Industrial Training by M. E. Cady

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Apr 29, 1915

Industrial Training

By M. E. Cady

The Schools of the Prophets — No. 8

Industrial Training

M. E. CADY

Industrial training was a very prominent feature of the education given in the schools of the prophets. Just a glimpse of this industrial life is seen in connection with the removal of the school at Jericho to the River Jordan. The conditions surrounding this school were very perplexing, and on the advice and counsel of Elisha and others, it was removed to the banks of the Jordan. The record of the transfer as given in 2 Kings 6: 1-7, indicates plainly that the students and teachers cut the standing timber and erected the new buildings. Even Elisha the prophet was present and assisted in this building enterprise. He miraculously recovered the “borrowed” ax that slipped off the handle and fell into the river.

We have the industrial training course further enlarged upon by the spirit of prophecy:—

“The pupils of these schools sustained themselves by their own labor in tilling the soil, or in some mechanical employment. In Israel this was not thought strange or degrading; indeed, it was regarded as a sin to allow children to grow up in ignorance of useful labor. Every youth, whether his parents were rich or poor, was taught some trade. Even though he was to be educated for holy office, a knowledge of practical life was regarded as essential to the greatest usefulness. Many, also, of the teachers supported themselves by manual labor.”—“Education,” page 47.

“In God’s plan for Israel, every family had a home on the land, with sufficient ground for tilling. Thus were provided both the means and the incentive for a useful, industrious, and self-supporting life. . . .

“By the Israelites, industrial training was regarded as a duty. Every father was required to see that his sons learned some useful trade. The greatest men of Israel were trained to industrial pursuits.”—“Counsels to Teachers,” pages 275, 276.

When God created our first parents, he provided for their physical as well as their mental and spiritual development. He put them in a garden, and they were “to dress it and to keep it.” Gen. 2: 15. After our first parents sinned, physical labor was reassigned them, but to be carried on under adverse conditions. They must now contend against thorns and thistles, and in sorrow and toil earn their daily bread. Their children were not exempt from labor. “Cain was a tiller of the ground,” and “Abel was a keeper of sheep.” Gen. 3: 17-19; 4: 2.

Later, mechanical lines of work were followed. These were introduced by Cain and his descendants, who departed from God’s plan of pastoral living. Cain introduced carpentry, and built the first city, calling it Enoch, after the name of his first son. The later descendants of Cain who introduced mechanical lines of work were Jubal and Tubal-Cain. Jubal “was the father of all such as handle the harp and organ.” In other words, he was a maker of musical instruments. Tubal-Cain was “an instructor of every artificer in brass and iron,” or what is commonly called a metal worker. Gen. 4: 17-22.

“The education centering in the family was that which prevailed in the days of the patriarchs. For the schools thus established, God provided the conditions most favorable for the development of character. The people who were under his direction still pursued the plan of life that he had appointed in the beginning. Those who departed from God built for themselves cities, and, congregating in them, gloried in the splendor, the luxury, and the vice that make the cities of today the world’s pride and its curse. But the men [and women] who held fast God’s principles of life dwelt among the fields and hills. They were tillers of the soil, and keepers of flocks and herds; and in this free, independent life, with its opportunities for labor and study and meditation, they learned of God, and taught their children of his works and ways.”—“Education,” pages 33, 34.

Both Abraham and Lot started their family schools on the plan of industrial life that God had given, and God blessed them exceedingly; but Lot became tired of the monotony and dullness of the country life, and finally he and his whole family became residents of Sodom. Abraham faithfully adhered to God’s plan, dwelling in tents, keeping flocks and herds. How different the ending of these two divinely established schools! Lot’s school became discontented and disorganized, and finally, on the destruction of Sodom, its principal and his two daughters were the only survivors, and took up their residence in the mountains, living in a lonely cave. But Abraham’s school continued to increase in numbers, and finally became a great nation, dwelling in “a land that floweth with milk and honey.” The principal of this school became known as the father of the faithful, and through him and his school have all the families of the earth been blessed.

We find the same spirit of industrial education that prevailed in Abraham’s school, permeating the schools of the prophets. God’s plan of education, whether carried out in the home schools or in the schools of the prophets, developed strong, capable, industrial leaders of the people: Joseph, Moses, David, Solomon, Daniel, and Nehemiah are notable examples.

Not only were the young men of Israel educated and trained in industrial pursuits, but also the young women. Read the description given by Solomon of the ideal, virtuous, and industrious women who were constantly held up as an example

for the daughters of Israel to follow. Prov. 31: 10-31.

“A knowledge of the duties pertaining to housewifery was considered essential for every woman; and skill in these duties was regarded as an honor to women of the highest station.

“Various industries were taught in the schools of the prophets, and many of the students sustained themselves by manual labor.”—“Counsels to Teachers,” page 276.

In the building of the tabernacle by Moses, and the temple by Solomon, we have the greatest exhibitions of artistic taste and mechanical skill. It was shown in spinning, weaving, embroidering, engraving, and mechanical construction with wood and stone. God gave to these two great architects the plans and specification of these buildings, and he imparted special wisdom and skill to those who willingly gave their hearts and hands to the work. Ex. 31: 1-6; 1 Chron. 28: 9-12, 19-21. The glory of these two buildings has never been paralleled, and it is probable that the workmanship, especially of the temple, has never been equalled. For the glory that enshrouded them was heavenly, and the skill that builded them was divine.

“Our Lord and Saviour Jesus Christ, who is one with the Father, the Commander in the heavenly courts, was the personal instructor and guide of the children of Israel, and among them it was required that every youth should learn how to work. All were to be educated in some business line, that they might possess a knowledge of practical life, and be not only self-sustaining but useful. This was the instruction which God gave to his people.”—“Special Testimonies on Education,” page 38.

“The Great Teacher, enshrouded in the pillar of cloud, gave directions to Israel that every youth should be taught some line of useful employment. Therefore it was the custom of the Jews, the wealthy as well as the poorer classes, to teach their sons and daughters some useful trade, so that should adverse circumstances arise, they would not be dependent upon others, but would be able to provide for their own necessities. They might be instructed in literary lines, but they must also be trained to some craft. This was deemed an indispensable part of their education.”—“Counsels to Teachers,” page 307.

When Christ came as a child, and grew up to manhood, he followed fully the divine plan in education which he had given more than two thousand years before his birth in the manger at Bethlehem. “And the child grew [physically], and waxed strong in spirit [spiritually], filled with wisdom [intellectually]; and the grace of God was upon him.” Luke 2: 40.

This Prince of students, during those years of preparation for his ministry, consecrated the pathway of toil and labor which all must tread who would become workmen “that needeth not to be ashamed, rightly dividing the word of truth.” 2 Tim. 2: 15.

“The path of toil appointed to the dwellers on earth may be hard and wearisome, but it is honored by the footprints of the Redeemer, and he is safe who follows in this sacred way. By precept and example, Christ has dignified useful labor. From his earliest years, he lived a life of toil. The greater part of his earthly life was spent in patient work in the carpenter’s shop at Nazareth. In the garb of a common laborer, the Lord of life trod the streets of the little town in which he lived, going to and returning from his humble toil; and ministering angels attended him as he walked side by side with peasants and laborers, unrecognized and unhonored.

“When he went forth to contribute to the support of the family by his daily toil, he possessed the same power as when on the shores of Galilee he fed five thousand hungry souls with five loaves and two fishes. But he did not employ his divine power to lessen his burdens or lighten his toil. He had taken upon himself the form of humanity, with all its attendant ills, and he did not flinch from its severest trials. He lived in a peasant’s home; he was clothed with coarse garments; he mingled with the lowly; he toiled daily with patient hands. His example shows us that it is man’s duty to be industrious, and that labor is honorable.”—Id., pages 276, 277.

“He did not use his physical powers recklessly, but gave them such exercise as would keep them in health, that he might do the best in every line. He was not willing to be defective even in the handling of tools. He was perfect as a workman as he was perfect in character.”—“Special Testimonies on Education,” page 39.