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293 THE KING’S BUSINESS themes as: “ The Virgin Birth of Our Lord,” “ The Deity of Christ,” “ The Resurrection of Christ,” “ The Bible—the Word of God,” “Our English Bible and Its Story,” “ Bible Narratives in the Light of Modern Discoveries,” and others like them will find that his people will enjoy them and be edified by them. Of course they must be prepared for an audience of every-day men and women, and presented without too much of the savor of the seminary class room. One of our most noted theologians delivered in a busy manufacturing city a few, years ago a series of lectures on what was anything but a “ popular” theme, though it was a vital one. In the class room, while his scholarship and genius were recognized and valued, the lecturer was .not especially “ popu lar.” The lectures were given at an unusual and somewhat inconvenient hour. Yet hundreds of business men left their offices and'sat for an hour each day pay ing strict attention to those closely, reasoned arguments, each audience being larger than the one preceding it. The lecturer presented the same great truths and arguments to the business men as to his students and the business men had to put themselves to more trouble to hear them than did the students, but they did so because they wanted to know the truth on those seldom dis cussed and weighty matters. More definite teaching from the pulpit would result in reducing the need for sq much general exhortation. It is wasting energy to keep telling men to believe, without setting before them clearly what they should believe and why they should believe it. Give men an oppor tunity to show their interest in vital things. The Protestant pulpit possesses no such inherent authority as is claimed for the .papal chair. Whatever the priest may claim, the preacher can only be recognized as deriving his authority from the Word of God. What God says is what the man in the. pew wants to know. “ To, the law and to the testimony” for there, and there alone, is the seat of authority. fewer college women graduates, marry as compared ' with other women, and why their married life, when they do marry, is not more of a success. It is claimed that, according to statistics compiled by the American Statistical Asso ciation, the proportion of women graduates who marry is fifty percent. Which, of course, is far below the proportion of other women of similar age. And it is also shown that while, among the population of women in généralewhen married over ten years there is a rate of 2.7 children, there is less than one, (or, more exactly, .73) child per college graduate. That is to say, they give birth to about one-fourth as many children, as a rule, as other married women. Miss Grunsky’s explanation of this state of affairs is, to use her own words: “While a college education will benefit a woman physically, culturally, socially, and help her in mental training, the great lack, as expressed by seventy percent Of the women who have become mothers, wives and housekeepers, was that they felt, since assuming their mature obligations, the college had in no practical sense fitted them for their work as wife, mother, or homemaker.” She goes on to say: “ The profession of mother is entered upon today with Those persons who are interested in the education of women have been greatly stirred by afi article by Miss Clotilde Grunsky, in the California Alumni Fort nightly, In this article she attempts to explain why The Education of Women.
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