The Advocate
May 1, 1899
The Necessary Education
[Extracts from a Recent Testimony]
“There is far less earnest, whole-souled study of the truth as it is in Jesus than there should be. There should be connected with our school, those who are strong-minded and whole- souled Christians, who receive and believe in Christ as the Alpha and Omega.... Advocate May 1, 1899, par. 1
“When students refuse to make the Word of God their study, and take as their instructors books written by infidels, Satan is close by, to make his impression on their mind. Every one who allows himself to have respect for infidel authors is in danger. Why?—Because he sees not God, and with all his educators he does not see Jesus Christ as the teacher sent by God. He does not look upon him as the bread sent down from heaven, of which he must eat, and therefore his experience is not composed of that which makes him one with Christ. Advocate May 1, 1899, par. 2
“The Bible is a treasure house of knowledge, and all who make this book their study, sinking the shaft deep into the mine of truth, will exclaim, ‘I behold wondrous things out of thy word.’ The incarnation of Christ is but dimly appreciated by many students who have studied long in our schools. This subject should be and will be better understood by all who in truth love Truth, and walk in the way of the Lord. The experimental knowledge of this is as essential to sanctify daily as to redeem. Advocate May 1, 1899, par. 3
“Light has been given you in clear lines in regard to the mistakes made in the education of teachers. The education which teachers might gain many regard as non-essential. They do not gain a knowledge of practical life, a knowledge of how to work as well as of how to study. This mistake must not be allowed to influence the youth who attend the school we are trying to establish. Advocate May 1, 1899, par. 4
“Many look upon the study of books as the principal purpose of their scholastic life. They know very little of practical business management, and are therefore one-sided.... Advocate May 1, 1899, par. 5
“If the students had developed brain, bone, and muscle harmoniously, they could have studied better. But many students have followed their own idea as to what constitutes education, and, therefore, they have not placed themselves where their determination was to be self-made men and women. Many have failed because they have not reasoned from cause to effect. They are contented to be carried rather than work their own way. And many follow their example.... Advocate May 1, 1899, par. 6
“Nothing can elevate man, nothing can make him pure and keep him pure, but believing in and practising the truth. He must eat the flesh, and drink the blood of the Son of God. This is the lesson all should learn. They should see that to be sanctified means more than to have a theoretical knowledge of the truth. They must have living faith. They must do more than denounce wrong in others; they must fight it in themselves. They must be whole-souled Christians, possessing the earnestness and living energy derived from Christ.... Advocate May 1, 1899, par. 7
“Many go from our schools with some knowledge, but without that all-round harmonious character that would enable them to be teacher or principal. Advocate May 1, 1899, par. 8
“The principles of true education, that will fit students to be practical business men, have been very poorly carried out. This class of education is needed in all our missionary enterprises; and if the teachers in our schools did their duty according to the ‘It is written,’ they would send forth from school men of moral worth, men who would know how to take hold of the work in a new field, and use brain, bone, and muscle,—making a harmonious whole. Advocate May 1, 1899, par. 9
“Many who have been educated in our schools are heedless. They do a little somewhere else, but they show they have not been educated for practical work. Students should remember that the first interest is to make themselves practical, all-round, useful men and women, who in an emergency can do the work necessary to be done. When students are given this kind of education, it will not be necessary to spend money to transport men thousands of miles to plan schools, meeting-houses, and colleges. Students should be encouraged to combine mental and physical labor. The physical powers should be developed in proportion to the mental faculties. This is essential for an all-round education. They will then be at home in any place. They should be prepared to teach others how to build, how to cultivate the soil. A man may have a brilliant mind, he may be quick to catch ideas; but this is of little value to him and to others if he has no knowledge of practical work, if he does not know how to put his ideas into execution. Such a one is only half educated. Advocate May 1, 1899, par. 10
“A teacher who has an intelligent knowledge of the best, and who can not only teach the theory, but can show by example how things should be done, will never be a drug in the market. Young men should not always be as servants, who must be told what to do, and who, when one job is done, have no perception to look around, and see what more needs to be done. They should look the situation squarely in the face, saying, This will not do. Unless I learn how to work, how to manage difficult problems, how to wrestle with difficult problems, I will be of no practical value. I must and will rise. I will mount from the lowest to the highest round of the ladder. He who manifests this determination will make a trustworthy worker; for his aim is to advance in knowledge and increase in understanding. He can be depended upon as thoughtful and caretaking....” Advocate May 1, 1899, par. 11