S. B. LOOMIS, Wisconsin: Fifty-eight years ago I took the total abstinence pledge. I did so from my sense of need of protection and self-defense. After these 58 years I would now urge upon every boy to do likewise.

Why is it that parents so often say of boys and seldom of girls that they must sow their wild oats? The fever never seems to strike the girls. God is our Father and our hereditary tendencies come from him. Let us teach our sons and daughters that they are children of the most high and have the Infinite Forces of the Universe to support us in doing good.

J. WILLIAMS THORNE: The first temperance tract was written in this country in 1818. Until that time it had always been advised to use liquor temperately as a medicine. If I could believe that it is useful for a medicine I should certainly believe that it is not harmful to use temperately. The time will come when total Prohibition must exist all over the country. In many counties of North Carolina where I am acquainted they have abolished licenses and having no other use for the jails and poor houses use them as granaries. The South and West will I think obtain total prohibition before Pennsylvania or New York. We are making immense progress, how

ever.

The resolution being put to vote, was unanimously adopted. After the announcement of the subjects for the next days' consideration, the meeting adjourned until 10 a. m., Seventhday morning.

SEVENTH-DAY.-Morning Session.

When the meeting opened promptly at 10 o'clock there was a much larger attendance than on the previous day. The audience joined the Swayne Family in singing the hymn, It sometimes gleams upon our sight.

The two following resolutions prepared by the business committee, on Education and Finance were read by HENRY S. KENT.

RESOLUTION ON EDUCATION.

We believe that our success in civilization depends prim

arily and chiefly on the moral training of the young; and that in all our schools and colleges, and especially in our primary and public schools, a thorough and systematic course of ethical teaching and manual training should be introduced, that public and private virtue may keep pace with growing intelligence. The supreme aim of education is character.

FINANCIAL RESOLUTION.

RESOLVED: That for many years past the Financial Policy of our National Government by the contraction and manipulation of our circulating medium, has played into the hands of the monied few, and built up in this country a powerful money monopoly wholly at the expense of the industrial and producing classes which threatens, if not speedily changed, the peace and liberty of our whole people.

RESOLVED: That we believe this among all other reforms demands our immediate attention, since it steals by cunning but legal processes the profits of industry without its consent and mostly without its knowledge, and places it in the hands of the idle and undeserving few to squander and riot, and leaves countless numbers of our otherwise comfortable homes in abject poverty and distress.

The consideration of the first resolution being in order

GILES B. STEBBINS, Michigan, said: This is a question to which we do not give as much attention as it deserves. The first care of the Puritans when they came to this country, also of the Quakers when they settled in Pennsylvania, was the education of the people. The idea is too prevalent, that education means only intellectual advancement. The education of today is too much of a cramming process. The more correct idea is gaining ground however that education consists not so much in pouring in, as in drawing out. The education of the day is not sufficiently practical. When a scholar goes out from college into the world he finds much that he has to unlearn which it previously took him months or even years to acquire. Experience teaches us that a large portion of the crime of the country proceeds from uneducated persons. There is too

much of that lack of trustworthiness by which sharp brained men transfer the wealth of others to their own pockets by dishonest means. Education is the calling out of what there is in a man. It should be the method too, by which we uplift the general standard of morality. Intellectual culture is not to be underated, but we must bring into our schools the ethical part of our natures. That man who writes a text book which will unfold the moral sense and still teach all that is now taught will confer a blessing upon the rising generation.

This world of ours is not for mere idle fancy; we are subduing the forces of nature more and more and constantly reaching out into new scientific realms, and we need to take along the educational element as well. Wendell Phillips has truly said that the larger portion of an education is obtained outside the schools. We are too prone to disregard the intuitive element in children or what the Friends so happily call the "Inner Light." All the truth in the world is in man's soul. He intuitively knows something of everything. It has been said that there are very few great discoveries made through actual experiment. These great truths flash into men's minds intuitively. Goethe, who had made no special study of botany, expanded the theory that all the various portions of a flower were all different developments of the leaf formation. The knowledge came to him intuitively as did the law of gravitation to Newton as he saw the apple fall. Botanists sneered at him saying it was impossible for him to discover such a thing, but 'twas not many years before they were compelled to admit the correctness of the theory.

The intuitive element will come into education with the moral element. I expect to see the time in the not very distant future when a man will come out of college not as he does to-day, practically useless, but well fitted for the duties of life. One of the ripest men I ever knew, so far as book learning was concerned, walked along the highway with me one day when we noticed a broken cart wheel beside the road, and he asked me if it was not the new waterwheel they were going to put in the mill down there. He was theoretically a wise man

but practically was intensely ignorant. It is all important that our education should teach first of all absolute fidelity to the Light within us.

Emerson has most beautifully written,

We must obtain fidelity to the most Divine and
Godlike principles we know.

Now as to intuitive knowledge. The teachings of Christ are to be revered. He was born among the lower classes and it is doubtful if he could read a letter of the Hebrew alphabet. He was possessed however with a wonderful knowledge of high morality. His utterances were the results of moral intuitions. This is only another evidence of the necessity of moral training in our public schools.

F. A. HINCKLEY, Florence, Massachusetts: I think we should already understand what is meant by the moral sense and moral education. With children it is far better to call out the moral impulse than to teach the philosophy of morals. It is not always the best prepared text books which produce the best results, but it is that atmosphere thrown around the child which calls out the moral sense. If there is any position which should receive honor and dignity it is that of teacher. Go into a school room where the teacher is simply earning a livelihood and the chances are against obtaining the proper moral influences. But go into a school room where there is a born teacher, and you will probably find the proper relation existing between teacher and pupil. The first step in teaching morals is to select for teachers only such persons as are born to fill the positions. The way to do this is to make the position the most dignified and respected in the community. must also be properly compensated. The lack of a good teacher can never be supplied by the best of text books.

Now as to manual training as a moral education. In our town we have a system which is applied to the primary and grammar departments. Manual training teaches accuracy of observation. To properly execute the work the pupil must have accurate conceptions. It trains to obedience both eye and hand. When you teach the accurate things of the body

you teach the pupil accuracy in all lines; honesty as well as other virtues. Manual training is a direct leader to moral training. The best way I think to introduce moral training is not to have more text books, for there are too many already, but to get teachers who are enthused with morality. Use also in conjunction with good teachers the methods presented by manual training. Give to a pupil a text book with questions and answers and you give him something hard to do and but few like the work, but give him tools and woodwork and he will have not a task, but an employment which he enjoys. Thus without considering it burdensome the child will unconsciously form habits of industry and honesty.

S. B. LOOMIS. Wisconsin: Civilization has certainly advanced in the past 50 years. The manual training of my youth was performed with a buck saw. We had manual training going after the cows and doing chores, in fact we had all necessary to our physical advancement. The amount of moral training imparted depends on the boy as well as on the teacher. I believe however, that much depends on the teacher. With what pleasure I revert to the hemlock school-house where I spent my youthful school days. The teacher from whom I learned most was the one whom I loved most. The influences which come to the inner man form his education largely. These intuitions open to us all in the present day as they did to the Biblical characters of centuries ago. Our education morally considered should be boiled down to the thought of God in all and through all. God's open windows were never wider than at present.

MARY F. EASTMAN, Massachusetts: I should like to ask MR. LOOMIS if the boys who haven't all the chances have enough? I am naturally very grasping so far as women are concerned. In other words I want everything for woman which she can possibly utilize, and I want for the boy too all the methods. which produce the best results. Our ancestors wasted their best years in apprenticeships, becoming bent over their work and only picked up what they could without best instruction. The country boy did not get all the opportunities he should