Report of the Department of Education
FREDERICK GRIGGS, CHAIRMAN During the last four years the Lord has richly blessed our schools, prospering and increasing them, bestowing upon them large measures of spiritual benefit, and giving to teachers and students health and courage for their work. At the time of the educational convention held at College View in 1903, a general scheme for the organization of the school interests of our denomination was planned and adopted. By it the Department of Education was created in the General Conference to advise and assist in the conduct of schools and to foster educational interests throughout the world. It provided for the establishment in each union conference of a similar department, and also that in each union conference there should be an advanced school doing a grade of college work, or at least work of a sufficiently high character to directly prepare men and women for active gospel service. This school is to be the property of the union conference, and be controlled by a board of managers selected from the various local conferences composing the union. Each local conference is to have a similar school organization managing its intermediate schools, and counseling and helping the primary schools. The primary or church-schools in general do the work of seven grades; the intermediate schools and academies, grades eight to twelve; and the colleges, grades thirteen to sixteen. The primary schools are directly under the control of boards of managers chosen by the churches which establish and maintain them. It is thus apparent that the control of all school interests is, in this way, placed directly with the people where such interests are located. Furthermore, it is to be observed that this system makes possible the steady promotion of pupils from the primary grades to the completion of a course of college instruction, after which special training for foreign service or medical work may be obtained. The organization thus planned six years ago has been found to be efficient and serviceable, and accounts in part for the recent rapid growth of our school interests. We have 535 primary schools, with 625 teachers and 10,487 pupils. The estimated value of our primary school properties is now $147,749.05; and their annual operating expense, $101,375.55. Comparing these statistics with those of four years ago, we find that there has been an increase of 84 schools, 135 teachers, and 2,544 pupils, or over 33 per cent. The enrolment statistics from which these comparisons are made are those of 1903-04 and 1907-08. We are unable to make comparisons as to the valuation of property and cost of maintenance, as these statistics have been secured only for the past year. Of the schools above the primary; namely, intermediate, academic, and college, we have 81, employing 469 teachers, with an enrolment of 5,729 students. These schools have 291 buildings, with a capacity for 7,344 students; 8,691 acres of land are owned by them. Their total property valuation is $1,333,828.18. A comparison with the statistics of four years ago reveals an increase of 37 advanced schools, enrolling 3,624 students, or over 172 per cent. During the quadrennial term three of the schools listed in 1904 have been closed, and forty more have been opened. Of these forty, two do work of college grade, eleven are listed as academies, and 27 as intermediate schools. Here again it is impossible to give the increase in property value of our advanced schools as a whole, owing to the fact that in 1904 no definite valuation statistics were compiled and preserved; but these forty schools which have opened have a property value of $216,471.61. There are 3,050 acres of land connected with them. They have 90 buildings, with a capacity for 2,486 pupils. Their enrolment last year was 1,829, and they employed 145 teachers. In addition to the increase incident to these new schools, there has also been a large increase in the property value of the schools in operation at the beginning of this quadrennial term. Combining the primary-school statistics with those of the advanced schools, we find that we have at present a total of 616 schools, with an enrolment of 16,216 pupils, a total teaching force of 1,094, and a property value of $1,481,577.23, or nearly one and one-half million dollars. This is exclusive of mission schools, reference to which is made later in this report. Spiritual Interests of Our Schools
While it is impossible for us to present statistics of this very important feature of our work, yet an idea of the far-reaching results of efforts in this direction is to be gained from reports which are being continually published in the Educational department in the REVIEW AND HERALD. It is no uncommon thing for the statement to be made that every pupil in a certain school is a professed Christian. A large number of conversions and baptisms are witnessed every year in each of our schools. This results directly from the principles of Christian education; for the sole purpose of such education is the development of strong religious character—men and women who are qualified not only for good citizenship, but for what is of far greater importance, active service in Christian warfare. During the past four years the Educational Department has held two conventions. At the first, called during the summer of 1906 at College View, Neb., were representatives from all grades of schools in this country and Europe. A large share of the efforts of the convention was devoted to securing a more complete organization of our work. Attention was given particularly to courses of study. A definite outline of work was adopted and recommended to all our schools. This curriculum covered the work from the first to the sixteenth years, or from the primary grades through the college courses. Resolutions were also adapted looking to greater efficiency in teaching and to the adaptation of our school work to the needs of our cause. The second convention was held at Cleveland, Ohio, last summer. It was not of a general nature, being attended chiefly by the principals of our advanced schools. The purpose of this meeting was to seek for a closer co-operation and unification of work between the intermediate schools, academies, and colleges. It was seen that there was a great discrepancy in methods of teaching, and in the grade of work actually accomplished by these schools. This has been a source of much difficulty in the promotion of pupils. The principals requested that a general convention be held, at which should be represented the heads of the departments of these advanced schools. It was hoped to hold this convention at the time of this Conference, but the large expense involved, taken in connection with the expense of the Conference, made it seem impossible. The necessity for a meeting of this nature, however, is none the less urgent, and provision should be made for the calling of such a convention at as early a date as consistent. Relation to Young People's Work
The convention at Mount Vernon, Ohio, in July, 1907, made possible a great advance in educational interests by the establishment of the Young People's Missionary Volunteer Department of the General Conference. The relation between the Educational and Missionary Volunteer departments is an extremely close and vital one. The Missionary Volunteer Department aims to create within the minds of our youth those broad Christian ideals which involve the education and training of all their powers of being for Christian service. The Department of Education seeks to provide the means of this development. Thus working together, vast opportunities are presented for the development of the great resource—indeed a princely inheritance—which is presented to this cause in its children and youth. To no source can we ascribe greater credit for the increase in our schools than to the work and efforts of our Missionary Volunteer Department. Closely akin to many of the features of our conventions is the work of our summer schools. Nearly all of the union conferences, and many of the State conferences, hold these schools regularly each summer. They usually run from six to ten weeks, and give particular attention to methods and the common branches. An effort is being made, however, to have some higher work done by them, of such a character as to make possible its acceptance by the colleges in lieu of their regular work. The annual teachers' examinations are usually held in connection with these summer schools. The reviews, ex-6aminations, and general instruction given have tended directly to raise the standard of our teaching work, particularly in the primary and intermediate schools. The great benefit derived by our colored teachers at these summer schools argues strongly for their regular continuation. The Foreign Mission Seminary
In connection with the establishment of our headquarters at Washington, D. C., it was deemed advisable to make provision for a new training-school for Christian workers; accordingly, the Washington Training College was established in 1904. At the Gland, Switzerland, Council, held in the spring of 1907, the need of special training for work in heathen lands was so emphasized that the brethren assembled realized the importance of having a school where instruction might be given especially adapted to prepare for service abroad. Accordingly, arrangements were made for changes in the character of work done in the Washington Training College, so that such instruction might be provided; and the name of the school was changed to that of the Washington Foreign Mission Seminary. The results of this change have been very encouraging. A somewhat similar line of work is offered by the College of Evangelists, located at Loma Linda, Cal. The need for such courses of study is made apparent from the fact that the conditions under which men and women must labor in these foreign lands are so radically different from those in the home land as to require special preparation. The growth of our cause in all lands, and the decentralization of administrative responsibilities, result in an ever-increasing call for persons of ability and experience. This requires of us a strong effort to provide well-educated men and women not only to meet these constant demands, but to supply the places made vacant by death, resignation, or otherwise of those now filling important positions. Believing, as we do, that the end of all things is soon to come, it is surely incumbent upon us to hold before our young people proper standards and ideals of education. These may all be summed up in the thought of a speedy yet thorough preparation for service. Every effort should be made to secure to each person only that education which will fit him best for the work which he individually is to perform. There is a constant danger of young people seeking an education solely for the sake of the education itself, or for the recognition which it may secure them; but this ideal is to be sedulously avoided. When the student is ready for effective work, he should be encouraged to leave the school and to enter heartily into active service, no matter what position he may have attained in the curriculum. Furthermore, in this preparation, school work and actual field work should be combined. However, there is danger that we shall not properly appreciate the value of scholastic attainments for those who are to occupy important positions. Recently we have been graduating from all our schools, an average of only from twenty to thirty students a year in degree courses. This means that only about one out of every six hundred of those attending our schools completes a degree course each year. Twenty or thirty persons are, indeed, a very limited number from which to fill the many needy world-wide situations where special intellectual ability is required. And again, it must be remembered that not all of the number are available, as some fail, for various reasons, to enter into the valuable service which they should render. As our system of schools has grown in perfection, the number of those who have progressed through all grades is continually increasing. This means that more students are reaching the advanced years of our courses while still quite young, and hardly prepared by way of experience to enter into active missionary service. As a consequence, we must endeavor to provide for the advanced education of these young students; and this education should include a thorough training in manual lines. This cause needs keen-minded men and women, else it will be greatly crippled in its work; and it is the duty of our educational departments, general and local, to provide thorough facilities for the education of such. For about six years the interests of the educational work have been served by a department in the REVIEW AND HERALD. Until the convention at College View in 1906, this department had two pages weekly in the REVIEW, since which time it has had eight pages monthly. Our work has grown to such proportions that it seems to demand the regular publication of an educational journal. Every effort must be made by our school workers to progress along all lines of educational effort. In order to do this, a journal of communication of larger scope than that afforded by the present means, seems to be required. Mission School Enterprises
As the cause of present truth forges its way into the heart of heathen lands, it must, more and more, employ the school as a means not only of educating, for gospel service, those who have accepted our faith, but also as an agency through which to bring a knowledge of it to those who are unacquainted with it. Mission schools are conducted at the present time in Africa, India, China, and Mexico. In Africa we have schools established in Barotseland, Nyassaland, Basutoland, Maranatha, Somabula, Solusi, and German East Africa. The school in Barotseland has an enrolment of 43; there are three out-schools connected with this central school, with an enrolment of 31. This makes a total enrolment in the schools of this mission of 74. The Maranatha school has an enrolment of 13. The central school of the Nyassaland Mission is located at Cholo. There are six out-schools connected with this central school, and the enrolment of the seven schools is 150. The Somabula Mission school has an enrolment of 55, and the Solusi of 76. We are not informed of the enrolment of the school of the Basutoland Mission. The German East African mission field has three schools. In general it may be said that at these schools the natives receive some of the advantages and benefits of modern civilization; they are taught the common branches, together with Bible studies, and are thus prepared for gospel service. Many so develop that it is possible to use them as teachers and helpers in mission work among the tribes from which they come. The school work of India has been of a somewhat desultory nature. From the first those engaged in mission work have undertaken school enterprises as the situation seemed to demand, and their circumstances and resources would permit. The most continuous work has been at Karmatar, where a school was maintained for several years in connection with the orphanage at that place. It is now closed. For some months past Brother and Sister Burgess have conducted a Bible school for native evangelists near Mussoorie. They are, however, now planning to undertake training-school work of a more permanent nature for natives, in the Gharwal District. Among the Tamils and in Burma there are earnest calls being made for permanent school work, and it seems imperative that this Conference shall definitely arrange for these appeals to be answered. The providence of God has seemed to lead particularly in the development of our cause in Korea by means of the schools. A building was donated to our people by the government, with the understanding that we should maintain a school for boys in it. This circumstance has made it possible to come into close touch with the people of Soonan, where this school is established. Just at present, the Korean nation is making rapid advancement in many lines, and it seems providential that we have thus entered the work in this field. For a number of years educational work has been conducted in Japan in connection with our evangelical efforts. The growth of our cause has been such that it has been definitely planned to establish a training-school. It will be opened as soon as possible, and will be under the charge of Prof. F. W. Field, who for years was connected with the educational interests of this country, and who has had charge of the Japan Mission for some time. We look for splendid results from this undertaking. We have seven schools in China, employing eight teachers, with an enrolment of 170. The total school property and equipment are valued at about $1,500. At Canton we have a day-school and a boarding-school, both for girls. The boarding-school receives day pupils also. Definite plans are being laid for a system of schools in China to-day similar to those elsewhere in our regularly organized work. Primary schools are necessary wherever there is a company of believers, an intermediate school is required for every large center, and a training-school for each field. In this advanced school all native gospel workers should take a course. This school would receive pupils from the lower grades, and complete their preparation for service. There also appears to be an imperative need for a school adapted to the requirements of the children of our missionaries. We have one church-school at Tacubaya in Mexico, and Mrs. U. C. Fattebert is conducting a mission school at San Luis Potosi. There are splendid7opportunities for mission work in Mexico through the avenue of the school, as opportunities for the teaching of English are numerous. General Observations Concerning Mission Schools
The standards of education in heathen and in Christian lands are radically different. Illiteracy is great in the former. For instance, in China probably not one woman in ten thousand reads, and from sixty to ninety per cent of the men are illiterate. But the students who attend our schools show great aptness in learning. Even older persons are able to acquire enough knowledge to enable them to read and teach the Scriptures by reasonable effort, and it is no uncommon thing to see parents and their children studying in the same classes. The accommodations for schools for the natives do not have to be elaborate. Buildings can be very cheaply erected and plainly furnished. In China, except near the large open ports, an intermediate school sufficient for our interests can be erected for $500 or $600, and $1,500 would suffice for a training-school with boarding accommodations. Many of the students attending these schools will have to be supported almost entirely from mission funds. Parents, as a rule, are not able to bear the expenses of their children when they enter school. Labor is very cheap, and because this is so, there are few trades that can be made to pay. Often a man or a woman will work hard all day, and earn barely enough to purchase necessary food. At the present rate of exchange, $1.30 United States money will board a boy or a girl for a month in one of our native schools in China, and this is true in a general way with respect to other mission fields. Because of this cheap labor, it is difficult to establish industries of a paying character in connection with these mission schools. It is incumbent upon us to lay broad plans at once for the advancement of our school interests in all these lands of missionary effort—plans that are in some degree commensurate with the great needs of the fields and the mighty work that must be done ere our Lord comes. More and more it is made apparent, as our cause becomes established in these lands, that well-organized school work must be conducted. In China a force of nine thousand native laborers must be trained to provide as many workers in proportion to the population as the Southern field of the United States now has,—and we consider the Southern field a destitute one. The advance which we are able to report in our school work should stimulate us to greater activity in the future. All our school interests have grown very rapidly, and a large amount of energy has naturally been consumed in making provision for and attending to this growth. There is need—great need—of strengthening, in many respects, that which we have now established. It is not a question alone of the number of schools or the number of students in attendance; of greater importance is the character of work which we do. As a people, we must have the highest ideals of Christian education. Our message is to go into the highways as well as into the byways—to the learned as well as to the illiterate. As the schools of the prophets were an inspiration and uplift to the people of Israel, and as the work of Martin Luther at the University of Wittenberg gave the heart-beat to the Reformation, so must our schools in all parts of the world sound forth in no uncertain voice the key-note of this great message. A spirit of earnest research for truth and a vigor in presenting it, must possess them. They must be uplifted by the Lord, that they may uplift man. They are to help mightily this great cause of truth in its onward march to all lands. [This report has necessarily been abbreviated to adapt it to the available space. It is printed in full in the General Conference Bulletin.—Ed.]