What Use Shall We Make of Our School?
By George I. Butler
It is not necessary to tell the readers of the REVIEW that we have a school in successful operation. There has been so much said upon this point that they are tolerably familiar with the fact. Its progress thus far has been very encouraging. Two years ago last spring our present plan of a school was entered upon, more as an experiment than anything else. We thought we had light to show us that a school was a necessity. Bro. Bell commenced in the old wooden building near the river, up stairs, expecting there would be but a few scholars at first. But so many came in that these quarters were made very uncomfortable. After a time, the school had to go to the meeting-house, which was kindly opened by the church. Here they got along for awhile, but not very comfortably. Finally last winter the new Office building was used for school purposes. This it was thought would be amply sufficient; but even this was quite full during the winter term. Of course the school was not as large during spring and warm weather. But our new school building which is going up will doubtless be ready by the winter term, and this we feel sure will furnish sufficient capacity for all desiring to attend. We are glad to say also, in regard to the character of the school, that the universal testimony of all who have attended is, that it is excellent. It is thorough, and although we have labored under the greatest disadvantages, changing quarters, lacking apparatus and sufficient room, yet we feel sure that those who have attended are well satisfied with the instruction given. Here is a school where moral and religious influences are made important. Daily lessons in the Bible itself are given. Lectures upon the most important religious subjects are given daily. The teachers are Christian men, who talk and pray, and labor with their pupils for their well-being. Prayer-meetings of the scholars are held. And already several who came with no religious interest have gone away hopefully converted. We mean to have this school one where our people generally will feel secure in sending their children, expecting they will be under influences favorable to their spiritual good. A committee of persons of judgment and piety is appointed to specially look after the surroundings and doings of those who attend the school to shield them from bad influences. By the commencement of the winter term, we expect to have competent teachers in Hebrew, Greek, Latin, German, French, Swedish, and Danish, besides our own language. We now have them in most of these. We mean business. And we are determined to place within the reach of45our people, and all other moral persons, desiring to attend, first-class school privileges, where individuals may have the benefits of mental instruction and discipline under favorable circumstances. Now the question is, what use are we going to make of these facilities? Our people have liberally supplied the means for school purposes. They have shown their faith by works. The readiness with which our people subscribed upwards of fifty thousand dollars last season, for the furnishing of educational facilities, was truly surprising. It showed that they feel an interest in education, and have a true faith in the final result of this work. And above all, it showed that they are determined to do on their part what is necessary to place within the reach of those who might be useful in the work of God in sounding the truth to other nations, and our own, the very facilities which they require. When they do this, their responsibility in this direction has been discharged. Those who ought to be benefited, and be prepared for usefulness by these agencies, are left without excuse, if they do not avail themselves of them. We think the time has come when there should be a general interest among our people upon the subject of education. It is not for the purpose of making a show, or for reputation, that we desire this; but we desire it that we may be useful. As we have a great work to do, as a people, we want to be in the best manner qualified to do it. We want that instruction and mental discipline that will enable us to use our natural powers to the very best advantage possible. This is the true object of education. And while education for its own object is important, that we may be well qualified to do the ordinary duties of life, in common with our neighbors and fellow-men, with us it is specially important, in connection with the closing work of mercy for the world. It is difficult to overestimate the importance of education in the ordinary uses of life. Any young person starts out in life's battle with five times the prospect of making it a success when his mind is properly educated that he does when it is not. There is a high premium on intelligence, and a heavy discount on ignorance even in this world. A man cannot be truly intelligent without education. I care not what business a man may choose for a livelihood, his chances are far higher for success in it with education than without it. To be sure, men may get education without attending school. But the school furnishes special opportunities for obtaining it which are not to be found elsewhere. This is the purpose for which schools are provided all over our land. If I thought time was to go on a thousand years I should far rather leave my children with their minds well instructed and disciplined by study, with nothing of this world's goods, than to have them possess thousands of gold and silver without education. In the latter case, their property would doubtless be a curse to them: while in the former, they could soon provide themselves with property and be able to fill a useful station in the world. The mind is the noblest part of man. Education brings the mind up to its highest capacity when properly conducted. As a general rule the world's benefactors have been educated men. It is a sad sight to see noble powers lie comparatively useless because uncultivated. Many cases of this kind are seen around us, of men who might have been able to fill important positions. It may well be doubted if many of those in high positions are better qualified by nature to fill them than others unthought of. Favorable circumstances and educational surroundings developed their powers and gave them the lead. There are those who make their own career because endowed with great force of character and natural capacity. But such cases are comparatively rare. In the cases of most, education has done the work. To that mind which is thoroughly instructed and disciplined by education there are opened many avenues of high and pure enjoyment which are not to the ignorant. The taste improves by the process of cultivation. The realm of thought and fancy opens to such a one, and its joys are immeasurably superior to those of the uneducated. What a charm there is in the conversation of the refined and intellectual. We linger long and yearningly in such society, and it almost seems that a new life opens before us in such surroundings. How far above the low and sordid we may be lifted in pure intellectual enjoyment. If I had no higher, religious motive, I would earnestly seek an education for its own object, for the joys it brings, the success it will help to give, and the elevation and refinement it will tend to impart. But when we consider the great field of usefulness which education opens to the ardent soul thirsting for knowledge, then we perceive a motive much higher. If we can understand the lesson taught by the parable of the talents, we are all responsible for the use we make of the capacity God has given us. We cannot decide the measure of capacity originally imparted. God gives us what he pleases. But he has given us power to increase that capacity. If a person therefore makes no effort in this direction, but contents himself in leaving it small when he might make it large by use and education, what can we call this but a criminal waste? Wherein is it less objectionable than to put the original talent given of God to a bad use or to no use at all? Can any sensible person doubt that education doubles our capacity for usefulness? I do not say by this that a man may not educate himself without attending school. He can, but not as easily. Schools make education comparatively easy. Books of excellent character are provided. Teachers of experience and ability are in attendance. Surrounding influences are favorable. Everything is leading in the right direction. We can satisfy ourselves anywhere by looking around us that the person with a trained mind has all the advantage on his side. Especially is this true of those who propose to act as public teachers of the people. In this age of education a person who goes out to teach others religious truth ought to go well prepared to present such truth in a manner to interest his hearers. It is no good sign for a person to undertake to do this who cannot use the king's English properly. The hearer at once draws the inference that if a person has not intelligence to do that he is not qualified to instruct in things far higher and more difficult to reach. With school-houses almost at every corner, it is hardly pardonable in one who undertakes the responsible duties of a religious teacher to be unacquainted with the common branches taught in every school district. And we respectfully suggest if there are those whom the Lord has called to labor in this higher capacity, who have not had sufficient educational facilities to obtain this amount of knowledge, that the Lord will gladly wait till they can obtain it before they stand before the public. For the increase of good that such a person might accomplish with this amount of knowledge would more than compensate for the loss of time involved. We see a great work before us to be done. We see the time coming when scores and hundreds of missionaries will go from this land to other lands to sound forth the last message of warning. Our young men should be preparing for this. Facilities are being rapidly provided. Earnest, ardent students are desired, hundreds in number, to qualify themselves for usefulness to help in some sphere. Our people have something to do besides getting rich and sitting down upon the stool of do-nothing. We want to see a general interest among our young people in the subject of genuine education. And there are many in middle age who may be benefited if they are really willing to take right hold. We know of a President of one of our State Conferences, who is filling a most useful position in the cause to-day, who is seriously contemplating taking one or two terms at our school. He had no educational privileges in his younger days, being an early settler in the West. Who shall say this is not a truly noble resolve? I think it is. And I say, God speed, to such as have had no chances for education in their youth, who are willing to put up with the inconvenience and mortification of placing themselves beside children, that they may qualify themselves for higher usefulness. But what a reproach this example would be to young people who can go as well as not, who are willing to remain in ignorance rather than to put themselves to the inconvenience of study and expense. We want to see among our people a thirst for knowledge. We want them second to no people in respect to true education—that which shall enlarge their capacity for usefulness. Great fields are open for such in which to do good. The facilities are now being provided. We believe the Lord is coming soon, and this is one great reason why our people should prepare themselves to sound the message everywhere. We have no great respect for that kind of education which is provided in many theological schools. We would not spend years in poring over heathen mythology and the opinions of the fathers and the commentators, but would rather come directly to the source of true knowledge, God's holy word. It is not so much what men say about it as what God himself says that we want to understand. But we want hundreds of our people to take three, six, twelve, eighteen, or twenty-four months' schooling, as soon as they can consistently do so. We wish, however, to say in this connection, that, as a general rule, the practice of undertaking to attend school before one has earned the money to do so is objectionable. We cannot advise young persons to go to Battle Creek, and throw themselves upon the church, expecting board and tuition, merely giving their promise to pay at some indefinite time in the future. We regard this not the best course. Let young men earn the means to attend school by good, honest labor, and then they will prize the education which it brings. It may well be doubted whether persons who are unwilling to do this will benefit the cause of God much with their education. Good, honest, hard work, and habits of self-reliance are of great value, and always command respect. There may be exceptional cases, where parties should be helped; but let others decide to offer the help, and not the party go begging it. Where there are so many opportunities for earning means as there are in our country, persons with a fair amount of energy can raise money to attend school. I know it can be done by personal experience, and by thousands of living examples. There is a premium on energy everywhere. It is a good trait to encourage. Friends of the cause, young and middle aged, we have an excellent school preparing for your benefit. Will you make it the means of great improvement to yourselves? Mt. Pleasant, Iowa, July 18, 1874.