Evangelism has always been the compelling motivation of the Seventh-day Adventist Church. Evangelism is essential for the growth and survival of the church. It is said that if the church ceases to evangelize, it is just a generation away from extinction. "Rescue the perishing" is the watchword of evangelism; it is also the ultimate objective of Adventist education, for education's ministry is designed to "restore in man the image of his Maker." 1
Adventist education seeks to accomplish what is comprehended in the great gospel commission (Matt. 28:19, 20). It is no coincidence that the goals of Adventist education are inseparably linked with the goals and purposes of the church, because "in the highest sense the work of education and the work of redemption are one."2
Make the truth attractive
Human beings are attracted to things that are beautiful and sweet. This is why costly perfumes are bottled in attractive containers. This principle applies to the spiritual experience as well.
Truth is always beautiful because it is God's creation. To accentuate its elegance, the divine truth should be enshrined in an attractive living receptacle, the human vessel. But too often the purity of God's truth is tarnished by people's sinful behavior. People are drawn to Christ, or driven away from Him, by the character representations they see in His professed followers. In the words of Ellen White: "One of the most effective ways of winning souls to Him is in exemplifying His character in our daily life. Our influence upon others depends not so much on what we say as upon what we are. Men may combat and defy our logic, they may resist our appeals; but a life of disinterested love is an argument they cannot gainsay. A consistent life, characterized by the meekness of Christ, is a power in the world."3
To attract people and win them to Christ, Christians should wear what the prophet Isaiah described as the most appropriate attire, the "garments of salvation" and the "robe of righteousness" (Isa. 61:10). There is no place where the presence of the divine radiance is more essential than in the school environment. While secular institutions strive primarily for academic excellence, Adventist schools must make moral and spiritual excellence paramount. Ellen White made this observation: "It is the degree of moral power pervading a school that is a test of its prosperity. It is the virtue, intelligence, and piety of the people composing our schools, not their numbers, that should be a source of joy and thankfulness."4 The moral strength of the institution is not only the test of a genuine Christian school climate, it is a potent evangelistic power.
Campus evangelism targets
Students in Adventist schools represent a wide range of religious beliefs, attitudes, and concerns. This mixture presents an evangelistic challenge that must be met with the power of the Holy Spirit.
Non-Adventist students comprised about one third of the more than 730,000 students who were enrolled in the 5,218 Adventist schools worldwide. These include both non-Christians and Christians with other religious affiliations. The influx of non-Adventist students into Adventist schools is especially prevalent in countries where laws prohibit the consideration of religion as a factor in acceptance of students. The great challenge to the Adventist members of the school family is to exemplify the life of Christ to non-Adventist students, who are measuring their words against their actions. They must know Him, the Author of eternal life.
In the ancient Hebrew culture there were men who were consecrated to God who followed prescribed social ethics and religious rules. They were the Nazarites. Some served for a period of time, and others for as long as they lived. Samson was declared a Nazarite even when he was in the womb of his mother (Judges 13:5).
In the modem Adventist school culture, there are students who may be called "Adventist Nazarites." These are children of Adventist parents who in a sense are "consecrated" to God. They have lived in a spiritual cocoon, as it were, without going through the birth pains of conversion. Yes, they believe in Christ as their personal Saviour, but they have not gone through the refining "afflictions of the gospel" (2 Tim. 1:8). They have not had to experience the difficulty of giving up drinking, smoking, or questionable companions and entertainments. Their sheltered religious experience needs to be strengthened so that they can endure trials and temptations. Like children in the flesh, they need the nourishing milk from the Word of God. To the "babes in Christ" Paul testified, "I have fed you with milk, and not with meat: for hitherto ye were not able to bear it, neither yet now are ye able" (1 Cor. 3:2).
There are also a good number of students who have almost forgotten their first love of their Lord. They are tied to the church by a slender thread. They are in our schools in response to the promptings of their parents, ministers, and Christian friends. Many parents think of Adventist schools as "cities of refuge" for their sons and daughters who are caught in a worldly swirl.
The religious ambivalence and uncertainty observable in many youth studying in Adventist schools present a tremendous challenge to the educators and the educational leaders of the church. How can these young people be oriented to follow the Lord? How can the truth and the Author of truth be made attractive to them? What evangelistic strategies may be applied to win, to keep, and to build them so that they will be dignified vessels of truth, powerful preachers of the gospel, and "fellow citizens with the saints" (Eph. 2:19)?
Evangelistic approaches
Classroom Evangelism. Every teacher should bring the perspective of evangelism to his or her teaching ministry. The classroom offers the best opportunity for the Adventist teacher to impart the knowledge of God to students.
A primary school teacher was giving instructions on diet, citing some biblical principles to support the Adventist view of good nutrition. The presentation was in no way critical of what other people ate or drank, and the pupils were free to ask questions about points not clear to them. A non-Adventist boy went home that afternoon determined to share with his family what he had learned in school about healthful food. He refused to eat some of the food prepared for the evening meal because his teacher had described it as unhealthful. You can imagine the con fusion and questions this raised in the family. The incident led the boy's father to ask questions about the Bible, and eventually the family accepted the gospel. The teacher was engaged in gospel teaching, an evangelistic art that wins souls for the kingdom.
Preaching, Bible study, worship, and music. We are charged to preach the Word of God, Every Christian has the impulse to share the love of God with others. Sinners must hear God's invitation to come to Him for pardon. The youth in the schools must be introduced to Christ, their best Friend and Saviour. However, Paul cautioned that we have to preach the Word "with all long-suffering" (2 Tim. 4:2).
It can be unpleasant to hear the truth. However, no matter how radical truth appears to the unregenerated soul, it will find acceptance if spoken in love (Eph. 4:15) and demonstrated with love (Jer.31:3). Ellen White described the power of love as "melting and transforming in its influence," and said that it "will take hold of the lives of the sinful and affect their hearts when every other means has proved unsuccessful."5 Divine sympathy and gentleness is the trademark of Christ's evangelistic approach. Isaiah describes it poetically in these words: "A bruised reed shall he not break, and the smoking flax shall he not quench" (Isa. 42:3).
Worship periods in the school and in the church are excellent times to instruct the students in the principles of good living and in how to establish a solid relationship with Christ.
Music too has a special place with young people. They love to sing. Many students trace their conversion to a song or songs they listened to, or to the influence of a choral group they joined. At Saleve Adventist Institute, Collonges, France, and in the Franco-Belgian Union, several choirs have been organized for evangelistic purposes. Not only have the choirs assisted with evangelistic outreach, but about 30 choir members have begun the road toward baptism as well. This melodious evangelistic approach is practiced by many Adventist institutions around the world.
Personal relationships. School administrators and faculty have many opportunities to cultivate personal relationships with students. Bridging the gap between the professionals and the learners is important in the work of winning souls.
It was not until my senior year that I had the opportunity to study at a Christian academy, and I will never forget the Bible teacher who took an interest in me when I was a new student there. I was not a problem student, yet in my three years of high school studies I had picked up some values that, if allowed to flourish, could have hindered my success. This fine Christian teacher showed his fatherly concern. Some evenings when he passed by the men's dormitory, he would invite me to study the mysteries of the starry heavens with him. I knew he was not as interested in the stars as he was in me. His star identification was rather poor, but he instilled in me a desire for Christ's goodness to shine in my heart. What a comforting feeling surged through my soul as this man of God prayed earnestly for the Lord's mercy and direction in my life!
I can testify that the personal ministry of that Bible teacher has made a difference in my life, and that his labors have been rewarded. Ellen White wrote a challenge to teachers in all Adventist schools. She said, "From the highest to the lowest grade they should show special care for the salvation of the students and through personal effort seek to lead their feet into straight paths."6
Some Adventist schools have instituted a plan to facilitate personal interaction between faculty and students through what they call "socials to save." As the faculty and students socialize, they establish a bond of friendship that makes it easier for them to talk on more serious matters such as their relationship with Christ.
Christian home weekend adoption. The best evangelistic approach in winning souls is the one-to-one approach. It can be carried out most effectively in a home environment.
In one boarding school the faculty invite students to stay with them for the weekend. The student becomes an adopted member of the family for the weekend and participates in the home chores and also in the religious activities of the family. Of course, the relationship does not end once the weekend is over. The student becomes attached to the family as his or her surrogate family. Nurturing the student's affinity for the family of God on earth helps awaken a desire to be with the family of God in heaven.
Pastoral programs. Korean Sahmyook University (KSU), in Seoul, Korea, has in the past few years been accepting a large number of non-Adventist students because discrimination on the basis of religion is illegal in Korea. To meet this challenge, the institution developed the Departmental Pastor's Program (DPP), and the Undershepherd Pastoral Pro gram (UPP).
In the DPP a theology professor is as signed as a pastor to one or more academic departments. His pastoral responsibilities are in addition to his regular teaching load. The theology professor is assisted by a lay professor within the department in giving counsel, Bible studies, and guidance to the students to help them appreciate spiritual values.
Theology students participate in the UPP. These students make friends with non-Adventists, and then invite them to attend friendship classes where Bible studies are conducted. Through these soul-winning programs KSU enjoys a good annual harvest of souls.
Some institutions adopt the "buddy" approach. Mature Adventist students, regardless of their academic training, be friend non-Christian or non-Adventist students, helping them in their search for religious understanding and in establishing a relationship with Christ.
Training disciples for service
An educated ministry is an honor to God. Because of the diverse groups that a modern witness for the gospel has to face, formal ministerial training is necessary. There is a clear message to the church: "Wise plans should be laid to strengthen the work done in our training centers. Study should be given to the best methods for fitting consecrated young men and women to bear responsibility and to win souls for Christ." 7 Further, Ellen White counseled that "their education is of primary importance in our colleges [academies], and in no case should it be ignored or regarded as a secondary matter."8
Our schools have the capacity to prepare workers to meet the challenge of our times. The aim of our educational work should be, as Charles Oliver said: "Every pupil a Christian; every Christian a worker; every worker trained."
While ministerial training is important as a preparation for witnessing, we must not forget the importance of the power of the Holy Spirit. God can use any person—regardless of educational attainment—who is totally consecrated to serve the Lord.
Adventist schools as evangelistic centers
Adventist schools are evangelistic centers where the administrators, faculty, and students, whatever their academic discipline, can function as evangelists. These institutions are fountains of spiritual inspiration that awaken in the youth a strong desire for a relation ship with Christ.
At Mountain View College (MVC) and Indonesia Union College (IUC), several Muslim students have become Christians. One young Muslim who studied at IUC later became the president of the Indonesia Union Mission, and many of the young men who finished their studies at MVC are now holding important positions in denominational work. One educator made the importance of evangelism succinctly clear: "Education cannot be Christian unless it is evangelistic. It is winning, keeping, building up in the faith all who are committed to our responsibility. To fail here is to fail in our primary reason for existence and service. School evangelism is evangelism that comes through teaching. It includes the living of the Christian life. Evangelism is a great purpose in Christian education."9
Adventist institutions should not occupy all their time and resources ministering to their own flock. They have a responsibility to share the good news beyond their own campuses. Every Sabbath morning at Mountain View College in the Philippines a fleet of jeepneys and World War II-vintage trucks roll out of the campus and onto the highways and byways, taking students and teachers to communities surrounding the college. Other students take the winding mountain trails on foot to worship with groups that meet in places in accessible to motor vehicles. Today, scores of churches dot the hills and valleys around MVC as a result of the evangelistic endeavors of the students and faculty. This experience is not unique to MVC. But it illustrates what Adventist educators and their students are doing to spread the message of salvation in many parts of the world.
1. Ellen G. White, Education (Mountain View, Calif.: Pacific Press Pub. Assn., 1952), p. 15.
2. Ibid., p. 30.
3. ____, The Desire of Ages (Mountain View, Calif.: Pacific Press Pub. Assn., 1940), pp. 141, 142.
4. ____, Testimonies for the Church (Mountain View, Calif.: Pacific Press Pub. Assn., 1948), vol. 6, p. 143.
5. Ibid., vol. 2, p. 135.
6. Ibid., vol. 6, p. 152.
7. ____, Counsels to Parents and Teachers (Mountain View, Calif.: Pacific Press Pub. Assn., 1943), p. 524.
8. ____, Testimonies, vol. 6, p. 135.
9. H. W. Byrne, Christian Education for the Local Church (Grand Rapids: Zondervan Pub. House, 1973), p. 24.
