Self-Supporting Intermediate Schools by J. O. Johnston

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Sep 6, 1906

Self-Supporting Intermediate Schools

By J. O. Johnston

THE question of making our schools self-supporting is one which has called for the best thought and planning of our most experienced teachers and business men, and it would no doubt be too much to claim that the question has yet been fully answered. Much has been done along the lines of industrial work which has helped to lessen the expenses of school life, but the question of how to support a faculty of teachers in an intermediate or training-school, especially when the work is in its infancy, has long been a perplexing one. In new places where capital is limited, and a large number of students can not be secured, this is indeed true. This is precisely the situation in our young conferences where intermediate schools are most needed; and it is with the hope of throwing a little light upon this problem that the writer ventures a few suggestions born of experience.

In the first place the difficulty seems to be to provide for the support of the faculty. If this question could be disposed of, all that would remain would be the erection of buildings in a suitable location, and the calling together of the youth who are in need of an education. But one of the essentials in education is a training that will enable our young people to properly maintain themselves while they are engaged in the Master's business. This business may be, and should be, to preach Christ and him crucified, but as it was said by one great missionary, they may find it necessary to “cobble shoes to pay expenses.” It is surely a part of the work given our schools to teach the youth how to “cobble shoes” as well as to “preach the word,” and in order to teach industry, the teacher must himself be industrious. If he would teach his pupils how to “pay expenses,” he must know himself how to make expenses. If “every youth, on leaving school, should have acquired a knowledge of some trade or occupation by which, if need be, he may earn a livelihood” (“Education”), surely the same should be true of the teacher who attempts to give instruction to others.

Let us start, then, with three such teachers—men of education and experience; and let them open an intermediate school on this basis. One is skilful in iron and steel, one is proficient in all manner of wood work, one understands how to get wealth from the soil, and all understand the third angel's message, and how to teach.

Let a sufficient amount of capital be given these men to buy a suitable farm, erect the necessary buildings for a school, homes for themselves, and a small manufacturing plant, and the future support of that faculty is assured. If they have but five students the first year, the faculty will be paid, for they will earn their own way by their own work. If the numbers attending school increase so that it takes nearly all the time and energy of the teachers, then the income from the students will be ample to meet all expenses, provided the tuition is not placed at too low a price. In such a school where both teachers and students would “devote a portion of each day to mental improvement, and a portion of the day to physical labor,” a training would be given to the youth which would prepare them for every emergency of life.

It may be said that such teachers would be hard to find. If this be so, surely the fault has been with our schools in the past, in that they did not provide for this kind of training, and many of those who are otherwise efficient teachers have but a one-sided education.

Much more could be written with reference to the industrial features of our schools, but this article is already too long. Let me conclude with the following words from “Christian Education:”—

“If there had been agricultural and manufacturing establishments in connection with our schools, and competent teachers had been employed to educate the youth in different branches of study and labor [italics mine], there would now be a more elevated class of youth to come upon the stage of action. The youth who would graduate at such institutions would many of them come forth with stability of character.”

“For young men there should be establishments where they could learn different trades [italics mine], which would bring into exercise their muscles as well as their mental powers. If the youth can have but a one-sided education, and it is asked, Which is of the greater consequence, the study of the sciences with all the disadvantages to health and life, or the knowledge of labor for practical life, we unhesitatingly say, The latter. If one must be neglected, let it be the study of books.”

J. O. JOHNSTON.