p. 20 | Principles of Christian Education Illustrated

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Oct 22, 1914

Principles of Christian Education Illustrated

By William E. Howell

For the sake of making clear the illustration of certain principles underlying Christian education which are brought out in a letter from Elder Daniells as presented in the preceding article, we set down here in immediate connection, first the principle, then the illustration—the principle taken from Mrs. White's writings, the illustration from the letter:—

PRINCIPLE.—"Much can now be gained by connecting labor with our schools. In following this plan, the students will realize elasticity of spirit and vigor of thought, and will be able to accomplish more mental labor in a given time than they could by study alone."—"Counsels to Teachers," page 202.

ILLUSTRATION.—"I was informed by the principal and other members of the faculty that although the most of the students work from 35 to 48 hours a week, they get their lessons as well as students usually do who do no physical labor."

PRINCIPLE.—"One great object of our schools is the training of youth to engage in service in our institutions and in different lines of gospel work."—"Testimonies for the Church," Vol. VI, page 133.

ILLUSTRATION.—"Out of 129 graduates . . . the 96 who are in our work constitute 74.4 per cent of those who have been graduated. Of course there are many others in the work who did not remain in school long enough to complete a regular course."

PRINCIPLE.—"A competent farm manager should be employed, also wise, energetic men to act as superintendents of the several industrial enterprises, men who will use their undivided talents in teaching the students how to work."—Id., page 182.

ILLUSTRATION.—"Brother Fred Reekie is the manager of the farm, the orchards, and the vineyard. As you know, he is a wide-awake, active man."

PRINCIPLE.—"The youth who shall attend our schools need all the land near by. They are to plant it with ornamental and fruit trees, and to cultivate garden produce." "The land will yield its treasures, bringing the joyousness of an abundant harvest; and the produce gathered through the blessing of God is to be used as nature's lesson book, from which spiritual lessons can be made plain, and applied to the necessities of the soul."—Id., pages 181, 187.

ILLUSTRATION.—"When I was there nearly every acre of land that has been cleared had been recently turned over with the plows. They are making a big effort to put the land around the campus in all directions under good, strong cultivation."

PRINCIPLE.—"The students should also be trained to manage all the different kinds of work connected with printing, such as typesetting, presswork, and book-binding."—Id., page 176.

ILLUSTRATION.—"I was very much pleased with the printing plant. They employ 36 persons, 33 of whom are students. The value of work done during 1913 was a little more than $6,000. They print eight papers" [two in the English language and six in the native island languages].

PRINCIPLE.—"The reasons that have led us in a few places to turn away from cities, and locate our schools in the country, hold good with the schools in other places."—Id., page 177.

ILLUSTRATION.—"As I talked with the different teachers, I found that they all felt that the school is located in the right place. They are glad that they are not close to some large city."

PRINCIPLE.—"Matters were then opened before me in regard to the evils that would arise from disposing of the land near the school to be occupied with dwelling houses. . . . The greater the number of families that settle around the school buildings, the more difficulties there will be in the way of teachers and students."—Id., page 184.

ILLUSTRATION.—"They would be better satisfied if not a foot of ground belonging to the estate had been sold. . . . They feel very glad that no one is living nearer than a mile to the school buildings."

By thus presenting these principles as illustrated in the work of the Avondale college, we do not mean to give the impression that some of our schools in the United States are not working with equal earnestness and success to apply the instruction given us long ago on these various features of Christian education. We hope, however, that this brief summary of what Avondale is doing, as reported by one so well able to judge, and this abbreviated mention of principles given us, may help in stimulating all our schools to more earnest, wide-awake effort to realize the ideals set before them.

W. E. H.