Category Archives: Education (the book) Study Guides

Philosophy of Education Syllibus

Philosophy of Adventist Education

3 Semester Hours

 

 

Aims of the Course

 

Students finishing this course will be expected to be familiar with the various philosophical presuppositions that underlie many of the choices made in educational work. They should be able to discuss intelligently the challenges to faith that exist in the academic world and the ways to face them.

 

They should be conversant with the principles of education that can be logically developed from the Adventist message of the judgment and the work that Adventists must do. They should have a basis for answering the ethical and methodological questions that are dividing Adventist educational systems today.

 

In particular they should be familiar with Dr. Jan Paulson’s 2003 appeal that Adventist educators cease agitating perplexing and unresolved faith issues, and the history that led up this appeal. They should feel comfortably familiar with the Ellen White book Education. Their future educational choices should be consistent with their philosophical presuppositions.

 

Notes on Projects:

 

Projects are assigned at the beginning of the class period where they are found in the outline below. They are due at the beginning of the next class where a project is assigned, or at the review for the final exam, which ever comes first.

 

Students who have not completed their project when it is due may choose to take a zero either on the project that is not done, or on the project that is being assigned. Students may not be working on two assignments at once. Those choosing to take a zero on the new assignment have until that new assignment would have been due to finish the first assignment.

 

More information on each of the projects may be found following the class outline.

 

Required Texts

 

Education, by Ellen G. White

Fundamentals of Christian Education, by Ellen G. White

Counsels to Parents, Teachers, and Students, by Ellen G. White

Handouts as listed below

 

Note on Reading Assignments: The notation Ed 210, FE 223, CT 101 should be read by the student as “The chapter in the book Education beginning on page 210, the chapter in the book Fundamentals of Christian Education beginning on page 223, and the chapter in the book Counsels to Parents, Teachers, and Students, beginning on page 101.” All such notations denote a chapter rather a page. During this course you will read the entirety of the book Education.

 

Grading Policy

 

The scores of various assignments are weighted according to the following scale. The letter grade is drawn from the raw score after they have been weighted and combined. The letter grade is drawn with a degree of subjectivity that may allow the assignment of a grade that closely corresponds to the raw score.

 

Final Exam             50%

Projects                  25%

Quizzes                  25%

 

Reading, if not completed up-to-date at the final exam will cause 10% to be deducted from the exam score

 

Lecture Topics, Reading Assignments, and Projects

Class 1                   No Reading required before Class

 

Lecture: Presuppositions and Epistemology – The foundations of educational practice

 

 

Class 2                   Ed 13; [Optional: CT 49; CT 493]

 

Lecture: Aims and Objectives of Adventist Education – A Mission Statement from Above

Contrast with Secular Aims; Evaluation of Practice in Light of the Aim

 

Class 3                   FE 334

 

Lecture: Adventist Presuppositions and Epistemology – Revelations of the Spirit

Ellen White’s Evaluation of Pragmatism, Existentialism, Post-modernism, etc.

 

Class 4                   Ed 20

 

Lecture: Historical models for educational values and choices

Eden as a model; Primal principles related to the nature of man; Faulty Contextualization

 

Project: Interview with Secondary Principle (non-Adventist) regarding school objectives.

 

Class 5                   Ed 23

 

Lecture: The logical error in popular eclectic educational choices.

Philosophy from the story of the Genesis knowledge tree

 

Class 6                   Ed 28

 

Lecture: The relation of education to redemption; holistic perspectives organic to sound Biblical

exegesis; the ethics of Adventist Education

 

Class 7                   Ed 33

 

Lecture: Jewish educational philosophy as built into the Jewish economy

Considering the outcomes of ancient practices: wealth, family, intelligence among Jews

 

Class 8                   Ed 45

 

Lecture: The first campus-model of education; the Schools of the Prophets. Extra-Biblical sources

Basic principles; practicality of the model discussed

 

Project:   Survey to evaluate correlation between educational privileges and worship choices

 

Class 9                   Ed 53, 146

 

Lecture: Biographical models; God’s activity as a Teacher, Trainer

Great men and Bible biographies and passive mentors for today’s generation

 

Class 10                 Ed 73, FE 438

 

Lecture: Survey of “Christ’s Example in Contrast with Formalism” and the chapter “The

Teacher Sent from God.”

 

Class 11                 Ed 84

 

Lecture: Illustrations from the Training of the Twelve Apostles; Methods and Discipline of Jesus

Problem students in the class-room, help and hints at forging leadership from impetuosity

 

Class 12                 Ed 99, 102, 113

 

Lecture: The moral value in the natural sciences; early childhood methods and philosophy;

Psycho-social values and the acquiring of common sense through nature’s lessons

 

Class 13                 Ed 123

 

Lecture: Culture and Mental Agility vs Empirical Information Gathering

Shattering the idea of a static IQ; Social grace and end of the best methods in education

 

Class 14                 Ed 128

 

Lecture: Science and Science “falsely so called.” Evaluating the relationship between empiricism

and faith. The importance of Christian science in Inspiration.

 

Class 15                 Ed 135

 

Lecture: Business Principles and Methods. Discussion: Enron and its aftermess; the ethical deficit

and its relation to philosophical presuppositions of existentialism.

 

Class 16                 Ed 159

Lecture: Education and the arts; the roles of poetry and song in sacred history; the failures of other

forms in light of Christian principles, namely sculpture and drama.

 

Project: Design music policy for a secondary school

 

Class 17                 Ed 169

 

Lecture: Mysteries in the Bible; Dealing with modern skeptical thought; the place of doubt in

education; evidence-based faith. Discuss Paulson’s 2003 appeal to professors for restraint

 

Class 18                Ed 173

 

Lecture: History and Prophecy—Christianity’s offensive argument in the battle over world-views.

Discussion: Pascal’s Wager – why we don’t need it. The subjective in uninspired history.

 

Class 19                Ed 185

 

Lecture: The scope and limit of the Bible as an informant. The Bible as a guide. The Bible as

a source of multidisciplinary information. Discuss practical applications.

 

Class 20                 Ed 195; FE 425

 

Lecture: Holistic approaches to the study of physiology for all students. Discuss: Current issues

in health education; childhood, Irish, Philadelphia obesity.

 

Class 21                 Ed 202

 

Lecture: Temperance and Dietetics; Discuss “Every student needs to understand the relation

between plain living and high thinking.”

 

Project: Begin preparing for Midterm Exam. Exam will be within the next week of classes.

 

Class 22                 Ed 207; Handout “Ellen White on Sports and Games;”

 

Lecture: Discuss the Handout. How do the ethics that govern the sports arena correlate with those

imposed by a rational development of Christian principles?

 

Class 23                 Ed 214; FE 416

 

Lecture:  History of the Manual Training Movement among educational reformers in the 19th

century, its impact on America. Discuss: Adventism and manual training today.

 

Class 24                 Ed 225

Lecture: The relation of Educational Reform to the Judgement: CharacterBuilding, the means

to the end in Adventist Education. Methods.

 

Project: Create a fact sheet illustrating in two columns areas of educational choices that have been

laid down for Adventists, and areas that have been left to our discretion.

 

Class 25                 Ed 230

 

Lecture: Educational methods in light of Adventist educational philosophy, Lecture A

 

Class 26                 No Reading Assignment for this Class

 

Lecture: Discussion regarding “Methods” in the book Education

 

Class 27                 Ed 240, FE 62, FE 100, CT 100-101

 

Lecture: Meddling with Mingling – Why Adventist educational institutions instituted non-courting

policies. Issues today. Various views and their coherence.

 

Class 28                 Ed 246

 

Lecture: Discussion regarding chapter “The Relation of Dress to Education.” Regulations.

Merits of uniforms considered.

 

Project: Design dress standards for a secondary school; work, class, recreation, cosmetics, etc.

 

Class 29                 Ed 250

 

Lecture: The SabbathSchool and Adventist Education. Family Education. Discuss “The Sabbath

and the family were alike instituted in Eden, and in God’s purpose they are indissolubly

linked together.”

 

Class 30                 Ed 253

 

Lecture: Teaching Practical Religion; Faith and Prayer and other spiritual disciplines in Adventist

educational practice. “Should” vs. “How” and “Show” vs. “Tell” in teaching.

 

Class 31                 Ed 262

 

Lecture: Helping students with career choices. Desires, amplitudes, needs, impressions – and

a multitude of counselors. Discus “To do our best in the work that lies nearest, to commit our ways to God, and to watch for the indications of His providence—these are rules that ensure safe guidance in the choice of an occupation.”

 

Class 32                 Ed 275

 

Lecture: Teacher Qualifications and Efficiency. Preparing teachers, teachers preparing, hiring

instructors with values corresponding to the mission of Adventist education.

 

Class 33                 Ed 283

 

Lecture: Modeling “co-operation” in the home and school. The dangers of inconsistent mentors.

Laboratory: Evaluate past experiences in the secondary setting.

 

Class 34                 Ed 287, FE 277, FE 454

 

Lecture:  Discipline, Suspension, Expulsion, Caution

 

Project:  Draw up discipline guidelines for staff at a secondary institution.

 

Class 35                 FE 92, FE 167, FE 381

 

Lecture:  Curriculum. Prohibitions and Required Subjects in light of Inspiration.

 

Class 36                 FE 196

 

Lecture: The epistemology of Authority. Its dominance in various levels of academia, its

value in light of Paul’s letters to the Corinthians.

 

Class 37                 CT 107, CT 158

 

Lecture: Home-schooling, a movement and its methods and values. Polarization in current

generation of youth.

 

Class 38                 Handout on Public Education and Ministry to Public Universities

 

Lecture: Discussion: Currents in public university ministry. Dangers, liabilities, opportunities.

 

Class 39                 FE 520

 

Lecture: Funding Adventist Education, ethics, values, and methods

 

Class 40                 FE 492

 

Lecture: Colonization. Criticism of societal tendencies to undermine integration. Application to

Adventist educational centers.

 

Class 41                 CT 465, CT 474

 

Lecture: Graduate educational systems in Adventist education. Discussion: Training Adventist

medical professionals and physicians

 

Class 42                 CT 500-555

 

Discussion: The reading.

 

Class 43                 Begin Review for Exams

 

Examine School Calendar for Dates and Scheduling of Exams

 

Project Details

 

Project: Interview with Secondary Principle (non-Adventist) regarding school objectives.

 

The interview may be by phone. You will likely need to buy a phone card. You may interview any public-school principal or principal of a private/Christian school, excepting that they must be in the state of Arkansas. You may not chose the same principal as another student.

 

Design the interview before you call. Ask the principal if he/she has ten minutes or so to help you with an assigned interview for a class on educational philosophy. Your questions should reveal the following: Why did he/she get into educational administration? In what ways, if any, do his educational goals differ from those of the those that are over him? What outcomes does the school under his direction aim to instill in its graduates?

 

When you hand the assignment in it should be in the form of an interview transcript, with your words being nearly word-for-word and the answers being as close to word-for-word as you can manage.

 

Project:   Survey to evaluate correlation between educational privileges and worship choices

 

The survey may be conducted in a parking lot or by a random calling of phone numbers. You need 30 qualifying surveys. Persons that do not qualify for the survey include 1. People you know  2. Persons still in school.

 

Here are the survey questions:

 

  1. What grade-level of education did you complete?  (ie, 7th grade, 11th grade, 2 years of college, bachelor’s degree, one year of graduate school)
  2. How often do you read the Bible?
    1. More than once per week
    2. Weekly
    3. Monthly
    4. Several times each year
    5. Annually or less
    6. I do not attend religious services

 

  1. Would you have an interest in a free Bible study class if one was available? (Recommend www.afacts.org for those that say “yes.”)

 

Work with four other students to tally results (so that there are 120 surveys tallied on your assignment.) Students may share their results with as many others as they desire. When you hand the assignment in, it should be in the form of two columns, with education level in one and frequency of religious attendance in the other. Following the columns should be a paragraph of your own evaluating the data in light of the question “Does an increase in educational achievement increase or decrease the likely-hood of religious attendance in Southwest Arkansas, or neither?” At the top of your assignment list the four persons who contributed results to your study.

 

Project: Design music policy for a secondary school

 

The policy should be enforceable and defensible. Issues: What about computers with CD players? Approved musical CD’s and tapes? What to do with contraband? How to define contraband? Or eliminate all music? Canned music for backgrounds to special music? Policies for what staff play in their homes when students are around? Or no such policy?

 

Project:  Draw up disciplinary guidelines for staff at a secondary institution

 

The goal of your guidelines is to help the staff save the students, to help prevent disciplinary problems by giving advice and setting up a system for handling disciplinary issues. Remind the staff of principles that should guide them in choosing when and how to administer discipline, and of what ought to be done to prevent the need for discipline.

 

Project: Create a fact sheet illustrating in two columns areas of educational choices that have been

laid down for Adventists, and areas that have been left to our discretion.

 

Examples of items that might go in one column or another:

The number of students in our schools

The location of our campus

The arrangement of the daily class schedule

The nature of student housing

The names of books that should be studied

 

The list should be long. YOU MAY COMPARE WORK on this project AFTER you have at least 25 items on your own list. Lists will be graded for completeness.

 

Project:   You may suggest your own project to replace any one or two of those projects suggested here. Have your proposed project suggestion approved before you begin working on it. (smile).

 

For the Word Doc:

Courting in School

Courting in School

 

 

Questions to Ask Yourself

 

Section I Social Relations

Gospel Herald 12-01-01

Signs of the Times 10-23-84

Signs of the Times 09-10-85

18MR 337

 

Section II Dating in School

4T 432

FE 62

19MR 82

11MR 154

8MR 156

13MR 144

4Bio 312

4T 209

5T 109

8MR 261

Review and Herald 09-28-1898

10MR 74

10MR 196-197

6Bio 382

4T 433

CT 100

 

Section III Age and Maturity

AH 200

1MCP 295-302 (selected)

4bSG 132

2SAT 139

GCDB 02-06-93

AH 79

TSB 19

*new items

 

Questions to Ask Yourself

Here are questions you may find the answers to in this study:

 

*      Why have I lost my peace of mind?  Why is my sleep disturbed? 1MCP 302

*      How can students refresh their teachers? (Smile!) 4T 432

*      What brings students to a longing desire for change and pleasure? 4T 432

*      What counsel is there regarding putting relationships on long-term hold or on keeping them under control? TSB 19

*      What is the historical context of the strongest statements on courting in school, and what evidence is there in history and in the Spirit of Prophecy regarding a non-dating policy in a college where students average about 20 years of age? 6Bio 382

*      What privileges (see CT 101) should be given to students that are older and more mature?  How can it be determined who qualify for these privileges?

 

Questions to Help You Use This Paper while Keeping Up With Vast Loads of Other Work

 

These questions are intended to bring important facts to the attention of the reader.  The student willing to take the time to prayerfully and carefully read through all the statements may find the questions superfluous, but others will doubtless appreciate them as a guide to finding the statements that most directly deal with the questions they are facing themselves.  Questions prefaced with “Thought:” may not be answered in the statement.  Their purpose is to alert students to thoughts that have an important bearing on the intended meaning of the paragraph.

 

 

GH 12-01-01

Thought: What is endearment?  What must it be subjected to?

 

ST 10-23-84

Will devotion to God injure the happiness of our social relations?

 

ST 09-10-85

What determines the power of the influence of the associations that we form? Do your recreations impart moral energy?

 

18MR 337

What are Christ’s principles “in our social relations”?

 

4T 432

What age-level of students could be expected to carry out the first few sentences without being coerced? Under what conditions will students not manifest a longing desire for change and pleasure?  What may students do to refresh and strengthen their teachers?  Upon what class rests the responsibility to preserve and perpetuate many of our institutions?

 

FE 62

What specific privileges were sometimes granted to students at CollegeCity?  Where might one find similar regulations?  What types of rules are “indispensable”?

Does it appear that most students placed themselves in Battle Creeks? What are three circumstances that demand that a student not yet select a life partner?

 

 

 

19MR 82

How old were Mabel and Ella when Mabel received this letter?

Did Ellen White think it reasonably possible for her granddaughters at that age to keep themselves “free from attachments?” Is there any indication that Grandma White had dealt with this issue before with Mabel?   What two reasons does Ellen White give in the beginning of this paragraph for Mabel to keep herself free? Which of these would still apply to Ella at age 22?

 

11MR 154

To despise restraint, follow inclination, and to be “jolly” with young ladies is the __________ of the _________.

What practice did not seem dangerous to certain administrators at that time? Thought: If the young men and women had asked counsel of their elders, is it likely that they would have found one that would encourage them to proceed with their relationship? What two institutions, other than the college, were to enforce strict rules against apprentice courtship?  What action would most effectively demoralize these institutions? Thought: What would be demoralizing about it?  It is natural, isn’t it?

 

8MR 256

Thought: Define “favoritism” and “attachments.” Thought: Define “first thread.” What should students addressed in this paragraph do with their ideas regarding attachments in school?

For facts relevant to this quote, see questions below on 6Bio.

 

13MR 144

In the context, what does it mean that school staff members should stand shoulder to shoulder?  Why would it be unreasonable to have lax rules and expect students to govern themselves?  What would be the effect of that laxness?

 

4Bio 312

Thought: Was Ellen White afraid of making too big an issue of this topic?   Wasn’t it possible to say what needed to be said in one talk?  Why such repetition?

 

4T 209

Which class of students should be brought under the “closest restrictions”?

 

5T 109

Thought: Does the introduction, “My brother,” imply anything about this gentleman’s age? Under what circumstances would Battle Creek have been “worth nothing”? Thought: How does this counsel accord with the idea that students may entertain thoughts of marriage and feelings of love if they are careful to not get physically involved?  What about counsel to keep a relationship under control?  What does it mean to “put this entirely out of your mind”? What action shows a “lack of good judgment”? Under what conditions is it appropriate for Christian youth to associate with the irreligious students and youth?

 

8MR 261

Thought: In this and other counsels, does Ellen White seem to be concerned with the fact that students may find few options, and no good ones, when looking for a spouse upon returning home from school?  Why not?  There were fewer Adventists, many churches being composed of one or two families.  Suggested answer: Adventist schools were established to train missionary and gospel workers.  These found spouses readily in the field of labor, and by meeting them in the field of labor, were better able to match callings.

 

RH 03-28-99

Of the portion of Avondale students that were over 16 (about 50%) what portion were hired by the conference for religious work?  Thought: Is it valid to cite this paragraph as evidence that Ellen White’s counsels on courting in school should only apply to academies?  Many of the counsels are written specifically to those that were hired by the church. What portion of these were under 16 years old? Is this paragraph dealing with the issue of courtship? See notes on 6Bio for more thoughts and facts on this point.

 

10MR 74

10MR 196-197

3Bio 383

SpM 66

Was Carrie of an age when God could sanction and bless her marriage to Hickox?

Apparently she was old enough and ready. Then again, once a marriage is made, if the partners are never to cherish the thought that their marriage was a mistake, would we expect a prophet to tell them so?  In the first counsel was the issue readiness, age, or place? Was Hickox a student at Avondale? How long had he been in the work?

 

6Bio 382

Some colleges made allowances for students of “mature age and good standing.” Give an example of these allowances. Why were some college administrators “inclined to some leniency” on this issue? Thought: What is “sound experience”?  Suggested answer: This indicates a work history and a reputation for spiritual stability. Thought: Who, in the light of the CT 101 statement, is responsible to decide which students have “sound experience”?  Is age to be considered? The statements considered already have given two examples of privileges that older and more mature students might expect (accompanying each other to and from meetings, meeting together in a dormitory sitting room to talk).  Do these, either implicitly or explicitly give permission for students to engage in courting?  Irwin had been personally at Avondale as college president.  Did he understand the counsels to refer only to the young and immature students?

Does the term “larger number” hold up in the face of the evidence regarding the ages of the students? It appears here to be an exaggeration leaning to the point Arthur White was trying to make. Elsewhere the records indicate (see 8MR 261 and RH 09-28-1898) that about half were “over” 16.  History of Seventh-day Adventist Education in Australia, a thesis by W. J. Gilson (hand dated 09-26-1968), page 148-152, indicates that the second year the number of boarding students increased dramatically, while the number of village remained static.  Here are the facts:

 

1897                     1898

Advanced                45                             68

Intermediate            10                             16

Primary                   17                             22

Boarders                                                 40                                                           61

Day                         42                             45

 

[The reader may notice that there seems to be a ten students discrepancy in the numbers of 1897. (45+10+17=72; 40+42 =82).  These were likely the day students, as may be deducted by comparing the number of Intermediate and Primary in 1898 with the number of Day students (38 to 45).  As the figures stand, this is far different than the 1897 figures (27:42). Most likely the number “42” was a typo and should read “32.”] Irwin felt that “many would soon be ready to participate in the organized work of the church.” Ibid.  A number of them were preparing to enter the field as teachers, and two were soon hired to help teach the primary students right there at Avondale.  Dr. Caro instructed many of them in the arts of nursing. Ibid.

 

4T 433

Thought: Does this statement indicate that a back-burner courtship conducted slyly is less objectionable?

 

CT 100

Which of the following seem to be reasons urged in the first paragraph for students to not enter into a courting relationship while in school?

(A) Students were not old enough?

(B) Dating is wicked.

(C) Courting may absorb our attention and confuse the mind.

(D) It represents a careless disregard for the rules.

(E) Fitness for the work is ever to remain uppermost.

To this point Ellen White has used the terms, “young man,” “young woman,” “youth,” “students,” and the like.  In the sentence that refers to giving certain students special privileges, what terms does she use to denote those that should receive them? What, in context, could it mean that we “must not lessen our firmness and vigilance in dealing with students of all agree”? Did some consider these restraints “too severe”? How does the counsel evaluate “free and easy association between young men” and women? How does home training and discipline fit into the freedoms that can be accorded to youth in school?

 

 

AH 200

What did Ellen White think of the theory that at 16 or 18 years of age improperly trained youth will become useful and independent in thought?

 

1MCP 295

Both parties in a courting relationship should observe rules of _____________ and ____________.  If they do not, they are guilty of ____________. The noblest traits of character will not be developed unless one discerns the “high, __________, _____________,” design of God in marriage.

 

1MCP 296

What customary habit of courting couples displeases God?  Why?

 

1MCP 298

The terms “young boys” and “little girls” in this paragraph apparently apply to youth that recently entered their ________.

 

1MCP 299

How many a ignoble young man gain influence over a young ladies mind? What does it mean to trifle with hearts?

 

1MCP 300

Why do youth feel greater liberty when adults are absent?

 

1MCP 302

Immature attachments may rob young ladies of peaceful ______ and healthful _________.  These may, if opposed, become _____ and low _____________.

 

4bSG 132

When should a man’s will be subdued?

When will children often feel that they are in no danger while hanging around their associates?  Who, during these ages, should see the danger and prevent it by keeping “them back”?

 

2SAT 139

What mistaken apparent “kindness” may teachers give to students?

 

GCDB 02-06-93

Thought: At what age is a young man old enough to be “selected” by a conference, offered a scholarship to train for a specific ministry, and accept that offer and the call to enter, for example, the colporteur ministry that comes with it?   When are they old enough to sign a contract before beginning their education that they will devote a certain portion of time after graduation to doing the work they are training for?  That is the age group that this counsel is written for. Time and money are wasted on those that _______ in ________ before “completing their education.”

Which class will not hesitate to make a commitment to spend post-graduation time in missionary labour? Under what condition might these missionaries in post graduation consider entering the marriage relation? What trick of Satan has kept many missionaries out of the work?

 

AH 79

In this statement, the judgment of a 19-year-old has not yet had time to become more ________.

 

TSB 19

Would one or two years make a significant difference in the readiness of this young man to consider marriage?

Would it be wise for him to select someone to keep his affections for that length of time and then make his move at the end of it? Continued attentions to Nellie would interfere with his (Jon’s) office _________ and education.  When are “early attachments” particularly “evil”?

When a young man gives his attention to a young lady prematurely, who is demoralized? When one is considering the subject of courtship and marriage, duty to God and everything else becomes ______ _________  ______________.

Young men who are not ready should not let this subject _____ their ______________.

Nellie, even at 25 years old, would lack what two needful preparations?

 


 

THE STATEMENTS

 

The Gospel Herald 12-01-01

With Christ everything was made subordinate to His Father’s kingdom and the great, grand work of saving souls. Redemption was the keynote. He left His royal throne, laid aside His royal crown, laid off His royal robe, and submitted to a life of humiliation. “For your sakes He became poor, that ye through His poverty might be rich.” And the same devotion, the same subjection of every social relation and endearment, is to be ever paramount in His disciples.

 

The Signs of the Times 10-23-84

The wise man says that wisdom’s “ways are ways of pleasantness, and all her paths are peace.” Many cherish the impression that devotion to God is detrimental to health and to cheerful happiness in the social relations of life. But those who walk in the path of wisdom and holiness find that “godliness is profitable unto all things, having promise of the life that now is, and of that which is to come.” They are alive to the enjoyment of life’s real pleasures, while they are not troubled with vain regrets over misspent hours, nor with gloom or horror of mind as the worldling too often is when not diverted by some exciting amusement.

 

The Signs of the Times 09-10-85

In our social relations, in our intercourse we with another, the words of Christ, “Ye are the light of the world,” are especially true. Every association we form, however limited, exerts an influence on the life and character; and the extent of that influence will be determined by the degree of intimacy maintained, the constancy of the intercourse, and the love and confidence felt for the one with whom we associate. Even the enemies of Christ, as they see his spirit and life exemplified in the daily life of his followers, will be led to glorify God, the source of their strength and honor. Thus those who have a living connection with God can exert a saving power in the church and in society. Reader, examine your own course; consider the character of the associates you are choosing. Do you seek the company of the wise, or are you willing to choose worldly associates, companions who fear not God, and obey not the gospel? Are your recreations such as to impart moral and spiritual vigor? Will they lead to purity of thought and action?

 

18MR 337

In our social relations with one another, we are to work on Christ’s principles. Honesty, true courtesy, kindness, and gentleness are to be seen in our dealings with one another. But there is more than this. We are to exhort one another daily, while it is called today. True faith is not narrow or selfish. We need to be actuated by a strong, living piety, which draws us to God and leads us to work earnestly to correct our errors.

 

4T 432

 

Those students who profess to love God and obey the truth should possess that degree of self-control and strength of religious principle that will help them to remain unmoved amid temptations and to stand up for Jesus in the college, at their boardinghouses, or wherever they may be. Religion is not to be worn merely as a cloak in the house of God, but religious principle must characterize the entire life. Those who are drinking at the fountain of life will not, like the worldling, manifest a longing desire for change and pleasure, to their deportment and character will be seen the rest and peace and happiness that they have found in Jesus by daily laying their perplexities and burdens at His feet. They will show that there is contentment and even joy in the path of obedience and duty. Such will exert an influence over their fellow students which will tell upon the entire school. Those who compose this faithful army will refresh and strengthen the teachers and professors in their efforts by discouraging every species of unfaithfulness, of discord, and of neglect to comply with the rules and regulations. Their influence will be saving, and their works will not perish in the great day of God, but will follow them into the future world; and the influence of their life here will tell throughout the ceaseless ages of eternity. One earnest, conscientious, faithful young man in school is an inestimable treasure. Angels of heaven look lovingly upon him. His precious Saviour loves him, and in the Ledger of Heaven will be recorded every work [433] of righteousness, every temptation resisted, every evil overcome. He will thus be laying up a good foundation against the time to come, that he may lay hold on eternal life. [434]

Upon Christian youth depend in a great measure the preservation and perpetuity of the institutions which God has devised as means by which to advance His work. This grave responsibility rests upon the youth of today who are coming upon the stage of action. Never was there a period when results so important depended upon a generation of men; then how important that the young should be qualified for the great work, that God may use them as His instruments. Their Maker has claims upon them which are paramount to all others.

 

FE 62

The rules of this college strictly guard the association of young men and young women during the school term. It is only when these rules are temporarily suspended, as is sometimes the case, that gentlemen are permitted to accompany ladies to and from public gatherings. Our own College at Battle Creek has similar regulations, though not so stringent. Such rules are indispensable to guard the youth from the danger of premature courtship and unwise marriage. Young people are sent to school by their parents to obtain an education, not to flirt with the opposite sex. The good of society, as well as the highest interest of the students, demands that they shall not attempt to select a life partner while their own character is yet undeveloped, their judgment immature, and while they are at the same time deprived of parental care and guidance.

 

19MR 82

(To Mabel White. Jan. 9,1904) (b. 11-01-86, age 17; Ella, mentioned in paragraph, was 22 at time) (See1MCP 302 in the “Age and Maturity” section of this paper for more of this letter.)

The Lord desires you to be a sensible girl, and, by appreciating and improving the advantages given you, to develop into a useful woman, able to act a part in some line of service in the Lord’s cause.

I want you to listen to what I am going to say to you. You must on no account entertain thoughts of marriage. Such a thing must not be thought of until you have gained a decided victory over the dangers that threaten your physical health.  [Mabel’s mother had requested that upon her death that Ellen would take up the training of her grandchildren, and that she would especially take care of Mabel with her “pulmonary” problems.]

In order to obtain the full benefits of the educational advantages offered you, you must keep yourself free from attachments with young men. You are a minor, and you have no moral right to take yourself into your own control in this matter. You have evaded my questions. Some time ago you said that you liked, but that you had not decided to, or even thought of, marrying anyone. You have regarded the whole matter in a wrong way. Again and again I have charged you not to form any attachments for boys or young men. And you and Ella have assured me that you would not allow yourselves to be drawn into any familiarity with young men.

 

11MR 154

It is the spirit of the age to despise restraint, to desire to follow inclination, to jest and joke and be jolly in amusement with young ladies; and the result has been wrecks of character, encouragement to impurity, licentiousness, immorality, and marriages which have ruined the usefulness and efficiency of men and women who had ability and talents, but who have been unable to rise to any noble heights after their unwise marriages. . . . They [certain school administrators] cannot see any harm in the young people’s being in one another’s society, paying attention to each other, flirting, courting, marrying and giving in marriage. This is the main engrossment of this time with the worldlings, and genuine Christians will not follow their example, but will come out from all these things and be separate.

In our sanitarium, our college, our offices of publication, and in every mission, the strictest rules must be enforced. Nothing can so effectually demoralize these institutions, and our missions, as the want of prudence and watchful reserve in the association of young men and young women.-Ms. 4a, 1885, pp. 30.33. (“Counsel to Physicians and Medical students” July 27.1885.)

 

 

8MR 256

We have labored hard to keep in check everything in the school like favoritism, attachments, and courting. We have told the students that we would not allow the first thread of this to be interwoven with their schoolwork. On this point we were as firm as a rock. I told than that they must dismiss all idea of forming attachments while at school. The young ladies must keep themselves to themselves, and the young gentlemen must do the same. The school was established at a great expense, both of time and labor, to enable students to obtain an all-round education, that they might gain a knowledge of agriculture, a knowledge of the common branches of education, and above all, a knowledge of the Word of God. The study of the Word is to be their educator. –Letter 145,1897, p. 3. (To W. C. White. August 15.1897.)

 

13MR 144

The discipline of the school is not to be lowered, but all who have any part to act in relation to the school are required to come up to the right standard. They must maintain propriety of conduct in every line, and stand shoulder to shoulder. Those who profess to be followers of Christ are to draw with all their power in even cords. Every worker in the school needs to learn daily in the school of the chief Teacher, Jesus Christ, how to control the feelings, how to subdue the passions. We must live in obedience to the words of Christ, adhering strictly to His rules, heeding His injunctions to the letter. One may possess fine sensibility, but unless this is balanced by sanctified common sense, it becomes a wearisome burden in every council. It is as a ship without a helm to guide it. [145]

The school is not to be regarded as a place for courtship or marriage, but as a place where the youth are to be educated and disciplined for practical life. Flirtation or special attentions between young ladies and young men cannot be permitted in the school. Were the rules so lax as to admit of this, the education and home training of many have been so entirety different from what they ought to have been that the school would become demoralized, and parents would feel no safety in sending their children to the school.

 

4BIO 312

One thing we are seriously considering, that the building for the boys shall be entirely separate from that of the girls, a distinct building. . . . I have spoken and read five mornings in succession in the school, and after talking with the whole school. I then took the girls by themselves and talked with them seriously and charged them to keep themselves sacredly to themselves. We would not, could not, allow any courting or forming attachments at the school,  girls with young men and young men with girls. This I said before the whole school, and then to the young ladies. I entreated them to be reserved, to be delicate and refined and not to be forward and bold and inviting the attention of young men; [I told them] that they should consider it an honor to cooperate with their teachers and seek to please them in everything.—Letter 193.1897.

 

4T 209

The youth whose influence is demoralizing should have no connection with our college. Those who are possessed of a lovesick sentimentalism, and make their attendance at school an opportunity for courting and exchanging improper attentions, should be brought under the closest restrictions. Authority must be maintained. Justice and Mercy are twin sisters, standing side by side.

 

5T 109

 

Should you, my brother, go to our college now, as you have planned, I fear for your course there. Your expressed determination to have a lady’s company wherever you should go shows me that you are far from being in a position to be benefited by going to Battle Creek. The infatuation which is upon you is more satanic than divine. I do not wish to have you disappointed in regard to Battle   Creek. The rules are strict there. No courting is allowed. The school would be worth nothing to students were they to become entangled in love affairs as you have been. Our college would soon be demoralized. Parents do not send their children to our college or to our offices to commence a lovesick, sentimental life, but to be educated in the sciences or to learn the printer’s trade. Were the rules so lax that the youth were allowed to become bewildered and infatuated with the society of the opposite sex as you have been for some months past, the object of their going to Battle Creek would be lost. If you cannot put this entirely out of your mind and go there with the spirit of a learner and with a purpose to arouse yourself to the most earnest, humble, sincere efforts, praying that you may have a close connection with God, it would be better for you to remain at home. [110]

Some of those who attend the college do not properly improve their time. Full of the buoyancy of youth, they spurn the restraint that is brought to bear upon them. Especially do they rebel against the rules that will not allow young gentlemen to pay their attentions to young ladies. Full well is known the evil of such a course in this degenerate age. In a college where so many youth are associated, imitating the customs of the world in this respect would turn the thoughts in a channel that would hinder them in their pursuit of knowledge and in their interest in religious things. The infatuation on the part of both young men and women in thus placing the affections upon each other during school days shows a lack of good judgment. As in your own case, blind impulse controls reason and judgment Under this bewitching delusion the momentous responsibility felt by every sincere Christian is laid aside, spirituality dies, sad the judgment and eternity lose their awful significance.

Every faculty of those who become affected by this contagious disease-blind love-is brought in subjection to it. They seem to be devoid of good sense, and their course of action is disgusting to all who behold it My brother, you have made yourself a subject of talk and have lowered yourself in the estimation of those whose approval you should prize. With many the crisis of the disease is reached in an immature marriage, and when the novelty is past and the bewitching power of lovemaking is over, one or both parties awake to their true situation. They then find themselves ill mated, but united for life. Bound to each other by the most solemn vows, they look [111] with sinking hearts upon the miserable life they must lead. They ought then to make the best of their situation, but many will not do this. They will either prove false to their marriage vows or make the yoke which they persisted in placing upon their own necks so very galling that not a few cowardly put an end to their existence.

Associating with the vain, the superficial, and the skeptical will be productive of moral depravity and ruin. Bold, forward young gentlemen or ladies may have something pleasing in their address, they may have brilliant powers of mind and skill to make the bad appear even preferable to the good. Such persons will enchant and bewilder a certain class, and souls will be lost in consequence. The influence of every man’s thoughts and actions surrounds him like an invisible atmosphere, which is unconsciously breathed in by all who come in contact with him. This atmosphere is frequently charged with poisonous influences, and when these are inhaled, moral degeneracy is the sure result.

My young brother, would that I could impress upon you your true condition. You must repent or you can never see the kingdom of heaven. Many young men and women who profess godliness do not know what it is to follow Christ. They do not imitate His example in doing good. Love and gratitude toward God are not springing up in the heart nor expressed in their words and deportment. They do not possess the spirit of self-denial, neither do they encourage each other in the way of holiness. We do not want young people to engage in the solemn work of God who profess Christ but have not the moral strength to take their position with those who are sober and watch unto prayer and who have their conversation in heaven, whence they look for the Saviour. We do not feel over-anxious for youth to go to Battle   Creek who profess to be Sabbath-keepers but who indicate by their choice of companions their low state of morals. [112]

The door of our college will ever be open to those who are not professors of religion, and the youth coming to Battle   Creek may have this irreligious society if it is their choice. If they have right motives in associating with these and sufficient spiritual strength to with stand their influence they may be a power for good; while they are learners they may become teachers. The true Christian does not choose the company of the unconverted for love of the atmosphere surrounding their irreligious lives or to excite admiration and secure applause, but for the purpose of communicating light and knowledge, and bringing them up to a noble, elevated standard, the broad platform of eternal truth.

8MR261

Courting is not to be carried on in the school [THE REVIEW AND HERALD (see below) INDICATES THAT AT THAT TIME ONLY ABOUT HALF OF THE STUDENTS WERE OVER SIXTEEN YEARS OF AGE.] That is not what you [262] are here for. We are here to prepare for the future life.–Ms 66.1899, pp. 1, 5, 6. (Extracts from a talk given by Mrs. E. G. White at the opening of College Hall, Avondale, April 17.1899.)

 

 

RH 03-28-99

Those speaking for the Avondale school said that during the first year of the workings of that school, with an attendance of sixty students, there were about thirty who were over sixteen years of age; and from this number, ten were employed during the vacation in various branches of our religious work. During the second year there were one hundred in attendance, and from among fifty who were over sixteen years of age, definite work was found for thirty-two during the vacation. Twenty-five of these were employed by the Conferences and societies in religious work.

10MR 74

In order to act your part in the service of God, you must go forth with the advantages of as thorough an intellectual training as possible. You need a vigorous, symmetrical development of the mental capabilities, a graceful, Christian, many-sided development of culture, to be a true worker for God. You need your taste and your imagination chastened and refined and all your aspirations made pure by habitual self-control. You need to move from high, elevated motives. Gather all the efficiency you can, making the most of your opportunities for the education and training of the character to fill any position which the Lord may assign you. You need so much a balance wheel in judicious counsel. Do not despise advice. Bear in mind that the school is not a place to form attachments for courting or entering into marriage relations. -Letter 23,1893. p. 2. (Written from Hastings, New Zealand, Sept 13.1893, to Miss Carrie Gribble.) (Just shy of seven months later, in April of 1894, Ellen White wrote:)

 

10MR 196-197

About 11:00 a.m. Tuesday our large dining room was prepared for the wedding ceremony [of Carrie Gribble and Brother Hickox]. Brother [GB] Starr officiated in the service, and it passed off nicely. The request was made by Brother Hickox that Sister White should offer prayer after the marriage ceremony. The Lord gave me special freedom. My heart was softened and subdued by the Spirit of God. On this occasion there were no light jests or foolish sayings. Everything was solemn and sacred in connection with this marriage. Everything was of an elevating character and deeply impressive. The Lord sanctified this marriage, and those two now unite their interest to work in the mission field, to seek and to save them that are lost. God will bless them in their work if they walk humbly with Him, leaning  wholly upon His promises.–Ms. 23,1894. (New South Wales, April 9,1894.)

Historical Footnote: He had been active in evangelism for the church for at least six years (3Bio 383) and the church needed a strong young couple like Carrie and him (SpM 66). The ceremony was blessed by God.

 

6BIO 382

When the work on the book [Counsels to Parents and Teachers] was first outlined, no consideration was given to dealing with the question of courtship in denominational schools. There were differences in policies from college to college; some allowed students of mature age and of good standing to meet in the dormitory parlor by permission of the preceptress. Other college administrators thought no provision should be made for such association, and were certain that their position was in harmony with the testimonies and Ellen Whites oral teachings (DF 251, WCW to Elders G. A. Irwin and E. E. Andross. Sept. 7,1912).

In early September. 1912, W. C. White talked over this matter with his mother. He mentioned to her that administrators who were inclined to some leniency felt “that the strong and unqualified statements in the testimonies regarding this matter refer to and apply chiefly to the schools made up largely of young and immature students” (ibid.).

Ellen White responded at length, pointing out that the young and the old cannot be treated alike and that “age and character must be taken into account” She stated that men and women of sound experience and good standing have a right to expect some privileges not granted to the young and immature.

She mentioned also that if administrators are too stringent in this [383] matter, they shall make a serious mistake. If students feel that they are dealt with unjustly and without consideration, there is greater temptation to disregard the rules of the school and the advice of the teachers ( ibid.).

 

PacificUnionCollege, nearby, was one of the schools holding to the more conservative position. Its president, C. W. Irwin, had served in the AvondaleSchool, where the school calendar quoted from an E. G. White letter stating:

We have labored hard to keep in check everything in the school like favoritism, attachments, and courting. We have told the students that we would not allow the first thread of this to be interwoven with their schoolwork. On this point we are as firm as a rock. —Letter 145,1897.

This he had enforced as president of the AvondaleSchool and was currently attempting to enforce as president of PacificUnionCollege. As W. C. White discussed with him the forth coming book of counsels on education, Irwin pressed hard for the inclusion of something on courtship, rather expecting that it would be an elaboration of the counsel given to the Avondale school.

However, as noted earlier, the discussion W. C. White had with his mother did not support this, but indicated rather that Ellen White would make a definitive statement for general use. When the new chapter on “Deportment of Students” was prepared, W. C. White sent a copy to A. G. Daniells with a description of the procedure followed in its preparation.

You will observe that this chapter is made up of three parts: first, a broad statement on general principles of deportment. This was drawn from Testimonies for the Church, volume 4. Following this is a statement regarding what may be permitted in our colleges in the association of men and women who, are mature in age and of good experience. This is followed by a restatement of the instruction Mother has always given in such schools as the Battle   CreekCollege, the Avondale school, and elsewhere.-WCW to AGD, Feb. 7,1913.

The crucial paragraphs in the chapter allowing for association of mature students, were dictated by Ellen White. She then reviewed [384] them several times, commenting on each principle and expressing her approval of the wording.

When the chapter was submitted to Professor Irwin, he was surprised to find that it did not accord with the instruction given to the Avondale school. He wrote to W. C. White that the instruction was “something entirely new” and that he was “at a loss to know how to make it agree with matter which Sister White has written on other occasions.” He inquired whether some new light had been given to her on this point (DF 25 C. W. Irwin to WCW, Feb. 12, 1913). What Irwin had not taken into account was the different circumstances under which the seemingly divergent counsels had been given.

When she had written in 1897 the larger number of the students were under 16 years of age. [see notes in this study regarding the accuracy of this generalization.] The Avondale school at that time was primarily an academy, not a college. The majority of students in the church’s colleges were older and more experienced and mature. Ellen White, in providing general counsel for denominational educators, took this into account and wrote accordingly.

The whole experience was wholesome, for it drew out from W. C. White an explanation of principles that has been most valuable in dealing with the Ellen G. White counsels, in both primary and secondary ways. Of this he wrote to C. W. Irwin:

One of the most perplexing problems we have to deal with in preparing Mother’s writings for publication is in just such matters as this, where the conditions of a family, or a church, or an institution are presented to her, and warnings and instruction are given regarding these conditions. In such cases. Mother writes clearly and forcefully, and without qualification regarding the situation presented to her. And it is a great blessing to us to have this instruction for our study in dealing with similar conditions elsewhere.

(skip several paragraphs]

W, C. White told Irwin that from the outset, in developing the chapter on “Deportment of Students” it was thought that the statement written to the school at Cooranbong, if used, “ought not to stand alone, but that a more complete presentation of Mother’s views should be given than was found in that one manuscript” [386] (DF 251, WCW to C. W. Irwin. Feb. 18,1913). And he told of how, with the manuscript ready to go to the printer, and considering the far-reaching nature of the statement on courtship, he asked Ellen White to read the chapter again. He reported that “she began with ‘Courtship’ and read to the end, commenting upon and approving point by point of the instruction. “—DF 251,WCW to J. E. White, Jan. 25.1913.

The chapter was included in the finished manuscript as it went to the printer, with the subtitle “Courtship” replaced by the less-pronounced “Association With Others.” The portion in question reads:

 

In all our dealings with students, age and character must be taken into account. We cannot treat the young and the old just alike. There are circumstances under which men and women of sound experience and good standing may be granted some privileges not given to the younger students. The age, the conditions, and the turn of mind must be taken into consideration. We must be wisely considerate in all our work. But we must not lessen our firmness and vigilance in dealing with students of all ages, nor our strictness in forbidding the unprofitable and unwise association of young and immature students.—CPT, p. 101.

Thus, Ellen White refused to allow a statement written to meet the needs of the Avondale school in its beginning days, with its enrollment of young students, to be used as a rule to guide in college administration. The book came from the press in mid-May, 1913.

 

4T 433

The course pursued at the college by Brother C, in seeking the society of young ladies, was wrong. This was not the object for which he was sent to Battle Creek. Students are not sent hare to form attachments, to indulge in flirtation or courting, but to obtain an education. Should they be allowed to follow their own inclinations in this respect, the college would soon become demoralized. Several have used their precious school days in slyly flirting and courting, notwithstanding the vigilance of professors and teachers. When a teacher of any of the branches takes advantage of his position to win the affections of his students with a view to marriage, his course is worthy of severest censure.

CT 100

While at school, students should not allow their minds to become confused by thoughts of courtship. They are there to gain a fitness to work for God, and this thought is ever to be uppermost. Let all students take as broad a view as possible of their obligations to God. Let them study earnestly how they can do practical work for the Master during their student life. Let them refuse to burden the souls of their teachers by showing a spirit of levity and a careless disregard of rules.

Students can do much to make the school a success by working with their teachers to help other students, and by zealously endeavoring to lift themselves above cheap, low standards. Those who co-operate with Christ will become refined in speech and in temper. They will not be unruly and self-caring, studying their own selfish pleasure and gratification. They will bend all their efforts to work with Christ as messengers of His mercy and love. They are one with Him in spirit and in action. They seek to store the mind with the precious treasures of God’s word, that each may do his appointed work

In all our dealings with students, age and character must be taken into account. We cannot treat the young and the old just alike. There are circumstances under which men and women of sound experience and good standing may be granted some privileges not given to the younger students. The age, the conditions, and the turn of mind must be taken into consideration. We must be wisely considerate in all our work. But we must not lessen our firmness and vigilance in dealing with students of all ages, nor our strictness in forbidding the unprofitable and unwise association of young and immature students.

In our schools in Battle Creek, Healdsburg, and Cooranbong I have borne a straight testimony concerning these matters. There were those who thought the restraint too severe; but we told them plainly what could be and what could not be, showing them that our schools are established at great expense for a definite purpose, and that all which would hinder the accomplishment of this purpose must be put away.

Again and again I stood before the students in the Avondale school with messages from the Lord regarding the deleterious influence of free and easy association between young men and young women. I told them that if they did not keep themselves to themselves, and endeavor to make the most of their time, the school would not benefit them, and those who were paying their expenses would be disappointed. I told them that if they were determined to have their own will and their own way, it would be better for them to return to their homes and to the guardianship of their parents. This they could do at any time if they decided not to stand under the yoke of obedience, for we did not design to have a few leading spirits in wrong doing demoralizing the other students.

 

I told the principal and teachers that God had laid upon them the responsibility of watching for souls as they that must give account. I showed them that the wrong course pursued by some of the students would mislead other students, if it were continued, and for this God would hold the teachers responsible. Some students would attend school who had not been disciplined at home, and whose ideas of proper education and its value were perverted. If these were allowed to carry things in their way, the object for which the school was established would be defeated, and the sin would be charged against the guardians of the schools, as if they had committed it themselves.

 

————Age and Maturity Quotes————

 

AH 200

The prevailing influence in the world is to suffer the youth to follow the natural turn of their own minds. And if very wild in youth, parents say they will come right after a while and, when sixteen or eighteen years of age, will reason for themselves and leave off their wrong habits and become at last useful men and women. What a mistake! For years they permit an enemy to sow the garden of the heart; they suffer wrong principles to grow, and in many cases all the labor afterward bestowed on that soil will avail nothing. . . .

1MCP 295

The ideas of courtship have their foundation in erroneous ideas concerning marriage. They follow impulse and blind passion. The courtship is carried on in a spirit of flirtation. The parties frequently violate the rules of modesty and reserve and are guilty of indiscretion, if they do not break the law of God. The high, noble, lofty design of God in the institution of marriage is not discerned; therefore the purest affections of the heart, the noblest traits of character, are not developed.-MS 4a, 1885. (MM 141.)

 

1MCP 296

The habit of sitting up late at night is customary; but it is not pleasing to God, even if you are both Christians. These untimely hours injure health, unfit the mind for the next day’s duties, and have an appearance of evil. My brother, I hope you will have self-respect enough to shun this form of courtship. If you have an eye single to the glory of God you will move with deliberate caution. You will not suffer lovesick sentimentalism to so blind your vision that you cannot discern the high claims that God has upon you as a Christian. -3T 44,45 (1872).

 

1MCP 298

The young boys are like wise left to have their own way. They have scarcely entered their teens before they are by the side of little girls of their own age, accompanying them home and making love to them. And the parents are so completely in bondage through their own indulgence and mistaken love for their children that they dare not pursue a decided course to make a change and restrain their too-fast children in this fast age.—2T 460 (1870).

 

1MCP 299

A young man who enjoys the society and wins the friendship of a young lady, unbeknown to her parents, does not act a noble Christian part toward her or toward her parents. Through secret communications and meetings he may gain an influence over her mind; but in so doing he fails to manifest that nobility and integrity of soul which every child of God will possess. In order to accomplish their ends they act a part that is not frank and open and according to the Bible standard, and prove themselves untrue to those who love them and try to be faithful guardians over them. Marriages contracted under such influences are not according to the Word of God. He [a young man] who would lead a daughter away from duty, who would confuse her ideas of God’s plain and positive commands to obey and honor her parents, is not one who would be true to the marriage obligations.— RH, Jan 26,1886. (FE 101,102.)

1MCP 299

To trifle with hearts is a crime of no small magnitude in the sight of a holy God, And yet same will show preference for young ladies and call out their affections, and then go their way and forget all about the words they have spoken and their effect. A new face attracts them, and they repeat the same words, devote to another the same attentions,–RH, Nov 4,1884. (AH 57.)

 

 

1MCP 300

Why the young feel more liberty when the older ones are absent is: they are with those of their kind. Each thinks he is as good as the other. All fail of the mark but measure themselves by themselves, and compare themselves among themselves, and neglect the only perfect and true standard. Jesus is the True Pattern. His self-sacrificing life is our example. 1T 154, 155 (1857).

 

1MCP 300

With many young ladies the boys are the theme of conversation; with the young men, it is the girls. “Out of the abundance of the heart the mouth speaketh” (Matthew 12:34). They talk of those subjects upon which their minds mostly run. The recording angel is writing the words of these professed Christian boys and girls. How will they be confused and ashamed when they meet them again in the day of God. Many children are pious hypocrites. The youth who have not made a profession of religion stumble over these hypocritical ones and are hardened against any effort that may be made by those interested in their salvation. 2T 460 (1870).

 

1MCP 302

[Written to Mabel White, 17 Years of Age. The note that it is written to a “girl of 18” is a mistake caused by not taking into account that Mabel’s birthday was yet nine months away.], see 19MR pp. 81-87 for the entire letter.]

You have no right to place your affections on any young man without your father’s and your mother’s full sanction. You are but a child, and for you to show a preference for any young man without the fall knowledge and sanction of your father is to dishonor him. Your attachment to this young man is robbing you of a peaceful mind and of healthful sleep. It is filling your mind with foolish fancies and with sentimentalism. It is retarding you in your studies and is working serious evil to your mental and physical powers. If opposed, you become irritable and low spirited.—Lt. 9, 1904.

 

SG 132

The mother’s work commences with the infant She should subdue the will and temper of the child, and bring its disposition into subjection. Learn it to obey. As the child grows older, relax not the hand. Every mother should take time to reason with the child, to correct its errors, and patiently teach it the right way. Christian parents should know that they are instructing and fitting their children to become children of God. The whole religious experience of the children is influenced by the instructions given, and character formed, in childhood. If the child’s will is not subdued and made to yield in childhood to the will of the parents, then what a task! What a severe struggle! What a conflict, to yield that will which never was subdued, to the requirements of God? Parents who neglect this important work, commit a great error, and sin against their poor children, and against God. Children, while under strict discipline, will at times have dissatisfied feelings. They will feel impatient under restraint, and will wish to have their own will, and go and come as they please. And they will often feel, from the ages of ten to eighteen, that there would be no harm in going to picnics and other gatherings of young associates; yet their experienced parents can see danger. They are acquainted with the peculiar temperaments of their children, and know the influence of these things upon their minds, and in reference to their salvation, keep them back from these exciting amusements.

 

2SAT 132

Those now being educated in this school should go from it to educate others. They are to eat, drink, and dress to the glory of God. We shall not keep here those who say, I am not going to keep the rules. They can return to their homes if they are not willing to come into order. Let not the teachers think they are doing the students a kindness by allowing wrong to go unrebuked. We should stand where the Lord will not need to say to us, “Neither will I be with you any more, except ye destroy the accursed from among you.” —Ms. 66,1899.

GCDB 02-06-93


“When a Conference selects young men and women, and aids them in obtaining an education for the canvassing field or any other branch of the work, there should be an understanding as to what they propose to do,—whether they design to engage in courtship and marriage, or to labor for the advancement of the cause of truth. It is no use to spend time and money in the education of workers who will fall in love before they complete this education, who cannot resist the first temptation in the form of an invitation to marriage. In most cases the labor spent on such persons is wholly lost. When they enter the marriage relation, their usefulness in the work of God is at an end. They increase their family, they are dwarfed and crippled in every way, and cannot use the knowledge they have obtained.

“Before persons are admitted to our mission training schools, let there be a written agreement that after receiving their education they will give themselves to the work far a specified time. This is the only way that our missions can be made what they should be. Let those who connect themselves with the missions be straightforward, and take hold of the work in a business-like manner. Those who are controlled by a sense of duty, who daily seek wisdom and help from God, will act intelligently, not from selfish motives, but from the love of Christ and the truth. Such will not hesitate to give themselves unreservedly, soul, body, and spirit, to the work. They will study, work, and pray for its advancement. I repeat, do not enter into a marriage engagement, unless there are good and sufficient reasons for this step.-unless the work of God can be better advanced thereby. For Christ’s sake deny inclination, lift the cross, and do the work for which you are educating yourselves.

“Many of the marriages contracted in these last days prove to be a mistake. The parties make no advancement in spiritual things; their growth and usefulness ended with their marriage. There are men and women throughout the country who would have been accepted as laborers together with God if Satan had not laid his snares to entangle their minds and hearts in courtship and marriage. Did the Lord urge them to obtain the advantages of our schools and missions, that they might sink everything in courtship and marriage, binding themselves by a human band for a lifetime? By accepting the work of rearing children in these last days of uncertainty and peril, many place themselves in a position where they cannot labor either in the canvassing field or in any other branch of the cause of God, and some lose all interest to do this. They are content with a common, low level, and assimilate to the position they have chosen* The bewitching power of Satan’s deceptions wrought within the human heart its evil work. Instead of candidly considering the time in which we live. and the work they might do in leading others to the truth, they reason from a selfish standpoint and follow the impulse of their own unconsecrated hearts. “The flesh lusteth against the spirit, and the spirit against the flesh.” The natural appetites and passions become a controlling power, and the result is that spiritual growth ceases; the soul is, as it were, paralyzed.

 

AH 79

A youth not out of his teens is a poor judge of the fitness of a person as young as himself to be his companion for life. After their judgment has become more matured, they view themselves bound for life to each other and perhaps not at all calculated to make each other happy. Then, instead of making the best of their lot, recriminations take place, the breach widens, until there is settled indifference and neglect of each other. To them there is nothing sacred in the word “home.” The very atmosphere is poisoned by unloving words and bitter reproaches.

 

TSB 19

I am sorry that you have entangled yourself in any courtship with Nellie A. In the first place, your anxiety upon this question is premature. Sound judgment and discretion will bid you wait for one or two years. But for you to select one to be in your mind and affections that length of time would not be prudent for you or just to the one to whom you pay your address.

I speak what I know in this matter, that the very best course for you and for Nellie is to give this matter up entirely, for no good can come of it. In continuing your attentions to her, you will be unfitting yourself for your office duties and placing obstructions in your way for a thorough education and for the habits of body and mind to become settled. Even to bind your affections prematurely is doing yourself and any young lady injustice. . . .

I have been shown the evil of these early attachments, especially when a young man is away from the home roof and must select his companion without the discriminating eye of his mother. It is not safe for you to trust to your own judgment. Early anxiety upon the subject of courtship and marriage will divert your mind from your work and studies, and will produce in you and the one whom you flatter with your attentions a demoralizing influence. There will be in you both a vain forwardness in manners, and infatuation will seize you both. and you will be so completely blinded in regard to your influence and example that you will, if you continue in the course you have entered upon, expose yourselves to criticism and demand that censure should be passed upon your course.

 

This courtship and marriage is the most difficult to manage, because the mind becomes so bewildered and enchanted that duty to God and everything else becomes tame and uninteresting, and calm and mature thought is the last thing to be exercised in this matter of the gravest importance. Dear youth, I speak to you as one who knows. Wait till you have some just knowledge of yourself and of the world, of the bearing and character of young women, before you let the subject of marriage possess your thoughts. [S3P] Nellie A will not be as much prepared by cultivated manners and useful knowledge to marry at twenty-five as some girls would be at eighteen. But men generally of your age have a very limited knowledge of character, and no just idea of how foolish a man can make himself by fancying a young girl who is not fit for him in any sense. It will be far better not to many at all than to be unfortunately married, but seek counsel of God in all these things. Be so calm. so submissive to the will of God, that you will not be in a fever of excitement and unqualified for His service by your attachments.-Letter 59.1880.

 

————Additional items————

Only Advised and Counseled

In regard to marriage, I would say. Read the Word of God. Even in this time, the last days of this world’s history, marriages take place among Seventh-day Adventists. . . . We have, as a people, never forbidden marriage, except in cases where there were obvious reasons that marriage would be misery to both parties. And even then, we have only advised and counseled.—Lt. 60,1900. 1MCP 219

For the Word Doc: Courting_in_School

Attending Public Colleges and Universities

Attending Colleges and Universities of the Land

 

It would be perfectly safe for our youth to enter the colleges of our land if they were converted every day; but if they feel at liberty to be off guard one day, that very day Satan is ready with his snares, and they are overcome and led to walk in false paths–forbidden paths, paths that the Lord has not cast up.

Now, shall professed Christians refuse to associate with the unconverted, and seek to have no communication with them? No, they are to be with them, in the world and not of the world, but not to partake of their ways, not to be impressed by them, not to have a heart open to their customs and practices. Their associations are to be for the purpose of drawing others to Christ.  {3SM 231.2}

Here is the danger of our youth. The attractions in these institutions are such, and the teaching so intermixed with error and sophistry, that they cannot discern the poison of sentiment mingled with the useful and precious. There is such an undercurrent, and it works in such a manner that many do not perceive it, but it is constantly at work. Certain ideas are constantly advanced by the professors, and repeated over and over, and at last the mind begins to assimilate and conform to these ideas.

Just so when infidel authors are studied. These men have sharp intellects, and their sharp ideas are presented, and the mind of the student is influenced by them; they are pleased with their brilliance.

But where did those men obtain their powers of intellect? Where did they get their sharpness? From the fountain of all knowledge. But they have prostituted their powers; they have given them as a contribution to the devil, and don’t you think the devil is smart? Many are traveling in the devil’s tracks by reading infidel authors. Satan is a sharp being, and they fall in love with his learning and smartness.–Manuscript 8b, 1891.  {3SM 232.2}

 

To many of our youth there is great danger in listening to the discourses that are given by those who in the world are called great men. These discourses are often of a highly intellectual nature, and prevailing errors of science falsely so-called and of popular religious doctrine are mingled with wise sayings and observations, but they undermine the statements of the Bible and give the impression that there is reason for questioning the truth of the inspired Word. In this way the seeds of skepticism are sown by great and professedly wise men, but their names are registered in the books of record in heaven as fools, and they are an offense to God. They repeat the falsehoods that Satan put into the mouth of the serpent, and educate the youth in delusions.  {3SM 232.3}

This is the kind of education the enemy delights in. It is sorcery. The great apostle inquired, “Who hath bewitched you that ye should not obey the truth?” Those who receive and admire the sentiments of these so-called great men are in danger, for through the subtlety of the enemy the sophistical reasoning of these false teachers takes root in the heart of our youth, and almost imperceptibly they are converted from truth to error. But the conversion should be just the other way. Our young men who have seen the evidences of the verity of truth should be firmly established and able to win souls to Christ from the darkness of error.

The youth who go to Ann Arbor must receive Jesus as their personal Saviour or they will build upon the sand, and their foundation will be swept away. The Spirit of Christ must regenerate and sanctify the soul, and pure affection for Christ must be kept alive by humble, daily trust in God. Christ must be formed within, the hope of glory. Let Jesus be revealed to those with whom you associate.–Letter 26, 1891.

 

The Waldensians entered the schools of the world as students. They made no pretensions; apparently they paid no attention to anyone; but they lived out what they believed. They never sacrificed principle, and their principles soon became known. This was different from anything the other students had seen, and they began to ask themselves, What does this all mean? Why cannot these men be induced to swerve from their principles? While they were considering this, they heard them praying in their rooms, not to the virgin Mary, but to the Saviour, whom they addressed as the only mediator between God and man. The worldly students were encouraged to make inquiries, and as the simple story of the truth as it is in Jesus was told, their minds grasped it.  {3SM 233.2}

These things I tried to present at HarborHeights [at an educational convention in 1891]. Those who have the spirit of God, who have the truth wrought into their very being, should be encouraged to enter colleges, and live the truth, as Daniel and Paul did. Each one should study to see what is the best way to get the truth into the school, that the light may shine forth. Let them show that they respect all the rules and regulations of the school. The leaven will begin to work; for we can depend much more upon the power of God manifested in the  lives of His children than upon any words that can be spoken. But they should also tell inquirers, in as simple language as they can, of the simple Bible doctrines.  {3SM 233.3}

There are those who, after becoming established, rooted and grounded in the truth, should enter these institutions of learning as students. They can keep the living principles of the truth, and observe the Sabbath, and yet they will have opportunity to work for the Master by dropping seeds of truth in minds and hearts. Under the influence of the Holy Spirit, these seeds will spring up to bear fruit for the glory of God, and will result in the saving of souls. The students need not go to these institutions of learning in order to become enlightened upon theological subjects; for the teachers of the school need themselves to become Bible students. No open controversies should be started, yet opportunity will be given to ask questions upon Bible doctrines, and light will be flashed into many minds. A spirit of investigation will be aroused.  {3SM 234.1}

But I scarcely dare present this method of labor; for there is danger that those who have no connection with God will place themselves in these schools, and instead of correcting error and diffusing light, will themselves be led astray. But this work must be done, and it will be done by those who are led and taught of God.–Manuscript 22a, 1895.   {3SM 234.2}

Jesus was a teacher when He was but twelve years old. He went in before the rabbis and doctors of the law as a learner, asking questions that surprised the learned doctors, and showing eagerness to obtain information. By every question He poured light into their darkened minds. Had He led them to suspect that He was trying to teach them, they would have spurned Him. So it was all through His life. By His purity, His humility, His meekness, He rebuked sin. Those around Him could not find a single thing for which to blame Him, yet He was at work all the time. He worked in His own home until He had no home. His lot was no more pleasant than that of the young people who today are trying to walk in His footsteps.

If all our people would work in Christ’s way, what a blessing it would be. There are many ways in which to diffuse light, and a great work can be done in many lines that is not now done. “Let your light so shine before men, that they may see your good works, and glorify your Father which is in heaven.” This spirit will inspire others to do the will of the Lord also.–Ms 22a, 1895, pp. 7, 8a.  {4MR 53.1}

 

The Lord has presented before me our neglect of improving opportunities for good, in failing to get acquainted with the work that is being done in the large institutions for the education of the colored people. Long ago we should have made a thorough study of the best ways of educating the colored people to be workers for the colored people. We should use every opportunity to work wisely for the teachers and students in these large educational institutions. We do not need to work hastily to indoctrinate the workers, but we can seek in every way possible to help them, and to let them know that we appreciate their labors.  {4MR 53.2}

One of the strong reasons presented to me why our office of publication should be established at Nashville, was that through our publications the light of truth might shine to the teachers and students in these institutions. I expected long ago to hear that this work had been undertaken.  {4MR 53.3}

Recently light again came to me instructing me that decided efforts should be made in an honorable way to get into the ranks of the students in these schools, and by gaining the confidence of the white teachers, get permission to give them talks on missionary subjects. It was because of the existence of these large institutions of education in Nashville that I was shown that this city was the most favorable place in which to open up our work in the Southern field. There has been a sad failure to take advantage of circumstances.–Letter 228, 1907. (To the officers of the General Conference, 1907.)  {4MR 54.1}

 

Some time ago I had light that you, J. S. Washburn, should become acquainted with the work that is being done by the large educational institutions for the colored people in Nashville. When the work was first opened in Nashville, I was deeply anxious that our workers should become acquainted with the teachers and learn from them their methods of working. Again and again I have been instructed that some of our youth should be encouraged to attend these schools and exert an influence for the truth as they mingle with the students and teachers in their classes. I still urge that this be done.  {4MR 54.2}

I have repeatedly stated that one of the reasons that we were led to select Nashville as a suitable center for our work in the South was because of the location of the large schools there for the colored people. As our brethren become acquainted with the methods of work in these colored schools, they will learn much regarding how to sow successfully the seeds of truth in the hearts of these people. This was clearly presented to me when we first entered the city of Nashville.–Letter 48a, 1908.4MR 54.3}

 

It is very warm, and yet I feel that I must answer your letter. May the Lord help me to write to you. I fear that I have left your letter in Healdsburg, but your question, I think, is distinct to my mind. I have been shown me some things in reference to those who are now students in Ann Arbor, and I know that I speak intelligently when I say that if you could have had the advantages of the meetings at Petoskey you would have received light and knowledge in regard to heavenly things that would have been of the highest value to you all. From the light I have had, I know that the students at Ann Arbor are in danger of not preserving a living connection with God, and will fail to impart knowledge and light unless they do receive wisdom from God.  {4MR 47.4}

As to your question:  In connecting with unbelieving students in discussion of religious liberty, there is danger of reaping results which you do not anticipate. . . .  {4MR 48.1}

Instead of creating an issue and bringing about division of feeling, unite with the students in their meetings in a judicious manner, not striving for the mastery but watching for an opportunity to flash bright rays of light before them. In advocating religious liberty sentiments you might be pressed in argument to take so decided a stand that you would build a wall between yourself and those whom you sought to enlighten, and failing to draw them toward the truth, you would fail to do them good. That which you might say in regard to religious liberty might be all truth, and yet because of an untimely introduction, an overpositive utterance, you might bring about alienation between yourself and those you would instruct. In all meekness, in the spirit of Christ, live out the truth. Be often in prayer as was Daniel, for the Lord will surely hear the prayer of all who call upon Him in sincerity, and He will answer. We have no time in which to bring in needless things. Study to know God and Jesus Christ, for this is eternal life to every one of you.

If you walk humbly with God you may unite with the students not of our faith, agreeing with them as far as possible by dwelling upon points wherein you harmonize. Make no effort to create an issue. Let them do that part of the work themselves. Let them see that you are not egotistical, pharisaical, thinking no one loves God but yourselves, but draw them to Christ, thus drawing them to the truth. All heaven is engaged in this work. Angels wait for the cooperation of men in drawing souls to Christ. “We are laborers together with God.”  {4MR 49.1}

For the Word Doc: Attending_Colleges_and_Universities_of_the_Land

Guide L Ed ch 32-35 Fe ch 36 and 59

Philosophy of Adventist Education

Study Questions on the following chapters from Education: Preparation, Co-operation, Discipline. And from Fundamentals of Christian Education, Expulsion of Students, Correct School Discipline.

 

FE Chap. 59 – Correct School Discipline

 

  1. What responsibility did the school have for  the temptations attacking unruly students in 454:1?
  2. How did some teachers undermine the “principal and his co-workers”?
  3. This sympathy led some students to “brave out” their course of action.
  4. Discipline staff meetings made things worse. Why?
  5. How might false sympathizers view “efforts to repress evil”?
  6. Give one example of an “insipid speech” that was given by the teacher that the students thought was cool and, as we might say today, “with it.”
  7. Which students were under special obligation to make the most of their student life and to cause the least disciplinary problems? 455:1
  8. What changes (list them) does EGW mention will come to the troubled students when they are converted?
  9. “None who deal with the youth should be _________________, but should be ______________, __________, _____________, __________, and _________________.”
  10. In 456:4 “rebuke” seems to be a superlative form of “reproof.”
  11. How might a student sicken the soul of a fellow student that is “feeding on Christ”? How do Christ and the angels feel about similar behavior? 457.2
  12. How might a student respond (with words) to one tempting him to nonsensical activity?
  13. Thought question: Why does a chapter on school discipline have so much to say about frivolity?
  14. How do men who will one day become apostates react when the Word’s of God are brought to them through His chosen messengers?

 

Chap. 36 – Suspension of Students

 

  1. Does it appear that the strong school discipline practiced by the recipients of this chapter was a virtue or a vice?
  2. Under what condition was EGW in harmony with expelling students from school?
  3. When a student has been expelled, will it be helpful to inform the student body regarding what wrongs he has done to deserve such treatment? Is the answer to this question given in the first paragraph related to revealing his wrongs to the students while the wrong-doer is present, or after he has left the school grounds?
  4. What result did Ellen White say, in the name of the Lord, would be the result of disciplining easily misled students properly?
  5. Disciplinarians should keep in mind that they are not dealing with ____________?
  6. Sometimes rich persons despise poor persons. Sometimes White persons despise Black persons. We say these are narrow-minded views. More common than these, in church, is the view held by those who have inherited comparatively virtuous characters. They despise those who have inherited much worse characters. The latter ought to be pitied and helped with regard to his handicap.
  7. What characteristics (three) in teachers have made “bad work” out of their disciplinary mistakes? 277.1 (found near the bottom of 278)
  8. What is a danger is working to deal with Satanic attributes in the students under your care? 277.1 (found 278:0-279:0)
  9. When and why do our unlovely traits “flash forth”? (i.e. why = for want of …..)
  10. Genuine love for souls will prevent one from magnifying “a small indiscretion, or direct wrong into a large unpardonable” offence. What does it mean to “make capital of others’ misdoings?
  11. T/F  It will never be necessary to expose another’s wrong.
  12. Memorize: “O tell the erring, ‘God loves you, God died for you.’ Weep over them, pray with them. Shed tears over them, but do not get angry with them. They are Christ’s purchased possession.”
  13. Complete this thought: If we wish to do good to souls, our success will be proportionate to their belief in . . . .
  14. What does it mean to be “advancing ideas of what he may become”?
  15. Memorize: “Those who try our patience need most love.” OR [your choice] “The rough, stubborn, sullen dispositions are the ones who need help the most.”
  16. What arguments (two) does EGW urge as a reason we should not treat students “as they deserve”?
  17. Should students a great distance from home be suspended/expelled on a different basis than those living near home? Why?
  18. What impact does the practice of true principles of discipline have on our own advancement as Christians? See 282:1, but do not write an answer.
  19. 284:1. EGW knew that many “officiating” in our schools were not themselves converted; hence they were not tender. They worked at cross purposes with God in reference to the youth.

 

Education, chapter Preparation

 

  1. Who should receive formal education with as much diligence as elementary school teachers? Ed. 275:1, 276:1. Secondary school is a great place for this to happen. Why (from lecture) is it not sufficient to meet the need? What else might help?
  2. Infant mortality has fallen off sharply in the United   States since EGW wrote 275:2. What part of the reproof is still as valid as ever?
  3. Before “taking upon themselves the possibilities” of having children men and woman should learn some things. List them. 276:1
  4. Know the idea in 276:3

 

Preparation continued

 

  1. Teachers should have a thorough character education.
  2. Know the content of the four paragraphs that describe progressive qualities that teachers should have. (1st is 277:1, 2nd 277:3, 3rd 278:4, 4th 278:6-279:0)
  3. The teacher that teaches good principles will only have a permanent impact for good if he is revealing . . . .
  4. Being heart-weary and brain-weary makes it very difficult for a teacher not to have ____________, _____________, and __________________. How might he avoid the cause that leads to these moods?
  5. What are three aspects of over-work that EGW mentions that teachers such specifically guard against?
  6. How might the teacher lead his students to have a respect for and an interest in manual labor?
  7. More important than the amount of learning that a teacher has acquired is the ______________ at which he ______. 278:5
  8. A teacher should have aptness for his work. For a science teacher, this means aptness at both science and teaching. For a history teacher, at both history and teaching. The teaching part is essential. This is not a question. If a teacher has this, even if he lacks some in literary qualifications, his students will follow him up the knowledge ladder as he climbs. He can do a great work.
  9. What kind of home-training leads youth to regard all discipline as unnecessary restraint?
  10. Who has the job of transforming characters that are misshaped at home?
  11. What does the vacillating ease-loving student need? The discouraged student?
  12. What, practically, would a teacher do who carries his “children and youth upon his heart”? (from lecture)
  13. The teacher must model self-improvement for his students who he expects to excel at their work of self-improvement. This leads true teachers to become extreme people. See Ed 281.2.
  14. What determines how a teacher feels about his personal defects?
  15. The calling to teach is too high for humans. God comforts teachers personally. Know at least one of the comforting promises on page 282.

Cooperation, Education ch. 33       

 

  1. When parents work together in educating their children, these children will not be causes of disturbance and anxiety in the school room.
  2. Parents that put their heart into this work will not be found __________________ the teacher.
  3. How is the influence of the faithful, self-sacrificing teacher well-nigh destroyed in 284:1?
  4. Necessary criticism should be made in private to teachers, or if that fails, to the church board. It should never come to the attention of ______________________.
  5. What particular knowledge do parents have that true teachers need to do their work well?
  6. True teachers will rouse parents to recognize and discharge their sacred duties. 284:5
  7. Not only should parents cooperate with each other, and teachers with parents, but children should be taught that they are part of the home “firm.” [Firm is a name for a business organization, a productive company.] Understand 285.1
  8. How might the teacher give an outlet to boys who are restless and disorderly and insubordinate? Don’t be too general.
  9. This chapter highlights a general principle of education that makes it easier to see how sports programs undermine true education. Think this through.

 

Chap. 34 – Discipline

 

  1. What should children learn first…to reason, or to obey? See also 287.2 for timing of the second element.
  2. It is “gentle, persistent” effort that accomplishes this goal. This prevents the “later conflicts” that show up (usually in the teen years) “which create alienation and bitterness toward parents and teachers.” This is not a question.
  3. Memorize: “To direct the child’s development without hindering it by undue control should be the study of both parent and teacher.”
  4. What are two reasons EGW urges us not to “break the will” of a child?
  5. What, practically, can a teacher do to help his students in light of the fact that “the surrender of the will” is so much more difficult for some than for others?
  6. What do you think EGW means by “his work may not appear to the best advantage” 289.2?
  7. How practically can a true teacher increase a sense of ‘honor’?
  8. When a teacher senses the working of a restless mind, what might he do that would be more helpful than “watching”?
  9. How might this principle carry over into the form of our imperative sentences?
  10. Rules are the voice of the school when the principles in them are placed before students in such a way that they can see their justice. See 290.2. This is not a question.
  11. Memorize the principles in the paragraph 290:3. The words are not needed, but it might be the easiest way to memorize the principles.
  12. Not love, but _____________________ tolerates disobedience in the home or school.
  13. What are methodological symptoms of sentimentalism on the part of parents and teachers? (290:4)
  14. Youth love freedom and liberty. In education they are to be taught that these are enjoyed only in ___________________________________.
  15. Know 291.4.  Censure bewilders. Know the rest of it.
  16. Explain briefly how censure may lead to hopelessness. How is hopelessness “often concealed”?
  17. Step B is “point him to the source of pardon and hope.” What is step A?
  18. What practical thing may a teacher or parent do who is tempted to speak impatiently?
  19. What kind of students should receive especial tenderness (292.3)?
  20. EGW says that the golden rule should be applied to all. Then she names some classes of students in particular that we should treat as we would like to be treated. What are these classes?
  21. What three qualifications does EGW give in 293.1 as pre-requisites to expulsion?
  22. What does EGW mean by the idea that schools should be cities of refuge for students? (I mean, what does she say about that idea?)
  23. Exaggerated statements of reproof are evidence of a lack of humility on the part of the reprover. See this point in 293.2.
  24. True teachers will feel that it is better to err rather on the side of mercy than of justice.
  25. What kind of students often most readily melt under kindness?
  26. Know the idea in Hebrews 5:2 and that teachers should be like Jesus in this respect. (294:3)
  27. The last portion of this chapter is different: It is about how to handle the natural discipline that comes from living.
  28. What kind of sympathy would be doing harm to youth that meet with misfortune in their life?
  29. Why is self-pity such a pity?
  30. Youth should be taught that this world is not a parade ground, but a ____________________.
  31. The test of character comes when we are faced with burdens that need to be borne and that bring no earthly recognition or reward. Know this point.
  32. Those that tend to escapism tactics in dealing with problems could learn a better way from 295:3. What is that?
  33. What benefits should youth be
    taught might be derived from their faults and mistakes?
  34. What reasoning does EGW use to deny that denial of selfish desires is sacrifice?
  35. Know the suggested watchword of education (it is two words J).
  36. When Jesus removes something from our life, he provides something better. This is a model for teachers. If we take something, give something better in return.
  37. How does EGW characterize two methods that are not likely to “avail in leading youth” to give up their dear sins?
  38. How does it come to be that duty becomes a delight and sacrifice a pleasure?
  39. Memorize: “The love of Christ constraineth.” 2 Corinthians 5:14.

For the Word Document: L_Education 32 to 35,_FE_36,_59

Guide K Ed ch 24-31 less 30

Philosophy of Adventist Education

Ch. 24 Education Study Notes

Manual Training

 

  1. The fourth commandment enforces labor. What blessings does manual work bring according to 214:1.and 215:2?
  2. Those who would be children of God should notice that God is a constant worker and imitate him. All creation is active. This is not a question.
  3. How would you answer the Adventist who urged the houses are an imitation of the Babel builders and that those who would be ready for translation should live in a garden and that if God wanted us in houses He would have caused boards to grow instead of trees.
  4. God found the earth in a chaotic state and ordered it. How can we experience a joy akin to His in our life on this earth?
  5. Ellen White recommends sports for little children. Their “sports” should promote spiritual growth. “As he gains _____________ and ____________________, the best recreation will be found in some line of effort that is ______________.”
  6. What occupations are often sought by youth who do not feel in themselves the dignity of labor? Why?
  7. Many branches of study are not essential to usefulness or happiness. What examples does Ellen White give of classes that might be superfluous to a young lady?
  8. What knowledge must that young lady have to promote the usefulness of her husband and the development of her children?
  9. How do ladies think about men that enjoy the activities in 216:3 (217:0)? Ladies can write what they think and men should write what they think the ladies think. We will compare notes in class.
  10. Ellen White wrote that ladies should know how to use the hammer and the saw. Thought question: What would she think if she knew that many men today don’t know how to use them?
  11. Which stories or passages does EGW suggest serve well to illustrate how God honors toil?
  12. Compare the Ouachita Hills program to 218:1. What improvements might you suggest that would bring the program more into line with this paragraph without ruining the health of students or staff, and without lengthening the program? Or should the program be lengthened?
  13. In your opinion, does the trade of canvassing qualify for a fulfillment of the counsel of 218:2? Why or why not?
  14. Missionary activity has suffered for a lack of funds caused largely by the constant and pressing need of educational subsidy for our schools. What do you think about this in light of 218:3-218:4?
  15. Evaluate 219:1 for principles. What ideas in the paragraph are true for all ages? What ideas were true a hundred years ago, but not so true now? Be prepared to defend your answer in harmony with your epistemology.
  16. What kind of ambition could be a plus in educational work? How might that ambition influence occupational choices? Weren’t our schools established to train missionaries? How does 219:2 fit in with this goal?
  17. What solution does EGW suggest to the problem of swelling numbers of unemployed and criminally occupied persons?
  18. Books are heralded as sources of deep and penetrating thought. What does Ellen White say that tends to contradict this general opinion? In what way is her statement not a contradiction of this opinion?
  19. Ellen White speaks of success and failure in the work of ministers, missionaries, and teachers in 221.1. These are the occupations we train men for at OuachitaHillsCollege. What kinds of practical knowledge ought our students, according to this paragraph, be certain to acquire?
  20. If your parents are willing to deny their selves to save money and pay for your education, how might that help not be as helpful as they expect? What lessons might you not learn that way?
  21. Teach the youth that the goal of education is neither to help students escape disagreeable tasks, nor to secure the greatest gain to themselves. What, then, is its aim according to 221:3-222:0?
  22. How might useful work be done in such a way as to remove from the doing of it much of God’s intended blessing?
  23. What impact would effective manual training have on the life of the workaholic?

 

 

Chap. 25 – Education and Character

 

  1. Memorize 225:1
  2. What reason does EGW give for making character building a larger issue today than it was in past ages?
  3. What motive, when used to appeal to students, make education a “perversion of the name”?
  4. What passage of scripture does EGW use as evidence that we ought not to compare ourselves with others?
  5. What “root of all evil” is at the base of general educational practices for youth?
  6. Cheating, cramming, and menacing individuals are each the result of an educational philosophy that encourages strife for the supremacy. This is not a question. Just recognize that it comes from the book.
  7. How can beauty of language work against the needs of the readers of literature?
  8. What is the impact of pleasant fictitious literature on society when it has no immorality?
  9. Science becomes dangerous as it is “mingled with the _____________ and ___________ of men” that tend to infidelity.
  10. “License is liberty.” This falsehood is promoted by spiritualism. What does it mean?
  11. Youth is the time when the greatest temptations face youth. Understand the relation of the timing of true education to the hormonal system of man.
  12. EGW speaks of the “worldwide dissemination of the same teachings that led to the French Revolution.” What teachings is she talking about?
  13. What, according to Is. 33:6, will be the source of our stability in these times?

 

Chap. 26 – Methods of Teaching

 

  1. Ellen White speaks of how memory has been taxed disproportionately to other powers of the mind. What other powers of the mind could be taxed in school?
  2. How does burdening the mind with that which can not be used affect the mind?
  3. Memory work is one extreme. What, briefly, is the opposite extreme is educational philosophy?
  4. What lesson might God have intended to teach by putting the word “good” into the name of the forbidden tree?
  5. What kind of discrimination is only available to those that depend on God for aid in their reasoning?
  6. Takes notes on what the teacher has to say about group lectures and individual meetings in regard to educational methods.
  7. Teachers, imitating Christ, should discern the __________________ in every human being.
  8. What kind of efforts will always be encouraged by the wise teacher? (I am looking for the answer in 232:2 as opposed to many other right answers that could be given.)
  9. What does the word “application” mean in Ed. 232:3?
  10. What kind of natural restrictions do students tend to place on their own studies? In other words, what kind of studies do they tend to focus on?
  11. “Natural ________________ indicate the direction of the life-work.”
  12. Teachers should teach largely by ________________________.”
  13. Why are entertainers in the Hollywood scene so successful at keeping men’s attention? What might even those that despise drama learn from them?
  14. Do you understand the principles being presented in this chapter? Do you perceive that they are true? State them briefly in your own words.
  15. How far should students advance in educational lines, according to 234:1? How can this be harmonized with “A Speedy Preparation”?
  16. Does it appear to you that Ellen White would recommend annual placement tests that would determine whether or not a college student could go on to the next year’s study? Be prepared to defend your answer.
  17. What could EGW mean when she speaks of studying language from a “higher point of view” than the knowledge of grammatical rules? What kind of “habits of speech” does EGW indicate should be taught as part of a school program? Be thorough. Include in your list principles up to 236.
  18. How does EGW balance her own statement that children need appreciation, sympathy, and encouragement?

Chapter 26 continued.

 

  1. Ellen White uses language as an illustration of what can be done “with every other study.” What should each study aim to develop?
  2. Of what branch of study is this more true than with others? (p. 238)
  3. In light of 238:3, what impact would a daily watching of the news have on society?
  4. What elements of history does EGW indicate would be helpful to study in 238:4? (RF)
  5. The Web of Humanity. This is a phrase EGW uses elsewhere, similar in thought to “the great brotherhood” in 238:4. This is not a question. These phrases represent part of the “broad” and comprehensive views of life gained from correct study of history.
  6. Ellen White introduces methods of teaching math (figures). What kind of homework does she suggest? Thought question: Over the course of 30 years of real life, how would the practicality of this type of math teaching compare to the typical Algebra I, II, III program?
  7. Note: The word “niggardly” in EGW’s day meant “selfishly protective of one’s money, unwilling to make reasonable expenditures.” Since that time “nigger” has come to be a denigrating term for persons of the black race. Because of the danger of misunderstanding, the adverb form “niggardly” would not be a good word to add to your working vocabulary.

 

Chap. 27 – Deportment

 

  1. Memory work: “Many who are kind at heart lack kindliness of manner.”
  2. College handbooks, under the heading “deportment of students” typically deal with issues of male/female relationships. What is the chief subject or theme of the chapter “Deportment” in the book Education?
  3. Name three “elements of power” that each person may possess. If all may possess them, why do some consecrated persons lack them?
  4. Teacher Sheila McPhereson has noticed that her students are morose and mean-spirited and that they avoid her when she lets them out of the third-grade classroom for recess. What might she do about these problems?
  5. How may sincere and upright persons mar their own happiness and their service of others?
  6. EGW indicates that the “rules” of etiquette do not teach true courtesy. How should we, then, relate to accepted customs of propriety? What kind of customs should we ignore?
  7. What do you understand EGW means by the term “conventionalities” in 241:1?
  8. EGW contrasts courtesy with etiquette in regard to our relation to those persons and things that do not meet an “artificial” standard. Courtesy always shows respect. This is not a question.
  9. How may culture fail to accomplish its ends? Contrast American culture, in this respect, with other cultures. Do this in your mind, not on paper.
  10. What is a “sense of propriety” as listed in 241.4?
  11. In the Ministry of Healing EGW speaks of God’s people “perfectly” reproducing Christ’s character. Here in the book Education, in 241.5 she lists some of the characteristics that are to be “perfectly reflected” in his children. List them.
  12. The memorize Jn. 13:34 and I Corinthians 13:4-8.
  13. What two ingredients inspire true reverence?
  14. How might religious meetings in school contribute to the teaching of true reverence? How might they be conducted so as to undermine true reverence?
  15. Justin prays like this, “Dear Lord, please help us to understand the Bible, and Lord, give us peace. Please Lord, for we need your wisdom, Lord Jesus. . . .” What is lacking in this prayer, according to 243:5-244:0?
  16. What does it mean to “paraphrase” the Word of God to “point a witty saying”?
  17. We are to show, as we have seen in the last questions, true respect for our God, for his presence, his worship, his name, his inspired Word. What other aspect of reverence for God should be manifest in the lives of students according to 244:3?
  18. Memorize the quoted portion of Leviticus 19:32 (from 244:4)
  19. Fathers and mothers represent God to their children. This truth should lead them to reverence their own positions…to treat their responsibilities as sacred. This is not a question.

 

 

Philosophy of Adventist Education Study guide on Education, chapters 28-29

 

Chap. 28 – Relation of Dress to Education

 

  1. Fashion and Appetite have some things in common….they demand a great deal of time and energy and resources from their servants. The former competes powerfully against teachers in their work.
  2. Which of the reasons for not serving fashion, as found on 246, apply to today when fashionable clothing may be purchased quickly, and when there is enough money around to dress fashionably and still eat well and give generous offerings?
  3. How, according to 247:2, does fashion militate against the aim of the teacher? How in 247:5?
  4. What relation might one infer as existing between dress and dishonesty in young ladies from 247:2 and in fathers in 247:3?
  5. Who is the “she” in the phrase “a greater display of her power” (247:4)?
  6. Ladies coming to school in the 19th century did not bring a change of clothing. They wore their articles both for class and for recreation. This is not a question.
  7. What practical advice did EGW give for breaking “the spell of fashion” that rests on the youth?
  8. Memorize and understand “Plain living is indispensable to high thinking.”
  9. Ponder: We read earlier that many life’s joys and blessings are forfeited to a lack of thought and courtesy. We may think that large donations to distant projects and long-term commitments to great endeavors constitute the significant investments of our life. This chapter highlights the value of miniscule investments of time and attention. In the light of the value of these small investments, fashion’s demands for some portion of our time and money becomes treacherous. (247.7-248.1).
  10. What is a “mandate”? From which sources ought our clothing mandates to arise? (i.e. I am looking for the three correct motives of clothing values found in 248.3).
  11. What does “becoming” mean in 248:4? Appropriate? Note: On the latter point, other counsels of EGW indicate that clothing should be “appropriate” to the weather, the gender, the vocation, and the shape/size of the individual.
  12. Compare the first and last sentences of 248:5. What type of individual does it seem EGW had in mind, in the last sentence, as evaluating character on the basis of dress?
  13. Other than modest dress, what other precaution must be practiced before a young lady can claim the “shield from a thousand perils”?
  14. How might persons come to realize that character may be beautiful or ugly—that godly people ought to adorn themselves with holiness and righteousness? (i.e., 249.3)?
  15. Read the article “Notes on Dress” and respond to it with a two or three paragraph critique of its strengths and/or weaknesses.

 

Chap. 29 – The Sabbath

 

  1. EGW draws from the words “that you may know” in Exodus 31:13,20:11, the idea that the Sabbath was intended to be part of true education. Notice this is the first paragraph of the chapter. What is it to teach?
  2.  While EGW links the Sabbath with education in the first paragraph, she links it with another vital long-term part of our life in the second. Which part of our life?
  3. When your little children think “Sabbath” what should that word bring to mind, according to this chapter?
  4. Thought question: Have you noticed families where the children, when grown, are very close to their parents? How does EGW suggest, practically, that you might bind your children forever close to your own?
  5. Multiple Choice: Ellen White suggests, as a pattern of Sabbath School Study, (A) Seven days of intense study (B) Study Sabbath Morning and review in the Sabbath School, (C) Study Sabbath afternoon and daily review with illustration through the week, (D) Class room discussion led by the person who really studied.
  6. What practical way does EGW suggest that parents may remedy the weariness of their children with the sermon?
  7. Despite all the superlatives in this chapter, it is the shortest in the book. This is not a question.

 

Philosophy of Adventist Education

Study Notes on Education ch. 30, Faith and Prayer

 

Introduction: Remember that in the chapter “Schools of the Prophets” we learned that in those educational centers, students learned not only that they ought to pray, but how to pray; not only that they ought to exercise faith, but how to exercise faith. That is the theme of this chapter.

 

  1. In 253:1, what does faith do? (i.e., an example of one thing that it does would be “accepts God’s righteousness.”)
  2. T/F   When a wicked man aspires to help his mother clean the home because she is sick and old, this is evidence that the Spirit of God is working on his heart.
  3. What is the manifest condition that summarizes the conditions on which each of God’s promises is based (253:3.b)
  4. Where can we find the things God has promised (tricky question)?
  5. T/F   Every man is given a measure of faith.
  6. What must a man with his gift of little faith do to enable his faith to grow?
  7. How does EGW explain Paul’s assertion that God calls “those things which be not as though they were” Romans 4:17?
  8. The chapter bids us see the power of God’s word in creation. Where (list two sources) does she direct our gaze to see the power of faith in the life?
  9. Write briefly…what does EGW mean that “we each walk alone.”
  10. “As a shield from temptation and an inspiration to purity and truth, no other influence can equal the sense of __________________________”
  11. Timid Tim will find life to be a burden as he shudders under the stress of one confrontation after another. What, alone, could banish the fear that ruins his happiness? What Bible stories would especially be helpful to one such as Tim? What idea would he a help to ‘the self-distrustful” who lack of self-reliance leads them to shrink from responsibilities?
  12. What positive trait often lies beneath the negative habit of being resentful under wrong or provocation?
  13. What method, or “how to” of faith is pointed out on page 257? The answer I am looking for is “beholding.” So I answered this one for you. Know the answer in case I ask it again. By beholding persons in the Bible that had strengths of character where we have weakness, and by beholding Jesus in particular, faith lays hold of power and changes the life.
  14. How would you suggest help to Bible Teacher Elder Homer when his plan for the class has the students studying faith in early September and then studying prayer in late November?
  15. List items that we may ask for and be sure that we receive them, according to the Bible and Ed. 258:1?
  16. Which branch of one’s prayer experience alone “sustains the soul life”?
  17. What lesson does EGW draw from the fact that Moses, when in the mount, saw the pattern of the sanctuary that Israel was to build?
  18. What qualification must a teacher have who is to teach “these” “lessons” to his students (259.2)?
  19. What practical reason does EGW give for why the teachings of the Bible have so little impact on the youth?
  20. T/F   Treating the Bible as a book of good moral instruction, to be heeded so far as is consistent with the spirit of the times and our position in the world tends to prevent skepticism and infidelity in the youth.
  21. Who must give workers “time to think, to pray, to wait upon God for a renewal” of their powers?
  22. What is the impact of having devotional exercises hurriedly?
  23. Do not memorize the following, unless you want to, but be able to make a practical application of the passage to today’s life:

 

“As the apple tree among the trees of the wood,

So is my Beloved among the sons.

I sat down under His shadow with great delight,

And His fruit was sweet to my taste.

He brought me to the banqueting house,

And His banner over me was love.” Canticles 2:3, 4.  {Ed 261.1}

For the Word Doc: K_Education_24-31_less_30

Guide J Ed ch 18, 19 and 22

Philosophy of Adventist Education

 

Study Notes on Chapters 19, 20 and 23 in the book Education. These are named History and Prophecy, Bible Teaching and Study, and Recreation.

 

  1. How has Divinity been manifest in the accuracy of the Bible after it was written?
  2. How does sacred and secular history differ in regards to causation in national build-ups?
  3. Education pages 174:0-175:1 give a “philosophy of history.” Write the scripture references used in this section and, in your own words, the tenet or idea that Ellen White draws from the passage as part of the philosophy of history.
  4. Under two different figures, a tree and a slaughterhouse, the Bible illustrates national governments. Be prepared to explain how governments today may act to fit under one of these pictures.
  5. Explain briefly the meaning of Ez. 21:26-27.
  6. Secular human history begins with discovered written records and ends with today’s events. Bible history begins prior to creation and carries on to the future. In Sacred History, eschatology and history are one. Understand this sentence. Don’t write anything about it for this assignment.
  7. What does Ellen White mean by the phrase “the world’s first destruction” on page 183? Write the sentence that begins “Engrossed” with very simple words that most fourth graders could understand.
  8. Criticize this sentence: “Jesus demonstrated, during his life here on earth, a Divinely inspired knowledge of the Bible and thus gave evidence that he was truly God.”
  9. What portions of the Bible are specially adapted to the needs of children?
  10. What kind of methods does EGW suggest will help fix Bible lessons in the memory of chilodren?
  11. In the Great Controversy we find EGW speaking against innovation in worship forms. What does she have to say about innovation in teaching forms?
  12. What part should the Ten Commandments play in family worship?
  13. In 186:2-3 Ellen White’s presentation on family worship corresponds to her axiology. Examine the paragraph. Compare and contrast her axiology in worship with that of modern worship trends.
  14. The laws of heredity have been ordained in such a way that children inherit morals from their parent’s influence. Understand this statement in light of 187:1.
  15. How was Abraham qualified to be the father of the blessed nations in 187:2?
  16. Think creatively. How could an academic program be organized to work most in harmony with the principle in 188:1?
  17. What beauties does Ellen White refer to in 188:3 that would exert such a profoundly wholesome influence on the student?
  18. What influence does a wide reading of “even books that in themselves are not harmful” have on the mind?
  19. In 190:2 EGW suggest the relation of the Great Controversy (not the book) to Bible study. Understand this paragraph. Be prepared to discuss it.
  20. Which teachers in our schools should be prepared to explain the book of Revelation?
  21. The last portion of 191:4 was used to market the Pocket versions of the Conflict of the Ages series. This marketing strategy seems to have died away. I forget now to carry my copies with me. I cannot assign a revival, so I recommend this paragraph to your practical application.
  22. What are the three great motive powers of the soul? What does the Bible mean by the phrase “Beauties of holiness”?
  23. Define briefly and contrast: Recreation, Amusement.
  24. Recent studies have shown that one out of five people that fly on airplanes catch a cold[1] from the trip…from sitting so close to others and breathing air that shares moisture and germs. What does Ellen White say about the classroom that is related to this finding?
  25. What ages does Ellen White recommend as years when students should still be studying outdoors with their mothers without being kept confined to class-room studies away from home? What reason does she give in justification of this recommendation?
  26. How might posture when studying impact the later years of your life? Thought question: Do you breath deeply and easily while studying? Do you have sufficient ventilation? Do you “curl up” to study?
  27. What special advice does Ellen White give to poor students who are very busy because of their needs to earn money and to keep with their studies simultaneously?
  28. Ellen White speaks often about unbalanced minds and the damage they cause in the church. In the chapter on recreation she speaks of the etiology of an imbalanced mind. How might a mind become imbalanced?
  29. Be prepared to explain the relation of physiology to morality as expressed in 209:2
  30. In 209:3 EGW quotes the Bible without giving a reference. Write the entire verse and the reference where it may be found.
  31. Write a short paragraph on the gymnasium (ie, gym), its pros and cons.
  32. Ellen White divides sports into brutal and “not so brutalizing.” What danger does she indicate apply the former class or sports? What dangers does she indicate apply to both?
  33. What way has Inspiration pointed out for us to find wholesome and life-giving diversions from our regular activities and occupations?
  34. According to 211:4, what does our choice of home location show about our axiology?
  35. In 212:1 EGW describes how teachers “in some schools” benefit their students and indicates that it would be better if this practice were “more generally” followed. What practice is she speaking of?
  36. What practical suggestion does EGW give to help schools prevent vandalism of their property?
  37. What kind of activity does EGW suggest as an ideal form of recreation on page 212-213:2? Would this likely be considered cardiovascular exercise?
  38. The regular routine of school can ill bear interruptions from recreational activities. How would Ellen White respond to this statement?

 

For the Word Document: J_Education_18,_19,_22


[1] Quoted in Readers Digest, Nov. 2003, p. 54

Guide I Ed ch 17-18

Notes and Questions

Philosophy of Adventist Education

Education chapters 17 and 18

 

Chap. 17 – Poetry and Song

 

  1. Who wrote the book of Job?
  2. Who is the author of the poem in Job 38? The poem is largely a series of questions. Think about the questions. In your own words, what does it seemed the Writer of the poem intended to convey through them?
  3. The segment about the boundaries of the sea is full of interest. Have you ever wondered why the sea makes little progress against the shoreline? What might we learn from the limits of the sea?
  4. The poem speaks about the gates of death. What are the gates of death? Do prophets elsewhere in the Bible speak of the gates of death?
  5. Look at the phrase “where no man is” repeated. What might have been intended by this phrase? (in other words, what might the Author have expected you to gain from the phrase?)
  6. Some look to the starts for guidance. The poem of Job 38 indicates that the stars themselves need guidance. Think about this. This is not a question.
  7. The poem of Canticles 2 is often used in wedding ceremonies. Prior to the phrase “arise my love, my fair one, and come away,” what mood is created by the earlier lines?
  8. Think about the “beauty” of Balaam’s “unwilling” prophecy? Was it the result of careful thought by Balaam? Did he work to perfect the beauty of the expressions? To what source must the beauty of those lines be attributed?
  9. Think about the phrases “a people that dwell alone” and “shall not reckoned among the nations.” How do these phrases reveal the spiritual nature of what it means to be an Israelite?
  10. God, through the minor prophet Micah (see 6:5) refers to the poem of Balaam as a way for us to learn about the Righteousness of God. Joshua and Nehemiah both mention the story also (24:9-10 and 13:2 respectively.) What can be learned from the poem regarding Righteousness by Faith?
  11. What metaphysical statement does Ellen White make about Music? (161)
  12. Find evidence in the Bible (give a reference) that God sings. Find two references outside of the book of Revelation to heavenly beings singing. (give references)
  13. The earliest recorded human song (Ex. 15) speaks about the death of God’s enemies. They are “dashed in pieces.” Does this well represent the character of God? What is your epistemology for answering that statement? Is it possible to have “Revelation” as your final source of truth if accepted Revelations contradict each other?
  14. Multiple choice: The relation of spiritual blessings and songs of praise regarding them is (A) the former lead to the latter  (B) the latter lead to the former (C) both A and B  (D) We sing from principle without any regard to whether or not we have been blessed. If you pick A or B, give one reference from the Bible to show it is so. If ou pick (C) then give two references from the Bible (or one that shows both to be true). If D, then no reference is necessary. But if you are wrong…you are wrong.
  15. Some might consider song and poetry to be superfluous in a philosophy of Adventist education. In the chapter here, what does the story of Jehoshaphat demonstrate regarding the power of holy song?
  16. The dying often want to here Psalms 23 read to the. My father did also. This poem is known throught Christendom. Think about it. What do you think has placed this song in such high demand by a not-so-religious public? Are there hints here to the power of poem and song to penetrate where sermons are little wanted?
  17. Thought question (do not answer in writing): Is there a connection between the bitter struggles of the life of David with his family, his enemies, his king, the death of his best friends, his personal fall, his betrayal by his own children, the death of his own child, and other bitternesses, and the fact that he was chosen to write a large part of the poetry and songs fo the Bible?
  18. When did Jesus use song as a tool? Would words of instruction have worked as well as song in those situations? Thought question: Are persons, then, who can not use the tool of song crippled in their ability to manage interpersonal stresses and situations? If these are some of the most important parts of administration at any level, then is there good reason for song to be part of a school of the prophets?
  19. Did Jesus compose his own songs for use during the last night of his trial on earth? Is it likely that we have composed many songs that, had we been more conversant with the psalms, would not have been as necessary?
  20. Where can we find a song that it is prophesied that we will sing prior to Christ’s coming? Would we do well to learn that song now? (the latter is a rhetorical question)
  21. God had a purpose in giving music and song to men. What was its purpose? What is the practical relation of music to our need to have the Word of God in our minds?
  22. List some of the benefits of music, rightly done, listed on page 168. As ladies are especially sensitive to censure, what it be wise for them to make certain that there home sounded with sweet songs? That latter question is rhetorical.

 

Chap. 18 – Mysteries of the Bible

 

  1. To what extent are we able to understand the purposes of God?
  2. Think about the statement “faith must rest upon evidence, not demonstration.”  In the case of the truth that sin leads to death, can you see the wisdom in such a statement?
  3. What is the source of our difficulty in comprehending the mysteries of the Bible? What would you answer to this argument: The Bible was given as revelation to men. Then it must be possible that it will all be understood.
  4. Understand what EGW means when she urges that the incomprehensible nature of parts of the Bible message is evidence in favor of its Divinity. Be prepared to explain.
  5. Thought question: What does this mean: “mysteries that overpower the mind in its human research?”
  6. What could a man do to help himself who is tempted to doubt the Divine source of the Scriptures?
  7. How should we treat or relate to those portions of the scripture that seem beyond the possibility of being understood?
  8. What part of the Bible do you, personally, fully comprehend?
  9. What is the value to trying to comprehend “the great things of God’s word” when they are so totally beyond our ability to grasp?
  10. What evidence do you have that bread is nourishing for your body? What lesson does EGW draw from that illustration?
  11. Several chapters in the book Education have spoken about “keys.” This one introduces a key to every mystery and to the treasures of the universe.

For the Word Document: I_Education_17-18

Guide H Ed ch 13 to 15

Study Notes for Philosophy of Adventist Education

Chapters 13, 14 and 15

 

Chap. 13 – Mental and Spiritual Culture

 

  1. In a previous chapter EGW spoke of laws governing our spiritual, mental, and physical nature. In this chapter she speaks of one law that governs all three. In your own brief words, what does that law say?
  2. If the goal of education is to fit men for this life and the life to come, the Bible contains all the ___________________ that we need to understand to be educated.  Thought question—are ___________________ the only things school is intended to teach?
  3. In Steps to Christ EGW says that some Bible reading is a positive harm (p. 110). This chapter indicates that even a hasty reading is helpful. Compare the passages and state in your own words how the two statements can be harmonized.
  4. What suggestions does EGW make in this chapter to those that hope to discover deep and buried truths in the scripture? Does she, in this chapter, give more attention to the study of context or to the comparison of various parts of the Bible?
  5. EGW speaks of a supernatural “structure” to the Bible that allows it to be studied in a way calculated to strengthen the mind. Be prepared to discuss: Does this savor of the verbal concept of inspiration? When she speaks of poetry the sweetest and most sublime, does she mean that the Holy Spirit authored the poems? Or that the prophets were the world’s most gifted poets? Or something else?
  6. The chapter speaks of two mental exercises that, during Bible study, strengthen the mind. One is the exercise of searching and comparing various parts and trying to see the harmony between them. What is the other exercise? And what solemn warning is connected with not practicing the exercise?
  7. The heart that is longing for something, what part of religion is it that will fill those cravings?
  8. What, alone, can limit the possibilities for development in the mind of the one that connects with the mind of God by studying the scripture?
  9. Books of the Bible have a central theme. Does the Bible have one? (ok, the answer is “yes”). What is it?
  10. In your own words, what is the key to understanding the treasure house of God’s word?
  11. If we offered a Masters Degree is Soteriology, should it be a Master of Arts, or a Master of Science degree? (This is a thought question only.)
  12. Memory work: Ecclesiastes 7:12. Hos. 8:12. Jer. 33:3. Due on Monday, October 5, 2003.
  13. Write 126:5 on a third-grade reading level (ie. Very simple words)
  14. How do you understand the ideas on page 127 that we will recognize the voices of our angels at the resurrection because we learned to “distinguish and love” those voices here on earth?

 

Chapter 14

  1. What is the difference between “inferences” and ‘implications.’
  2. This is not a question: In Creation Science class, for those that have not yet taken it, we will explore in some detail the evidences in science for the creation and flood models. In this class (Education) we will discuss the scientific theories that one might postulate from the principles of pre-planned healing mechanisms in an earlier chapter.
  3. Think about EGW’s arguments from Coal and Oil. Would slowly buried organic deposits yield the vast fields that now exist? This is a significant argument.
  4. Summarize as a list the weaknesses of scientific conclusions listed in 130:2. Which of them is an axiological weakness? Why would axiology play into a paragraph such as this?
  5. Consider the paragraph 131:0. Would it shake your faith if a mechanism was discovered (none discovered to date) that explains by natural causes the pumping of heart cells? Be prepared to discuss.
  6. A common and fundamental metaphysical question regarding theology is whether God is personal or impersonal (a force, a power). What paragraph (pg:para) answers this question directly?
  7. Practice grasping 132:2, 3, 133:1. What evidence do you see in the last of these that David also stretched his mind by trying to grasp large ideas?
  8. When we studied axiology, we studied the ideas of being valuable because something is morally right, and also being valuable because it is pleasing. Since then we have spoken of other aspects of axiology. Some things are valuable because they have meaning and purpose. In 133:2 (beginning “it was the Maker, called 133:1 by the CD ROM) speaks of another aspect of axiology—being valuable because of a need. What kind of a God do we need?
  9. Contrast the last paragraph on 133 with I Cor. 8:1. How can both be true?
  10. Think about Hebrews 11:3. Is it useful to try to convince an atheist of creation? Why or why not? Does Hebrews 11:3 answer the question?

 

Chapter 15

 

  1. What book of the Bible seems to have been designed especially for business persons?
  2. Find five passages in Proverbs with business principles that are NOT listed in the chapter, and that are not paraphrases or slight adaptations of principles listed in the chapter.
  3. Pick three of the passages listed on 135 and 136 and be prepared to give a five minute talk about these principles on Tuesday, October 3, 2006. Some students will give the talk in class without prewarning (unless this is a prewarning). The more interesting the talk, the better. That might help you pick your three passages.
  4. The epistemological question “is there such a thing as absolute truth” finds a definite and direct answer on page 137. What truth does EGW use to answer the question? Understand what she means.
  5. What little-recognized fact or principle does EGW allege lies at the foundation of business ethics?
  6. Each man has “his work” according to EGW. What three characteristics (pg. 138:0) define the work that a man is to do?
  7. How may a Christian businessman, or worker, be assured that God will make Himself responsible for the success of the business or the work? There is more than one required point.
  8. What debt of Paul’s did EGW say also belongs to each of us?
  9. Memory Work, Pro. 11:24,25. Due Wednesday, October 8, 2003.
  10. Does Pro. 3:9-10 promise wealth on the basis of tithe-paying? Think about this. Compare Lev. 26:3-6. Does this passage speak of extra provision or sufficient provision as the blessing to be expected?
  11. How may one “lend to the Lord”?
  12. Read the experience of Job as a wealthy man (page 142). Think about how God’s principles would have brought that about?
  13. How does Pro. 10:22 contrast the riches from the Lord and those gained otherwise?
  14. Did you read all three chapters (13-15) carefully? (I mean, without skipping sentences or just glancing at paragraphs).

 

For the Word Document, see: H_Education_13-15

Guide G Ed ch 10 to 12

Philosophy of Adventist Education

Study Guide, Chap. 10 – God in Nature

 

  1. How does 99.1 support 2 Pt 3’s statement about “willingly ignorant”?
  2. Have you ever wondered how things in orbit ended up going the right direction at the right speed to end up in stable orbits? Thought question.
  3. How may someone be in “harmony with the universe?”
  4. What seems to be the key to interpreting nature’s teaching in 100:1? What seems to be a second key in 101:2?
  5. Little children can always receive two things from nature…instruction and _______________. Do children differ from those older in years in this respect?
  6. How is it that children become less adept at learning from nature as they grow older?
  7. The image of God, the model for man…is it visible in other created works than man?
  8. In regard to your choice of a home for your young family this chapter is very instructive. NaQ.
  9. What part or type of process in nature needs “an interpreter” for children?

 

Chap. 11 – Lessons of Life

 

 

  1. What impact did natural surroundings have on the audience of Christ? Thought question, should we hold our classes outdoors? Notes? Computers? Chalk Boards? Hmmmm.
  2. Jesus delighted to gather “the spiritual teachings” from nature. NaQ.
  3. Jesus drew object lessons from nature, God’s book. But he also drew lessons from objects of “daily toil.” What benefit came from using this source for object lessons?
  4. Children link ideas. What kind of ideas should be linked in their minds with thoughts of God?
  5. In the last chapter children needed an interpreter of nature. In this chapter nature is itself an interpreter. Of what?
  6. What does Ellen White mean by “The Law of Ministry”?
  7. By what part of nature does Ellen White illustrate the blessing that comes from being a channel for God’s blessings?
  8. What spiritual lesson does the book Education draw from the fact that “he knoweth not how” (Mark 4:27)? In what sense in this lesson a lesson in “faith”? How is the lesson especially for educators?
  9. Thought question: Why might it be that God does not yet breathe on a seeded soul?
  10. At every stage of development our life may be “perfect.” Hmmm. Then is the harvest always ripe? Be prepared to discuss.
  11. List three passages that describe human spiritual growth in terms of natural processes (106:1).
  12. Did Jesus grow in knowledge? Was he all-knowing?
  13. Children should be trained in childlike _______________ …. To be ______________ with the small, helpful duties and pleasures ….
  14. Why do men lose site of God’s agency in the work of sowing and harvest? Is a harvest natural?
  15. In what sense do we partake of a miracle when we eat?
  16. “In nature there can be no __________________.” Yet camouflage is common there. What does the first sentence mean?
  17. The uncaught crook is cheating himself in the sense that the harvest of life is _____________________.
  18. What does “liberality” mean in 109:4?
  19. How can a man preserve his life according to 110:3?
  20. Spring illustrates the resurrection. This is not a question.
  21. How does Education illustrate the truth that we can not expect instant fruit when cultivating a better character?
  22. The various needs of the variety of seeds illustrate an important truth. Know the truth.

 

Chap. 12 – Other Object Lessons

 

  1. The body’s self-healing system is used to illustrate some truth in Galatians 6:1. What truth? Did Ellen White know Greek?
  2. Cultivate love to become a more effective healer. 114:1. NaQ.
  3. The value of perfection in small things is well illustrated by tiny ____________ in the woods. Children thus learn to find nobility and purpose in life’s humblest undertaking.
  4. The bow in the clouds illustrates God’s ___________________________.
  5. Astrologers seek messages in the stars. Education has a heading “Message of the Stars.” How does the book differ from the profession?
  6. In your own words, write a one sentence lesson described in the book for each of these: the palm tree, the desert, the river and its tiny sources. Why do many have no interest to labor?
  7. I’m out of time for writing. Enjoy the rest of the chapter.

For the Word Document: G_Education_10,_11,_12

Guide F Ed ch 8 and 9 and FE ch 56

Study Guide

Education, chapters 8 and 9

Philosophy of Adventist Education

 

  1. What was the residence of the Son of God prior to the incarnation?
  2. Thought question: Why would Jesus be called the “Everlasting Father”?
  3. Who is Jehovah in the Old Testament?
  4. Several of the men studied in the last chapter resurface in the opening of chapter 8. The virtues of these men were, cumulatively, to serve the same purpose as the incarnation of Jesus, but on a much dimmer scale. Not a question.
  5. Men had established a standard for themselves, in terms of character development and educational excellence. They did not measure up to God’s standard. How did they measure up to their own?  What relation did “appearance and profession” hold to “true excellence”?
  6. The teachers that arose from “time to time”, do you suppose that they were Jews? Or “heathen”? Or both?
  7. The fact that these men made “no lasting impression,” sounds pessimistic. Does this mean they were, ultimately, useless?
  8. List four adjectives that describe the traditions and speculations of the Jews in Christ’s day? 75:0 (74:4)
  9. Religion led to materialism. How so? Describe the cause and effect.
  10. 75:1 is philosophical. From Theology and Cosmology came conclusions about basic epistemological questions. Men ceased recognizing even the idea of “truth.” Society’s ethics adapted to match their anthropology. Axiology reflected a new set of ultimate values. If you understand these sentences and their relation to 75:1, you are done with this question.
  11. Men did not become atheist. Rather, they came to regard God as such a one as ________________________.
  12. Are religions today also a system of “exaction”? What about “grace” religions like modern evangelicals?
  13. The “impress” of demonic powers, does it show on the face?
  14. From 76:2 (76:1?) what were Christ’s purposes in coming to earth?
  15. Does love accumulate over time? Thought question.
  16. Did Jesus have a social gospel? How does his gospel (76:3) compare to the social gospel today?
  17. 76:4 is philosophical. If Ethics are revealed by God, how can they be other than arbitrary? And how can the law be a pledge of “eternal life” when none of us can earn our way to heaven?
  18. The chapter began speaking of a need of “power” being added to the race. 77:1 speaks of principles being the agent in regeneration. Are these principles, then, the power? If not, how are they related?
  19. As religion declines in ______________, it tends to increase in _____________. 77:2
  20. Jesus sought an education from “Heaven-appointed sources”. What were these?
  21. Our Messiah lifted men and reached their hearts by three great gifts. What were these? 78:3
  22. Empathy. Jesus had it like no other. Not a question.
  23. How did Christ’s great love and sympathy display itself in relation to his opportunities to “reprove” sinners?
  24. How did Christ’s presence lead men to evaluate their strategic values?
  25. In what hallmark did Jesus recognize hope that he could life men higher?
  26. How did he inspire these hopeful cases with hope in themselves?
  27. How do you understand the statement “realized that they were still men”?
  28. How did Christ’s life escape the regular pattern of noble needs interspersed with a marred lifework and a lagging trust?
  29. When in prayer, what did Christ seek before he was satisfied?
  30. Jesus directed men to study God directly. 81:2.
  31. The ability of Jesus to anticipate the future affected his teaching. How is this practical for us?
  32. All things had purpose to Christ. What purpose did all aspects of life share?
  33. 83:5 is nearly poetic. Flee folly. This is not a question if you understand what the paragraph teaches.

 

From chapter 9, “An Illustration of His Methods”

 

  1. Where do we find the most complete model of Christ’s method of Education?
  2. What method did Jesus especially use with the disciples to reproduce his character in them?
  3. The work of true education is to impart “_______________________ _______________”
  4. Note the family model as illustrated in this chapter. NaQ.
  5. Aside from his chosen disciples, what other class of people formed temporary positions in Christ’s family?
  6. Why were the disciples close (in proximity) to Jesus? (Do our sitting habits at teaching services and church reflect on our internal interest in the teacher’s message?)
  7. A. What disqualities would have prevented the pre-apostles from being chosen to become rabbi’s? B. What qualities were noticed and chosen by Jesus as qualifying them for the job of apostle?
  8. Where might we find men like these today?
  9. Was Jesus seeking a certain type of personality or temperament or educational level when selecting hid students?
  10. Jesus selected his students. Today student select their schools. Thing about this.
  11. What kind of unity must the apostles cultivate to be successful in their work? (three words)
  12. Four disciples received more time than others. Who were they? Why did they get more? Why did John get the most? Why did Judas get the second most?
  13. Which disciples’ history best illustrates Christ’s methods? Did his faults reduce the encouragement he should receive for his virtues?
  14. Memorize “To self-trust, trial is defeat.” Know tomorrow. J
  15. Jesus could not prevent Peter’s fall. How did He work, before Peter’s fall, to assure that Peter would rise again? How did he work during the fall? How did he work after the resurrection?
  16. Memorize 90:2. Know it by midterm. “Human beings…..to learn”
  17. A miracle of divine _____________________________ was Peter’s transformation.
  18. Why did Jesus refrain from directly rebuking Judas?
  19. Why did Jesus maintain Judas as a member of the twelve?
  20. Why did many of Christ’s motives and movements excite doubt in Judas?
  21. What principle took precedence in Judas’ life?
  22. When did the disciples recognize the value of their educational opportunities to learn from Jesus’ lips?
  23. Memorize 95:2. Due at midterm.
  24. What heavenly event was signified by the outpouring of the Holy Spirit?
  25. Memorize the statement of the Spirit’s impact on the disciples, 95:5. Due at midterm.
  26. “The presence of the same guide in educational work today will produce the same results as of old.” 96:2. What were these results? 95:6.

 

Christ’s Example in Contrast with Formalism, FE 438-441

 

  1. Briefly describe the problems with first century Jewish education from 438:2.
  2. How were minds repressed and narrowed by an education that succeeded in imparting a great deal of knowledge?
  3. What does “induced” mean? What does this word imply about the wishes of Christ’s parents? Were his other siblings home-schooled?
  4. What kind of requirements did Jesus ignore as a youth? Do such requirements exist today?
  5. In his youth, did Jesus decidedly condemn the maxims and meaningless forms of his day? In what gentle way did he show his non-approval (ie, he did not do something…)
  6. Jesus would not place himself under the instruction of those “___________________________________________________________”
  7. He taught that it was better to prevent evil than to” [complete the thought]
  8. When choosing a school, what selfless thought about his future followers did Christ keep in mind?
  9. In the Rabbinical schools Jesus could have challenged the teachers and given his fellow students a chance to hear the truth. Why didn’t He take this opportunity?
  10. In what aspect of Jesus’ life did he begin at a “very early” age to act for Himself?
  11. When brought in contact with the teachers of his day, how did the young Jesus communicate with them?
  12. Christ’s education seemed to be of a higher type than their own—so thought Christ’s detractors. Think about this.

 

For the Word Document: F_Education_08,_09,_FE_56