Earlier text: MAKING HOME ATTRACTIVEAbove all, take time to read the Bible — the Book of books. A daily study of the Scriptures has a sanctifying, uplifting influence upon the mind. Bind139 the holy volume to your hearts. It will prove to you a friend and guide in perplexity. Both old and young neglect the Bible. They do not make it their study, the rule of their life. Especially are the young guilty of this neglect. Most of them find time to read other books, but the book that points out the way to eternal life is not daily studied. Idle stories are attentively read, while the Bible is neglected. This book is our guide to a higher, holier life. The youth would pronounce it the most interesting book they ever read had not their imagination been perverted by the reading of fictitious stories. Youthful minds fail to reach their noblest development when they neglect the highest source of wisdom,—the word of God. That we are in God’s world, in the presence of the Creator; that we are made in His likeness; that He watches over us and loves us and cares for us,—these are wonderful themes for thought, and lead the mind into broad, exalted fields of meditation. He who opens mind and heart to the contemplation of such themes as these will never be satisfied with trivial, sensational subjects. The importance of seeking a thorough knowledge of the Scriptures can hardly be estimated. “Given by inspiration of God,” able to make us “wise unto salvation,” rendering the man of God “perfect, thoroughly furnished unto all good works” (2 Tim. 3:15-17), the Bible has the highest claim to our reverent attention. We should not be satisfied with a superficial knowledge, but should seek to learn the full meaning of the words of truth, to drink deep of the spirit of the Holy Oracles. THE PARABLE OF THE GROWING SEED
Jesus taught by illustrations and parables drawn from nature and from the familiar events of everyday life. . . . In this way He associated natural things with spiritual, linking the things of nature and the life experience of His hearers with the sublime truths of the written word. And whenever afterward their eyes rested on the objects with which He had associated eternal truth, His lessons were repeated. One of Christ’s most beautiful and impressive parables is that of the sower and the seed. “So is the kingdom of God,” He said, “as if a man should cast seed into the ground; and should sleep, and rise night and day, and the seed should spring and grow up, he knoweth not how. For the earth bringeth forth fruit of herself; first the blade, then the ear, after that the full corn in the ear.” Mark 4:26-28. He who gave this parable, Himself created the tiny seed, gave it its vital properties, and ordained the laws that should govern its growth; and He made it a living illustration of truth in both the natural and the spiritual world. The truths which this parable teaches were made a living reality in Christ’s own life. In both His physical and His spiritual nature He followed the divine order of growth, illustrated by the plant, as He wishes all youth to do. Although He was the Majesty of heaven, the King of glory, He became141 a babe in Bethlehem, and for a time represented the helpless infant in its mother’s care. In childhood, Jesus did the works of an obedient child. He spoke and acted with the wisdom of a child, and not of a man, honoring His parents, and carrying out their wishes in helpful ways, according to the ability of a child. But at each stage of His development He was perfect, with the simple, natural grace of a sinless life. The sacred record says of His childhood, “The child grew, and waxed strong in spirit, filled with wisdom: and the grace of God was upon Him.” And of His youth it is recorded, “Jesus increased in wisdom and stature, and in favor with God and man.” Luke 2:40, 52. The work of parents and teachers is here suggested. . . . They should aim so to cultivate the tendencies of the youth, that at each stage of their life they may represent the natural beauty appropriate to that period, unfolding naturally, as do the plants in the garden. Those children are most attractive who are natural and unaffected. It is not wise to give children special notice, and repeat their clever sayings before them. Vanity should not be encouraged by praising their looks, their words, or their actions. Nor should they be dressed in an expensive or showy manner. This encourages pride in them, and awakens envy in the hearts of their companions. Teach the children that the true adorning is not outward. “Whose adorning let it not be that outward adorning of plaiting the hair, and of wearing of gold, or of putting on of142 apparel; but let it be the hidden man of the heart, in that which is not corruptible, even the ornament of a meek and quiet spirit, which is in the sight of God of great price.” 1 Peter 3:3, 4. . . . The little ones should be educated in childlike simplicity. They should be trained to be content with the small, helpful duties and the pleasures and experiences natural to their years. Childhood answers to the blade in the parable, and the blade has a beauty peculiarly its own. The children should not be forced into a precocious maturity, but should retain as long as possible the freshness and grace of their early years. The parable of the sower and the seed conveys a deep spiritual lesson. The seed represents the principles sown in the heart, and its growth the development of character. Make the teaching on this point practical. The children can prepare the soil and sow the seed; and as they work, the parent or teacher can explain to them the garden of the heart, with the good or bad seed sown there; and that as the garden must be prepared for the natural seed, so the heart must be prepared for the seed of truth. As the plant grows, the correspondence between the natural and the spiritual sowing can be continued. The little children may be Christians, having an experience in accordance with their years. This is all that God expects of them. They need to be educated in spiritual things; and parents should give them every advantage, that they may form characters after the similitude of the character of Christ. The mind will never cease to be active. It is open to influences, good or bad. As the human countenance is stamped by the sunbeam on the polished plate of the artist, so are thoughts and impressions stamped on the mind of the child; and whether these impressions are of the earth earthy, or moral and religious, they are well-nigh ineffaceable. When reason is awakening, the mind is most susceptible; and so the very first lessons are of great importance. These lessons have a powerful influence in the formation of character. If they are of the right stamp, and if, as the child advances in years, they are followed up with patient perseverance, the earthly and the eternal destiny will be shaped for good. This is the word of the Lord: “Train up a child in the way he should go: and when he is old, he will not depart from it.” Prov. 22:6. Parents, give your children to the Lord, and ever keep before their minds that they belong to Him, that they are the lambs of Christ’s flock, watched over by the True Shepherd. Hannah dedicated Samuel to the Lord; and it is said of him, “Samuel grew, and the Lord was with him, and did let none of his words [the Lord’s words through Samuel] fall to the ground.” 1 Sam. 3:19. In the case of this prophet and judge in Israel are presented the possibilities that are placed before the child whose parents co-operate with God, doing their appointed work. Children are a heritage from the Lord, and they are to be trained for His service. This is the work that rests upon parents and teachers with solemn, sacred force, which they cannot evade or ignore. To144 neglect this work marks them as unfaithful servants; but there is a reward when the seed of truth is early sown in the heart and carefully tended. Christ concludes the parable: “But when the fruit is brought forth, immediately he putteth in the sickle, because the harvest is come.” Mark 4:29. When the harvest of the earth is reaped, we shall see the result of our toil; for we shall see those for whom we have labored and prayed gathered into the heavenly garner. So shall we enter into the joy of our Lord, when “He shall see of the travail of His soul, and shall be satisfied.” Isa. 53:11.—“Special Testimonies on Education,” pp. 67-72. The mother’s work often seems to her an unimportant service. It is a work that is rarely appreciated. Others know little of her many cares and burdens. Her days are occupied with a round of little duties, all calling for patient effort, for self-control, for tact, wisdom, and self-sacrificing love; yet she cannot boast of what she has done as any great achievement. She has only kept things in the home running smoothly. Often weary and perplexed, she has tried to speak kindly to the children, to keep them busy and happy, and to guide their little feet in the right path. She feels that she has accomplished nothing. But it is not so. Heavenly angels watch the care-worn mother, noting the burdens she carries day by day. Her name may not have been heard in the world, but it is written in the Lamb’s book of life. TEACHING LESSONS OF HELPFULNESS
Life is not given to be spent in idleness and self-pleasing. Great possibilities have been placed before every one who will develop his God-given capabilities. For this reason the training of the young is a matter of highest importance. Every child born into the home is a sacred trust. God says to the parents, “Take this child, and bring it up for Me, that it may be an honor to My name, and a channel through which My blessings shall flow to the world.” To fit the child for such a life, something more is called for than a partial, one-sided education, which shall develop the mental at the expense of the physical powers. All the faculties of mind and body need to be developed; and this is the work which parents, aided by the teacher, are to do for the children and youth placed under their care. The first lessons are of great importance. It is customary to send very young children to school. They are required to study from books things that tax their young minds, and often they are taught music. Frequently the parents have but limited means, and an expense is incurred which they can ill afford, but everything must be made to bend to this artificial line of education. This course is not wise. A nervous child should not be overtaxed in any direction, and should not learn music until he is physically well developed. The mother should be the teacher, and home the school where every child receives his first lessons;146 and these lessons should include habits of industry. Mothers, let the little ones play in the open air; let them listen to the songs of the birds, and learn the love of God as expressed in His beautiful works. Teach them simple lessons from the book of nature and the things about them; and as their minds expand, lessons from books may be added, and firmly fixed in their memory. But let them also learn, even in their earliest years, to be useful. Train them to think that, as members of the household, they are to act a disinterested, helpful part in sharing the domestic burdens, and to seek healthful exercise in the performance of necessary home duties. It is essential for parents to find useful employment for their children, which will involve the bearing of responsibilities as their age and strength will permit. The children should be given something to do that will not only keep them busy, but will interest them. The active hands and brains must be employed from the earliest years. If parents neglect to turn their children’s energies into useful channels, they do them great injury; for Satan is ready to find them something to do. . . . THE CO-OPERATION OF TEACHER AND PARENT
When the child is old enough to be sent to school, the teacher should co-operate with the parents, and manual training should be continued as part of the school studies. There are many students who object to this kind of work in the schools. They think useful employment, like learning a trade, degrading; but such have an incorrect idea of what constitutes true dignity. . . . In His earth-life Christ was an example to all the human family, and He was obedient and helpful in the home. He learned the carpenter’s trade, and worked with His own hands in the little shop at Nazareth. . . . The Bible says of Jesus, “The child grew, and waxed strong in spirit, filled with wisdom: and the grace of God was upon Him.” Luke 2:40. As He worked in childhood and youth, mind and body were developed. He did not use His physical powers recklessly, but in such a way as to keep them in health, that He might do the best work in every line. . . . In the children and youth an ambition should be awakened to take their exercise in doing something that will be beneficial to themselves and helpful to others. The exercise that develops mind and character, that teaches the hands to be useful, that trains the young to bear their share of life’s burdens, is that which gives physical strength and quickens every faculty. And there is a reward in virtuous industry, in the cultivation of the habit of living to do good. The children of the wealthy should not be deprived of the great blessing of having something to do to increase the strength of brain and muscle. Work is not a curse, but a blessing. God gave sinless Adam and Eve a beautiful garden to tend. This was pleasant work, and none but pleasant work would have entered our world had not the first pair transgressed God’s commandments. . . . The wealthy are not to be deprived of the privilege and blessing148 of a place among the world’s workers. They should realize that they are responsible for the use they make of their entrusted possessions; that their strength, their time, and their money are to be used wisely, and not for selfish purposes. . . . The approval of God rests with loving assurance upon the children who cheerfully take their part in the duties of domestic life, sharing the burdens of father and mother. They will be rewarded with health of body and peace of mind; and they will enjoy the pleasure of seeing their parents take their share of social enjoyment and healthful recreation, thus prolonging their lives. Children trained to the practical duties of life will go out from the home to be useful members of society, with an education far superior to that gained by close confinement in the schoolroom at an early age, when neither the mind nor the body is strong enough to endure the strain. At home and in the school, by precept and example, the children and youth should be taught to be truthful, unselfish, industrious. They should not be allowed to spend their time in idleness; their hands should not be folded in inaction. Parents and teachers should work for the accomplishment of this object—the development of all the powers, and the formation of right character. But when parents realize their responsibilities, there will be far less left for the teachers to do. Heaven is interested in this work in behalf of the young. The parents and teachers who by wise instruction, in a calm, decided manner, accustom children to think of and care for others, will help them to overcome their selfishness, and will close the door149 against many temptations. Angels of God will co-operate with these faithful instructors. Angels are not commissioned to do this work themselves; but they will give strength and efficiency to those who, in the fear of God, seek to train the young to a life of usefulness. Our schools are the Lord’s special instrumentality to fit the children and youth for missionary work. Parents should understand their responsibility, and help their children to appreciate the great privileges and blessings that God has provided for them in educational advantages. But their domestic education should keep pace with their education in missionary lines. In childhood and youth practical and literary training should be combined. Children should be taught to have a part in domestic duties. They should be instructed how to help father and mother in the little things that they can do. Their minds should be trained to think, their memories taxed to remember their appointed work; and in the training to habits of usefulness in the home they are being educated in doing practical duties appropriate to their age. If children have proper home training, they will not be found upon the streets, receiving the haphazard education that so many receive. Parents who love their children in a sensible way will not permit them to grow up with lazy habits, and ignorant of how to do home duties. Ignorance is not acceptable to God, and is unfavorable for the doing of His work. CO-OPERATION BETWEEN THE HOME AND THE SCHOOL
It is in the home school that our boys and girls are to be prepared to attend the church school. Parents should constantly keep this in mind, and as teachers in the home, should consecrate every power of the being to God, that they may fulfil their high and holy mission. Diligent, faithful instruction in the home is the best preparation that children can receive for school life. Wise parents will help their children to understand that in the school life, as in the home, they are to strive to please God, to be an honor to Him. To shield their children from contaminating influences, parents should instruct them in the principles of purity. Those children who in the home form habits of obedience and self-control, will have little difficulty in their school life, and will escape many of the temptations that beset the youth. Parents should train their children to be true to God under all circumstances and in all places. They should surround them with influences that tend to strengthen character. With such a training, children, when sent away to school, will not be a cause of disturbance or anxiety. They will be a support to their teachers, and an example and encouragement to their fellow-pupils. WHAT THE TEACHER SHOULD BE
In the choice of a teacher for the children, great care should be shown. Church-school teachers should151 be men and women who have a humble estimate of themselves, who are not filled with vain conceit. They should be faithful workers, filled with the true missionary spirit, workers who have learned to put their trust in God and to labor in His name. They should possess the attributes of Christ’s character,— patience, kindness, mercy, and love; and into the daily experience they should bring the Saviour’s righteousness and peace. Then, working with fragrant influence, they will give evidence of what grace can do through human agents who make God their trust. Let every church school established be conducted with such order that Christ can honor the school-room with His presence. The Master will accept no cheap, shoddy service. Let teachers be learners, putting the whole mind to the task of learning how to do efficient service. They should ever carry a burden for souls—not that they themselves can save souls, but as God’s helping hand they have the privilege of winning their pupils to Christ. Teachers, let there be no folly in your conversation. In the schools you undertake to conduct, set a proper example before the children by each morning presenting them to God in prayer. Then look to Him for strength every hour, and believe that He is helping you. As you do this, you will gain the affection of the children. It is not such hard work to manage children, thank God. We have a Helper, one infinitely stronger than we are. O, I am so thankful that we do not have to depend upon ourselves, but upon strength from above! If your life is hid with Christ in God, a divine Helper will stand beside you, and you will be one with the Saviour and one with those you are teaching. Never exalt self; exalt Christ, glorify Him, honor Him before the world. Say, I stand under the blood-stained banner of Prince Emmanuel. I am wholly on the Lord’s side. Show sympathy and tenderness in dealing with your pupils. Reveal the love of God. Let the words you speak be kind and encouraging. Then as you work for your students, what a transformation will be wrought in the characters of those who have not been properly trained in the home! The Lord can make even youthful teachers channels for the revealing of His grace, if they will consecrate themselves to Him. The teacher should bring true self-respect into all that he does. He should not allow himself to be quick-tempered. He should not punish harshly children that are in need of reform. Let him understand that self must be kept in subjection. He should never forget that over him there is a divine Teacher, whose pupil he is, and under whose control he is ever to be. As the teacher humbles the heart before God, it will be softened and subdued by the thought of his own shortcomings. He will realize something of the meaning of the words, “You, that were sometime alienated and enemies in your mind by wicked works, yet now hath He reconciled in the body of His flesh through death, to present you holy and unblamable and unreprovable in His sight.” Col. 1:21, 22. Sometimes there is in the school a disorderly element that makes the work very hard. Children who have not received a right education make much trouble, and by their perversity make the heart of the teacher sad. But let him not become discouraged. Test and trial bring experience. If the children are disobedient and unruly, there is all the more need of strenuous effort. The fact that there are children with such characters is one of the reasons why church schools should be established. The children whom parents have neglected to educate and discipline must be saved if possible. In the school as well as in the home there should be wise discipline. The teacher must make rules to guide the conduct of his pupils. These rules should be few and well-considered, and once made they should be enforced. Every principle involved in them should be so placed before the student that he will be convinced of its justice. Thus he will feel a responsibility to see that the rules which he himself has helped to frame are obeyed. PARENTS TO STRENGTHEN THE TEACHER’S HANDS
The teacher should not be left to carry the burden of his work alone. He needs the sympathy, the kindness, the co-operation, and the love of every church-member. The parents should encourage the teacher by showing that they appreciate his efforts. Never should they say or do anything that will encourage insubordination in their children. But I know that many parents do not co-operate with the teacher. They do not foster in the home the good influence exerted in the school. Instead of carrying out in154 the home the principles of obedience taught in the school, they allow their children to do as they please, to go hither and thither without restraint. And if the teacher exercises authority in requiring obedience, the children carry to their parents an exaggerated, distorted account of the way in which they have been dealt with. The teacher may have done only that which it was his painful duty to do; but the parents sympathize with their children, even though they are in the wrong. And often those parents who themselves rule in anger, are the most unreasonable when their children are restrained and disciplined in school. There are church-members who have been quick to catch up unkind suppositions, and to speak disparagingly of the teacher before other church-members, and even in the presence of the children. Some have talked freely and bitterly concerning a teacher without clearly understanding the difficulty of which they were speaking. This should not be. The one who thinks that a teacher has done wrong should follow the directions given in the Word: “If thy brother shall trespass against thee, go and tell him his fault between thee and him alone.” Matt. 18:15. Until this has been done, no one is justified in telling others of a brother’s mistakes. Parents, when the church-school teacher tries so to train and discipline your children that they may gain eternal life, do not in their presence criticize his actions, even though you may think him too severe. If you desire them to give their hearts to the Saviour, co-operate with the teacher’s efforts for their salvation. How much better it is for children, in155 stead of hearing criticism, to hear from the lips of their mother words of commendation regarding the work of the teacher. Such words make lasting impressions, and influence the children to respect the teacher. We are not to concern ourselves so much about the course that others are following, as about the course that we ourselves are following. If the children attending a church school do not improve in manners, the parents should not unduly blame the teacher. Rather they should closely examine themselves, to see if they are such teachers as God can approve. In many cases children are greatly neglected in the home, and are more disorderly there than they are in the school. If children who for years have been left to follow their own inclinations and desires, are not led by the efforts of the teacher to live Christ-like lives, shall the parents, because of this, set in circulation unkind criticisms concerning the teacher? God’s method of government is an example of how children are to be trained. There is no oppression in the Lord’s service, and there is to be no oppression in the home or in the school. Yet neither parents nor teachers should allow disregard of their word to pass unnoticed. Should they neglect to correct the children for doing wrong, God would hold them accountable for their neglect. But let them be sparing of censure. Let kindness be the law of the home and of the school. Let the children be taught to keep the law of the Lord, and let a firm, loving influence restrain them from evil. Parents should remember that much more will be accomplished by the work of the church school if156 they themselves realize the advantages that their children will obtain in such a school, and unite wholeheartedly with the teacher. By prayer, by patience, by forbearance, parents can undo much of the wrong caused by impatience and unwise indulgence. Let parents and teacher take hold of the work together, the parents remembering that they themselves will be helped by the presence in the community of an earnest, God-fearing teacher. Parents, make every effort in your power to place your children in the most favorable situation for forming the character that God wants them to form. Use every spiritual sinew and muscle in the effort to save your little flock. The powers of hell will unite for its destruction, but God will lift up for you a standard against the enemy. Pray much more than you do. Lovingly, tenderly, teach your children to come to God as their heavenly Father. By your example teach them self-control and helpfulness. Tell them that Christ lived not to please Himself. Gather up the rays of divine light that are shining upon your pathway. Walk in the light as Christ is in the light. As you take hold of the work of helping your children to serve God, the most provoking trials will come; but do not lose your hold; cling to Jesus. He says, “Let him take hold of My strength, that he may make peace with Me; and he shall make peace with Me.” Isa. 27:5. Difficulties will arise; you will meet with obstacles; but look constantly to Jesus. When an emergency arises, ask, Lord, what shall I do now? If you refuse to fret or scold, the Lord will show you the way. He will157 help you to use the talent of speech in so Christ-like a way that peace and love will reign in the home. By following a consistent course of action, you may be evangelists in the home, ministers of grace to your children. A SYMPATHETIC UNDERSTANDING
The school work in a place where a church school has been established, should never be given up unless God plainly directs that this should be done. Adverse influences may seem to conspire against the school, but with God’s help the teacher can do a grand, saving work in changing the order of things. If he labors patiently, earnestly, perseveringly, in Christ’s lines, the reformatory work done in the school may extend to the homes of the children, bringing into them a purer, more heavenly atmosphere. This is indeed missionary work of the highest order. If parents faithfully act their part, the work of the teacher will be greatly lightened. His hope and courage will be increased. Parents whose hearts are filled with the love of Christ will refrain from finding fault, and will do all in their power to encourage and help the one whom they have chosen as teacher for their children. They will be willing to believe that he is just as conscientious in his work as they are in theirs. The teachers in the home and the teachers in the school should have a sympathetic understanding of one another’s work. They should labor together harmoniously, imbued with the same missionary spirit, striving together to benefit the children physically, mentally, and spiritually, and to develop characters that will stand the test of temptation. As we go forward in establishing church schools, we shall find a work to be done for the children in places where it has been thought a school could not be maintained. As far as possible, all our children should have the privilege of a Christian education. To provide this we must sometimes establish home church schools. It would be well if several families in a neighborhood would unite to employ a humble, God-fearing teacher to give to the parents that help that is needed in educating their children. This will be a great blessing to many isolated groups of Sabbath-keepers, and a plan more pleasing to the Lord than that which has been sometimes followed, of sending young children away from their homes to attend one of our larger schools. Our small companies of Sabbath-keepers are needed to hold up the light before their neighbors; and the children are needed in their homes, where they may be a help to their parents when the hours of study are ended. The well-ordered Christian home, where young children can have parental discipline that is after the Lord’s order, is the best place for them. The tender years of childhood are years of heavy responsibility for fathers and mothers. Parents have a sacred duty to perform in teaching their children to help bear the burdens of the home, to be content with plain, simple food, and neat, inexpensive dress. The requirements of the parents should always be reasonable; kindness should be expressed, not by159 foolish indulgence, but by wise direction. Parents are to teach their children pleasantly, without scolding or faultfinding, seeking to bind the hearts of the little ones to them by the silken cords of love. Let all, fathers and mothers, teachers, elder brothers and sisters, become an educating force to strengthen every spiritual interest, and to bring into the home and the school life a wholesome atmosphere, which will help the younger children to grow up in the nurture and admonition of the Lord. Our children are the Lord’s property; they have been bought with a price. This thought should be the mainspring of our labors for them. The most successful method of securing their salvation and of keeping them out of the way of temptation, is to instruct them constantly in the word of God. And as parents become learners with their children, they will find their own growth in grace and in a knowledge of the truth more rapid. Unbelief will disappear; faith and activity will increase; assurance and confidence will deepen as they thus follow on to know the Lord. Their prayers will undergo a transformation, becoming more earnest and sincere. Christ is the head of His church, the unfailing dependence of His people; He will give the needed grace to those who seek Him for wisdom and instruction. God would have us consider these things in their sacred importance. It is the privilege of brothers and sisters and parents to co-operate in teaching the children how to drink the gladness of Christ’s life by learning to follow His example. To the older160 children in these isolated families I will say: It is not necessary that all should drop the home responsibilities to attend our boarding-schools, in order to obtain a fitting for service. Remember that right in the home there is a work to do for the Master. In the home there are the younger children to be instructed, and thus relieve the mother’s burdens. Let the elder members of the family bear in mind that this part of the Lord’s vineyard needs to be faithfully cultivated, and resolve that they will put forth their best capabilities to make home attractive, and to deal patiently and wisely with the younger children. There are young persons in our homes whom the Lord has qualified to give to others the knowledge they have gained. Let these strive to keep spiritual lessons fresh in mind. And while they are teaching, they can also be studying. Thus they may be learners while teaching. New ideas will come to them, and the hours of study will be a decided pleasure as well as profit. I speak to fathers and mothers: You can be educators in your homes; you can be spiritual missionary agencies. Let fathers and mothers feel their need of being home missionaries, the need of keeping the atmosphere of the home free from the influence of unkind and hasty speech, the need of making the home a place where angels of God can come in and bless and give success to the efforts put forth. Let parents unite in providing a place for the daily instruction of their children, choosing as teacher one who is apt to teach, and who, as a consecrated161 servant of Christ, will increase in knowledge while imparting instruction. The teacher who has consecrated self to the service of God will be able to do a definite work in missionary service, and will instruct the children in the same lines. Let fathers and mothers co-operate with the teacher, laboring earnestly for the salvation of their children. If parents will realize the importance of these small educating centers, co-operating to do the work that the Lord desires to have done at this time, the plans of the enemy for our children will be largely frustrated. “Train up a child in the way he should go: and when he is old, he will not depart from it.” Prov. 22: 6. Children are sometimes tempted to chafe under restraint; but in after-life they will bless their parents for the faithful care and strict watchfulness that guarded and guided them in their years of inexperience. By hasty, unfounded criticism the influence of the faithful, self-sacrificing teacher is often well-nigh destroyed. Many parents whose children have been spoiled by indulgence, leave to the teacher the unpleasant task of repairing their neglect; and then by their own course they make his task almost hopeless. Their criticism and censure of the school management encourage insubordination in the children, and confirm them in wrong habits. If criticism or suggestion in regard to the teacher’s work becomes necessary, it should be made to162 him in private. If this proves ineffective, let the matter be referred to those who are responsible for the management of the school. Nothing should be said or done to weaken the children’s respect for the one upon whom their well-being in so great degree depends.—Education, p. 284. Parents should keep ever before their minds the object to be gained,—the perfection of the characters of their children. Those parents who educate their children aright, weeding from their lives every unruly trait, are fitting them to become missionaries for Christ in truth, in righteousness, in holiness. He who in his childhood does service for God, adding to his “faith virtue; and to virtue knowledge; and to knowledge temperance; and to temperance patience; and to patience godliness; and to godliness brotherly kindness; and to brotherly kindness charity” (2 Peter 1:5-7), is fitting himself to hear and to respond to the call, “Child, come up higher; enter the higher school.” Do you think we shall not learn anything there? We have not the slightest idea of what will then be opened before us. With Christ we shall walk beside the living waters. He will unfold to us the beauty and glory of nature. He will reveal what He is to us, and what we are to Him. Truth we cannot know now, because of finite limitations, we shall know hereafter. Neither the church school nor the college affords the opportunities for establishing a child’s character-building upon the right foundation that are afforded in the home. THE CHILD’S FIRST SCHOOL
P. and P., pp. 140–144, 260, 560–562, 574–580.
D. of A., pp. 511–517.
Acts, pp. 203–205.
M. of H., pp. 349–394.
Test. Vol. 1, pp. 384–405.
Test. Vol. 3, pp. 532, 533.
Test. Vol. 4, pp. 197–213.
Test. Vol. 5, pp. 36–45, 319–331, 423, 424.
Test. Vol. 6, pp. 93, 94.
Test. Vol. 7, pp. 47, 48. SAFEGUARDING THE YOUNG
P. and P., pp. 168, 169.
Test. Vol. 1, pp. 156, 157, 216–220, 390–405, 546, 547.
Test. Vol. 3, pp. 560–570.
Test. Vol. 4, pp. 134–143.
Test. Vol. 7, pp. 17, 27, 63. WHAT SHALL OUR CHILDREN READ?
Ed., p. 227.
P. and P., p. 504.
Test. Vol. 1, pp. 125, 126, 134, 135, 504.
Test. Vol. 2, pp. 236, 410.
Test. Vol. 4, pp. 497–499.
Test. Vol. 5, pp. 516–520.
Test. Vol. 7, pp. 164–166. TEACHING LESSONS OF HELPFULNESS
Test. Vol. 1, pp. 393–395.
Test. Vol. 2, pp. 182, 369–371.
Test. Vol. 4, pp. 96–98. Co-operation Between the Home and the School
Ed., pp. 283-286. “Where is the flock that was given thee, thy beautiful flock?”