Principles and Methods by Otto Luepke

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · May 7, 1908

Principles and Methods

By Otto Luepke

The Character of True Education

“But we all, with open face beholding as in a glass the glory of the Lord, are changed into the same image from glory to glory.” 2 Cor. 3:18.

The nature of true education is not infrequently misunderstood; for it is often thought of as the exercise of a profession, as a calling, or as a routine system, which must be learned and practised; and that, therefore, he who has most thoroughly mastered this system in suitable schools, is capable of giving the best education. However, every one must perceive that this is a one-sided, and, consequently, an erroneous view, because it demands of the educator only that which he has learned. As little as mere mental acumen represents the full equipment of the educator, so little does intellectual training alone stand for true education.

Education has to do with the whole man — with the educator as well as with the pupil. It is the educator, with his character as a whole, and his peculiarities, who exercises his entire influence upon the pupil. As the electric wire transmits the power, with all of its properties, so education may impart the character of the educator as a whole. Is he good, resourceful, and strong, such will be his influence; is he ignoble, superficial, and weak, he will be unable to give anything better. It is his character, his example, that educates. Example is the potent force that guides, promotes, or hinders in the development of the individual in the home and in the school, in society and in the state. Example lays the foundation for the development, as well as the overthrow, of nations. Here more depends upon what a man is than on what he can do, or on what he has; no methodical power of doing can enable him to make up what he lacks as an educational example.

In harmony with these considerations, a glance into its sacred pages will convince us of the superior worth of the Bible as an educator. It says: “For whatsoever things were written aforetime were written for our learning.” Rom. 15:4. “Now all these things happened unto them for ensamples: and they are written for our admonition, upon whom the ends of the world are come.” 1 Cor. 10:11. Persons, events, animated nature, and, in an especial manner, our Lord and Creator, here pass before us as our educators. The first pages of the Bible show us the Creator at work in his wonderful and encouraging activities, and place before us the uplifting spectacle of his powers in the wide universe. Then follows the terrible warning in the fall, the separation of the human family, the purifying judgment of the flood. A new family — Noah’s family — is tried; it fails, largely through self-exaltation, and so necessitates a new beginning with Abraham and his family, until he is trained in God’s school, and can become a correct educator to all the generations of the earth. His descendants develop into a nation, intended to be an ensample to all peoples, and the pages of its history bring correction and warning, as well as encouragement and consolation. But who is able to exhaust all these details!

But what does the Word of wisdom teach us concerning true education? — It shows us the true fountain of pedagogic power, which empties itself as a quickening stream throughout the eternities: “In whom are hid all the treasures of wisdom and knowledge.” Col. 2:3. “He hath counsel and understanding.” Job. 12:13. “In a knowledge of God, all true knowledge and real development have their source. . . . The mind of man is brought into communion with the mind of God, the finite with the Infinite. . . . In this communion, is found the highest education. It is God’s own method of development.” — “Education,” page 14. So true education means nothing less than communion, that is, personal intercourse, of man with God. “Thou hast beset me behind and before, and laid thine hand upon me.” Ps. 139:5. Moses “endured, as seeing him who is invisible.” Heb. 11:27. “The Son can do nothing of himself, but what he seeth the Father do: for what things soever he doeth, these also doeth the Son likewise.” John 5:19. “The words that I speak unto you I speak not of myself: but the Father that dwelleth in me, he doeth the works.” John 14:10. This is indeed God’s education. He is known and seen, and his indwelling presence becomes an experience; his example inspires imitation, and his powers manifest themselves in the deeds of his children. “Godliness — godlikeness — is the goal to be reached.” — “Education,” page 18.

The example of Christ works to-day as it did formerly. Connection with him makes us susceptible to the influence of his life-streams upon us. Whoever loves him whom he has not seen with the eye of flesh, and walks as if he saw him, will be able to behold him, and by beholding, become changed into his image. The longer the view is continued, the stronger the influence, and therefore, the more glorious the result. “We . . . are changed into the same image from glory to glory.” This is true education.

OTTO LUEPKE.