Sacred vs. Common: Guiding Children's Reading Habits

Pure and wholesome reading should be provided for children to cultivate a taste for truth, but it must never be used merely for entertainment or to satisfy a craving for excitementEGWSROCHG 8.3+1. While educational and religious books are valuable, they should lead the mind toward a deeper love for the Scriptures and a more faithful performance of practical life duties rather than serving as a source of idle amusementFE 92.2+1.

Children naturally seek reading material, and if parents do not select it for them, they will find harmful, sensational literature that debases the morals and ruins the mindEGWSROCHG 8.3+1. It is essential to choose books that are sensible and instructive, training the intellect to appreciate Bible history and sacred arguments instead of trashy, exciting talesRH November 9, 1886, par. 6+1. Parents should form a home reading circle where the family lays aside cares to unite in study, particularly to benefit youth who have become accustomed to cheap storybooksCG 38.1+1. Using object lessons, pictures, and maps can help fix these precious Bible lessons in the memory of the youngVSS 280.3.

However, even books that are excellent in some ways can be dangerous if they occupy time that should be spent in prayer, service, or the study of the Word of God6MR 274.3+1. The habit of reading for "excitement" or "amusement" creates a morbid craving that makes the Bible appear uninteresting and disqualifies the mind for spiritual exercisesPH036 8.2+1. Reading should be a means of growth and relaxation that strengthens physical, mental, and moral health, always keeping God's glory in viewCE 34.2+1. Rather than treating Christian stories as mere entertainment, they should be used to provide a foundation for character building and to prepare children for the solemn realities of real lifeWM 153.2+1.

...cksliding from God,—if this is the influence they have over you, stop right where you are. Do not pursue this course of reading until your imagination is fired, and you become unfitted for the study of the Bible, and the practical duties of real life. Cheap works of fiction do not profit. They impart no real k...— FE 92.2 (1923)

...eded in cultivating and storing the mind with precious seeds of Bible truth. The children should be educated to reject trashy, exciting tales, and turn to sensible reading that will train their minds to be interested in Bible story, history, and arguments. If their imagination becomes excited by feeding it upon highly-wrought fic...— RH November 9, 1886, par. 6 (1851)

...nsible reading, which will lead the mind to take an interest in Bible story, history, and argument. Reading that will throw light upon the Sacred Volume and quicken the desire to study it is not dangerous, but beneficial— CT 136.4 (1913)

...hemselves. They can find a ruinous quality of reading anywhere, and they soon learn to love it. But if pure and good reading is furnished them, they will cultivate a taste for that— EGWSROCHG 8.3 (1962)

...rned from the sacred book, and intently fixed upon exciting books, which are death to religion. The oftener and more diligently you peruse the Scriptures, the more beautiful will they appear, and the less relish you will have for light reading. The daily study of the Scriptures will have a sanctifying influence upon the mind. You will breath...— T06 50.1 (1861)

It is a sacred duty to distinguish between the sacred and the common from the earliest years, as the impressions made on the tender minds of children under three years of age draw deep lines that are seldom effaced in later life1MCP 150.4+1. While children are naturally curious about the world, the foundation of their education must be the Word of God, and they should be taught to approach it with a reverence that sets it apart from common thingsCG 296.2+1.

Establishing the Sacred and the Common

• Distinct Differences: It is vital to maintain a clear distinction between what is holy and what is common, as failing to do so can blunt a child's spiritual sensibilitiesCG 542.3+1.

• The Danger of Blending: When the sacred and the common are constantly blended—such as using the same room for a common school and for worship—children find it difficult to recognize the sacredness of God's presenceCG 542.3.

• Reverence from Infancy: Even from infancy, children should be initiated into the mysteries and hopes of the faith, guided to think about things that are unseen and eternal rather than just the transitory things of this worldCG 19.1.

• Parental Example: Parents must first have a deep reverence for God’s Word themselves so they can communicate that love and respect to their childrenCT 168.2+1.

Appropriate Educational Foundations

• Nature as a Lesson Book: For young children, the things of nature are excellent tools; parents can point to flowers and trees to teach that God made all these in six days and rested on the seventhCG 533.3.

• Physical and Practical Education: A knowledge of physiology, hygiene, and the laws of health should be the basis of all educational efforts, as mental and spiritual vigor are dependent on physical strengthCG 360.4+1.

• Useful Industry: Even the youngest should be taught to be helpful and active, as the cultivation of the soil and simple domestic duties bring them into contact with God and prevent the sin of idlenessCG 34.2+2.

Teaching Bible Stories and Principles

• Simplicity in Instruction: God desires parents to deal with their children in simplicity, using Bible stories and parables that are best suited to their comprehensionCG 514.4+1.

• Reasoning from Cause to Effect: Parents should patiently instruct their children to reason from cause to effect, helping them understand that violating the laws of their being results in sufferingCG 361.4+1.

• The Power of Prayer: Instead of scolding, parents should take their children to the Savior in prayer, which invites holy angels to their side and leaves a lasting impression on the child's mindCG 253.3+1.

• Consistent Instruction: The precepts of God are to be taught diligently—when sitting in the house, walking by the way, and when rising up and lying down Deuteronomy 6:7.

Guarding the Mind's Harvest

• The Law of the Harvest: The mind will be of the same character as that upon which it feeds; therefore, the seeds of truth must be sown early to prevent the enemy from sowing taresCG 305.2+2.

• Rejecting the Superficial: In an age where the false and superficial are exalted, the mind must be kept free from trashy stories that do not add strength to the mental powers1MCP 357.3.

• The Reward of Faithfulness: By focusing on the development of a character after the divine likeness, parents are preparing their children for the only treasure that can be taken to the next worldCG 161.1+1.

• The Savior's Welcome: Jesus invites the little ones to come to Him, promising that of such is the kingdom of heaven Matthew 19:14+1.

To keep the holy distinct yet natural, you should structure your day around a "family firm" model where practical duties are blended with a consistent morning and evening worship that remains the sacred highlight of the dayCG 350.3+2. Even for children aged one to three, the foundation of character and habit is being laid, and they are never too young to learn that true reverence is shown through cheerful obedience in the common duties of lifeCCh 252.4+2.

Establishing a Sacred Daily Rhythm 🌅

• The Morning and Evening Altar: Make it a sacred rule to bring the family together for worship twice a day, as this is a duty that means life to the soul24LtMs, Lt 112, 1909, par. 11. During these times, use the kindergarten method by telling the simple story of Jesus or using object lessons from nature to lead their minds to God7MR 6.3+2.

• A Planned Approach to Time: It is helpful to use a small book to jot down the work for the day, setting a specific time for each task2MCP 596.3. This prevents the listlessness and "strange fire" of a disorganized home where the sacred and common are confused2T 335.1+1.

• Priority of the Bible: In the early morning, follow the example of Jesus by spending a quiet hour in prayer and the study of the Word before the clamor of the world beginsEd 185.1.

Blending the Holy into Practical Life 🏠

• The Family Firm: Teach your children from the cradle that their little hands are to be used skillfully to help the mother in household workCG 350.3+1. When they help with simple tasks, they are learning "how to work and how to manage," which is the core of the kindergarten plan6MR 355.5+1.

• Industry as Worship: Do not let happiness consist in doing nothing; God gave Adam work in Eden because he knew it was necessary for happiness3T 76.3. Helping with the "homely duties of practical life" prevents a sickly sentimentalism and strengthens the moral power5T 90.1.

• Nature as a Living Textbook: Take your children for walks in the grassy fields or by the water to give short lessons from nature6T 105.1. Pointing them from "nature to nature's God" makes the truth natural and fascinating rather than a cold theory7MR 6.3+1.

Maintaining the Distinction of the Sacred ⛪

• Reverence in Manner: Teach children that the house of God and the moments of prayer are different from common playtime19LtMs, Ms 7, 1904, par. 51. If parents are noisy and boisterous, children will become the same; instead, cultivate gentle manners and a quiet spirit that reflects the presence of holy angelsCG 27.4+2.

• Avoiding Commonness: Be careful not to allow the mind to run entirely on "trifling things and the common business of everyday life," as this makes the mind weak and deficient in spiritual power5T 272.3.

• The Sabbath Guard: To keep the Sabbath holy, ensure the gates of your home are shut to common burdens, just as the gates of Jerusalem were shut to prevent the selling of victuals and ware on the holy day Nehemiah 13:15-19.

Practical Educational Tools 🎨

• Bible Kindergarten Methods: You can use a pile of sand to teach children how to make Noah’s ark or have them mold figures of clay to illustrate Bible subjects6MR 355.5+2. These methods fasten the truth in their minds "as a nail in a sure place"6T 105.1.

• Simplicity and Song: Use simple language and "child songs" to keep their interest focused on heavenly themes7MR 6.3+1.

• Strict Habits of Life: It is a duty to observe strict rules in habits of eating, drinking, and dressing, as this is part of true sanctification and practical godliness2MCP 596.3+2.

By treating the home as the "first school," you prepare them for the higher school above, ensuring that every thought is brought into captivity to ChristCT 107.1+2.

Bible Verses for Reflection

• "Train up a child in the way he should go: and when he is old, he will not depart from it" Proverbs 22:6.

• "Behold, I stand at the door, and knock: if any man hear my voice, and open the door, I will come in to him, and will sup with him, and he with me" Revelation 3:20.

• "Your kingdom come, Your will be done in earth, as it is in heaven" Matthew 6:10.

• "Having therefore these promises, dearly beloved, let us cleanse ourselves from all filthiness of the flesh and spirit, perfecting holiness in the fear of God" 2 Corinthians 7:1.

The most effective way to handle your library is to strictly separate elevating, faith-building literature from common secular knowledge, while resolutely discarding anything that serves only as a fictitious story for entertainment16LtMs, Ms 133, 1901, par. 36+1. Even for the youngest children, the Bible should be the first and most important "school book," used as their primary source of entertainment and the "nursery tales" that hush their criesPH081 35.2.

The Distinction Between Book Classes

• The Only Essential Book: The Bible must not be treated as just one book among many; it is the Book of books and should be the main study that crowds out other literature12LtMs, Ms 69, 1897, par. 3+1.

• Bible History as the Standard: For children, reading books should be constructed by selecting portions of Bible history, making the sacred narratives of Joseph, Samuel, and Jesus the "fireside entertainment"PH081 35.2+1.

• Practical vs. Fictitious: You should provide books that give true knowledge and prepare children for the "real duties of practical life," rather than storybooks that fever the imagination and lead to "lovesick sentimentalism"16LtMs, Ms 133, 1901, par. 36+1.

• The Trap of "Good" Fiction: Even fiction intended to teach excellent principles is harmful because it encourages a habit of "hasty and superficial reading" merely for the plot, which destroys the power of connected thoughtCT 383.2+1.

Management of the Home Library

• Resolute Discarding: All trashy, exciting, or worthless reading matter should be resolutely discarded from the home to stay a "plague" that weakens the mind3TT 165.2+1.

• The Burning of Magic Books: Following the example of the Ephesians, it is better to burn anything that tempts the youth to indulge in fictitious stories than to allow it to remain in the home22LtMs, Ms 143, 1907, par. 12.

• Financial Stewardship: Instead of spending money on storybooks that are "as hay, wood, and stubble," use your means to purchase publications that bring "heaven's light" and treat subjects like health, temperance, and the Word of God7MR 308.3+2.

• A Guarded Table: Center tables are often covered with alluring tales and magazines that crowd out the Bible; you must close the door to this "frivolous and cheap reading" to protect your children's spiritual perception6MR 284.3+1.

The Role of Secular Knowledge

• Subordinate to God: Knowledge of science, literature, and art is not forbidden, but the first and most vital education is a knowledge of God and His willYI August 6, 1903, par. 7+1.

• Balanced Physical Labor: Children should not be "confined to books" alone; their daily routine must include physical labor and exercise in the open air to maintain a balanced circulation of blood and sound healthCCh 209.4+1.

• Health and Temperance: Literature regarding dietetic reform and the treatment of disease should be placed in the home as "precious knowledge" that can be a great blessingCH 428.1+1.

...im in the recital of select passages of scripture relating to the doctrines and duties of religion. The Bible was the entertainment of the fireside. It was the first, the last, the only school book almost, of the child; the sacred psalmody, the only song with which his infant cry was hushed as he was lulled to rest o...— PH081 35.2 (1898)

... to overcome; but it can be done, it must be done by all who are candidates for the heavenly world. That mind is ruined which is allowed to be absorbed in story reading. The imagination becomes diseased, sentimentalism takes possession of the mind, and there is a vague unrest, a strange appetite for unwholesome mental food, which is constantly unbalancing the mind. Thousands are today in the insane asylum whose minds became unbalanced by novel reading, which results in air-castle building, and lovesick sentimentalism. The Bible is the book of books. It will give you life and health. It is a soother of the nerves, and imparts solidity of mind and f...— CSW 21.2 (1938)

Let us educate to discard the reading of fictitious works. Bring into the home that class of literature that will give true knowledge to young and old. Thus all will be benefited. Our time should not be spent in searching for literature that is above the comprehension of the average mind. The word of God is the most profitable book to read; it is elevating to the morals; it clearly defines our duty; and its language is the most simple. Close the door to all frivolous and cheap reading. As a father and mother I exhort you to take up this work. Influence the youth to study and to read ...— 6MR 284.3 (1990)

Even fiction which contains no suggestion of impurity, and which may be intended to teach excellent principles, is harmful. It encourages the habit of hasty and superficial reading, merely for the story. Thus it tends to de...— CT 383.2 (1913)

... had presented before me that there is only a limited time given to the perusal of the Word of God. The Bible study is not to be the least but the greatest. It is to take the place of reading books, and from the Word are to be presented lessons that shall crowd out as much as possible other books. The Lord’s words and lessons are those which all the students recently attending school need above everything else. I write because I know that the Bible studies are not amply given, and the Lord will not sanction this. The Bible is our educator, our study book. Please bear this in mind. It is not to be a book among books, but the Book of all books to educate. The mind must be impressed, and this must be the main study— 12LtMs, Ms 69, 1897, par. 3

I have been instructed that the youth are exposed to the greatest peril from improper reading. Satan is constantly leading both the young and those of mature age to be charmed with worthless stories. Could a large share of the books published be consumed, a plague would be stayed that is doing a fearful work in weakening the mind and corrupting the heart. None are so confirmed in right principles as to be secure from temptation. All this trashy reading should be resolutely discarded— 3TT 165.2 (1949)