The Value of Field Experience by R. W. Parmele

Review and Herald Publishing Association · Takoma Park Station, Washington, D.C. · Nov 7, 1907

The Value of Field Experience

By R. W. Parmele

Too high an estimate can not be placed upon the value of a practical field experience. There is a true saying that “we learn by doing,” and “experience is the best teacher.” Combating error, meeting those who do not know the truth, overcoming all their objections, and leading them to the acceptance of the message, give one an experience that can be obtained in no other way. That experience can not be described. It can be realized only by its possession. It helps the one who has it to realize the value of a soul, and to appreciate the importance of a training for service.

These facts lead to the conviction that a great loss is sustained by both teachers and students who do not engage in field work. On page 135, Vol. VI, of “Testimonies for the Church,” occurs the following: “God designs that all our institutions shall become instrumentalities for educating and developing workers of whom he will not be ashamed, workers who can be sent out as well-qualified missionaries to do service for the Master.” And then this sad statement

follows: “But this object has not been kept in view.”

There must be a reason why this object has been lost sight of. What is that reason? After having had an experience in proclaiming the message for his time, Jeremiah became discouraged, and resolved to give up the work. “But,” said he, “His word was in mine heart as a burning fire shut up in my bones, and I was weary with forbearing, and I could not stay.”

The writer inclines strongly to the opinion that if the teachers in our good schools would spend their vacations in active labor “on the firing lines,” rescuing perishing souls, the word of God would become in their hearts “as a burning fire.” Then as they again enter the schoolroom, they would not forbear. They would have a fresh experience to tell, and they would tell it.

This could only result in giving to the students an inspiration, and many more of them would thus be encouraged to spend their vacations in the field. And what results might we expect in a school where the Word of God was in the hearts of all the teachers and a large number of the students “as a burning fire.” But, alas! many times the words of Shakespeare or Holmes or Longfellow or some other man fill the hearts of both teachers and students almost to the entire exclusion of the Word of God.

“Every one who has been converted to God is called upon to grow in capability by using his talents; every branch of the living Vine that does not grow is pruned off, and cast away as rubbish. What, then, shall be the character of the education given in our schools? Shall it be according to the wisdom of this world, or according to that wisdom that is from above? Will not teachers awake to their responsibility in this matter, and see that the Word of God has a larger place in the instruction given in our schools?”—Vol. VI, page 133.

R. W. PARMELE.