p. 102 | W. T. BLAND by W. T. Bland

Seventh-day Adventist Publishing Association · Battle Creek, Mich. · Feb 18, 1902

W. T. BLAND

By W. T. Bland

PRINCIPLES OF PEDAGOGICS FOR HOME AND SCHOOL GOVERNMENT.— NO. 2.

W. T. BLAND

(St. Helena, Cal.)

ALL true principles of government, whether they relate to self-government or to the government of others, are to be found in the Bible. The teachings of the Saviour and His manner of dealing with the people are, of course, of the greatest value. His is the perfect example; for not a wrong principle is laid down nor a mistake made throughout His entire life's work, no matter whether it be the hungry multitude as He commands them to be seated that they may be fed, or the driving out of the money changers from the temple. His word was ever tempered to suit the occasion, though often but a look was necessary. In Him the power of self-control was developed in the highest degree. He suffered all the criticisms, abuses, and buffets so often heaped upon Him, many times by His own brethren, yet always with a spirit of meekness mingled with love and sorrow. Did His followers decide to crown Him king, He quietly slipped from their midst, continuing His work in another place. Of Him it is said that He taught as one having authority.

The Bible also contains examples of many mistakes made in the government and training of children. These, too, should be carefully studied in order that they may be avoided. The life of Eli stands out boldly as that of one who was lax in his government, and who failed to exercise the parental authority so necessary for the good order and general welfare of the family. On the other hand, how reassuring are the words of the Lord as He speaks of Abraham, expressing His confidence in him: “For I know him, that he will command his children and his household after him, and they shall keep the way of the Lord, to do justice and judgment.”

Parents would do well to study carefully the record of the life of the child Samuel, and also that of Timothy. Here may be obtained valuable hints and principles concerning the very earliest training of children. The writings of Solomon should be studied also with much care. The study of these lessons will lead the diligent seeker to other valuable truths found in different parts of the Bible.

FAITH AN ELEMENT.

The text, “Whatsoever is not of faith is sin,” is just as true in government as it is of anything else pertaining to the principles of truth. It requires a deep faith in God and in His word before one can fully understand, or is able to appreciate, the lessons he would have learned on this most important subject. In fact, without faith one would hardly accept them as true, and would experience difficulty in putting the principles into successful operation.

God's method of government is very different from that generally in practice by the powers of this world. While both require obedience, yet the one desires it and obtains it through the power of love, and because it is for the best good of the individual, while all things else would be harmful. The other demands it, perhaps to satisfy a personal ambition,—often to assert possessed power,—whether it be for the good of the individual so governed or not. Whatever the result may be, the spirit is military and objectionable.

The true followers of God obey Him, and are willing to follow where He leads, not only because of their deep love for Him, but because of their faith in His power to lead aright. They may not always be able to see or understand all His leadings, but they believe that “all things work together for good to them that love God.” This same spirit is necessary in the government of the home or the school. Parents and teachers should learn well the lesson first; they should study faithfully the principles of government to be found in the Bible, and should master them so far as they pertain to their own self-control and the obedience they should render to God. Then, in the same manner and with the same spirit, let them learn how God would have them apply these principles in the government of their own children or pupils.

First of all, then, the parent or teacher should understand thoroughly the principles of government contained in the Bible. They should have implicit confidence in the efficacy of these principles when put into actual use. With it all, the children should be taught the lessons of love and obedience, and to have unquestioned faith in God, who is able to keep them from falling, also in those who have charge over them, that they are working only for their best good.

COMMON SENSE NECESSARY.

What I mean by common sense is good judgment, or practical sense exercised in the common, every-day things of life,—things that may seem little and unimportant, yet which are of great importance. Every teacher and parent should have constantly on hand a good stock of this commodity, and should be able to use it to good advantage whenever and wherever needed. Perhaps the Creator never endowed mankind with a gift of greater importance. Surely, in the home training of children nothing is more essential. The teacher who is lacking in this element is the one whose work is necessarily a failure. No matter how plausible his theories, or how high his ideals,—and these are necessary,—if he lacks in good judgment, his work is a failure. Common sense enables the parent to meet the thousand and one little perplexing things of life that come up from day to day in the management of restless, growing, learning children; to guide them with steady hand through these most important years of their life. The teacher's work is only to supplement that of the parent. Common sense will suggest that they counsel together, that they understand each other and fully co-operate in their efforts for the successful training of the child.

Yes, good, plain common sense, possessed by an intelligent, level-headed man or woman is of inestimable value, not only in the government of children in the home or school, but in all avocations of life. It is one of those rare gifts of God intended for daily use. It enables the teacher to know how best to deal with the different types of children, to consider their cases not only from his standpoint, but from theirs as well. It tells him when to offer a word of commendation, when to reprove, and how best to do it. It guides him in the assignment of work and in the regulation of amusements. Combined with executive ability and honest integrity, it enables the teacher to bring order out of chaos, to be satisfied with nothing less than complete success.

(To be continued.)