The institutions of human society find their best models in the word of God. For those of
instruction, in particular, there is no lack of both precept and example. Lessons of great profit,
even in this age of educational progress, may be found in the history of God's ancient people.
The Lord reserved to Himself the education and instruction of Israel. His care was not
restricted to their religious interests. Whatever affected their mental or physical well- being,
became also an object of divine solicitude, and came within the province of divine law.
God commanded the Hebrews to teach their children His requirements, and to make them
acquainted with all His dealings with their people. The home and the school were one. In the
place of stranger lips, the loving hearts of the father and mother were to give instruction to their
children. Thoughts of God were associated with all the events of daily life in the home dwelling.
The mighty works of God in the deliverance of His people were recounted with eloquence and
reverential awe. The great truths of God's providence and of the future life were impressed on the
young mind. It became acquainted with the true, the good, the beautiful.
By the use of figures and symbols the lessons given were illustrated, and thus more firmly
fixed in the memory. Through this animated imagery the child was, almost from infancy, initiated
into the mysteries, the wisdom, and the hopes of his fathers, and guided in a way of thinking and
feeling and anticipating, that reached beyond things seen and transitory, to the unseen and
eternal.
From this education many a youth of Israel came forth vigorous in body and mind, quick to
perceive and strong to act, the heart prepared like good ground for the growth of the
precious seed, the mind trained to see God in the words of revelation and the scenes of nature.
The stars of heaven, the trees and flowers of the field, the lofty mountains, the babbling brooks,
all spoke to him, and the voices of the prophets, heard throughout the land, met a response in his
heart.
Such was the training of Moses in the lowly cabin home in Goshen; of Samuel, by the faithful
Hannah; of David, in the hill-dwelling at Bethlehem; of Daniel, before the scenes of the captivity
separated him from the home of his fathers. Such, too, was the early life of Christ, in the humble
home at Nazareth; such the training by which the child Timothy learned from the lips of his
mother Eunice, and his grandmother Lois, the truths of Holy Writ.
Further provision was made for the instruction of the young, by the establishment of the
"school of the prophets." If a youth was eager to obtain a better knowledge of the Scriptures, to
search deeper into the mysteries of the kingdom of God, and to seek wisdom from above, that he
might become a teacher in Israel, this school was open to him.
By Samuel the schools of the prophets were established to serve as a barrier against the
widespread corruption resulting from the iniquitous course of Eli's sons, and to promote the
moral and spiritual welfare of the people. These schools proved a great blessing to Israel,
promoting that righteousness which exalteth a nation, and furnishing it with men qualified to act,
in the fear of God, as leaders and counselors. In the accomplishment of this object, Samuel
gathered companies of young men who were pious, intelligent and studious. These were called
the sons of the prophets. The instructors were men not only versed in divine truth, but those who
had themselves enjoyed communion with God, and had received the special endowment of His
Spirit. They enjoyed the respect and confidence of the people, both for learning and piety.
In Samuel's day there were two of these schools,--one at Ramah, the home of the prophet, and
the other at Kirjath-jearim,
where the ark then was. Two were added in Elijah's time, at Jericho and Bethel, and others were
afterward established at Samaria and Gilgal.
The pupils of these schools sustained themselves by their own labor as husbandmen and
mechanics. In Israel this was not considered strange or degrading; it was regarded a crime to
allow children to grow up in ignorance of useful labor. In obedience to the command of God,
every child was taught some trade, even though he was to be educated for holy office. Many of
the religious teachers supported themselves by manual labor. Even so late as the time of Christ, it
was not considered anything degrading that Paul and Aquila earned a livelihood by their labor as
tentmakers.
The chief subjects of study were the law of God with the instructions given to Moses, sacred
history, sacred music, and poetry. It was the grand object of all study to learn the will of God and
the duties of His people. In the records of sacred history were traced the footsteps of Jehovah.
From the events of the past were drawn lessons of instruction for the future. The great truths set
forth by the types and shadows of the Mosaic law were brought to view, and faith grasped the
central object of all that system, the Lamb of God that was to take away the sins of the world.
The Hebrew language was cultivated as the most sacred tongue in the world. A spirit of
devotion was cherished. Not only were students taught the duty of prayer, but they were taught
how to pray, how to approach their Creator, how to exercise faith in Him, and how to understand
and obey the teachings of His Spirit. Sanctified intellects brought forth from the treasure house of
God things new and old.
The art of sacred melody was diligently cultivated. No frivolous waltz was heard, nor flippant
song that should extol man and divert the attention from God; but sacred, solemn psalms of
praise to the Creator, exalting His name and recounting His wondrous works. Thus music was
made to
serve a holy purpose, to lift the thoughts to that which was pure and noble and elevating, and to
awaken in the soul devotion and gratitude to God.
How wide the difference between the schools of ancient times, under the supervision of God
himself, and our modern institutions of learning. Even from theological schools many students
graduate with less real knowledge of God and of religious truth than when they entered. Few
schools are to be found that are not governed by the maxims and customs of the world. There are
few in which a Christian parent's love for his children will not meet with bitter disappointment.
In what consists the superior excellence of our systems of education? Is it in the classical
literature which is crowded into our sons? Is it in the ornamental accomplishments which our
daughters obtain at the sacrifice of health or mental strength? Is it in the fact that modern
instruction is so generally separated from the word of truth, the gospel of our salvation? Does the
chief excellence of popular education consist in treating the individual branches of study, apart
from that deeper investigation which involves the searching of the Scriptures, and a knowledge
of God and the future life? Does it consist in imbuing the minds of the young with heathenish
conceptions of liberty, morality, and justice? Is it safe to trust our youth to the guidance of those
blind leaders who study the sacred oracles with far less interest than they manifest in the classical
authors of ancient Greece and Rome?
"Education," remarks a writer, "is becoming a system of seduction." There is deplorable lack
of proper restraint and judicious discipline. The most bitter feelings, the most ungovernable
passions, are excited by the course of unwise and ungodly teachers. The minds of the young are
easily excited, and drink in insubordination like water.
The existing ignorance of God's word, among the people professedly Christian, is alarming.
The youth in our public schools have been robbed of the blessings of holy things.
Superficial talk, mere sentimentalism, passes for instruction in morals and religion; but it lacks
the vital characteristics of real godliness. The justice and mercy of God, the beauty of holiness,
and the sure reward of rightdoing, the heinous character of sin, and the certainty of punishment,
are not impressed upon the minds of the young.
Skepticism and infidelity, under some pleasing disguise, or as a covert insinuation, too often
find their way into schoolbooks. In some instances, the most pernicious principles have been
inculcated by teachers. Evil associates are teaching the youth lessons of crime, dissipation, and
licentiousness that are horrible to contemplate. Many of our public schools are hotbeds of vice.
How can our youth be shielded from these contaminating influences? There must be schools
established upon the principles, and controlled by the precepts, of God's word. Another spirit
must be in our schools, to animate and sanctify every branch of education. Divine co-operation
must be fervently sought. And we shall not seek in vain. The promises of God's word are ours.
We may expect the presence of the heavenly teacher. We may see the Spirit of the Lord diffused
as in the schools of the prophets, and every object partake of a divine consecration. Science will
then be, as she was to Daniel, the handmaid of religion; and every effort, from first to last, will
tend to the salvation of man, soul, body, and spirit, and the glory of God through Christ. --Signs
of the Times, August 13, 1885.