PAGE TEN CHURCH AND SCHOOL THE UNITY OF RELIGION AND EDUCATION. An Address By Rev. C. A. Syhes, BD. to the Kingston School Teachers--The True Teacher is a Minister of Religion. The following address hy Rev, C. A. Svkes, B.D. of Sydenham street Methodist church, on "The Unity of Religion and Education," was read be fore the recent annual convention of the Kingston Teachers' Institute : We meet to-day in the happy com- panionship of the larger hie which church and school were instituted to express, and which such institutions us this are devigned to strengthen. At such a point of meeting where the paths of education and religion join, and where one pauses at the crossing of the roads, it is inevitable that he should glance along both these straight highways of human life as they tra- verge the hills and valleys of exper. fence, and should enquire whither each , road directs the traveller and which way it is best to go. What is the relation of education to religion ? How far do these two highways coincide and at what point do they part? Do their diverging tracks involve a last- ing separation, or do the roads meet again ax they approach a common end? What is it to be religious ? When one hears these questions rais- ed we may well imagine that he is threatened with a renewal of the long- protracted debate concerning the re. lation of science and religion--a de bate on whose issue the life of the Christian church has often been sup- posed to depend, What was to he come of religion in an age of science ? How could the Mosaic Cosmogony he adjusted to the doctrine of evolution? Was there room for miracle in a world of law? What was Jelt of the Bible il its origin and diversities of teach- ing were thoroughly explored ? Must religion be dismissed from attention by a modern educated mind as a sur- vival of the pre-scientific view of the world? Such have been the ques. tions of several generations, and these bitter and prolonged controver- nies necessarily involved much tem. porary doubt of mind and distress of heart. The adjustment of religion to the habit of mind of an educated per- son was often a painful process and often an impossible task. -------- Controversy Is Past. Fortunately for us all, however, this controversy hetween science and religion has had its day and the pa- thetic history of superfluous antagon- ism of misplaced loyalty now inter. ests only a few belated materialist, and a few overslept defenders of the faith: The chief privilege of the seri- ous-minded youth of to-day lies in the fact that he is not likely to he involved in this heart-breaking issue between. his spiritual ideals and his scholarly aims. Philpsophy, science and theology are all committed jo the problem of unification, Nor has the issue of this momen- tous conflict heen a truce, as though each party had withdrawn to its own territory and were guarding its fron- tier against hostile raids. Science and faith have discovered a common ter- ritory which they possess, not as ri- vals, but as allies. Faith has com- mitted itself © to scientific method; science has recognized that its work begins in faith. CO. C, Everett, one of the atest American philosophers, in his Psycho. Elements of Religious Faith, says: "The world of science is a world of faith. . . , . The faith which is the basis of religion and theology is only the extension and completion of this faith that the uni- versy is a perfect and organic whole." Thus the most alarming intellectual conflict of the last generation has al- ready hecome of merely historical in- terest to the thought of to-day. A recent census of preaching on a cer- tain Sunday by a certain Christian communion disclosed the encouraging 'fact that of all the sermons preached 'that day but one had concernad itself with the controversy between science pnd religion. os +! No sooner, however, has this issue between science and religion been dis- missed than a new and not the less serious question opens concerning the very habit of mind, the instincts and jons of educated people, in their relation to the religious life. Have we not here, it is now asked, two ways of human discipline which are in their very nature and princi ples, distinet 7° On the one hand is education--a gradual, progressive, con- tinuous work. Classical scholars, 1 am told, do not favor the etymology which finds in the word itsell the thought of nurture--the e-ducing or drawing out of the pupil's mind. Yet, Classical writers certainly em- Phasize this aspect of the cher's * work, Education to Plato was\nur- ture, 'The lower desires, he says, wild, and must be trained. The eye of the student must be turned to: ward the fight: In short the object of education to Plato is personal, ethical, spiritual growth, and the ends of education are manliness and self- mastery, balance, soundness of mind. ~ Education is the word applied Roman writers, not to intellectual only, but to the care of chil he nursing of. young, to the of a THE DAILY BRITISH WHIG, SATURDAY, APRIL. 25, 1908. subjects, or academic subjects, orlthe subject of education is not the ine convehtiota! gonsent. It says to] breath s, there is manifested thé Wit | bread-and-butter subjects but they task, but the person. Throurh what him, "Hore is your life with its reallof the umiverse. So it = nf the growin | awaken the pupil's mind. The great|distipline, asks the modern educator, | experiences, its doubts and fears, its|of the soul. The Hght within is cme word of moderns thought, evolution, island by what method within that dis- | ambitions and regrets, its duties done! with the light from above. What is re but another word for education. Edu-|cipling, can one draw out from the |and undone, its desires for generous!|velation to the individual © is educa cation is the evolution of the indivi. gomplexity of human purposes a per- | service, its repentance for foolish mis- {tion for the race This the re dani; evolution is the education off{som, with intentions and idegls which | takes. It is not to be expected that | whi h most diguifies the histor £ ih » the race. shall fit him ior the effective service | these {acts will adjust themselves out-{Society of Friends--the truth ab. the And meantime, what z iol the modern "world 7 Education, | right to the prevailing creeds, or cate-| normality, reality, accessinilit a According to the still surviving tradi-isgid a wise teacher recently, is sim- | chiums, or confessions. Take the facts | media teness of the revelation > . tion of many churches, religion is not| ply the making the most, of one's self las they are, recognize then, harmonize | 1g the personal Ol of. a process of evolution, but a processilor usefulness. "The aim of educa- | them, follow them, obey their admoni- ently Friend te © na. a of revolution: not a way of education, | tien," accordine to Proi. Hanns, "is | tions, listed io the teachers who wun: historians "mad Crd ol their but a way of transformation: not a|t0¢ prepare for complete living . . . |derstand them and by degrees, stum- | mers of Ch Mo > practical experi growth, but a surprise. It delays its and the factors of educational valae blingly indeed, and with many mis- | Th ar siamty Ho the inside. approach, it is inaccessible to thelare incentive and power. "It be | takes 10 eorrect along the way, thelp.. was % 1 ti of Go : natural state of mind, or the natural|comes impossible,' remarks' President | process of your education will pro eile ty yo ation of the qualities of the child. It springs upon Butler, "for us ever again to iden- coed, through the truths you possess, HI AL of dawn . began the one out of the mystery of the uni-| tify education with mere acquisition [to the truth which shall make yeu soribed Ta] ie Tuner Light is de verse, it shines on one with a sud.jof | learning. It must mean a free. The Spirit of the Truth, the "Chriat with Fox, now us the den fash of light, as on Paul by the|gradual adjustment to the spiritual | Jielper,. shall guide you into all It is § a Bow as the "Seed. Damascus road: it revolutionizes its! Possessions of the race." 2 truth," : It Rain Wit in and yet from above. nature: it is a second birth. Life is] Is not precisely this intention of | How wonderful was this pedagogical fo h yet not 1, bat Christ that like a ship with water-tight eoin- | #ddcation, however, the primary inx | instinet in Jests Christ ! How rea- Jue. i in me. "God has given to partments, in one of which we may {tention of religion * What is it for | sonably both His Jeiends and His en. [US every one of us in particular," he ' says, "a light from Himself shining in our hearts and consciences, aml we have found this light to be a sufficient carry the habits of our education, and] Which churches are built and for which | emies were led to. eall Him Teacher, teacher to tead us to Christ Jesus." # Experts % ¥ Can Do Things £24 that those without experience & \ cannot begin to achieve. For instance, you could not take the place of one of the expert athletes in the picture. You lack the years of training to suc- cessfully accom- hsh such a 18 Money refunded for any garment found m any way defective in the other of ~ which we may say forms of worship and Sunday schools | so that this word is applied to Him our prayers, as Faraday is said to 8 maintained 7 Is it, as it often | more than forty times in the New Tes. have dismissed from his mind the 5e®Ms 0 be, for the propagation of a | tament. He believed in the growth of methods of his laboratory when he creed, or the, defence of a dogma, or { the soul from an elementary obedience went to worship in his little Sande- the extamsicy of denominational con- | (o a sufficient faigh. The bgures of manian chapel. Here and there, in- trol 2 Are churches forts, whose mis. speech vhrongh which He would teach deed, the roads of religion and eduea- sion is war, and whose ampnunition is | His doctrine of he kingdom are al- : the most zealous con- | most invariably figures of growth : : ie iwords 7 Even tion may meet, but they cross, as ag kh g Eon OM ) were, on higher and lower levels, where oversialist would deny this charge. | the mustafd seed: the leaves; the sower; the blade. the ear; the the collision of thought which might Behind the appearance of such hostile oi ] , activity there lies in the intention of {full 'corn. He begins © where peo- occur at a grade-crossing may be hap- | churches a unity of purpose which bi i ! pily escaped. kes the mission { J i a ple are; he uses the little to Now it is unquestionably true that al on an of compe! ing stots make it much; He. puts small attain- the experience of religion is often) for y but oo 0 A reallly ments at interest, Even the single tumultuous, sudden, surprising; thei'! forts, but schools. They may be | (alent should erm its increase. 1he access of 2 DEW life, the hirth of a new Hale » Eeutation, He Schools Tay Scribes and Pharisees were enforcing power. The history of Conversion a yaa » through " tt Mather ® [a system; Jesus was nurturing and not the history of 'an illusion or a nt hes or alms, id Shiels unde watching a 'growth: The She 6 the fever. The growth of Christian virtue, ah en aah 5 ike La 0 irr, {Method of the hothouse, the other is as Bushell remarked, is not a vegeta 00 Ss. One. L018 . nurture the method, of the open air. The one i and development of human souls. The was art; the Oth#F was native. The ble process. But are not the tame| op gq TL ot 4 be church ; Ry Wah iaLure. ae : : ke a es, not ext or th Wren, fone was religious instruction: the incidents of crisis, revelation, awaken: | jug the church for the soul. What | sther was: relirious i's ati '] ing, birth to be observed in the his-|Goq asks of man is not primarily - 3 Jus 1 en on. a tory of education? Does there not, qoration and recognition, but obed- ry i or! Rn 8 hom plan Ca Fon arrive in many experiences of the in-lionce Jovalty, faith. "Bring no more Fo hr ail ol 20t-3ays Jesug= a8 % H ve > .y { @ 8 t "RO! 4 8 ny tellectual life a moment of intellectual vain oblations "says 'the prophet his field and the seed should spring conversion, the starting into life of | "Geass to do «vil, ler 'to do well." n aud REO: he knoweg mot, Hy. an unsusfiilifted capacity or desire? «Not evervone that saith to me. |jitt, the miracle with which ra. 1 Tatas bs 1 to me, tional religion. shrpriges the discour- Education not inconsistent With Tord, Lord." says the Master, "Shall | soed soul. The P f lovalty , regeneration. The development of longer into the kingdom but he that ag 1 ; Na aly, onte ! } bictufence dq 4 mn, , (at | planted, groaweth up, one knoweth not the mind is made picturesque and |doeth the will of my Father which is how i th hick , dramatic by the frequent disclosure of in heaven." The initial purpose of re. 1 " antithe truths which ante: seem. new aspects of truth which heckon to ligion, that is to say, is to dr u oe ragmentary and meagre Hpen in . ' } Yy ¥ aw oUt {5 a harvest of reasonable faith. the student as a new vista of beauty |from the mingled motives and con- surprives the traveller at a new turn|fligting desirds of the undeveloped life of the road. Nothing is so delightful | 5 sconscious 'consecration, which shall to wateh in the life of a school, and issue into a new sense of capacity nothing so fully rewards a faithful | resistance, initiative and power. ne teacher, as to observe this awakening! One of the striking aspects of the of a young mind to the persuasive |tepching of Jesus is created by the ness of the truth; this transformation fact that His appeal is primarily not of irksome tasks into positive and to the emotions, or to the opinions, commanding interests. The mind is{but to the will. "Follow me," He home again; the youth, like the pro-|says; "Take up thy cross and follow digal son, comes to himself, and Me "Be it unto thet even as thou the teacher says, this, my pupil, |wilt;" "Whosoever. shall do the will was dead and is alive -again; | of God, the same is My brother," "If he was lost and is found ! any man wills to do the will, he Under the same law, though with [shall know of the teaching." The dis- profounder emotional experience, o¢- cipleship of Jesus, that is to say, is cur the rebirths of the religious life. {not sentimental, emotional, occasion- Sometimes, indeed, they are the start- ak nor is it doctrinal, intellectual, ling convmlsions of nature, volcanic philosophical; it is ethical, educative, and unanticipated, breaking in upon |a form of obedience, the beginnine of the normal habit of the soul, as a [spiritual growth. "The unmeasured re- sudden, volcanic eruption overwhelms |bukes of Jesus are reserved, not for a sleeping town. Yet these critical [the sinners, with weak wills, but for upheavals of the human spirit are no self-righteous with will strongly and more typical of the religious life than | wrongly set. The religion of Jesus is they are of the process of education. [is a religion of education. It is the A volcanic ernption is not representa- i of the will. tive of the order of nature. It reveals ¢ligion is education; if this pro- a region of -interior fire, which bere p8sition is true, then the method of re- and there bursts forth with amazing | ligion must proceed in the same faith power, but it is an abnormal incident | which education implies, and must, is in the tranquil process of the evolu: | the main, follow the same road. And tion of the world. Nothing, therefore, | what is the faith which justifies the could be more exaggerated than the | process of education ? It is a two. inclination 'of the brilliant = Prof. | fold faith--a faith in the truth, and a James, to regard the ecstasies and |faith in the persons. The wise teach- fevers, the earthquakes and volcanoes | er belioves, first, in the dignity and of spiritual experience, as normal as- significance of the truth. Every ex- pects of the religious life. Under sueh | pression of the truth, however ingig- a view, religion would be not a form | nificant, deserves recognition and re- of health and sanity; but a form of [spect as the open road which leads intoxication and fever, and the reli- { from the less to the greater, from gious life, intermittent, spasmodic, | truths to truth. That is what gives hysterical, must fail to command the | te the teacher his patience. He does rational confidence ol the educated | net expect to educate the mind all at mind. 'These abnormal incidents, these | once; he had heard the great saying volcanic eruptions, in fact, make more | "He that is faithful In that which is impressive the orderliness and con- | least, is faithful in that which is tinuity which mark the normal con- | much." The teacher makes himself the ditions of the spiritual life. The reli: | servant of the least of truths for the gious nature is not more abnormal! sake of the greatness of the whole and revolutionary 'than the physical | truth, or the intellectual life of man. It is! "The toaéher believes; secondly, in not a scene of catastrophes and path- | persons, in the capacity of his pupils ological excesses, but of a silent pro- | 40 learn, in their responsivéness to cess of education and evolution, not | truth when fitly presented, in the pos- without friction, reversion and effort, sibility of a kindled interest and a but with a general mGvemnt of Bor determined loyalty. He helieves in pam, progress nt pi . rn these young lives even when they do ug _ an religion ave their {,ot helieve in themselves. Neither crisis, their awakenings, their calls to | their dullness, nor their indifference; self-expression, as a river has its | nor their wrong-headedness overcomes rapids, and turbulent falls where the | his faith in their interior nature as course of the stream is marked by adapted to truth, and as given for surge and foam, but through these | him to e-duce. Thus, in education the the river makes its way, as through growing mind meets the growin quiet reaches and suiny meadows, | truth, until at last the things th nd the occasional agitations are but ™ Phi a at a a ora r are in _part--the partial truth and the incidents in its steady mofement to- partial mind--are done away, and the ward the sea. = a whole mind and the whole truth meet Here then is the Joint--seligion 1t- | {aos to face, and then the process of self is education. It does not 'sever | adycation is complete. ie we pections. the rational nature IH this is education, what, we ask he 4 . once more, is religion ? Religion, we growth of the mind; it confirms the | must answer. com rv : , , prehends these same principle of evolution. Other aspects | gots of faith. and by the o lote, of religion may make their appeal 10 | of this two-fold faith, religion. Lie [other conditions of life, to moods of education, is te be ged on, a. discouragement, or repentance, or | On the one hand, religion rests on doubt, or fear, or sin, but to modern i hth : 4 0 {faith in truth; faith in the rational school and college life the firs condi- | revelation of teuth; faith in its tion of tes nsizeness to rel N - Lgrowth from less to more; faith that fluence is the recognition that in their | the real will, in due time int fundamental method and final ajm re- | the ideal. If there is any mistake fo ligion and education are essentially {the teaching of religion - ich ho consistent, co-ordinate, mutually con- | alienated ao its i a " a 4 firmatory, f mentally one. Sh tuente reat. num. y es of young minds, it is the mistake on Is Education. demanding full-grown religion from balfgrown, life. It is lagogi Let us look then at each side of lerror of i no id eal this position, which afirms the unity | would bhé guilty. Education must be- of gion and education. Religion is | gin, not with the abnormal, the un- usution; | phe, is he first Statemen - ¢ Remiguizable, the remote, but with the e "e soen u- tural, ti . 3 cation concerns itself not so much Situral. She ness phe Yorifiable, with subjects studied. as with the Sema The Teacher's Attitude. Sueh, then, is the aspect of religion wiich for the moment boncerns us. Religion is education, It is impos- sible, however, to dismiss the analo- gy without observing in a word its other side. For it is also true thas education is fundamentally one aspect of religion. It is often debated wheth- er education should be wholly secu. larized, or where there be siuper- added to the programme of education some teaching of the principle of. re- ligion. Nothing could testify © more plainly than this debate to the pre vailing misinterpretation of the na- ture of religion. if as is oftén ussum- ed religion is a matter of theglogi- cal dogma or ecclesiastical rule, then it certainly makes a field of knowl edge which may be divided from the work of the school and the universi ty, and reserved as a field of the church. When, however, it is thus pro posed, to detach the method of educa- tion from religion, the only rational answer which can be made is that 4. separation is essentially in conceivable, education is itself a reli- glous work, The relation of the teach. Reasonableness Is Needed. er to the youth 18 not mechanical On the other hand, religion, fike ; and occasional, as though the young education, dépands faith iu the capa- mind: were 4, pump from which an in- city of the individual soul. The work | rmittent flow of knowledge may Le of 'a teacher becomes simply heart- | 12boriously drawn. The teacher, as we breaking if he is not sustained by have swen, stands before the undevel- faith in the 'potential quality of each | °P*} capacity of the scholar, as an young life. Somewhere, somehow, be. [288% in the evolution of a person, neath the dullness and the inertia of He is a laborer together with God, a the most unresponsive mind there lies, | Participant in a creative work. What he believes, interest in some- | Sustains him in the routine and detail thing, and to discern that point of his task is the reverent sense of where the mind touches reality | this participation with the eternal. He to draw out the intelloctual life as hy | Works by faith, not by sight. the magnet of a compelling teuth--| When a mature mind looks back on that is the challenge which the true the process of its education, what an: teacher welcomes and obeys. And pre- | the incidents which seem sigmificant 7 cisely thix 'act of faith in the soul | They are the moments; perhaps infre- marks the beginning of religious | 99¢nt, when through the forms of teaching, As one surveys the dealings study there flashed some suggestion of of Jesus Christ with the varied types the meaning and uses of life. And of persons who claimed His inter st, how did such disclosures arrive ? They what is more impressive than the | Proceeded from the teachers who wore faith He bas in them * He believes in [able to impart themlelves and to them before they believe in them- [raw out ons's hesitating nature into selves ; He claims them before they | loyalty, disc ipleship, appreciation of think. themselves fit to follow Him : the benutiful, reverence for the truth He takes them where they ars, and | But this communication cf power is by His faith in them makes of them | of the very essence of the religious more than any one, but He helieves | life. This which redeems one from le they could become. ing a book-worm, a eriiic, a peda 1 any leader of men over had a |89%0e, a cynic and shows one how to right to give up any follower, cer-|De a scholar, an idealist, a per-on tainly Jesus was justified in catting this is the beginning of religion. 'Ihe off from fellowship the unstable Pet. | Holy Spirit, the Spirit of the Truth er. How could any man seem 18 the Spirit of education. The true like a rock and more like the sand |teacher may reverently repeat what which the rising tide of opportunity | Jesus Christ humbly said of Himself sweeps away ? Yet Jesus secs even in| No man cometh unto Me, except the this same man the capacity for lead- | Father draw him." The ershiy, 'trig's him, f riives him, [cation is the great confession of St. shapes the sand into firmness until it | Paul, "The Spirit beareth witness becomes, sandstone aml verifies the [ With our spirit that we are the sons promise, which to many a hearer must, of God," and so edu ation, when its have seemed , almost a jést. "Thou [Process and end are revealed, is roi art Peter, thou shalt be called a gon. rock." How contrary: to the spirit of When, an asademic community Jesus, and how destructive of reh-|Ceives that education itself a gious education, is any depreciation [gious task, then there need Le or denial of the spiritual possibilities | further debate concerning religious of human soul. Many a young life has | teaching in. the-schiools. 'It is already swung clear away from religion, be- | there, just as health and good air and cause it seemed to demand of quite [and appetite and hope and Tiughter another nature than his own. He js | tnd duty are there; and the soirit of wilful, careless, foolish, sure of little, | ®dueation expands, 'it breathes the doubtful of much. What part has he |atmosphers of the Spirit of God." among the saints ? Religion, lst him [When a teacher takes work, remember, is education. Its .very pur-|not as though he rere a pose is fo accept the unfulfilled desire | Machite, but as thougi he were a per and the unrealized dream, and to |50n among persons, a laborer, togeth draw them out into firmness, stabili- |" With God in the unfolding of a ty, permanence, realization. Sound |YOuth's nature, called to unveil with religious experience verifies the strange |in the truths which perplex men, the prophecy wifich the. agedi Simeon |Truth which makes men free--what i made conterning the infant Jesus, jthis*but ove form of the Christian that through Him "The scorets of [ministry, a priesthood ordained to many hearts should be revealed," Ajwachighe religion of the educated man commits himself to the way of {mind 2 Life, such a teacher denon Christ, conscious of imperfect knowl- [Strates, is not divided and discor edge and halting discipleship, snd dant; it is harmonious and pne by degrees there are reveeled to him | That which on its academic side is secrets in his own heart which he education, ig on ite human side ri himseli had never fully known, and|gion. One is not a teacher except he that which he was meant to be, |kindle, waken, communicate the con grows out of what he thought he was | tagion of personality, show the way 28 naturally and pradually as a flow- [Of the spirit of truth. but he who is er of surprising fairness blooms out [thus a teacher is at the same time a of a gnarled and unlovelv stalk. minister of religion. As Matthew Ar- Shall we then say, asks many a{vokl said of teachers like his father mind, that this normal, unconstrained (at Rugby ; education of the spiritval life is a na- "Servants of God '--or sons tural or a supernatural «rowth ? Does Shall I not ¢all you ? Hecause tha power which thus lifts ne act from | Aor, Jurvants ya knew below or from ahove ? Jv this educa- He who unwillingly sees tion of the soul humsn or divine? One of His little ones lost - ------ That. one may answer, is aw if ove Yours is the praise, if mavkind mper makes every provision for the should ask whether the growth of a HH - h : ESRD of 3 Palnied and Allon snd died ; scape _of gas: consequently, check draft plant proceeds from the action of the lh in the rocks of the world % 'v'ean be opened shortly after coaling and afl soil; or from the action of the sum. y saved for radiation hes the host # mankind. in tush Fh stusthinon Tt proceeds from both, from the nowr- Strenghen the. wavering lps, heat energy saved for radiation. ishine earth, and from the inviting ! Stablish, continne our march, 4 On, to the hound of the waste, sunshine. Jt is both nature! and sup- ematorel. No © ppalysiz. thank God, 7/4 fk Similarly you cannot expect undergarments, made by those with a few years' training. to equal Pen-Angle Underwear, which is the product of a firm with forty-one years % experience. is 3 ~ Your dealer should be able to show you the JF following lines: Nos. 95 and 100 Natural Wool, Medium Weight Nos. 2, 0 and 48 Two thread Cgyptiar: Balbriggan. No. 4. Balbriggan, Hencycomb Stitch Nos. 7 and 71 Natural Merino Mixes Light Weight No. 13 Worsted Mix, Blue gray Shade, Light Weight No. §3 Balbriggan Various Shades such Pen- Angle garments may not look so much superior in the store, but when you wear } them you'll soon discover that they fit better, {eel better, give better all-round satisfaction Also makers of Pen-Angle Hosiery. an UNSHRINKABLE UNDERWEAR less OMEUSTION taking place in the dome or top chanibor of furnace fire-pot is the result of air and heat mingling with fumes. This combistion produces heat-energy, which the radiating surfaces above and around fire-pot absorb or draw in and then deflect or throw off. Incoming cold air receives this heat- energy, the result being heated air. Now, if the combustion takes place at a faster rate than the radiating surfaces can absorb and deflect, the surplus heat-power will pass up the chimney or into cellar--a waste of coal. issue of edu per- reli no is There is no waste of coal in "Sunshine" Furnace. Circuit of radiator is so complete, and air- cirenlating space so large, that every bit of heat-energy is quickly absorbed and quickly deflected on the circulating cold air, which is thus quickly heated and ascends through the hot air pipes to rooms above. it up his one cog in . The cheek-draft of a furnace is situated on the smolke-pipe. When this draft is elosed especially onan "ordinary" furnace----heat particles eaw'@scape up chimney. When check- draft is opened the incoming cold air from the cellar drives all heat particles back into furnace proper. 1f the grates and fire -pot of furnace are not constructed properly, there's a clogging and gathering of ashes, and fire does not burn up readily. HM no provision is made for gas escape, the check-druft must be left closed indefinitely -- a waste of eocl. There is no waste of coal in "Sunshine" Furnace. No clogging can take place In the 4-piece grate, no ashes can gather en the straight mind, fire-pot_walls, and the Automatic Gas mperishable food-the as- from within, in. On, to She City of God.' The true teacher verifies what was Jeans, "When bo puttéith Londen Torrente edutative effect Alf of whatever subject a Abpeoached In other words ah geo- {ean determine which fragment of the '| should build stalk, which petal cf the flower, is a product of the earth or sky. Ton every eel 'of the meanest flowed that Did You Get Up Tired ? At this season of the year. tiredness fastens iteell ever unon the healthy and strong. ' 1 not feeling well you np, get more blood into YOUr veins, incremse your store i nerve energy. What vou need is that rebuikder and ] gontaing the spoken of forth His sheep, Be goeth befor, and the sheep follow Him. for they know His voor" Over the hills and the valleys of thought the teacher goes before his little flock, until at last the tracks of the various shepherds along the by-paths of education mest at eross-roads where education and religion join: and t that have heard the voice of the faithful teacher fim] themselves in the great company which moves together {o- ward the fold of truth, following the makes shepherd of couls. Many a wan is . his wife M<Clary's AGENT'S TESTIMONY We ean vouch for the "Sunshine" virtues mentioned above, We have installed this furneco and kept recon of its performances, and know it to Le exactly as in rescaled, > Montreal Wianipeg When a paintir bas taken wp parior fm the ladders stacked own way after it. t es of paint i i pow read oie e to pant the The Painter's Way © ahutters and the hack fence the | -------- ces carpet, removed the furniture | For anv ence of nervousness. sleens dining-room, leaned igo | lessness, wenk stomach indigestion, against" the hall mantel soil { dyspopein, try Carter's Little Nerve nlf dozen variegated cans | Pills. Relief is sure. The only werve bt sideboard, it means be | medicine for the pries in market.