The World on the Verge of a Great Crisis
[In the previous article we were admonished to learn from the history of Israel and to prepare for the things that are about to happen on the earth.]
As we look at society around us, the lowered morality, the crime and despair, the struggling and fighting, we must honestly admit that something has gone wrong somewhere. Many of us want something different for our children, for ourselves and for the world in which we live. This is only possible if we follow a tried-and-true plan of education.
We must realize that there has been a plan, from the beginning of the creation of this planet called Earth, for education designed for our very best. It has been and continues to be the responsibility of parents to train up their children in the way they should go. (See Proverbs 22:6.)
Instead of the commotion around us, we want to participate in the restoration of the family as it was intended to be. The Lord’s promise is that “he shall turn the heart of the fathers to the children, and the heart of the children to their fathers” (Malachi 4:6).
Our goal should be that we may “be filled with the knowledge of his will in all wisdom and spiritual understanding”; that we may “walk worthy of the Lord unto all pleasing, being fruitful in every good work, and increasing in the knowledge of God” (Colossians 1:9, 10).
As some have so fervently stated: “I want my children to be useful members of society, not criminals.” “I want my children to help their neighbors and honor the God who made them.” “I want them to learn and to teach.”
We are called to be a light in this dark world. We are to follow the example of Abraham, whom the Lord knew would command his household after him. What a help and example he was to the world around him! May the Lord help us to do the same! Notice what is needed in our time:
“Now, as never before, we need to understand the true science of education. If we fail to understand this, we shall never have a place in the kingdom of God.”1
Education as defined in the Noah Webster’s Dictionary (1828) is: “the bringing up, as of a child; instruction; formation of manners. Education comprehends all that series of instruction and discipline which is intended to enlighten the understanding, correct the temper, and form the manners and habits of youth, and fit them for usefulness in their future stations. To give children a good education in manners, arts and science, is important; to give them a religious education is indispensable; and an immense responsibility rests on parents and guardians who neglect these duties.”
“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.’ ”2
“True education does not ignore the value of scientific knowledge or literary acquirements; but above information it values power; above power, goodness; above intellectual acquirements, character. The world does not so much need men of great intellect as of noble character. It needs men in whom ability is controlled by steadfast principle.”3
“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 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.”4
Why are three parts of the being mentioned here? Because they are all interrelated, connected far more than we realize. We cannot have a healthy body without a balanced mind and correct spiritual nature. We cannot have a balanced mind, without good physical habits and a strong spiritual nature. We cannot have a close walk with our Creator without the strength of the physical and the ability to think and to choose with our mind.
In proper education, we must see that all parts are covered. Someone has stated that true education is knowing and doing, while false education is saying and not doing. We want to teach our children to be real people - honest, trustworthy, truthful, helpful, cheerful, and responsible. This will be the result of true education.
“Higher than the highest human thought can reach is God’s ideal for His children. Godliness - godlikeness - is the goal to be reached.”5
“One well-ordered, well-disciplined family is a greater power in demonstrating the efficiency of Christianity than all the sermons in the world. When fathers and mothers realize how their children copy them, they will watch carefully every word and gesture”6
In 1 Corinthians 10:31, the apostle states so beautifully: “Whether therefore ye eat, or drink, or whatsoever ye do, do all to the glory of God.” This is what we should want to teach our children and have in our own experience. The goal is moral purity.
The Bible gives us quite a picture of true and false education, not by their approach but by their results. “By their fruits ye shall know them” (Matthew 7:20). “Who is a wise man and endued with knowledge among you? Let him shew out of a good conversation his works with meekness of wisdom. But if ye have bitter envying and strife in your hearts, glory not, and lie not against the truth. This wisdom descendeth not from above, but is earthly, sensual, devilish. For where envying and strife is, there is confusion and every evil work. But the wisdom that is from above is first pure, then peaceable, gentle, and easy to be entreated, full of mercy and good fruits, without partiality, and without hypocrisy. And the fruit of righteousness is sown in peace of them that make peace” (James 3:13-18).
True: Good conversation, works with meekness, pure, peaceable, gentle, easy to be entreated, full of mercy and good fruits, without partiality, without hypocrisy.
False: Bitter envying, strife, lying against the truth, earthly, sensual, devilish, confusion.
There are several tools which the Lord has given us to help us in this endeavor. He reminds us to “set no wicked thing” before our own eyes or those of our children (Psalm 101:3). He tells us what we should think about, what we should talk about, and what we should teach. “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).
If we would keep these things in mind in our home, and in the choice of our curriculum and of our associations, we would be much farther ahead in obtaining our objective.
What does all this mean practically? It means that there should be first of all a strong spiritual foundation, not just in theory, but lived out in the life of the parents. Then in the choosing of the curricula and our associations, we must test and see if the results of either will help produce the good fruit we desire to see.
There are many different types of educational helps available and we may cover many of them in other articles. But anything which teaches falsehood, striving to be better than others, prejudice in whatever forms, violence, or spiritualism, is not going to be part of true education.
Next, true education involves the practical. It is not enough to fill the minds with facts that have no value. If they cannot be put to use, they are not useful and are usually forgotten. Take the academic precepts and put them to work. Provide for yourself and your children what is needed to put knowledge into action. A study/work program has worked wonderfully for years and years and years. It is the original plan. By many it was lost sight of for hundreds of years, but especially in the 1800’s there was a revival of this method of education. In fact, this is what prepared some of the people of that time to receive and to give the first angel’s message. The results are wonderful.
The child learns, and then uses what he or she has learned. This helps in retaining the knowledge, but also in the development of character that will show what we have been discussing so far. How much more useful do individuals feel when they know that through their own effort they have accomplished some productivity that is worth something. This gives them a foundation of self-worth, responsibility, and tools to use to reach out and help others. No price can be put on this type of education.
“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.”7
A child or youth who grows up enjoying the learning time and the working time will be valued by many more than just his or her own family. Such children will indeed have an effect on the neighborhood around them and the world in which they live. They can and will be used of God to fulfill His great and grand purpose on this earth and in eternity. May this be our desire and our accomplishment - to be teachers and helpers of this type of children. May God grant us His grace.
“I will set no wicked thing before mine eyes” (Psalm 101:3) or before the eyes of my children.
“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 by any praise, think on these things” (Philippians 4:8).
“An ordinary mind, well disciplined, will accomplish more and higher work than will the most highly educated mind and the greatest talents without self-control.”8
“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.”9
“The Lord desires us to obtain all the education possible, with the object in view of imparting our knowledge to others. None can know where or how they may be called to labor or to speak for God. Our heavenly Father alone sees what He can make of men. There are before us possibilities which our feeble faith does not discern. We should not let slip even one opportunity of qualifying ourselves intellectually to work for God.”10
“To gain the higher education means to follow [the word of God] implicitly; it means to walk in the footsteps of Christ, to practice His virtues. It means to give up selfishness and to devote the life to the service of God.”11
This is opposite to the spirit of competition so prevalent in our society in its subtle and not-so-subtle forms. The Bible teaches that rivalry or competition as a motivating power for Christians is wrong.
“Jesus called [His disciples] to him, and saith unto them, Ye know that they which are accounted to rule over the Gentiles exercise lordship over them; and their great ones exercise authority upon them. But so shall it not be among you: but whosoever will be great among you, shall be your minister: and whosoever of you will be the chiefest, shall be servant of all. For even the Son of man came not to be ministered unto, but to minister, and to give his life a ransom for many” (Mark 10:42-45).
“Higher education calls for something greater, something more divine, than the knowledge to be obtained merely from books. It means a personal, experimental knowledge of Christ; it means emancipation from ideas, from habits and practices, that have been gained in the school of the prince of darkness, and which are opposed to loyalty to God. It means to overcome stubbornness, pride, selfishness, worldly ambition, and unbelief. It is the message of deliverance from sin.”12
From Studies on Christian Education, by E. A. Sutherland, we find 8 principles to implement in order to have true education:
1. The Bible as the textbook.
2. No honors, emulations or degrees.
3. Health reform.
4. Simplicity in buildings and dress.
5. Manual labor as part of the training.
6. Country living.
7. Elective courses of study.
8. Godly teachers.
Future articles will explain some of these principles.