Evening star. [volume] (Washington, D.C.) 1854-1972, 1907-05-25

keep the Charge committed to them. Tho
time came when, at last, probably at the
close OF the twelfth year. when in all east
eru countries the boys status is settled.
ana this child was taken by Its nursing
mother to the palace OF Pharaoh and de-
lNered TO It's foster mother and protector
put 1t was by no means uncommon. Prom
ising youths were frequently taken for
oriental kings as part of their household,
ana 30 TINS boy was adopted not by Pha-
raoh, but by his daughter. Probably that
adoption was formally made, according to
iesai requirements. with ceremony and
least, Least, And then q name was given. an
drawn from the water" in commemoration
Of the finding in the Nile.
PROTECTED Oversees II, Il. 13).-From
mat day OF adoption the education of
Moses was conducted In due form after
Egyptian custom. We do not know much
or the school system then in vogue except
that 1t was probably the best method In the
world tActs vii:22) Literature. phlloso-
ply. Jurisprudence, language and q brief
course In science, such as II was, were in
cluded In the curriculum. And so Moses
became learned man, suited to the royal
family and the government service. No
better opportunity could have been offered
to get ready for an exalted mission. All
this education did not. however, efrace the
enects OF his earlier training received under
MS mothers care. Always the mothers
influence Is most potential. Accordingly,
when Moses came to his fortieth year (Acts
vn:2O, he went out among his own people
gladly claiming his place as a child OF
Abraham. Finding one of them oppressed
by an Egyptian. he assumed the cause of
his countryman and slew the Egyptian.
The following day. finding two Hebrews In
controversy. he interfered as q peacemaker
In both cases he displayed mis- Hebrew SYM
pathies.
DISCOVERED oversees IA and ID. -
Moses had been in two schools, that of his
own Hebrew home with his mother as
teacher. and that Of the Egyptian govern
ment. with learned men for instructors. He
had by this training acquired a love for his
race and a sense of personal authority and
dignity. These qualities had appeared In
the killing Of the Egyptian for oppression
OF countryman and in the arbitration be-
tween brethren. He was not yet ready for
his iifework. He must become either a
Hebrew or an Egyptian. one or the other.
double relation would not do. And he~
must learn how to settle disputes and pro-
mote rights. Hence. he must enter another
school. But how. and where? He must be
expatriated. He must enter into solitudes
to commune with himself. with nature and
with God. The mode Of thrusting him out
was exceedingly interesting. There came
first protest from a Hebrew who knew Of
his murderous deed. and who repudiated his
authority. There came next the anger OF
Pharoah because he had taken into his own
hands the law. He was discovered and re-
Jected by both Hebrews and Egyptians.
Nothing remained but to fee from the land
ana 10 go 20 school In indian.
CONCLUSION. - How strangely the
events Of human life lead on. step by step.
to the accomplishment of LIES grand pur-
pose. We sometimes complain that things
are against us when they are working for
u.s. But for Pharoah's decree. Moses would
never have been laid in the ark in the Nile.
But for the tender-hearted woman who dis
covered him and who was moved by his
tears he might have come to death by vio-
lence or drowning. But for a watching sis
ter his mother might not have been sum-
moned to nurse him. But for the good heart
Of his dscoverer he might never have been
adopted as a son of the royal household.
But for his adoption he would never have
been educated In the best learning of his
time. But for his interference to adjust
wrongs he would not have excited jealousy
and anger. Bun for the attitude OF He
brews and Pharoah he might never have
been detached from. the court to enter upon
q glorious career. Surely our lives are In
the hands of an all-wise and loving God,
who guides us in His ways.