Table of Contents
Chap. 1 – Source and Aim of True Education
Chap. 4 – Relation of Education to Redemption
Chap. 5 – The Education of Israel
Chap. 6 – The Schools of the Prophets
Chap. 17 – Poetry and Song
Chap. 19 – History and Prophecy
Chap. 22 – Temperance and Dietetics
Chap. 24 – Manual Training
Chap. 26 – Methods of Teaching
Chap. 27 – Deportment
Chap. 30 – Faith and Prayer
Chap. 31 – The Lifework
Chap. 32 – Preparation
Chap. 33 – Co-operation

Chap. 1 – Source and Aim of True Education

Our ideas of education take too narrow and too low a range. There is need of a broader scope, a higher aim. True education means more than the pursual of a certain course of study. It means more than a preparation for the life that now is. It has to d o with the whole being, and with the whole period of existence possible to man. It is the harmonious development of the physical, the mental, and the spiritual powers. It prepares the student for the joy of service in this world and for the higher joy of wider service in the world to come.  {Ed 13.1}

The source of such an education is brought to view in these words of Holy Writ, pointing to the Infinite One: In Him “are hid all the treasures of wisdom.” Colossians 2:3. “He hath counsel and understanding.” Job 12:13. {Ed 13.2}

The world has had its great teachers, men of giant intellect and extensive research, men whose utterances have stimulated thought and opened to view vast fields of knowledge; and these men have been honored as guides and benefactors of their race; but there is One who stands higher than they. We can trace the line of the world’s teachers as far back as human records extend; but the

14

Light was before them. As the moon and the stars of our solar system shine by the reflected light of the sun, so, as far as their teaching is true, do the world’s great thinkers reflect the rays of the Sun of Righteousness. Every gleam of thought, every flash of the intellect, is from the Light of the world. {Ed 13.3}

In these days much is said concerning the nature and importance of “higher education.” The true “higher education” is that imparted by Him with whom “is wisdom and strength” (Job 12:13), out of whose mouth “cometh knowledge and understanding.” Proverbs 2:6. {Ed 14.1}

In a knowledge of God all true knowledge and real development have their source. Wherever we turn, in the physical, the mental, or the spiritual realm; in whatever we behold, apart from the blight of sin, this knowledge is revealed. Whatever line of investigation we pursue, with a sincere purpose to arrive at truth, we are brought in touch with the unseen, mighty Intelligence that is working in and through all. The mind of man is brought into communion with the mind of God, the finite with the Infinite . The effect of such communion on body and mind and soul is beyond estimate.  {Ed 14.2}

In this communion is found the highest education. It is God’s own method of development. “Acquaint now thyself with Him” (Job 22:21), is His message to mankind. The method outlined in these words was the method followed in the education of the father of our race. When in the glory of sinless manhood Adam stood in holy Eden, it was thus that God instructed him.  {Ed 14.3}

In order to understand what is comprehended in the work of education, we need to consider both the nature of man and the purpose of God in creating him. We need to consider also the change in man’s condition through

15

the coming in of a knowledge of evil, and God’s plan for still fulfilling His glorious purpose in the education of the human race.  {Ed 14.4}

When Adam came from the Creator’s hand, he bore, in his physical, mental, and spiritual nature, a likeness to his Maker. “God created man in His own image” (Genesis 1:27), and it was His purpose that the longer man lived the more fully he should reveal this image–the more fully reflect the glory of the Creator. All his faculties were capable of development; their capacity and vigor were continually to increase. Vast was the scope offered for their exercise, glorious the field opened to their research. The mysteries of the visible universe–the “wondrous works of Him which is perfect in knowledge” (Job 37:16)–invited man’s study. Face-to-face, heart-to-heart communion with his Maker was his high privilege. Had he remained loyal to God, all this would have been his forever. Throughout eternal ages he would have continued to gain new treasures of knowledge, to discover fresh springs of happiness, and to obtain clearer and yet clearer conceptions of the wisdom, the power, and the love of God. More and more fully would he have fulfilled the object of his creation, more and more fully have reflected the Creator’s glory.  {Ed 15.1}

But by disobedience this was forfeited. Through sin the divine likeness was marred, and well-nigh obliterated. Man’s physical powers were weakened, his mental capacity was lessened, his spiritual vision dimmed. He had become subject to death. Yet the race was not left without hope. By infinite love and mercy the plan of salvation had been devised, and a life of probation was granted. To restore in man the image of his Maker, to bring him back

16

to the perfection in which he was created, to promote the development of body, mind, and soul, that the divine purpose in his creation might be realized–this was to be the work of redemption. This is the object of education, the great object of life.  {Ed 15.2}

Love, the basis of creation and of redemption, is the basis of true education. This is made plain in the law that God has given as the guide of life. The first and great commandment is, “Thou shalt love the Lord thy God with all thy heart, and with al l thy soul, and with all thy strength, and with all thy mind.” Luke 10:27. To love Him, the infinite, the omniscient One, with the whole strength, and mind, and heart, means the highest development of every power. It means that in the whole being–the body, the mind, as well as the soul–the image of God is to be restored.  {Ed 16.1}

Like the first is the second commandment–“Thou shalt love thy neighbor as thyself.” Matthew 22:39. The law of love calls for the devotion of body, mind, and soul to the service of God and our fellow men. And this service, while making us a blessing to others, brings the greatest blessing to ourselves. Unselfishness underlies all true development. Through unselfish service we receive the highest culture of every faculty. More and more fully do we become partakers of the divine nature. We are fitted for heaven, for we receive heaven into our hearts.  {Ed 16.2}

Since God is the source of all true knowledge, it is, as we have seen, the first object of education to direct our minds to His own revelation of Himself. Adam and Eve received knowledge through direct communion with God; and they learned of Him through His works. All created things, in their original perfection, were an expression

17

of the thought of God. To Adam and Eve nature was teeming with divine wisdom. But by transgression man was cut off from learning of God through direct communion and, to a great degree, through His works. The earth, marred and defiled by sin, reflects but dimly the Creator’s glory. It is true that His object lessons are not obliterated. Upon every page of the great volume of His created works may still be traced His handwriting. Nature still speaks of her Creator. Yet these revelations are partial and imperfect. And in our fallen state, with weakened powers and restricted vision, we are incapable of interpreting aright. We need the fuller revelation of Himself that God has given in His written word. {Ed 16.3}

The Holy Scriptures are the perfect standard of truth, and as such should be given the highest place in education. To obtain an education worthy of the name, we must receive a knowledge of God, the Creator, and of Christ, the Redeemer, as they are revealed in the sacred word.  {Ed 17.1}

Every human being, created in the image of God, is endowed with a power akin to that of the Creator– individuality, power to think and to do. The men in whom this power is developed are the men who bear responsibilities, who are leaders in enterprise, and who influence character. It is the work of true education to develop this power, to train the youth to be thinkers, and not mere reflectors of other men’s thought. Instead of confining their study to that which men have said or written, let students be directed to the sources of truth, to the vast fields opened for research in nature and revelation. Let them contemplate the great facts of duty and destiny, and the mind will expand and strengthen.

18

Instead of educated weaklings, institutions of learning may send forth men strong to think and to act, men who are masters and not slaves of circumstances, men who possess breadth of mind, clearness of thought, and the courage of their convictions. {Ed 17.2}

Such an education provides more than mental discipline; it provides more than physical training. It strengthens the character, so that truth and uprightness are not sacrificed to selfish desire or worldly ambition. It fortifies the mind against evil. Instead of some master passion becoming a power to destroy, every motive and desire are brought into conformity to the great principles of right. As the perfection of His character is dwelt upon, the mind is renewed, and the soul is re-created in the image of God. {Ed 18.1}

What education can be higher than this? What can equal it in value? “It cannot be gotten for gold,

Neither shall silver be weighed for the price thereof. It cannot be valued with the gold of Ophir, With the precious onyx, or the sapphire. The gold and the crystal cannot equal it And the exchange of it shall not be for jewels of fine gold. No mention shall be made of coral, or of pearls: For the price of wisdom is above rubies.” Job 28:15-18. {Ed 18.2}

Higher than the highest human thought can reach is God’s ideal for His children. Godliness–godlikeness–is the goal to be reached. Before the student there is opened a path of continual progress. He has an object to achieve, a standard to attain, tha t includes everything good, and pure, and noble. He will advance as fast and as far as possible in every branch of true knowledge. But his efforts will be directed to objects as much higher than

19

mere selfish and temporal interests as the heavens are higher than the earth.  {Ed 18.3}

He who co-operates with the divine purpose in imparting to the youth a knowledge of God, and molding the character into harmony with His, does a high and noble work. As he awakens a desire to reach God’s ideal, he presents an education that is as high as heaven and as broad as the universe; an education that cannot be completed in this life, but that will be continued in the life to come; an education that secures to the successful student his passport from the preparatory school of earth to the higher grade, the school above. {Ed 19.1}

Chap. 4 – Relation of Education to Redemption

By sin man was shut out from God. Except for the plan of redemption, eternal separation from God, the darkness of unending night, would have been his. Through the Saviour’s sacrifice, communion with God is again made possible. We may not in person approach into His presence; in our sin we may not look upon His face; but we can behold Him and commune with Him in Jesus, the Saviour. “The light of the knowledge of the glory of God” is revealed “in the face of Jesus Christ.” God is “in Christ, reconciling the world unto Himself.” 2 Corinthians 4:6; 5:19. {Ed 28.1}

“The Word became flesh, and dwelt among us, . . . full of grace and truth.” “In Him was life; and the life was the light of men.” John 1:14, R.V.; 1:4. The life and the death of Christ, the price of our redemption, are not only to us the promise and p ledge of life, not only the means of opening again to us the treasures of wisdom: they are a broader, higher revelation of His character than even the holy ones of Eden knew.  {Ed 28.2}

And while Christ opens heaven to man, the life which He imparts opens the heart of man to heaven. Sin not

29

only shuts us away from God, but destroys in the human soul both the desire and the capacity for knowing Him. All this work of evil it is Christ’s mission to undo. The faculties of the soul, paralyzed by sin, the darkened mind, the perverted will, He has power to invigorate and to restore. He opens to us the riches of the universe, and by Him the power to discern and to appropriate these treasures is imparted.  {Ed 28.3}

Christ is the “Light, which lighteth every man that cometh into the world.” John 1:9. As through Christ every human being has life, so also through Him every soul receives some ray of divine light. Not only intellectual but spiritual power, a perception of right, a desire for goodness, exists in every heart. But against these principles there is struggling an antagonistic power. The result of the eating of the tree of knowledge of good and evil is manifest in every man’s experience. There is in his nature a bent to evil, a force which, unaided, he cannot resist. To withstand this force, to attain that ideal which in his inmost soul he accepts as alone worthy, he can find help in but one power. That power is Christ. Co-operation with that power is man’s greatest need. In all educational effort should not this co-operation be the highest aim?  {Ed 29.1}

The true teacher is not satisfied with second-rate work. He is not satisfied with directing his students to a standard lower than the highest which it is possible for them to attain. He cannot be content with imparting to them only technical knowledge , with making them merely clever accountants, skillful artisans, successful tradesmen. It is his ambition to inspire them with principles of truth, obedience, honor, integrity, and purity–principles that will make them a positive force for the stability and uplifting

30

of society. He desires them, above all else, to learn life’s great lesson of unselfish service. {Ed 29.2}

These principles become a living power to shape the character, through the acquaintance of the soul with Christ, through an acceptance of His wisdom as the guide, His power as the strength, of heart and life. This union formed, the student has found the Source of wisdom. He has within his reach the power to realize in himself his noblest ideals. The opportunities of the highest education for life in this world are his. And in the training here gained, he is entering upon that course which embraces eternity. {Ed 30.1}

In the highest sense the work of education and the work of redemption are one, for in education, as in redemption, “other foundation can no man lay than that is laid, which is Jesus Christ.” “It was the good pleasure of the Father that in Him should a ll the fullness dwell.” 1 Corinthians 3:11; Colossians 1:19, R.V. {Ed 30.2}

Under changed conditions, true education is still conformed to the Creator’s plan, the plan of the Eden school. Adam and Eve received instruction through direct communion with God; we behold the light of the knowledge of His glory in the face of Christ. {Ed 30.3}

The great principles of education are unchanged. “They stand fast for ever and ever” (Psalm III:8); for they are the principles of the character of God. To aid the student in comprehending these principles, and in entering into that relation with Christ which will make them a controlling power in the life, should be the teacher’s first effort and his constant aim. The teacher who accepts this aim is in truth a co-worker with Christ, a laborer together with God.  {Ed 30.4}

Chap. 5 – The Education of Israel

The system of education established in Eden centered in the family. Adam was “the son of God” (Luke 3:38), and it was from their Father that the children of the Highest received instruction. Theirs, in the truest sense, was a family school.  {Ed 33.1}

In the divine plan of education as adapted to man’s condition after the Fall, Christ stands as the representative of the Father, the connecting link between God and man; He is the great teacher of mankind. And He ordained that men and women should be His representatives. The family was the school, and the parents were the teachers.  {Ed 33.2}

The education centering in the family was that which prevailed in the days of the patriarchs. For the schools thus established, God provided the conditions most favorable for the development of character. The people who were under His direction still pursued the plan of life that He had appointed in the beginning. Those who departed from God built for themselves cities, and, congregating in them, gloried in the splendor, the luxury, and the vice that make the cities of today the world’s pride and its curse. But the men who held fast God’s principles of life dwelt among the fields and hills. They were

34

tillers of the soil and keepers of flocks and herds, and in this free, indep endent life, with its opportunities for labor and study and meditation, they learned of God and taught their children of His works and ways.  {Ed 33.3}

This was the method of education that God desired to establish in Israel. But when brought out of Egypt there were among the Israelites few prepared to be workers together with Him in the training of their children. The parents themselves needed instruction and discipline. Victims of lifelong slavery, they were ignorant, untrained, degraded. They had little knowledge of God and little faith in Him. They were confused by false teaching and corrupted by their long contact with heathenism. God desired to lift them to a higher moral level, and to this end He sought to give them a knowledge of Himself. {Ed 34.1}

In His dealings with the wanderers in the desert, in all their marchings to and fro, in their exposure to hunger, thirst, and weariness, in their peril from heathen foes, and in the manifestation of His providence for their relief, God was seeking to strengthen their faith by revealing to them the power that was continually working for their good. And having taught them to trust in His love and power, it was His purpose to set before them, in the precepts of His law, the standard of character to which, through His grace, He desired them to attain.  {Ed 34.2}

Precious were the lessons taught to Israel during their sojourn at Sinai. This was a period of special training for the inheritance of Canaan. And their surroundings here were favorable for the accomplishing of God’s purpose. On the summit of Sinai, overshadowing the plain where the people spread their tents, rested the pillar of cloud which had been the guide of their journey. A pillar

35

of fire by night, it assured them of the divine protection; and while they were locked in slumber, the bread of heaven fell gently upon the encampment. On every hand, vast, rugged heights, in their solemn grandeur, spoke of eternal endurance and majesty. Man was made to feel his ignorance and weakness in the presence of Him who hath “weighed the mountains in scales, and the hills in a balance.” Isaiah 40:12. Here, by the manifestation of His glory, God sought to impress Israel with the holiness of His character and requirements, and the exceeding guilt of transgression. {Ed 34.3}

But the people were slow to learn the lesson. Accustomed as they had been in Egypt to material representations of the Deity, and these of the most degrading nature, it was difficult for them to conceive of the existence or the character of the Unseen One. In pity for their weakness, God gave them a symbol of His presence. “Let them make Me a sanctuary,” He said; “that I may dwell among them.” Exodus 25:8. {Ed 35.1}

In the building of the sanctuary as a dwelling place for God, Moses was directed to make all things according to the pattern of things in the heavens. God called him into the mount, and revealed to him the heavenly things, and in their similitude the tabernacle, with all that pertained to it, was fashioned.  {Ed 35.2}

So to Israel, whom He desired to make His dwelling place, He revealed His glorious ideal of character. The pattern was shown them in the mount when the law was given from Sinai and when God passed by before Moses and proclaimed, “The Lord, The Lord God, merciful and gracious, long-suffering, and abundant in goodness and truth.” Exodus 34:6. {Ed 35.3}

36

But this ideal they were, in themselves, powerless to attain. The revelation at Sinai could only impress them with their need and helplessness. Another lesson the tabernacle, through its service of sacrifice, was to teach– the lesson of pardon of sin , and power through the Saviour for obedience unto life.  {Ed 36.1}

Through Christ was to be fulfilled the purpose of which the tabernacle was a symbol–that glorious building, its walls of glistening gold reflecting in rainbow hues the curtains inwrought with cherubim, the fragrance of ever-burning incense pervading all, the priests robed in spotless white, and in the deep mystery of the inner place, above the mercy seat, between the figures of the bowed, worshiping angels, the glory of the Holiest. In all, God desired His people to read His purpose for the human soul. It was the same purpose long afterward set forth by the apostle Paul, speaking by the Holy Spirit: {Ed 36.2}

“Know ye not that ye are the temple of God, and that the Spirit of God dwelleth in you? If any man defile the temple of God, him shall God destroy; for the temple of God is holy, which temple ye are.” 1 Corinthians 3:16, 17. {Ed 36.3}

Great was the privilege and honor granted Israel in the preparation of the sanctuary; and great was also the responsibility. A structure of surpassing splendor, demanding for its construction the most costly material and the highest artistic skill, was to be erected in the wilderness, by a people just escaped from slavery. It seemed a stupendous task. But He who had given the plan of the building stood pledged to co-operate with the builders. {Ed 36.4}

“The Lord spake unto Moses, saying, See, I have called by name Bezaleel the son of Uri, the son of Hur, of the

37

tribe of Judah: and I have filled him with the Spirit of God, in wisdom, and in understanding, and in knowledge, and in all manner of workmanship. . . . And I, behold, I have given with him Aholiab, the son of Ahisamach, of the tribe of Dan: and in the hearts of all that are wisehearted I have put wisdom, that they may make all that I have commanded thee.” Exodus 31:1-6. {Ed 36.5}

What an industrial school was that in the wilderness, having for its instructors Christ and His angels! {Ed 37.1}

In the preparation of the sanctuary and in its furnishing, all the people were to co-operate. There was labor for brain and hand. A great variety of material was required, and all were invited to contribute as their own hearts prompted.  {Ed 37.2}

Thus in labor and in giving they were taught to co-operate with God and with one another. And they were to co-operate also in the preparation of the spiritual building–God’s temple in the soul.  {Ed 37.3}

From the outset of the journey from Egypt, lessons had been given for their training and discipline. Even before they left Egypt a temporary organization had been effected, and the people were arranged in companies, under appointed leaders. At Sinai t he arrangements for organization were completed. The order so strikingly displayed in all the works of God was manifest in the Hebrew economy. God was the center of authority and government. Moses, as His representative, was to administer the laws in His name. Then came the council of seventy, then the priests and the princes, under these “captains over thousands, and captains over hundreds, and captains over fifties, and captains over tens” (Numbers 11:16, 17; Deuteronomy 1:15), and, lastly, officers appointed for special duties. The camp was arranged in

38

exact order, the tabernacle, the abiding place of God, in the midst, and around it the tents of the priests and the Levites. Outside of these each tribe encamped beside its own standard. {Ed 37.4}

Thoroughgoing sanitary regulations were enforced. These were enjoined on the people, not only as necessary to health, but as the condition of retaining among them the presence of the Holy One. By divine authority Moses declared to them, “The Lord thy God walketh in the midst of thy camp, to deliver thee; . . . therefore shall thy camp be holy.” Deuteronomy 23:14. {Ed 38.1}

The education of the Israelites included all their habits of life. Everything that concerned their well-being was the subject of divine solicitude, and came within the province of divine law. Even in providing their food, God sought their highest good . The manna with which He fed them in the wilderness was of a nature to promote physical, mental, and moral strength. Though so many of them rebelled against the restriction of their diet, and longed to return to the days when, they said, “We sat by the fl eshpots, and when we did eat bread to the full” (Exodus 16:3), yet the wisdom of God’s choice for them was vindicated in a manner they could not gainsay. Notwithstanding the hardships of their wilderness life, there was not a feeble one in all their tribes. {Ed 38.2}

In all their journeyings the ark containing the law of God was to lead the way. The place of their encampment was indicated by the descent of the pillar of cloud. As long as the cloud rested over the tabernacle, they remained in camp. When it lifted, they pursued their journey. Both the halt and the departure were marked by a solemn invocation. “It came to pass, when the ark set forward, that Moses said, Rise up, Lord, and let Thine

39

enemies be scattered. . . . And when it rested, he said, Return, O Lord, unto the many thousands of Israel.” Numbers 10:35, 36. {Ed 38.3}

As the people journeyed through the wilderness, many precious lessons were fixed in their minds by means of song. At their deliverance from Pharaoh’s army the whole host of Israel had joined in the song of triumph. Far over desert and sea rang the joy ous refrain, and the mountains re-echoed the accents of praise, “Sing ye to the Lord, for He hath triumphed gloriously.” Exodus 15:21. Often on the journey was this song repeated, cheering the hearts and kindling the faith of the pilgrim travelers. The commandments as given from Sinai, with promises of God’s favor and records of His wonderful works for their deliverance, were by divine direction expressed in song, and were chanted to the sound of instrumental music, the people keeping step as their voices united in praise. {Ed 39.1}

Thus their thoughts were uplifted from the trials and difficulties of the way, the restless, turbulent spirit was soothed and calmed, the principles of truth were implanted in the memory, and faith was strengthened. Concert of action taught order and unity, and the people were brought into closer touch with God and with one another.  {Ed 39.2}

Of the dealing of God with Israel during the forty years of wilderness wandering, Moses declared: “As a man chasteneth his son, so the Lord thy God chasteneth thee;” “to humble thee, and to prove thee, to know what was in thine heart, whether thou wouldest keep His commandments, or no.” Deuteronomy 8:5, 2. {Ed 39.3}

“He found him in a desert land, and in the waste howling wilderness; He led him about, He instructed him, He kept him as the apple of His eye. As an eagle stirreth up

40

her nest, fluttereth over her young, spreadeth abroad her wings, taketh them, beareth them on her wings: so the Lord alone did lead him, and there was no strange god with him.” Deuteronomy 32:10-12. {Ed 39.4}

“He remembered His holy promise, and Abraham His servant. And He brought forth His people with joy, and His chosen with gladness: and gave them the lands of the heathen: and they inherited the labor of the people; that they might observe His statutes, and keep His laws.” Psalm 105:42-45. {Ed 40.1}

God surrounded Israel with every facility, gave them every privilege, that would make them an honor to His name and a blessing to surrounding nations. If they would walk in the ways of obedience, He promised to make them “high above all nations which He hath made, in praise, and in name, and in honor.” “All people of the earth,” He said, “shall hear that thou art called by the name of the Lord; and they shall be afraid of thee.” The nations which shall hear all these statutes shall say, “Surely this great nation is a wise and understanding people.” Deuteronomy 26:19; 28:10; Deuteronomy 4:6. {Ed 40.2}

In the laws committed to Israel, explicit instruction was given concerning education. To Moses at Sinai God had revealed Himself as “merciful and gracious, long-suffering, and abundant in goodness and truth.” Exodus 34:6. These principles, embodied in His law, the fathers and mothers in Israel were to teach their children. Moses by divine direction declared to them: “These words, which I command thee this day, shall be in thine heart: and thou shalt teach them diligently unto thy children, and shalt ta lk of them when thou sittest in thine house, and when thou walkest by the way, and when thou liest down, and when thou risest up.” Deuteronomy 6:6, 7. {Ed 40.3}

41

Not as a dry theory were these things to be taught. Those who would impart truth must themselves practice its principles. Only by reflecting the character of God in the uprightness, nobility, and unselfishness of their own lives can they impress others. {Ed 41.1}

True education is not the forcing of instruction on an unready and unreceptive mind. The mental powers must be awakened, the interest aroused. For this, God’s method of teaching provided. He who created the mind and ordained its laws, provided for its development in accordance with them. In the home and the sanctuary, through the things of nature and of art, in labor and in festivity, in sacred building and memorial stone, by methods and rites and symbols unnumbered, God gave to Israel lessons illustrating His principles and preserving the memory of His wonderful works. Then, as inquiry was made, the instruction given impressed mind and heart.  {Ed 41.2}

In the arrangements for the education of the chosen people it is made manifest that a life centered in God is a life of completeness. Every want He has implanted, He provides to satisfy; every faculty imparted, He seeks to develop.  {Ed 41.3}

The Author of all beauty, Himself a lover of the beautiful, God provided to gratify in His children the love of beauty. He made provision also for their social needs, for the kindly and helpful associations that do so much to cultivate sympathy and to brighten and sweeten life.  {Ed 41.4}

As a means of education an important place was filled by the feasts of Israel. In ordinary life the family was both a school and a church, the parents being the instructors in secular and in religious lines. But three times a year

42

seasons were appointed for social intercourse and worship. First at Shiloh, and afterward at Jerusalem, these gatherings were held. Only the fathers and sons were required to be present; but none desired to forgo the opportunities of the feasts, and, so far as possible, all the household were in attendance; and with them, as sharers of their hospitality, were the stranger, the Levite, and the poor.  {Ed 41.5}

The journey to Jerusalem, in the simple, patriarchal style, amidst the beauty of the springtime, the richness of midsummer, or the ripened glory of autumn, was a delight. With offerings of gratitude they came, from the man of white hairs to the little child, to meet with God in His holy habitation. As they journeyed, the experiences of the past, the stories that both old and young still love so well, were recounted to the Hebrew children. The songs that had cheered the wilderness wandering were sung. God’s commandments were chanted, and, bound up with the blessed influences of nature and of kindly human association, they were forever fixed in the memory of many a child and youth. {Ed 42.1}

The ceremonies witnessed at Jerusalem in connection with the paschal service,–the night assembly, the men with their girded loins, shoes on feet, and staff in hand, the hasty meal, the lamb, the unleavened bread, and the bitter herbs, and in the sole mn silence the rehearsal of the story of the sprinkled blood, the death-dealing angel, and the grand march from the land of bondage,–all were of a nature to stir the imagination and impress the heart.  {Ed 42.2}

The Feast of Tabernacles, or harvest festival, with its offerings from orchard and field, its week’s encampment in the leafy booths, its social reunions, the sacred memorial service, and the generous hospitality to God’s workers,

43

the Levites of the sanctuary, and to His children, the strangers and the poor, uplifted all minds in gratitude to Him who had crowned the year with His goodness, and whose paths dropped fatness. {Ed 42.3}

By the devout in Israel, fully a month of every year was occupied in this way. It was a period free from care and labor, and almost wholly devoted, in the truest sense, to purposes of education. {Ed 43.1}

In apportioning the inheritance of His people, it was God’s purpose to teach them, and through them the people of after generations, correct principles concerning the ownership of the land. The land of Canaan was divided among the whole people, the Levites only, as ministers of the sanctuary, being excepted. Though one might for a season dispose of his possession, he could not barter away the inheritance of his children. When able to do so, he was at liberty at any time to redeem it; debts were remitted every seventh year, and in the fiftieth, or year of jubilee, all landed property reverted to the original owner. Thus every family was secured in its possession, and a safeguard was afforded against the extremes either of wealth or of poverty.  {Ed 43.2}

By the distribution of the land among the people, God provided for them, as for the dwellers in Eden, the occupation most favorable to development–the care of plants and animals. A further provision for education was the suspension of agricultural labor every seventh year, the land lying fallow, and its spontaneous products being left to the poor. Thus was given opportunity for more extended study, for social intercourse and worship, and for the exercise of benevolence, so often crowded out by life’s cares and labors. {Ed 43.3}

44

Were the principles of God’s laws regarding the distribution of property carried out in the world today, how different would be the condition of the people! An observance of these principles would prevent the terrible evils that in all ages have resulted from the oppression of the poor by the rich and the hatred of the rich by the poor. While it might hinder the amassing of great wealth, it would tend to prevent the ignorance and degradation of tens of thousands whose ill-paid servitude is required for the building up of these colossal fortunes. It would aid in bringing a peaceful solution of problems that now threaten to fill the world with anarchy and bloodshed.  {Ed 44.1}

The consecration to God of a tithe of all increase, whether of the orchard and harvest field, the flocks and herds, or the labor of brain or hand, the devotion of a second tithe for the relief of the poor and other benevolent uses, tended to keep fres h before the people the truth of God’s ownership of all, and of their opportunity to be channels of His blessings. It was a training adapted to kill out all narrowing selfishness, and to cultivate breadth and nobility of character.  {Ed 44.2}

A knowledge of God, fellowship with Him in study and in labor, likeness to Him in character, were to be the source, the means, and the aim of Israel’s education–the education imparted by God to the parents, and by them to be given to their children.{Ed 44.3}

Chap. 6 – The Schools of the Prophets

Wherever in Israel God’s plan of education was carried into effect, its results testified of its Author. But in very many households the training appointed by Heaven, and the characters thus developed, were alike rare. God’s plan was but partially and imperfectly fulfilled. By unbelief and by disregard of the Lord’s directions, the Israelites surrounded themselves with temptations that few had power to resist. At their settlement in Canaan “they did not destroy the nations, concerning whom the Lord commanded them: but were mingled among the heathen, and learned their works. And they served their idols: which were a snare unto them.” Their heart was not right with God, “neither were they steadfast in His covenant. But He, being full of compassion, forgave their iniquity, and destroyed them not: yea, many a time turned He His anger away. . . . For He remembered that they were but flesh; a wind that passeth away, and cometh not again.” Psalm 106:34-36; 78:37-39. Fathers and mothers in Israel became indifferent to their obligation to God, indifferent to their obligation to their children. Through unfaithfulness in the home, and idolatrous influences without, many of the Hebrew youth received an education differing widely

46

from that which God had planned for them. They learned the ways of the heathen.  {Ed 45.1}

To meet this growing evil, God provided other agencies as an aid to parents in the work of education. From the earliest times, prophets had been recognized as teachers divinely appointed. In the highest sense the prophet was one who spoke by direct inspiration, communicating to the people the messages he had received from God. But the name was given also to those who, though not so directly inspired, were divinely called to instruct the people in the works and ways of God. For the training of such a class of teachers, Samuel, by the Lord’s direction, established the schools of the prophets. {Ed 46.1}

These schools were intended to serve as a barrier against the wide-spreading corruption, to provide for the mental and spiritual welfare of the youth, and to promote the prosperity of the nation by furnishing it with men qualified to act in the fear o f God as leaders and counselors. To this end, Samuel gathered companies of young men who were pious, intelligent, and studious. These were called the sons of the prophets. As they studied the word and the works of God, His life-giving power quickened the energies of mind and soul, and the students received wisdom from above. The instructors were not only versed in divine truth, but had themselves enjoyed communion with God, and had received the special endowment of His Spirit. They had the respect and confidence of the people, both for learning and for piety. In Samuel’s day there

were two of these schools–one at Ramah, the home of the prophet, and the other at Kirjath-jearim. In later times others were established. {Ed 46.2}

47

The pupils of these schools sustained themselves by their own labor in tilling the soil or in some mechanical employment. In Israel this was not thought strange or degrading; indeed, it was regarded as a sin to allow children to grow up in ignorance of useful labor. Every youth, whether his parents were rich or poor, was taught some trade. Even though he was to be educated for holy office, a knowledge of practical life was regarded as essential to the greatest usefulness. Many, also, of the teachers su pported themselves by manual labor.  {Ed 47.1}

In both the school and the home much of the teaching was oral; but the youth also learned to read the Hebrew writings, and the parchment rolls of the Old Testament Scriptures were open to their study. The chief subjects of study in these schools were the law of God, with the instruction given to Moses, sacred history, sacred music, and poetry. In the records of sacred history were traced the footsteps of Jehovah. The great truths set forth by the types in the service of the sanctuary were brought to vi ew, and faith grasped the central object of all that system–the Lamb of God, that was to take away the sin of the world. A spirit of devotion was cherished. Not only were the students taught the duty of prayer, but they were taught how to pray, how to app roach their Creator, how to exercise faith in Him, and how to understand and obey the teachings of His Spirit. Sanctified intellect brought forth from the treasure house of God things new and old, and the Spirit of God was manifested in prophecy and sacred song. {Ed 47.2}

These schools proved to be one of the means most effective in promoting that righteousness which “exalteth a nation.” Proverbs 14:34. In no small degree they aided in laying the foundation of that marvelous prosperity

48

which distinguished the reigns of David and Solomon.  {Ed 47.3}

The principles taught in the schools of the prophets were the same that molded David’s character and shaped his life. The word of God was his instructor. “Through Thy precepts,” he said, “I get understanding. . . . I have inclined mine heart to perform Thy statutes.” Psalm 119:104-112. It was this that caused the Lord to pronounce David, when in his youth He called him to the throne, “a man after Mine own heart.” Acts 13:22. {Ed 48.1}

In the early life of Solomon also are seen the results of God’s method of education. Solomon in his youth made David’s choice his own. Above every earthly good he asked of God a wise and understanding heart. And the Lord gave him not only that which h e sought, but that also for which he had not sought–both riches and honor. The power of his understanding, the extent of his knowledge, the glory of his reign, became the wonder of the world. {Ed 48.2}

In the reigns of David and Solomon, Israel reached the height of her greatness. The promise given to Abraham and repeated through Moses was fulfilled: “If ye shall diligently keep all these commandments which I command you, to do them, to love the Lord your God, to walk in all His ways, and to cleave unto Him; then will the Lord drive out all these nations from before you, and ye shall possess greater nations and mightier than yourselves. Every place whereon the soles of your feet shall tread shall be yours: from the wilderness and Lebanon, from the river, the river Euphrates, even unto the uttermost sea shall your coast be. There shall no man be able to stand before you.” Deuteronomy 11:22-25. {Ed 48.3}

But in the midst of prosperity lurked danger. The sin of David’s later years, though sincerely repented of and

49

sorely punished, emboldened the people in transgression of God’s commandments. And Solomon’s life, after a morning of so great promise, was darkened with apostasy. Desire for political power and self-aggrandizement led to alliance with heathen nations. The silver of Tarshish and the gold of Ophir were procured by the sacrifice of integrity, the betrayal of sacred trusts. Association with idolaters, marriage with heathen wives, corrupted his faith. The barriers that God had erected for the safety of His people were thus broken down, and Solomon gave himself up to the worship of false gods. On the summit of the Mount of Olives, confronting the temple of Jehovah, were erected gigantic images and altars for the service of heathen deities. As he cast off his allegiance to God, Solomon lost the mastery of himself. His fine sensibilities became blunted. The conscientious, considerate spirit of his early reign was changed. Pride, ambition, prodigality, and indulgence bore fruit in cruelty and exaction. He who had been a just, compassionate, and God-fearing ruler, became tyrannical and oppressive. He who at the dedication of the temple had prayed for his people that their hearts might be undividedly given to the Lord, became their seducer. Solomon dishonored himself, dishonored Israel, and dishonored God.  {Ed 48.4}

The nation, of which he had been the pride, followed his leading. Though he afterward repented, his repentance did not prevent the fruition of the evil he had sown. The discipline and training that God appointed for Israel would cause them, in all the ir ways of life, to differ from the people of other nations. This peculiarity, which should have been regarded as a special privilege and blessing, was to them unwelcome. The simplicity and self-restraint essential to the highest development they sought

50

to exchange for the pomp and self-indulgence of heathen peoples. To be “like all the nations” (1 Samuel 8:5) was their ambition. God’s plan of education was set aside, His authority disowned. {Ed 49.1}

In the rejection of the ways of God for the ways of men, the downfall of Israel began. Thus also it continued, until the Jewish people became a prey to the very nations whose practices they had chosen to follow.  {Ed 50.1}

As a nation the children of Israel failed of receiving the benefits that God desired to give them. They did not appreciate His purpose or co-operate in its execution. But though individuals and peoples may thus separate themselves from Him, His purpose for those who trust Him is unchanged. “Whatsoever God doeth, it shall be forever.” Ecclesiastes 3:14. {Ed 50.2}

While there are different degrees of development and different manifestations of His power to meet the wants of men in the different ages, God’s work in all time is the same. The Teacher is the same. God’s character and His plan are the same. With Him “is no variableness, neither shadow of turning.” James 1:17. {Ed 50.3}

The experiences of Israel were recorded for our instruction. “All these things happened unto them for ensamples: and they are written for our admonition, upon whom the ends of the world are come.” 1 Corinthians 10:11. With us, as with Israel of old, success in education depends on fidelity in carrying out the Creator’s plan. Adherence to the principles of God’s word will bring as great blessings to us as it would have brought to the Hebrew people.  {Ed 50.4}

Chap. 17 – Poetry and Song

The earliest as well as the most sublime of poetic utterances known to man are found in the Scriptures. Before the oldest of the world’s poets had sung, the shepherd of Midian recorded those words of God to Job–in their majesty unequaled, unapproached, by the loftiest productions of human genius:

“Where wast thou when I laid the foundations of the earth? . . .Or who shut up the sea with doors, When it brake forth; . . .When I made the cloud the garment thereof, And thick darkness a swaddling band for it, And prescribed for it My decree, And set bars and doors, And said, Hitherto shalt thou come, but no further; And here shall thy proud waves be stayed?

“Hast thou commanded the morning since thy days began, And caused the dayspring to know its place? . . .

“Hast thou entered into the springs of the sea? Or hast thou walked in the recesses of the deep? Have the gates of death been revealed unto thee? Or hast thou seen the gates of the shadow of death? Hast thou comprehended the breadth of the earth? Declare, if thou knowest it all.

“Where is the way to the dwelling of light, And as for darkness, where is the place thereof? . . .

160

“Hast thou entered the treasuries of the snow, Or hast thou seen the treasuries of the hail? . . . By what way is the light parted, Or the east wind scattered upon the earth? Who hath cleft a channel for the water flood, Or a way for the lightning of the thunder; To cause it to rain on a land where no man is; On the wilderness, wherein there is no man; To satisfy the waste and desolate ground; And to cause the tender grass to spring forth?” “Canst thou bind the sweet influences of Pleiades, Or loose the bands of Orion? Canst thou bring forth Mazzaroth in his season? Or canst thou guide Arcturus with his sons?” Job 38:4-27, R.V.; 38:31, 32.  {Ed 159.1}

For beauty of expression read also the description of springtime, from the Song of Songs:

“Lo, the winter is past, The rain is over and gone; The flowers appear on the earth; The time of the singing of birds is come, And the voice of the turtle is heard in our land; The fig tree ripeneth her green figs, And the vines are in blossom, They give forth their fragrance. Arise, my love, my fair one, and come away.”  Song of Solomon 2:11-13, R.V. {Ed 160.1}

And not inferior in beauty is Balaam’s unwilling prophecy of blessing to Israel:

“From Aram hath Balak brought me, The king of Moab from the mountains of the East: Come, curse me Jacob, And come, defy Israel. How shall I curse, whom God hath not cursed? And how shall I defy, whom the Lord hath not defied? For from the top of the rocks I see him? And from the hills I behold him: Lo, it is a people that dwell alone, And shall not be reckoned among the nations. . . .

161

“Behold, I have received commandment to bless: And He hath blessed, and I cannot reverse it. He hath not beheld iniquity in Jacob, Neither hath He seen perverseness in Israel: The Lord his God is with him, And the shout of a King is among them. . . . Surely there is no enchantment against (margin) Jacob, Neither is there any divination against (margin) Israel: Now shall it be said of Jacob and of Israel, What hath God wrought!”

“He saith, which heareth the words of God, Which seeth the vision of the Almighty: . . . How goodly are thy tents, O Jacob, Thy tabernacles, O Israel! As valleys are they spread forth, As gardens by the riverside, As lign-aloes which the Lord hath planted, As cedar trees beside the waters.”

“He hath said, which heard the words of God, And knew the knowledge of the Most High: . . . I shall see Him, but not now: I shall behold Him, but not nigh: There shall come a Star out of Jacob, And a Scepter shall rise out of Israel. . . . Out of Jacob shall come He that shall have dominion.” Numbers 23:7-23, R.V.; 24:4-6, R.V.; 24:16-19. {Ed 160.2}

The melody of praise is the atmosphere of heaven; and when heaven comes in touch with the earth, there is music and song–“thanksgiving, and the voice of melody.” Isaiah 51:3. {Ed 161.1}

Above the new-created earth, as it lay, fair and unblemished, under the smile of God, “the morning stars sang together, and all the sons of God shouted for joy.” Job 38:7. So human hearts, in sympathy with heaven, have responded to God’s goodness in notes of praise. Many of the events of human history have been linked with song. {Ed 161.2}

162

The earliest song recorded in the Bible from the lips of men was that glorious outburst of thanksgiving by the hosts of Israel at the Red Sea:

“I will sing unto the Lord, for He hath triumphed gloriously: The horse and his rider hath He thrown into the sea. The Lord is my strength and song, And He is become my salvation: This is my God, and I will praise Him; My father’s God, and I will exalt Him.”

“Thy right hand, O Lord, is glorious in power, Thy right hand, O Lord, dasheth in pieces the enemy. . . . Who is like unto Thee, O Lord, among the gods? Who is like Thee, glorious in holiness, Fearful in praises, doing wonders?”

“The Lord shall reign for ever and ever. . . . Sing ye to the Lord, for He hath triumphed gloriously.” Exodus 15:1, 2, 6-11, 18-21, R.V. {Ed 162.1}

Great have been the blessings received by men in response to songs of praise. The few words recounting an experience of the wilderness journey of Israel have a lesson worthy of our thought: {Ed 162.2}

“They went to Beer: that is the well whereof the Lord spake unto Moses, Gather the people together, and I will give them water.” Numbers 21:16. “Then sang Israel this song:

“Spring up, O well; sing ye unto it: The well, which the princes digged, Which the nobles of the people delved, With the scepter, and with their staves.” Numbers 21:17, 18, R.V. {Ed 162.3}

How often in spiritual experience is this history repeated! how often by words of holy song are unsealed in the soul the springs of penitence and faith, of hope and love and joy! {Ed 162.4}

163

It was with songs of praise that the armies of Israel went forth to the great deliverance under Jehoshaphat. To Jehoshaphat had come the tidings of threatened war. “There cometh a great multitude against thee,” was the message, “the children of Moab, and the children of Ammon, and with them other beside.” “And Jehoshaphat feared, and set himself to seek the Lord, and proclaimed a fast throughout all Judah. And Judah gathered themselves together, to ask help of the Lord: even out of all the cities of Judah they came to seek the Lord.” And Jehoshaphat, standing in the temple court before his people, poured out his soul in prayer, pleading God’s promise, with confession of Israel’s helplessness. “We have no might against this great company that cometh against us,” he said: “neither know we what to do: but our eyes are upon Thee.” 2 Chronicles 20:2, 1, 3, 4, 12. {Ed 163.1}

Then upon Jahaziel a Levite “came the Spirit of the Lord; . . . and he said, Hearken ye, all Judah, and ye inhabitants of Jerusalem, and thou King Jehoshaphat, Thus saith the Lord unto you, Be not afraid nor dismayed by reason of this great multitude; for the battle is not yours, but God’s. . . . Ye shall not need to fight in this battle: set yourselves, stand ye still, and see the salvation of the Lord. . . . Fear not, nor be dismayed; tomorrow go out against them: for the Lord will be with you.” 2 Chronicles 20:14-17. {Ed 163.2}

“And they rose early in the morning, and went forth into the wilderness of Tekoa.” 2 Chronicles 20:20. Before the army went singers, lifting their voices in praise to God–praising Him for the victory promised. {Ed 163.3}

On the fourth day thereafter, the army returned to Jerusalem, laden with the spoil of their enemies, singing praise for the victory won. {Ed 163.4}

164

Through song, David, amidst the vicissitudes of his changeful life, held communion with heaven. How sweetly are his experiences as a shepherd lad reflected in the words:

“The Lord is my Shepherd; I shall not want. He maketh me to lie down in green pastures: He leadeth me beside the still waters. . . . Though I walk through the valley of the shadow of death, I will fear no evil: for Thou art with me; Thy rod and Thy staff they comfort me.” Psalm 23:1-4. {Ed 164.1}

In his manhood a hunted fugitive, finding refuge in the rocks and caves of the wilderness, he wrote:

“O God, Thou art my God; early will I seek Thee: My soul thirsteth for Thee, my flesh longeth for Thee, In a dry and weary land, where no water is. . . . Thou hast been my help, And in the shadow of Thy wings will I rejoice.” “Why art thou cast down, O my soul? And why art thou disquieted within me? Hope thou in God: For I shall yet praise Him, Who is the health of my countenance, And my God.”

“The Lord is my light and my salvation; Whom shall I fear? The Lord is the strength of my life; Of whom shall I be afraid?” Psalm 63:1-7, R.V.; 42:11; 27:1.  {Ed 164.2}

The same trust is breathed in the words written when, a dethroned and crownless king, David fled from Jerusalem at the rebellion of Absalom. Spent with grief and the weariness of his flight, he with his company had tarried beside the Jordan for a few hours’ rest. He was awakened by the summons to immediate flight. In the darkness, the passage of the deep and swift-flowing stream must be made by that whole company of men, women,

165

and little children; for hard after them were the forces of the traitor son. In that hour of darkest trial, David sang:

“I cried unto the Lord with my voice, And He heard me out of His holy hill.

“I laid me down and slept; I awaked; for the Lord sustained me. I will not be afraid of ten thousands of people, That have set themselves against me around about.” Psalm 3:4-6. {Ed 164.3}

After his great sin, in the anguish of remorse and self-abhorrence he still turned to God as his best friend:

“Have mercy upon me, O God, according to Thy loving- kindness: According unto the multitude of Thy tender mercies blot out my transgressions. . . . Purge me with hyssop, and I shall be clean: Wash me, and I shall be whiter than snow.” Psalm 51:1-7. {Ed 165.1}

In his long Life, David found on earth no resting place. “We are strangers before Thee, and sojourners,” he said, “as all our fathers were: our days on the earth are as a shadow, and there is no abiding.” 1 Chronicles 29:15, R.V.

“God is our refuge and strength, A very present help in trouble. Therefore will not we fear, though the earth be removed, And though the mountains be carried into the midst of the sea.”

“There is a river, the streams whereof make glad the City of God, The holy place of the tabernacles of the Most High. God is in the midst of her; she shall not be moved God shall help her, at the dawn of morning. . . . The Lord of hosts is with us; The God of Jacob is our refuge.”

“This God is our God for ever and ever: He will be our guide even unto death.” Psalm 46:1,2; 46:4-7, R.V., margin; 48:14. {Ed 165.2}

166

With a song, Jesus in His earthly life met temptation. Often when sharp, stinging words were spoken, often when the atmosphere about Him was heavy with gloom, with dissatisfaction, distrust, or oppressive fear, was heard His song of faith and holy cheer. {Ed 166.1}

On that last sad night of the Passover supper, as He was about to go forth to betrayal and to death, His voice was lifted in the psalm:

“Blessed be the name of the Lord From this time forth and for evermore. From the rising of the sun until the going down of the same The Lord’s name is to be praised.”

“I love the Lord because He hath heard my voice and my supplications. Because He hath inclined His ear unto me, Therefore will I call upon Him as long as I live.

“The sorrows of death compassed me, And the pains of hell gat hold upon me: I found trouble and sorrow. Then called I upon the name of the Lord; O Lord, I beseech Thee, deliver my soul. Gracious is the Lord, and righteous; Yea, our God is merciful.

“The Lord preserveth the simple: I was brought low, and He helped me. Return unto thy rest, O my soul; For the Lord hath dealt bountifully with thee. For Thou hast delivered my soul from death, mine eyes from tears, and my feet from falling.” Psalm 113:2, 3; 116:1-8. {Ed 166.2}

Amidst the deepening shadows of earth’s last great crisis, God’s light will shine brightest, and the song of hope and trust will be heard in clearest and loftiest strains.

167

“In that day shall this song be sung in the land of Judah; We have a strong city; Salvation will God appoint for walls and bulwarks. Open ye the gates, That the righteous nation which keepeth the truth may enter in. Thou wilt keep him in perfect peace, Whose mind is stayed on Thee: because he trusteth in Thee. Trust ye in the Lord forever: For in the Lord Jehovah is everlasting strength.” Isaiah 26:1-4. {Ed 166.3}

“The ransomed of the Lord shall return, and come with singing unto Zion; and everlasting joy shall be upon their heads: they shall obtain gladness and joy, and sorrow and sighing shall flee away.” Isaiah 35:10, R.V. {Ed 167.1}

“They shall come and sing in the height of Zion, and shall flow together unto the goodness of the Lord: . . . and their soul shall be as a watered garden; and they shall not sorrow any more at all.” Jeremiah 31:12. {Ed 167.2}

The Power of Song

The history of the songs of the Bible is full of suggestion as to the uses and benefits of music and song. Music is often perverted to serve purposes of evil, and it thus becomes one of the most alluring agencies of temptation. But, rightly employed, it is a precious gift of God, designed to uplift the thoughts to high and noble themes, to inspire and elevate the soul.  {Ed 167.3}

As the children of Israel, journeying through the wilderness, cheered their way by the music of sacred song, so God bids His children today gladden their pilgrim life. There are few means more effective for fixing His words in the memory than repeating them in song. And such

168

song has wonderful power. It has power to subdue rude and uncultivated natures; power to quicken thought and to awaken sympathy, to promote harmony of action, and to banish the gloom and foreboding that destroy courage and weaken effort.  {Ed 167.4}

It is one of the most effective means of impressing the heart with spiritual truth. How often to the soul hard-pressed and ready to despair, memory recalls some word of God’s–the long-forgotten burden of a childhood song,–and temptations lose their power, life takes on new meaning and new purpose, and courage and gladness are imparted to other souls!  {Ed 168.1}

The value of song as a means of education should never be lost sight of. Let there be singing in the home, of songs that are sweet and pure, and there will be fewer words of censure and more of cheerfulness and hope and joy. Let there be singing in th e school, and the pupils will be drawn closer to God, to their teachers, and to one another. {Ed 168.2}

As a part of religious service, singing is as much an act of worship as is prayer. Indeed, many a song is prayer. If the child is taught to realize this, he will think more of the meaning of the words he sings and will be more susceptible to their power. {Ed 168.3}

As our Redeemer leads us to the threshold of the Infinite, flushed with the glory of God, we may catch the themes of praise and thanksgiving from the heavenly choir round about the throne; and as the echo of the angels’ song is awakened in our earthly homes, hearts will be drawn closer to the heavenly singers. Heaven’s communion begins on earth. We learn here the keynote of its praise.  {Ed 168.4}

Chap. 19 – History and Prophecy

The Bible is the most ancient and the most comprehensive history that men possess. It came fresh from the fountain of eternal truth, and throughout the ages a divine hand has preserved its purity. It lights up the far-distant past, where human research in vain seeks to penetrate. In God’s word only do we behold the power that laid the foundations of the earth and that stretched out the heavens. Here only do we find an authentic account of the origin of nations. Here only is given a history of our race unsullied by human pride or prejudice. {Ed 173.1}

In the annals of human history the growth of nations, the rise and fall of empires, appear as dependent on the will and prowess of man. The shaping of events seems, to a great degree, to be determined by his power, ambition, or caprice. But in the wor d of God the curtain is drawn aside, and we behold, behind, above, and through all the play and counterplay of human interests and power and passions, the agencies of the all-merciful One, silently, patiently working out the counsels of His own will.  {Ed 173.2}

The Bible reveals the true philosophy of history. In those words of matchless beauty and tenderness spoken

174

by the apostle Paul to the sages of Athens is set forth God’s purpose in the creation and distribution of races and nations: He “hath made of one blood all nations of men for to dwell on all the face of the earth, and hath determined the times before appointed, and the bounds of their habitation; that they should seek the Lord, if haply they might feel after Him, and find Him.” Acts 17:26, 27. God declares that whosoever will may come “into the bond of the covenant.” Ezekiel 20:37. In the creation it was His purpose that the earth be inhabited by beings whose existence should be a blessing to themselves and to one another, and an honor to their Creator. All who will may identify themselves with this purpose. Of them it is spoken, “This people have I formed for Myself; they shall show forth My praise.” Isaiah 43:21. {Ed 173.3}

God has revealed in His law the principles that underlie all true prosperity both of nations and of individuals. “This is your wisdom and your understanding,” Moses declared to the Israelites of the law of God. “It is not a vain thing for you; because it is your life.” Deuteronomy 4:6; 32:47. The blessings thus assured to Israel are, on the same conditions and in the same degree, assured to every nation and every individual under the broad heavens. {Ed 174.1}

The power exercised by every ruler on the earth is Heaven-imparted; and upon his use of the power thus bestowed, his success depends. To each the word of the divine Watcher is, “I girded thee, though thou hast not known Me.” Isaiah 45:5. And to each the words spoken to Nebuchadnezzar of old are the lesson of life: “Break off thy sins by righteousness, and thine iniquities by showing mercy to the poor; if it may be a lengthening of thy tranquility.” Daniel 4:27. {Ed 174.2}

175

To understand these things,–to understand that “righteousness exalteth a nation;” that “the throne is established by righteousness” and “upholden by mercy” (Proverbs 14:34; 16:12; Proverbs 20:28); to recognize the outworking of these principles in the manifestation of His power who “removeth kings, and setteth up kings” (Daniel 2:21),–this is to understand the philosophy of history.  {Ed 175.1}

In the word of God only is this clearly set forth. Here it is shown that the strength of nations, as of individuals, is not found in the opportunities or facilities that appear to make them invincible; it is not found in their boasted greatness. It is measured by the fidelity with which they fulfill God’s purpose.  {Ed 175.2}

An illustration of this truth is found in the history of ancient Babylon. To Nebuchadnezzar the king the true object of national government was represented under the figure of a great tree, whose height “reached unto heaven, and the sight thereof to the end of all the earth: the leaves thereof were fair, and the fruit thereof much, and in it was meat for all;” under its shadow the beasts of the field dwelt, and among its branches the birds of the air had their habitation. Daniel 4:11, 12. This representation shows the character of a government that fulfills God’s purpose–a government that protects and upbuilds the nation.  {Ed 175.3}

God exalted Babylon that it might fulfill this purpose. Prosperity attended the nation until it reached a height of wealth and power that has never since been equaled–fitly represented in the Scriptures by the inspired symbol, a “head of gold.” Daniel 2:38. {Ed 175.4}

But the king failed of recognizing the power that had exalted him. Nebuchadnezzar in the pride of his heart said: “Is not this great Babylon, that I have built for the

176

house of the kingdom by the might of my power, and for the honor of my majesty?” Daniel 4:30. {Ed 175.5}

Instead of being a protector of men, Babylon became a proud and cruel oppressor. The words of Inspiration picturing the cruelty and greed of rulers in Israel reveal the secret of Babylon’s fall and of the fall of many another kingdom since the world began: “Ye eat the fat, and ye clothe you with the wool, ye kill them that are fed: but ye feed not the flock. The diseased have ye not strengthened, neither have ye healed that which was sick, neither have ye bound up that which was broken, neither have ye brought again that which was driven away, neither have ye sought that which was lost; but with force and with cruelty have ye ruled them.” Ezekiel 34:3, 4. {Ed 176.1}

To the ruler of Babylon came the sentence of the divine Watcher: O king, “to thee it is spoken; The kingdom is departed from thee.” Daniel 4:31.

“Come down, and sit in the dust, O virgin daughter of Babylon, Sit on the ground: there is no throne. . . . Sit thou silent, And get thee into darkness, O daughter of the Chaldeans; For thou shalt no more be called, The lady of kingdoms.” Isaiah 47:1-5.

“O thou that dwellest upon many waters, abundant in treasures, Thine end is come, and the measure of thy covetousness,”

“Babylon, the glory of kingdoms, The beauty of the Chaldees’ excellency, Shall be as when God overthrew Sodom and Gomorrah.” {Ed 176.2}

“I will also make it a possession for the bittern, and pools of water: and I will sweep it with the besom of destruction, saith the Lord of hosts.” Jeremiah 51:13; Isaiah 13:19; 14:23. {Ed 176.3}

Every nation that has come upon the stage of action has

177

been permitted to occupy its place on the earth, that it might be seen whether it would fulfill the purpose of “the Watcher and the Holy One.” Prophecy has traced the rise and fall of the world’s great empires–Babylon, Medo-Persia, Greece, and Rome. With each of these, as with nations of less power, history repeated itself. Each had its period of test, each failed, its glory faded, its power departed, and its place was occupied by another. {Ed 176.4}

While the nations rejected God’s principles, and in this rejection wrought their own ruin, it was still manifest that the divine, overruling purpose was working through all their movements. {Ed 177.1}

This lesson is taught in a wonderful symbolic representation given to the prophet Ezekiel during his exile in the land of the Chaldeans. The vision was given at a time when Ezekiel was weighed down with sorrowful memories and troubled forebodings. The land of his fathers was desolate. Jerusalem was depopulated. The prophet himself was a stranger in a land where ambition and cruelty reigned supreme. As on every hand he beheld tyranny and wrong, his soul was distressed, and he mourned day and night. But the symbols presented to him revealed a power above that of earthly rulers. {Ed 177.2}

Upon the banks of the river Chebar, Ezekiel beheld a whirlwind seeming to come from the north, “a great cloud, and a fire infolding itself, and a brightness was about it, and out of the midst thereof as the color of amber.” A number of wheels, interse cting one another, were moved by four living beings. High above all these “was the likeness of a throne, as the appearance of a sapphire stone: and upon the likeness of the throne was the likeness as the appearance of a man above upon it.” “And there appea red in the cherubims the form of a man’s hand

178

under their wings.” Ezekiel 1:4, 26; 10:8. The wheels were so complicated in arrangement that at first sight they appeared to be in confusion; but they moved in perfect harmony. Heavenly beings, sustained and guided by the hand beneath the wings of the cherubim, were impelling these wheels; above them, upon the sapphire throne, was the Eternal One; and round about the throne a rainbow, the emblem of divine mercy. {Ed 177.3}

As the wheellike complications were under the guidance of the hand beneath the wings of the cherubim, so the complicated play of human events is under divine control. Amidst the strife and tumult of nations, He that sitteth above the cherubim still guides the affairs of the earth.  {Ed 178.1}

The history of nations that one after another have occupied their allotted time and place, unconsciously witnessing to the truth of which they themselves knew not the meaning, speaks to us. To every nation and to every individual of today God has assigned a place in His great plan. Today men and nations are being measured by the plummet in the hand of Him who makes no mistake. All are by their own choice deciding their destiny, and God is overruling all for the accomplishment of His purposes. {Ed 178.2}

The history which the great I AM has marked out in His word, uniting link after link in the prophetic chain, from eternity in the past to eternity in the future, tells us where we are today in the procession of the ages, and what may be expected in the time to come. All that prophecy has foretold as coming to pass, until the present time, has been traced on the pages of history, and we may be assured that all which is yet to come will be fulfilled in its order. {Ed 178.3}

179

The final overthrow of all earthly dominions is plainly foretold in the word of truth. In the prophecy uttered when sentence from God was pronounced upon the last king of Israel is given the message: {Ed 179.1}

“Thus saith the Lord God; Remove the diadem, and take off the crown: . . . exalt him that is low, and abase him that is high. I will overturn, overturn, overturn, it: and it shall be no more, until He come whose right it is; and I will give it Him.” Ezekiel 21:26, 27. {Ed 179.2}

The crown removed from Israel passed successively to the kingdoms of Babylon, Medo-Persia, Greece, and Rome. God says, “It shall be no more, until He come whose right it is; and I will give it Him.”  {Ed 179.3}

That time is at hand. Today the signs of the times declare that we are standing on the threshold of great and solemn events. Everything in our world is in agitation. Before our eyes is fulfilling the Saviour’s prophecy of the events to precede His com ing: “Ye shall hear of wars and rumors of wars. . . . Nation shall rise against nation, and kingdom against kingdom: and there shall be famines, and pestilences, and earthquakes, in divers places.” Matthew 24:6, 7. {Ed 179.4}

The present is a time of overwhelming interest to all living. Rulers and statesmen, men who occupy positions of trust and authority, thinking men and women of all classes, have their attention fixed upon the events taking place about us. They are watching the strained, restless relations that exist among the nations. They observe the intensity that is taking possession of every earthly element, and they recognize that something great and decisive is about to take place–that the world is on the verge o f a stupendous crisis. {Ed 179.5}

Angels are now restraining the winds of strife, that

180

they may not blow until the world shall be warned of its coming doom; but a storm is gathering, ready to burst upon the earth; and when God shall bid His angels loose the winds, there will be such a scene of strife as no pen can picture.  {Ed 179.6}

The Bible, and the Bible only, gives a correct view of these things. Here are revealed the great final scenes in the history of our world, events that already are casting their shadows before, the sound of their approach causing the earth to tremble a nd men’s hearts to fail them for fear.  {Ed 180.1}

“Behold, the Lord maketh the earth empty, and maketh it waste, and turneth it upside down, and scattereth abroad the inhabitants thereof. . . . They have transgressed the laws, changed the ordinance, broken the everlasting covenant. Therefore hath the curse devoured the earth, and they that dwell therein are desolate. . . . The mirth of tabrets ceaseth, the noise of them that rejoice endeth, the joy of the harp ceaseth.” Isaiah 24:1-18. {Ed 180.2}

“Alas for the day! for the day of the Lord is at hand, and as a destruction from the Almighty shall it come. . . . The seed is rotten under their clods, the garners are laid desolate, the barns are broken down; for the corn is withered. How do the bea sts groan! the herds of cattle are perplexed, because they have no pasture; yea, the flocks of sheep are made desolate.” “The vine is dried up, and the fig tree languisheth; the pomegranate tree, the palm tree also, and the apple tree, even all the trees o f the field, are withered: because joy is withered away from the sons of men.” Joel 1:15-18, 12. {Ed 180.3}

“I am pained at my very heart; . . . I cannot hold my peace, because thou hast heard, O my soul, the sound of the

181

trumpet, the alarm of war. Destruction upon destruction is cried; for the whole land is spoiled.” {Ed 180.4}

“I beheld the earth, and, lo, it was without form, and void; and the heavens, and they had no light. I beheld the mountains, and, lo, they trembled, and all the hills moved lightly. I beheld, and, lo, there was no man, and all the birds of the heavens were fled. I beheld, and, lo, the fruitful place was a wilderness, and all the cities thereof were broken down.” Jeremiah 4:19, 20, 23-26. {Ed 181.1}

“Alas! for that day is great, so that none is like it: it is even the time of Jacob’s trouble; but he shall be saved out of it.” Jeremiah 30:7. {Ed 181.2}

“Come, My people, enter thou into thy chambers, and shut thy doors about thee: hide thyself as it were for a little moment, until the indignation be overpast.” Isaiah 26:20.

“Because thou hast made the Lord, which is my refuge, Even the Most High, thy habitation; There shall no evil befall thee, Neither shall any plague come nigh thy dwelling.” Psalm 91:9, 10.

“The mighty God, even the Lord, hath spoken, And called the earth from the rising of the sun unto the going down thereof. Out of Zion, the perfection of beauty, God hath shined. Our God shall come, and shall not keep silence.”

“He shall call to the heavens above, And to the earth, that He may judge His people. . . . And the heavens shall declare His righteousness; For God is judge Himself.” Psalm 50:1-3; 50:4-6, R.V. {Ed 181.3}

“O daughter of Zion, . . . the Lord shall redeem thee from the hand of thine enemies. Now also many nations are gathered against thee, that say, Let her be defiled, and let our eye look upon Zion. But they know not the

182

thoughts of the Lord, neither understand they His counsel.” “Because they call thee an Outcast, saying, This is Zion, whom no man seeketh after,” “I will restore health unto thee, and I will heal thee of thy wounds, saith the Lord.” “I will bring again the captivity of Jacob’s tents, and have mercy on his dwelling places.” Micah 4:10-12; Jeremiah 30:17, 18.

“And it shall be said in that day, Lo, this is our God; We have waited for Him, and He will save us: This is the Lord; we have waited for Him, We will be glad and rejoice in His salvation.”  {Ed 181.4}

“He will swallow up death in victory; . . . and the rebuke of His people shall He take away from off all the earth: for the Lord hath spoken it.” Isaiah 25:9, 8. {Ed 182.1}

“Look upon Zion, the city of our solemnities: thine eyes shall see Jerusalem a quiet habitation, a tabernacle that shall not be taken down. . . . For the Lord is our judge, the Lord is our lawgiver, the Lord is our king.” Isaiah 33:20-22. {Ed 182.2}

“With righteousness shall He judge the poor, and reprove with equity for the meek of the earth.” Isaiah 11:4. {Ed 182.3}

Then will the purpose of God be fulfilled; the principles of His kingdom will be honored by all beneath the sun. “Violence shall no more be heard in thy land, Wasting nor destruction within thy borders; But thou shalt call thy walls Salvation, And thy gates Praise.”

“In righteousness shalt thou be established: Thou shalt be far from oppression; for thou shalt not fear: And from terror; for it shall not come near thee.” Isaiah 60:18; 54:14. {Ed 182.4}

183

The prophets to whom these great scenes were revealed longed to understand their import. They “inquired and searched diligently: . . . searching what, or what manner of time the Spirit of Christ which was in them did signify. . . . Unto whom it was re vealed, that not unto themselves, but unto us they did minister the things, which are now reported unto you; . . . which things the angels desire to look into.” 1 Peter 1:10-12. {Ed 183.1}

To us who are standing on the very verge of their fulfillment, of what deep moment, what living interest, are these delineations of the things to come–events for which, since our first parents turned their steps from Eden, God’s children have watched and waited, longed and prayed! {Ed 183.2}

At this time, before the great final crisis, as before the world’s first destruction, men are absorbed in the pleasures and the pursuits of sense. Engrossed with the seen and transitory, they have lost sight of the unseen and eternal. For the things t hat perish with the using, they are sacrificing imperishable riches. Their minds need to be uplifted, their views of life to be broadened. They need to be aroused from the lethargy of worldly dreaming. {Ed 183.3}

From the rise and fall of nations as made plain in the pages of Holy Writ, they need to learn how worthless is mere outward and worldly glory. Babylon, with all its power and its magnificence, the like of which our world has never since beheld,–power and magnificence which to the people of that day seemed so stable and enduring,–how completely has it passed away! As “the flower of the grass” it has perished. So perishes all that has not God for its foundation. Only that which is bound up with His pur pose and expresses His character can endure. His principles are the only steadfast things our world knows. {Ed 183.4}

184

It is these great truths that old and young need to learn. We need to study the working out of God’s purpose in the history of nations and in the revelation of things to come, that we may estimate at their true value things seen and things unseen; tha t we may learn what is the true aim of life; that, viewing the things of time in the light of eternity, we may put them to their truest and noblest use. Thus, learning here the principles of His kingdom and becoming its subjects and citizens, we may be prepared at His coming to enter with Him into its possession. {Ed 184.1}

The day is at hand. For the lessons to be learned, the work to be done, the transformation of character to be effected, the time remaining is but too brief a span. {Ed 184.2}

“Behold, they of the house of Israel say, The vision that he seeth is for many days to come, and he prophesieth of the times that are far off. Therefore say unto them, Thus saith the Lord God; There shall none of My words be prolonged any more, but th e word which I have spoken shall be done, saith the Lord God.” Ezekiel 12:27, 28. {Ed 184.3}

Chap. 22 – Temperance and Dietetics

Every student needs to understand the relation between plain living and high thinking. It rests with us individually to decide whether our lives shall be controlled by the mind or by the body. The youth must, each for himself, make the choice that shapes his life; and no pains should be spared that he may understand the forces with which he has to deal, and the influences which mold character and destiny.  {Ed 202.1}

Intemperance is a foe against which all need to be guarded. The rapid increase of this terrible evil should arouse every lover of his race to warfare against it. The practice of giving instruction on temperance topics in the schools is a move in the right direction. Instruction in this line should be given in every school and in every home. The youth and children should understand the effect of alcohol, tobacco, and other like poisons in breaking down the body, beclouding the mind, and sensualizing the soul. It should be made plain that no one who uses these things can long possess the full strength of his physical, mental, or moral faculties. {Ed 202.2}

But in order to reach the root of intemperance we must go deeper than the use of alcohol or tobacco. Idleness, lack of aim, or evil associations, may be the predisposing

203

cause. Often it is found at the home table, in families that account themselves strictly temperate. Anything that disorders digestion, that creates undue mental excitement, or in any way enfeebles the system, disturbing the balance of the mental and the physical powers, weakens the control of the mind over the body, and thus tends toward intemperance. The downfall of many a promising youth might be traced to unnatural appetites created by an unwholesome diet.  {Ed 202.3}

Tea and coffee, condiments, confectionery, and pastries are all active causes of indigestion. Flesh food also is harmful. Its naturally stimulating effect should be a sufficient argument against its use; and the almost universally diseased condition o f animals makes it doubly objectionable. It tends to irritate the nerves and to excite the passions, thus giving the balance of power to the lower propensities.  {Ed 203.1}

Those who accustom themselves to a rich, stimulating diet, find after a time that the stomach is not satisfied with simple food. It demands that which is more and more highly seasoned, pungent, and stimulating. As the nerves become disordered and the system weakened, the will seems powerless to resist the unnatural craving. The delicate coating of the stomach becomes irritated and inflamed until the most stimulating food fails of giving relief. A thirst is created that nothing but strong drink will quench. {Ed 203.2}

It is the beginnings of evil that should be guarded against. In the instruction of the youth the effect of apparently small deviations from the right should be made very plain. Let the student be taught the value of a simple, healthful diet in preventing the desire for unnatural stimulants. Let the habit of self-control be early

204

established. Let the youth be impressed with the thought that they are to be masters, and not slaves. Of the kingdom within them God has made them rulers, and they are to exercise their Heaven-appointed kingship. When such instruction is faithfully given, the results will extend far beyond the youth themselves. Influences will reach out that will save thousands of men and women who are on the very brink of ruin.  {Ed 203.3}

Diet and Mental Development

The relation of diet to intellectual development should be given far more attention than it has received. Mental confusion and dullness are often the result of errors in diet. {Ed 204.1}

It is frequently urged that, in the selection of food, appetite is a safe guide. If the laws of health had always been obeyed, this would be true. But through wrong habits, continued from generation to generation, appetite has become so perverted that it is constantly craving some hurtful gratification. As a guide it cannot now be trusted.  {Ed 204.2}

In the study of hygiene, students should be taught the nutrient value of different foods. The effect of a concentrated and stimulating diet, also of foods deficient in the elements of nutrition, should be made plain. Tea and coffee, fine-flour bread, pickles, coarse vegetables, candies, condiments, and pastries fail of supplying proper nutriment. Many a student has broken down as the result of using such foods. Many a puny child, incapable of vigorous effort of mind or body, is the victim of an impoverished diet. Grains, fruits, nuts, and vegetables, in proper combination, contain all the elements of nutrition; and

205

when properly prepared, they constitute the diet that best promotes both physical and mental strength. {Ed 204.3}

There is need to consider not only the properties of the food but its adaptation to the eater. Often food that can be eaten freely by persons engaged in physical labor must be avoided by those whose work is chiefly mental. Attention should be given also to the proper combination of foods. By brain workers and others of sedentary pursuits, but few kinds should be taken at a meal.  {Ed 205.1}

And overeating, even of the most wholesome food, is to be guarded against. Nature can use no more than is required for building up the various organs of the body, and excess clogs the system. Many a student is supposed to have broken down from overstudy, when the real cause was overeating. While proper attention is given to the laws of health, there is little danger from mental taxation; but in many cases of so-called mental failure it is the overcrowding of the stomach that wearies the body and weaken s the mind. {Ed 205.2}

In most cases two meals a day are preferable to three. Supper, when taken at an early hour, interferes with the digestion of the previous meal. When taken later, it is not itself digested before bedtime. Thus the stomach fails of securing proper rest. The sleep is disturbed, the brain and nerves are wearied, the appetite for breakfast is impaired, the whole system is unrefreshed and is unready for the day’s duties.  {Ed 205.3}

The importance of regularity in the time for eating and sleeping should not be overlooked. Since the work of building up the body takes place during the hours of rest, it is essential, especially in youth, that sleep should be regular and abundant. {Ed 205.4}

206

So far as possible we should avoid hurried eating. The shorter the time for a meal, the less should be eaten. It is better to omit a meal than to eat without proper mastication. {Ed 206.1}

Mealtime should be a season for social intercourse and refreshment. Everything that can burden or irritate should be banished. Let trust and kindliness and gratitude to the Giver of all good be cherished, and the conversation will be cheerful, a pleasant flow of thought that will uplift without wearying. {Ed 206.2}

The observance of temperance and regularity in all things has a wonderful power. It will do more than circumstances or natural endowments in promoting that sweetness and serenity of disposition which count so much in smoothing life’s pathway. At the same time the power of self-control thus acquired will be found one of the most valuable of equipments for grappling successfully with the stern duties and realities that await every human being. {Ed 206.3}

Wisdom’s “ways are ways of pleasantness, and all her paths are peace.” Proverbs 3:17. Let every youth in our land, with the possibilities before him of a destiny higher than that of crowned kings, ponder the lesson conveyed in the words of the wise ma n, “Blessed art thou, O land, when … thy princes eat in due season, for strength, and not for drunkenness!” Ecclesiastes 10:17. {Ed 206.4}

Chap. 24 – Manual Training

At the creation, labor was appointed as a blessing. It meant development, power, happiness. The changed condition of the earth through the curse of sin has brought a change in the conditions of labor; yet though now attended with anxiety, weariness, a nd pain, it is still a source of happiness and development. And it is a safeguard against temptation. Its discipline places a check on self-indulgence, and promotes industry, purity, and firmness. Thus it becomes a part of God’s great plan for our recovery from the Fall. {Ed 214.1}

The youth should be led to see the true dignity of labor. Show them that God is a constant worker. All things in nature do their allotted work. Action pervades the whole creation, and in order to fulfill our mission we, too, must be active.  {Ed 214.2}

In our labor we are to be workers together with God. He gives us the earth and its treasures; but we must adapt them to our use and comfort. He causes the trees to grow; but we prepare the timber and build the house. He has hidden in the earth the gold and silver, the iron and coal; but it is only through toil that we can obtain them.  {Ed 214.3}

Show that, while God has created and constantly controls all things, He has endowed us with a power not

215

wholly unlike His. To us has been given a degree of control over the forces of nature. As God called forth the earth in its beauty out of chaos, so we can bring order and beauty out of confusion. And though all things are now marred with evil, yet in our completed work we feel a joy akin to His, when, looking on the fair earth, He pronounced it “very good.”  {Ed 214.4}

As a rule, the exercise most beneficial to the youth will be found in useful employment. The little child finds both diversion and development in play; and his sports should be such as to promote not only physical, but mental and spiritual growth. As he gains strength and intelligence, the best recreation will be found in some line of effort that is useful. That which trains the hand to helpfulness, and teaches the young to bear their share of life’s burdens, is most effective in promoting the growth o f mind and character. {Ed 215.1}

The youth need to be taught that life means earnest work, responsibility, care-taking. They need a training that will make them practical–men and women who can cope with emergencies. They should be taught that the discipline of systematic, well-regulated labor is essential, not only as a safeguard against the vicissitudes of life, but as an aid to all-around development. {Ed 215.2}

Notwithstanding all that has been said and written concerning the dignity of labor, the feeling prevails that it is degrading. Young men are anxious to become teachers, clerks, merchants, physicians, lawyers, or to occupy some other position that does not require physical toil. Young women shun housework and seek an education in other lines. These need to learn that no man or woman is degraded by honest toil. That which degrades is idleness and selfish dependence. Idleness fosters

216

self-indulgence, and the result is a life empty and barren–a field inviting the growth of every evil. “The earth which drinketh in the rain that cometh oft upon it, and bringeth forth herbs meet for them by whom it is dressed, receiveth blessing from God: but that which beareth thorns and briers is rejected, and is nigh unto cursing; whose end is to be burned.” Hebrews 6:7, 8. {Ed 215.3}

Many of the branches of study that consume the student’s time are not essential to usefulness or happiness; but it is essential for every youth to have a thorough acquaintance with everyday duties. If need be, a young woman can dispense with a knowledge of French and algebra, or even of the piano; but it is indispensable that she learn to make good bread, to fashion neatly-fitting garments, and to perform efficiently the many duties that pertain to homemaking. {Ed 216.1}

To the health and happiness of the whole family nothing is more vital than skill and intelligence on the part of the cook. By ill-prepared, unwholesome food she may hinder and even ruin both the adult’s usefulness and the child’s development. Or by pr oviding food adapted to the needs of the body, and at the same time inviting and palatable, she can accomplish as much in the right as otherwise she accomplishes in the wrong direction. So, in many ways, life’s happiness is bound up with faithfulness in co mmon duties. {Ed 216.2}

Since both men and women have a part in home-making, boys as well as girls should gain a knowledge of household duties. To make a bed and put a room in order, to wash dishes, to prepare a meal, to wash and repair his own clothing, is a training that need not make any boy less manly; it will make him happier and more useful. And if girls, in turn, could learn to harness and

217

drive a horse, and to use the saw and the hammer, as well as the rake and the hoe, they would be better fitted to meet the emergencies of life.  {Ed 216.3}

Let the children and youth learn from the Bible how God has honored the work of the everyday toiler. Let them read of “the sons of the prophets” (2 Kings 6:1-7), students at school, who were building a house for themselves, and for whom a miracle was wrought to save from loss the ax that was borrowed. Let them read of Jesus the carpenter, and Paul the tentmaker, who with the toil of the craftsman linked the highest ministry, human and divine. Let them read of the lad whose five loaves were used by the Saviour in that wonderful miracle for the feeding of the multitude; of Dorcas the seamstress, called back from death, that she might continue to make garments for the poor; of the wise woman described in the Proverbs, who “seeketh wool and flax, and worketh willingly with her hands;” who “giveth meat to her household, and their task to her maidens;” who “planteth a vineyard,” and strengtheneth her arms;” who “stretcheth out her hand to the poor; yea, . . . reacheth forth her hands to the needy;” who “looket h well to the ways of her household, and eateth not the bread of idleness.” Proverbs 31:13, 15, R.V.; 31:16, 17, 20, 27. {Ed 217.1}

Of such a one, God says: “She shall be praised. Give her of the fruit of her hands; and let her own works praise her in the gates.” Proverbs 31:30, 31. {Ed 217.2}

For every child the first industrial school should be the home. And, so far as possible, facilities for manual training should be connected with every school. To a great degree such training would supply the place of the gymnasium, with the additional benefit of affording valuable discipline. {Ed 217.3}

218

Manual training is deserving of far more attention than it has received. Schools should be established that, in addition to the highest mental and moral culture, shall provide the best possible facilities for physical development and industrial training. Instruction should be given in agriculture, manufactures,–covering as many as possible of the most useful trades,–also in household economy, healthful cookery, sewing, hygienic dressmaking, the treatment of the sick, and kindred lines. Gardens, workshops, and treatment rooms should be provided, and the work in every line should be under the direction of skilled instructors. {Ed 218.1}

The work should have a definite aim and should be thorough. While every person needs some knowledge of different handicrafts, it is indispensable that he become proficient in at least one. Every youth, on leaving school, should have acquired a knowledge of some trade or occupation by which, if need be, he may earn a livelihood. {Ed 218.2}

The objection most often urged against industrial training in the schools is the large outlay involved. But the object to be gained is worthy of its cost. No other work committed to us is so important as the training of the youth, and every outlay demanded for its right accomplishment is means well spent.  {Ed 218.3}

Even from the viewpoint of financial results, the outlay required for manual training would prove the truest economy. Multitudes of our boys would thus be kept from the street corner and the groggery; the expenditure for gardens, workshops, and baths would be more than met by the saving on hospitals and reformatories. And the youth themselves, trained to habits of industry, and skilled in lines of useful and productive labor–who

219

can estimate their value to society and to the nation?  {Ed 218.4}

As a relaxation from study, occupations pursued in the open air, and affording exercise for the whole body, are the most beneficial. No line of manual training is of more value than agriculture. A greater effort should be made to create and to encourage an interest in agricultural pursuits. Let the teacher call attention to what the Bible says about agriculture: that it was God’s plan for man to till the earth; that the first man, the ruler of the whole world, was given a garden to cultivate; and that many of the world’s greatest men, its real nobility, have been tillers of the soil. Show the opportunities in such a life. The wise man says, “The king himself is served by the field.” Ecclesiastes 5:9. Of him who cultivates the soil the Bible declares, “His God doth instruct him to discretion, and doth teach him.” Isaiah 28:26. And again, “Whoso keepeth the fig tree shall eat the fruit thereof.” Proverbs 27:18. He who earns his livelihood by agriculture escapes many temptations and enjoys unnumbered privileges and blessings denied to those whose work lies in the great cities. And in these days of mammoth trusts and business competition, there are few who enjoy so real an independence and so great certainty of fair return for their labor as does the tiller o f the soil. {Ed 219.1}

In the study of agriculture, let pupils be given not only theory, but practice. While they learn what science can teach in regard to the nature and preparation of the soil, the value of different crops, and the best methods of production, let them put their knowledge to use. Let teachers share the work with the students, and show what results can be achieved through skillful, intelligent effort. Thus may be awakened a genuine interest, an ambition

220

to do the work in the best possible manner. Such an ambition, together with the invigorating effect of exercise, sunshine, and pure air, will create a love for agricultural labor that with many youth will determine their choice of an occupation. Thus might be set on foot influences that would go far in turning the tide of migration which now sets so strongly toward the great cities.  {Ed 219.2}

Thus, also, our schools could aid effectively in the disposition of the unemployed masses. Thousands of helpless and starving beings, whose numbers are daily swelling the ranks of the criminal classes, might achieve self-support in a happy, healthy, independent life if they could be directed in skillful, diligent labor in the tilling of the soil. {Ed 220.1}

The benefit of manual training is needed also by professional men. A man may have a brilliant mind; he may be quick to catch ideas; his knowledge and skill may secure for him admission to his chosen calling; yet he may still be far from possessing a fitness for its duties. An education derived chiefly from books leads to superficial thinking. Practical work encourages close observation and independent thought. Rightly performed, it tends to develop that practical wisdom which we call common sense. It develops ability to plan and execute, strengthens courage and perseverance, and calls for the exercise of tact and skill.  {Ed 220.2}

The physician who has laid a foundation for his professional knowledge by actual service in the sickroom will have a quickness of insight, an all-around knowledge, and an ability in emergencies to render needed service–all essential qualifications, which only a practical training can so fully impart. {Ed 220.3}

221

The minister, the missionary, the teacher, will find their influence with the people greatly increased when it is manifest that they possess the knowledge and skill required for the practical duties of everyday life. And often the success, perhaps the very life, of the missionary depends on his knowledge of practical things. The ability to prepare food, to deal with accidents and emergencies, to treat disease, to build a house, or a church if need be–often these make all the difference between success and failure in his lifework. {Ed 221.1}

In acquiring an education, many students would gain a most valuable training if they would become self-sustaining. Instead of incurring debts, or depending on the self-denial of their parents, let young men and young women depend on themselves. They will thus learn the value of money, the value of time, strength, and opportunities, and will be under far less temptation to indulge idle and spendthrift habits. The lessons of economy, industry, self-denial, practical business management, and steadfastness of purpose, thus mastered, would prove a most important part of their equipment for the battle of life. And the lesson of self-help learned by the student would go far toward preserving institutions of learning from the burden of debt under which so many schools have struggled, and which has done so much toward crippling their usefulness.  {Ed 221.2}

Let the youth be impressed with the thought that education is not to teach them how to escape life’s disagreeable tasks and heavy burdens; that its purpose is to lighten the work by teaching better methods and higher aims. Teach them that life’s true aim is not to secure the greatest possible gain for themselves, but to honor their Maker

222

in doing their part of the world’s work, and lending a helpful hand to those weaker or more ignorant. {Ed 221.3}

One great reason why physical toil is looked down on is the slipshod, unthinking way in which it is so often performed. It is done from necessity, not from choice. The worker puts no heart into it, and he neither preserves self-respect nor wins there spect of others. Manual training should correct this error. It should develop habits of accuracy and thoroughness. Pupils should learn tact and system; they should learn to economize time and to make every move count. They should not only be taught the bes t methods, but be inspired with ambition constantly to improve. Let it be their aim to make their work as nearly perfect as human brains and hands can make it.  {Ed 222.1}

Such training will make the youth masters and not slaves of labor. It will lighten the lot of the hard toiler, and will ennoble even the humblest occupation. He who regards work as mere drudgery, and settles down to it with self-complacent ignorance, making no effort to improve, will find it indeed a burden. But those who recognize science in the humblest work will see in it nobility and beauty, and will take pleasure in performing it with faithfulness and efficiency. {Ed 222.2}

A youth so trained, whatever his calling in life, so long as it is honest, will make his position one of usefulness and honor.  {Ed 222.3}

Chap. 26 – Methods of Teaching

For ages education has had to do chiefly with the memory. This faculty has been taxed to the utmost, while the other mental powers have not been correspondingly developed. Students have spent their time in laboriously crowding the mind with knowledge, very little of which could be utilized. The mind thus burdened with that which it cannot digest and assimilate is weakened; it becomes incapable of vigorous, self-reliant effort, and is content to depend on the judgment and perception of others. {Ed 230.1}

Seeing the evils of this method, some have gone to another extreme. In their view, man needs only to develop that which is within him. Such education leads the student to self-sufficiency, thus cutting him off from the source of true knowledge and power. {Ed 230.2}

The education that consists in the training of the memory, tending to discourage independent thought, has a moral bearing which is too little appreciated. As the student sacrifices the power to reason and judge for himself, he becomes incapable of discriminating between truth and error, and falls an easy prey to deception. He is easily led to follow tradition and custom.  {Ed 230.3}

It is a fact widely ignored, though never without

231

danger, that error rarely appears for what it really is. It is by mingling with or attaching itself to truth that it gains acceptance. The eating of the tree of knowledge of good and evil caused the ruin of our first parents, and the acceptance of a mingling of good and evil is the ruin of men and women today. The mind that depends upon the judgment of others is certain, sooner or later, to be misled. {Ed 230.4}

The power to discriminate between right and wrong we can possess only through individual dependence upon God. Each for himself is to learn from Him through His word. Our reasoning powers were given us for use, and God desires them to be exercised. “Come now, and let us reason together” (Isaiah 1:18), He invites us. In reliance upon Him we may have wisdom to “refuse the evil, and choose the good.” Isaiah 7:15; James 1:5. {Ed 231.1}

In all true teaching the personal element is essential. Christ in His teaching dealt with men individually. It was by personal contact and association that He trained the Twelve. It was in private, often to but one listener, that He gave His most prec ious instruction. To the honored rabbi at the night conference on the Mount of Olives, to the despised woman at the well of Sychar, He opened His richest treasures; for in these hearers He discerned the impressible heart, the open mind, the receptive spirit. Even the crowd that so often thronged His steps was not to Christ an indiscriminate mass of human beings. He spoke directly to every mind and appealed to every heart. He watched the faces of His hearers, marked the lighting up of the countenance, the qu ick, responsive glance, which told that truth had reached the soul; and there vibrated in His heart the answering chord of sympathetic joy. {Ed 231.2}

232

Christ discerned the possibilities in every human being. He was not turned aside by an unpromising exterior or by unfavorable surroundings. He called Matthew from the tolbooth, and Peter and his brethren from the fishing boat, to learn of Him.  {Ed 232.1}

The same personal interest, the same attention to individual development, are needed in educational work today. Many apparently unpromising youth are richly endowed with talents that are put to no use. Their faculties lie hidden because of a lack of discernment on the part of their educators. In many a boy or girl outwardly as unattractive as a rough-hewn stone, may be found precious material that will stand the test of heat and storm and pressure. The true educator, keeping in view what his pupils may become, will recognize the value of the material upon which he is working. He will take a personal interest in each pupil and will seek to develop all his powers. However imperfect, every effort to conform to right principles will be encouraged.  {Ed 232.2}

Every youth should be taught the necessity and the power of application. Upon this, far more than upon genius or talent, does success depend. Without application the most brilliant talents avail little, while with rightly directed effort persons of very ordinary natural abilities have accomplished wonders. And genius, at whose achievements we marvel, is almost invariably united with untiring, concentrated effort.  {Ed 232.3}

The youth should be taught to aim at the development of all their faculties, the weaker as well as the stronger. With many there is a disposition to restrict their study to certain lines, for which they have a natural liking. This

233

error should be guarded against. The natural aptitudes indicate the direction of the lifework, and, when legitimate, should be carefully cultivated. At the same time it must be kept in mind that a well-balanced character and efficient work in any line depend, to a great degree, on that symmetrical development which is the result of thorough, all-round training. {Ed 232.4}

The teacher should constantly aim at simplicity and effectiveness. He should teach largely by illustration, and even in dealing with older pupils should be careful to make every explanation plain and clear. Many pupils well advanced in years are but children in understanding. {Ed 233.1}

An important element in educational work is enthusiasm. On this point there is a useful suggestion in a remark once made by a celebrated actor. The archbishop of Canterbury had put to him the question why actors in a play affect their audiences so powerfully by speaking of things imaginary, while ministers of the gospel often affect theirs so little by speaking of things real. “With due submission to your grace,” replied the actor, “permit me to say that the reason is plain: It lies in the power of enthusiasm. We on the stage speak of things imaginary as if they were real, and you in the pulpit speak of things real as if they were imaginary.”  {Ed 233.2}

The teacher in his work is dealing with things real, and he should speak of them with all the force and enthusiasm which a knowledge of their reality and importance can inspire. {Ed 233.3}

Every teacher should see to it that his work tends to definite results. Before attempting to teach a subject, he should have a distinct plan in mind, and should know

234

just what he desires to accomplish. He should not rest satisfied with the presentation of any subject until the student understands the principle involved, perceives its truth, and is able to state clearly what he has learned.  {Ed 233.4}

So long as the great purpose of education is kept in view, the youth should be encouraged to advance just as far as their capabilities will permit. But before taking up the higher branches of study, let them master the lower. This is too often neglect ed. Even among students in the higher schools and the colleges there is great deficiency in knowledge of the common branches of education. Many students devote their time to higher mathematics when they are incapable of keeping simple accounts. Many study elocution with a view to acquiring the graces of oratory when they are unable to read in an intelligible and impressive manner. Many who have finished the study of rhetoric fail in the composition and spelling of an ordinary letter.  {Ed 234.1}

A thorough knowledge of the essentials of education should be not only the condition of admission to a higher course, but the constant test for continuance and advancement. {Ed 234.2}

And in every branch of education there are objects to be gained more important than those secured by mere technical knowledge. Take language, for example. More important than the acquirement of foreign languages, living or dead, is the ability to write and speak one’s mother tongue with ease and accuracy; but no training gained through a knowledge of grammatical rules can compare in importance with the study of language from a higher point of view. With this study, to a great degree, is bound up life’s weal or woe. {Ed 234.3}

235

The chief requisite of language is that it be pure and kind and true–“the outward expression of an inward grace.” God says: “Whatsoever things are true, whatsoever things are honest, whatsoever things are just, whatsoever things are pure, whatsoever things are lovely, whatsoever things are of good report; if there be any virtue, and if there be any praise, think on these things.” Philippians 4:8. And if such are the thoughts, such will be the expression. {Ed 235.1}

The best school for this language study is the home; but since the work of the home is so often neglected, it devolves on the teacher to aid his pupils in forming right habits of speech. {Ed 235.2}

The teacher can do much to discourage that evil habit, the curse of the community, the neighborhood, and the home–the habit of backbiting, gossip, ungenerous criticism. In this no pains should be spared. Impress upon the students the fact that this h abit reveals a lack of culture and refinement and of true goodness of heart; it unfits one both for the society of the truly cultured and refined in this world and for association with the holy ones of heaven. {Ed 235.3}

We think with horror of the cannibal who feasts on the still warm and trembling flesh of his victim; but are the results of even this practice more terrible than are the agony and ruin caused by misrepresenting motive, blackening reputation, dissecting character? Let the children, and the youth as well, learn what God says about these things: {Ed 235.4}

“Death and life are in the power of the tongue.” Proverbs 18:21. {Ed 235.5}

In Scripture, backbiters are classed with “haters of God,” with “inventors of evil things,” with those who are “without natural affection, implacable, unmerciful,” “full

236

of envy, murder, debate, deceit, malignity.” It is “the judgment of God, that they which commit such things are worthy of death.” Romans 1:30, 31, 29, 32. He whom God accounts a citizen of Zion is he that “speaketh the truth in his heart;” “that backbiteth not with his tongue,” “nor taketh up a reproach against his neighbor.” Psalm 15:2, 3. {Ed 235.6}

God’s word condemns also the use of those meaningless phrases and expletives that border on profanity. It condemns the deceptive compliments, the evasions of truth, the exaggerations, the misrepresentations in trade, that are current in society and in the business world. “Let your speech be, Yea, yea; Nay, nay: and whatsoever is more than these is of the evil one.” Matthew 5:37, R.V. {Ed 236.1}

“As a madman who casteth firebrands, arrows, and death, so is the man that deceiveth his neighbor, and saith, Am not I in sport?” Proverbs 26:18, 19. {Ed 236.2}

Closely allied to gossip is the covert insinuation, the sly innuendo, by which the unclean in heart seek to insinuate the evil they dare not openly express. Every approach to these practices the youth should be taught to shun as they would shun the leprosy. {Ed 236.3}

In the use of language there is perhaps no error that old and young are more ready to pass over lightly in themselves than hasty, impatient speech. They think it a sufficient excuse to plead, “I was off my guard, and did not really mean what I said.” But God’s word does not treat it lightly. The Scripture says:  {Ed 236.4}

“Seest thou a man that is hasty in his words? there is more hope of a fool than of him.” Proverbs 29:20. {Ed 236.5}

“He that hath no rule over his own spirit is like a city that is broken down, and without walls.” Proverbs 25:28. {Ed 236.6}

In one moment, by the hasty, passionate, careless

237

tongue, may be wrought evil that a whole lifetime’s repentance cannot undo. Oh, the hearts that are broken, the friends estranged, the lives wrecked, by the harsh, hasty words of those who might have brought help and healing!  {Ed 236.7}

“There is that speaketh like the piercings of a sword: but the tongue of the wise is health.” Proverbs 12:18. {Ed 237.1}

One of the characteristics that should be especially cherished and cultivated in every child is that self-forgetfulness which imparts to the life such an unconscious grace. Of all excellences of character this is one of the most beautiful, and for every true lifework it is one of the qualifications most essential.  {Ed 237.2}

Children need appreciation, sympathy, and encouragement, but care should be taken not to foster in them a love of praise. It is not wise to give them special notice, or to repeat before them their clever sayings. The parent or teacher who keeps in vie w the true ideal of character and the possibilities of achievement, cannot cherish or encourage self-sufficiency. He will not encourage in the youth the desire or effort to display their ability or proficiency. He who looks higher than himself will be humble; yet he will possess a dignity that is not abashed or disconcerted by outward display or human greatness. {Ed 237.3}

It is not by arbitrary law or rule that the graces of character are developed. It is by dwelling in the atmosphere of the pure, the noble, the true. And wherever there is purity of heart and nobleness of character, it will be revealed in purity and nobleness of action and of speech. {Ed 237.4}

“He that loveth pureness of heart, for the grace of his lips the King shall be his friend.” Proverbs 22:11. {Ed 237.5}

238

As with language, so with every other study; it may be so conducted that it will tend to the strengthening and upbuilding of character.  {Ed 238.1}

Of no study is this true to a greater degree than of history. Let it be considered from the divine point of view.  {Ed 238.2}

As too often taught, history is little more than a record of the rise and fall of kings, the intrigues of courts, the victories and defeats of armies–a story of ambition and greed, of deception, cruelty, and bloodshed. Thus taught, its results cannot but be detrimental. The heart-sickening reiteration of crimes and atrocities, the enormities, the cruelties portrayed, plant seeds that in many lives bring forth fruit in a harvest of evil. {Ed 238.3}

Far better is it to learn, in the light of God’s word, the causes that govern the rise and fall of kingdoms. Let the youth study these records, and see how the true prosperity of nations has been bound up with an acceptance of the divine principles. Let him study the history of the great reformatory movements, and see how often these principles, though despised and hated, their advocates brought to the dungeon and the scaffold, have through these very sacrifices triumphed. {Ed 238.4}

Such study will give broad, comprehensive views of life. It will help the youth to understand something of its relations and dependencies, how wonderfully we are bound together in the great brotherhood of society and nations, and to how great an extent the oppression or degradation of one member means loss to all.  {Ed 238.5}

In the study of figures the work should be made practical. Let every youth and every child be taught, not merely to solve imaginary problems, but to keep an

239

accurate account of his own income and outgoes. Let him learn the right use of money by using it. Whether supplied by their parents or by their own earnings, let boys and girls learn to select and purchase their own clothing, their books, and other necessities; and by keeping an account of their expenses they will learn, as they could learn in no other way, the value and the use of money. This training will help them to distinguish true economy from niggardliness on the one hand and prodigality on the other. Rightly directed it will encourage habits of benevolence. It will aid the youth in learning to give, not from the mere impulse of the moment, as their feelings are stirred, but regularly and systematically. {Ed 238.6}

In this way every study may become an aid in the solution of that greatest of all problems, the training of men and women for the best discharge of life’s responsibilities. {Ed 239.1}

Chap. 27 – Deportment

The value of courtesy is too little appreciated. Many who are kind at heart lack kindliness of manner. Many who command respect by their sincerity and uprightness are sadly deficient in geniality. This lack mars their own happiness and detracts from their service to others. Many of life’s sweetest and most helpful experiences are, often for mere want of thought, sacrificed by the uncourteous.  {Ed 240.1}

Cheerfulness and courtesy should especially be cultivated by parents and teachers. All may possess a cheerful countenance, a gentle voice, a courteous manner, and these are elements of power. Children are attracted by a cheerful, sunny demeanor. Show them kindness and courtesy, and they will manifest the same spirit toward you and toward one another. {Ed 240.2}

True courtesy is not learned by the mere practice of rules of etiquette. Propriety of deportment is at all times to be observed; wherever principle is not compromised, consideration of others will lead to compliance with accepted customs; but true courtesy requires no sacrifice of principle to conventionality. It ignores caste. It teaches self-respect, respect for the dignity of man as man, a regard for every member of the great human brotherhood. {Ed 240.3}

241

There is danger of placing too high a value upon mere manner and form, and devoting too much time to education in these lines. The life is strenuous effort demanded of every youth, the hard, often uncongenial work required even for life’s ordinary duties, and much more for lightening the world’s heavy burden of ignorance and wretchedness–these give little place for conventionalities. {Ed 241.1}

Many who lay great stress upon etiquette show little respect for anything, however excellent, that fails of meeting their artificial standard. This is false education. It fosters critical pride and narrow exclusiveness. {Ed 241.2}

The essence of true politeness is consideration for others. The essential, enduring education is that which broadens the sympathies and encourages universal kindliness. That so-called culture which does not make a youth deferential toward his parents, appreciative of their excellences, forbearing toward their defects, and helpful to their necessities; which does not make him considerate and tender, generous and helpful toward the young, the old, and the unfortunate, and courteous toward all, is a failure. {Ed 241.3}

Real refinement of thought and manner is better learned in the school of the divine Teacher than by any observance of set rules. His love pervading the heart gives to the character those refining touches that fashion it in the semblance of His own. Th is education imparts a heaven-born dignity and sense of propriety. It gives a sweetness of disposition and a gentleness of manner that can never be equaled by the superficial polish of fashionable society. {Ed 241.4}

The Bible enjoins courtesy, and it presents many illustrations of the unselfish spirit, the gentle grace, the

242

winsome temper, that characterize true politeness. These are but reflections of the character of Christ. All the real tenderness and courtesy in the world, even among those who do not acknowledge His name, is from Him. And He desires these characteristics to be perfectly reflected in His children. It is His purpose that in us men shall behold His beauty. {Ed 241.5}

The most valuable treatise on etiquette ever penned is the precious instruction given by the Saviour, with the utterance of the Holy Spirit through the apostle Paul–words that should be ineffaceably written in the memory of every human being, young or old: {Ed 242.1}

“As I have loved you, that ye also love one another.” John 13:34. “Love suffereth long, and is kind; Love envieth not; Love vaunteth not itself, Is not puffed up, Doth not behave itself unseemly, Seeketh not its own, Is not provoked, Taketh not account of evil; Rejoiceth not in unrighteousness, But rejoiceth with the truth; Beareth all things, Believeth all things, Hopeth all things, Endureth all things. Love never faileth.” 1 Corinthians 13:4-8, R.V. {Ed 242.2}

Another precious grace that should be carefully cherished is reverence. True reverence for God is inspired by a sense of His infinite greatness and a realization of His presence. With this sense of the Unseen the heart of every child should be deeply impressed. The hour and place of

243

prayer and the services of public worship the child should be taught to regard as sacred because God is there. And as reverence is manifested in attitude and demeanor, the feeling that inspires it will be deepened. {Ed 242.3}

Well would it be for young and old to study and ponder and often repeat those words of Holy Writ that show how the place marked by God’s special presence should be regarded. {Ed 243.1}

“Put off thy shoes from off thy feet,” He commanded Moses at the burning bush; “for the place whereon thou standest is holy ground.” Exodus 3:5. {Ed 243.2}

Jacob, after beholding the vision of the angels, exclaimed, “The Lord is in this place; and I knew it not. . . . This is none other but the house of God, and this is the gate of heaven.” Genesis 28:16,17. {Ed 243.3}

“The Lord is in His holy temple: let all the earth keep silence before Him.” Habakkuk 2:20.

“The Lord is a great God, And a great King above all gods. . . . O come, let us worship and bow down: Let us kneel before the Lord our Maker.”

“It is He that hath made us, and not we ourselves; We are His people, and the sheep of His pasture. Enter into His gates with thanksgiving, And into His courts with praise: Be thankful unto Him, and bless His name.” Psalm 95:3-6; 100:3, 4. {Ed 243.4}

Reverence should be shown also for the name of God. Never should that name be spoken lightly or thoughtlessly. Even in prayer its frequent or needless repetition should be avoided. “Holy and reverend is His name.” Psalm 111:9. Angels, as they speak it, veil their faces. With what reverence should we, who are fallen and sinful, take it upon your lips! {Ed 243.5}

244

We should reverence God’s word. For the printed volume we should show respect, never putting it to common uses, or handling it carelessly. And never should Scripture be quoted in a jest, or paraphrased to point a witty saying. “Every word of God is pure;” “as silver tried in a furnace of earth, purified seven times.” Proverbs 30:5; Psalm 12:6. {Ed 244.1}

Above all, let children be taught that true reverence is shown by obedience. God has commanded nothing that is unessential, and there is no other way of manifesting reverence so pleasing to Him as obedience to that which He has spoken.  {Ed 244.2}

Reverence should be shown for God’s representatives–for ministers, teachers, and parents who are called to speak and act in His stead. In the respect shown to them He is honored. {Ed 244.3}

And God has especially enjoined tender respect toward the aged. He says, “The hoary head is a crown of glory, if it be found in the way of righteousness.” Proverbs 16:31. It tells of battles fought, and victories gained; of burdens borne, and temptati ons resisted. It tells of weary feet nearing their rest, of places soon to be vacant. Help the children to think of this, and they will smooth the path of the aged by their courtesy and respect, and will bring grace and beauty into their young lives as they heed the command to “rise up before the hoary head, and honor the face of the old man.” Leviticus 19:32. {Ed 244.4}

Fathers and mothers and teachers need to appreciate more fully the responsibility and honor that God has place upon them, in making them, to the child, the representatives of Himself. The character revealed in

245

the contact of daily life will interpret to the child, for good or evil, those words of God: {Ed 244.5}

“Like as a father pitieth his children, so the Lord pitieth them that fear Him.” Psalm 103:13. “As one whom his mother comforteth, so will I comfort you.” Isaiah 66:13. {Ed 245.1}

Happy the child in whom such words as these awaken love and gratitude and trust; the child to whom the tenderness and justice and long-suffering of father and mother and teacher interpret the love and justice and long-suffering of God; the child who b y trust and submission and reverence toward his earthly protectors learns to trust and obey and reverence his God. He who imparts to child or pupil such a gift has endowed him with a treasure more precious than the wealth of all the ages–a treasure as enduring as eternity. {Ed 245.2}

Chap. 30 – Faith and Prayer

Faith is trusting God–believing that He loves us and knows best what is for our good. Thus, instead of our own, it leads us to choose His way. In place of our ignorance, it accepts His wisdom; in place of our weakness, His strength; in place of our sinfulness, His righteousness. Our lives, ourselves, are already His; faith acknowledges His ownership and accepts its blessing. Truth, uprightness, purity, have been pointed out as secrets of life’s success. It is faith that puts us in possession of these principles. {Ed 253.1}

Every good impulse or aspiration is the gift of God; faith receives from God the life that alone can produce true growth and efficiency.  {Ed 253.2}

How to exercise faith should be made very plain. To every promise of God there are conditions. If we are willing to do His will, all His strength is ours. Whatever gift He promises, is in the promise itself. “The seed is the word of God.” Luke 8:11. As surely as the oak is in the acorn, so surely is the gift of God in His promise. If we receive the promise, we have the gift.  {Ed 253.3}

Faith that enables us to receive God’s gifts is itself a gift, of which some measure is imparted to every human being. It grows as exercised in appropriating the word of

254

God. In order to strengthen faith, we must often bring it in contact with the word.  {Ed 253.4}

In the study of the Bible the student should be led to see the power of God’s word. In the creation, “He spake, and it was done; He commanded, and it stood fast.” He “calleth those things which be not as though they were” (Psalm 33:9; Romans 4:17); for when He calls them, they are.  {Ed 254.1}

How often those who trusted the word of God, though in themselves utterly helpless, have withstood the power of the whole world–Enoch, pure in heart, holy in life, holding fast his faith in the triumph of righteousness against a corrupt and scoffing generation; Noah and his household against the men of his time, men of the greatest physical and mental strength and the most debased in morals; the children of Israel at the Red Sea, a helpless, terrified multitude of slaves, against the mightiest army of the mightiest nation on the globe; David, a shepherd lad, having God’s promise of the throne, against Saul, the established monarch, bent on holding fast his power; Shadrach and his companions in the fire, and Nebuchadnezzar on the throne; Daniel among the lions, his enemies in the high places of the kingdom; Jesus on the cross, and the Jewish priests and rulers forcing even the Roman governor to work their will; Paul in chains led to a criminal’s death, Nero the despot of a world empire.  {Ed 254.2}

Such examples are not found in the Bible only. They abound in every record of human progress. The Vaudois and the Huguenots, Wycliffe and Huss, Jerome and Luther, Tyndale and Knox, Zinzendorf and Wesley, with multitudes of others, have witnessed to the power of God’s word against human power and policy in support of evil. These are the world’s true nobility. This is its

255

royal line. In this line the youth of today are called to take their places. {Ed 254.3}

Faith is needed in the smaller no less than in the greater affairs of life. In all our daily interests and occupations the sustaining strength of God becomes real to us through an abiding trust. {Ed 255.1}

Viewed from its human side, life is to all an untried path. It is a path in which, as regards our deeper experiences, we each walk alone. Into our inner life no other human being can fully enter. As the little child sets forth on that journey in which , sooner or later, he must choose his own course, himself deciding life’s issues for eternity, how earnest should be the effort to direct his trust to the sure Guide and Helper!  {Ed 255.2}

As a shield from temptation and an inspiration to purity and truth, no other influence can equal the sense of God’s presence. “All things are naked and opened unto the eyes of Him with whom we have to do.” He is “of purer eyes than to behold evil, and canst not look on iniquity.” Hebrews 4:13; Habakkuk 1:13. This thought was Joseph’s shield amidst the corruptions of Egypt. To the allurements of temptation his answer was steadfast: “How . . . can I do this great wickedness, and sin against God?” Genesis 39:9. Such a shield, faith, if cherished, will bring to every soul.  {Ed 255.3}

Only the sense of God’s presence can banish the fear that, for the timid child, would make life a burden. Let him fix in his memory the promise, “The angel of the Lord encampeth round about them that fear Him, and delivereth them.” Psalm 34:7. Let him read that wonderful story of Elisha in the mountain city, and, between him and the hosts of armed foemen, a mighty encircling band of heavenly angels. Let him read how to Peter, in

256

prison and condemned to death, God’s angel appeared; how, past the armed guards, the massive doors and great iron gateway with their bolts and bars, the angel led God’s servant forth in safety. Let him read of that scene on the sea, when the tempest- tossed soldiers and seamen, worn with labor and watching and long fasting, Paul the prisoner, on his way to trial and execution, spoke those grand words of courage and hope: “Be of good cheer: for there shall be no loss of any man’s life among you. . . . F or there stood by me this night the angel of God, whose I am, and whom I serve, saying, Fear not, Paul; thou must be brought before Caesar: and, lo, God hath given thee all them that sail with thee.” In the faith of this promise Paul assured his companions, “There shall not an hair fall from the head of any of you.” So it came to pass. Because there was in that ship one man through whom God could work, the whole shipload of heathen soldiers and sailors was preserved. “They escaped all safe to land.” Acts 27:22-24, 34, 44. {Ed 4}

These things were not written merely that we might read and wonder, but that the same faith which wrought in God’s servants of old might work in us. In no less marked a manner than He wrought then will He work now wherever there are hearts of faith to be channels of His power. {Ed 256.1}

Let the self-distrustful, whose lack of self-reliance leads them to shrink from care and responsibility, be taught reliance upon God. Thus many a one who otherwise would be but a cipher in the world, perhaps only a helpless burden, will be able to say with the apostle Paul, “I can do all things through Christ which strengtheneth me.” Philippians 4:13. {Ed 256.2}

For the child also who is quick to resent injuries, faith

257

has precious lessons. The disposition to resist evil or to avenge wrong is often prompted by a keen sense of justice and an active, energetic spirit. Let such a child be taught that God is the eternal guardian of right. He has a tender care for the beings whom He has so loved as to give His dearest Beloved to save. He will deal with every wrongdoer. {Ed 256.3}

“For he that toucheth you toucheth the apple of His eye.” Zechariah 2:8. {Ed 257.1}

“Commit thy way unto the Lord; trust also in Him; and He shall bring it to pass. . . . He shall bring forth thy righteousness as the light, and thy judgment as the noonday.” Psalm 37:5, 6. {Ed 257.2}

“The Lord also will be a refuge for the oppressed, a refuge in times of trouble. And they that know Thy name will put their trust in Thee: for Thou, Lord, hast not forsaken them that seek Thee.” Psalm 9:9, 10. {Ed 257.3}

The compassion that God manifests toward us, He bids us manifest toward others. Let the impulsive, the self-sufficient, the revengeful, behold the meek and lowly One, led as a lamb to the slaughter, unretaliating as a sheep dumb before her shearers. Let them look upon Him whom our sins have pierced and our sorrows burdened, and they will learn to endure, to forbear, and to forgive.  {Ed 257.4}

Through faith in Christ, every deficiency of character may be supplied, every defilement cleansed, every fault corrected, every excellence developed.  {Ed 257.5}

“Ye are complete in Him.” Colossians 2:10. {Ed 257.6}

Prayer and faith are closely allied, and they need to be studied together. In the prayer of faith there is a divine science; it is a science that everyone who would make his lifework a success must understand. Christ says, “What

258

things soever ye desire, when ye pray, believe that ye receive them, and ye shall have them.” Mark 11:24. He makes it plain that our asking must be according to God’s will; we must ask for the things that He has promised, and whatever we receive must be used in doing His will. The conditions met, the promise is unequivocal.  {Ed 257.7}

For the pardon of sin, for the Holy Spirit, for a Christlike temper, for wisdom and strength to do His work, for any gift He has promised, we may ask; then we are to believe that we receive, and return thanks to God that we have received.  {Ed 258.1}

We need look for no outward evidence of the blessing. The gift is in the promise, and we may go about our work assured that what God has promised He is able to perform, and that the gift, which we already possess, will be realized when we need it most. {Ed 258.2}

To live thus by the word of God means the surrender to Him of the whole life. There will be felt a continual sense of need and dependence, a drawing out of the heart after God. Prayer is a necessity; for it is the life of the soul. Family prayer, public prayer, have their place; but it is secret communion with God that sustains the soul life.  {Ed 258.3}

It was in the mount with God that Moses beheld the pattern of that wonderful building which was to be the abiding place of His glory. It is in the mount with God–in the secret place of communion–that we are to contemplate His glorious ideal for humanity. Thus we shall be enabled so to fashion our character building that to us may be fulfilled His promise, “I will dwell in them, and walk in them; and I will be their God, and they shall be My people.” 2 Corinthians 6:16. {Ed 258.4}

259

It was in hours of solitary prayer that Jesus in His earth life received wisdom and power. Let the youth follow His example in finding at dawn and twilight a quiet season for communion with their Father in heaven. And throughout the day let them lift up their hearts to God. At every step of our way He says, “I the Lord thy God will hold thy right hand, . . . Fear not; I will help thee.” Isaiah 41:13. Could our children learn these lessons in the morning of their years, what freshness and power, what joy and sweetness, would be brought into their lives!  {Ed 259.1}

These are lessons that only he who himself has learned can teach. It is because so many parents and teachers profess to believe the word of God while their lives deny its power, that the teaching of Scripture has no greater effect upon the youth. At t imes the youth are brought to feel the power of the word. They see the preciousness of the love of Christ. They see the beauty of His character, the possibilities of a life given to His service. But in contrast they see the life of those who profess to revere God’s precepts. Of how many are the words true that were spoken to the prophet Ezekiel:  {Ed 259.2}

Thy people “speak one to another, everyone to his brother, saying, Come, I pray you, and hear what is the word that cometh forth from the Lord. And they come unto thee as the people cometh, and they sit before thee as My people, and they hear thy words, but they will not do them: for with their mouth they show much love, but their heart goeth after their covetousness. And, lo, thou art unto them as a very lovely song of one that hath a pleasant voice, and can play well on an instrument: for

260

they hear thy words, but they do them not.” Ezekiel 33:30-32. {Ed 259.3}

It is one thing to treat the Bible as a book of good moral instruction, to be heeded so far as is consistent with the spirit of the times and our position in the world; it is another thing to regard it as it really is–the word of the living God, the word that is our life, the word that is to mold our actions, our words, and our thoughts. To hold God’s word as anything less than this is to reject it. And this rejection by those who profess to believe it, is foremost among the causes of skepticism and infidelity in the youth.  {Ed 260.1}

An intensity such as never before was seen is taking possession of the world. In amusement, in moneymaking, in the contest for power, in the very struggle for existence, there is a terrible force that engrosses body and mind and soul. In the midst of this maddening rush, God is speaking. He bids us come apart and commune with Him. “Be still, and know that I am God.” Psalm 46:10. {Ed 260.2}

Many, even in their seasons of devotion, fail of receiving the blessing of real communion with God. They are in too great haste. With hurried steps they press through the circle of Christ’s loving presence, pausing perhaps a moment within the sacred precincts, but not waiting for counsel. They have no time to remain with the divine Teacher. With their burdens they return to their work.  {Ed 260.3}

These workers can never attain the highest success until they learn the secret of strength. They must give themselves time to think, to pray, to wait upon God for

261

a renewal of physical, mental, and spiritual power. They need the uplifting influence of His Spirit. Receiving this, they will be quickened by fresh life. The wearied frame and tired brain will be refreshed, the burdened heart will be lightened.  {Ed 260.4}

Not a pause for a moment in His presence, but personal contact with Christ, to sit down in companionship with Him–this is our need. Happy will it be for the children of our homes and the students of our schools when parents and teachers shall learn in their own lives the precious experience pictured in these words from the Song of Songs:

“As the apple tree among the trees of the wood, So is my Beloved among the sons. I sat down under His shadow with great delight, And His fruit was sweet to my taste. He brought me to the banqueting house, And His banner over me was love.” Song of Solomon 2:3, 4. {Ed 261.1}

Chap. 31 – The Lifework

Success in any line demands a definite aim. He who would achieve true success in life must keep steadily in view the aim worthy of his endeavor. Such an aim is set before the youth of today. The heaven-appointed purpose of giving the gospel to the world in this generation is the noblest that can appeal to any human being. It opens a field of effort to everyone whose heart Christ has touched.  {Ed 262.1}

God’s purpose for the children growing up beside our hearths is wider, deeper, higher, than our restricted vision has comprehended. From the humblest lot those whom He has seen faithful have in time past been called to witness for Him in the world’s highest places. And many a lad of today, growing up as did Daniel in his Judean home, studying God’s word and His works, and learning the lessons of faithful service, will yet stand in legislative assemblies, in halls of justice, or in royal courts, as a witness for the King of kings. Multitudes will be called to a wider ministry. The whole world is opening to the gospel. Ethiopia is stretching out her hands unto God. From Japan and China and India, from the still-darkened lands of our own continent, from every quarter of this world of ours, comes the cry of sin-stricken hearts for a knowledge

263

of the God of love. Millions upon millions have never so much as heard of God or of His love revealed in Christ. It is their right to receive this knowledge. They have an equal claim with us in the Saviour’s mercy. And it rests with us who have received the knowledge, with our children to whom we may impart it, to answer their cry. To every household and every school, to every parent, teacher, and child upon whom has shone the light of the gospel, comes at this crisis the question put to Esther the queen at that momentous crisis in Israel’s history, “Who knoweth whether thou art come to the kingdom for such a time as this?” Esther 4:14. {Ed 262.2}

Those who think of the result of hastening or hindering the gospel think of it in relation to themselves and to the world. Few think of its relation to God. Few give thought to the suffering that sin has caused our Creator. All heaven suffered in Chri st’s agony; but that suffering did not begin or end with His manifestation in humanity. The cross is a revelation to our dull senses of the pain that, from its very inception, sin has brought to the heart of God. Every departure from the right, every deed of cruelty, every failure of humanity to reach His ideal, brings grief to Him. When there came upon Israel the calamities that were the sure result of separation from God,–subjugation by their enemies, cruelty, and death,–it is said that “His soul was grieved for the misery of Israel.” “In all their affliction He was afflicted: . . . and He bare them, and carried them all the days of old.” Judges 10:16; Isaiah 63:9. {Ed 263.1}

His Spirit “maketh intercession for us with groanings which cannot be uttered.” As the “whole creation groaneth and travaileth in pain together” (Romans 8:26, 22), the heart of the infinite Father is pained in sympathy.

264

Our world is a vast lazar house, a scene of misery that we dare not allow even our thoughts to dwell upon. Did we realize it as it is, the burden would be too terrible. Yet God feels it all. In order to destroy sin and its results He gave His best Beloved, and He has put it in our power, through co-operation with Him, to bring this scene of misery to an end. “This gospel of the kingdom shall be preached in all the world for a witness unto all nations; and then shall the end come.” Matthew 24:14. {Ed 263.2}

“Go ye into all the world, and preach the gospel to every creature” (Mark 16:15), is Christ’s command to His followers. Not that all are called to be ministers or missionaries in the ordinary sense of the term; but all may be workers with Him in giving the “glad tidings” to their fellow men. To all, great or small, learned or ignorant, old or young, the command is given. {Ed 264.1}

In view of this command, can we educate our sons and daughters for a life of respectable conventionality, a life professedly Christian, but lacking His self-sacrifice, a life on which the verdict of Him who is truth must be, “I know you not”?  {Ed 264.2}

Thousands are doing this. They think to secure for their children the benefits of the gospel while they deny its spirit. But this cannot be. Those who reject the privilege of fellowship with Christ in service, reject the only training that imparts a fitness for participation with Him in His glory. They reject the training that in this life gives strength and nobility of character. Many a father and mother, denying their children to the cross of Christ, have learned too late that they were thus giving them over to the enemy of God and man. They sealed their ruin, not alone for the future but for the present life. Temptation

265

overcame them. They grew up a curse to the world, a grief and shame to those who gave them being. {Ed 264.3}

Even in seeking a preparation for God’s service, many are turned aside by wrong methods of education. Life is too generally regarded as made up of distinct periods, the period of learning and the period of doing–of preparation and of achievement. In preparation for a life of service the youth are sent to school, to acquire knowledge by the study of books. Cut off from the responsibilities of everyday life, they become absorbed in study, and often lose sight of its purpose. The ardor of their early consecration dies out, and too many take up with some personal, selfish ambition. Upon their graduation, thousands find themselves out of touch with life. They have so long dealt with the abstract and theoretical that when the whole being must be roused to meet the sharp contests of real life, they are unprepared. Instead of the noble work they had purposed, their energies are engrossed in a struggle for mere subsistence. After repeated disappointments, in despair even of earning an honest livelihood, many drift into questionable or criminal practices. The world is robbed of the service it might have received; and God is robbed of the souls He longed to uplift, ennoble, and honor as representatives of Himself. {Ed 265.1}

Many parents err in discriminating between their children in the matter of education. They make almost any sacrifice to secure the best advantages for one that is bright and apt. But these opportunities are not thought a necessity for those who are less promising. Little education is deemed essential for the performance of life’s ordinary duties. {Ed 265.2}

But who is capable of selecting from a family of children

266

the ones upon whom will rest the most important responsibilities? How often human judgment has here proved to be at fault! Remember the experience of Samuel when sent to anoint from the sons of Jesse one to be king over Israel. Seven noble-looking youth passed before him. As he looked upon the first, in features comely, in form well-developed, and in bearing princely, the prophet exclaimed, “Surely the Lord’s anointed is before Him.” But God said, “Look not on his countenance, or on the height of his stature; because I have refused him: for the Lord seeth not as man seeth; for man looketh on the outward appearance, but the Lord looketh on the heart.” So of all the seven the testimony was, “The Lord hath not chosen these.” 1 Samuel 16:6, 7, 10.

And not until David had been called from the flock was the prophet permitted to fulfill his mission. {Ed 265.3}

The elder brothers, from whom Samuel would have chosen, did not possess the qualifications that God saw to be essential in a ruler of His people. Proud, self-centered, self-confident, they were set aside for the one whom they lightly regarded, one who had preserved the simplicity and sincerity of his youth, and who, while little in his own sight, could be trained by God for the responsibilities of the kingdom. So today, in many a child whom the parents would pass by, God sees capabilities far above those revealed by others who are thought to possess great promise.  {Ed 266.1}

And as regards life’s possibilities, who is capable of deciding what is great and what is small? How many a worker in the lowly places of life, by setting on foot agencies for the blessing of the world, has achieved results that kings might envy!  {Ed 266.2}

Let every child, then, receive an education for the

267

highest service. “In the morning sow thy seed, and in the evening withhold not thine hand: for thou knowest not which shall prosper, whether this or that,” Ecclesiastes 11:6, R.V. {Ed 266.3}

The specific place appointed us in life is determined by our capabilities. Not all reach the same development or do with equal efficiency the same work. God does not expect the hyssop to attain the proportions of the cedar, or the olive the height of the stately palm. But each should aim just as high as the union of human with divine power makes it possible for him to reach.  {Ed 267.1}

Many do not become what they might, because they do not put forth the power that is in them. They do not, as they might, lay hold on divine strength. Many are diverted from the line in which they might reach the truest success. Seeking greater honor o r a more pleasing task, they attempt something for which they are not fitted. Many a man whose talents are adapted for some other calling, is ambitious to enter a profession; and he who might have been successful as a farmer, an artisan, or a nurse, fills inadequately the position of a minister, a lawyer, or a physician. There are others, again, who might have filled a responsible calling, but who, for want of energy, application, or perseverance, content themselves with an easier place.  {Ed 267.2}

We need to follow more closely God’s plan of life. To do our best in the work that lies nearest, to commit our ways to God, and to watch for the indications of His providence–these are rules that ensure safe guidance in the choice of an occupation. {Ed 267.3}

He who came from heaven to be our example spent nearly thirty years of His life in common, mechanical labor; but during this time He was studying the word and the works of God, and helping, teaching, all whom

268

His influence could reach. When His public ministry began, He went about healing the sick, comforting the sorrowful, and preaching the gospel to the poor. This is the work of all His followers. {Ed 267.4}

“He that is greatest among you,” He said, “let him be as the younger; and he that is chief, as he that doth serve. For . . . I am among you as he that serveth.” Luke 22:26, 27. {Ed 268.1}

Love and loyalty to Christ are the spring of all true service. In the heart touched by His love, there is begotten a desire to work for Him. Let this desire be encouraged and rightly guided. Whether in the home, the neighborhood, or the school, the presence of the poor, the afflicted, the ignorant, or the unfortunate should be regarded, not as a misfortune, but as affording precious opportunity for service.  {Ed 268.2}

In this work, as in every other, skill is gained in the work itself. It is by training in the common duties of life and in ministry to the needy and suffering, that efficiency is assured. Without this the best-meant efforts are often useless and even harmful. It is in the water, not on the land, that men learn to swim.  {Ed 268.3}

Another obligation, too often lightly regarded,–one that to the youth awakened to the claims of Christ needs to be made plain,–is the obligation of church relationship.  {Ed 268.4}

Very close and sacred is the relation between Christ and His church–He the bridegroom, and the church the bride; He the head, and the church the body. Connection with Christ, then, involves connection with His church.  {Ed 268.5}

The church is organized for service; and in a life of service to Christ, connection with the church is one of

269

the first steps. Loyalty to Christ demands the faithful performance of church duties. This is an important part of one’s training; and in a church imbued with the Master’s life, it will lead directly to effort for the world without.  {Ed 268.6}

There are many lines in which the youth can find opportunity for helpful effort. Let them organize into bands for Christian service, and the co-operation will prove an assistance and an encouragement. Parents and teachers, by taking an interest in the work of the young people, will be able to give them the benefit of their own larger experience, and can help them to make their efforts effective for good.  {Ed 269.1}

It is acquaintance that awakens sympathy, and sympathy is the spring of effective ministry. To awaken in the children and youth sympathy and the spirit of sacrifice for the suffering millions in the “regions beyond,” let them become acquainted with these lands and their peoples. In this line much might be accomplished in our schools. Instead of dwelling on the exploits of the Alexanders and Napoleons of history, let the pupils study the lives of such men as the apostle Paul and Martin Luther, as Moffat and Livingstone and Carey, and the present daily-unfolding history of missionary effort. Instead of burdening their memories with an array of names and theories that have no bearing upon their lives, and to which, once outside the schoolroom, they rarely give a thought, let them study all lands in the light of missionary effort and become acquainted with the peoples and their needs. {Ed 269.2}

In this closing work of the gospel there is a vast field to be occupied; and, more than ever before, the work is to enlist helpers from the common people. Both the

270

youth and those older in years will be called from the field, from the vineyard, and from the workshop, and sent forth by the Master to give His message. Many of these have had little opportunity for education; but Christ sees in them qualifications that will enable them to fulfill His purpose. If they put their hearts into the work, and continue to be learners, He will fit them to labor for Him.  {Ed 269.3}

He who knows the depths of the world’s misery and despair, knows by what means to bring relief. He sees on every hand souls in darkness, bowed down with sin and sorrow and pain. But He sees also their possibilities; He sees the height to which they may attain. Although human beings have abused their mercies, wasted their talents, and lost the dignity of godlike manhood, the Creator is to be glorified in their redemption. {Ed 270.1}

The burden of labor for these needy ones in the rough places of the earth Christ lays upon those who can feel for the ignorant and for such as are out of the way. He will be present to help those whose hearts are susceptible to pity, though their hand s may be rough and unskilled. He will work through those who can see mercy in misery, and gain in loss. When the Light of the world passes by, privilege will be discerned in hardship, order in confusion, success in apparent failure. Calamities will be seen as disguised blessings; woes, as mercies. Laborers from the common people, sharing the sorrows of their fellow men as their Master shared the sorrows of the whole human race, will by faith see Him working with them.  {Ed 270.2}

“The great day of the Lord is near, it is near, and hasteth greatly.” Zephaniah 1:14. And a world is to be warned. {Ed 270.3}

With such preparation as they can gain, thousands

271

upon thousands of the youth and those older in years should be giving themselves to this work. Already many hearts are responding to the call of the Master Worker, and their numbers will increase. Let every Christian educator give such workers sympathy and co-operation. Let him encourage and assist the youth under his care in gaining a preparation to join the ranks.  {Ed 270.4}

There is no line of work in which it is possible for the youth to receive greater benefit. All who engage in ministry are God’s helping hand. They are co-workers with the angels; rather, they are the human agencies through whom the angels accomplish t heir mission. Angels speak through their voices, and work by their hands. And the human workers, co-operating with heavenly agencies, have the benefit of their education and experience. As a means of education, what “university course” can equal this?  {Ed 271.1}

With such an army of workers as our youth, rightly trained, might furnish, how soon the message of a crucified, risen, and soon-coming Saviour might be carried to the whole world! How soon might the end come–the end of suffering and sorrow and sin! How soon, in place of a possession here, with its blight of sin and pain, our children might receive their inheritance where “the righteous shall inherit the land, and dwell therein forever;” where “the inhabitant shall not say, I am sick,” and “the voice o f weeping shall be no more heard.” Psalm 37:29; Isaiah 33:24; 65:19. {Ed 271.2}

Chap. 32 – Preparation

The child’s first teacher is the mother. During the period of greatest susceptibility and most rapid development his education is to a great degree in her hands. To her first is given opportunity to mold the character for good or for evil. She should understand the value of her opportunity, and, above every other teacher, should be qualified to use it to the best account. Yet there is no other to whose training so little thought is given. The one whose influence in education is most potent and far-reaching is the one for whose assistance there is the least systematic effort.  {Ed 275.1}

Those to whom the care of the little child is committed are too often ignorant of its physical needs; they know little of the laws of health or the principles of development. Nor are they better fitted to care for its mental and spiritual growth. They may be qualified to conduct business or to shine in society; they may have made creditable attainments in literature and science; but of the training of a child they have little knowledge. It is chiefly because of this lack, especially because of the early neglect of physical development, that so large a proportion of the human race die in infancy, and of those who reach maturity there are so many to whom life is but a burden. {Ed 275.2}

276

Upon fathers as well as mothers rests a responsibility for the child’s earlier as well as its later training, and for both parents the demand for careful and thorough preparation is most urgent. Before taking upon themselves the possibilities of fathe rhood and motherhood, men and women should become acquainted with the laws of physical development–with physiology and hygiene, with the bearing of prenatal influences, with the laws of heredity, sanitation, dress, exercise, and the treatment of disease; they should also understand the laws of mental development and moral training.  {Ed 276.1}

This work of education the Infinite One has counted so important that messengers from His throne have been sent to a mother that was to be, to answer the question, “How shall we order the child, and how shall we do unto him?” (Judges 13:12), and to instruct a father concerning the education of a promised son.  {Ed 276.2}

Never will education accomplish all that it might and should accomplish until the importance of the parents’ work is fully recognized, and they receive a training for its sacred responsibilities. {Ed 276.3}

The necessity of preparatory training for the teacher is universally admitted; but few recognize the character of the preparation most essential. He who appreciates the responsibility involved in the training of the youth, will realize that instruction in scientific and literary lines alone cannot suffice. The teacher should have a more comprehensive education than can be gained by the study of books. He should possess not only strength but breadth of mind; should be not only whole-souled but large-hearted. {Ed 276.4}

He only who created the mind and ordained its laws can perfectly understand its needs or direct its development.

277

The principles of education that He has given are the only safe guide. A qualification essential for every teacher is a knowledge of these principles and such an acceptance of them as will make them a controlling power in his own life.  {Ed 276.5}

Experience in practical life is indispensable. Order, thoroughness, punctuality, self-control, a sunny temper, evenness of disposition, self-sacrifice, integrity, and courtesy are essential qualifications. {Ed 277.1}

Because there is so much cheapness of character, so much of the counterfeit all around the youth, there is the more need that the teacher’s words, attitude, and deportment should represent the elevated and the true. Children are quick to detect affectation or any other weakness or defect. The teacher can gain the respect of his pupils in no other way than by revealing in his own character the principles which he seeks to teach them. Only as he does this in his daily association with them can he have a permanent influence over them for good.  {Ed 277.2}

For almost every other qualification that contributes to his success, the teacher is in great degree dependent upon physical vigor. The better his health, the better will be his work. {Ed 277.3}

So wearing are his responsibilities that special effort on his part is required to preserve vigor and freshness. Often he becomes heart-weary and brain-weary, with the almost irresistible tendency to depression, coldness, or irritability. It is his duty not merely to resist such moods but to avoid their cause. He needs to keep the heart pure and sweet and trustful and sympathetic. In order to be always firm and calm and cheerful, he must preserve the strength of brain and nerve. {Ed 277.4}

278

Since in his work quality is so much more important than quantity, he should guard against overlabor– against attempting too much in his own line of duty; against accepting other responsibilities that would unfit him for his work; and against engaging in amusements and social pleasures that are exhausting rather than recuperative.  {Ed 278.1}

Outdoor exercise, especially in useful labor, is one of the best means of recreation for body and mind; and the teacher’s example will inspire his pupils with interest in, and respect for, manual labor.  {Ed 278.2}

In every line the teacher should scrupulously observe the principles of health. He should do this not only because of its bearing upon his own usefulness, but also because of its influence upon his pupils. He should be temperate in all things; in diet , dress, labor, recreation, he is to be an example.  {Ed 278.3}

With physical health and uprightness of character should be combined high literary qualifications. The more of true knowledge the teacher has, the better will be his work. The schoolroom is no place for surface work. No teacher who is satisfied with superficial knowledge will attain a high degree of efficiency.  {Ed 278.4}

But the teacher’s usefulness depends not so much upon the actual amount of his acquirements as upon the standard at which he aims. The true teacher is not content with dull thoughts, an indolent mind, or a loose memory. He constantly seeks higher attainments and better methods. His life is one of continual growth. In the work of such a teacher there is a freshness, a quickening power, that awakens and inspires his pupils. {Ed 278.5}

The teacher must have aptness for his work. He must have the wisdom and tact required in dealing with minds.

279

However great his scientific knowledge, however excellent his qualifications in other lines, if he does not gain the respect and confidence of his pupils, his efforts will be in vain. {Ed 278.6}

Teachers are needed who are quick to discern and improve every opportunity for doing good; those who with enthusiasm combine true dignity, who are able to control, and “apt to teach,” who can inspire thought, arouse energy, and impart courage and life. {Ed 279.1}

A teacher’s advantages may have been limited, so that he may not possess as high literary qualifications as might be desirable; yet if he has true insight into human nature; if he has a genuine love for his work, an appreciation of its magnitude, and a determination to improve; if he is willing to labor earnestly and perseveringly, he will comprehend the needs of his pupils, and, by his sympathetic, progressive spirit, will inspire them to follow as he seeks to lead them onward and upward.  {Ed 279.2}

The children and youth under the teacher’s care differ widely in disposition, habits, and training. Some have no definite purpose or fixed principles. They need to be awakened to their responsibilities and possibilities. Few children have been rightly trained at home. Some have been household pets. Their whole training has been superficial. Allowed to follow inclination and to shun responsibility and burden bearing, they lack stability, perseverance, and self-denial. These often regard all discipline a s an unnecessary restraint. Others have been censured and discouraged. Arbitrary restraint and harshness have developed in them obstinacy and defiance. If these deformed characters are reshaped, the work must, in most cases, be done by the teacher. In order to accomplish it successfully, he must have the sympathy and

280

insight that will enable him to trace to their cause the faults and errors manifest in his pupils. He must have also the tact and skill, the patience and firmness, that will enable him to impart to each the needed help–to the vacillating and ease loving, such encouragement and assistance as will be a stimulus to exertion; to the discouraged, sympathy and appreciation that will create confidence and thus inspire effort.  {Ed 279.3}

Teachers often fail of coming sufficiently into social relation with their pupils. They manifest too little sympathy and tenderness, and too much of the dignity of the stern judge. While the teacher must be firm and decided, he should not be exacting or dictatorial. To be harsh and censorious, to stand aloof from his pupils or treat them indifferently, is to close the avenues through which he might influence them for good. {Ed 280.1}

Under no circumstances should the teacher manifest partiality. To favor the winning, attractive pupil, and be critical, impatient, or unsympathetic toward those who most need encouragement and help, is to reveal a total misconception of the teacher’s work. It is in dealing with the faulty, trying ones that the character is tested, and it is proved whether the teacher is really qualified for his position.  {Ed 280.2}

Great is the responsibility of those who take upon themselves the guidance of a human soul. The true father and mother count theirs a trust from which they can never be wholly released. The life of the child, from his earliest to his latest day, feels the power of that tie which binds him to the parent’s heart; the acts, the words, the very look of the parent, continue to mold the child

281

for good or for evil. The teacher shares this responsibility, and he needs constantly to realize its sacredness, and to keep in view the purpose of his work. He is not merely to accomplish the daily tasks, to please his employers, to maintain the standing of the school; he must consider the highest good of his pupils as individuals, the duties that life will lay upon them, the service it requires, and the preparation demanded. The work he is doing day by day will exert upon his pupils, and through them upon others, an influence that will not cease to extend and strengthen until time shall end. The fruits of his work he must meet in that great day when every word and deed shall be brought in review before God. {Ed 280.3}

The teacher who realizes this will not feel that his work is completed when he has finished the daily routine of recitations, and for a time his pupils pass from under his direct care. He will carry these children and youth upon his heart. How to secure for them the noblest standard of attainment will be his constant study and effort.  {Ed 281.1}

He who discerns the opportunities and privileges of his work will allow nothing to stand in the way of earnest endeavor for self-improvement. He will spare no pains to reach the highest standard of excellence. All that he desires his pupils to become, he will himself strive to be.  {Ed 281.2}

The deeper the sense of responsibility, and the more earnest the effort for self-improvement, the more clearly will the teacher perceive and the more keenly regret the defects that hinder his usefulness. As he beholds the magnitude of his work, its difficulties and possibilities,

282

often will his heart cry out, “Who is sufficient for these things?”  {Ed 281.3}

Dear teacher, as you consider your need of strength and guidance,–need that no human source can supply,–I bid you consider the promises of Him who is the wonderful Counselor. {Ed 282.1}

“Behold,” He says, “I have set before thee an open door, and no man can shut it.” Revelation 3:8. {Ed 282.2}

“Call unto Me, and I will answer thee.” “I will instruct thee and teach thee in the way which thou shalt go: I will guide thee with Mine eye.” Jeremiah 33:3; Psalm 32:8. {Ed 282.3}

“Even unto the end of the world” “I am with you.” Matthew 28:20. {Ed 282.4}

As the highest preparation for your work, I point you to the words, the life, the methods, of the Prince of teachers. I bid you consider Him. Here is your true ideal. Behold it, dwell upon it, until the Spirit of the divine Teacher shall take possession of your heart and life.  {Ed 282.5}

“Reflecting as a mirror the glory of the Lord,” you will be “transformed into the same image.” 2 Corinthians 3:18, R.V. {Ed 282.6}

This is the secret of power over your pupils. Reflect Him.  {Ed 282.7}

Chap. 33 – Co-operation

In the formation of character, no other influences count so much as the influence of the home. The teacher’s work should supplement that of the parents, but is not to take its place. In all that concerns the well-being of the child, it should be the e ffort of parents and teachers to co-operate. {Ed 283.1}

The work of co-operation should begin with the father and mother themselves, in the home life. In the training of their children they have a joint responsibility, and it should be their constant endeavor to act together. Let them yield themselves to G od, seeking help from Him to sustain each other. Let them teach their children to be true to God, true to principle, and thus true to themselves and to all with whom they are connected. With such training, children when sent 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. {Ed 283.2}

Parents who give this training are not the ones likely to be found criticizing the teacher. They feel that both the interest of their children and justice to the school demand that, so far as possible, they sustain and honor the one who shares their responsibility. {Ed 283.3}

284

Many parents fail here. By their 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.  {Ed 284.1}

If criticism or suggestion in regard to the teacher’s work becomes necessary, it should be made to 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. {Ed 284.2}

The parents’ intimate knowledge both of the character of the children and of their physical peculiarities or infirmities, if imparted to the teacher, would be an assistance to him. It is to be regretted that so many fail of realizing this. By most parents little interest is shown either to inform themselves as to the teacher’s qualifications, or to co-operate with him in his work. {Ed 284.3}

Since parents so rarely acquaint themselves with the teacher, it is the more important that the teacher seek the acquaintance of parents. He should visit the homes of his pupils and gain a knowledge of the influences and surroundings among which they live. By coming personally in touch with their homes and lives, he may strengthen the ties that bind him to his pupils and may learn how to deal more successfully with their different dispositions and temperaments. {Ed 284.4}

As he interests himself in the home education, the

285

teacher imparts a double benefit. Many parents, absorbed in work and care, lose sight of their opportunities to influence for good the lives of their children. The teacher can do much to arouse these parents to their possibilities and privileges. He will find others to whom the sense of their responsibility is a heavy burden, so anxious are they that their children shall become good and useful men and women. Often the teacher can assist these parents in bearing their burden, and, by counseling together, both teacher and parents will be encouraged and strengthened. {Ed 284.5}

In the home training of the youth the principle of co-operation is invaluable. From their earliest years children should be led to feel that they are a part of the home firm. Even the little ones should be trained to share in the daily work and should be made to feel that their help is needed and is appreciated. The older ones should be their parents’ assistants, entering into their plans and sharing their responsibilities and burdens. Let fathers and mothers take time to teach their children, let them show that they value their help, desire their confidence, and enjoy their companionship, and the children will not be slow to respond. Not only will the parents’ burden be lightened, and the children receive a practical training of inestimable worth, but there will be a strengthening of the home ties and a deepening of the very foundations of character. {Ed 285.1}

Co-operation should be the spirit of the schoolroom, the law of its life. The teacher who gains the co-operation of his pupils secures an invaluable aid in maintaining order. In service in the schoolroom many a boy whose restlessness leads to disorder and insubordination would find an outlet for his superfluous energy. Let the older assist the younger, the strong the weak; and, so far as

286

possible, let each be called upon to do something in which he excels. This will encourage self-respect and a desire to be useful.  {Ed 285.2}

It would be helpful for the youth, and for parents and teachers as well, to study the lesson of co-operation as taught in the Scriptures. Among its many illustrations notice the building of the tabernacle,–that object lesson of character building,–in which the whole people united, “everyone whose heart stirred him up, and everyone whom his spirit made willing.” Exodus 35:21. Read how the wall of Jerusalem was rebuilt by the returned captives, in the midst of poverty, difficulty, and danger, the great task successfully accomplished because “the people had a mind to work.” Nehemiah 4:6. Consider the part acted by the disciples in the Saviour’s miracle for the feeding of the multitude. The food multiplied in the hands of Christ, but the disciples receive d the loaves and gave to the waiting throng.  {Ed 286.1}

“We are members one of another.” As everyone therefore “hath received a (R.V.) gift, even so minister the same one to another, as good stewards of the manifold grace of God.” Ephesians 4:25; 1 Peter 4:10. {Ed 286.2}

Well might the words written of the idol builders of old be, with worthier aim, adopted as a motto by character builders of today:  {Ed 286.3}

“They helped everyone his neighbor; and everyone said to his brother, Be of good courage.” Isaiah 41:6. {Ed 286.4}

Chap. 34 – Discipline

One of the first lessons a child needs to learn is the lesson of obedience. Before he is old enough to reason, he may be taught to obey. By gentle, persistent effort, the habit should be established. Thus, to a great degree, may be prevented those lat er conflicts between will and authority that do so much to create alienation and bitterness toward parents and teachers, and too often resistance of all authority, human and divine.  {Ed 287.1}

The object of discipline is the training of the child for self-government. He should be taught self-reliance and self-control. Therefore as soon as he is capable of understanding, his reason should be enlisted on the side of obedience. Let all dealing with him be such as to show obedience to be just and reasonable. Help him to see that all things are under law, and that disobedience leads, in the end, to disaster and suffering. When God says “Thou shalt not,” He in love warns us of the consequences of disobedience, in order to save us from harm and loss.  {Ed 287.2}

Help the child to see that parents and teachers are representatives of God, and that, as they act in harmony with Him, their laws in the home and the school are also His. As the child is to render obedience to parents and

288

teachers, so they, in turn, are to render obedience to God.  {Ed 287.3}

To direct the child’s development without hindering it by undue control should be the study of both parent and teacher. Too much management is as bad as too little. The effort to “break the will” of a child is a terrible mistake. Minds are constituted differently; while force may secure outward submission, the result with many children is a more determined rebellion of the heart. Even should the parent or teacher succeed in gaining the control he seeks, the outcome may be no less harmful to the child. The discipline of a human being who has reached the years of intelligence should differ from the training of a dumb animal. The beast is taught only submission to its master. For the beast, the master is mind, judgment, and will. This method, sometimes employed in the training of children, makes them little more than automatons. Mind, will, conscience, are under the control of another. It is not God’s purpose that any mind should be thus dominated. Those who weaken or destroy individuality assume a responsibility that can result only in evil. While under authority, the children may appear like well-drilled soldiers; but when the control ceases, the character will be found to lack strength and steadfastness. Having never learned to govern himself, the youth recognizes no restraint except the requirement of parents or teacher. This removed, he knows not how to use his liberty, and often gives himself up to indulgence that proves his ruin.  {Ed 288.1}

Since the surrender of the will is so much more difficult for some pupils than for others, the teacher should make obedience to his requirements as easy as possible.

289

The will should be guided and molded, but not ignored or crushed. Save the strength of the will; in the battle of life it will be needed.  {Ed 288.2}

Every child should understand the true force of the will. He should be led to see how great is the responsibility involved in this gift. The will is the governing power in the nature of man, the power of decision, or choice. Every human being possessed of reason has power to choose the right. In every experience of life, God’s word to us is, “Choose you this day whom ye will serve.” Joshua 24:15. Everyone may place his will on the side of the will of God, may choose to obey Him, and by thus linking him self with divine agencies, he may stand where nothing can force him to do evil. In every youth, every child, lies the power, by the help of God, to form a character of integrity and to live a life of usefulness. {Ed 289.1}

The parent or teacher who by such instruction trains the child to self-control will be the most useful and permanently successful. To the superficial observer his work may not appear to the best advantage; it may not be valued so highly as that of the one who holds the mind and will of the child under absolute authority; but after years will show the result of the better method of training.  {Ed 289.2}

The wise educator, in dealing with his pupils, will seek to encourage confidence and to strengthen the sense of honor. Children and youth are benefited by being trusted. Many, even of the little children, have a high sense of honor; all desire to be treated with confidence and respect, and this is their right. They should not be led to feel that they cannot go out or come in without being watched. Suspicion demoralizes, producing the very evils it seeks

290

to prevent. Instead of watching continually, as if suspecting evil, teachers who are in touch with their pupils will discern the workings of the restless mind, and will set to work influences that will counteract evil. Lead the youth to feel that they are trusted, and there are few who will not seek to prove themselves worthy of the trust.  {Ed 289.3}

On the same principle it is better to request than to command; the one thus addressed has opportunity to prove himself loyal to right principles. His obedience is the result of choice rather than compulsion. {Ed 290.1}

The rules governing the schoolroom should, so far as possible, represent the voice of the school. Every principle involved in them should be so placed before the student that he may 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.  {Ed 290.2}

Rules should be few and well considered; and when once made, they should be enforced. Whatever it is found impossible to change, the mind learns to recognize and adapt itself to; but the possibility of indulgence induces desire, hope, and uncertainty, and the results are restlessness, irritably, and insubordination. {Ed 290.3}

It should be made plain that the government of God knows no compromise with evil. Neither in the home nor in the school should disobedience be tolerated. No parent or teacher who has at heart the well-being of those under his care will compromise with the stubborn self-will that defies authority or resorts to subterfuge or evasion in order to escape obedience. It is not love but sentimentalism that palters with wrongdoing, seeks by coaxing or bribes to secure compliance, and finally accepts some substitute in place of the thing required. {Ed 290.4}

291

“Fools make a mock at sin.” Proverbs 14:9. We should beware of treating sin as a light thing. Terrible is its power over the wrongdoer. “His own iniquities shall take the wicked himself, and he shall be holden with the cords of his sins.” Proverbs 5:22. The greatest wrong done to a child or youth is to allow him to become fastened in the bondage of evil habit.  {Ed 291.1}

The youth have an inborn love of liberty; they desire freedom; and they need to understand that these inestimable blessings are to be enjoyed only in obedience to the law of God. This law is the preserver of true freedom and liberty. It points out and prohibits those things that degrade and enslave, and thus to the obedient it affords protection from the power of evil.  {Ed 291.2}

The psalmist says: “I will walk at liberty: for I seek Thy precepts.” “Thy testimonies also are my delight and my counselors.” Psalm 119:45, 24. {Ed 291.3}

In our efforts to correct evil, we should guard against a tendency to faultfinding or censure. Continual censure bewilders, but does not reform. With many minds, and often those of the finest susceptibility, an atmosphere of unsympathetic criticism is fatal to effort. Flowers do not unfold under the breath of a blighting wind.  {Ed 291.4}

A child frequently censured for some special fault, comes to regard that fault as his peculiarity, something against which it is vain to strive. Thus are created discouragement and hopelessness, often concealed under an appearance of indifference or bravado. {Ed 291.5}

The true object of reproof is gained only when the wrongdoer himself is led to see his fault and his will is enlisted for its correction. When this is accomplished, point him to the source of pardon and power. Seek to

292

preserve his self-respect and to inspire him with courage and hope.  {Ed 291.6}

This work is the nicest, the most difficult, ever committed to human beings. It requires the most delicate tact, the finest susceptibility, a knowledge of human nature, and a heaven-born faith and patience, willing to work and watch and wait. It is a work than which nothing can be more important.  {Ed 292.1}

Those who desire to control others must first control themselves. To deal passionately with a child or youth will only arouse his resentment. When a parent or teacher becomes impatient and is in danger of speaking unwisely, let him remain silent. There is wonderful power in silence. {Ed 292.2}

The teacher must expect to meet perverse dispositions and obdurate hearts. But in dealing with them he should never forget that he himself was once a child, in need of discipline. Even now, with all his advantages of ages, education, and experience, h e often errs, and is in need of mercy and forbearance. In training the youth he should consider that he is dealing with those who have inclinations to evil similar to his own. They have almost everything to learn, and it is much more difficult for some to learn than for others. With the dull pupil he should bear patiently, not censuring his ignorance, but improving every opportunity to give him encouragement. With sensitive, nervous pupils he should deal very tenderly. A sense of his own imperfections should lead him constantly to manifest sympathy and forbearance toward those who also are struggling with difficulties. {Ed 292.3}

The Saviour’s rule–“As ye would that men should do to you, do ye also to them likewise” (Luke 6:31)–should

293

be the rule of all who undertake the training of children and youth. They are the younger members of the Lord’s family, heirs with us of the grace of life. Christ’s rule should be sacredly observed toward the dullest, the youngest, the most blundering, and even toward the erring and rebellious. {Ed 292.4}

This rule will lead the teacher to avoid, so far as possible, making public the faults or errors of a pupil. He will seek to avoid giving reproof or punishment in the presence of others. He will not expel a student until every effort has been put forth for his reformation. But when it becomes evident that the student is receiving no benefit himself, while his defiance or disregard of authority tends to overthrow the government of the school, and his influence is contaminating others, then his expulsion becomes a necessity. Yet with many the disgrace of public expulsion would lead to utter recklessness and ruin. In most cases when removal is unavoidable, the matter need not be made public. By counsel and co-operation with the parents, let the teacher privately arrange for the student’s withdrawal. {Ed 293.1}

In this time of special danger for the young, temptations surround them on every hand; and while it is easy to drift, the strongest effort is required in order to press against the current. Every school should be a “city of refuge” for the tempted youth, a place where their follies shall be dealt with patiently and wisely. Teachers who understand their responsibilities will separate from their own hearts and lives everything that would prevent them from dealing successfully with the willful and disobedient. Love and tenderness, patience and self-control, will at all times be the law of their speech. Mercy and compassion

294

will be blended with justice. When it is necessary to give reproof, their language will not be exaggerated, but humble. In gentleness they will set before the wrongdoer his errors and help him to recover himself. Every true teacher will feel that should he err at all, it is better to err on the side of mercy than on the side of severity. {Ed 293.2}

Many youth who are thought incorrigible are not at heart so hard as they appear. Many who are regarded as hopeless may be reclaimed by wise discipline. These are often the ones who most readily melt under kindness. Let the teacher gain the confidence of the tempted one, and by recognizing and developing the good in his character, he can, in many cases, correct the evil without calling attention to it.  {Ed 294.1}

The divine Teacher bears with the erring through all their perversity. His love does not grow cold; His efforts to win them do not cease. With outstretched arms He waits to welcome again and again the erring, the rebellious, and even the apostate. His heart is touched with the helplessness of the little child subject to rough usage. The cry of human suffering never reaches His ear in vain. Though all are precious in His sight, the rough, sullen, stubborn dispositions draw most heavily upon His sympathy and love; for He traces from cause to effect. The one who is most easily tempted, and is most inclined to err, is the special object of His solicitude.  {Ed 294.2}

Every parent and every teacher should cherish the attributes of Him who makes the cause of the afflicted, the suffering, and the tempted His own. He should be one who can have “compassion on the ignorant, and on them that are out of the way; for that he himself also is compassed with infirmity.” Hebrews 5:2. Jesus treats us

295

far better than we deserve; and as He has treated us, so we are to treat others. The course of no parent or teacher is justifiable if it is unlike that which under similar circumstances the Saviour would pursue.  {Ed 294.3}

Meeting Life’s Discipline

Beyond the discipline of the home and the school, all have to meet the stern discipline of life. How to meet this wisely is a lesson that should be made plain to every child and to every youth. It is true that God loves us, that He is working for our happiness, and that, if His law had always been obeyed, we should never have known suffering; and it is no less true that, in this world, as the result of sin, suffering, trouble, burdens, come to every life. We may do the children and the youth a lifelong good by teaching them to meet bravely these troubles and burdens. While we should give them sympathy, let it never be such as to foster self-pity. What they need is that which stimulates and strengthens rather than weakens. {Ed 295.1}

They should be taught that this world is not a parade ground, but a battlefield. All are called to endure hardness, as good soldiers. They are to be strong and quit themselves like men. Let them be taught that the true test of character is found in the willingness to bear burdens, to take the hard place, to do the work that needs to be done, though it bring no earthly recognition or reward. {Ed 295.2}

The true way of dealing with trial is not by seeking to escape it, but by transforming it. This applies to all discipline, the earlier as well as the later. The neglect of the child’s earliest training, and the consequent strengthening of wrong tendencies, makes his after education more

296

difficult, and causes discipline to be too often a painful process. Painful it must be to the lower nature, crossing, as it does, the natural desires and inclinations; but the pain may be lost sight of in a higher joy.  {Ed 295.3}

Let the child and the youth be taught that every mistake, every fault, every difficulty, conquered, becomes a stepping-stone to better and higher things. It is through such experiences that all who have ever made life worth the living have achieved success.

“The heights by great men reached and kept Were not attained by sudden flight, But they, while their companions slept, Were toiling upward in the night.”

“We rise by things that are under our feet; By what we have mastered of good and gain; By the pride deposed and the passion slain, And the vanquished ills that we hourly meet.”

“All common things, each day’s events, That with the hour begin and end, Our pleasures and our discontents, Are rounds by which we may ascend.”  {Ed 296.1}

We are to “look not at the things which are seen, but at the things which are not seen: for the things which are seen are temporal; but the things which are not seen are eternal.” 2 Corinthians 4:18. The exchange we make in the denial of selfish desires and inclinations is an exchange of the worthless and transitory for the precious and enduring. This is not sacrifice, but infinite gain.  {Ed 296.2}

“Something better” is the watchword of education, the law of all true living. Whatever Christ asks us to renounce, He offers in its stead something better. Often the youth cherish objects, pursuits, and pleasures that may

297

not appear to be evil, but that fall short of the highest good. They divert the life from its noblest aim. Arbitrary measures or direct denunciation may not avail in leading these youth to relinquish that which they hold dear. Let them be directed to something better than display, ambition, or self-indulgence. Bring them in contact with truer beauty, with loftier principles, and with nobler lives. Lead them to behold the One “altogether lovely.” When once the gaze is fixed upon Him, the life finds its center. The enthusiasm, the generous devotion, the passionate ardor, of the youth find here their true object. Duty becomes a delight and sacrifice a pleasure. To honor Christ, to become like Him, to work for Him, is the life’s highest ambition and its greatest joy.  {Ed 296.3}

“The love of Christ constraineth.” 2 Corinthians 5:14. {Ed 297.1}

Related Posts

Leave a Comment

NEWS ITEMS
Upcoming Events
22 October 2019
Repeat Every 1 Week(s) on : Tuesday
When it's time, join the meeting from here: CLICK
See more

09 November 2019
Repeat Every 1 Month(s) on the Second Sabbath
When it's time, join the meeting from here: CLICK
See more

Log In
BE OF GOOD CHEER
"'Let not your heart be troubled; ye believe in God, believe also in Me. In My Father's house are many mansions; if it were not so, I would have told you. I go to prepare a place for you. And if I go and prepare a place for you, I will come again, and receive you unto Myself; that where I am, there ye may be also.'
John 14:1-3.Jesus Christ
"Long have we waited for our Saviour's return. But none the less sure is the promise. Soon we shall be in our promised home. There Jesus will lead us beside the living stream, flowing from the throne of God, and will explain to us the dark providence through which on this earth He brought us in order to perfect our characters.
1SC9:1.2Bro. V. T. Houteff
There we shall behold with undimmed vision the beauties of Eden restored. Casting at the feet of the Redeemer the crowns that He has placed on our heads, and touching our golden harps, we shall fill all heaven with praise to Him that sitteth on the throne."
8T 254Sister Ellen G. White
GET IN TOUCH
GADSDA Calendar