Orleans County monitor. [volume] (Barton, Vt.) 1872-1953, 1881-12-26

Ol Ine SUBJECT III Ildllu 10 Glldt eAGelG, tlldt
the pupil will be conscious that even at |
the close you have d reserve force still to
draw from, that the subject is not ex-
hausted. The art of questioning was
then dwelt upon and the Socratic meth |
cd illustrated. The use of Illustration is |
necessary to fasten securely divine truth. |
Several others spoke upon this topic, |
among them d. NJ. Camp, who said that |
no definite rule could be laid down, that |
different classes required different meth |
DDS of teaching and that what was adapt |
ed to one class would be entirely out of
place with another. Bro. Carpenter en-
forced the necessity of personal work
the one soul to the one soul. Bro. Bates
would have the scholar studied by the
teacher, as well as the lesson. Must
study life as it is, as well as book theo-
ries. The next topic, relating to the
adoption of the revised version, was then
discussed by Rev. G. S. Butler and others.
Bro. Butler favored it's introduction into
our Sunday schools because it gave
truer rendering of the word of God than
the version now in use, and thought that
old associations, prejudices, ETC., should
give way before the truth. In it obsolete
words were replaced by modern ones, and
the meaning of some words had changed
in the last 200 years so that the old word
had lost it's force; this, the new RENE
died. Its adoption would set people to
thinking and get them out of the ruts.
Bro Sweat objected to the term ''truer''
as what we had already was truth. Bro.
H. F. Austin stigmatized the new version
as money making scheme, as no one
was allowed to publish it until the Oxford
edition had been printed and put upon the
market He spoke also of the differences
of opinion between the English and Amer
lean committees, and predicted that this
was only forerunner of another revis-
ion in which American scholarship would
give something better than they could do
while hampered by the restrictions impos-
ed by the English committee. Its intro
duction would he gradual. No vital doc
trine was injured by the revision, and in
spite of the things he had said, he was in
favor of it, and considered it an improve
was opened with Bible reading conduct
ed by 1. D. r. Collins, subject-"What IS
TRUTH" This was ably handled by the
gentleman in charge, and his Scripture
| "a fu1 no fol
lowing committees were then appointed j:
On nominations, Bros. Carpenter of
Charleston, Chamberlin of Albany, and
Chamberlin of Jay; on resolutions, Ran
ney of Newport, Blake of Irasburgh, and
Curtis of Lowell. Owing to the necessary
absence of Rev. G. B. Wheeler, Rev. G.
S. Butler preached the sermon of the ev-
ening, his text being Acts 1:4-10.
Thursday morning prayer meeting led
by M. S. Chamberlin, turning the thoughts
of the people directly to the promises OF
God. Following this, the topic ''In what
sense is Sunday school teacher CO.
worker with God?" was considered by G.
: H. Blake. The question Sin what sense
should give way to the statement ''tht
Sunday school teacher is a coworker.
He took up the life of child reared in {
; christian home, and one not so reared
and followed them along until years o
S maturity, showing the result Of christian
: training. The seeds of purity planted il
: early life bear fruit in still other lives
j years after. The teacher should be oh
y servant of the mental condition of his pu
l pills, and if so, can usually tell just TIL
= time to bring influences to bear whicl
/ will result in conversion. The response
}, teacher is to feel this responsibility. Ed
It ucation is important, has its proper place
e but after all, heart-power is the grea
# requisite. The satisfaction resultin
g incentive to such work, and the futur
e Joy, when it shall become known that tn
:. saving of a soul was accomplished by th
t. use of the teacher as the instrument
a should make us willing to be used. Bro
e Chamberlin of Jay advised the taking {
n the pupils as special burden upon til
W heart, one by one, until their conversio
lie was secured. At eleven o'clock Rev. I
)? B. Blake introduced the topic relating I
a. popular amusements. He regarded it
lie very practical question, and one we wei
Of obliged to consider whether we desire
re to or not. The two ways of teachiT
ii were by example and by advice. T
of thought with DR.. Lyman Beecher ''natu
g. has got to caper little" and he did NJ
a object to her doing so. Laughter WI
ne essential to health. Nature enjoys he
cy self; the birds sing, animals play, ct
at While recognizing the necessity of anus
rd ments, he would have the furnishing
It. them done by the Christian people rath
r. than by the world. He gave three goc
y, viz; the associations are bad, the exc
RS else is too Violent and it is done at u
rs reasonable hours. Some amusement
he not harmful in themselves, were to be
d; chewed because of their liability to eau
Id the weaker brethren to stumble. +
ry idea was to make home so happy by
of nocent and instructive games in viii
els parents and children alike should parti
pate, that the children should have no {
as sire to seek amusement elsewhere. P;
De- ents should not be so engrossed in t
lid cares of the world and in the pursuit
nd wealth as to neglect the happiness
10 their children Rro n IT Auctiu Sno
M of the necessity of furnishing prof.
in amusement. The prodigal did not W
ice ingly take the husks, but because he COZ
od get nothing else. If our children hi
in plenty of bread they will not seek for
H. husks. He would have positive i'd