IN TODAY'S society only too frequently we continue to hear of blundering or incompetence in the government, the church, the school, and the home. A certain negativism appears to be permeating the institutions that surround us. The pervading attitude is that nothing is working, so let's tear it down. However, in their efforts toward destruction these critics have had very little to offer in the way of a constructive program as a replacement. They tend to touch both ends of the continuum from the fanatical, who will emphasize the most minuscule as a pattern of life that should be followed, to those referred to as the liberal wing, who would adapt modern-day trends and cast aside the values and ethics of the past.
The Seventh-day Adventist Church has not been immune to these onslaughts from without as well as within. Of late, education has been the special target for this spectrum of attack.
Just over one hundred years ago, Ellen G. White, and the leadership of the developing church, studied the role that education should play in the church's structure. Through her inspired writings, Mrs. White gave guidance and counsel as the schools began to multiply. Education that was geared to the teachings of the church was essential for the training of future workers and leaders, as well as for the spiritual preparation of the youth. Ever since, the chief purpose of training our youth for the service of the church has been paramount in the planning of our schools. This, of course, includes both those who would be on the denominational payroll and others who would be involved in self-supporting work and be active in the lay-evangelistic role.
Through Ellen White the Lord provided us a clearly spelled-out philosophy of education, but did not give us a detailed blueprint per se, for education, as some would like to imply, nor does that concept appear in her works. If we are to fully comprehend what she has stated regarding education we must carefully survey all she has written on this subject. As we do this we find a carefully balanced picture. As a world traveler she undoubtedly was aware of the different approaches that would have to be taken in opening and operating our schools. Had she given a strict "blueprint" without consideration for the adaptation necessary for various cultural and ethnic groups, Seventh-day Adventist education today would be in a strait jacket. Yet, it is this balance in her writings that the critics seem to ignore.
For instance, there are those who dwell continuously on her statements that the children should be educated at home until 7 or 8 years of age. The denomination's educational leadership supports this idea wholeheartedly where it can be implemented, but it also recognizes that as recent well-publicized statements of hers indicate, it is better for a child to be in one of our schools rather than subject to certain negative home influences.
There are those who belittle the evangelistic thrust of our schools and apparently are unaware of her testimony in volume 4, page 419, that states, "When I was shown by the angel of God that an institution should be established for the education of our youth I saw that it would be one of the greatest means ordained of God for the salvation of souls."
Our schools are not only helping our children find their way to Christ, but many of them have an evangelistic out reach that is bringing thousands into the church. A short time ago, Mountain View College in the Philippines reported 717 baptisms in one school year, the direct result of student and faculty efforts. Antillian Union College, in the Caribbean, within a two-year period was responsible for more than one thousand baptisms.
Recent correspondence from school administrators to the office of the Department of Education of the General Conference indicates that personal witnessing and personal evangelism is a vital part of the over-all campus program. Our schools on all levels are providing opportunities for a student-faculty outreach. The evangelistic field schools conducted annually by our Theological Seminary have resulted in thousands of baptisms.
Nearly two hundred student missionaries now serve the world field, and young persons from other divisions have caught the "fever" and are joining the student-missionary ranks. Inner-city projects are taking our students into the cities and ghettos to bear witness for Christ. Several of our academies have raised more than $35,000 in their Ingathering campaigns. Literature evangelism provides the students with soul-winning opportunities and scholarships toward their tuition. One of our Finnish students sold more than $12,000 worth of literature during the summer vacation. Branch Sabbath schools are operated by Adventist students throughout the world. In South America, one school operated fifty branch Sabbath schools during its school year. Then there are activities such as Sunshine Bands, visits to jails, nursing homes, and hospitals. The unfortunate thing is, as in our churches, that not all avail themselves of these opportunities of rendering service for our Master.
Positive Needs Emphasis
Among the other critics are those who concern themselves with such matters as graduation exercises, a return to strictly "Bible schools" (what would happen to our medical, dental, and teacher-education programs?), and student-teacher work programs. What is needed is a greater exposure and understanding of the positive attributes of our schools. Criticism in a constructive sense should always be welcomed. When there is a greater endeavor of the home, church, and school to cooperate in the education of the youth, the closer we will come to our goal. "Higher than the highest human thought can reach is God's ideal for His children. Godliness—godlikeness—is the goal to be reached." —Education, p. 18.
School committees, academy and college boards are not only the policy-making bodies for our schools but are also responsible for the implementation of the education program of the church. The church attempts to resist any lowering of its standards and is currently engaged in serious study in many areas, attempting to clarify these standards in such areas as music, literature, and competitive activities.
Our schools, of course, must continually strive to come closer to the goals God has set before us. In order to accomplish this, eternal vigilance on the part of board chairmen, administrators, and teachers will be necessary. All must be committed and dedicated toward promoting the Seventh-day Adventist philosophy of education. It is so easy to tear down and take apart. What troubles and tribulations we may have in our schools can usually be narrowed down to a small percentage of students, and an even smaller percentage of the staff. The greater majority want the program of Seventh-day Adventist education to succeed and to reach its ultimate goal.
As the editor of the Review and Herald mentioned in his May 2, 1974, editorial, after personally having viewed seventeen young persons being baptized from one of our elementary schools, "Our schools may not be perfect, but they are the best schools in the world! Where are the schools of the critics? What are they doing to prepare children for the coming of the Lord? How long has it been since they baptized seventeen young people as a fruitage of their labors?"
Yes, there is much that is right with our schools. Let's give them the constant support necessary to make them better than ever.
