education

Restoring the Temple – Proper Education, Part I

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Health is a great treasure. It is the richest possession we can have. Wealth, honor, or learning, is dearly purchased, if it be at the loss of the vigor of health. None of these attainments can secure happiness if health is wanting. It is a terrible sin to abuse the health God has given us. Every abuse of health enfeebles for life, and makes us losers, even if we gain any amount of education.

Parents who are wealthy, in many cases do not feel the importance of giving their children an education in the practical duties of life, as well as in the sciences. They do not see the necessity, for the good of their children’s minds and morals, and for their future usefulness, of giving them a thorough understanding in useful labor. This is due their children, that, if misfortune should come, they could maintain noble independence, having a knowledge how to use their hands. If they have a capital of strength, they can not be poor, even if they have not a dollar. Many, who in youth are in affluent circumstances, may be robbed of all their riches, with parents and brothers and sisters dependent upon them for sustenance. Then how important that the youth be educated to labor, that they may be prepared for any emergency. Riches are indeed a curse when the possessors let them stand in the way of their sons’ and daughters’ obtaining a knowledge of useful labor, that they may be qualified for practical life.

Useless Lives

Those who are not compelled to labor, frequently do not have active exercise sufficient for physical health. Young men, for want of having their minds and hands employed in active labor, will acquire habits of indolence, and will frequently be obtaining, what is to be most dreaded, a street education, lounging about stores, smoking, drinking, and playing cards.

The young ladies will read and excuse themselves from active labor, because they are in delicate health. Their feebleness is generally the result of their lack of exercising the muscles. They may think they are too feeble to do housework, but will work at crochet and tatting, and preserve the delicate paleness of their hands and faces, while their care-burdened mothers toil hard in washing and ironing their garments. These ladies transgress the fifth commandment. They do not honor their parents. But the mother is most to blame. She has indulged and excused her daughters from bearing their share of household duties, until work becomes distasteful to them, and they love, and enjoy, delicate idleness. They will eat, and sleep, and read novels, and talk of the fashions. Their lives are useless.

Teach Children to Work

Poverty, in many cases, is a blessing; for it prevents youth and children from being ruined by inaction. The physical should be cultivated and properly developed, as well as the mental. The first and constant care of parents should be that their children may have firm constitutions, that they may be sound men and women. It is impossible to attain this object without physical exercise. Children, for their own physical health and moral good, should be taught to work, even if there is no necessity as far as want is concerned. If they would have virtuous and pure characters, they must have the discipline of well-regulated labor, which will bring into exercise all the muscles. The satisfaction children will have in being useful, of denying themselves to help others, will be the most healthful pleasure they ever enjoyed. Why should the wealthy rob themselves and their dear children of this great blessing?

Parents, inaction is the greatest curse that ever came upon you. Your daughters should not be allowed to lie late in bed in the morning, sleeping away the precious hours lent them of God to be used for the best purpose, and for which they will have to give an account to God. The mother is doing her daughters great injury in bearing the burdens the daughters should share with her for their own present good and future benefit. The course many parents have pursued in allowing their children to be indolent, and to gratify a desire for reading romance, is unfitting them for real life. Novel and story-book reading are the greatest evils that youth can indulge in. Novel and love-story readers always fail to make good, practical mothers. They live in an unreal world. They are air-castle builders, living in an imaginary world. They become sentimental, and have sick fancies. Their artificial life spoils them for anything useful. They are dwarfed in intellect, although they may flatter themselves that they are superior in mind and manners. Exercise in household labor will be of the greatest advantage to young girls.

Advantages of Physical Labor

Physical labor will not prevent the cultivation of the intellect. Far from this. The advantages gained by physical labor will balance them, that the mind shall not be overworked. The toil will then come upon the muscles, and relieve the wearied brain. There are many listless, useless girls who consider it unlady-like to engage in active labor. But their characters are too transparent to deceive sensible persons in regard to their real worthlessness. They will simper and giggle, and are all affectation. They appear as though they could not speak their words fairly and squarely, but torture all they say with lisping and simpering. Are these ladies? They were not born fools, but were educated such. It does not require a frail, helpless, overdressed, simpering thing to make a lady. A sound body is required for a sound intellect. Physical soundness and a practical knowledge in all the necessary household duties, are never a hindrance to a well-developed intellect, but highly important for a lady.

Well-Balanced Minds

All the powers of the mind should be called into use, and developed, in order for men and women to have well-balanced minds. The world is full of one-sided men and women, because one set of the faculties are cultivated, while others are dwarfed from inaction. The education of most youth is a failure. They over-study, while they neglect that which pertains to practical business life. Men and women become parents without considering their responsibilities, and their offspring sink lower in the scale of human deficiency than they themselves. Thus we are fast degenerating. The constant application to study, as the schools are now conducted, is unfitting youth for practical life. The human mind will have action. If it is not active in the right direction, it will be active in the wrong. And in order to preserve the balance of the mind, labor and study should be united in the schools.

Education

There should have been in past generations provisions made for education upon a larger scale. In connection with the schools should have been agricultural and manufacturing establishments. There should have been teachers also of household labor. There should have been a portion of the time each day devoted to labor, that the physical and mental might be equally exercised. If schools had been established upon the plan we have mentioned, there would not now be so many unbalanced minds.

The Health Reformer, April 1, 1873.

—To be continued . . .

Restoring the Temple – Proper Education, Part II

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God prepared for Adam and Eve a beautiful garden. He provided for them everything their wants required. He planted for them trees of every variety, bearing fruit. With a liberal hand he surrounded them with his bounties—the trees, for usefulness and beauty, and the lovely flowers, which sprung up spontaneously, and flourished in rich profusion around them, were to know nothing of decay. Adam and Eve were rich indeed. They possessed beautiful Eden. Adam was monarch in this beautiful domain. None can question the fact that Adam was rich. But God knew that Adam could not be happy unless he had employment. Therefore he gave him something to do. He was to dress the garden.

The Creator of man never designed that he should be idle. The Lord formed man out of the dust of the ground, and breathed into his nostrils the breath of life, and man became a living soul. It was the law of nature, therefore the law of God, that brain, nerve, and muscle, should be in active motion. Young gentlemen and ladies that refuse to labor because they are not compelled to, and because it is not fashionable, are not guided and controlled by enlightened reason. Those who shun manual labor, cannot have physical stamina. In order for the young to enjoy perfect health and perfect happiness, every organ and function must be in perfect operation as God designed they should be. If all the organs act their natural part, life, health, and happiness, will be the result. Too little exercise, and staying in-doors too much, will bring on feebleness and disease of some one or more of the organs. It is sinful to impair or weaken one of the powers God has given us. The great Creator designed that we should have perfect bodies, that we might preserve them in health, and render to him the offering of a living sacrifice, holy and acceptable to God.

Exercise in useful labor will be carrying out the original plan of God, when he bade Adam and Eve to dress the garden. Life is precious, and should be preserved intelligently by regarding the laws of our being.

Idleness = Unhappiness

Fashionable idlers, who have plenty of leisure, fail to attain happiness. They have been educated to regard honest labor as only fit for the poor, while it would degrade the wealthy. They rob the brain and nervous system, by fashionable indolence, of a supply of animal energy that keeps the machinery of the body in healthful activity.

In order for the brain to have clearness and strength of thought, retentive memory, and mental power, the muscles of the body should have exercise a portion of each day in order to preserve and improve health.

Adam was in glorious Eden. He was perfectly developed, and then set to work by his Maker that in exercise all his muscles should preserve their elasticity. Many young men and ladies are too proud, or too lazy, to engage in useful labor in the house or in the garden.

Role of Women

The world is full of women with but little vitality, and less common sense. Society is in great need of healthful, sensible young women, who are not afraid to work and soil their hands. God gave them hands to employ in useful labor. God did not give us the wonderful human machinery of the body to become paralyzed by inaction. The living machinery God designed should be in daily activity, and in this activity or motion of the machinery, is its preserving power. Manual labor quickens the circulation of the blood. The more active the circulation the more free will be the blood from obstructions and impurities. The blood nourishes the body. The health of the body depends upon the healthful circulation of the blood. If work is performed without the heart being in it, it is simply drudgery, and the benefit which should result from the exercise is not gained.

Toiling mothers, who have given their children the advantages of education, and have brought them up without disciplining them to self-denial and physical labor, and have given them liberty to follow their own pleasure, will not receive much happiness and comfort from these children. In my travels I have seen that those women who entered upon the married life wholly unprepared for domestic duties, were not happy. They did not receive the training and the education in their youth that fitted them for the responsible position they had by most solemn covenant agreed to fill. The parents had made a great mistake. When children, they were excused from exertion in order “to enrich the mind.” They could play an instrument of music, but were not educated to take responsibility. They enjoyed burying their minds in novels, but had no love to keep their houses in order. They were as incompetent for the responsible position of mothers as a girl of fifteen years. Economy of means they knew nothing of, and yet these are the mothers that are bringing up children to take their place upon the stage of action, to act their part in the drama of life. The characters of youth should not be spoiled by over-fond mothers. Parents should consider that as they neglect to thoroughly educate their daughters in domestic labor and economy, they are giving characters to them which will make their f ture married lives miserable. There will be disappointed husbands, and neglected children, because of inefficient wives and mothers.

What Constitutes Wealth?

Men and women of this age who have a large amount of earthly treasure may be estimated as wealthy. But their riches, in comparison with the paradise of wealth given the lordly Adam, are very insignificant. Yet the so-called wealthy sometimes regard it degrading for them and their children to engage in useful physical labor. Their views are not in harmony with God’s original plans. They educate their children by precept and example that physical labor is beneath their exalted station, and, in order to be gentlemen and ladies, their hands must be unemployed, so far as useful labor is concerned. They are early sent to a boarding school or a seminary to obtain book knowledge, or they pass away their time in ornamenting their persons, or in gratifying their inclination for amusements. For this education, high and noble duties are neglected.

We have no right, my Christian sisters, to waste our time, and give example to others who are less able than we to waste their time and energies, upon needless ornaments, upon dress or furniture, or to indulge in superfluities in food. We have religious duties to perform, and if we neglect these duties, and give our time to needless things, we will dwarf the intellect, and separate the affections from God. The Author of our existence has claims upon our time and our money. He has poor and suffering ones all around us that money may relieve, and cheering, encouraging words bless. Christ identifies himself with the wants of suffering humanity. As you neglected to visit the widow and orphans tried in the furnace of affliction, suffering want and privation, you did not realize that Christ would mark the circumstances against you in the book of records, as though you had neglected him.

The impression that in order to be gentlemen and ladies the hands must be unskilled in useful employment, and delicate idleness be cultivated, is not in accordance with the Lord’s plans in the creation of man. These false notions open a wide door for temptation.

Purpose

Many professed Christian parents show by their course of action that the main object of their lives is to secure their own enjoyment. They follow inclination and look for happiness in amusements. Happiness is not secured by depending on various gratifications within our reach. All who imitate the life of Christ, and conform their character to his, and engage in active, useful labor in self-denying benevolence, will have happiness. “For even Christ pleased not himself.” He said, “I seek not mine own will, but the will of the Father which hath sent me.” [John 6:38, 39.]

Inaction and delicate idleness is weakening the life-forces of young women. There are those who spend hours of precious time in bed, which is not blessing them with increase of strength, or relieving others from burdens, but is bringing upon them debility and confirming them in wrong habits. These hours idled away needlessly in bed can never be regained. The sin of time thus lost is marked in the book of records.

There is enough to do in this busy world of ours. There are enough in God’s great family who need sympathy and aid. If our own work does not demand our time, there are sick to be visited, the poor to be helped and encouraged. But while hours are being idled away, there is a pressure frequently of labor close at home. Rooms may need to be put in order, garments may need repairing, and there may be a variety of little duties that some one must attend to. There may be a necessity for careful oversight of provisions, that nothing may be wasted.

The Health Reformer, May 1, 1873; June 1, 1873.

To be concluded . . .

Restoring the Temple – Proper Education, Part III

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I have observed a great deficiency in so-called educated ladies. They may have graduated with honors, but are shamefully deficient in the practical duties of life. They are destitute of the qualifications necessary for the proper regulation and happiness of the family. They may talk of woman’s elevated sphere and of her rights, while they themselves sink far below the true sphere of woman. God designed that women should become intelligent in the most essential duties of life. . . . It is the right of every daughter of Eve in our land to be thoroughly educated in household duties, having a knowledge of all the branches of practical life in domestic labor. She may preside in her family as queen in her domain, her household being her kingdom. . . . It is woman’s right to be qualified to direct the expanding minds of her children. It is her right to have an understanding of her own and her children’s organisms, that she may know how to treat her children, and save them from the poisons of doctors’ drugs. She may adore her gracious Creator as she contemplates how beautifully and simply nature carries on her work when she is not interfered with. She may be an intelligent nurse and physician of her own dear children . . . . It is woman’s right to know how to regulate her own habits, and those of her children, in diet and dress, in exercise and in domestic duties, and employment in the open air in relation to life and health.

Of all the living organisms that God has created, none rank in the scale of value with him anywhere near to man. And if human beings would become intelligent in regard to their own bodies, and understand their relation to life and health, and regulate their habits of eating, of dressing, of working and resting, their lives would be prolonged in health and happiness. Many mothers do not take half the interest in the constitutional wants of their children that the intelligent farmer shows to the brutes around him. It is woman’s right to look after the interest of her husband, to have a care for his wardrobe, and to seek to make him happy. It is her right to improve her mind and manners, to be social, cheerful, and happy, shedding sunshine in her family, and making it a little heaven. And she may have an interest for more than “me and mine.” She should consider that society has claims upon her.

The false education of young ladies leads them to regard uselessness, frivolity, and helplessness, as desirable attainments. Many parents give their daughters the advantages of literary attainments, support them in amusement, and relieve them from the burdens of domestic care. They give them an abundance of time and nothing to occupy it. Flattery and the artificial, without an object or aim—nothing substantial to satisfy the mind and strengthen principle—leave empty nothingness.

I copy the following appropriate paragraph from “The American Woman’s Home,” by C. E. Beecher and Harriet Beecher Stowe:

“Our land is now full of motorpathic institutions, to which women are sent at a great expense to have hired operators stretch and exercise their inactive muscles. They lie for hours to have their feet twigged, their arms flexed, and all the different muscles of the body worked for them, because they are so flaccid and torpid that the powers of life do not go on. Would it not be quite as cheerful, and a less expensive process, if young girls from early life developed the muscles in sweeping, dusting, starching, ironing, and all the multiplied domestic processes which our grandmothers knew of? A woman who did all these, and diversified the intervals with spinning on the great and little wheel, did not need the gymnastics of Dio Lewis, or the Swedish movement cure, which really are a necessity now. Does it not seem poor economy to pay servants for letting our muscles grow feeble, and then to pay operators to exercise them for us? I will venture to say that our grandmothers went over, in a week, every movement that any gymnast has invented, and went over them with some productive purpose, too.”

There are many popularly-educated women who have no love for domestic labor because they have cherished thoughts that their education placed them above household employment. Young women should be educated for their important life-work with the advantages of the highest moral and physical strength, and should receive the purest cultivation.

God placed Adam and Eve in the garden to labor. They were both to unite their efforts in dressing and keeping the garden. If young women waste their time in uselessness, they are meeting with great loss. Their time should be employed in becoming rich in good works, and in this manner they are indeed cultivating the intellect for a purpose. The most essential education for youth is a knowledge of the branches of labor important for practical life.

“The American Woman’s Home” continues: “There has been a great deal of crude, disagreeable talk in these conventions, and too great tendency of the age to make the education of woman anti-domestic. It seems as if the world never could advance, except like ships under a headwind, tacking and going too far, now in this direction, and now in the opposite. Our common-school systems now reject sewing from the education of girls, which very properly used to occupy many hours daily in school a generation ago. The daughters of laborers and artisans are put through algebra, geometry, trigonometry, and the higher mathematics, to the entire neglect of that learning which belongs distinctively to women. A girl often cannot keep pace with her class if she gives any time to domestic matters; and accordingly she is excused from them all during the whole term of her education. As the result, the young women in some of our country towns are, in mental culture, much in advance of the males of the same household; but with this comes a physical delicacy, the result of an exclusive use of the brain and a neglect of the muscular system, with great inefficiency in practical, domestic duties. The race of strong, hardy, cheerful girls, that used to grow up in country places, and made the bright, neat, New England kitchens of olden times—the girls that could wash, iron, bake, . . . embroider, draw, paint, and read innumerable books—this race of women, pride of olden time, is daily lessening; and in their stead come the fragile, easily-fatigued, languid girls of a modern age, drilled in book learning, ignorant of common things. The great danger of all this, and of the evils that come from it, is, that society, by-and-by, will turn as blindly against female intellectual culture as it now advocates it, and having worked disproportionately one way, will work disproportionately in the opposite direction.”

The Health Reformer, June 1, 1873.

Education and Career Choices

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For us to find direction in education and career choices in today’s world, we must first understand the intrinsic nature of the Christian religion. The Christian religion is, in a superlative sense, both a spiritual and an intellectual religion.

Concerning the spiritual nature of Christianity, Ellen White wrote, “We need spiritual eyesight now as never before, that we may see afar off, and that we may discern the snares and designs of the enemy, and as faithful watchmen proclaim the danger. We need spiritual power that we may take in, as far as the human mind can, the great subjects of Christianity, and how far-reaching are its principles.” The Home Missionary, November 1, 1893.

“All professions of Christianity are but lifeless expressions of faith until Jesus imbues the believer with his spiritual life, which is the Holy Ghost.” The Spirit of Prophecy, vol. 3, 242.

“Unless the mind is constantly exercised in obtaining spiritual knowledge and in seeking to understand the mystery of godliness, it is incapable of appreciating eternal things, because it has no experience in that direction. This is the reason why religion, by nearly all is considered up-hill business.” Pamphlet 098, 11, 12. [Emphasis added.]

Intellectual Christianity

Concerning the intellectual nature of Christianity, Mrs. White wrote, “The truths of the divine word can be best appreciated by an intellectual Christian. Christ can be best glorified by those who serve Him intelligently.” Testimonies, vol. 3, 160.

Although comparatively few people become intellectual Christians, it is God’s will for all to become intellectual Christians and for this to occur during childhood and youth: “It is the precious privilege of children and youth to yield their minds to the control of the Spirit of God and become intellectual Christians.” Lift Him Up, 91.

“All whom God has endowed with reasoning powers may become intellectual Christians.” The Medical Missionary, May 1, 1892. A similar statement was published in an article that Mrs. White wrote for the March 8, 1887, issue of Review and Herald.

“Jesus would have us learn in his school that we may become intellectual Christians.” The Signs of the Times, February 14, 1878.

“The greatest work of the teacher is to lead those under his charge to be intellectual Christians.” Manuscript Releases, vol. 1, 322.

Especially are the above facts true for any young person who wishes to prepare for full-time service in any branch of God’s closing work on earth, whether it be the gospel ministry, medical missionary work, literature work, Christian education, or work in one of the Lord’s institutions or a local church.

Spiritual Power Also

The minister, for example is constantly to increase in spiritual power. (See Review and Herald, January 21, 1902.) Not only this, but the minister is constantly to increase in intellectual power: “Nearly every minister in the field, had he exerted his God-given energies, might not only be proficient in reading, writing, and grammar, but even in languages. It is essential for them to set their aim high. But there has been but little ambition to put their powers to the test to reach an elevated standard in knowledge and in religious intelligence.

“Our ministers will have to render to God an account for the rusting of the talents He has given to improve by exercise. They might have done tenfold more work intelligently had they cared to become intellectual giants. Their whole experience in their high calling is cheapened because they are content to remain where they are. Their efforts to acquire knowledge will not in the least hinder their spiritual growth if they will study with right motives and proper aims.” Testimonies to Ministers and Gospel Workers, 194.

Because of the nature of the Christian religion, we find that wherever Christianity developed in the world, in that place there were also developed schools for educational training. A Christian school was developed in Antioch, and schools were established in India, Africa, and Europe.

So, the first thing to understand about education and career choices is that God wants us to become strong both spiritually and intellectually. This will require us to obtain the educational training that the providence of God makes it possible for us to acquire. In my own family, when my grandparents became Seventh-day Adventists, the result was that even though they were not highly educated, all their children did become highly educated. This is also why Seventh-day Adventists, in general, are more highly educated than the average population. This is as it should be.

The problem comes, however, when we obtain the wrong kind of education, which eventually results in the children of Adventist parents, in the third or fourth or fifth generation, going right back into the worldly life from which their grandparents or great-grandparents came to become Seventh-day Adventists. Both Adventist and non-Adventist authors have amply documented this fact. (See, for example, The Fat Lady and the Kingdom: Confronting the Challenge of Change and Secularization, by George R. Knight, Adventist Book Center New Jersey, 1995, or Seeking a Sanctuary: Seventh-day Adventism and the American Dream, by Malcolm Bull and Keith Lockhart, Indiana University Press, 2006.) This fact also, in a great measure, explains the fact that every heaven inspired revival and reformation movement for the past 2,000 years has been dominated mainly by the common people, and relatively few highly educated people became part of it.

Common People

In Jesus’ day, it was the common people: “The common people heard him gladly.” Mark 12:37. In the days of the apostle Paul, it was the same. (See 1 Corinthians 1.)

In the time of the sixteenth century reformation, it was the same. The papal system for education made the following demand in Holland during the time of the reformation: “We forbid all lay persons to converse or dispute concerning the Holy Scriptures, openly or secretly, especially on any doubtful or difficult matters, or to read, teach, or expound the Scriptures, unless they have duly studied theology and have been approved by some renowned university.” E. A. Sutherland, Studies in Christian Education, The Rural Press, Madison, Tennessee, 1915, 97.

The historian also relates what happened: “To the ineffable disgust of the conservatives in church and state here were men with little education, utterly devoid of Hebrew, of lowly station—hatters, curriers, tanners, dyers and the like—who began to preach, remembering unreasonably, perhaps, that the early disciples selected by the Founder of Christianity had not all been doctors of theology with diplomas from renowned universities.” Ibid.

It was the same in the second advent movement during the nineteenth century. Most of the converts were from the common people, because the educational systems were so corrupted with false philosophy (see Colossians 2) that by the time people became highly educated, they, first of all, were not of a mind-set to accept unpopular Bible truth, and, secondly, they were often mentally and spiritually incapable of doing so. A person who is not spiritual cannot understand spiritual things. (See 1 Corinthians 2.)

This also explains why, today, the vast majority in the revival and reformation movement in the second advent movement are from the common people; only a very few highly educated people are involved. The entire tenor and philosophy and training of the educational experience of many has prepared them to stay with well-established and highly developed organizations or philosophical groups, and when God leads His people farther out of and away from either Egypt or Babylon, they are unprepared, unwilling, and even unable to walk into new territory where their fathers have not been.

The Relationship

Ellen White explains the relationship between education, the inability to be part of a revival and reformation movement—when God is leading His people into new territory—and the failure to be able to distinguish between truth and error as follows:

“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. . . .

“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.” Education, 230.

Anyone who has, for example, studied the history of Nazi Germany should know that the Nazis were very successful in getting highly educated people to follow their agenda. The above statement from the book Education explains why that was so.

This fact will be with us until the end of time, and it will help us to understand what will happen in the very last days:

“The days are fast approaching when there will be great perplexity and confusion. Satan, clothed in angel robes, will deceive, if possible, the very elect. There will be gods many and lords many. Every wind of doctrine will be blowing. Those who have rendered supreme homage to ‘science falsely so called’ will not be the leaders then. Those who have trusted to intellect, genius, or talent will not then stand at the head of rank and file. They did not keep pace with the light. Those who have proved themselves unfaithful will not then be entrusted with the flock. In the last solemn work few great men will be engaged. They are self-sufficient, independent of God, and He cannot use them. The Lord has faithful servants, who in the shaking, testing time will be disclosed to view. There are precious ones now hidden who have not bowed the knee to Baal. They have not had the light which has been shining in a concentrated blaze upon you. But it may be under a rough and uninviting exterior the pure brightness of a genuine Christian character will be revealed. In the daytime we look toward heaven but do not see the stars. They are there, fixed in the firmament, but the eye cannot distinguish them. In the night we behold their genuine luster.” Testimonies, vol. 5, 80, 81.

“As the time comes for it [the third angel’s message] to be given with greatest power, the Lord will work through humble instruments, leading the minds of those who consecrate themselves to His service. The laborers will be qualified rather by the unction of His Spirit than by the training of literary institutions.” The Great Controversy, 606.

A Dilemma

So, we are faced with a dilemma, and it is this: Education is highly desirable. God wants all of us to become intellectual Christians, and we should be seeking to become intellectual giants, gaining the greatest amount of education which the providence of God guides us to obtain. But, obtaining an education in educational institutions is very dangerous for the following reasons: (1) At the vast majority of educational institutions you will be taught worldly philosophy which is directly contrary and opposed to the Word of God. It will be impossible for you to sit in classes day after day and listen to this philosophy without it having a permanent effect on your mind, your thinking, and your life. (2) Many educational institutions focus on educating the memory to the exclusion of the other faculties of the mind, producing the result cited previously in the book, Education, page 230. (3) Unfortunately, those educational institutions that do not teach worldly philosophy often have one of the following problems: (A) Its educational classes are corrupted with fanaticism. That is, information is being taught that cannot be backed up by good scientific research or biblical research. (B) There may be just a plain lack of sufficient ability to help you actually become highly educated. Obviously, an educator cannot educate you to a level higher than that which he or she has attained. Many educators today actually are not intellectual giants themselves; consequently, they cannot help you to become one. A teacher who is not spiritual cannot help you to become a spiritual person. (C) Some institutions lack the ability to prepare you to support yourself in this world.

Support

This last statement, about being prepared to support one’s self in this world, must never be forgotten. A student who graduates from school—not primary school or high school, but a school of higher education—should never have to work as an unskilled occupational worker. Ellen White wrote: “True education is that which will train children and youth for the life that now is, and in reference to that which is to come; for an inheritance in that better country, even in an heavenly.” Fundamentals of Christian Education, 328.

“The custom of supporting men and women in idleness by private gifts or church money encourages them in sinful habits, and this course should be conscientiously avoided. Every man, woman, and child should be educated to do practical, useful work. All should learn some trade. It may be tentmaking, or it may be business in other lines; but all should be educated to use the members of their body to some purpose, and God is ready and willing to increase the adaptability of all who will educate themselves to industrious habits.

“If a man in good physical health has property, and has no need of entering into employment for his own support, he should labor to acquire means that he may advance the cause and work of God. He is to be ‘not slothful in business; fervent in spirit; serving the Lord.’ [Romans 12:11.] God will bless all who will guard their influence in regard to others in this respect.” “Ellen G. White Comments,” Seventh-day Adventist Bible Commentary, vol. 7, 912.

“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.” Education, 218.

Because of the apostasy—the falling away or departing from the truth God has revealed to his people—in the educational institutions of all protestant churches of which the author is aware, Seventh-day Adventist young people today are faced with a greater dilemma than any Adventist generation since the beginning of the second advent movement.

Waldensian Example

It has often become necessary for Adventist young people who need and want education, and who are seeking education, to do what the Waldenses had to do during the dark ages: “While the Waldenses regarded the fear of the Lord as the beginning of wisdom, they were not blind to the importance of a contact with the world, a knowledge of men and of active life, in expanding the mind and quickening the perceptions. From their schools in the mountains some of the youth were sent to institutions of learning in the cities of France or Italy, where was a more extended field for study, thought, and observation than in their native Alps. The youth thus sent forth were exposed to temptation, they witnessed vice, they encountered Satan’s wily agents, who urged upon them the most subtle heresies and the most dangerous deceptions. But their education from childhood had been of a character to prepare them for all this.

“In the schools whither they went, they were not to make confidants of any. Their garments were so prepared as to conceal their greatest treasure—the precious manuscripts of the Scriptures. These, the fruit of months and years of toil, they carried with them, and whenever they could do so without exciting suspicion, they cautiously placed some portion in the way of those whose hearts seemed open to receive the truth. From their mother’s knee the Waldensian youth had been trained with this purpose in view; they understood their work and faithfully performed it. Converts to the true faith were won in these institutions of learning, and frequently its principles were found to be permeating the entire school; yet the papal leaders could not, by the closest inquiry, trace the so-called corrupting heresy to its source.” The Great Controversy, 69, 70.

Dilemma Faced

If you or one of your loved ones is facing this dilemma and need to obtain an education at a state university or technical school, following are a few things to remember:

  1. The Word of God—the Bible—is the basis of true education in this world, so if you want to be truly educated, as a historian of Oberlin College wrote of that institution, “The Scriptures, both in the English version and in the original tongues, were considered to possess the highest educational value; and as such they should be studied first, last, and everywhere between.” Sutherland, 20. Whether God is calling you to be a physician, a lawyer, a scientist, a business person, or a technical worker, the Bible is the basis of true education, and it must be studied diligently every day if you want to receive a true education, even if you are attending a state university.
  2. It is dangerous to attend a state university for any reason unless you are thoroughly rooted and grounded in Bible religion first. (Notice the Waldensian practice as given above from The Great Controversy.) It would be better to forfeit getting an education rather than lose eternal life, as has happened to countless millions of people in the educational institutions of the nineteenth and twentieth centuries.
  3. Obtain counsel concerning your plans from godly parents and/or ministers or gospel workers. Do those who know you best and love you believe that you could be successful in resisting the temptations that would certainly come to you in an institution of learning in this world?
  4. Listening to error is never harmless, even in a “Christian” university or a self-supporting Seventh-day Adventist school. There are some courses of study that would, much more than others, expose you to worldly philosophy and error of all kinds. It is beyond the scope of this article to explain this, but you would want to obtain counsel from godly educators about this before making a decision.
  5. If you are in a program of learning at a university or other school that is so rigorous that you do not take time to pray and study God’s Word every day and attend religious services (Hebrews 10:23–25), you are in grave danger of losing your way spiritually. No educational advantages in this world are worth your losing eternal life.
  6. Be sure that you become fully educated. It is beyond the scope of this article to explain what it means to be fully educated, but the book Education, by Ellen White, explores the major areas of mental, physical, and spiritual development that you need if you are going to be fully educated. Be sure that you do not miss out by being only partially educated in some school in this world while some vital, essential part of your education is missing because the educational institution you attend does not teach it.

The Pen of Inspiration – The Essential Knowledge

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Higher education is an experimental knowledge of the plan of salvation, and this knowledge is secured by earnest and diligent study of the Scriptures. Such an education will renew the mind and transform the character, restoring the image of God in the soul. It will fortify the mind against the deceptive whisperings of the adversary, and enable us to understand the voice of God. It will teach the learner to become a co-worker with Jesus Christ, to dispel the moral darkness about him, and bring light and knowledge to men. It is the simplicity of true godliness—our passport from the preparatory school of earth to the higher school above.

There is no education to be gained higher than that given to the early disciples, and which is revealed to us through the word of God. To gain the higher education means to follow this word 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. 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.

Age after age the curiosity of men has led them to seek for the tree of knowledge, and often they think they are plucking fruit most essential, when in reality it is vanity and nothingness in comparison with that science of true holiness which would open to them the gates of the city of God. Human ambition seeks for knowledge that will bring to them glory, and self-exaltation, and supremacy. Thus Adam and Eve were influenced by Satan until God’s restraint was snapped asunder, and their education under the teacher of lies began. They gained the knowledge which God had refused them—to know the consequences of transgression.

The tree of knowledge, so-called, has become an instrument of death. Satan has artfully woven his dogmas, his false theories, into the instruction given. From the tree of knowledge he speaks the most pleasing flattery in regard to the higher education. Thousands partake of the fruit of this tree, but it means death to them. Christ says, “Ye spend money for that which is not bread.” Isaiah 55:2. You are using your heaven-entrusted talents to secure an education which God pronounces foolishness.

Upon the mind of every student should be impressed the thought that education is a failure unless the understanding has learned to grasp the truths of divine revelation, and unless the heart accepts the teachings of the gospel of Christ. The student who, in the place of the broad principles of the word of God, will accept common ideas, and will allow the time and attention to be absorbed in commonplace, trivial matters, will find his mind becoming dwarfed and enfeebled. He will lose the power of growth. The mind must be trained to comprehend the important truths that concern eternal life.

I am instructed that we are to carry the minds of our students higher than is now thought to be possible. Heart and mind are to be trained to preserve their purity by receiving daily supplies from the fountain of eternal truth. The education gained from a study of God’s word will enlarge the narrow confines of human scholarship, and present before the mind a far deeper knowledge to be obtained through a vital connection with God. It will bring every student who is a doer of the word into a broader field of thought, and secure to him a wealth of learning that is imperishable. Without this knowledge it is certain that man will lose eternal life; possessing it, he will be fitted to become a companion of the saints in light.

The divine mind and hand have preserved through the ages the record of creation in its purity. It is the word of God alone that gives to us an authentic account of the creation of our world. This word is to be the chief study in our schools. In it we may learn what our redemption has cost Him who from the beginning was equal with the Father, and who sacrificed His life that a people might stand before Him redeemed from everything earthly, renewed in the image of God. …

The science of salvation, the science of true godliness, the knowledge which has been revealed from eternity, which enters into the purpose of God, expresses His mind, and reveals His purpose—this Heaven deems all-important. If our youth obtain this knowledge, they will be able to gain all else that is essential; but if not, all the knowledge they may acquire from the world will not place them in the ranks of the Lord. They may gather all the knowledge that books can give, and yet be ignorant of the first principles of that righteousness which will give them characters approved of God.

To many who place their children in our schools, strong temptations will come because they desire them to secure what the world regards as the most essential education. To these I would say, Bring your children to the simplicity of the word, and they will be safe. This Book is the foundation of all true knowledge. The highest education they can receive is to learn how to add to their “faith virtue; and to virtue knowledge; and to knowledge temperance; and to temperance patience; and to patience godliness; and to godliness brotherly kindness; and to brotherly kindness charity.” If these things be in you, and abound,” the word of God declares, “they make you that ye shall neither be barren nor unfruitful in the knowledge of our Lord Jesus Christ. … If ye do these things, ye shall never fall: for so an entrance shall be ministered unto you abundantly into the everlasting kingdom of our Lord and Saviour Jesus Christ.” II Peter 1:5-11.

When the word of God is laid aside for books that lead away from God, and that confuse the understanding regarding the principles of the kingdom of heaven, the education given is a perversion of the name. Unless the student has pure mental food, thoroughly winnowed from the so-called “higher education,” which is mingled with infidel sentiments, he cannot truly know God. Only those who co-operate with heaven in the plan of salvation can know what true education in its simplicity means.

Those who seek the education that the world esteems so highly are gradually led farther and farther from the principles of truth, until they become educated worldlings. At what a price have they gained their education! They have parted with the Holy Spirit of God. They have chosen to accept what the world calls knowledge in the place of the truths which God has committed to men through his ministers and apostles and prophets.

And there are some who, having secured this worldly education, think that they can introduce it into our schools. There is constant danger that those who labor in our schools and sanitariums will entertain the idea that they must get in line with the world, study the things the world studies, and become familiar with the things the world becomes familiar with. We shall make grave mistakes unless we give special attention to the searching of the word. The Bible should not be brought into our schools to be sandwiched between infidelity. God’s word must be made the groundwork and subject matter of education. It is true that we know much more of this word than we knew in the past, but there is still much to be learned.

The true higher education is that imparted by Him with whom is “wisdom and strength,” out of whose mouth “cometh knowledge and understanding.” Job 12:13; Proverbs 2:6. In a knowledge of God all true knowledge and real development have their source. Wherever we turn, in the mental, the physical, 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.

Counsels to Parents, Teachers, and Students, 11-17.

Lord, What Do You Want Me To Do?

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“To His servants Christ commits ‘His goods’—something to be put to use for Him. He gives ‘to every man his work.’ Each has his place in the eternal plan of heaven. Each is to work in co-operation with Christ for the salvation of souls. Not more surely is the place prepared for us in the heavenly mansions than is the special place designated on earth where we are to work for God.” Christ’s Object Lessons, 326.

“Lord, what do you want me to do?” Today, more than ever, choosing, preparing for, and practicing our occupations have become fraught with a bewildering array of difficult decisions and obstacles. Yet an attempt to address some of these without recognizing the recourse we have to practical solutions when serving Christ would be to express a lack of faith. “Trust in the Lord with all thine heart; and lean not unto thine own understanding. In all thy ways acknowledge him, and he shall direct thy paths.” Proverbs 3:5, 6. These words are not just a trite familiar phrase, but are part of our living faith. This powerful promise is prefaced with an all-encompassing condition: the complete surrender of our lives, our affections, and ambitions to the Lord.

Preparation is not an event, but a continuous exercise of our time. Our personal diligence and time management to exercise our minds through study, prayer and cultural development and our bodies through temperance, manual labor, and exercise are the foundation of preparation. Do not simply wait for a teacher, friend, pastor, or parent to direct you in specific lines of preparation. The guidance they offer may be extremely important, but the preparation constitutes, with or without the counsel of others, what we make of our time. Ellen White often uses the phrases “usefulness in this world” or “usefulness in this life” to describe the product of this general preparation. “The strength or the weakness of the mind has very much to do with our usefulness in this world and with our final salvation.” The Review and Herald, September 8, 1874.

Inspiration further guides us with specific branches of education that should be taught to all persons as part of preparation for life’s work. Foremost is the study of the Bible, which in addition to the overarching education of salvation it gives, integrates the teaching of important lessons of history, prophecy, health, poetry, composition, public speaking, etc. General preparatory studies should include: human nutrition and physiology, agriculture, home-making skills, voice culture in speech and song, and financial stewardship. (See the book Education by Ellen G. White.)

Choosing a specific life work and the requisite education is certainly one of the most difficult topics to address. If the extraordinary cost of most kinds of education were the biggest concern, our situation would be greatly improved. Ellen White told us that our delay to prepare the way for Christ’s second coming would make our work harder. It certainly has in this aspect.

There are many questions one would do well to consider when prayerfully planning a career:

Have I really surrendered all of my plans to God, and am I regularly praying for His leading?

This, by all useful measures, is the foundation of a successful career in this world, and of readiness for the life to come.

Is financial wealth the goal of my career plans?

If so, the answer to the first question is no, and there is an idol in your heart that can be cast out only by conversion. The apostle Paul tells us that “the love of money is the root of all evil: …” I Timothy 6:10. Additionally, it should be noted that the drive to get wealth does not well correlate with personal and career satisfaction.

What kinds of activities do I enjoy, and what are my aptitudes?

When dedicated to God, our aptitudes and interests can be key indicators of God’s plan for our life’s work. The evaluation of aptitudes is just one reason why the general preparatory education is so important. The exposure to a variety of tasks gives one a chance to evaluate aptitudes.

On a more specific note, Ellen White advises that all should have the capability to make their living at some trade. For some, this may be a backup vocation; nonetheless, an aptitude and enjoyment toward at least one trade should be developed.

Additionally, there are varieties of aptitude tests that can be taken independently, or through a career counselor. These tests can prove beneficial in that they may reveal aptitudes that one may not have realized before.

How can I use my aptitudes, with my training and career, to glorify God and to witness to others?

Remember that every person is called to a ministry, no matter what the occupation. Then this question should be one of the most important to answer when preparing for and practicing our vocations. Any vocation can and should be used directly and indirectly to help further the gospel.

How would my calling be a blessing to society?

The work of Jesus, while here on this earth, was continually a blessing to society. From carpentry to preaching and healing he lived constantly to be a blessing. As we follow Christ’s example we will also find that this is one of the keys to personal and career satisfaction.

What advice or comments do the Bible and Spirit of Prophecy have to say about my intended vocation, and the requisite education?

The list of occupations that are dealt with in some way by the Bible and Spirit of Prophecy is long. Have you studied the subject matter out? The Bible and Spirit of Prophecy also have much to say regarding education. Anyone preparing for a career, or planning to switch careers, should include a prayerful study of inspired writings. In particular, the books Proverbs, Ecclesiastes, I and II Timothy and Education should be carefully investigated.

How will my job choice and location affect my Sabbath keeping?

Certainly there are a number of job types that are not suitable to consider when factoring in Sabbath keeping. And one’s latitudinal location affects the clock time during which the Sabbath is kept, and needs to be considered.

Among jobs that are profitable to consider, jobs in the medical field have a special relation to the Sabbath. Anyone considering a career in one of the medical professions should carefully examine what the Spirit of Prophecy says about Sabbath keeping and the medical professions. A balanced summary of that counsel is beyond the scope of this article. But I will leave the reader with an additional question to ponder if considering a job in a hospital setting: Is the Sabbath respected in the institutions at which I seek employment?

But this is actually a broader question than it may at first appear. There are potential jobs that require an investment of time that would lead many people to make the job and/or requisite education the number one focus of their life. This, then, effectively enshrines the career as an idol, diminishing Sabbath keeping. Great care must then be exercised when considering especially time-intensive career choices.

In my chosen career, will I be directly supporting the advancement of sin?

Certainly the answer should be, No. At first thought, this may seem to be either an obvious or strange question. But it is worth a second thought. Of course, as a Christian you would easily eliminate jobs directly tied to the production of alcohol or tobacco, for example. But it is worth considering the many ways that our economy is integrated, and estimating how closely an industry or particular job may be tied to the overt degradation of society.

An example question could be: As a financial advisor, would I ever be directed to recommend investments in companies in the entertainment, alcohol, or tobacco industries because my recommendations must be based solely on their financial prospects? If so, how could I retain my independence as an advisor?

Are potential social benefits the prime goal of my educational endeavors?

The desire to be with friends of like age and educational goals, and to find a husband or wife, are the prime focus of many who are preparing for careers in college. While the desire for the wholesome social benefits of an education has a place, that place must be subservient to the preparation of life’s work; otherwise that proper preparation is in jeopardy.

Traditionally, for Seventh-day Adventists, this desire has been assumed to be met at a Seventh-day Adventist college or university. The disastrous position of these institutions with respect to God’s plan of education laid out in the Bible and Spirit of Prophecy has been well chronicled. As such, they are generally bereft of this benefit.

How may my chosen vocation interact with labor or trade unions?

Ellen White specifically says that God’s people are not to be members of unions. Many trades are tightly connected with unions. The relationship between a chosen trade and unions should be examined carefully. Also, the apprentice should be aware of whether or not he has a legal right to work without belonging to a union. This is the case in some states (“right-to-work” states). Finally, it should be noted that unions have been making in-roads into professions. Notably, this is true of the teaching and nursing professions. Additionally, this author is aware of cases involving the unionization of physicians and engineers.

Can I obtain the education I need with a prudent investment of money and time?

Like a number of these questions, the details of the answers are large, and vary from case to case. But, in general, let the student consider that today, many professionals leave school with more than $100,000 of debt, and no prospects of paying this off quickly. While we do not flatly take the position that to incur debt for any amount, time or reason is wrong or unwise, we should remember the truth that “the borrower is servant to the lender.” Proverbs 22:7. Inspired counsel on investment in time and debt should be studied.

What kind of education do I need, and can I obtain it without being warped?

In today’s world, it is not possible to obtain a college or graduate education in many areas of study and in many circumstances from any institution, and not be warped—if we are acting presumptuously. Presumption would include choosing a career and educational path that would require direct, regular, active study of (or participation in, as the case may be) things such as: evolution, spiritualism, materialism, paganism, skepticism, competitive sports, fiction, and drama. This is because we already have specific counsel from inspired writings not to engage in these activities.

If the student is not truly converted—has not committed all of his aspirations to Christ—the unconverted desires may be interpreted directly as God’s will, and the student will find himself acting presumptuously as he chooses an education and career. It is then that he is most vulnerable, and most unaware of his vulnerability!

If you are paying attention to what has been happening in education, you surely realize that there is no field of study that is not at minimum tainted in some way (directly or indirectly) with one or more of these listed problems. If there were no other reasons (but there are), this is sufficient to bar any and all from making sweeping specific recommendations regarding any area of study. We should keep in mind that God would have us all be intellectual Christians (Testimonies, vol. 3, 160), but that in seeking intellectual excellence through education, many have unwittingly allowed worldly philosophy to make them skeptical of the power of the gospel. Remember, in Christ’s time, it was the common people who heard Him gladly. And this is still often true.

Regarding educational preparation, much prayer, and individual counsel from godly advisors, is needed for each individual case.

“A knowledge of science of all kinds is power, and it is in the purpose of God that advanced science shall be taught in our schools as a preparation for the work that is to precede the closing scenes of earth’s history.” Christian Education, 83.

How transportable and flexible is the career of my choice?

This has to do directly with the potential demand for your services in domestic and foreign labor markets, your employability (including self-employability), and what living location options are reasonable for you to expect. Even within a category (such as physician, attorney, or engineer, for example), the answers to these questions can vary greatly depending on the specialty.

How will my career choice fit with a family and church?

Since career choices, at least for the young, often come at a time when they are also thinking of marriage and family aspirations, each should prayerfully consider these subjects together and the mutual impact they have on each other. Counsel from godly parents and friends is of special value here.

Have I done some research to find out what options are really out there?

Actuary, stevedore, apiarist, pattern maker, industrial hygienist: it is advisable that one become familiar with a wide variety of occupations. If you are not familiar with a wide variety of occupations, you may be missing details, or even broad categories of labor, that would well suit you.

If it is a career that you are already familiar with in name, such as a nurse, teacher, mechanic, or accountant—how well do you really know what the job entails? In-depth research would include finding people who are in the field, and interviewing or shadowing them.

Evaluating mid-career options:

If you are in mid-career, you may have occasion to ask: “Where do I go from here?” If you are simply working to survive, your general career preparation was deficient, or your career does not suit you well.

It is true that we cannot perfectly redeem the past, but with God’s help we may make greater strides in our work, both for this life and in preparation for the next, than we can easily imagine. Remember that one of Satan’s traps is to keep people so caught-up in the business of life and earning a living that Christ loses His place at the center of affection. (Matthew 13:7, 22.)

Certainly the Lord can help you optimize a job situation that may not seem to suit your life plan best if you are willing to diligently apply yourself. It is possible that you should seriously consider your options to change employment, but not without carefully considering a potential new career from all angles. Otherwise, you may find yourself jumping from one poor-fitting job to another, and falling farther behind financially for doing so.

There are many tools for examining mid-career improvement and change potential. As always, at the top of the list are the Bible and prayer. Godly, wise friends and family may also be an important resource, (See Testimonies, vol. 1, 224, 225 on the use of counsel.) Other potential tools may include (depending on the occupation involved) community college, distance education, gospel ministries, agricultural extension agents, books, SCORE (non-profit organization of counselors to small entrepreneurial businesses), licensing organizations, etc.

The biggest challenge and obstacle to development that any mid-career person is likely to find is the need most of us have to improve our mental discipline and time management. Without this discipline, success in any line will prove elusive.

Secular vs. gospel employment:

But wait, you say, “Your specific occupational examples focused a lot on secular employment, and obtaining the requisite education for secular employment. That is not what is most important about career planning. What about preparing for employment as direct, full-time gospel workers: missionaries, pastors, evangelists, Bible-workers, Christian educators, and medical workers?”

What of gospel employment?

Some questions one should ask before choosing an education and career. But nothing was said about employment directly in God’s work. That certainly is a most important employment option for one to consider. The relation of secular lines of employment to the work of the ministry in various lines is a very important discussion.

There is an enormous dearth of Historic Seventh-day Adventist (SDA) churches and institutions—and the pastors, Bible workers, teachers, and medical professionals that should be employed by them to lead out in the spreading of the three angels’ messages. There is a lack of people willing to take the large risk of committing to these fields, but there is also a critical lack of a support base for these people. This is a large-scale problem. But, as we will find out, large-scale solutions to problems of this type must start with individuals and families. That is where you and your occupation fit into this problem, reader, and that is what I want to discuss with you.

Isaiah, through inspiration, tells us: “Behold, the Lord’s hand is not shortened, that it cannot save …” Isaiah 59:1. We need to first remind ourselves that God has not made His ability to complete His work on earth completely dependent on man! What hopelessness would be our case if it were so? If needed, God can turn to the rocks. But, amazingly, He has made His work partially dependent on us! Paul says, “For whoever calls on the name of the Lord shall be saved. How then shall they call on Him in whom they have not believed? And how shall they believe in Him of whom they have not heard? And how shall they hear without a preacher? And how shall they preach unless they are sent?” Romans 10: 13–15.

God has promised that there will be people who choose to cooperate with Him in finishing His work (see, for example, Isaiah 55:5–11 and Malachi 3:16–18), but this power of choice means that Seventh-day Adventists collectively and individually may or may not be part of that work. The fact that the SDA denomination has strayed significantly from God’s plan for finishing His work is well documented elsewhere. The denomination has been actively opposing those who are preaching and teaching present truth for a number of years now. And the tightly centralized organization of the denomination makes it difficult at best to associate with it regularly without being indirectly involved in their work that often ultimately impedes the gospel. We need to examine for ourselves the implications of this for our occupations.

The reality of our current situation as Historic Seventh-day Adventists is that we could not have a more scattered approach to this problem. There are a number of independent, congregational-style churches (with different names due to past lawsuits and ongoing threats of lawsuits) which have organized in a number of places around the world. A few of them are organized to evangelize and fend off fanaticism. A few of them are capable of hiring pastors and/or Bible workers.

But many Historic Seventh-day Adventists are ambivalent about supporting these churches regularly; and this ambivalence breeds weakness. They may have found a conference church nearby with a good pastor, or another one with a good Sabbath school teacher. Perhaps they worship at home, or just put up with some error, some immodest dress, some poor music, etc. Only when some special weekend revival meeting by one of a select number of ministers is held in their area do they congregate together. This sporadic, halting congregating has in part led to a loss of vision for what the business of God’s church really is. Weekend revivals are a wonderful blessing, but that is not the mission of the church. We, as Historic Seventh-day Adventists, are not in a position to evangelize in any major way—either to invite the world into General Conference-sponsored SDA churches because of apostasy, or to invite them into Historic SDA churches because we have not taken the collective action to ensure that they exist and function robustly!

The organization of the church mutually obligates secular employed and gospel employed workers:

At the outset of the Christian church, Christ placed the physical welfare of the gospel laborers largely in the hands of those employed in secular labor, (See, for example, Matthew 10:1–15 and I Corinthians 9: 1–14.) He placed the organization of the churches for: 1) missionary work (Titus 1:9) and 2) prevention of heresy and fanaticism (Titus 1:10, 11) largely in the hands of apostles and elders (see Titus 1:5–11, I Timothy 3:1–7, I Thessalonians 5:12–15 and The Acts of the Apostles, 262), and the ongoing welfare of the church largely in the hands of elders, deacons, and deaconesses. (See I Timothy 3:8–13, Acts 6, The Acts of the Apostles, 89, 90, and The Review and Herald, July 9, 1895.) Thus those with secular occupations and those employed in the gospel work have mutual obligations to each other through the church body. (See I Corinthians 12:18–25.) If you have a secular job, you have a duty to consider what responsibility you have in helping God’s people collectively work toward making the work of pastors, evangelists and teachers viable! This includes financial support, but, as we will see, goes well beyond it.

Collective intelligence and our collective will to action:

God has appointed both individual and collective will to humans. As Historic SDAs, we have long exercised our muscle of individual will and action, while our muscle of collective will, intelligence, and action has nigh atrophied. In Heaven, the collective will to action is critical to success in the Great Controversy! What about our collective action?

Let us illustrate the importance of collective intelligence and action for God’s remnant by comparing our needs to evangelize and educate with large-scale projects in the secular world. There are millions of very talented, intelligent and industrious people in our world, but not a single one of them knows in full how to create and manage a major infrastructure project, build a jet plane or computer, or manage a monetary system. Nor can one person simply assign a specified amount of physical and mental energy to be expended by a group of people working separately and accomplish any of these projects. All of these projects require collective intelligence. If the secular world we live in was managed like our gospel work, we would all be tool-poor, barterers, and hunter-gatherers the world over! (Luke 16:8.) It is a key responsibility of each person in the church with secular employment to be a part of the collective intelligence and will to action that is needed so that gospel workers can be trained and hired!

God, in His infinite wisdom, has given to His church collective tasks in evangelism and education that simply cannot be met exclusively by exercising our talents individually! There are parts of our individual characters that simply cannot be properly developed unless we are at least attempting to work collectively. Unfortunately, many of us have been assuming otherwise.

The need for gospel workers and teachers today cannot be satisfied exclusively with some portion of the General Conference of SDAs that is doing a good work—however good that work may be! For example, the Michigan Conference and Amazing Facts are not in a position to hire all of the gospel workers that are needed, nor are they in a position to exercise collective action with the General Conference on all fronts. However large this problem may seem, we must at minimum not ignore it, or pretend that because it takes the action of many, we are in no position to make an attempt to rectify it. You can see that this is about much more than pooling our money.

Difficult Questions and Risk:

It is time to consider more than theoretical future solutions; it’s time to consider pragmatic ones. It is past time to ask some very difficult questions, questions such as: “If someone felt called to the gospel ministry (the gospel ministry as defined in Testimonies to Ministers), what real employment options do they have? Would you want to be in their shoes? Are you in their shoes? (Remember, God will call 11th hour workers from secular employment to gospel employment.) What would it take to train and hire workers? Would the Historic SDA church nearest me need to be better organized? Could I help? Would it take more than one local church to get the job done? Would I be prepared to recognize and act collectively with 11th hour workers from other churches? Would it take things like an identity, plans, goals, boards, and bank accounts? Am I an amicable enough person so that others could get along with me well enough to prosecute a plan of action?

The preceding paragraph may sound like heresy to some. But we are halfway there, and that half-way position will not long be stable. There exist historic SDA churches. There are groups of Historic SDA churches working together in various places in the world. There are Historic SDA teachers and medical professionals. And all of these exist because people believe that the gospel message drives and defines the identity of the remnant, and not the other way around! (Revelation 14:12.) Today we are either half wrong, and need to close shop on these activities, or we are half right, and need to “strengthen the weak hands and confirm the feeble knees.” [Isaiah 35:3.]

You may be tempted to say that the thought of working on a large scale is preposterous, given our current situation and the shortness of time. You may ask, “Do you really expect to launch some large, potentially bureaucratic edifice for training and employing workers when God has said that He will complete His work through surprisingly simple means?” These are fair questions, and they are best viewed through the following statement and a question. First, a statement: A large organization does indeed have the potential to be corrupted by politics, but when we realize the difficulty we have in organizing even two small churches to work together, this problem finds its place lower down on the list of current problems. Second, a question: Even though God has said that He will finish His work in simple ways that will astound us, do you think that He will sanction our part in that work if we simply excuse ourselves from attempting to act collectively, because it is hard to do and takes time?

Finally, let us speak about risk. The good news for us is that Christ has already guaranteed the outcome of the war; there is zero risk that He will lose the great controversy. But there is very real risk in each battle of the great controversy, risk that souls will be lost. When you undertake a project by yourself, you are individually, to a large degree, in control of the risk of failure. When you engage in collective intelligence and action, you as an individual are in a much smaller way in control of the risk of failure. Act collectively with others only in prayer, and with the knowledge that you are collectively putting your efforts at the risk of each other’s good will. There is no way to make money through investment without putting money at risk of loss—at least temporary loss. And when we invest our talents for Christ, we may indeed realize temporary loss and may not in this life realize the gain of our investment. But our risk in these endeavors pales to the very real risk that God made to save you and me, the risk of the loss of His own Son! May God bless you as you prayerfully consider these words.

John T. Grosboll, PE is a mechanical engineer living near Vancouver, Washington. His secular employment includes several years of experience in primary metals and transportation-related industries. He, along with his wife, is actively involved in the work of the Historic Message Church in Portland, Oregon. He may be reached at Grosbolls@yahoo.com.

The Purpose of Missionary Schools

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In mid-1989, my brother Colin and I spent two hours in the office of Pastor Enoch Olivera, then Vice-President of the General Conference. Pastor Olivera, a Brazilian, was a fine Seventh-day Adventist administrator, one who loved the Lord and His truth. As he poured out his heart to us, tears ran down his cheeks. He had held his post for nine years. One by one, Pastor Olivera enumerated his heartaches. He loved the Seventh-day Adventist church, but as he saw the actions of many administrators, he was full of forebodings.

Among a number of his expressed concerns was his fear for the souls of Seventh-day Adventist young people attending Seventh-day Adventist colleges in North America. He concluded his remarks with sorrowful words. “I cannot recommend to God’s people any one of our North American Division Colleges as a safe place for them to entrust the training of their young people.”

Pastor Olivera passed to his rest three years later, but his tears are still before my eyes and his words continue to ring in my ears. As a fourth generation Seventh-day Adventist, the Seventh-day Adventist message, based on the Bible and the Spirit of Prophecy, is to be found in the marrow of my bones. That map and Christ’s love are the divine driving-force of my life. To see the degeneration of our educational system, which has spanned over the past 50 years, greatly distresses me. Have our church administrators and educators lost sight of the accountability due of them as they stand before the judgement bar of God? Have they neglected to consider the eternal destiny of each young soul they teach?

It would seem to any spiritually-minded observer that the answer to each question posed above is “Yes.” How else can we explain the reckless disregard of the numerous divine counsels with which our colleges have been blessed?

Following the acceptance of the false principle of state accreditation in 1931, colleges followed a policy that has led to an escalating course of decline. Inspiration warned of such a consequence: “Those who seek the education that the world esteems so highly are gradually led further and further from the principles of truth until they become educated worldlings. At what a price have they gained their education! They have parted with the Holy Spirit of God. They have chosen to accept what the world calls knowledge in the place of the truths which God has committed to men through his ministers and prophets and apostles. And there are some who, having secured this worldly education, think that they can introduce it into our schools. But let me tell you that you must not take what the world calls the higher education and bring it into our schools and sanitariums and churches. We need to understand these things. I speak to you definitely. This must not be done.” Review and Herald, November 11, 1909.

Seventh-day Adventist education has not followed God’s counsel, but the counsel of unconsecrated men. When, in 1966, the South Pacific Division accepted state aid for its schools, it followed a course which doomed the entire system. At Carmel College, shortly after accepting “no strings attached” state aid, the accreditation committee inspected the school’s library and noted that it was “deficient” in novels. Rather than lose accreditation we introduced “good” novels to the school library, in total disregard of divine counsel. Other examples of the results of the acceptance of state aid, in the South Pacific, is that in New Zealand every Seventh-day Adventist school has joined the government school system. They have school boards consisting of a mixture of Seventh-day Adventists and those not of our faith and they follow the obligatory process of advertising senior school administration post vacancies in the secular press. Avondale College, Australia’s only Seventh-day Adventist Tertiary Educational Institution has four non-Seventh-day Adventist Board members. Students who drink alcohol, play rock music (even on Sabbath) or commit adultery, cannot be expelled because the state prohibits expulsion for such “inconsequential” matters. As a result, these breeches of Seventh-day Adventist standards are not infrequent.

 

Adventist-schooled Youth No Different from Worldly Youth

 

It comes as no surprise to learn that a recent study of Seventh-day Adventist’s aged between 19 and 24 years, undertaken as part of a Ph.D. degree by Pastor Bradley Strahan in conjunction with Pastor Berry Gane, Youth Director of the South Pacific Division, revealed that “there was no significant difference between young adults who were Adventist schooled, partly Adventist schooled or non-Adventist schooled on the measure of Christian commitment, denominational loyalty, doctrinal orthodoxy, social responsibility, self-esteem, egoidentity, or participation in at risk behaviors” South Pacific Division Record, May 2, 1998.

What were these “at-risk behaviors?” Let us summarize:

  1. Nearly 30 percent of participants reported experiencing some kind of abuse. (The South Pacific Division Record, July 25, 1998, has since discussed the protection of Seventh-day Adventist children and youth from abuse in the church.)
  2. More than half the perpetrators of abuse attended church; nearly one in five were involved in church leadership.
  3. Forty-four percent of the participants had engaged in premarital sex at least once, with more than one-half of these (54 percent) using no contraceptives.
  4. More than 40 percent of participants reported drinking in the past 12 months; more than 20 percent reported binge drinking.

The study reported that “The figures are so close to national norms they suggest that Adventists are not much different from the rest of the population.” (Ibid.)

If we are true Seventh-day Adventists then we are different! True Seventh-day Adventist education does make a profound difference!

In the United States, Seventh-day Adventist Colleges have advertised a large range of gay and lesbian books advertised by the book store (La Sierra University), permitted the cardinal archbishop of Baltimore, Cardinal Kesler, Chairman of the Roman Catholic Bishop’s conference, to preach on the subject of baptism during a Thursday evening in their church (Union College, Nebraska), published specifically Roman Catholic depictions of Christ in their student identification book (Andrews University), provided free condoms for students (Walla Walla College), led out in defiance of the position of the world church by ordaining women pastors (Columbia Union College), formed a gay and lesbian society with two theology professors, a sociology professor and two deans on the committee (Walla Walla College), employed a chaplain and teacher who published a book, freely sold in Adventist book centers, which advocated that unmarried couples should engage in sexual activities, the one limitation being that both parties agree (Loma Linda University), arranged abortions for their students (Pacific Union College), accepted students full of faith in God’s message and graduated them filled with doubt (Walla Walla College), promoted interschool sporting competitions (Columbia Union College and Southwestern Adventist University), taught that Christ is not our example, that the redeemed will sin after the close of probation, that the Holy Spirit does not dwell in the heart of the individual and that the day-year principle is invalid (Southern Adventist University).

Do we need self-supporting schools? Not necessarily! We only need self-supporting schools if they teach fidelity to scriptural truth and shun worldly accreditation. Such are most assuredly required. With our denominational tertiary institutions largely given over to worldly education, it is little wonder that faithful denominational leaders have cried out. Elder Robert Pierson stated, two decades ago, that even then “there are those in the church who belittle the inspiration of the total Bible; who scorn the first eleven chapters of Genesis; who question the Spirit of Prophecy’s short chronology of the age of the earth; and who subtly, and not so subtly, attack the Spirit of Prophecy.” That Elder Pierson was focusing his remarks upon our tertiary educational system cannot be denied, for he continued in his article, “Fellow leaders, beloved brethren and sisters, don’t let it [the intrusion of the apostasy cited above] happen! I appeal to Andrews University, the seminary, to Loma Linda University. Don’t let it happen! We are not Seventh-day Anglicans, not Seventh-day Lutherans, we are Seventh-day Adventists!” Adventist Review, October 26, 1978.

This was good reason for the editor of the Adventist Review, Pastor Kenneth Wood, to write eighteen years ago: “We confess that we are alarmed by the fact that some of our colleges seem to be drifting away from the standards and objectives established for them by their founders. We are alarmed by the secular climate that prevails on some campuses. We are alarmed by the strange winds of doctrine that blows on some campuses. We are alarmed by lax moral standards that prevail on some campuses. We are alarmed by the feeble efforts put forth by some administrators and faculty members to create a spiritual climate that will prepare students for the greatest event in earth’s history, the Second Coming of Jesus.” Adventist Review, February 21, 1980.

 

Where are the Watchmen on the Walls?

 

While men like Elders Pierson and Wood sat in the General Conference office, men who were prepared to openly denounce the in-subordination of God’s people and pastors, some hope of reform was cherished in the hearts of God’s true flock. But, where do we hear such public denunciations today in an era where our colleges and universities have degenerated to a level vastly lower than that of two decades past? Any institution which works to prepare young people for the service of God seems to be the butt of attacks from the General Conference. (See Issues published by the North American Division in 1992 and spread worldwide by the General Conference administration.) The gross abominations in the denominational colleges produce paralysis of the vocal cords and of the writing-hands of the very same administrators. The Adventist Review likewise is silent on these matters.

When these colleges pervert their high and holy calling, administrators claim impotency to correct the matter. But they do hold, within their responsibility, to act-not as dictators, but as faithful shepherds standing on the walls of Zion, blowing the warning trumpet (Ezekiel 33:2–10). When a college, such as Walla Walla, rejects efforts to reform its disgraceful record, it is beholding upon church administrators to publish widely the fact that it is no longer a Seventh-day Adventist institution and warn God’s flock of the peril to the souls of their children should they seek to enter that college. The staff should be notified that no longer will they receive denominational service credit for their employment in the college and, further, the administration should be informed that no longer will the institution be a recipient of denominational subsidy.

Denominational administrators have abrogated their responsibilities as watchmen unless they protect God’s people and warn them, not in a corrective manner, but in sincere fulfillment of their duty as watchmen on the walls of Zion. It is no longer acceptable to excuse their inaction on the grounds that the college will lose its accreditation (that would prove to be a wonderful benefit to the institution in any case), or that the Labor Department would not permit dismissal of staff. These are limp excuses for failure to undertake one’s beholden duty in the cause of our Lord. The answer is to divest the denomination of unfaithful institutions which are determined to destroy the faith of the flower of our youth.

It is essential that we learn the lessons of the First Advent. Why did John the Baptist fail to enroll in the schools of the rabbis? John was the son of a priest, he was a descendant of Levi and clearly was a man of high intellect. He was a prime candidate to enter into such training. But God, in choosing John to preach the Elijah message of the First Advent, specifically forbade such a course. We need not speculate why the Elijah message was not presented by a graduate of the denominational colleges of his day. Inspiration clearly testifies to the reason: “The training of the rabbinical schools would have unfitted him [John the Baptist] for his work. God did not send him to the teachers of theology to learn how to interpret the Scriptures.” Desire of Ages, 101. So it must be today.

In Australia and New Zealand, I warn parents, who desire their children to be trained for service in God’s work, that Avondale College is an unfit institution to prepare their children for such a purpose. I do so, not because I have any disaffection for Avondale. It is my alma mater, from which I graduated in 1951. Nevertheless, one dare not permit such natural emotions to excuse one from his spiritual duty.

 

Self-Supporting Schools Answer the Call

 

God has clearly set forth for us the principles of an education approved of Him. Our denominational colleges in first world nations, and even many third-world countries, no longer even marginally approach these principles. Those faithful believers need schools of a new order. Today some self-supporting schools are working diligently to meet God’s standards.

Bible prophecy indicates that the two continents, which will figure most prominently into end-time events, are North America and Europe. It is time, long overdue, for the establishment of an institution with high, holy and noble ideals in Europe. The European Institute of Health and Education (EIHC) Lia-Ullared, Sweden, has been established, but with a commitment to the training of young men and women to take God’s last message to the world.

European Institute of Health and Education is providing a one-year work-study program. The board is convicted that we are at the very end of earth’s history and that it is now time to expedite the training of these young people. Filled with the Holy Spirit, we believe that these youth will go forth to complete the task in Europe and beyond.

The Board and Administration of the European Institute of Health and Education take seriously God’s counsel. “To supply the need of laborers, God desires that educational centers be established in different countries where students of promise may be educated in the practical branches of knowledge and in Bible truth. As these persons engage in labor, they will give character to the work of present truth in the new fields. They will awaken an interest among unbelievers and aid in rescuing souls from the bondage of sin. The very best teachers should be sent to the various countries where schools are to be established, to carry on the educational work.” Testimonies, vol. 6, 137.

The European Institute of Health and Education will have a small faculty, but in heeding the divine counsel cited above, it has searched the world in order to provide the highest quality of teachers for the school which will be known as the Lia Missionary Training School. Already the eight-member board is drawn from four continents—Europe, North America, Africa, and Australia—in order to provide a breadth of experience upon which to draw.

The board will not base its policies and curriculum upon those of denominational colleges. We are committed to following divine counsel and avoiding such a mistake. “I have been shown that in our educational work we are not to follow the methods that have been adopted in our older established schools. There is among us too much clinging to old customs, and because of this we are far behind where we should be in the development of the third angel’s message. Because men could not comprehend the purpose of God in the plans laid before us for the education of workers, methods have been followed in some of our schools which have retarded rather than advanced the work of God.” Counsels to Parents, Teachers and Students, 533.

The board and administration recognize that, “Without the influence of divine grace, education will prove no real advantage; the learner becomes proud, vain and bigoted.” Ibid., 94. The education provided at the new institution will point each young person to a heart relationship with Christ and personal sanctification. This, the Lord terms “Higher education.” “Higher education is an experimental knowledge of the plan of salvation, and this knowledge is secured by earnest and diligent study of the Scriptures. Such an education will renew the mind and transform the character, restoring the image of God in the soul. It will fortify the mind against the deceptive whisperings of the adversary, and enable us to understand the voice of God. It will teach the learner to become a co-worker with Jesus Christ, to dispel the moral darkness about him, and bring light and knowledge to men. It is the simplicity of true godliness— our passport from the preparatory school of earth to the higher school above.” Counsels to Parents, Teachers and Students, 11.

We can have no higher ambition for the students who are privileged to enter the portals of the Lia Missionary Training School than, “To restore in man the image of his Maker, to bring him back 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.” Education, 15, 16. This, too, is the purpose of Lia Missionary College, for no young person devoid of Christian character perfection will be entrusted with the Latter Rain power so essential for the final proclamation of the Loud Cry Message.

Will Lia reach its high and holy destiny? Only by God’s guidance. That destiny is summarized in the wonderful words of inspiration, well known to us all: “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 do 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.” Education, 13.

Is Lia Missionary College necessary? The general state of Seventh-day Adventist education demands institutions such as Hartland and Lia and the proposed Southland Institute in Australia. May God’s flock keep these institutions in their prayers. God needs the graduates of these schools, and in the history of eternity, their work will be recorded as having faithfully prepared God’s army of youth, rightly trained, who will shoulder the unprecedented task of taking the last message of warning to the six billion inhabitants of this earth. These youth will have been taught and will have accepted the divine principle that “In the highest sense, the work of education and the work of redemption are one.” Education, 30.

 

Bible Study Guides – Knowledge Acquired From God’s Word

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April 22, 2012 – April 28, 2012

Key Text

“Happy is the man that findeth wisdom, and the man that getteth understanding.” Proverbs 3:13.

Study Help: Testimonies, vol. 8, 311–324.

Introduction

“Received, believed, obeyed, it [the whole Bible] is the great instrumentality in the transformation of character. And it is the only sure means of intellectual culture.” Testimonies, vol. 8, 319.

1 ESSENTIAL KNOWLEDGE

  • What fundamental knowledge is essential to salvation? John 17:3.

Note: “The knowledge of God as revealed in His word is the knowledge to be given to our children. From the earliest dawn of reason they should be made familiar with the name and the life of Jesus.” Testimonies, vol. 8, 320.

  • What is to be the children’s first lesson, and how, by example, can parents impress it in their heart? Psalm 89:26; I John 4:11.

Note: “The very first lesson given them [to our children] should be that God is their Father. Their very first training should teach them to render loving obedience. Reverently and tenderly let the word of God be read and repeated to them, in portions suited to their comprehension and adapted to awaken their interest. Above all, let them learn of His love revealed in Christ, and its great lesson:

“ ‘If God so loved us, we ought also to love one another.’ I John 4:11.” Testimonies, vol. 8, 320.

“Some parents do not understand their children and are not really acquainted with them. There is often a great distance between parents and children. …

“They [the father and the mother] should make themselves companions to their children.” The Adventist Home, 190.

2 EXPERIMENTAL KNOWLEDGE

  • With what descriptions could the disciples say they knew Christ?
  • John (I John 1:1)
  • Peter (II Peter 1:16–18)
  • The Twelve and more than 500 believers (I Corinthians 15:5–7)
  • Paul (I Corinthians 15:8; Acts 9:4, 5)
  • How can we personally know Christ—and teach our young on such a basis? Psalm 34:8; Ephesians 3:14–19.

Note: “Let the youth make the word of God the food of mind and soul. Let the cross of Christ be made the science of all education, the center of all teaching and all study. Let it be brought into the daily experience in practical life. So will the Saviour become to the youth a daily companion and friend. …

“Through faith they will come to know God by an experimental knowledge. They have proved for themselves the reality of His word, the truth of His promises. They have tasted, and they know that the Lord is good.” Testimonies, vol. 8, 320, 321.

  • How can we develop our knowledge of God? John 5:39; 14:6, 7.
  • What should all be able to declare? Galatians 6:14; II Timothy 1:12.

Note: “Everyone may be able, through his own experience, to ‘set his seal to this, that God is true.’ John 3:33, ARV. He can bear witness to that which he himself has seen and heard and felt of the power of Christ. He can testify:

“ ‘I needed help, and I found it in Jesus. Every want was supplied, the hunger of my soul was satisfied; the Bible is to me the revelation of Christ. I believe in Jesus because He is to me a divine Saviour. I believe the Bible because I have found it to be the voice of God to my soul.’ ” Testimonies, vol. 8, 321.

3 THE YOUNG ARE NOT EXEMPT

  • Why is it so important to instill a Christlike character even in our young children? Proverbs 3:13; 20:11.

Note: “The young are apt to conclude that not much responsibility, care-taking, or burden bearing is expected of them. But the obligation to reach the Bible standard rests upon every one. The light which shines in privileges and opportunities, in the ministry of the word, in counsels, warnings, and reproof, will perfect character or condemn the careless. The light is to be cherished by the young as well as by those who are older. Who will now take a position for God in contrast to the ease-loving and self-indulgent ones?” The Signs of the Times, September 11, 1884.

  • What reality is to be impressed upon the young? Ecclesiastes 11:9.

Note: “Children and youth have trained their minds so that they delight in exciting displays; and they have a positive dislike for the sober, useful duties of life. They live lives more after the order of the brute creation. They have no thoughts of God, or of eternal realities; but flit like butterflies in their season. They do not act like sensible beings, whose lives are capable of measuring with the life of God, and who are accountable to Him for every hour of their time. What assurance has any child or youth that even one day of life may be his? Children and youth die, and they know not how soon their probation will close, and their destiny be fixed for eternal life or everlasting death. Let children and youth take Christ for their example.” The Youth’s Instructor, July 20, 1893.

“In doing the work that was marked out for Him, He [the young Jesus] had no time for indulgence in exciting, useless amusements. He took no part in that which would poison the moral and lower the physical tone, but was trained in useful labor and even for the endurance of hardship.” The Adventist Home, 507.

“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.” Ibid., 287, 288.

4 TOTALLY ALONE WITH GOD

  • What part of Moses’ education inspired a special desire in his heart, and how did God reward his plea? Exodus 3:1; 33:18, 19.

Note: “The most valuable preparation for his [Moses’] lifework was that which he received while employed as a shepherd. Moses was naturally of an impetuous spirit. In Egypt a successful military leader and a favorite with the king and the nation, he had been accustomed to receiving praise and flattery. He had attracted the people to himself. He hoped to accomplish by his own powers the work of delivering Israel. Far different were the lessons he had to learn as God’s representative. As he led his flocks through the wilds of the mountains and into the green pastures of the valleys, he learned faith and meekness, patience, humility, and self-forgetfulness. He learned to care for the weak, to nurse the sick, to seek after the straying, to bear with the unruly, to tend the lambs, and to nurture the old and the feeble.

“In this work Moses was drawn nearer to the Chief Shepherd. He became closely united to the Holy One of Israel. No longer did he plan to do a great work. He sought to do faithfully as unto God the work committed to his charge. He recognized the presence of God in his surroundings. All nature spoke to him of the Unseen One. He knew God as a personal God, and, in meditating upon His character he grasped more and more fully the sense of His presence. He found refuge in the everlasting arms.” The Ministry of Healing, 474, 475.

  • What portion of Paul’s education was vital preparation for his lifework? Galatians 1:15–19.

Note: “In the solitude of the desert, Paul had ample opportunity for quiet study and meditation. He calmly reviewed his past experience and made sure work of repentance. He sought God with all his heart, resting not until he knew for a certainty that his repentance was accepted and his sin pardoned. He longed for the assurance that Jesus would be with him in his coming ministry. He emptied his soul of the prejudices and traditions that had hitherto shaped his life, and received instruction from the Source of truth. Jesus communed with him and established him in the faith, bestowing upon him a rich measure of wisdom and grace.” The Acts of the Apostles, 125, 126.

5 SEEKING THE RIGHT KIND OF GLORY

  • In what does God’s glory consist? Exodus 34:6, 7.

Note: “The Saviour is watching the development of character. He is weighing moral worth. With what pleasure He looks upon the students, both old and young, who are daily hearing the instruction from His written word! …

“The moment we glance inquiringly toward Christ, seeking His grace, He advances to us.” The Review and Herald, October 25, 1898.

“Our lives may seem a tangle; but as we commit ourselves to the wise Master Worker, He will bring out the pattern of life and character that will be to His own glory. And that character which expresses the glory—character—of Christ will be received into the Paradise of God.” The Desire of Ages, 331.

  • By shunning peer pressure and worldly connections, with what healthful sufficiency can we equip our young? Psalms 46:10; 73:25.

Note: “Parents should educate their children to have moral independence, not to follow impulse and inclination, but to exercise their reasoning powers, and to act from principle. Let mothers inquire, not for the latest fashion, but for the path of duty and usefulness, and direct the steps of their children therein. Simple habits, pure morals, and a noble independence in the right course, will be of more value to the youth than the gifts of genius, the endowments of learning, or the external polish which the world can give them.” Temperance, 184.

PERSONAL REVIEW QUESTIONS

1 What knowledge is fundamental to salvation?

2 How can we “taste and see that the Lord is good”?

3 What is forgotten in today’s world of distracting entertainment?

4 Why can times of solitude in nature draw us to God?

5 How does the glory of God differ from the glitter of the world?

Copyright © 2008 Reformation Herald Publishing Association, 5240 Hollins Road, Roanoke, Virginia. Reprinted by permission.

Bible Study Guides – Discerning the Counterfeits

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April 15, 2012 – April 21, 2012

Key Text

“Wherefore do ye spend money for that which is not bread? and your labour for that which satisfieth not?” Isaiah 55:2.

Study Help: Testimonies, vol. 5, 542–549; Ibid., vol. 8, 305–311.

Introduction

“Through educational processes he [Satan, the master mind in the confederacy of evil] is doing all in his power to obscure heaven’s light.” Testimonies, vol. 8, 305.

1 PHILOSOPHICAL SPECULATIONS

  • What warning is found in God’s word concerning human philosophy? Colossians 2:8.

Note: “Philosophical speculation and scientific research in which God is not acknowledged are making skeptics of thousands of the youth. In the schools of today the conclusions that learned men have reached as the result of their scientific investigations are carefully taught and fully explained; while the impression is distinctly given that if these learned men are correct, the Bible cannot be. Skepticism is attractive to the human mind. The youth see in it an independence that captivates the imagination, and they are deceived.” Testimonies, vol. 8, 305.

  • How did certain philosophers react upon seeing Paul? Acts 17:18. What only can be expected of those who know not God? Jeremiah 8:9.

Note: “It is because the human heart is inclined to evil that there is so great danger in sowing the seeds of skepticism in young minds. Whatever weakens faith in God, robs the soul of power to resist temptation. It removes the only real safeguard against sin.” Testimonies, vol. 8, 305.

2 THE INFLUENCE OF UNBELIEVERS

  • Why are unbelieving teachers so dangerous, regardless of their intellectual capabilities? Romans 1:22; I Corinthians 1:20.

Note: “There is nothing that he [Satan] desires more than to destroy confidence in God and in His word. Satan stands at the head of the great army of doubters, and he works to the utmost of his power to beguile souls into his ranks. It is becoming fashionable to doubt. There is a large class by whom the word of God is looked upon with distrust for the same reason as was its Author—because it reproves and condemns sin. Those who are unwilling to obey its requirements endeavor to overthrow its authority. They read the Bible, or listen to its teachings as presented from the sacred desk, merely to find fault with the Scriptures or with the sermon. Not a few become infidels in order to justify or excuse themselves in neglect of duty. Others adopt skeptical principles from pride and indolence. Too ease-loving to distinguish themselves by accomplishing anything worthy of honor, which requires effort and self-denial, they aim to secure a reputation for superior wisdom by criticizing the Bible. There is much which the finite mind, unenlightened by divine wisdom, is powerless to comprehend; and thus they find occasion to criticize.” The Great Controversy, 526.

  • How are the ideas of the young affected by infidel influences, whether from authors, teachers, or friends? I Corinthians 15:33; Luke 6:39.

Note: “Can we … expect the youth to maintain Christian principles and to develop Christian character while their education is largely influenced by the teachings of pagans, atheists, and infidels?” Testimonies, vol. 8, 306.

“If parents desire their children to be pure, they must surround them with pure associations such as God can approve.” Child Guidance, 114.

  • Instead of reading the works of unbelieving authors, what should young people do? Isaiah 34:16; Matthew 11:28–30.

3 EVALUATING OUR BOOKSHELVES

  • What happens to those who study history or theology written by unbelieving authors? Ecclesiastes 12:12; Isaiah 50:11.

Note: “Many who are seeking a preparation for the Lord’s work think it essential to accumulate large volumes of historical and theological writings. They suppose that the study of these works will be a great advantage to them in learning how to reach the people. This is an error.” Testimonies, vol. 8, 307.

  • What warning is given against myths, fairy tales, romance novels, and other fiction, even if they are renowned as “classics”? Isaiah 55:2.

Note: “In the education of children and youth, fairy tales, myths, and fictitious stories are now given a large place. Books of this character are used in the schools, and they are to be found in many homes. How can Christian parents permit their children to use books so filled with falsehood? When the children ask the meaning of stories so contrary to the teaching of their parents, the answer is that the stories are not true; but this does not do away with the evil results of their use.” Testimonies, vol. 8, 308, 309.

  • What effect does reading such publications have upon the minds of children and young people? Proverbs 14:12.

Note: “The ideas presented in these [make-believe] books mislead the children. They impart false views of life and beget and foster a desire for the unreal.

“The widespread use of such books at this time is one of the cunning devices of Satan. … He means that our children and youth shall be swept away by the soul-destroying deceptions with which he is flooding the world. Therefore he seeks to divert their minds from the word of God, and thus prevent them from gaining a knowledge of those truths that would be their safeguard.

“Never should books containing a perversion of truth be placed before children or youth.” Testimonies, vol. 8, 309.

4 PEER PRESSURE AND COMPETITION

  • In many schools, what oppressive influence often carries more weight with the students than either their teachers or their books? Isaiah 3:4.

Note: “The influence of association is never stronger than in school life.” Fundamentals of Christian Education, 297.

“Very many of those who leave their homes innocent and pure, become corrupted by their associations at school.” Ibid., 40.

“Little do parents consider that injurious impressions are far more readily received by the young than are divine impressions; therefore their associations should be the most favorable for the growth of grace and for the truth revealed in the word of God to be established in the heart. If children are with those whose conversation is upon unimportant, earthly things, their minds will come to the same level. If they hear the principles of religion slurred and our faith belittled, if sly objections to the truth are dropped in their hearing, these things will fasten in their minds and mold their characters. … When a wrong impression is left upon the mind in youth, a mark is made, not on sand, but on enduring rock.” Testimonies, vol. 5, 544, 545.

“Those who attend school could have an influence for the Saviour; but who name the name of Christ? and who are seen pleading with tender earnestness with their companions to forsake the ways of sin and choose the path of holiness?

“This is the course which the believing young should take, but they do not; it is more congenial to their feelings to unite with the sinner in sport and pleasure.” Messages to Young People, 205.

  • What evil characteristic of human nature corrupts and pollutes much learning that might have been useful? II Corinthians 10:12.

Note: “More harm than good results from the practice of offering prizes and rewards.” Counsels to Parents, Teachers, and Students, 270.

“You have loved to debate the truth and loved discussions; but these contests have been unfavorable to your forming a harmonious Christian character, for in this is a favorable opportunity for the exhibition of the very traits of character that you must overcome if you ever enter heaven.” Testimonies, vol. 3, 424.

5 A PURE SOURCE

  • What change in our educational ideas does God call us to make if we truly want to follow His ways? Jeremiah 2:13; 6:16; Psalm 119:9, 10.

Note: “In His [Christ’s] teaching we may drink of the pure streams that flow from the throne of God.” Testimonies, vol. 8, 309.

  • What challenge should be our foremost aim? Proverbs 4:23.

Note: “Heart education is of more importance than the education gained from books.” Testimonies, vol. 8, 311.

“We can not afford to separate spiritual from intellectual training. Well may parents dread intellectual greatness for their children, unless it is balanced by a knowledge of God and His ways. It is of great importance that the youth take with them from school an intelligent love for God and His truth. This lies at the foundation of all true knowledge. We are in a world subject to disease and death. He who during his lifetime serves God faithfully has the assurance that he will come forth from the grave to a glorious immortality. Of such a one it may indeed be said, ‘It is well with his soul.’ In every school in our land the Lord God of Israel should be exalted, revered, and honored. In the place of unsanctified rivalry for earthly honor, the highest ambition of students should be to go forth strengthened, established missionaries for God, educators who can teach what they have learned.

“Goodness alone is true greatness.” The Youth’s Instructor, August 31, 1899.

PERSONAL REVIEW QUESTIONS

1 What danger lurks in bowing to the authority of modern science?

2 Why is so much that is taught in today’s typical education a snare?

3 Against what temptation should all guard when studying theology?

4 What types of reading and influences pervert the mind of a child?

5 What should be our real purpose in education?

Copyright © 2008 Reformation Herald Publishing Association, 5240 Hollins Road, Roanoke, Virginia. Reprinted by permission.

Bible Study Guides – Centered in the Family

by

April 8, 2012 – April 14, 2012

Key Text

“Gather me the people together, and I will make them hear my words, that they may learn to fear me all the days that they shall live upon the earth, and that they may teach their children.” Deuteronomy 4:10.

Study Help: Education, 20–22, 33–35, 187.

Introduction

“The education centering in the family was that which prevailed in the days of the patriarchs.” Education, 33.

1 THE HOME OF CHRIST: A MODEL

  • What schools did Christ attend, and how did this reflect the educational method given in Eden before the fall? John 7:14, 15.

Note: “The system of education established in Eden centered in the family.” Education, 33.

“The child Jesus did not receive instruction in the synagogue schools. His mother was His first human teacher. From her lips and from the scrolls of the prophets, He learned of heavenly things. The very words which He Himself had spoken to Moses for Israel He was now taught at His mother’s knee. As He advanced from childhood to youth, He did not seek the schools of the rabbis. He needed not the education to be obtained from such sources; for God was His instructor.

“The question asked during the Saviour’s ministry, ‘How knoweth this man letters, having never learned?’ does not indicate that Jesus was unable to read, but merely that He had not received a rabbinical education. John 7:15.” The Desire of Ages, 70.

  • From what other source did Jesus obtain wisdom? Matthew 6:28, 29.

Note: “He who had made all things studied the lessons which His [Jesus’] own hand had written in earth and sea and sky. Apart from the unholy ways of the world, He gathered stores of scientific knowledge from nature.” The Desire of Ages, 70.

2 FACING THE SIN OF ELI

  • What characterized the sons of Eli, and why? I Samuel 2:12.

Note: “They [Eli’s sons] had no proper appreciation of the character of God or of the sacredness of His law. His service was to them a common thing. From childhood they had been accustomed to the sanctuary and its service; but instead of becoming more reverent, they had lost all sense of its holiness and significance.” Patriarchs and Prophets, 575, 576.

  • How did Eli’s weakness bring God’s frown—and serious disaster—upon Israel? I Samuel 2:29; 4:2, 10, 11, 18, 19, 22.

Note: “Loving peace and ease, he [Eli] did not exercise his authority to correct the evil habits and passions of his children. Rather than contend with them or punish them, he would submit to their will and give them their own way. … The priest and judge of Israel had not been left in darkness as to the duty of restraining and governing the children that God had given to his care. But Eli shrank from this duty, because it involved crossing the will of his sons, and would make it necessary to punish and deny them.” Patriarchs and Prophets, 575.

  • Why are we in danger of bringing a curse upon ourselves by desecrating God’s sanctuary in allowing our children to wander off and band together at the worship hour? Joel 2:16; Habakkuk 2:20.

Note: “Disorder and irreverence have become prevalent [in God’s holy sanctuary], and God has been dishonored. When the leaders in the church, ministers and people, father and mothers, have not had elevated views of this matter, what could be expected of the inexperienced children? They are too often found in groups, away from the parents, who should have charge of them. Notwithstanding they are in the presence of God, and His eye is looking upon them, they are light and trifling, they whisper and laugh, are careless, irreverent, and inattentive.” Testimonies, vol. 5, 496, 497.

3 TAKING HEED

  • What warning is given to every mistakenly fond, indulgent parent? Proverbs 22:15.

Note: “The fond father [Eli] overlooked the faults and sins of his sons in their childhood, flattering himself that after a time they would outgrow their evil tendencies. Many are now making a similar mistake. They think they know a better way of training their children than that which God has given in His word. They foster wrong tendencies in them, urging as an excuse, ‘They are too young to be punished. Wait till they become older, and can be reasoned with.’ Thus wrong habits are left to strengthen until they become second nature.” Patriarchs and Prophets, 578, 579.

“Children are left to come up instead of being trained up. The poor little children are thought not to know or understand a correction at ten or twelve months old, and they begin to show stubbornness very young. Parents suffer them to indulge in evil tempers and passions without subduing or correcting them, and by so doing they cherish and nourish these evil passions until they grow with their growth and strengthen with their strength.” The Review and Herald, September 19, 1854. (Emphasis author’s.)

“You excuse yourself by saying that your children are now beyond your control, too old for you to command. In this you mistake. None of your children are too old to respect your authority and obey your commands while they have the shelter of your roof.” Testimonies, vol. 2, 623, 624.

  • Before having a baby, what should first be considered about the complexity of raising a child to God’s standard of righteousness?

Note: “The question to be settled by you is, ‘Am I raising a family of children to strengthen the influence and swell the ranks of the powers of darkness, or am I bringing up children for Christ?’ …

“Fathers and mothers, when you know that you are deficient in a knowledge of how to train your children for the Master, why do you not learn your lessons? Why do you continue to bring children into the world to swell the numbers in Satan’s ranks? Is God pleased with this showing?” The Adventist Home, 163, 164.

4 ABRAHAM’S HOME: AN EXAMPLE

  • What could God confidently say about Abraham? Genesis 18:19.

Note: “He [Abraham] would not only fear the Lord himself, but would cultivate religion in his home. He would instruct his family in righteousness. The law of God would be the rule in his household.” Patriarchs and Prophets, 141.

  • What key principle did Abraham embody in educating his children? II Corinthians 6:17, 18.

Note: “Abraham sought by every means in his power to guard the inmates of his encampment against mingling with the heathen and witnessing their idolatrous practices, for he knew that familiarity with evil would insensibly corrupt the principles. The greatest care was exercised to shut out every form of false religion and to impress the mind with the majesty and glory of the living God as the true object of worship.” Patriarchs and Prophets, 141.

  • As far as opposition to idolatry is concerned, what parallel can be seen between Abraham and Paul? I Corinthians 10:14.
  • Describe the fruit of Abraham’s way of educating, as shown in Isaac when he heard that he was to be offered as a sacrifice. Genesis 22:1, 2, 6–10.

Note: “It was with terror and amazement that Isaac learned his fate, but he offered no resistance. He could have escaped his doom, had he chosen to do so; the grief-stricken old man, exhausted with the struggle of those three terrible days, could not have opposed the will of the vigorous youth. But Isaac had been trained from childhood to ready, trusting obedience, and as the purpose of God was opened before him, he yielded a willing submission. He was a sharer in Abraham’s faith, and he felt that he was honored in being called to give his life as an offering to God. He tenderly seeks to lighten the father’s grief, and encourages his nerveless hands to bind the cords that confine him to the altar.” Patriarchs and Prophets, 152.

5 SECRETS OF SUCCESS

  • What characterized Abraham’s daily life, and how should our life reflect it? Genesis 13:3, 4; 26:5; Psalm 119:1.

Note: “If ever there was a time when every house should be a house of prayer, it is now. Fathers and mothers should often lift up their hearts to God in humble supplication for themselves and their children. Let the father, as priest of the household, lay upon the altar of God the morning and evening sacrifice, while the wife and children unite in prayer and praise. In such a household Jesus will love to tarry.” Patriarchs and Prophets, 144.

  • Explain the depth of God’s longing for us today. Deuteronomy 4:10.

Note: “There are few parents who realize how important it is to give to their children the influence of a godly example. Yet this is far more potent than precept. No other means is so effective in training them in right lines. The children and youth must have a true copy in right-doing if they succeed in overcoming sin and perfecting a Christian character. This copy they should find in the lives of their parents.” In Heavenly Places, 212.

“Children must see in the lives of their parents that consistency which is in accordance with their faith.” Testimonies, vol. 4, 621.

“Your hired helpers should understand that they are not at liberty to infringe upon any of your rules in regard to the management of your children. If they fail to comply with this requirement, and secretly indulge your children in that which you have forbidden, discharge them at once. Let nothing interfere with your family government.” The Signs of the Times, December 19, 1878.

PERSONAL REVIEW QUESTIONS

1 Where and how did both Adam and Jesus obtain their education?

2 What did Eli falsely assume about the evil ways of his toddlers?

3 What is often underestimated in bringing babies into the world?

4 How can we teach our children to become more like Isaac?

5 How can we become more like Abraham in guiding our homes?

Copyright © 2008 Reformation Herald Publishing Association, 5240 Hollins Road, Roanoke, Virginia. Reprinted by permission.