W. T. BLAND by W. T. Bland

Seventh-day Adventist Publishing Association · Battle Creek, Michigan · Apr 22, 1902

W. T. BLAND

By W. T. Bland

Principles of Pedagogics for Home and School — No. 6

W. T. BLAND

When one takes upon himself the responsibility of managing or disciplining others, he assumes a very delicate task, though far too often it is not so considered. God works through natural laws, and every infringement on one of these laws produces its certain results. In other words, “Whatsoever a man soweth, that shall he also reap.” In the great reckoning day the final rewards and punishments will be dealt out to every individual with justice to all.

God has imposed upon man certain duties and obligations. First of all, parents are intrusted with the governing, disciplining, and training of their own children, and they frequently delegate this power, or authority, to teachers for a certain time, and perhaps in a limited manner. While there are many other governing powers, these are all that can be properly considered in this connection.

Authority

There can be no proper government or discipline without recognized authority. And while authority must be recognized by the children in the home and the pupils in the school, yet the parents and the teachers must remember that authority is to be exercised only in a limited sense, and then only for the good of the children, and not to gratify any selfish propensities. Without authority and the necessary power to execute it, there could be no real government. Children should not only learn to recognize it, but to respect it as well. This principle holds good both in the home and in the school; and where it is lacking, the failure generally comes, not from the children, but from those in charge.

The authority that is backed up by mere brute force certainly has no place in the home or school; it may be necessary in prisons and military posts where desperate characters are to be dealt with; but when these methods are used by parents and teachers, the results can be only harmful. Firmness is, however, a necessary qualification, but it should always be mingled with love and good judgment.

The authority vested in the parents for the regulation of family affairs is heaven-given, and is so understood. May we not say as much for that of the teacher in the school, whose duties and perplexities are often many times greater? I acknowledge that this is not always so considered; that the teacher is subject to far more criticism, sometimes limited or hampered by unwise decisions or actions of inexperienced school boards or officers. The teacher, instead of having the children of only one family to deal with, has them from many families, and through the long, restless hours of the day. I refer now especially to the church-school or grade teacher. The children received into these schools have been brought up under widely different influences and environments. If the best results are to be obtained in the teacher’s work, there must be system, order, regularity, and punctuality,—things that many of these children know little or nothing about, so far as their home training is concerned. There will naturally be instances of rebellion on the part of some, and possibly an unwise sympathy or justification on the part of the parent for the child, not only causing an injury to the child, but to the teacher and school as well.

The very fact that a teacher is in charge of a school implies the possession of authority. This should be strengthened and emphasized by the parents in the home and encouraged by the board in official capacity. Parents do a positive injustice when they criticise a teacher in the presence of their children. The teacher may not be perfect, but she is doubtless the best that could be obtained, and is doing all in her power for the children and for the success of the school. It is positively wrong for parents to try to injure or destroy the authority of the teacher by seeking to break her influence in the minds of their children. It not only works a wrong to that teacher, but to the one who shall follow her, and may prove a lasting injury to the children.

Order and System

Our church schools, academies, and colleges should be models of order and system. A spirit of harmony and genuine brotherly love should prevail in these schools. Patrons and school boards should encourage their teachers to improve and strengthen themselves in every way possible for their work, and should co-operate with them in making it a success.

These schools make a high profession, and have imposed upon them the accomplishment of a great work. It is believed that they are instituted by the special providence of God to do a work for our children and youth that can be done in no other schools. For this reason, if for no other, heaven-born principles should be carried out. First among these is order, “heaven’s first law.” There can be no true success without it. Not only is it necessary in order to insure success in the school, but it should become a very part of the character of each individual child. It will require the hearty co-operation of every one concerned,—officers, teachers, pupils, patrons. Especially is it a rare qualification of the successful teacher.

Then there must be system. The lack of proper system sadly mars the work of many an otherwise good school. Again, let us take our lesson from nature. Study the great system of God in the mighty universe; in the exactness of time; the punctuality in the return of seasons and astronomical events,—all manifesting the wisdom and power of God, from which he would have us gain valuable lessons. There must also be thoroughness and completeness. God performs no haphazard work, and the work done in these schools should be after his own order. “Whatever is worth doing at all is worth doing well,” is a good motto for every child; it will bring its own reward.

Last, but in no wise least, there should be a high degree of spirituality pervading all the work. This should not be spasmodic nor of a feverish, uncertain character, but always prompted by the deep movings of the Spirit of God. While there may still be objections on the part of some to introducing religion into the regular work of the school, yet if the school work is not neglected, rather, if it is strengthened as it should be, these objections cannot hold good. It is impossible to separate God from religion and spirituality; and if his presence is in the school, these attributes must necessarily be there also.

The standard in our schools in all these things must be lifted up higher and higher. As a higher profession is made, and higher ideals are held, so

must the character of the work be correspondingly higher. God demands that it be so; the world will expect it, as surely as the profession becomes known. This can be done only when right methods are carried out; but it will not be done until teachers are encouraged, if need be assisted, in making deep and thorough preparation of heart, of hand, and of intellect. When these ideals are approached in our schools and in our homes, then will the perplexities of discipline be reduced to a minimum. Until that time is reached, there will be perplexing and oftentimes disagreeable problems to meet, while only a correct knowledge of principles, ability to execute, and the Spirit of God to assist, can lead one on to any degree of success.