The Normal class of the Board of Education began its session June 20, and continued for two weeks. The class was larger in numbers than that of one year ago and was unusually representative in character, embracing, as it did, students from various parts of the globe. The following places were represented:—
Little rock, Ark.; Pekin, China; Denver, Col.; Washington, D. C.; Wilmington, Del.; London and Manchester, Eng.; Paris, France; Macon, Ga.; Lewiston, Idaho; Chicago, Bloomington, Decatur, and Galesburg, Ill.; Charles City and Burlington, Ia.; Wichita, Kan.; Louisville and Winchester, Ky.; Winnipeg, Man.; Baltimore, Md.; Boston, Mass.; Battle Creek, Mich.; Duluth and Minneapolis, Minn.; St. Joseph and Kansas City, Mo.; Helena, Mont.; Norfolk, Neb.; Brooklyn, Buffalo, and New York City, N. Y.; Fargo, N. D.; Manchester, N. H.; Cleveland, Dayton, and Marion, O.; Berlin, Hamilton, and London, Ont.; Pittsburg and Philadelphia, Penn.; Edinburgh and Alyth, Scotland; Burlington, Vt.; Milwaukee, Racine, and West Superior, Wis.; and Seattle, Wash.
By the common consent of all who were present at this class, the teaching was comprehensive and thorough, yet so practical and replete with plain illustrations as to bring it within the easy grasp of all the students. It embraced the double character of teaching and examination; an important part of the work of the teacher being an inquiry into the fitness of the students or candidates for the exalted office of teaching the sacred subject of Christian Science. This double office seems to have been ably performed by the teacher.
In connection with this important event in the history of Christian Science teaching, we again desire to remind all interested that the present system of teaching was established by the Leader of our movement, the Rev. Mary Baker G. Eddy, and is therefore entitled to the respect and fealty due to her acts. She selected for the work of teaching one of her old and tried students, whose wide experience in teaching, healing, and otherwise demonstrating the principles of Christian Science, have pre-eminently fitted him for the efficient discharge of this important duty. All who have the real interest of the Cause at heart will therefore gladly recognize the usefulness and practicability of this educational system, and all that goes with it.
Those authorized to teach, if they were truly receptive to their teaching, will go forth armed and equipped with the requisite power and ability to instruct others as they have been instructed.
The office of teaching Christian Science is a high and sacred one. It is a trust that should not be lightly undertaken. It is a trust that should be exercised only in the supremest effort to benefit mankind. It is a trust that should be free from every element of selfishness or cupidity. The power conferred should be consecrated only to the service of God and humanity. Any less exalted motive is a departure from the spirit of all true Christian Science teaching and is debasing and demoralizing in proportion. The highest standard must be adopted at the inception of the work and consistently maintained. The teaching of Christian Science includes infinitely more than physical healing. This is important and should be conscientiously practised, but as true healing includes true morality, and true morality is embraced in the highest spirituality, the latter is the real goal. Only as thought is led Spiritward is it attaining its true estate. The Christ standard is the Christian Science standard, for Christ is its best exemplar. The Christian Science teacher who departs from this standard is not a true teacher, and the student who fails carefully and systematically to study the life, character, and teaching of Jesus, and sincerely endeavor to follow the same, is not a true student Christian Science.
These general observations should suffice to impress upon the minds of those upon whom this high authority has been bestowed a deep sense of the significance of their trust.
Upon the subject of teaching we cannot do better than to here quote briefly, from our text-book, "Science and Health with Key to the Scriptures," whose author, Mary Baker G. Eddy, penned her weighty words out of her own experience as a Christian Science teacher:—
"Teach your student that he must know himself, before he can know others and minister to human needs. Honesty is spiritual power. Dishonesty is human weakness, which forfeits divine help. You uncover sin, not in order to injure, but in order to bless the corporeal man; and a right motive has its reward. Hidden sin is spiritual wickedness in high places. The masquerader in this Science thanks God there is no evil, yet serves evil in the name of Good.
"Teach your students the omnipotence of Truth, which illustrates the impotence of error. The understanding, in a degree, of the divine all-power, destroys fear, and plants the feet in the true path,—the path which leads to the house built without hands, 'eternal in the Heavens.' Human hate has no legitimate mandate and no kingdom. Love is enthroned. That evil or matter has neither intelligence nor power, is the doctrine of absolute Christian Science; and this is the great Truth which strips all disguise from error.
"He who understands in any degree the Principle of Mind-healing, points out to his student error as well as Truth, the wrong as well as the right practice. Love for God and man is the true incentive to both healing and teaching. It inspires, illumines, designates, and leads the way. Right motives give pinions to thought, and strength and freedom to speech and action. Love is priestess at the altar of Truth. Wait patiently for Spirit to move upon the waters of mortal mind, and form the divine concept. Patience must 'have her perfect work'" (Science and Health, pp. 450, 451).
The class before adjourning sent a message of love and appreciation to Mrs. Eddy, and also appropriately expressed to their teacher, Edward A. Kimball, C.S.D., their high sense of gratitude for the great privilege afforded them.
