The Journal of FEBRUARY-MARCH(cid:9) 1968 THE JOURNAL OF ADVENTIST E DUCATIONAL EDUCATION PRESS /ASSOCIATION OF MERICA A Professional Publication of the Seventh-day Adventist Church PUBLISHER Review and Herald Publishing Assn. CONTENTS Washington, D.C. February-March, 1968(cid:9) Vol. 30, No. 3 EDITORIAL 4 As We See It— Showing This Rising Generation EDITOR 14 Editorial Cross Winds 32 Editorial Postscripts Thomas Sinclair Geraty ELEMENTARY EDUCATION Dorothy Mathews 13 Rewards of Teaching Church School SECONDARY EDUCATION ASSOCIATE EDITORS Harley Boehm 15 Student Follow-up Service Walton J. Brown Archa 0. Dart HIGHER EDUCATION Charles B. Hirsch Walter A. Howe George P. Stone 19 Another Union College First I. V. Stonebrook GENERAL CONSULTING AND Bernard Mohan Loll (cid:9) 5 Educational Superintendent: CONTRIBUTING EDITORS The Man (Part 1) R. E. Cleveland R. E. Hartbauer (cid:9) 8 Challenge of Special G. T. Simpson Education Marion Simmons Leonard Nelson 10 Ethics in the Teaching E. E. White Profession Irene B. Engelbert 12 Panegyric to the Christian Teacher M. E. Kemmerer 16 Building Better Budgets EDITORIAL ASSISTANT for Schools E. H. J. Steed 24 Temperance in SDA Schools Linda K. Anderson Carl Anderson 27 Pursuit of Desanctification CONTINUING SERVICES 3 Bench Marks Issued bimonthly, October through June, 7 Music Accents by the Department of Education, General Conference of Seventh-day Adventists, Ta- 20 Among the Pillars and koma Park, Washington, D.C. 20012. Subscription price, $2.75 a year. Rates Foundations slightly higher in Canada. Printed by the 23 Faculty Forum Review and Herald Publishing Association, Takoma Park, Washington, D.C. 20012, 25 Planks for the Board to whom all communications concerning change of address should be sent, giving 26 Between the Book Ends both old and new addresses. When writing 28 Our Schools Report about your subscription or change of ad- dress, please enclose the address label from 30 Coming Events the wrapper in which you received the journal. Address all editorial and advertis- ing communications to the Editor. Second- Photo credits: J. Byron Logan, cover; March of Dimes, page 9; A. Devaney, page class postage paid at Washington, D.C. 12; J. Byron Logan, pages 16, 17. 2(cid:9) THE JOURNAL OF ADVENTIST EDUCATION At the cross of Calvary, love and selfishness stood face to face. Here was their crowning manifestation. Christ had lived only to comfort and bless, and in putting Him to death, Satan manifested the malignity of his hatred against God. He made it evident that the real purpose of his rebellion was to dethrone God, and to destroy Him through whom the love of God was shown. By the life and the death of Christ, the thoughts of men also are brought to view. From the manger to the cross, the life of Jesus was a call to self-sur- render, and to fellowship in suffering. It unveiled the purposes of men. Jesus came with the truth of heaven, and all who were listening to the voice of the Holy Spirit were drawn to Him. The worshipers of self belonged to Satan's king- dom. In their attitude toward Christ, all would show on which side they stood. And thus everyone passes judgment on himself. In the day of final judgment, every lost soul will understand the nature of his own rejection of truth. The cross will be presented, and its real bearing will be seen by every mind that has been blinded by transgression. Before the vision of Calvary with its mysterious Victim, sinners will stand condemned. Every lying excuse will be swept away. Human apostasy will appear in its heinous character. Men will see what their choice has been. Every question of truth and error in the long-standing controversy will then have been made plain. In the judgment of the universe, God will stand clear of blame for the existence or continuance of evil. It will be demonstrated that the divine decrees are not accessory to sin. There was no defect in God's government, no cause for disaffection. When the thoughts of all hearts shall be revealed, both the loyal and the rebellious will unite in de- claring, "Just and true are Thy ways, Thou King of saints. Who shall not fear Thee, 0 Lord, and glorify Thy name? ... for Thy judgments are made manifest." Rev. 15:3, 4. —The Desire of Ages, pp. 57, 58. VOL. 30, NO. 3, FEBRUARY-MARCH, 1968(cid:9) 3 As We See It SHOWING THIS RISING GENERATION People were watching the clock at the Bureau of him to be. But the harder the grown-up world pushes the Census. On November 20, 1967, the face regis- a child or teen-ager into its own precast form, the tered the 200 millionth American. But more signifi- more he may pound on the wall and cry: "Let me cant even than this total is the fact that in 1966 the out. Give me freedom. Who am I supposed to be?" median age was 27.8 years. In the changing society of this decade, identity of Clearly this young burgeoning group will exert a the individual seems no longer to be conferred; it great and growing influence not only in the choice must be discovered, or possibly created. The youth of leaders and public servants but also in the deci- subculture, which once endeavored to submerge its sions that will determine future course and policy. identity in an eagerness to become adult, now asserts The mantle of maturity, therefore, must be placed itself in deliberate protest against adult culture, upon young shoulders. which appears only as material, crass, and phony. This is true of many countries on earth. Each state Heard incessantly across the halls of ivy and and institution must plan on the future. Blue- canyon marts are the plaintive echoes of the existen- printing and projections are imperative. tial cry, Who am I? And few—if any—attempt to phrase an answer. Orientation, coaching, grooming, and briefing are Whenever a person allows himself to be squeezed essential in the education, inservice development, into somebody else's mold, he pays a high price. He and on-the-job training of youth for life. Ideological may gain some limited security, but he is weakened and pragmatic learning must take place. But these procedures will accomplish most by education and in the end. He is shielded from the struggle that produces strength, from hurt that produces love, and example rather than by indoctrination and legisla- from exertion that produces growth. tion. Those Christian adults who follow in the foot- Society tries to be omnipotent. It tries to forge a steps of the Master Teacher will take time for mold for its young, and coaxes or coerces them into association, companionship, fellowship, and dialog it. Society may say: "Here, think these thoughts; eat with the young. How will the Seventh-day Ad- these foods; drink these liquids; wear these clothes; ventist teacher respond when the student or youth sing these songs; go to these places; and do these pleads, "Don't tell me—show me"? Consistent was things." his teaching when Paul invited his learners: "Be ye Parents lovingly seek to "train up a child in the followers of me, even as I also am of Christ." 2 The way he should go,"1 but along with their love they medium is the message.(cid:9) T. S. G. may serve their own likes and dislikes. They plan— carefully or loosely—certain steps for each child to Prov. 22:6. take, so he will turn out the kind of adult they want 21 Cor. 11:1. (cid:9) 4 THE JOURNAL OF ADVENTIST EDUCATION EDUCATIONAL SUPERINTENDENT: THE MAN By Bernard Mohan Lall (Part 1) EACH person who enters the position of school raised as to whether intellectual ability is a sufficient meas- ure of professional fitness.' superintendent brings with him certain capaci- ties. Capacity may be considered as having four With the tremendous amount of knowledge pour- aspects: physical, intellectual, emotional, and spirit- ing into the field of education, with the new innova- ual.' He also brings his accustomed behavior pat- tions, with the introduction of automation and tech- terns, his skills, and reflexes. Just as surely as the nology, it is highly desirable that the superintendent job will influence him, he, too, with these capacities should have the best intellectual preparation avail- modifies the job he enters. Both, in turn, will be able for the job. affected by the society in which he finds himself.' The man needs the verbal intelligence to weigh To have an understanding of the superintendency, the available evidence so as to establish the more it is necessary to investigate the capacities of the subtle and unique relationships that exist in a man- man in the job. Several sources, for example, social ner meaningful and appropriate to the given situa- and physical anthropology, anatomy, physiology, and tion. He must examine the information in the light psychology, could be investigated to find out more of fundamental values. In relating his perception, concerning the "essential nature of Man." he should be able to present his thoughts consistent with his deeper self-concept. Davis says: "This sug- Intellectual Capacity gests that the careful appraisal of concrete and ab- The American Association of School Administra- stract intelligence early in the process of admission tors reports that the school administrator of today has to graduate study is highly important." far more academic preparation for his job than did One of the most significant aspects of the intel- school administrators during the thirties or forties. lectual capacity needed is in dealing with people, He receives a superior quality of undergraduate especially the understanding of interactions with training and is characterized by a depth of scholar- other people. Without such understanding the super- ship. In research conducted by the AASA it was intendent's interpersonal relations with others may found that more than nine out of every ten super- seem superficial. Here he has to play various roles intendents have completed at least five years of in order to accomplish the job. Davis points out that university program, and nearly five out of ten have the concept of operational intelligence has recently completed six or more years of university training, emerged which includes planning for action, test- and two out of ten completed at least seven years of ing, and evaluating the operational efficiency of a higher education.' plan—all of which deals with the man's relation Although only five years have gone by since the with his fellow man in different roles. above research was conducted by the AASA, it can In the process of predicting and deciding, the be assumed that a number of superintendents today man has to utilize virtually every ounce of his in- hold either a Doctor of Education degree or a Doctor telligence to be successful. He must have a sharp of Philosophy in Education degree. memory to be able to recollect the thoughts and In connection with intellectual capacity, Davis knowledge he gained in the days gone by. He must states: be able to recognize, define, and select means that are operable. Intellectual ability has long been used as the major cri- terion for admission to professional graduate preparation Concerning implementation of balancing means in educational administration. Probably more is known and ends against value systems, and against chang- about this ability in relation to the job of the executive ing environmental conditions, Davis states that it than about the others. Only recently has the question been calls for an unusual quality and type of intellectual ability. Says he: Assistant Professor of Education It is particularly important in facilitating the organiza- University of Saskatchewan (Regina Campus) tion of the information, inferences, predictions, decisions VOL. 30, NO. 3, FEBRUARY-MARCH, 1968(cid:9) 5 and people so that effective action can take place. In so do- speed and thus reduce the capacity of an individual to ex- ing, the Man needs intelligence to utilize his physical, amine evidence visually." mental and emotional resources in an effective manner. He If the man is not functioning with optimal physi- must also be capable of continually abstracting from the changing situation certain cues or evidence that will modify cal strength, it can be assumed that he will not be the next step in the process. Administrators are thought of able to respond adequately either mentally or emo- as "men of action." If the foregoing outline accurately indi- tionally to his environment. Davis states that "studies cates all that must precede action, there is little room for wonder that the executive role is nervously and mentally of physical reactions do seem to reveal that people exhausting. Particularly in these days when new, perplexing who are physically tired are unable to examine a problems are so numerous.' situation reliably and are unable to draw the neces- The educational process for the superintendent sary conclusions from the available evidence.' never ends. He is continuously learning, and he has This would suggest that in personnel policies the to depend on his experience to face judiciously the question of physical condition should be included, problems which, as Davis states, are "so numerous." and furthermore an annual physical examination for Speaking about experience, Berkson points out: each executive in the field of education is undoubt- Some experiences are trivial and meaningless and others edly in order, even if the school district has to pay may be miseducative. For an experience to lead to educa- for such physical examination. tional growth two further elements must be present: an increment of understanding—that is, an increased percep- The superintendent's physical capacity will affect tion of the interrelationships among the various activities his dealing with people. He should be able to ob- in which we are engaged and, simultaneously, an increment serve, hear, feel, and move in order to accomplish of added power in the control of our future actions. The raw experience itself does not have positive educational the tasks he is entrusted with. If he fails to associate value: the educational value resides, we may say, in "ex- with people in a face-to-face manner and work with perience-reflected-upon-in-relation-to-future-experience." them, he will possibly lose the intellectual and emo- Berkson quotes Dewey and states: "Growth sig- tional communication which is so very important in nifies 'a constant reorganization or reconstructing effective administrative and educational leadership. of experience.' " In dealing with such high-level activities as pre- Berkson further clarifies: dicting and decision making, which are both intel- The educational process develops, and is developed lectual and emotional processes, the physical con- through, the factor of "intelligence," the second term which, dition of the administrator plays a great part. along with "experience," is requisite for grasping the Dewey concept of growth. Reflection or thinking, as noted, Therefore he must pay careful attention to the main- takes place within a matrix of experience. It consists of trac- tenance of adequate health, personal strength, and ing the meaningful connections among our activities, in vitality at all times. realizing the consequences of what we have done, in noting the bearing of present and past occurrences on possible Davis states that the physical capacity is impor- future experience." tant in implementation because at the moment and Thus the school administrator grows intellectually, point of action, the administrator must be able to and this motivates his future actions, decisions, and command, physiologically and psychologically. For plans. Berkson points out that "growth," as Dewey example, in implementing any action, the adminis- uses the term, thus involves three interrelated con- trator is required to express himself verbally. The cepts. They are: experience as the source, recon- quality of his voice as well as his linguistic ability, struction of experience as the continuing aim, and at such a time, is important. He also uses his hands intelligence as the method of this continuous recon- for gestures, and unless he is completely in good struction." health such gestures and other physical bearing may Physical Capacity not carry the desired meaning. His physical manner does support or distort his communication of ideas." In several fields where the executive and the ex- White, in connection with physical capacity, states: ecutive process have been carefully studied, it has Since the mind and the soul find expression through the been gathered that man's physical capacity has an body, both mental and spiritual vigor are in great degree important relation to his performance as an execu- dependent upon physical strength and activity; whatever pro- tive. It has been suggested that some thought be motes physical health, promotes the development of a strong mind and a well-balanced character." given as to why incidence of peptic ulcers, hyper- Furthermore, she feels that without good health tension, heart failures, and other physical disorders no one can as distinctly understand or as completely are prevalent among the executives in the field of fulfill his obligations to himself, to his fellow beings, educational administration. or to his Creator. "Therefore," suggests White, Davis points out: "health should be as faithfully guarded as the char- To be able to sense problems and gather information man must have adequate physical sensitivity. It is assumed, acter." " for example, that an administrator who cannot see well, or It could be concluded that the physical capacity hear well, will surely be limited in his capacity to gather of the superintendent should be at its best at all information. Among the less obvious factors is speed of the eye reflex in reading. A handicap here can hinder reading times in order for him to accomplish his various obli- (cid:9) 6 THE JOURNAL OF ADVENTIST EDUCATION gations in problem solving, decision making, relating position of school superintendent should be physi- to people, and executing the tasks entrusted to him. cally, intellectually, and emotionally sound to be able to do his job effectively. Emotional Capacity 1 Daniel E. Griffiths, Human Relations in School Administration Possibly no other person symbolizes emotional (New York: Appleton-Century-Crofts, Inc., 1956). p. 5. 2 Daniel R. Davis, A Developing Concept of the Superintendency adequacy for the job as much as does a skilled sur- of Education, Bureau of Publications (Columbia University, New York: 1953), p. 18. geon, with complete poise as he performs an opera- 3 Ibid. On Selecting a Superintendent of Schools, American Association tion. He is well equipped with all sorts of data from of School Administrators (Washington, D.C., 1962), p. 4. ahnisa loywsins, oabnsde rovthateiro nte,c ahsn wiceialln sa.s Afrsosmist Xed- rbayy ,n bulroseosd, 8075 DIIDbbaaiidvvdii.. ss ,, oopp.. cciitt..,, pp.. 2212.. anesthetists, interns, and the number of aids of up- I. B. Berkson, The Ideal and the Community (Harper and Brothers Publishers, New York, 1958), p. 25. to-date technology, and fortified by previous prepara- Ibid. 11 Ibid. tion and experience, he proceeds with complete "13D I abvidi.s , op. cit., p. 18. confidence. Davis points out that today's school 14 Ibid., p. 19. '5 Ibid. administrator deals with no less fateful decisions, al- 15 Ellen G. White, Education ( Pacific Press Publishing Association, athpopuagrehn tth."e Tcohnes seuqpueernicnetse nmdaeyn tn noet ebdes i ma mhiegdhi adteeg arnede Mo1178u IDnbtaiavdii.ns , Voipe.w c:i t1.,9 p0.3 2),4 .p . 195. '8 Ibid., p. 25. of emotional stability and security so that he may 25 Ibid., p. 26. perform his job with confidence. The emotional capacity of the man is extremely important in sensing problems and gathering ap- propriate information. He must be secure within his own personal-social environment in order to be able to ask questions for fuller information. He must be (cid:9) music accents Ilr prepared to accept the consequences of his inquiry W(cid:9) I I(cid:9) Man's feelings can and may influence the inter- pretations of reality. The whole process is affected A by the emotional maturity of the man under consid- eration. Davis, in connection with emotional capac- OBJECTIVES ity, states: Man needs information and information leads inevitably to new perceptions. All new perceptions imply some change, "The chief subjects of study in these schools were the however insignificant. Therefore, the Man must be con- law of God, with the instructions given to Moses, sacred tinually changing. But if he is emotionally immature, he history, sacred music, and poetry. . . . Music was made may not make or accept inferences inherent in the informa- to serve a holy purpose, to lift the thoughts to that tion if he feels that they require him to change or develop." which is pure, noble, and elevating, and to awaken in In dealing with people, the emotional capacity the soul devotion and gratitude to God."—Patriarchs and Prophets, pp. 593, 594. of the man is of utmost importance. An emotionally Since Christian education involves the complete de- mature person is usually in a better position to com- velopment of the student's abilities and faculties, in- municate and interact with others, as he will have a cluding the physical, emotional, mental, and spiritual more realistic concept of himself in dealing with powers; and since music study is recognized today as a others. Thus, he will find himself in a willing mood means of developing these, we believe music instruction and joining others; he will constructively work in in our schools should be so molded as to contribute to Christian character building and to the salvation of various roles, and not playing the role of boss.' souls. It is very difficult for any superintendent to make To attain this objective emphasis should be given to predictions and involve himself in the decision-mak- the following phases of music study: ing process without having his feelings involved. 1. Music as an expression of beauty in sound. Some of these feelings have individual peculiarities, 2. Music technique as a means for the expression of and have to deal with his survival and development beauty rather than an element of display. as an individual. On the other hand, some feelings 3. Some type of musical experience for all students. affect his social relationships in the society of which 4. The use of music for unselfish service in the church, he is a part. As a result, in predicting and decision school, and community. making, an administrator should keep in mind the 5. Broad, general musicianship first, then the special- influence these may have due to his own personal ized technique. peculiarity and the influence of the society in which 6. Music to beautify and increase the effectiveness of he lives. religious services and evangelism. It could be concluded, then, that the man in the 7. Music in the worth-while use of leisure time. VOL. 30, NO. 3, FEBRUARY-MARCH, 1968 7 The CHALLENGE of SPECIAL EDUCATION By R. E. Hartbauer SOCIETIES are considered primitive or cultured look to some few churches that go beyond this by after being evaluated against many criteria. One incorporating the training of the exceptional child of the most striking of these criteria is the way that into their educational system—their educational min- society cares for its exceptional member—most nota- istry. Within the educational system of those few bly, the handicapped. churches are programs for the physically handi- Societies are not alone in being evaluated by how capped, the socially, mentally, and emotionally dis- they care for their handicapped. School systems and turbed, and the gifted. We cannot but believe that churches are given the same challenge. As each God will hold us accountable if we neglect this part school system is established, be it public or private, of the trinity of service of teaching, preaching, and the first responsibility is to the largest number of healing. persons that can be served with the available means. Let us ask ourselves the question, What must we The mass of the population is to be cared for, trained, do to accept the challenge of special education for and prepared for a constructive place in society. these exceptional members of our church society? When this has been done adequately, the educational It may be that in this day of greater general-public system is forced by compassion, or whatever other acceptance of the handicapped that step one will be term you may choose in referring to this sense of easier than it would have been as recently as five responsibility, to educate and/or train the handi- years ago. This step one is educating the rank-and- capped to be contributing members of the commu- file members of the church membership to under- nity rather than be burdens. Today we consider as standing and accepting the deprived or gifted child. most civilized and cultured those countries that have It is a sad truth that many church members equate a dynamic and aggressive programs for the gifted and handicap with the vengeance of God for the break- the deprived. We feel that those countries have pro- ing of His law, and thus they draw back from even gressed far from the primitive methods of euthanasia, the discussion of these cases. All church members sacrificing the deprived to the gods, or holding the must be made aware of the classification of the handi- deprived and his parents up to public ridicule. capped (as well as of the gifted) and informed of The challenge is just as great to a religious com- the many possible causes of their handicaps. This munity—a church organization. We consider those educating of the church members must be done churches to be the most civilized, cultured, and through literature, symposiums, and sermons from Christlike that demonstrate their perception of the the pulpit. Let the people know of the potential for love of God and Christian compassion by caring Christian service and the need for the message of the for the majority of the members in the organization love of God within the physically deformed, the and providing aid in the time of adversity. We can sensory deprived (deaf or blind), and the mentally deficient or arrested. Let the church members be directed to the rereading of the accounts of Christ's ministry to the maimed, the halt, and the blind. The next step can be taken at the same time that Chairman, Department of Speech Walla Walla College step one is being taken. Statistics for a nation show a (cid:9) 8 THE JOURNAL OF ADVENTIST EDUCATION definite percentage of exceptional persons. These far beyond the didactic lecture and the taking of pre- statistics do not reveal any deviation from the na- scribed quizzes and exams; it goes into the preparing tional average by the membership of any denomina- of the prospective teacher to be physically, socially, tion. Step two, then, is finding those cases that are mentally, and emotionally fit for the rigor of the task. in reality the responsibility of the church as surely This is not done in an hour or in a day. It is done as are the normal. A case-finding program should be through diligent effort on the part of the instructors inaugurated by the department of education officers. and rigid discipline on the part of the teacher in Within this program can be articles and question- training. We must immediately challenge young peo- naires in the official publications. Someone should be ple to attempt such a grooming. authorized to contact directly the pastors of the All this would be lost effort and a waste of God's churches for the names, addresses, and detailed in- finances if, after all these things are done, the train- formation of those who they know are in their con- ing of these exceptional children was not imple- gregations. This will take time and diligent effort to mented within the church's educational system. Let find these cases and classify them into various cate- it be small at first; God will provide the increase. gories and to establish the area of greatest need, the Let it be begun quickly but not in haste. Let it be a geographically central location, and the special facil- program designed to incorporate eventually the ities that will be needed. training of all the children in the church. Concurrent with the second step can be the train- The Seventh-day Adventist Church has begun this ing of special education teachers. This third step task. Speech and hearing therapists are being trained. could be an easy step to take. Let us not delude our- These therapists are working in several medical set- selves, however, into thinking that a person can be tings. Let there be the use of these therapists within a good special education teacher just because he has the educational system. Let there be companion pro- been an outstanding classroom teacher and is a saint grams to the project on behalf of the deaf that is now in good and regular standing in the church. Part of under way. Let there be an accepting of the call to the training of teachers of the exceptional child goes witness unto "the least of these, my brethren." ETHICS in the TEACHING PROFESSION By Leonard Nelson Ethics is the science of morals and morals is the prepare their lesson plans. In some schools the de- practice of ethics. partment heads are asked to check the classrooms in the morning to see that the teachers are on time, and One day I was proctoring an examination for an- the parking lot is empty about ten minutes after the other teacher in the English department. After the students are dismissed. One would think that most test period closed, a college junior placed an incom- teachers look on their superiors as a terror to evil plete paper on the desk and asked me the rather works. smarty question: "Do you think you could have an- Of course, there are the dedicated few who always swered these questions?" meet their appointments, who do even more than is I replied, and I am glad I thought to say it, "It required of them. At Harvard University there is a isn't ethical to comment on the work of another rank known as university professor which has been teacher." accorded to men such as Roscoe Pound or Zechariah The physician feels that it is not ethical for him Chafee. These men are not restricted to a particular to advertise his services; he is content simply to list department; they do not have assigned duties, but his name and address in the directory. The lawyer range through the fields of learning, building up the feels that it is unethical for him to discuss his cli- university and representing it to different institutions ent's problems outside of the office, and the Seventh- and governments. Only a select few ever attain this day Adventist minister does not feel free to perform standing. But even they are subject to higher pow- the marriage of a member of his church with one of ers. If the university had not been sure of them, they another persuasion. The teacher has a code of ethics, would not have received the rank. too, which defines his duty to his associates. There is more to the relationship between the The term ethics has become widely used partly be- superior and the teacher than assigning and fulfilling cause it sounds more imposing than morals. Some duties. Paul explains it in the book of Hebrews like people prefer ethics to morals because they feel that this: "Obey them that have the rule over you, and somehow "ethics" is disconnected from religion. submit yourselves"—not that you may become de- partment head, but because your superiors "watch A Teacher's Attitude Toward His Superiors for your souls, as they that must give account." Let every soul be subject unto the higher powers. For there is no power but of God: the powers that be are or- Attitude Toward Peers dained of God. Whosoever therefore resisteth the power, A very serious evil among some teachers is pro- resisteth the ordinance of God. . . . For rulers are not a terror to good works, but to evil.... Do that which is good, fessional jealousy. There was a professor of English and thou shalt have praise of the same: for he is the minister at the University of (cid:9) who was afflicted with of God to thee for good.' this disease in its worst form. He had taught in this I think most teachers like to feel that they can do one university all of his life, but he was passed over their work without supervision. Possibly they can, when the selection of a department head was made. too, to a certain extent, but even under the closest The head was brought from a distance, a man well supervision of the administration, it is surprising how able to act as chairman of the department. For the many sick days the teachers accumulate, how close amusement of the students the disgruntled professor they figure their vacations, and how irregularly they used to mock and imitate the department head in the Spenser Seminar. Even though the department head took the trouble when he was on a trip to send this professor an expensive gift, this did not stop the Solusi College Bulawayo, Rhodesia, Africa undercutting. This continued until both men died. (cid:9) 10 THE JOURNAL OF ADVENTIST EDUCATION