Training School Advocate, The Advocate, Vol. 2, No. 1.
CONTENTSPage 2
BLESSING THE CHILDREN — 1 A CHRISTIAN TRAINING-SCHOOL DIFFERENT FROM OTHER SCHOOLS — 3 THE PLACE OF MATHEMATICS IN A CHRISTIAN SCHOOL — 5 THE BATTLE CREEK COLLEGE AND THE SOUTHERN WORK — 8 THE COLLEGE TO WHICH CHRISTIAN PARENTS SHOULD SEND THEIR CHILDREN — 9 VALUE OF DEEP BREATHING — 10 THINGS WORTH KNOWING — 11 WE MAY NOT KNOW (Poem) — 13 FINANCIAL SUPPORT OF CHURCH SCHOOLS — 15 FAITH OR THE SENSES — WHICH? — 16 UNDER SEALED ORDERS (Poem) — 17 SCHOOLS FOR THE CHILDREN AND YOUTH — 17 HOW TO GAIN THE ATTENTION — 18 CHRISTMAS IN THE BATTLE CREEK CHURCH SCHOOL — 22 EXTRACTS FROM THE LETTERS OF CHURCH SCHOOL TEACHERS — 23 PRAYER ON THE MOUNTAIN (Poem) — 24 BLESSING THE CHILDREN.
By Ellen G. White
Jesus was ever a lover of children. He accepted their childish sympathy and their open, unaffected love. The grateful praise from their pure lips was music in his ears, and refreshed his spirit when oppressed by contact with crafty and hypocritical men. Wherever the Saviour went, the benignity of his countenance, and his gentle, kindly manner won the love and confidence of children. Among the Jews it was customary for children to be brought to some rabbi, that he might lay his hands upon them in blessing; but the Saviour’s disciples thought his work too important to be interrupted in this way. When the mothers came to him with their little ones, the disciples looked on them with disfavor. They thought these children too young to be benefited by a visit to Jesus, and concluded that he would be displeased at their presence. But it was the disciples with whom he was displeased. The Saviour understood the care and burden of the mothers who were seeking to train their children according to the word of God. He had heard their prayers. He himself had drawn them into his presence. One mother with her child had left home to find Jesus. On the way she told a neighbor her errand, and the neighbor wanted to have Jesus bless her children. Thus several mothers came together with their little ones. Some of the children had passed beyond the years of infancy to childhood and youth. When the mothers made known their desire, Jesus heard with sympathy the timid, tearful request. But he waited to see how the disciples would treat them. When he saw them send the mothers away, thinking to do him a favor, he showed them their error, saying, “Suffer the little children to come unto me, and forbid them not; for of such is the kingdom of God.” He took the children in his arms, he laid his hands upon them, and gave them the blessing for which they came. The mothers were comforted. They returned to their homes strengthened and blessed by the words of Christ. They were encouraged to take up their burden with new cheerfulness, and to work hopefully for their children. . . . The children of our hearths are as much the purchase of his blood as were the children of long ago. Jesus knows the burden of every mother’s heart. . . . Let mothers come to Jesus with their perplexities. They will find grace sufficient to aid them in the management of their children. The gates are open for every mother who would lay her burdens at the Saviour’s feet. He who said, “Suffer little children to come unto me, and forbid them not,” still invites the mothers to lead up their little ones to be blessed by him. Even the babe in its mother’s arms may dwell as under the shadow of the Almighty through the faith of the praying mother. John the Baptist was filled with the Holy Spirit from his birth. If we will live in communion with God, we too may expect the divine Spirit to mould our little ones, even from their earliest moments. In the children who were brought in contact with him, Jesus saw the men and women who should be heirs of his grace and subjects of his kingdom, and some of2 whom would become martyrs for his sake. He knew that these children would listen to him and accept him as their Redeemer far more readily than would grown-up people, many of whom were the worldly wise and hard hearted. In his teaching he came down to their level. He, the Majesty of heaven, did not disdain to answer their questions, and simplify his important lessons to meet their childish understanding. He planted in their minds the seeds of truth, which in after-years would spring up, and bear fruit unto eternal life. It is still true that children are the most susceptible to the teachings of the gospel; their hearts are open to divine influences and strong to retain the lessons received. The little children may be Christians, having an experience in accordance with their years. 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. Fathers and mothers should look upon their children as younger members of the Lord’s family, committed to them to educate for heaven. The lessons that we ourselves learn from Christ we should give to our children, as the young minds can receive them, little by little opening to them the beauty of the principles of heaven. Thus the Christian home becomes a school, where the parents serve as under-teachers, while Christ himself is the chief instructor. In working for the conversion of our children, we should not look for violent emotion as the essential evidence of conviction of sin. Nor is it necessary to know the exact time when they are converted. We should teach them to bring their sins to Jesus, asking his forgiveness, and believing that he pardons and receives them as he received the children when he was personally on earth. As the mother teaches her children to obey her because they love her, she is teaching them the first lessons in the Christian life. The mother’s love represents to the child the love of Christ, and the little ones who trust and obey their mother, are learning to trust and obey the Saviour. Parents, in the training of your children, study the lessons that God has given in nature. If you would train a pink, or rose, or lily, how would you do it? Ask the gardener by what process he makes every branch and leaf to flourish so beautifully, and to develop in symmetry and loveliness. He will tell you that it is by no rude touch, no violent effort; for this would only break the delicate stems. It is by little attentions, often repeated. He moistened the soil, and protected the growing plants from the fierce blasts and from the scorching sun, and God caused them to flourish and to blossom into loveliness. In dealing with your children, follow the methods of the gardener. By gentle touches, by loving ministrations, seek to fashion their characters after the pattern of the character of Christ. ENCOURAGE THE EXPRESSION OF LOVE TOWARD GOD AND TOWARD ONE ANOTHER.
The reason there are so many hard-hearted men and women in the world is that true affection has been regarded as weakness, and has been discouraged and repressed. The better nature of these persons was stifled in childhood; and unless the light of the divine love shall melt away their cold selfishness, their happiness will be forever ruined. If we wish our children to possess the tender spirit of Jesus, and the sympathy that the angels manifest for us, we must encourage the generous, loving impulses of childhood. Teach the children to see Christ in nature. Take them out into the open air, under the noble trees, into the garden; and in all the wonderful works of creation teach them to see an expression of his love. Teach them that he made the laws which govern all living things: that he has made laws for us, and that these laws are for our happiness and joy. Do not weary them with long prayers and tedious exhortations, but through nature’s object-lessons teach them obedience to the law of God. As you win their confidence in you as followers of Christ, it will be easy to teach3 them of the great love wherewith he has loved us. As you try to make plain the truths of salvation, and point the children to Christ as a personal Saviour, angels will be by your side. The Lord will give to fathers and mothers grace to interest their little ones in the precious story of the Babe of Bethlehem, who is indeed the hope of the world. . . . Jesus is drawing the children, and he bids us, “Suffer them to come;” as if he would say, They will come if you do not hinder them. Let not your unchristlike character misrepresent Jesus. Do not keep the little ones away from him by your coldness and harshness. Never give them a cause to feel that heaven will not be a pleasant place to them if you are there. Do not speak of religion as something that children can not understand, or act as if they were not expected to accept Christ in their childhood. Do not give them the false impression that the religion of Christ is a religion of gloom, and that in coming to the Saviour they must give up all that makes life joyful. As the Holy Spirit moves upon the hearts of the children, co-operate with his work. Teach them that the Saviour is calling them, and that nothing can give him greater joy than for them to give themselves to him in the bloom and freshness of their years. The Saviour regards with infinite tenderness the souls whom he has purchased with his own blood. They are the claim of his love. He looks upon them with unutterable longing. His heart is drawn out, not only to the best-behaved children, but to those who have by inheritance objectionable traits of character. Many parents do not understand how much they are responsible for these traits in their children. They have not the tenderness and wisdom to deal with the erring ones whom they have made what they are. But Jesus looks upon these children with pity. He traces from cause to effect. THE CHRISTIAN WORKER MAY BE CHRIST’S AGENT IN DRAWING THESE CHILDREN TO THE SAVIOUR. By wisdom and tact he may bind them to his heart, he may give them courage and hope, and through the grace of Christ may see them transformed in character, so that of them may be said, “Of such is the kingdom of God.” —“Desire of Ages.” A CHRISTIAN TRAINING-SCHOOL DIFFERENT FROM OTHER SCHOOLS.
By Emery D. Kirby
SPECIALIZATION is the order of the day. No man now pretends to know everything or to be able to do everything. While once a man, in addition to being a farmer, might also have been his own shoemaker, doctor, lawyer, tailor; to-day with less expense he can secure better results by giving his whole time to the best farming possible; and if a physician is needed, he hires the service of one who has given his whole time to becoming as good a physician as possible. It is so, too, with shoes; I can much better afford to buy the cobbler’s service than to turn cobbler myself. This division of labor arises not only from the extent of human knowledge and the variety of human needs, but also from the desire to economize time. One would need the years of an antediluvian to learn everything, and so it is no longer attempted; but he who would do everything becomes the “Jack-at-all-trades;” he who would know everything, the superficial man with a smattering only of many things. The general law of supply and demand growing out of this division of labor, has called for schools of special training to4 furnish the different kinds of products demanded by the world’s present needs. In other words, instead of the college that gave a general training, which, be it ever so good in itself, yet did not turn out students able to do some one thing, at least, as soon as they left school, there has sprung up everywhere the professional school,—the school of law, of medicine, of mines, of agriculture, of engineering, and so on through all the list—a special school for each special human need. And this is not confined to the professions: the trades, as well, have each their special training. It seems only sensible then, does it not? if a school is to be founded and maintained, that one should be pretty clearly settled at the outset as to what its definite purpose is. If there is any reason for its existence, it must be a special work to be done. If, then, a training-school is to be established and supported by the church; shall it not be just as distinctively a Christian training-school as the dental college is a dental college as distinguished from every other kind of college? If this is so, then just as the dental college has its peculiar subjects of study and particular courses of practical work, such as making teeth, filling teeth, practical work in anatomy, etc., will not the Christian training-school have its own peculiar subjects of study and its own peculiar kinds and methods of practical work? But all their distinctions are external, formal,—such as pertain to the material or physical. It is easy enough to distinguish a law school from a medical school by the subjects studied, and the professions entered upon by the student after he leaves school; but Christianity is not a profession as law is a profession: it is not a system or science as medicine; it is not a philosophy or doctrine,—it is a life. The Christian training-school must differ, then, not only from other special schools as any one of these differs from another, this difference being a formal difference in the letter,—and there must be this difference,—but it must differ in spirit; else it is not a Christian training-school. Let me repeat: There are many special schools, each differing from every other in its purpose. The Christian training-school is one of these: and it differs from all the others, as any one of them is different from all the rest. In addition, however, it must differ from all these in a way that no other of them differs from its fellows,—in spirit. Even in the preparatory work that fits alike for all of these schools, this characteristic difference of spirit must distinguish the Christian training-school. Although the same facts are to be acquired, these facts are studied in a different setting; they are seen in a different relation, and the result is not knowledge alone, but belief, faith, and love. Beyond phenomena and natural law is seen the unseen—not agent only, nor yet Creator alone, but Father. Does it not seem clear, then, that the Christian training-school, whether it be at Battle Creek, South Lancaster, College View, or any other place, should be a school different from every other kind of school in the world?—different in purpose, different in courses and studies, different in methods and spirits, different in results? And, more, if a special message and reform has called out a people from all other churches, will not the schools of that people be as unlike those of other denominations as the people itself is unlike all others? In other words, a Seventh-day Adventist training-school will be distinctively Seventh-day Adventist, and it will become more and more so as light shall be shed upon special truths for this time. If intensity is taking hold of every other element of the age, it must take hold of us and our schools, if we are to hold our ground even, much more is it necessary if we are to advance. Very interesting is the study of the gradual transition that has taken place in the character of our schools. At first the idea seemed to prevail that we needed schools in order that the youth of the denomination might secure an education under favorable Christian influences, the education itself being not very different from that given by5 other schools. The usual studies were supplemented by Bible study. But the ordinary text-books, courses, college sports, made up the life of the student. From this early view through all shades of opinion and experience, we have come to the present yet imperfect and not very clearly defined or realized position, that our text-books and courses must be different from those of other schools; that better exercise can be obtained from useful employment than from field sports; and that one of the most important parts of the student’s education is to be obtained from manual labor that both takes the place of games and helps to pay the expenses of the student while in school. Then, too, it is more clearly realized that wisdom is of God, and that behind and above all human efforts must be the power of God, if a true Christian education is to be attained. And without disparaging in the heart what we ourselves have thought or done in the past, or what others are doing, is it not our duty to look to the Lord, as the servant to the hand of her mistress, for constant present guidance? and if others are led in different ways, “what is that to thee? follow thou Me,” THE PLACE OF MATHEMATICS IN A CHRISTIAN SCHOOL.
By J. H. Haughey
The Lord, through his servant, has told us that if the Holy Spirit had been cherished by teachers and students in our schools, “that heavenly visitant would have opened the understanding, would have given wisdom and knowledge in all lines of study that would have been employed to the glory of God.” The first desire and the continuous prayer of every heart, then, should be, “Abide with me, that I may receive only that wisdom and knowledge which will be employed to the glory of God.” It is not, however, a question of mere use or glory; for it might be used to glorify self or Satan. The two leading considerations therefore in the choice and pursuit of any study are, Is it practical? and will it glorify God? Like taking exercise, knowledge is not to be obtained for its own sake; for this would sooner or later lead to spiritual apathy as well as to mental intoxication or intellectual dyspepsia. Indeed, this was the great defect in the schools of the ancient heathen philosophers, Plato, Aristotle, Seneca, and Socrates. They adored the beauty of an idea without living it. They were theoretical, not practical. This defect also found its way into the schools of the Jewish rabbis, until in the time of Christ their religion was a mere round of formal types and ceremonies. Hollow, vain philosophy in spiritual things helped to make the papacy what it was, so that its adherents became undevotional, unpractical, discontented, unhappy, and unholy, and an almost overwhelming barrier to those who would know “Christ and him crucified” as the Saviour of the world. This delusion characterizes much of the work in many of the colleges and universities, as well as in the secondary and primary schools of the world to-day. Finally, our own schools have not been wholly exempt from this error; for we read: “Much time has been wasted, and the progressive usefulness of students hindered, by the teaching of that which can not be utilized by the Spirit of God.” But the time has come when this holy Watcher is to be the educator of both teachers and students to such an extent that they will be able to follow the example of the Great Teacher, who “imparted only such a measure of instruction as could be utilized.” Again, man is bound about by certain limitations. His powers are finite, his time short. The full tally of years is seventy,6 or eighty at most. But, “little children, it is the last time.” What is learned and what is done must be learned and done quickly, whether for time or for eternity. We can not, if we would, know “every thing that everybody knows.” The Lord has seen fit to give to the world much useful knowledge concerning material things, the benefits of which we may receive as it were by faith. To illustrate, one may travel the world over without knowing how to construct the engines which enable him to “traverse the land in cars which whirl along without horses, and the ocean in ships which sail against the wind,” or even without being able to name their parts. In Holy Writ we learn that nations, as well as individuals, were not even mentioned except as they in some way became connected with the people or work of God. Just so, no study should find a place in our schools which is not in some way connected with the last message to a lost world. From such considerations as these we find in the minds and hearts of those who enter the schools for Christian workers among Seventh-day Adventists thoughts like the following: “Man shall not live by bread alone, but by every word that proceedeth out of the mouth of God shall man live.” He speaks to us in the great books of nature, of revelation, and of providence. So every word must include all the true relations of man to man, and of man to God. This involves the necessity of each one’s learning cheerfully to perform those kinds of labor which will enable him to work “with his hands the thing which is good,” as well as the importance of making a thorough study of the common branches with the Bible and physiology as the bases. In this school is taught “the true higher education,” and we are to see not only science, but the science of redemption; not only philosophy, but the philosophy of salvation; not only the law of nature, but the divine law of God; not only history, music, and poetry, but sacred history, heavenly music, and the language of Canaan. But says one, “I have a definite aim before me. I am working toward a certain end.” He must ask himself these questions, with prayer and much thought: Shall I take up this study? Have I time for it? Is it practical for me? Is it essential? How is it related to the gospel of salvation? What effect will it have upon my heart, my mind, my soul, my life? I have learned that seekers after truth are seekers after God; that to be in the love of the truth is to be in the love of God; that to experience truth is to have the life of God in the soul. These words of the Life-giver have sunk deep into my heart: “My words, they are spirit, and they are life;” and I must pay heed to that injunction of his, “Search the Scriptures, for in them ye think ye have eternal life, and they are they which testify of me.” I see that God desires “truth in the inward parts,” to be received, cherished, loved, and lived. Does this Book contain “science falsely so called,” or vain, speculative philosophy? Does it inculcate pagan, papal, or atheistic principles? Is there in any way a mingling of the sacred and the common, of truth and error? If so, I have no time for it; for I have determined to know nothing but pure, simple, unadulterated truth. I want the Spirit of Truth, which brings the light of life in clear bright rays from the throne of glory into my soul. I must have the Holy Spirit to help me in all my studies; for it is the medium of communication, and the unerring guide “into all truth.” Lord, if need be, take from me everything else, but remove not from me thy Holy Spirit; but let it bring to me only that knowledge which enriches the mind, enlarges the heart, links man with God, transforms the character, and disciplines and expands the entire being. From these few general suggestions it seems evident that each individual is largely responsible before God for the place allotted to any given subject in himself. It is also evident that since no truth ever really dies, all truth must have a place, and be useful somewhere. Then where is the7 place, from a general standpoint, of mathematics in a school for Christian workers? This question can be answered only by observing its place in the great realm of truth. Number and quantity are the two fundamental conceptions. Wherever these are found, in whatever form or relation, there is a mathematical truth, law, or principle. It is clear, then, to begin with, that the mathematical idea permeates all thought, time, place, and being. Without it there could be no language, science, or philosophy; no form, color, or magnitude; no human or divine symmetry, order, or plan; no relation between God and nature, nature and man, man and God. So far as known, all the forces of nature act in accordance with mathematical law. Indeed, all the laws of the material universe, from the minutest atom to the revolving worlds on high, are mathematical laws. The forces known as cohesion, adhesion, gravitation, sound, light, electricity, and magnetism, have each their definite mathematical law of action. This firm rock crystal, and this gently falling flake of snow, as well as that stationary plant, and yonder swiftly moving animal, are constructed or organized with a certain arrangement, form, color, or magnitude. The law of arrangement of buds or leaves on plants is the same as the law of periodic times in planetary revolutions. The law of temperature in man is constantly ten degrees below that of the feathered creation. In the human race the law of births of male and female is constant. Man’s business relations with his fellow men could not be carried on without arithmetic and bookkeeping. History has its dates, and prophecy its times, without which we could have little, if any, real knowledge of either past or future. Indeed, take away the idea of relative magnitude, and there would be nothing but infinite time and infinite space filled with infinite matter or nothing. Even life itself is a mathematical problem, which, on account of its complex character, has not as yet been solved by man. The mind also must be organized in accordance with mathematical law; for it is so constituted as to be able to grasp and express in mathematical terms, most precisely, those wonderful laws, in accordance with which the Maker and Upholder of all things sees fit to work and manifest his constant knowledge, power, wisdom, love, and care. To illustrate, the general law of gravitation as discovered by Sir Isaac Newton, that “every particle in the universe is bound to every other particle in the universe by a force which acts directly as the mass and inversely as the square of the distance,” shows that man was created in the image of God, capable of comprehending his works, and of knowing him. It is to man a perpetual reminder of the power of God in continuous action. It shows him to be a God of perfect order, as well as of infinite power, knowledge, wisdom, love, and care. It shows, too, that “God is everywhere.” And its contemplation has given birth to that other beautiful thought, “Every truth in the universe is in some way related to every other truth in the universe.” Thus from these general statements we are led to conclude that the place of mathematics in the Christian school, whether consciously or unconsciously applied, is in every class of every department. In other words, the work of the mathematical department should be correlated with the work of every other department. How, when, and where to do this will probably appear in future articles. Susanna Wesley's Rule for Judging Pleasure
JOHN WESLEY'S mother sent the following rule to her son, by which he might judge of the lawfulness or unlawfulness of pleasure:— “Whatever weakens your reason, impairs the tenderness of your conscience, obscures your sense of God, or takes off the relish of spiritual things,—whatever increases the authority of your body over your mind, that is sin.” Moral Principles and the Cultivation of the Intellect
“THE moral and religious principles of the soul, generously cultivated, fertilize the intellect. Duty, faithfully performed, opens the mind to truth, both being of one family, alike immutable, universal, and everlasting.” THE BATTLE CREEK COLLEGE AND THE SOUTHERN WORK.
By J. E. White
It was an era in our work in the South when Professors Sutherland and Magan came to our field and carefully and quite thoroughly investigated its condition, and planned a line of effort which should organize and make efficient its educational interests. The first requisite in this line is properly qualified teachers. Much preparatory work can be done in the Battle Creek College; but as the Southern field is peculiar, the work to be done requires special training and experience. It was therefore decided that the College should establish a teachers’ training-school on the ground, uniting with it actual school work among the same people and under the same conditions which they must meet wherever their future work should be done. This will consist in teaching both day and night schools, giving private instruction in the homes in educational, health, and housekeeping lines, Christian help and medical missionary work, better methods of farming, etc. In this practical work the teachers will have the benefit of the experience of those who have had years of service in the very field where their work is to be done. Under such circumstances more efficiency can be gained in a few weeks than by many months of experience without the training. When the Professors were with us in the South, an effort was made to secure a proper location for such a training-school. Jackson, Miss., was first considered, but the conditions did not seem favorable. Then Calmar was thought to be the proper location, but just as we were preparing to secure a site for this work, the mob violence taught us that this was not the place. It also taught us that we must locate where the people have liberal ideas, and will foster a work of this nature. After careful investigation Port Gibson, about thirty miles below Vicksburg, was found to offer the best opening, as the people are friendly to our work in all its lines, and stand ready to assist us in many ways. The College then raised a small fund and sent Brother Struble and family to the South, and they have been at Port Gibson for a number of months, doing such preparatory work as they can. A fund is being raised to secure a location and equip this training-school, and we hope soon to see it in operation. A few months ago it was decided that the Southern Missionary Society should have a Northern office where its organ, the Gospel Herald, could be published, and where our work could be brought into closer touch with Northern people. It was then that the College threw open its doors, and furnished room for editorial and business office purposes. An unused portion of the basement was fitted up for a printing office, and the Training-School Publishing Association undertook to print the Gospel Herald. This office now has a small cylinder and two job presses, a good supply of job and newspaper type, a best improved wire stitcher, trimming machines, and other appliances which fully equip it for issuing the ADVOCATE and the Herald, and doing such other work as is required by the College and the Southern Missionary Society. The active interest of the College in the Southern work has been a matter of great benefit to the work and an encouragement to the workers.