Some Thoughts on Education by Clifford G. Howell

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

Some Thoughts on Education

By Clifford G. Howell

A FEW years ago I was riding along the streets of one of our university towns in company with a prominent editor and author, who spoke of the great privilege of being “an amanuensis for the Most High.” The thought has often since thrilled my soul; and as there lies before me a request from our educational chairman to write something practical touching our intermediate schools, I would that I might gather some helpful fragments for the teachers and pupils in these schools.

On returning from the educational convention, I had the privilege, for the first time in thirteen years, of spending a few days with relatives, and the friends of my childhood. The county superintendent of my old home county in Iowa placed in my hands a very dainty announcement of their teachers’ normal institute. Upon its opening page was the profile of a little schoolgirl, and a volume, in miniature, in the words: “For the sake of a child.” When we think that heaven has drawn so near to earth as to give to it a child, and know that He was at once its Saviour and greatest model teacher, we pause at the threshold of our schoolroom where the children gather, and reverently ask his presence and guidance in the work he has left for us to complete.

Recently I greeted anew the bright faces of my pupils; and the arrangement of a program was the practical question in hand. The one adopted after a second adjustment was so satisfactory that I could but feel that a better Teacher than myself was present and was interested in the details of my work. And the very recognition and feeling of

gratitude seemed to bring a greater fulness of the divine blessing. As the classes of learners sit before me, and one after another express thoughts that give me surprise and gladness, I am made conscious anew of loving help.

We hold but one session daily, and like the plan very much. For opening exercises we spend a few minutes committing to memory a stanza or two of some sweet song; then unite in singing. We then study two or three texts of the Sabbath-school lesson, and perhaps memorize a Bible verse. After prayer, the greatest educational book in the world—the Bible—is studied, and the lessons recited.

I have thought much of the educational principle, “A knowledge of physiology and hygiene should be the basis of all educational effort.” We propose to put this principle into practise, and live some of the laws we learn that should govern our being.

In our study of the mother tongue, the class is sent on a quest for five of the choicest sentences they can find. The teacher awaits the result with interest. As the result of their search, we have such selections as these:—

“Moses’ life of toil and heart-burdening care was irradiated with the presence of Him who is the chiefest among ten thousand and the one altogether lovely.”

“The life of Jesus was a life in harmony with God.”

“Amidst the solemn majesty of the mountain solitudes, Moses was alone with God.”

“Amid the anthems of the celestial choir, God hears the cries of the weakest human being.”

“Amidst the deepening shadows of earth’s last great crisis, God’s light will shine brightest, and the song of hope and trust will be heard in clearest and loftiest strains.”

“Let the youth of to-day, the youth who are growing up with the Bible in their hands, become the recipients and channels of its life-giving energy, and what streams of blessing would flow to the world—influences of whose power to heal and comfort we can scarcely conceive—rivers of living water, fountains springing up into everlasting life.”

When young and active minds contemplate such scenes and themes as these and gather them as treasured jewels, are they not sowing seed thoughts now to reap in eternity?

CLIFFORD G. HOWELL.

Daylight, Tenn.