In these days when men's hearts are failing them for fear of what has befallen the world, we find people everywhere examining the foundations on which their institutions are built. Education is cominc, in for its share of criticism and analysis. ''Many honest, earnest people are searching for better ways and turning their wrath upon one group or another as being responsible for the present world situation. This is exemplified by the following paragraphs in a recent issue of the Washington Evening Star:
"If there are any compensating factors whatever in anything so terrible as the war that has been thrust upon us, one such beneficial result undoubtedly will be the eclipse—let us hope the permanent eclipse—of 'soft' education, as preached by some of our 'soft' educationalists. I have in mind particularly that delightful discovery, 'Captivating Education,' advocated in the manifesto of educational futility, known as 'What the High School Ought to Teach,' published a year or so ago under the sponsorship of the American Youth Commission. . . .
"The pity of it is that those responsible for American educational policies during some years past have allowed themselves to be beguiled by the 'lunatic fringe' among professors of education into acceptance of the half-baked philosophy that anything 'traditional' is somehow wrong, or backward, or disreputable, or 'not quite nice' (or shall we say not sufficiently 'captivating' ?).
"It has taken a shock to awaken Americans to the permanent values of their traditions, whether in life, in politics, or in religion. Let us hope that they never again will lose sight, even temporarily, of those values, whatever left-wing educators, 'frontier thinkers,' 'ultraprogressives,' in short, the combined 'lunatic fringe, in education may advocate."
Then the writer of this interesting article, who is but one of many who are now heaping such diatribes upon modern educational trends, closes with this appeal:
"Let the great majority of educators and teachers, who, I am sure, do not really respect this erratic marginal group, combine with parents and ordinary American citizens to see to it that American educational leadership shall remain in the hands of American educators, to whom the word 'traditional' is not a term of reproach. Let educationalists renounce the 'leadership' that has been assumed in recent years by the 'lunatic fringe,' who have given education a bad name among parents and 'traditional' American citizens generally."
What a comfort it is that in a time like this, and with things as they are, we can turn with confidence to such a book as "Counsels to Teachers" and read its pages with a sense of trust and faith in its inspiring messages. Here we find appropriate counsel which no general book on education can possibly give. This I did a few weeks ago, and personally received so much assurance and hope that I want you to share a few of these gems of thought. You will notice that the ideas here expressed are based largely upon the following paragraphs:
God's Mind in Education.—"We are rapidly nearing the final crisis in this world's history, and it is important that we understand that the educational advantages offered by our schools are to be different from those offered by the schools of the world. Neither are we to follow the routine of worldly schools. . . .
"Our work of education is ever to bear the impres§ of the heavenly and thus reveal how far divine instruction excels the learning of the world.
"To some this work of entire transformation may seem impossible. But if this were so, why go to the expense of attempting- to carry on a work of Christian education at all? . .
"The most important work of our educational institutions at this time is to set before the world an example that will honor God. Holy angels are to supervise the work through human agencies, and every department is to bear the mark of divine excellence." —"Counsels to Teachers," pp. 56. 57.
"Our school was established, not merely to teach the sciences, but for the purpose of giving instruction in the great principles of God's word, and in the practical duties of everyday life. This is the education so much needed at the present time."—p. 88.
Worldly Plans not to be followed.—"God has revealed to me that we are in positive danger of bringing into our educational work the customs and fashions that prevail in the schools of the world."p. 332.
"God will bless those schools that are conducted according to His design. When we were laboring to establish the educational work in Australia, the Lord revealed to us that this school must not pattern after any schools that had been established in the past. This was to be a sample school. It was organized on the plan that God had given us, and He has prospered His work."—Id., p. 533.
"God would not have us in any sense behind in educational work. Our colleges should be far in advance in the highest kind of education." p. 45.
A Chance for All.—"Who can determine which one of a family will prove to be efficient in the work of God ? There should be general education of all its members, and all our youth should be permitted to have the blessings and privileges of an education at our schools, that they may be inspired to become laborers together with God. They all need an education, that they may be fitted for usefulness, qualified for places of responsibility in both private and public life."—Id., P. 44.
A fund for school work.—"The church should take in the situation, and by their influence and means seek to bring about this much-desired end. Let a fund be created by generous contributions for the establishment of schools for the advancement of educational work. We need men well trained, well educated, to work in the interests of the churches. They should present the fact that we cannot trust our youth to go to seminaries and colleges established by other denominations ; that we must gather them into schools where their religious training shall not be neglected."—Id., p. 45.
Our Objective.—"The teaching in our schools is not to be the same as in other colleges and seminaries. It is not to be of an inferior order; the knowledge essential to prepare a people to stand in the great day of God is to be made the all-important theme. The students are to be fitted to serve God, not only in this life, but in the future life. The Lord requires that our schools shall fit students for the kingdom to which they are bound. Thus they will be prepared to blend in the holy, happy harmony of the redeemed."—Id.. PP. 539, 540.
Where, I ask, can you find more positive, more encouraging, more certain instruction? How our hearts rejoice in such messages of assurance, and how thankful we should be for such a gift to guide us in this troubled and uncertain world.
Now, having digressed apparently a long way from the topic of our immediate interest in this evening's hour, we come back to the thought that the Theological Seminary has the best prospects of all our schools to become the ideal institution of learning. This Seminary has received the support of its constituency, a support which we have suggested as highly desirable for each of our school units : so we should find here one place where we can perform our own task in God's own way and on such a high standard of excellence that it will be unnecessary for any outside organization to place demands or restrictions upon our work.
This Seminary, having been granted a charter as a graduate school, should look to God, to His word, and to the writings of His messenger, for its courses, teaching plans and objectives, inspiration and motivation.
One of our oldest schools in the denomination has these words written on the front wall of its chapel : "And all thy children shall be taught of the Lord." May that same thought literally and figuratively be written on every wall in every classroom of this building. But most of all, may every teacher in this Seminary be so used of God that in deed and in truth he may be God's instrument for the instruction given in these halls. We read:
"Jesus and John were represented by the educators of that day as ignorant, because they had not learned in the schools of the rabbis; but the God of heaven was their Teacher, and all who heard were astonished at their knowledge of the Scriptures. The first great lesson in all education, is to know and understand the will of God. We should bring into every °day of life the effort to gain this knowledge. . . . The confusion in education has come because the wisdom and knowledge of God have not been exalted."—Id., PP. 446,447.
May it be said of every student in this Seminary, as it was said of John the Baptist: "From his quiet retreat he watched the unfolding of events. With vision illuminated by the divine Spirit he studied the characters of men, that he might understand how to reach their hearts with the message of heaven. The burden of his mission was upon him. In solitude, by meditation and prayer, he sought to gird up his soul for the lifework before him."—"The Desire of Ages," p. 102.
Concerning Jesus and the training which fitted Him as a man to do the greatest work ever given a man to do, we read these very significant words:
"In the days of Christ the town or city that did not provide for the religious instruction of the young was regarded as under the curse of God. Yet the teaching had become formal. Tradition had in a great degree supplanted the Scriptures. True education would lead the youth to 'seek the Lord, if haply they might feel after Him, and find Him.' But the Jewish teachers gave their attention to matters of ceremony. The mind was crowded with material that was worthless to the learner, and that would not be recognized in the higher school of the courts above. The experience which is obtained through a personal acceptance of God's word, had no place in the educational system.
"Absorbed in the round of externals, the students found no quiet hours to spend with God. They did not hear His voice speaking to the heart. In their search after knowledge, they turned away from the Source of wisdom. The great essentials of the service of God were neglected. The principles of the law were obscured. That which was regarded as superior education, was the greatest hindrance to real development. Under the training of the rabbis, the powers of the youth were repressed. Their minds became cramped and narrow."—Id., p. 69.
As a friend of this Theological Seminary, I appeal to you to keep your eye on God's plan for Seventh-day Adventist education.
Try to reach His standards and meet with His approval. Keep first things first, and make this institution so nearly perfect in every one of the six essential factors which go to make up the ideal teaching and learning situation, that God Himself may bless the work done here, and be glorified and honored in the life of every teacher and student here tonight, and in those who may come in the future.
The seminary has a very important part to , play in our denominational training program. Preachers, teachers, graduates from our colleges, and other advanced and mature students should find in this place an opportunity for study, meditation, prayer, and fellowship, which would enable them to do a bigger, better, and more enlightened work for God and man.