those of reading, writing and arithmetic in the school room.

The business of housekeeping is thus early introduced to the mind of the child, to awaken its thoughtfulness and develop efficiency in the future work of managing a home. This connects the teaching of the school with the life of the home. It makes the instruction a real and practical help instead of being merely theoretical. It affords pleasant and profitable employment to the pupils during spare moments that would otherwise be lost in idle loafing or play.

The business of housekeeping is attracting the attention of schools of learning and of legislatures more and more every year. Some states, like Indiana, are making large investments to promote training in domestic science in the schools of the state. The great results achieved in recent years by health regulations, in checking and suppressing contagious diseases, have greatly increased the scope of this instruction. It now includes in the higher schools, the new applications of the principles of nutrition, the chemistry of cleaning and the laws of hygiene, or health.

HIGHLAND PARK COLLEGE

At Highland Park College, Des Moines, Iowa, having an enrollment of 2,500 young people in the capital city of one of our most highly favored states in the valley of the Mississippi, ninety-five per cent of them never go beyond the seventh and eighth grades and only two per cent go to higher institutions of learning. This eminently successful institution attracts young people from all parts of our land and this last year from twelve foreign countries. 500 young men, one fifth of its enrollment are in shops. This institution is the embodiment of the genius and a splendid monument to the memory of its founder, Dr. O. F. Longwell, who for twenty-four years served as its president, having previously secured a remarkable development of the Western Normal college at Shenandoah.

BOOKER T. WASHINGTON

The industrial scheme of Booker T. Washington at Tuskeegee is an intelligent negro's idea of what the illiterate negro needs to help himself. It is undoubtedly the best scheme to enable him to attain self support.