The Chair: As previously announced, it has been decided to devote this forenoon meeting to the work of the Educational Department. We will now listen to the report of Prof. E. A. Sutherland, secretary of the Educational Department.GCB April 8, 1903, page 109.3

E. A. Sutherland: I will state that Professor Magan was secretary of this department the first year. I was appointed last April. The work I have done has been in connection with the school work. The report I wish to make will come at the close of some principles that I wish to bring to your attention.GCB April 8, 1903, page 109.4

Christian EducationGCB April 8, 1903, page 109.5

Let us turn to Deuteronomy 4:5-7. Speaking to the children of Israel, the Lord says:—GCB April 8, 1903, page 109.6

“Behold, I have taught you statutes and judgments, even as the Lord my God commanded me, that ye should do so in the land whither ye go to possess it. Keep therefore and do them; for this is your wisdom and your understanding in the sight of the nations, which shall hear all these statutes, and say, Surely this great nation is a wise and understanding people. For what nation is there so great, who hath God so nigh unto them, as the Lord our God is in all things that we call upon Him for?”GCB April 8, 1903, page 109.7

Now again, read Isaiah 60:1-8:—GCB April 8, 1903, page 109.8

“Arise, shine; for thy light is come, and the glory of the Lord is risen upon thee. For, behold, the darkness shall cover the earth, and gross darkness the people: but the Lord shall arise upon thee, and His glory shall be seen upon thee. And the Gentiles shall come to thy light, and kings to the brightness of thy rising. Lift up thine eyes round about, and see: all they gather themselves together, they come to thee: thy sons shall come from far, and thy daughters shall be nursed at thy side. Then thou shalt see, and flow together, and thine heart shall fear, and be enlarged; because the abundance of the sea shall be converted unto thee, the forces of the Gentiles shall come unto thee. The multitude of camels shall cover thee, the dromedaries of Midian and Ephah; all they from Sheba shall come; they shall bring gold and incense; and they shall show forth the praises of the Lord. All the flocks of Kedar shall be gathered together unto thee, the rams of Nebaioth shall minister unto thee; they shall come up with acceptance on Mine altar, and I will glorify the house of My glory. Who are these that fly as a cloud, and as the doves to their windows?”GCB April 8, 1903, page 109.9

These two portions of Scripture teach us some principles. One is that the church of God is to be at the head of the educational work. The church of God should be the instructors of the world, of the world’s children, and the youth, and the adults. The Papacy believes in this principle, and has tried to follow it. The Catholics believe that they are the teachers of the world, not simply of their own children. God intends that His true church shall stand where the apostate church is attempting to stand.GCB April 8, 1903, page 109.10

To simply rest upon the idea that we are to educate our own children, and only our own children, is not sufficient for the growth, purity, and prosperity of God’s church. We owe to the children of the world this great message. When God’s people lose sight of this great principle of educating not only their own children, but the children of others, they are losing sight of the high privilege to which God has called them, that of being a light to all the world in the matter of education.GCB April 8, 1903, page 109.11

The church of God must not only believe that it is to stand at the head in educational work, as brought out in Deuteronomy, also in Isaiah, but it can not succeed unless its educational system is Christian, and its method of that character that faith in God’s Word is created, and not doubt. Translation is impossible without this faith. A denomination that can not save its own children, can not educate its own children in the faith that it has accepted, can not successfully do missionary work. If we as a people have no system of education by which we can preserve ourselves, when we attempt to carry a reform work to all the world, we will simply leave the people that we bring the truth to theoretically in the very same place that we find ourselves.GCB April 8, 1903, page 109.12

At the present time we have in this denomination, as nearly as we can find out, about 35,000 children and youth. We have about 5,000 of these in our own schools. Thirty thousand children and youth to-day in this denomination are receiving their instruction from those who are out of harmony, and are not in sympathy with the third angel’s message.GCB April 8, 1903, page 109.13

Go back fifty years, and count up the number of children that have been in this denomination, whose parents were Seventh-day Adventists, who left the popular churches, that they might carry the last message, and you will have more people that this denomination has allowed to go straight back into the world than we have to-day in the denomination. You can count up over 140,000.GCB April 8, 1903, page 110.1

The early Christian church received the idea from Jesus, not only while He was with the apostles, but while He was with those whose ministry is written in the New Testament, that they were to be the educators of the world. The early church moved out on that principle. The pagan institutions of Greece and Rome received a shock from the Christian preachers and teachers of the early Christian church that almost destroyed them. The only thing that preserved the pagan schools of the early days was the apostasy of the early Christian church.GCB April 8, 1903, page 110.2

History tells us that the pagan schools were practically destroyed for a number of years by the work of the Christians. Truth is greater than error. The truth will conquer if we will only allow it to have an opportunity to manifest itself.GCB April 8, 1903, page 110.3

Clement, Origen, and others of the early Christians who were only partially converted to the Christian truth, believed that it would not be possible to carry to the heathen world the gospel in its strength and power, unless the ministers and teachers of the early. Christian church should receive a training from the worldly educators in the worldly schools: so they advocated the idea of sending to the worldly institutions for a better training than the Christian church. as they supposed, would be able to give the best of the young men. These young men remained in those pagan institutions a number of years. and came out and stepped into their places in the church as ministers and teachers. The Bible was then interpreted through pagan minds, and soon all faith and belief in the Word of God were destroyed, and the way for the Dark Ages was prepared.GCB April 8, 1903, page 110.4

This union of Christian education with pagan education, brought about by sending the young people of the Christians to the worldly schools, this mixture of good and evil, is called to-day by Seventh-day Adventists the Papacy, the beast. The Papacy, the beast, is only a condition of mind and heart which makes one accept men’s ideas instead of God’s truth. That is all it is. This was the Papacy in the early centuries; it is the Papacy in the twentieth century, wherever that may be found even in our own church.GCB April 8, 1903, page 110.5

Union of Church and State in 538 A. D. was the result of the educational apostasy several hundred years before that. It was the fruit of sending to the schools of the world Christian children; and the apostate Church united the State and the Church as the result of that apostasy in education; and the result of Christian parents’ sending their sons to the worldly teachers in those early ages was the Dark Ages,—1,260 years of doubt and unbelief in God’s Word, instead of the kingdom of glory which might have been.GCB April 8, 1903, page 110.6

The Reformation of the sixteenth century was an attempt to place God’s people again where they could be the teachers of the world. Faith in God’s Word made it absolutely necessary in the days of Martin Luther to develop an educational system. Wittemburg was stronghold of the Reformation of the sixteenth century. And if we would study the history of that time, we would find that they established primary schools and secondary schools for the children of those parents who accepted righteousness by faith. They did not believe that it would be possible to allow their children to go to papal teachers, and remain pure, and have perfect confidence in the Word of God.GCB April 8, 1903, page 110.7

So Martin Luther, Melancthon, and other reformers, saw the necessity of establishing schools everywhere God’s people were found, that their children might not have to receive their instruction from those who were not in sympathy with the Reformation. This brought about a reform in text-books, a reform in the subject-matter taught and also in the methods of teaching. The result of the educational reform of the sixteenth century was wonderful. Germany was so filled with Christian schools and teachers, that, in about 1535 one of the Catholic princes established a university in Germany, and attempted to place in it German Catholic teachers. He was unable to find enough Catholic teachers in Germany to man that school. He was obliged to send to Spain, the stronghold of the Papacy, in order to secure teachers.GCB April 8, 1903, page 110.8

One man saw the destruction of the Papal Church in this educational reform; he saw the power and strength in the educational work; his name was Loyola. He went to the pope, and placed before him a plan for preserving the Catholic Church. His plan was to get up a counter educational reform. Twenty years after Loyola started his work in Germany, the children were not eating meat on Friday, and they were carrying into the homes of their parents the Catholic doctrines that Luther had persuaded their parents to leave. This was done in the guise of Protestant teachers; but they were at heart Roman Catholic teachers.GCB April 8, 1903, page 110.9

So, in the year 1580, we find Germany again practically Roman Catholic. This shows the power that there is in educational work.GCB April 8, 1903, page 110.10

The Puritans found that it was impossible to give to their children in England a Christian education. They went to Holland. There they did not find what they desired. So they left home, property, everything temporal, and came to this country, that they might give to their children what they considered was eternal life. They believed that they were to be at the head of the educational work. They established a school wherever they established a church. Yale and Harvard were nothing but Bible schools in the beginning. Their only object was to train ministers to carry the gospel to the world. They were Bible training-schools. The Puritans, however, did not think it was possible to carry forward their educational work to people outside of their faith. They did not see how they could find money sufficient to do this work. They believed that they were not able to accomplish so great a work. They did not think that God was able to spread a table in the wilderness. They, too, did not separate entirely from the papal idea of education. They brought to this country the methods of Oxford and Cambridge, and other schools of England, which were simply carried on by papal methods. They also carried to this country some of the subject-matter, such as Latin and Greek, that were taught in these schools. Yale and Harvard soon lost sight of the great work that they were established to do. They became classical schools: in other words, through Yale and Harvard, and a few other schools that were established in this country, the papal system of education was planted here.GCB April 8, 1903, page 110.11

I want you to remember that the early settlers of this country, while desiring religious freedom established in the United States of America, brought in the very same system of education that the Jesuits had planted in Germany after the Reformation, and also in England. So we have planted now in this country the very same system that they fled from. If it were possible, even the very elect would be deceived.GCB April 8, 1903, page 111.1

The American Revolution secured a separation of Church and State; it undid the work of an apostate church, which was done in 538. But the Revolution did not secure a Christian education to the people; it did not secure a Christian religion. It was simply based on correct civil principles. But this country was filled with a people with an impure religion, and a papal system of education for their children.GCB April 8, 1903, page 111.2

Is it any wonder that the State, which was pure civilly, would be brought to that place where it would repudiate the principles of the Constitution and the Declaration of Independence, if its offices should be filled by men tinctured with an impure religion, and a system of education based on the principle of union of Church and State?GCB April 8, 1903, page 111.3

Thomas Jefferson made a great effort to secure to the people of this country a system of education which should be conducted by the State. He saw that the influence of an unbelieving Church was pernicious upon the education o the youth of this country. He established the first State school, in Virginia. It was controlled and supported by the State, and was supposed to be free from the Church. However, pressure was so great upon the State by a Church which desired to control the educational work that in a few years the State education was practically lost.GCB April 8, 1903, page 111.4

Horace Mann, about the year 1832, preached to the churches on the establishment of Christian education. He begged the churches to rise and educate their own children and the children of others. Their plea was that they were not able to do so great a work. The State had gained enough truth in regard to religious liberty so that it did not feel free to support the Church schools, and so the churches refused to take up a universal system of education at that time, because they did not understand how it would be possible to raise sufficient money to carry on an educational system for the children of the United States and their own children. About three years after this William Miller followed, preaching the first angel’s message to the church that had refused the gospel that Horace Mann brought to it. Those churches that refused to educate their own children by giving them the instruction in the Word of God that was intended for them, refused to believe that the hour of God’s judgement was come; they refused to accept the first angel’s message because they did not believe the Word of God. The papal system of education, through Roman and Greek literature, had destroyed their faith in the Word of God. Horace Mann left the churches, and carried to the state of Massachusetts his ideas of education, and the Legislature of Massachusetts accepted the plan of universal education for every child in the state, and placed him in as the educational secretary. In a short time he was called to Washington, and there established the present system of public schools that we now have.GCB April 8, 1903, page 111.5

God saw that the popular churches would never give to their children the kind of education that the Bible said they should have; so He called out of all the churches those who believed the Word of God, and who would do just what God would tell them to do. This people was known as the Seventh-day Adventist people. God placed in our midst one who would direct us, who would guide us in forming our organization, and give us wisdom in carrying forward our work. The principles of Christian education that Horace Mann had tried to get before the popular churches, just before William Miller’s time, were now given to Sister White, and God placed before this people a Christian system of education. Seventh-day Adventists had now placed in their arms the system of education that Horace Mann had placed before the state, and God allowed this system of education to be cradled by the civil power for the few years that should intervene between the time of Horace Mann and the time that Sister White should give us these precious principles, that we might stand at the head of the educational work. and not at the tail.GCB April 8, 1903, page 111.6

Seventh-day Adventists said, when these precious truths were placed before them, “We believe that they are from God; they are divine; they are grand; but we are not able to carry forth this work; we are not able to establish schools and support them. God said to Seventh-day Adventists, as truly as He spake to the children of Israel, “You are not prepared to go and do the great work that you should do in this world; go into the wilderness, and stay there until you learn how to educate your own children.” And we may circle and circle, and think that we are going in a straight line; but as surely as God told them to stay there until they learned His truth, so truly we are circling at the present time.GCB April 8, 1903, page 111.7

Seventh-day Adventists said: “We are not prepared to educate our own children, saying nothing of educating the children of the world. We have not money sufficient to do this; we are weak and feeble people; we can not do it.” They took their children, who had been called out of the popular schools, and placed them again in the schools of the world, to be taught by teachers who were not in sympathy with the third angel’s message. They taught to the world that for any church to accept money from the state to be used in carrying forward the work of the gospel was a union of Church and State. At the same time, while preaching this to the world, Seventh-day Adventists would take their own little children and place them in the schools of the world where they were receiving their instruction by teachers paid by the world rather than to do this work themselves.GCB April 8, 1903, page 111.8

I shall have to leave a very important phase of history, but will say simply this, that we have been accepting state aid to give what we have made ourselves believe is Christian education. because every Seventh-day Adventist supposes that his children that are receiving instruction from the state are certainly receiving something that can be used in God’s work. If we are not careful we shall do what the early Christians did in the early days, unite Christian education with worldly education. They made the beast. We may make the image to the beast. However, there is a bright side to this. God says that our schools are prisoners of hope. and they will be brought to their upright position; let us thank God for this bright promise.GCB April 8, 1903, page 111.9

This work has been going on for a number of years. The last four years much has been accomplished. Nearly five hundred church-schools have been established for the little ones. Eleven industrial or secondary schools have been established to take the youth. Our larger schools are doing all that they can to train the older ones for the work. The conferences are rapidly organizing to carry forth an educational movement. The Seventh-day Adventist people everywhere are calling for schools. They accept the principles theoretically; now they want teachers and money with which to establish these schools. The Seventh-day Adventist people are ready to place their schools. When the denomination itself will place itself on record, and will put money into this work, as in mission work, and in institutional work, you will find that Seventh-day Adventists will gladly respond, and send their children. Not only Seventh-day Adventists are looking to our schools, but the world is looking; and wherever there is a church-school, you will find that some people are sending their children to these schools outside of this message and this faith. Brethren, if we will take hold of the work that God has placed before us, we shall soon stand in this world, not as the tail in educational matters, but taking the Word of God as our guide, following its instruction, we shall have wisdom to place before the world that which its wise men know nothing about; and from the east and the west, and all over, even kings and queens will come bringing their children to us, and they will also bring their money.GCB April 8, 1903, page 111.10

REPORTS FROM CONFERENCES

No Authorcode

L. A. Hoopes: In the program that is to follow, the committee thought that it would be well that those persons who have charge of the church-school work in their respective conferences should have an opportunity to tell what is being done.GCB April 8, 1903, page 112.1

The Chair: We will now ask Elder Porter, superintendent of the Missouri local schools, to give a few minutes’ address.GCB April 8, 1903, page 112.2

R. C. Porter: The work of opening the church-school work in Missouri started about two years ago. We have at present nine schools, with an average attendance of about from twelve to fifteen or sixteen. The general sentiment throughout the conference is in favor of church-schools. The only reason we have not had ten where we have one is because we have not had teachers and means to place them in operation. The people generally are in a position where they very much desire the church-school work. They feel their need of it. They realize that the children, unless placed under the influences of the church-school work, are liable to drift from the message and be lost.GCB April 8, 1903, page 112.3

In entering upon this work, we find that the first problem confronting us is a lack of experienced teachers. To have a church-school does not mean simply to have a public school inside of a church-school building. This problem at present makes it very difficult to carry on this line of work. We need to train church-school teachers to supply a demand that is being created for church-schools.GCB April 8, 1903, page 112.4

The problem of how these teachers should be supported is another phase of this line of work that is perplexing us. Some of those now engaged in church-school work have been called from positions where they received fifty dollars per month. These workers are now receiving twenty or twenty-five dollars per month, and even this small wage is uncertain. Sometimes the teacher is paid in installments, and not fully paid until the school has been closed for some time. This is unfortunate, especially in view of the sacrifice they were willing to make in order to help us. I believe this Conference should consider the problem of the financial support of our faithful church-school teachers, and devise, if possible, some plan whereby a certain support will be assured every competent teacher,—some plan that will meet with general favor.GCB April 8, 1903, page 112.5

I believe that in a good educational system there lies the secret of our success. Education is a foundation stone upon which to build. In training our children and youth from their earliest years to the time they are ready to enter the field as workers. we are developing men and women who are prepared to do a great work for the Master,—workers who will, as Paul states, know nothing save Jesus and Him crucified. And he who knows Christ. knows all true science; at least, he has the key by which are unlocked the treasures of all wisdom and learning. By having a complete educational system, we shall have workers rooted and grounded in the faith. As many of us have observed with sadness, many of our youth who go to the great schools of the land fail to stand the test, and are swept away by the tide of error they meet in these seats of learning. How much better it would be to train our bright, promising young people in our own schools!GCB April 8, 1903, page 112.6

E. K. Slade (East Michigan): In the Eastern Michigan Conference the educational work is progressing encouragingly, although many things connected with this line of work are not as we desire to see them. During the past year we have operated twelve church-schools, with an attendance aggregating about 175, including a number not of our faith. Every one of these schools has proved to be a success.GCB April 8, 1903, page 112.7

Until recently, the financial support of our schools has greatly perplexed us. At a recent meeting of our conference brethren, a resolution was passed, providing for an educational fund, from which the teachers’ salaries shall be paid by the conference. This fund is to be secured by donations from every church-member in the conference. The local churches are to provide school-buildings and all necessary appliances and facilities. All the laborers in our field are cooperating to make the church-school work a success.GCB April 8, 1903, page 112.8

I believe the church-school work should be placed on a uniform basis throughout the general field. I believe, also, that, although much instruction in regard to the importance of church-schools has been given through the Spirit of prophecy, we need more suitable literature to distribute to parents who are not yet thoroughly aroused to the necessity of giving their children a right training for service. It is unfortunate that those who have come out from the various churches into the light of present truth should see no danger in sending their children to schools where insidious errors are taught, errors that weaken confidence in God’s Word. We ought to send our children to schools where they will always be taught that God is the Creator. the Maker of all things. We should recognize that education is formative as well as reformative.GCB April 8, 1903, page 112.9

J. S. Osborne (California): In California we are trying to educate our children to see God in nature, and to lead their minds from a knowledge of God’s created works to a knowledge of the Creator. Every teacher is trying to interest the pupils in nature-study.GCB April 8, 1903, page 112.10

This branch of learning is a part of the daily work of every student.GCB April 8, 1903, page 113.1

At the beginning, we felt that our greatest need was experienced teachers. To meet this need the best we could, we decided to call all our teachers together for a summer school, in order to work and study together to fit ourselves for better service. Thirty-one were in attendance. Before the school proper opened, we spent about ten days in discussing general principles underlying Christian education.GCB April 8, 1903, page 113.2

In many respects our summer school was very profitable. Some in attendance had had considerable experience in public and church-school work; others, none. We tried to help one another. At the close of the session we held an examination, asking the applicants questions similar to those asked public school-teachers expecting to teach in the primary and the grammar-school grades. The percentage required for passing was high, nevertheless all but three or four of the thirty-one applicants passed, and were issued certificates declaring that they were qualified to teach in our church-schools.GCB April 8, 1903, page 113.3

We have many children from the outside in our church-schools. Others send their children to our schools because they believe in them. A minister of the Christian denomination who is not very favorably inclined to our church, but fights us on every possible occasion, sends his little boy to our church-school. He does not believe in our doctrines at all, but he believes in our educational methods.GCB April 8, 1903, page 113.4

At the beginning of the school year, the teachers were provided with registers, by means of which they could keep a record of their work. They follow a certain line of instruction and course of study, which is laid out, so they know what to do, and they are learning how to do it. They send in their monthly reports. so I know exactly what they are doing. I have visited these schools through the various parts of the state, and I know the teachers are of good courage and doing good work.GCB April 8, 1903, page 113.5

We have at the present time 20 church-schools in this conference, with 26 teachers. The 20 church-schools had a total enrollment at the end of the fourth month of about 700, with a daily average attendance of 427.4, and an average number belonging for the whole four months of 528.7. The per cent of attendance for that time was 92.2. The number of visits of church trustees—you see, we also keep track of that, to find out whether they are interested in the church-school or not—was 101. About 624 visits were also paid by other people in that time.GCB April 8, 1903, page 113.6

S. M. Butler (West Michigan): The educational work in the state of Michigan, while possibly not always in the forefront, has by no means been in the rear. Two years ago there were 13 schools in the whole state. Last year there were 23. This year there are about 30. So you see we are increasing each year. You are aware that Michigan has been divided. I represent now the West Michigan Conference. At the annual conference, in December. plans were laid for forming an educational department in the conference. It is one of the four departments of the conference, and a man was chosen to give at least the greatest part of his time to this work. Fifteen schools have been in operation, though now we have but 14. There are about 400 children in these schools. The work done by these schools is, as a rule, excellent. There are, of course, some exceptions to this. Our children are making good progress. We have not endeavored to do anything extraordinary or rash, but we have endeavored to place all our work on a solid foundation. We have endeavored to study carefully the principles underlying the work, to bring our schools into harmony with them as fast as we could understand them, and we believe we are making progress.GCB April 8, 1903, page 113.7

There are some serious difficulties that confront us in West Michigan, as well as in other conferences. Probably the greatest of these is the plan of support. We have the same plan that I think is in vogue in most of the conferences, viz., a contribution from the members of the church who patronize the school. We have done away with the idea of tuition in our school, and support the school by contributions from individuals in the church. Still this throws considerable burden upon many of our schools and churches. and some of the schools are not as well supported as we wish they were. We need a better system.GCB April 8, 1903, page 113.8

Another serious difficulty that confronts us is the lack of teachers. Every year in the Michigan Conference we could have had more schools if we had more teachers, while in West Michigan there were no teachers with which to supply them. We had calls from churches, but were compelled to inform them that we had no teachers that we could supply them. Consequently they have had to let the school work go over till the next year. I think that this arises somewhat from the fact that the wages paid the teachers are so low, and there is such an uncertainty as to whether they will be paid on time, that many of the best teachers can not be induced to take up the work. It might be said they ought to be willing to make these sacrifices, and perhaps that is true; but at the same time it is somewhat difficult to draw an individual away from a good position into school work with so much uncertainty attached to it. We are quite sure in our conference that, if we had a better system of supporting the schools, we could get better teachers and more of them. And so here are two of our principal difficulties,—our present means of support and our lack of teachers.GCB April 8, 1903, page 113.9

I might say a word farther regarding the attitude of our conference and our people towards this school work. As I have said. we have an educational department. Our entire conference committee is in the fullest accord with the church-school work. I think they not only give it their sanction, but their hearts are in it; they love the work; and when our committee meets, the church-school work is considered as far as it needs consideration. I think the majority, at least, of our conference laborers are not only in sympathy with the work. but they are giving it some thought. and some of them are giving it special thought. As they go among the people in the conference, they talk up these principles. They endeavor to assist the people in getting their work upon a better basis. They endeavor to assist the people in supporting their school and raising means for it. They endeavor to assist the teachers. Some of the ministers especially take pains to visit the schools when they are situated so that they can, and give the teachers whatever assistance they may be able to. So we feel that not only the conference as an organization is in sympathy with this work, and help it on, but our ministers are. As to our people generally. our church-members. I can not say that there is all the interest we would like to see. Nor, on the other hand, would I want to say that our people are not taking a good, hearty interest in this work.GCB April 8, 1903, page 113.10

On the whole, the work in West Michigan is looking up, and we are exceedingly hopeful and courageous.GCB April 8, 1903, page 114.1

George M. Brown (formerly of Nebraska): I may say by way of explanation that I am not officially connected with the Nebraska Conference, but having up to the middle of January held the office of superintendent of church-schools in that state, the brethren have requested me to speak of the conditions in that state. I can say that the Nebraska Conference is right in line with the hearty interest in the church-school work. The conference committee has manifested the fullest cooperation in carrying forward the work. We recognize that there are some basic principles that must be acknowledged, not simply in a formal way, but in a hearty way, by the people. In the first place, I think those who embark in the church-school work, or give their support to it, as a sort of trial, do not prove to be very successful. I believe that the man who would profess to accept this truth, and say that he would try to live the truth, try to keep the Sabbath, and try to do this or that, would not be a very substantial church-member. But I believe, when he takes his stand that this is God’s eternal truth, and that God’s power is able to carry any man, he is the man to go through with this truth to the end. Now, when our people in the churches take the position that church-school work is from God, that God has committed to this people the God-given privilege of educating their children, and not only their own, but the children of the world, the work goes on. And then, when there comes a time that the church-school makes some blunder, they do not have a consultation, and make up their minds that the teacher is no good, and close up the school, and say church-schools are a failure.GCB April 8, 1903, page 114.2

Last fall we had a little teachers’ institute, and the teachers went forth from that institute filled with a spirit of missionary work. They went into the churches and organized active, missionary societies. That, to my mind, is the one end of the church-school work. We have had in Nebraska during the past year about thirteen schools in operation, with one teacher for each school, and a total enrollment of about 185 pupils.GCB April 8, 1903, page 114.3

This church-school work can be made the means of reaching some persons with the truth that could not be reached in any other way. I believe that God would have His people recognize that this is a legitimate line of missionary effort, and that it is entitled to the hearty, substantial financial support of the denomination, as well as its moral support. I expect to see the day when Seventh-day Adventist teachers will be recognized as leading teachers, not because we are faddists, but because we are men and women filled with the Spirit of God.GCB April 8, 1903, page 114.4

The Chair: Prof. M. E. Cady will now address us on the subject ofGCB April 8, 1903, page 114.5

PLANS FOR BETTER ORGANIZATION

No Authorcode

M. E. Cady: Every time I hear this question of Christian education spoken of and emphasized before our people, I feel thankful and glad that these wonderful principles have been committed to us. I meet some of our people who feel sorry that this question of Christian education has come in to disturb them, and to cause them to think along the line of taking their children out of the public schools. When we appreciate what God has given to us in this question of Christian education, we will have something that we will feel like continually praising God for.GCB April 8, 1903, page 114.6

I shall speak particularly along the line of organization. These grand principles should be enunciated over and over again; but I am persuaded that what we need more at this time than a study of the principles is a study of organization. This scripture comes to my mind, found in Hebrews 6, the first three verses. “Therefore leaving the principles of the doctrine of Christ, let us go on unto perfection,” etc. It does not say, “Therefore abandoning the principles;” “therefore ignoring the principles;” “therefore annihilating the principles;” but simply leaving them. What for?—To put them into practice.GCB April 8, 1903, page 114.7

I want to say to you this morning that there is more need of this people practising the principles that they already know that of finding out new principles. I want it to be true of this people that they shall have the form of godliness and the power. I know that we are afraid of form; many times we are afraid that we will get up an organization that will be all form; but, thank the Lord. we can have an organization and a form that has power in it. May it be true of this people that we shall be ever learning and always able to come to a knowledge of the truth.GCB April 8, 1903, page 114.8

I may be differently constructed than some, but when I hear a grand, good, glorious principle, my first impulse is to see it carried out, to see it actually put into practice. I believe that at this Conference better steps, more far-reaching steps, ought to be taken to put this cause of Christian education upon a more intelligent basis, so that we can work better together, and carry out this work in a more understanding way. Just what these steps should be I do not know, but I am going to make a few suggestions as to what I think would be proper and right in the matter of a better organization of this educational work.GCB April 8, 1903, page 114.9

In the first place, I believe that the General Conference Committee, especially since the foreign mission work is given over wholly to this committee, and there is not a separate committee on foreign missions, I believe that the General Conference Committee ought to stand for the complete work of the third angel’s message; that there ought to be men upon that committee that will represent every line of gospel truth for this time.GCB April 8, 1903, page 114.10

We have in a measure carried out this principle; but I believe it can be carried out more fully, and to great advantage. Twenty-five men, I believe, are upon the General Conference Committee. We have represented on the committee the foreign mission work, the evangelical work, or the ministry more in particular; we have represented the medical missionary work, the Sabbath-school, and, to a degree, the educational work. But I am informed by those who represent this work that little, if anything, has been done the past year in the Educational Department. I believe there ought to be just as many men representing the Educational Department upon the General Conference Committee as any department that it has to deal with. I believe there ought to be five good. strong men on that committee to represent the interest of the educational work. I believe there ought to be a secretary who would that department in the General Conference, leading out. doing the work of corresponding and uniting and cementing the work together, so that it will be carried on in an intelligent, effective way.GCB April 8, 1903, page 114.11

We come together here and find that there are many questions that are puzzling and bothering us in the educational work. It occurs to me that there should be an institute or convention of the educational workers throughout this field. When we come together for a few days here in General Conference, with so many lines of work to be considered, there is so much to be done, so much to be brought before us, that these questions can not receive sufficient attention; they can receive attention in a general way, but they can not receive attention in a specific way, which alone can make them of value. It seems to me that in the near future there should be an institute or a convention where this department of the Conference shall be represented. The men that are on the General Committee should be there. This secretary which I have mentioned should be there; the district secretary should be there; the state conference superintendent should be there, and let each Union Conference and the Conference meet the expense of the ones that represent them in that convention, and let them come together, and take a little time in seeking God and studying these grand principles of Christian education. Why do I urge this?—Because the Educational Department is the supply department for the work of the third angel’s message. You look to our institutions, to our colleges, to our academies, for young men and women to go out and fill the calls that come from foreign fields and from this country also.GCB April 8, 1903, page 115.1

Why should not the General especially the Foreign Mission Department of the General Conference, have its arm right around these institutions. and have such an intelligent understanding of the work of these institutions that it could turn them and direct them in the proper way, so that they would train men and women that would be valuable workers in the cause of God?GCB April 8, 1903, page 115.2

I do not think that this educational secretary can take upon his shoulders the work of a school, an institution. I am educational secretary here in the Pacific Union Conference. But what have I done? What can I do, with Healdsburg College interests to look after? If they are looked after properly, it is all that any one man can do. I believe that the person who represents this department, carries on the correspondence that it is necessary to do, and the editing of the paper that is the organ of the educational work, has enough to do without being loaded down with institutional work. I think it would be an excellent plan for him to be connected with an institution. He should be working in it, and understanding its principles, so as to keep pace with it; but what I mean is that he should not carry its burdens and responsibilities. I do not believe we have any man that has broad enough shoulders to take charge of these different lines of work. I freely confess that I have done but little in the work assigned me as educational secretary. I felt that the college demanded my first attention, and I have put my strength and interests there largely.GCB April 8, 1903, page 115.3

One of the questions that might be considered with profit in such a convention as I have suggested is the matter of unifying the work, of making it uniform. I do not see why there should not be uniformity in the matter of the subjects taught in our schools, uniformity in the matter of books that are used in our schools, and uniformity in the matter of the system whereby our schools are supported, and uniformity in the matter of the work that is done at these institutes in the training of men and women to be teachers in these schools. I know some say, “You can not do that; that is cutting and trying it too much.” But we go so far in our Sabbath-school work as to say that the same Sabbath-school lesson shall be studied in California as is studied in Maine; but we do not necessarily think that the teacher in California must take up that lesson in the same identical way that the teacher does in Maine. I believe there should be liberty in the matter of presenting the lesson. But it seems to me there can be uniformity in the matter of the subjects taught and the helps that are used in preparing the lessons to be taught. It may be that it can not be done all over the field at first, but we should be glad to see it done in our districts, at least, first. If we can not take the whole step at once, let us take a half step.GCB April 8, 1903, page 115.4

Those are some of the questions that can not be considered at this General Conference. because there is not time to consider them as they ought to be considered, and I believe that a conference of the nature that I have spoken of would result in great good to the educational work. I indicated whom I thought should attend that conference. The General Conference Committee should be represented there by its educational part. The district secretaries of Union Conferences and the secretaries of the state conferences, it seems to me, should be there, and as many others who can come to attend that meeting; but I believe if all these men will come to that convention, wherever it is, will come praying for light, and for help and strength, that God will give great light in that field. I have been pleased with the work that has been carried on here. You will notice in the conduct of this Conference that there is no one man who is leading it. It seems to me it should be so in that place. While there is an educational secretary, he is simply a means for corresponding, for editing the paper, for carrying on this general work; but when they come together in that conference, let the men standing at the head of the different colleges and academies come in and officiate in this institution,—no one to put his mould upon it. But let all come together as brethren to study this question, depending upon God for light and power and strength in this work. I feel, brethren and sisters, that what I have said is simply suggestive. I have given it only a little thought since I have been here at this meeting, but I do believe that an effort of this kind would greatly enhance the educational work, and I ask you to give it consideration.GCB April 8, 1903, page 115.5

Adjournment was taken.GCB April 8, 1903, page 115.6

H. W. Cottrell. Chairman.
H. E. Osborne, Secretary.

The specific place appointed us in life is determined by our capabilities. Many a man whose talents are adapted for some other calling is ambitious to enter a profession: and he who might have been successful as a farmer, an artizan, or a nurse, fills inadequately the position of a minister, a lawyer, or a physician. There are others, again, who might have filled a responsible calling, but who, for want of energy, application, or perseverance, content themselves with an easier place.—Education.GCB April 8, 1903, page 115.7

DAILY PROGRAM

GENERAL CONFERENCE PROCEEDINGS. Fifteenth Meeting