Text-Books by E. A. Sutherland

Review and Herald Publishing Association · Washington, D.C. · Aug 4, 1904

Text-Books

By E. A. Sutherland

THE Romans had a legend that the founder of their nation, though born of human parents, was suckled by a wolf, and they traced the savagery of their own dispositions to the character imbibed from the milk of that beast, by that babe, Romulus. Although it is a legend, it illustrates a principle seen the world over,—the principle stated by Solomon in the words, “Train up a child in the way that he should go: and when he is old, he will not depart from it.”

The mental food which the little child eats is building the character for the man. Feed the child stories founded upon myths, and in the man you will reap infidelity. Feed the childish mind with thoughts of faith, love, and truth, and in the man you reap Christianity.

The question of study books has been a vital one in connection with every educational movement. When Confucius undertook to perpetuate his doctrines, did he bequeath them to the priests?—No; he put the children to reading them; for centuries the boys of China have read from the books of Confucius. Have they lost their reverence for these so-called sacred writings?—By no means. Some contend that if the children read the Scriptures in the day-schools, the sacred Word will become common. China’s history is an answer from which Christians might well learn a lesson.

The plan just mentioned was followed in the schools of Israel. A noted Christian writer has said, “Up to ten years of age the Bible was the sole text-book. Bible study began with the book of Leviticus; then came other parts of the Pentateuch; next the prophets; and finally the Hagiographa.” Think of putting a little child to studying the book of Leviticus. Many teachers at the present day would ridicule the plan, and yet the history of the Jews shows that wonderful results were attained from this course of study. Because their students wrestled with the strong Word, they were able in manhood to build up the nation until it held the place occupied under David and Solomon.

While the children of other nationalities were studying Egyptian wisdom, the mythology of Babylon, and the philosophy of Greece, the youth in Israel were fed the Word of God. As a result the kings of the earth came to Israel’s kings to seek wisdom. The Israelites’ strength was due to their education, to the study and obedience of God’s Word.

In the early Christian church the children were carefully taught by parents and teachers. One historian says, “The Bible was the entertainment of the fireside. It was the first, the last, the only school-book almost of the child.” Their object was to train their children in the fear of God, and the author just quoted says, “As a result they grew up without a taste for debasing pleasures. They acquired simple domestic tastes, and when the time came they took their place as consistent and earnest workers in the church.” We are working for the same results to-day, and the causes that produced such characters in the early days of the church, will, if put into operation, produce character in our children that will enable them to stand firmly for the truth when the adults will be prohibited from preaching the message.

It was necessary in the great Reformation of the sixteenth century, conducted largely by Luther and Melanchthon, to prepare proper text-books for the children of reformers. History states that they started schools, and then wrote text-books. In every case where reform was successful, the Bible was first put in the language of the common people, and then other books were prepared in harmony with the Scriptures.

It would be profitable, had we time, to study the methods advocated by the Reformers, and those who advocated a counter-reformation. The first presented principles, which developed faith in God’s Word. The second, represented by Jesuits, produced books filled with facts, to master which required a great amount of memorizing.

The presentation of principles, therefore, ought to be the chief characteristic of Christian text-books. Text-books, which teach facts but leave out the practical application of principles, and which do not compel the student to practise what he learns, will not develop lovers of truth. It is our duty to break away from the formal memorizing of mediæval days, which in education is the same as absolute monarchy in government.

Text-books built upon memory work bind and restrict. Wm. T. Harris says on this point: “Memory is the faculty that subordinates the present under the past, and its extensive training develops a habit of mind that holds up what is prescribed, and recoils from the new and untried. In short, the educational curriculum that lays great stress on memorizing produces a class of conservative people.”

The proper books for study must compel doing. Our physiologies should make health reformers and medical missionaries who go about doing good. Our geographies should inspire students to carry the gospel into foreign fields. Our language study should compel the student to think God’s thoughts and to speak his words. Speakers and writers ought to be developed after God’s order. The study of agriculture must no longer be a theory, but must result in bringing forth men who can cultivate the soil as God intends; men who will long to bring forth from the earth its wealth, and who, as a result, will be instrumental in starting an exodus from the cities.

E. A. SUTHERLAND.