The earth is corrupt and dark and idolatrous; and amid the darkness and corruption a pure, divine light, the word of God, is shining. But although we have known the truth for many years, little advancement has been made by those who have been given light. Whose plan was it to produce that class of books that has been patronized in our schools? It was the plan largely of men who had not the experience of Moses and Joshua and Daniel, and the other prophets and apostles, who endured the seeing of Him who is invisible. Seeing God by faith gives a conception of the divine character, the perfection of heaven. But to place in our schools the books that have been placed there as standard books, is an offense to God. In this age, as never before, when the two great forces of the Prince of Heaven and the prince of hell have met in decided conflict, our youth need instruction in Bible principles. Like the branches of the True Vine, the word of God presents unity in diversity. There is in it a perfect, superhuman, mysterious unity. It contains divine wisdom, that is the foundation of all true education; but this book has been treated indifferently.—July 8, 1897.
No teacher in our schools should suggest the idea that, in order to have the right discipline, it is essential to study text-books expressing pagan and infidel sentiments.—“Christian Education,” p. 99.
The study of works that in any way express infidel sentiments is like handling black coals; for a man cannot be undefiled in mind who thinks28along the line of skepticism.—“Christian Education,” p. 100.
Books Must Be Used.—The study of the sciences is not to be neglected. Books must be used for this purpose; but they should be in harmony with the Bible, for that is the standard. Books of this character should take the place of many of those now in the hands of the students. God is the author of science. Scientific research opens the mind to vast fields of thought and information, enabling us to see God through his created works. Ignorance may try to support skepticism by appeals to science; but instead of doing this, science contributes fresh evidences of the wisdom and power of God. Rightly understood, science and the written word agree, and each sheds light on the other. Together they lead us to God, by teaching us something of the wise and beneficent laws through which he works.—Sp. Test., pp. 56, 57.
Christian Text-Books Needed.—These popular authors have not pointed out to the students the way that leads to eternal life. “And this is life eternal, that they might know thee the only true God, and Jesus Christ, whom thou hast sent.” John 17:3. The authors of the books current in our schools are recommended and exalted as learned men; their education is in every way deficient, unless they themselves have been educated in the school of Christ, and by practical knowledge bear witness to the word of God as the most essential study for children and youth; “The fear of the Lord is the beginning of wisdom.” Books should have been prepared to place in the hands of students that would educate them to have a sincere, reverent love for truth29and steadfast integrity. The class of studies which are positively essential in the formation of character to give them a preparation for the future life, should be kept ever before them.—Sp. Test., p. 230.
Uninspired authors are placed in the hands of children and youth in our schools as lesson books—books from which they are to be educated. They are kept before the youth, taking up their precious time in studying those things which they can never use. Many books have been introduced into the schools which should never have been placed there. These books do not in any sense voice the words of John, “Behold the Lamb of God, which taketh away the sin of the world.” The whole line of study in our schools should be to prepare a people for the future, immortal life.—Sp. Test., p. 232.
All unnecessary matters need to be weeded from the course of study, and only such studies be placed before the student as will be of real value to him.—Sp. Test., p. 151.
But the study of many different authors confuses and wearies the mind, and has a detrimental influence upon the religious life.—Sp. Test., p. 149.
TEACHERS.
Qualifications.—Students should be encouraged to combine mental and physical labor. The physical powers should be developed in proportion to the mental faculties. This is essential for an all-round education, and they will then be at home in any place. They should be able to teach others how to build, how to cultivate the soil. A man may have a brilliant mind, quick to30catch ideas; but this is of little value to him if he has no knowledge of practical work, if he does not know how to put his ideas into execution. Such a one is only half educated. The teacher who has an intelligent knowledge of the best methods, and who can not only teach the theory, but can show by example how things should be done, will never be a drug in the market.—Test., “Our School Work.”
God wants the teachers in our schools to be efficient. Let none feel that having an earnestness in religious matters is all that is essential in order to become educators. While they need no less of piety, they also need a thorough knowledge of the sciences. This will make them not only good, practical Christians, but will enable them to educate the youth, and, at the same time, they will have heavenly wisdom to lead them to the fountain of living water.—“Christian Education,” p. 51.
Many teachers are leading their students over the same track that they themselves have trod. They think this is the only right way. They give students food which would not sustain spiritual life, but which will cause those who partake of it to die. They are fascinated by that which God does not require them to know.—Test., “The Bible in Our Schools.”
Selection of Teachers.—Those whom the Lord has presented to me as not being properly trained in the home life, who have not thought it necessary to use the powers of their mind and their physical strength and ingenuity as members of the home firm, will always look upon order and discipline as needless restraint and severity. Again and again the Lord has presented this31matter before me in clear lines. The teachers must be carefully picked. No haphazard work must be done in the appointment of teachers. Those who have devoted years to study and yet have not gained the education essential to fit them to teach others, in the lines the Lord has marked out, should not be connected with our schools as educators. They need to be taught the first principles of true, all-round education.
Blind Teachers.—We are living in solemn times, and the reason why there are so many failures in our schools is because teachers neglect to keep the way of the Lord. Some teachers feel the burden and carry the load of responsibility. Others do surface work. They fail to see that the woeful influence of this deficiency is seen in the words and deportment of their students. This influence counterworks the influence that God-fearing teachers, who aim to meet the high standard of Christian education, seek.
Converted Teachers.—I would that the teachers in our schools could be of God’s selection and appointment. Souls will be lost because of the careless work of professedly Christian teachers, who need to be taught of God day by day, else they are unfit for the position of trust. Teachers are needed who will strive to weed out their inherited and cultivated tendencies to wrong, who will come into line, wearing themselves the yoke of obedience, and thus giving an example to the students. The sense of duty to their God and to their fellow beings, with whom they associate, will lead such teachers to become doers of the word, and to heed counsel as to how they should conduct themselves.—Sept. 17, 1887.
It is not safe for us to employ as instructors in32our institutions those who are not believers in the present truth; they advance ideas and theories that take hold of the mind with a bewitching power, that absorb the thoughts, making the world of an atom and an atom of the world.—P. C., p. 121, April 15, 1892.
Teachers themselves should be what they wish the students to become. They should possess well-balanced, symmetrical characters. They should be refined in manner, neat in dress, careful in all their habits, and should have that true Christian courtesy that wins confidence and respect.—Sp. Test. on Ed., p. 48.
Every teacher should be under the full control of the Holy Spirit. If the teachers will open their own hearts to receive the Spirit, they will be prepared to co-operate with it in working for their students. Every teacher should know and welcome this Heavenly Guest.—Sp. Test. on Ed., pp. 50, 51.
None who deal with the youth should be iron-hearted, but affectionate, tender, pitiful, courteous, winning, and compassionate; yet they should know that reproof should be given, and that even rebuke must be spoken to cut off some evil doing. — P. C., p. 549, June 21, 1897.
Those teachers who have not a progressive religious experience, who are not learning daily lessons in the school of Christ, that they may be examples to the flock, but who accept their wages as the main thing, are not fit for the solemn, awfully solemn, position they occupy.—Sp. Test. on Ed., p. 184.
LOCATION OF OUR SCHOOLS.
No pains should be spared to select places for our schools where the moral atmosphere will be healthful as possible; for the influences that prevail will leave a deep impress on young and forming characters. For this reason a retired locality is best. The great cities, the centers of business and learning, may seem to present some advantages, but these advantages are outweighed by other considerations.—Sp. Test. on Ed., p. 43.
In connection with our schools, there should be, as far as possible, large flower gardens, and extensive lands for cultivation.— Sp. Test., p. 60.
DISCIPLINE.
It is the duty of principal and teachers to demand perfect order and perfect discipline. Those teachers who do not see the necessity of maintaining the rules that it is deemed essential to make, have simply made a mistake in thinking that they were prepared to teach, and accepting the situation. No disorder should be allowed without decided rebuke and a command to cease. It would not be allowed even in the common schools. If the principal and teachers of the school have not authority and government sufficient to set things in order, some one should take the management who will require obedience.—P. Test.
A BRIEF HISTORY OF CHRISTIAN SCHOOLS.
BY E. A. S.
The educational system advocated in these Testimonies is the same as that given to all Christians from Abraham down; it is the only34system of education which Christians can safely follow if they desire to preserve their children in the true faith. Secular schools are not and never were intended for the children of Christians; they are for those of this world, whose citizenship is here. A few extracts are given below covering some of the most important periods in the history of God’s people:—
Abraham’s School.—“Abraham’s household comprised more than a thousand souls. Those who were led by his teachings to worship the one God, found a home in his encampment; and here, as in a school, they received such instruction as would prepare them to be representatives of the true faith. Thus a great responsibility rested upon him. He was training heads of families, and his methods of government would be carried out in the households over which they should preside.”—“Patriarchs and Prophets,” p. 141.
Did Not Attend the Schools of the World.—“It was a wise arrangement, which God himself had made, to cut off his people, so far as possible, from all connection with the heathen, making them a people dwelling alone, and not reckoned among the nations. He had separated Abraham from his idolatrous kindred, that the patriarch might train and educate his family apart from the seductive influences which would have surrounded them in Mesopotamia, and that the true faith might be preserved in its purity by his descendants, from generation to generation.—“Patriarchs and Prophets,” pp. 141, 142.
Israel’s School System.—“To learn the plan of ancient Israel read Deut. 6:7–10 where instruction is given on the home school. All the teachers of the secondary and higher schools were to35be Levites, and were paid from the tithes. To show that they had a school in every church, read 2 Chron. 17:7–9.
We learn that they had a school in which workers were trained, called a “College” or “School of the Prophets,” by reading 2 Chron. 34:22; 1 Sam. 10:9–13; 2 Kings 4:38–44; 2 Kings 6:1–7. This plan of education, when strictly followed out, placed the Israelites at the head of learning, and it is said that they were regarded by the pagan nations round about, thus: “For this is your wisdom and your understanding in the sight of the nations, which shall hear all these statutes, and say, Surely this great nation is a wise and understanding people.” Deut. 4:6. Solomon’s wisdom excelled the wisdom of all the children of the East country and all the wisdom of Egypt, for he was wiser than all men. His fame was in all nations roundabout. 1 Sam. 4:29–34. The Bible was the basis of their principal studies, which were the natural sciences (1 Kings 4:33), the study of the law, sacred history, sacred music, poetry, agriculture, and horticulture. “The Lord himself directed the education of Israel,” and he wishes to direct our education to-day.36of Joseph, of young Samuel, of Josiah, and of the holy child Jesus. The history of the patriarchs and prophets, apostles and holy men, whose lives are narrated in the sacred volume, were the nursery tales with which they sought to form the tender minds of their children. As the mind of the child expanded, the parents made it their sacred duty and delightful task daily to exercise him in the recital of select passages of Scripture relating to the doctrines and duties of religion. The Bible was the entertainment of the fireside. It was the first, the last, the only school book almost, of the child; the sacred psalmody, the only song with which his infant cry was hushed as he was lulled to rest on his mother’s arm. The sacred song and the rude melody of its music were, from the earliest periods of Christian antiquity, an important means of impressing the infant heart with sentiments of piety, and of imbuing the susceptible minds of the young with the knowledge and faith of the Scriptures.”
Schools of the Early Church.—“Education among the early Christians has been beautifully portrayed by Coleman. “The tender solicitude of these early Christians for the religious instruction of their children,” he says, “is one of the most beautiful characteristics. They taught them even at the earliest dawn of intelligence the sacred names of God and the Saviour. They sought to lead the infant minds of their children up to God by familiar narratives from Scripture,
Free from Worldly Schools.—“The purpose of these early Christian parents, as of the ancient Jews, was to train up their children in the fear of God. In order that the children might be exposed as little as possible to the corrupting influence of heathen association, their education was conducted within the healthful precincts of home. As a result, they grew up without a taste for debasing pleasures; they acquired domestic tastes; and, when the time came, they took their place as consistent and earnest workers in the church.”
“The beauty of this character made its impression upon an age notorious for its vice. It extorted unwilling praises from the enemies of37Christianity. A celebrated heathen orator exclaimed, “What wives these Christians have!” “A noble testimony,” says a writer of note, “to the refining power of woman, and the most beautiful tribute to the gentle, persuasive influence of her piety which all antiquity, heathen or Christian, furnishes.”
Education Among the Reformers.—The early reformers realized that they could not hope to succeed if their children were educated by Roman Catholic teachers. Luther says that “the Bible must be studied; teachers must be provided; schools must be established.” “He felt that to strengthen the Reformation it was requisite to work on the young, to improve schools, and to propagate through Christendom the knowledge necessary for a profound study of the Holy Scriptures. This, accordingly, was one of the objects of his life; he saw it in particular at the period which we have reached, and wrote to the councilors of all the cities of Germany calling on them to found Christian schools.”—D’Aubigné’s “History of the Reformation,” bk. 10, chap. 9.
Education in the Formation of the Beast and Image.—The early reformers found it necessary to have their own courses of study, text-books, teachers, methods, principles, etc. They separated themselves completely from the popular schools of the day. It required courage and faith in those days to take such a stand, and it will require even more courage and faith for those who are preparing for translation to take the stand which the Testimonies are pleading for them to take. They knew that if their children should go to the schools where the popular education was given they would receive the mark of the38papacy, or the beast. Those who are living up to the light at the present time, will see, even more clearly, that if their children continue to go to the popular schools, they will receive such principles as will compel them to assist in giving life to the image to the beast. Any one who has a knowledge of the third angel’s message, and who will take the trouble to examine the studies and methods of the popular system of education, can see that the books are filled with those errors which will oblige those who are receiving their education from them to take the dreadful step which will bring upon the world a religious and civil darkness, greater than has ever been known before.
Complete Separation.—The command found in Rev. 18:4, “Come out of her, my people,” means to come out of those institutions which will place in the minds of our young people, principles which are apt to make them join the class of worshipers of which we read in 2 Tim. 3:5: “Having a form of godliness, but denying the power thereof.” As faithful watchmen, we should be just as desirous of getting our children out of the popular schools as we are to call the older people out of the popular churches. The popular churches are only a product of worldly education, so to get at the root of the matter, we must separate ourselves from that which creates the condition in which all the religious world, at present, finds itself.
What Has Been Done.—A number of church schools have been started during the present school year, with very satisfactory results. It is almost the universal opinion in the churches where these schools have been planted that they39have been a great help to the children, youth, and parents; also, that the churches have been strengthened through the interest aroused among outside people, a number of whom have sent their children to receive the proper kind of education, and to avoid the evil associations to which they must be exposed in the common schools. It is the expression of nearly all church school-teachers that teaching in these humble schools is the most precious missionary work they have ever done. Many churches have not started schools, simply because they have not been able to find a true missionary teacher. If the right kind of teachers can be procured there will be a large number of schools started next fall, and, instead of just a few pupils receiving a Christian education in some of our colleges and academies, there may be hundreds of them attending our schools, if our people will move out by faith and do what the Lord has told them to do. We trust that the Spirit of God will move upon the hearts of earnest young men and women to prepare themselves to teach the children, not only in America, but in foreign lands as well.
Would it not be a good plan if every church would look around to see if there are persons in their midst who could, by a special training, be fitted to enter this work, and encourage all such to prepare at once? If they should need financial support, could not the churches invest some means in this grand enterprise? The word of the Lord is, “All schools among us will soon be closed up.” Let every Christian now learn what his work is, and then begin at once to do it.
HOW TO ORGANIZE A CHURCH SCHOOL.
After the church has decided that they want a church school they should correspond with the conference president, stating to him the situation as fully as possible, giving the number of church-members who will support a school by sending paying pupils or by donations. Mention the number of prospective students who can pay their tuition and those who cannot. State what advantages you possess for conducting a school, such as buildings, school furniture, and location, the length of the term desired, and time you are ready to open the school. Any other information which would aid in the establishment of the school, should be given.
The conference president will confer with the church and advise it to correspond with some of our schools which train teachers.
The church should organize a school board of five members with president, secretary, and treasurer; whose duty it is to make definite plans for conducting the school, and provide the necessary finances.
Churches in District 3 desiring further information should address Battle Creek College.
From what has been read in the leaflet we trust that no church will fail to see the importance of selecting teachers who have had some training in the proper methods of Christian education. Everything depends upon the teacher. The ordinary public school-teacher even though a Sabbath-keeper would probably conduct the school on secular principles, using the Bible as flavoring to spice the other branches taught.
COMMERCIAL.
The principles of true education, that will make students to be practical business men, have been very poorly carried out. This class of education is needed in all our missionary enterprises; and, if the teachers in our schools did their duty, according to the “it is written,” they would send forth from the schools men of moral worth, men who would know how to take hold of the work in a new field, and use brain, bone, and muscle in making a harmonious whole.—Test., “Our School Work.”
Results of Poor Bookkeeping.—The reason that to-day so many mistakes are made in accounts is not because those in charge of them are dishonest, but because they have not a thorough knowledge of bookkeeping. They are not prompt in making a faithful, daily estimate of their outgo. These mistakes are not dishonest. Many a youth, because ignorant of how to keep accounts, has made mistakes which have caused him serious trouble. Those who have a living interest in the cause and work of God should not allow themselves to settle down with the idea that they are not required to know how to keep books.—Dec. 20, 1896.
Everything that bears any relation to the work of God should be as nearly perfect as human brains and hands can make it.—“Gospel Workers,” p. 358.
Efficiency Needed.—I saw that there was great inefficiency in the bookkeeping in many departments of the cause. Bookkeeping is, and ever will be, an important part of the work; and those who have become expert in it are greatly needed.42In our institutions, and in all branches of the missionary work. It is a work that requires study that it may be done with correctness and despatch, and without worry or overtaxation; but the training of competent persons for this work has been shamefully neglected. It is a disgrace to allow a work of such magnitude as ours, to be done in a defective, inaccurate way. God wants as perfect work as it is possible for human beings to do. It is a dishonor to sacred truth and its Author to do his work in any other way. I saw that unless the workers in our institutions were subject to the authority of God there would be a lack of harmony and unity of action among them. If all will obey his directions, the Lord will stand as the invincible Commander; but there must also be a visible head who fears God. The Lord will never accept a careless, disorderly company of workers; neither will he undertake to lead forward and upward to noble heights and certain victory, those who are self-willed and disobedient.
—Test., No. 33, p. 81.
Far Behind.—Years ago I saw that our people were far behind in obtaining that knowledge which would qualify them for positions of trust in the cause. Every member of the church should put forth efforts to qualify himself to do work for the Master. To each has been appointed a work, according to his ability. Even now, at the eleventh hour, we should arouse to educate men of ability for the work, that they may, while occupying positions of trust themselves, be educating by precept and example all who are associated with them.
Through a selfish ambition, some have kept from others the knowledge they could have imparted.43Others have not cared to tax themselves by educating any one else.
Let each go to work now with a firm determination to rise. The present need of the cause is not so much for more men, as for greater skill and consecration in the laborers.—Test., No. 33, p. 82.
Division of Labor.—You may load on one man the care and burden which should be divided among several, but you will gain nothing by this. Men should be educated as business men. Experience is of value. You work at great disadvantage when you suppose that because one man can fill a certain position he is qualified to fill several positions.
Call for Business Men.—There is great necessity of selecting men as students, to learn rapidly all they can in business lines of education. This line of work is essential, and those who do the business in the work of God are not to assume responsibilities which they suppose themselves capable of bearing. Those who carry the responsibilities of the work have erred in allowing persons to be placed as managers of financial matters, when there was the best of evidence that these persons had not tact or ability for the position.
Business and Religion.—Especially are business men needed, not irreligious business men, but those who will weave the great, grand principles of truth into all their business transactions. Men who have qualifications for the work need to have their talents exercised and perfected by most thorough study and training. Not one business man that has any appointment in the work need to be a novice. If men in any line of work need to improve their opportunities to become44wise, efficient business men, it is those who are using their ability in the work of building up the kingdom of God in our world.
Correct Principles.—Those who labor in business lines should exercise every precaution against error through wrong principles or methods. Their record may be like that of Daniel in the courts of Babylon. In all his business transactions, when subjected to the closest scrutiny, there was not found one item that was faulty. He was a sample of what every business man may be. But the heart must be converted and consecrated.—Sp. Test., pp. 64–66.