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THE NEWBERRY SUN PAGE THREE Bible Comment: Paul Wrote a Fine Letter on Christian Life and Living T HE great Apostle Paul was not perfect. He was, as every man is in many respects, the child of his age. But one of the most remark able things about Paul was the fact that he went far beyond his age. He went so far beyond his own time and place that much of what he wrote is as applicable to problems of today as it was almost two thousand years ago. In many ways, much of Paul’s writing seems to have been writ ten in our own age. What is more, the writings of Paul seem to reflect in greatness and purity, exactly the same “simplicity that is in Christ.' To those who would disparage Paul and say that he is over rated, it is suggested that they concentrate on the positive, prac tical teachings of the man in re lation to Christian living. See them as the interpretation of Jesus as the Master of character and conduct. The lesson from Ephesians contains one of the dramatic passages in which Paul describes the fruits of the spirit and the true nature of Christian life.. He draws a picture of the Christian soldier, equipped with the armor of God. He is a stead fast soldier who is full of cour age and fortified by prayer. Also, he gives us a picture of the Christian as a member of a group in which each part has its functions. Where all parts are working together for the glorify ing of the body. This is an ideal description of society. A goal that men can strive for. But the Christian simplicity of Paul finds its climax in his eulogy of love. The man who wrote these words and lived the Gospel which he preached will be great forever. He will be great as a man in the story of history. But he will also be great as a Christian in the wider * scope of God’s kingdom itself. Such a man was Paul. /LASO* L . RUTLEDGE • . 4. Msntal toO Sooltl Hygl«a* SooKty Rurmao DnlTaralty Offloaa OraanTlll®, South Carolina J THE SCHOOL AND THE SLOW CHILD About three precent of children never enter public school because of mental deficiency, or because of marked physical and emotional handicaps. There is a growing conviction that public schools should serve those in the latter categories to the limit of their ability to profit by instruction and training. Such pupils would be served best in special classes with exceptionally well trained and understanding teachers. But what of the up to fifty per cent of students who at some time 'are retarded to varying degrees within the regular school system? Some urge separating slow from the fast, and there are obvious values in this method. Sectioning of classes administratively can group students in terms of ability, but it is difficult to keep these from being labelled “dull”, “dumb”, “retarded,” or “bright”, by pupils and teachers alike. If difficulty centers in certain areas only, gen erally it is unwise to segregate for remedial work. SOME SUGGESTIONS Realizing full well that it in volves reshaping of the average curriculm and personel both in terms of size and quality, we ven ture some added suggestions gleaned from those who have worked most skillfully at this problem. Prerequisite to remedial teach ing is some means of observing and studying the child as a person. Goals for him must take into ac count his present level of achieve ment, his level of emotional devel opment, his potential ability, and his own motivation and goals. Omitting any of these spells fail ure. 1 COMPARISON DESTRUCTIVE It is destructive to try bringing everyone up to an average. Assist ing the child to meet his needs and solve his problems is the aim, not arbitrarily set up grade stan dards. Individual growth and ad justment will he of primary im portance, rather than “covering the -ground” or memorizing facts. This means selecting materials for study that fit his personal needs, not in terms of the grade level. It is important that the child share in choosing the work that will be best for him, in setting goals for himself, and in evaluat ing his day to day progress. This will be in terms of himself as a person, not in comparison with some other student or an average. This avoids forcing him into a prearranged plan of study, even though it might be based upon a knowledge of his needs. He has needs in the direction of self- de termination also. MAKING A LIVING The amount of work and the kind of work will vary according to the long-term needs of'the child. This calls for practical “how to make a living” training for many. A few schools now are realizing the tremendous responsibility in turning out selfsufficient people rather than high school graduates with a certain scholastic average. It is destructive to force a child to compete with others of greater potential ability, even though in the same class room. He should not be “failed” because he has not reached a goal arbitrarily set j without reference to his needs and capabilities. Such corrective work can best be done by the regular teaching staff, if well trained with this in mind, rather than by a few indi viduals branded “remedial teach ers”. Clinical consultantship Is necessary for the most difficult cases, and some school districts are now providing “special” or psychological services for this pur pose. Again, the goal of the public schools should be aiding the de velopment of meaningful and ef fective personalities rather than getting off a block of training or assembly line production of car bon copy packages of knowledge. •ff 99 I REMEMBER BY THE OLD TIMERS From Mrs. J. Bando, Omaha, Nebraska: I remember as a child how mother mixed a paste of dry mustard, flour, vinegar and water for a meat sauce. It was real spicy. but very good. • • • From Mrs. Myrtle May, Hard wick, Vermont: I can remember my father telling us about the first mowing machines to be used around Sheldon. Vi. A man would ride on the machine afid another walk behind it. When the cutter oar needed to be raised the man who walked would lift it The first horse rake also needed two men to operate it. one riding and an other walking to dump it • • • From Arthur Johnson, Palatha, Fla.: As a boy tn Michigan I re member when we cut our ice sup ply from a fresh water lake The Ice was cut by hand saws, sledded to the Ice house and stored or packed solid. The walls and ceiling of the Ice house was packed with pins sawdust NOTE ~~ The Bloodmobile will be at the Lutheran Church of Redeemer « TODAY ^Thursday^ from 2 until 6:45 p.m. ' „ ' i . . • ^ .r.. :•%«,' ■ ■ ■ '' ' *9 \oh ViHir Blood Donation Also Helps NEW USE FOR OAMMA GLOBULIN HELPS PREVENT CRIPPLING EFFECTS OF POLIO GIVI BLOOD NOW! GAMMA GLOBULIN TAKES 3 MONTHS TO MAKE! MUST BE READY IN TIME FOR PEAK POLIO SEASON! ontrolled medical tests show that Gamma Globulin has often helped ' prevent the crippling paralyzing ef fects of Polio. (The major use of Gamma Globulin up to this time has been in the prevention and control of measles and infectious hepatitis.) By injecting children with Gamma Globulin the incidence of paralysis in Polio has been greatly reduced. Gamma Globulin is made from human blood. Blood that only you can give. WHAT IS GAMMA GLOBULIN? amma Globulin is that part of .human blood which contains “anti bodies” built up in the blood stream as the result of the human body fighting disease. Long after the in- r vading Polio virus is gone, “antibodies” remain in the blood—sometimes for life! By collecting this con centrated substance which contains the “antibodies” —and inoculating persons with it, Gamma Globulin has greatly reduced the crippling effects of Polio in (many cases treated. YOU MAY HAVE HAD POUOI m ou may have had mild Polio... but never knew it. (Most of us have been exposed to Polio ... and suc cessfully fought it off without de veloping paralysis.) What happened? Simply this: When Polio virus entered your body, certain cells produced “anti bodies” which are still in your blood. These protec tive “antibodies” either dissolved the Polio virus ... or helped your white blood cells destroy them. GAMMA GLOBULIN NOT A “CURE-ALL" t must be stressed that Gamma Globulin is not a “cure-all.” How- ever, recent field tests scientifically Ar demonstrate that Gamma Globulin does give temporary protection against the paralytic effects of Polio. STOCK PILE CRITICALLY LOW 7. | here is now not nearly enough blood available for Polio use . . . espe cially if an epidemic should again strike this summer. Because it takes one pint of hlood to make one dose of Gamma Globulin for the average child . . . and because Gamma Glohulin protection lasts only a short time ... it is ohvious that more and more blood is urgently needed. “LATER" WILL BE TOO LATE I ince Gamma Globulin must be [processed or “fractionated” from pooled blood derivatives, it takes three dong months before your blood can be made into Gamma Globulin. That’s why it is important that you give blood now! Yes, helping prevent Polio is one more reason—a powerful, compelling reason—why you should give blood NOW! If enough blood can be secured quickly f America’s desperately small stock pile of Gamma Globulin may be built up in time for the peak Polio season ahead. ARMED FORCES GET WHOLE BLOOD FIRST it should be, our Armed Forces get first call on all blood donated. -Because if a badly wounded Ameri can soldier doesn’t have whole blood immediately, he dies. Blood is needed at home, too—for the hospitalized veteran—for emergencies and disasters on the home front—and to help build up a reserve that is large enough and mobile enough to see us through possible enemy attack. Yes, your hlood donation not only helps fight Polio, but serves all America because . . . the blood you give is used wherever it is needed most—first! ★★★★★★★★★★★★★★★★ AAAAAAA tckirkit'k ■kirk'k-trirk Roll Up four Sleeve... Ybu can save a IHe when you give bhod » A NATIONAL BLOOD PROGRAM A CONTRIBUTED AS A PUBLIC SERVICE BY The South Carolina National Bank Newberry Federal Savings & Loan Association ■4