Messenger of the Lord

Educational Principles

• “Fatal errors” of prevailing educational philosophies focus either on intellectual attainment, temporal success, or even correct behavior, hoping to “develop the good that exists in man by nature.” ¹⁴ Ellen White drove past these flattering, self-serving purposes of education with the simple clarity that “redemption ... is the object of education.” ¹⁵ MOL 345.4

Not wanting to leave this definition in an undefinable generality, she explained the Biblical framework for connecting education with redemption (note the four cornerstones): “In order to understand what is comprehended in the work of education, we need to consider both the nature of man and the purpose of God in creating him. We need to consider also the change in man’s condition through the coming in of a knowledge of evil, and God’s plan for still fulfilling His glorious purpose in the education of the human race.” ¹⁶ This educational strategy can be understood only within the framework of the Great Controversy Theme. MOL 345.5

• First and constant aim of Christian education. Thus, for Christian teachers on whatever level, their “first effort and ... constant aim” should be (1) to aid “the student in comprehending these principles,” and (2) to enter “into that relation with Christ which will make [these principles] a controlling power in the life.” ¹⁷ Ellen White reiterated often that the “all-important thing” in education “should be the conversion” of students. ¹⁸ “It is upon the foundation of the new birth experience that Christian education can proceed with its other aims and purposes. If it fails at the foundational and primary point, it has failed entirely.” ¹⁹ MOL 346.1

• Fundamental aim sets agenda. This fundamental aim of education—to restore the broken relationship between God and the student—sets the educational agenda and curriculum. All the other purposes of education are enlightened and molded by this primary purpose. Christian teachers know that character education (not personality change in order to add to one’s self-esteem or to assist in climbing the career ladder) seeks “to restore the image of Christ in those placed under their care.” ²⁰ MOL 346.2

• Towering motivation for reaching one’s full potential. The Great Controversy Theme leaves its mark on all phases of the Christian’s life. “Restoration” is its key thought. The full development of all human capabilities is the goal before every Christian. The Energy of heaven is promised to those who permit the heavenly current to flow. But that Energy flows only in the direction of loving service. That is why Ellen White wrote that astounding sentence: “The development of all our powers is the first duty we owe to God and to our fellow men.” ²¹ MOL 346.3

Self-development, yes. But not to become Number One! The pursuit of excellence? Yes! “We should cultivate every faculty to the highest degree of perfection, that we may do the greatest amount of good of which we are capable.... God will accept only those who are determined to aim high.... And those who would be workers together with God must strive for perfection of every organ of the body and quality of the mind. True education is the preparation of the physical, mental, and moral powers for the performance of every duty; it is the training of body, mind, and soul for divine service.” ²² MOL 346.4

• The pursuit of intellectual greatness if.... Students are challenged “to reach to the highest point of intellectual greatness ... if balanced by religious principle.” ²³ “Dullness and ignorance are no virtue.” ²⁴ “The highest culture of the mind, if sanctified through the love and the fear of God, receives His fullest approval.” ²⁵ “All who engage in the acquisition of knowledge should strive to reach the highest round of the ladder. Let students advance as fast and as far as they can; let the field of their study be as broad as their powers can compass; but let them make God their wisdom.” ²⁶ MOL 346.5

• Occupational skills imperative. Further, each student is to join intellectual pursuits with “a knowledge of some trade or occupation by which, if need be, he may earn a livelihood.” ²⁷ MOL 346.6

Learning an occupational skill was urged not merely to be prepared to earn a living if circumstances required such, but also to add vigor to mental studies ²⁸ and to provide a special opportunity for character growth. Learning a trade would help produce “a more elevated class of youth ... with stability of character. They would have perseverance, fortitude, and courage to surmount obstacles.” In fact, if students had to make a choice between a knowledge of the sciences or a “knowledge of labor for practical life,” Mrs. White would “unhesitatingly answer, The latter. If one must be neglected, let it be the study of books.” ²⁹ MOL 346.7

• School curriculum must be organized to fulfill education’s highest aim. The contrast between secular and Bible-centered curricula is seen most clearly in how the nature of human beings is perceived. Are we products of an evolutionary ascent, or are we created beings, made in the image of our Creator? Is education a matter of “getting ahead” and “succeeding” in a secular career, or is it a process of allowing our Creator to work out His original plan for human beings? MOL 347.1

Ellen White’s many references to making the Bible “a textbook in our schools” meant that the Bible should be the “basis of all education.” The Bible should not be inserted into the curriculum “sandwiched in between infidelity,” to merely “flavor” other studies. ³⁰ MOL 347.2

Further, making the Bible “the basis of education” does not mean that it is to be the only textbook for classes such as arithmetic, languages, and geography. The Bible was not given to the human family to be its best encyclopedia, but it does give a worldview that helps to interpret and apply information. Ellen White noted that all academic disciplines, every area of thought, take on “new significance” when seen in the light of the Great Controversy Theme. She meant that all classes must be taught within the framework of the Biblical worldview, that every class should reflect the grand purpose of Christian education—“to restore in man the image of his Maker.” ³¹ MOL 347.3

• Essential courses of study. In addition to her emphasis on the Biblical context for all classes, ³² Ellen White asserted that physiology should be “the first study” in the educational program in order “to preserve health.” ³³ MOL 347.4

Vocal training would greatly increase the usefulness of every student. Speaking to both men and women, Ellen White wrote: “However imperfect may be your manner of utterance, you may correct your faults, and refuse to allow yourself to have a nasal tone, or to speak in a thick, indistinct way. If your articulation is distinct and intelligible, your usefulness will be greatly increased. Then do not leave one defective habit of speech uncorrected.” ³⁴ MOL 347.5

• Role of the parents as educators. Educational psychologists and sociologists are alarmed at what many call the most critical issue facing modern civilization—the disintegration of the family. ³⁵ MOL 347.6

Ellen White wrote much about the influence of the home for good or ill in the education of children. Neither parent should shift the responsibilities of educating the children to the other: “Only by working in unison, can the father and mother accomplish the work which God has committed to their hands.” ³⁶ MOL 347.7

But the mother has a unique role: “No other work can equal hers in importance.” ³⁷ A surrogate mother is a poor substitute for a biological mother who pursues other goals. ³⁸ MOL 347.8

Why does the responsibility of educating children rest so heavily on parents, especially the mother? Why cannot outside-the-home services such as day-care centers and early kindergartens take the place of parents? Because “lessons learned, the habits formed, during the years of infancy and childhood, have more to do with the formation of character and the direction of the life than have all the instruction and training of after years.” ³⁹ MOL 347.9

In fact, Mrs. White wrote: “The first six or seven years of a child’s life” should be “given to its physical training, rather than the intellect.... Parents, especially mothers, should be the only teachers of such infant minds.” ⁴⁰ However, circumstances may require earlier schooling, as Ellen White made clear at St. Helena, California, in 1904. ⁴¹ MOL 347.10

One of the startling misconceptions of modern times is that children need parents less after they start school, even after becoming adolescents. ⁴² MOL 347.11

• Higher education more than information. When Ellen White spoke of “higher education” she meant more than schooling beyond the twelfth grade. In fact, “higher education” had more to do with a religious experience than with advanced information: “Higher education calls for something greater, something more divine, than the knowledge to be obtained merely from books. It means a personal, experimental knowledge of Christ; it means emancipation from ideas, from habits and practices, that have been gained in the school of the prince of darkness.” ⁴³ MOL 347.12

Mrs. White often emphasized that one should excel in literary and science studies but must not accomplish this to the neglect of religious experience. She wrote: “An intellectual religion will not satisfy the soul. Intellectual training must not be neglected, but it is not sufficient. Students must be taught that they are in this world to do service for God. They must be taught to place the will on the side of God’s will.” ⁴⁴ To her, both strict intellectualism, even theological understanding, without Christian commitment, are to be avoided. MOL 348.1

One of her frequent themes was that “ignorance will not increase the humility or spirituality of any professed follower of Christ.” Further, “the truths of the divine word can be best appreciated by an intellectual Christian. Christ can be best glorified by those who serve Him intelligently. The great object of education is to enable us to use the powers which God has given us in such a manner as will best represent the religion of the Bible and promote the glory of God.” ⁴⁵ MOL 348.2

• Teacher credibility. Mrs. White called for teachers who are able to bridge the gap between religion and theology, between experience and knowledge: “The teacher of truth can impart effectively only that which he himself knows by experience.” ⁴⁶ In fact, the teacher’s personal habits and spiritual experience should be “considered of even greater importance than his literary qualifications.” ⁴⁷ MOL 348.3

• Recreation as necessary as study and labor. A frequent theme in Ellen White’s writings is her call for balance and moderation in most any activity of the Christian. For some who have heard only her call to diligence and perseverance in pursuing excellence, her emphasis on recreation may come as a shock. She wrote early in her ministry: “Recreation is needful to those who are engaged in physical labor, and is still more essential for those whose labor is principally mental. It is not essential to our salvation, nor for the glory of God, to keep the mind laboring constantly and excessively, even upon religious themes.” ⁴⁸ MOL 348.4

Mrs. White used the word “recreation” in its best sense. She focused on the “recreating” purpose of withdrawing from the busy program of either mental or physical activity. She suggested, for example, that several families unite and “make an excursion into the country” with tasty and wholesome food in their baskets. What would these families do? She continued: “Parents and children should feel free from care, labor, and perplexity. Parents should become children with their children, making everything as pleasant for them as possible. Let the whole day be given to recreation.” ⁴⁹ MOL 348.5

But, for Ellen White recreation was not to be a spiritual vacation from Christian commitment. In her landmark book on education, Education, she devoted a chapter to “Recreation.” In that chapter she differentiated between recreation and amusement: “Recreation, when true to its name, re-creation, tends to strengthen and build up. Calling us aside from our ordinary cares and occupations, it affords refreshment for mind and body, and thus enables us to return with new vigor to the earnest work of life. Amusement, on the other hand, is sought for the sake of pleasure, and is often carried to excess; it absorbs the energies that are required for useful work, and thus proves a hindrance to life’s true success.” ⁵⁰ MOL 348.6

Compared to the pace of life in the nineteenth century, modern families live under much greater stress. One of the paradoxes is that today’s families, though having more “labor-saving devices,” also live more tension-filled, schedule-driven lives than their forebears. Furthermore, very few professions in the Western world require physical activity. The need for recreation today is substantial, not only to “take the mind off” the business at hand but to provide the physical exercise that good health requires. In other words, no people in history have ever needed planned recreation more. At the same time, perhaps no other people in history have ever been confronted with so much pseudo-recreation in the form of spectator sports, passive entertainment, and sedentary amusements. MOL 349.1

Ellen White laid out clear principles regarding recreation: MOL 349.2

Students must have vigorous exercise, but it should be done, whenever possible, in the open air. MOL 349.3

Sports of violence, as well as athletic games carried to excess, in addition to promoting the “love of domination [and] the pride in mere brute force ... stimulate the love of pleasure and excitement, thus fostering a distaste for useful labor, a disposition to shun practical duties and responsibilities.” MOL 349.4

Parents and teachers “can do much to supply diversions wholesome and life-giving” instead of “frivolous associations, habits of extravagance, or pleasure-seeking.” MOL 349.5

The highest form of recreation, filled with blessings to students, are those activities “which make them helpful to others.” MOL 349.6

“The preoccupation of the mind with good is worth more than unnumbered barriers of law and discipline.” ⁵¹ MOL 349.7