〉 Chapter 8. Education Begins at Home
Chapter 8. Education Begins at Home
Our children stand, as it were, at the parting of the ways. On every hand the world’s enticements to self-seeking and self-indulgence call them away from the path cast up for the ransomed of the Lord. Whether their lives shall be a blessing or a curse depends upon the choice they make. Overflowing with energy, eager to test their untried capabilities, they must find some outlet for their superabounding life. Active they will be for good or for evil. (YHH 68.1)
God’s word docs not repress activity, but guides it aright, God does not bid the youth to be less aspiring. The dements of character that make a man truly successful and honored among men—the irrepressible desire for some greater good, the indomitable will, the strenuous application, the untiring perseverance—are not to be discouraged. By the grace of God they are to be directed to the attainment of objects as much higher than mere selfish and worldly interests as the heavens are higher than the earth. (YHH 68.2)
With us as parents and as Christians it rests to give our children right direction. They are to be carefully, wisely, tenderly guided into paths of Christlike ministry, we are under sacred covenant with God to rear our children for His service. To surround them with such influences as shall lead them to choose a life of service, and to give them the training needed, is our first duty. (YHH 68.3)
“God so loved . . . that He gave His only be gotten Son, that we should not perish, but have everlasting life.” John 3: 16. “Christ also hath loved us, and hath given Himself for us.” Ephesians 5:2. If we love, we shall give. “Not to be ministered unto, but to minister”(Matthew 20:28), is the great lesson which we are to learn and to teach. (YHH 69.1)
Let the youth be impressed with the thought that they are not their own. They belong to Christ. They are the purchase of His blood, the claim of His love. They live because He keeps them by His power. Their time, their strength, their capabilities are His, to be developed, to be trained, to be used for Him. (YHH 69.2)
Next to the angelic beings, the human family, formed in the image of God, are the noblest of His created works. God desires them to become all that He has made it possible for them to be, and to do their very best with the powers He has given them. (YHH 69.3)
Life is mysterious and sacred. It is the manifestation of God Himself, the source of all life. Precious are its opportunities, and earnestly should they be improved. Once lost they are gone forever. (YHH 69.4)
Before us God places eternity with its solemn realities, and gives us a grasp on immortal, imperishable themes. He presents valuable, ennobling truth, that we may advance in a safe and sure path, in pursuit of an object worthy of the earnest engagement of all our capabilities. (YHH 69.5)
God looks into the tiny seed that He Himself has formed, and sees wrapped within it the beautiful flower, the shrub, or the lofty, wide-spreading tree. So does He see the possibilities in every human being. We are here for a purpose. God has given us His plan for our life, and He desires us to reach the highest standard of development. (YHH 69.6)
He desires that we shall constantly be growing in holiness, in happiness, in usefulness. All have capabilities which they must be taught to regard as sacred endowments, to appreciate as the Lord’s gifts, and rightly to employ. lie desires the youth to cultivate every power of their being, and to bring every faculty into active exercise. He desires them to enjoy all that is useful and precious in this life, to be good and to do good, laying up a heavenly treasure for the future life. (YHH 70.1)
It should be their ambition to excel in all things that are unselfish, high, and noble. Let them look to Christ as the pattern after which they are to be fashioned. The holy ambition that He revealed in His life they are to cherish— an ambition to make the world better for their having lived in it. This is the work to which they are called. (YHH 70.2)
A comprehensive education is needed—an education that will demand from parents and teachers such thought and effort as mere instruction in the sciences does not require. Something more is called for than the culture of the intellect. Education is not complete unless the body, the mind, and the heart are equally educated. The character must receive proper discipline for its fullest and highest development. All the faculties of mind and body are to be developed and rightly trained. (YHH 70.3)
True education includes the whole being. It teaches the right use of one’s self. It enables us to make the best use of brain, bone, and muscle, of body, mind, and heart. The faculties of the mind, as the higher powers, are to rule the kingdom of the body. The natural appetites and passions are to be brought under the control of the conscience and the spiritual affections. Christ stands at the head of humanity, and it is His purpose to lead us, in His service, into high and holy paths of purity. By the wondrous working of His grace, we are to be made complete in Him. (YHH 70.4)
Jesus secured His education in the home. His mother was His first human teacher. From her lips, and from the scrolls of the prophets, He learned of heavenly things. He lived in a peasant’s home, and faithfully and cheerfully acted His part in bearing the household burdens. He who had been the commander of heaven was a willing servant, a loving, obedient son. He learned a trade, and with His own hands worked in the carpenters shop with Joseph. In the garb of a common laborer, He walked the streets of the little town, going to and returning from His humble work. (YHH 71.1)
With the people of that age the value of things was estimated by outward show. As religion had declined in power, it had increased in pomp. The educators of the time sought to command respect by display and ostentation. To all this the life of Jesus presented a marked contrast. His life demonstrated the worthlessness of those things that men regarded as life’s great essentials. The schools of His time, with their magnifying of things small and their belittling of things great, He did not seek. His education was gained from heaven appointed sources, from useful work, from the study of the Scriptures, from nature, and from the experiences of life—God’s lesson books, full of instruction to all who bring to them the willing hand, the seeing eye, and the understanding heart. (YHH 71.2)
“The Child grew, and waxed strong in spirit, filled with wisdom: and the grace of God was upon Him.” Luke 2:40. (YHH 71.3)
Thus prepared, He went forth to His mission, in every moment of His contact with men exerting upon them an influence to bless, a power to transform, such as the world had never witnessed. (YHH 72.1)
The home is the child s first school, and it is here that the foundation should be laid for a life of service. Its principles are to be taught not merely in theory. They are to shape the whole life training. (YHH 72.2)
Very early the lesson of helpfulness should be taught the child. As soon as strength and reasoning power are sufficiently developed, he should be given duties to perform in the home. He should be encouraged in trying to help father and mother, encouraged to deny and to control himself, to put others’ happiness and convenience before his own, to watch for opportunities to cheer and assist brothers and sisters and playmates, and to show kindness to the aged, the sick, and the unfortunate. The more fully the spirit of true ministry pervades the home, the more fully it will be developed in the lives of the children. They will learn to find joy in service and sacrifice for the good of others. (YHH 72.3)
The home training should be supplemented by the work of the school. The development of the whole being, physical, mental, and spiritual, and the teaching of service and sacrifice, should be kept constantly in view. (YHH 72.4)
Above any other agency, service for Christ’s sake in the little things of everyday experience has power to mold the character and to direct the life into lines of unselfish ministry. To awaken this spirit, to encourage, and rightly to direct it, is the parent's and the teacher’s work. No more important work could be committed to them. The spirit of ministry is the spirit of heaven, and with every effort to develop and encourage it angels will cooperate. (YHH 72.5)
Such an education must be based upon the word of God. Here only are its principles given in their fullness. The Bible should be made the foundation of study and of teaching. The essential knowledge is a knowledge of God and of Him whom He has sent. (YHH 75.1)
Every child and every youth should have a knowledge of himself. He should understand the physical habitation that God has given him, and the laws by which it is kept in health. All should be thoroughly grounded in the common branches of education. And they should have industrial training that will make them men and women of practical ability, fitted for the duties of everyday life. To this should be added training and practical experience in various lines of missionary effort. (YHH 75.2)
Let the youth advance as fast and as far as they can in the acquisition of knowledge. Let their field of study be as broad as their powers can compass. And as they learn, let them impart their knowledge. It is thus that their minds will acquire discipline and power. It is the use they make of knowledge that determines the value of their education. To spend a long time in study, with no effort to impart what is gained, often proves a hindrance rather than a help to real development. In both the home and the school it should be the student’s effort to learn how to study and how to impart the knowledge gained. Whatever his calling, he is to be both a learner and a teacher as long as life shall last. Thus he may advance continually, making God his trust, clinging to Him who is infinite in wisdom, who can reveal the secrets hidden for ages, who can solve the most difficult problems for minds that believe in Him. (YHH 75.3)
God’s word places great stress upon the influence of association, even upon men and women. How much greater is its power on the developing mind and character of children and youth. The company they keep, the principles they adopt, the habits they form, will decide the question of their usefulness here, and of their future, eternal interest. (YHH 76.1)
It is a terrible fact, and one that should make the hearts of parents tremble, that in so many schools and colleges to which the youth arc sent for mental culture and discipline, influences prevail which misshape the character, divert the mind from life’s true aims, and debase the morals. Through contact with the irreligious, the pleasure loving, and the corrupt, many, many youth lose the simplicity and purity, the faith in God, and the spirit of self-sacrifice that Christian fathers and mothers have cherished and guarded by careful instruction and earnest prayer. (YHH 76.2)
Many who enter school with the purpose of fitting themselves for some line of unselfish ministry, become absorbed in secular studies. An ambition is aroused to win distinction in scholarship and to gain position and honor in the world. The purpose for which they entered school is lost sight of, and the life is given up to selfish and worldly pursuits. And often habits are formed that ruin the life both for this world and for the world to come. (YHH 76.3)
As a rule, men and women who have broad idea' unselfish purposes, noble aspirations, are those in whom these characteristics were developed by their associations in early years. In all His dealings with Israel, God urged upon them the importance of guarding the associations of their children. All the arrangements of civil, religious, and social life were made with a view to preserving the children from harmful companionship, and making them, from their earliest years, familiar with the precepts and principles of the law of God. The object lesson given at the birth of the nation was of a nature deeply to impress all hearts. Before the last terrible judgment came upon the Egyptians in the death of the first born, God commanded His people to gather their children into their own homes. The doorpost of every house was marked with blood, and within the protection assured by this token all were to abide. So today parents who love and fear God are to keep their children under "the bond of the covenant"一within the protection of those sacred influences made possible through Christ’s redeeming blood. (YHH 76.4)
All who are seeking to work in harmony with God’s plan of education will have His sustaining grace, His continual presence, His keeping power. (YHH 77.1)
To everyone He says: “Be strong and of a good courage; be not afraid, neither be thou dismayed: for the Lord thy God is with thee." "I will not fail thee, nor forsake thee.” Joshua 1:9, 5. (YHH 77.2)
“As the rain cometh down, and the snow from heaven,
And returneth not thither,
But watereth the earth, and maketh it bring forth and bud,
That it may give seed to the sower, and bread to the eater:
So shall My word be that goeth forth out of My mouth:
It shall not return unto Me void,
But it shall accomplish that which I please,
And it shall prosper in the thing whereto I sent it.
For ye shall go out with joy,
And be led forth with peace;
The mountains and the hills shall break forth before you into singing,
And all the trees of the field shall clap their hands.
Instead of the thorn shall come up the fir tree,
And instead of the brier shall come up the myrtle tree:
And it shall be to the Lord for a name,
For an everlasting sign that shall not be cut off”
Isaiah 55:10~13.
(YHH 77.3)
Throughout the world, society is in disorder, and a thorough transformation is needed. The education given to the youth is to mold the whole social fabric. (YHH 78.1)