I"~

SABBATH SCHOOL LESSON QUARTERLY

SENIOR DIVISION

FIRST QUARTER, 1969.

Christian Education
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FOREWORD

Education is of vital importance to all. The conduct and ultimate

destiny is largely determined. by the education .that the individual
receives in his early, formative years. Few realize this. Mothers
often forget that education commences with the child in arms, long
before there is spoken communication. Then follows the home education
where the children are by what they see and imitate, and what they
are told. J<.:xa.mple should confirm the precepts. Many conflicts arise
in adolescent minds when t11ese two are not consistent in the home.
'1.'he compulsory secular education is generally designed to prepare
young people for citizenship in this world only, and some ha·ving re-
ceived this type of education 11ever break' the worldly mold and aJ'e
unfitted for eternal life. True education prepares the individual for
citizenship in the kingdom of God and molds the character to reflect
the divine image and prepare for ete~nity.
Let all seek to understand the plan of God and the counsel He has
given, for Christian education, important as it is, should not be un-
duly protracted or be allowed to become an end in itself. True edu-
ca,tion should prepare a people to do the missionary work for which
llod has called us. We will be judged, not by the amount 01' nature
of the formal education that we mayor may not have received, but
by the way we have put it into practice on behalf of the Kingdom of
llod.
I:>abbath school study is to make us more efficient in the missionary
work that God h.as entrusted to us. "And, behold, I come quickly j
aud my reward is with me, to give every man according all his work
shall be. ' '-Revelation 2·2: 12.
GENERAL CONFERENCE SABBATH &CHOOL DEPARTMEN"l'

Plan Ahead For Your 13th Sabbath School OHering

GIVE CHEERFULLY FOR FOREIGN MISSIONS

BablJath ::;chool Lesson (~uarterly, "Christian Education ,. for J,anuary

to March, 1969, is published by the Seventh Day Adventist Reform
Movement General Conference, Mailing Address: P.O. Box 5451 Sacra-
mento) Oalifornia 95817, U.S.A.
 000000012632
GCArchive

RjiM &iiiM iii. j'fi¥]juj 'liUmw," ipMi@lipMl1ip@)jl§j@liVj

Lesson No.1 Sabbath, January 4, 1969.

CHRISTIAN EDUCATION
QUESTIONS:
1. From whom does all knowledge proceed? I Cor. 1:30; James 3:17;
1:5.

"\i 0'1'.11::' 'Our idcas of education take too narrow and too low a range.
There is 'need of a broader scope, a liigher aim. 'l'rue educ·a tion means
1l11,re tha.1l the pursual of a certain COurse of study. It means more
tnan a preparation for the life that now is. It has to do with the whole
being, and "'ith the whole period of existence possible to man. It is the
harmonious development of the physical, the mental, and the spiritual
powers. It prepares the student for the joy of service in this world
and for the higher jay of wider service in the world to .come.
"'1'he SOUI'ce of such ,an education is brought to view in these
words of Holy Writ, pointing to the Infinite One: In Him 'are
!lid all the treasures of wisdom.' Colossians 2 :3. 'He hath counsel
and understanding.' Job 12 :13.' '-Ed 13.
~. In all true education in Uhis life, what must be acknowledged?
Proverbs 3:6.
3. When Christ is left out of Christian education, what has been
the feart'ul but certain result? Hosea 4:6; James 4:4.
4. Since tille general program of education has beCOme worldly,
what is our need today? Revelation 2:5.

NO'l'.I1:: "The system of educ,ation instituted at the beginning of

the world was to be a III a del for man throughout all aftertime.
As an illustration of its principles a model school was established
in .J£den, the home of our first parents. The Garden of Eden was
the school room, ilature was the lesson book, the Creator Himself
was the instructor, and the parents of the human family were the
students.' '-.J£d 20.
5. Does compeJt1ition, strife for worldly honor. and the awarding
of degrees, as in worldly educational systems, have place in the
plan of GOd. for Christian education? Gal. 5:22-26.

N OT.I1:: " . . . The Lord is not glorified in tbis procrastination. Men

go to Hattie Creek, and receive a far higher idea of their capabilities
than they should. They are encouraged to take a long, protracted
course of study i but God's way is not in it. It does not have a

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heavenly endorsement. Precious probationary time will not permit
of long protracted years of drill. God calls: hear His voice as He
says, 'Go work to-day in My vineyard.' Now, just now, is the time
to work. Do you believe that the Lord is coming, and tha,t the last
great crisis is about to break upon the world ~"-FE &56.
, '. . . It has been shown to me that some of the students are
10Slllg their spirituality, that their faith is becommg weak, and thll-t
they do not hold constant communion with God. They spend nearly
all their time in the perusal of books; they seem to know but little
€olse. But what advantage will aJI this preparation be to them' What
benefit will they derive for all the time and money spent~ I tell you,
it WII be worse than lost. There must be less of this kind of work,
and more faith in God's power. God's commandment.loving people a.re
to testify to the world of their faith by their works. "-FE 336,337.
6. What true purpose of Christian education is revealed by samuel's
mother? I Sam. 1:11.
NO'l'./!;: "The Holy Spirit of God ha'S been ~triving with many youth,
and has been urging them to give themselves to the ca.use and work
of God. When they offer themselves to the Conference, they are ad-.
vised to take a COUl'se of study at Battle Creek before they shall
enter the work. This is aJl very well if the student is evenly bal~llced
with principle; but it is not consistent that the worker should be
long delayed in prep:1I'ation. Most eamest work should be given to
advance those who are to be missionaries. Every effort should tell
to their advanta,ge, so that they shall be sent forth as speedily as
possible. They cannot afford to wait until their education is considered
complete. 'l'his can never be attained; for there will be a constant
course of education cal'l'ied on throughout the ceaseless ages of
etemity.' '-l<'E 358,359.
7. Where is the origin of all true Christian education? John 1:1.
NOT'/!;: " . . . The Garden of Eden was a representation of what God
desired the whole earth to become, and it was His purpose that, ~s
the human family increased in numbers, they should establish other
homes and schools like the one He had given. Thus in course of time
the whole earth might be occupied with homes and schools where the
words and the works of God should 'be stUdied, and where the students
should thus be fitted more and more fully to reflect, throughout
endless ages, the light of the knowledge of His glory.' '-Ed 2·2.

8. In this imV0rtant work, wha.ti are we to be to the world? Matt. 5:14.

NO'l'.Ii:: " . . . How many who know the truth for this time are
working in harmony with its principles' It is true that something' is
being done; but more, far more, should hlilve been done. The work
is eccumulating, and the time for doing the work is diminishing. It
is now time for all to be burning and shining lights; and yet many
are failing to keep their lamps supplied with the oil of grace, and
trimmed and burning so that light may gleam out to·day."-FE 366.
9. Wh~6 d06S ta:'ue wisdom begin? Prov. 9:10.
NO'l.'.I!l: "Young friends, the fear of the Lord lies at the very foun-
dation of aU progress; it is the beginning of wisdom. Your Heavenly
.t'ather has claims upon you; for without solicitation or merit on your
]X1J't He gives you the bounties of His providence; and more than
this, He has given you all heaven in one gift, that of His beloved Son.
In return for this infinite gift, He claims of you willing obedience. . . "
-l".I!l 85.

10. What 'will be the glorious result of working with & desire to llee
. t:he princillies of true education restored? Acts 3:19-21.

Le8Ilon No. a Sabbath, January 11, 1969.

PRE-SCHOOL TRAINING
QUESTIONS:
1. Who 18 to be the chUd's teacher in pre-echool training? Exodu.
20:9;10; n Timothy 1:15.
NO'l'.I!l:"The child's first teacher is the mother. During the period
of greatest susceptibility and most rapid development his education
is to be a great degree in her hands. To her first is given opportunity
to mold the. character for good or for evil. She should understBJnd
the vaiue of her opportunity, and, above every other teacher, should
be qualified to use it to the best account. Yet there is no other 'to
whose training so little thought is given. The one whose influence
in education is most potent and far-reaching is the one for whose
assistance there is the least systematic effort.' '-Ed 275.

2. What record do we have left in scripture of Abraham's home

in this respect?Genesis 18:19•

.N O'l'.I!l: " . . . Ab!raham. was called the father of the faithful. Among
the things that ma.de him a remarkable example of gOdliness was the
strict regard that in his home he paa.d to the commands of God. He
cultivated home religion. He who sees the education given in every
home, and who measures the influence of this education, said, 'I

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know him that he will command his children and his household
after' him, and they shall keep the way of the Lord, to do justice and
judgment.' "-CG 18.
8. How long a period is this pre-school tl'aJn1ng to last?
NO'1'~: "Children should not be long confined within doors, nor
should they be required to a'pply themselves closely to study until a
good foundation has been laid for physical development. For the first
eight or ten years of a child's life the field or garden is the best
sehoolroom, the motber the best teacher, nature the best lesson book.
~ven when the child is old enough to attend school, his health should
be regllJrded as a greater importance than a knowlegde of books. He
should be surrounded with the conditions most' favourable to both
physical and mental gJ·owth. "-CG 300.
4. What is one of the essential qualifications in trainitlg (mr children
aright? Matthew 22:37; Exodus 20:3.
NO'l'~: " I f we would live a true Christian life, the consc.ience must
be quickened by constant contact with the word of God. All the
precious things which at infinite cost God has provided for us will
do us no good; they cannot strengthen us and produce spirituM growth
unless we appropriate them. We must eat the word of God-make
it a part of ourselves. "-7T 195.
5. What is invariably the ultimate end of innocent children when
tlhere is a lack of spirituality in the home? Proverbs ·14:12.
N U'l'E: "'l'he early training of children is a subject that all should
ca·refully study. We need to make the education of our children a
business, for their salvation depends largely upon the education given
them in childhood. Parents and guardians must themselves maintain
purity of heart and life, if they desire their ch~ldren to be pure. All
fathers and motbers, we should train a.nd discipline ourselves. Then all
teachers in the home, we can train our children, preparing them for
the immortal inheritaJlce.
"'1'he first child especially should be trained with great care, for
l1e will educate t.he rest.. Children grow according to the influence of
those who surround them. If they are handled "by those who are noisy
and boist.erous, they hecome noisy a.lld almost. unbeam.hle.' '-CG 27.
6. Is a sound spiritual pre-school training eMential to the "Uttle
flock' '? Proverbs 22:6.
\'IO'l'~: . Mothers, Jet the little ones play in the open air; lee
them listen to the songs of the birds and loo.rn the love of God as
expressed in His beautiful works. Teaeh them simple lessons trom
the book of nature" a.nd the things about them; and QS their minds ex-
pand, lessons from books may be added and firmly fixed in the memory.
Hut let them also learn, even in their earliest years, to be useful. Train
them to think that, as members of the household, they are to act an inter-
ested, helpful par~ in sharing the domestic burdens, and to seek
healthful eX.ercise in the performance of necessary home duties.
"I::luch a training is of untold value to 8' child, and this tr(l,ining
need not be a painful process. It can be so given that the child
will find pleasure in learning to be helpful. Mothers can amuse th~ir
children while teaching them to perform little offIces of love, little
home duties. This is the mother's work-patiently to instruct her
children, line upon line, precept upon precept, here a little, and
there a little. . . "-CG 301.
~. Parents, for Christ's sake do not hlunder in your most impor-
tant work" that of molding the characters of your children for time
and for eternity. An error on your part in neglect of faithful
instruction, or in the indulgence of that unwise affection which blinds
your eyes to their defects and prevents you from giving them proper
restraint, will prove their ruin.. .' '-CG 170.
7. When we read of heroic accounts of faithful men like Joseph,
Daniel, and others, what gave them this firm foundation? Genes1s
39:9; Daniel 1:8; 3:18.
N U'l'.l!l: "By their wisdom and justice, by the purity and benevolence
of their daily life, by their devotion to the interests of the people,
"':'and they, idol(l,ters,-Joseph and Daniel proved themselves true to
the principles of their early training, true to Him whose representatives
they were. These men both in Egypt and in Babylon, the whole nation
honored; and in them a heathen people, and all the nations with
which they were connected, beheld an illustration of the goodness
and beneficence of God, an illustration of the love of Christ. "-Ed 56,57.
8. Through a hard life of experience, wha,'tI could Solomon say con-
cerning a dedicated mother? Provo 18:22; 31:10-31.
NUT.l!l: "The training of children constitutes an important part of
God's plan for demonstrating the power of Christianity. A solemn
responsibility rests upon p(l,rents so to train their children that when
they go forth into the world, they will do good and not evil to those
with whom they associate.' '-CG 21.
9. In our 8a.viour's childhood and youth, was He faithfully taught
at horne? LUke 2:52.
NUT.l!l: "Jesus secured His education in the home. His mother
was His first human teacher. From her lips, and from the scrolls

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 of the prophets, He learned of heavenly things. He lived in a
'Pea~ant 's home and faithfully and cheerfully acted His part in
be-a.ring the household burdens. He who had been. the commander
of heaven was a willing servant, a loving, obedient son. He learned
a trade, and with His own hands worked in the carpenter's shop with
Joseph. "-U(} 19,20.
10. Since our saviour's home was one of dedication, what is our duty
as H1s stewardS? I Corinthia1lll 4:2.
NO'f.l':: "It is in the home that the education of the child is to begin.
Here is his first school. Here, with his parents as instructors, he
is to learn the lessons that are to guide him throughout life-Ieillions
of I'espeet, obedience, I'everenee, self-eontrol: The educational influ-'
ences of the home arc a decided power for good 01' for evil. They
are in many respects silent and gradual, but if exerted on the right
side, they beeome a far-reaehing power fol' truth :md righteousness.
Jf the child is not instrueted aright here, Satan will pducate him
through agencies of his ehoosing. How important, t!len, is the school
in the home I "-UG 17. '

Lesson No.8 Sabhth, January 18, 1969.

DISCIPLINE
QUESTIONS:
1. When shOUld discipUne be exercised in the home? II Tim. 3:~5.

NO'fl!J: .. Obedienee to parental authority should be .ineuleated in

OObYJ!lOOd and cllltjyated in youth.
••Some parents think that they CG;n let their little ones have their
own way in their babyhood~ and then when they get older, they will
reason with them; but this is a mistake. BeJW! in the bahy life
to teach obedience. . . '
.
~~,
'~~edienee~L-~ul'me~'~2.,.,A...- (j~.J2l,.J
~~~ •
~ 2. How do ~rcise Ohrist an discipline? Dent. 6:7.
NO'l'l'l: "Uhildren illlit.:l.te their parents; henee great care should
be taken to give t.hem eoneet models. Parents who are kind and
polite at home, while at the same time they are firm and deeided,
will see the same traits llh'l.nifested in thair children. If they are
upright, honest, and honorable, their children will be quite likely
to resem.ble them in these particulars. tf they reverence and wonhtp
 GodJ their children, trained in the same way, will not forget to'
s('rYe Him also.
•, Th e mother, iu tho euuC'l.tiou of her children, is in a continual
scJwol. While teaching her children J she is herself leal'lling daily.
The lessons which she gives her chidren in self·control must be
practiced iJ;y herself. In dealing with the varied minds and moods
of her childreu, she needs keeu pel'ceptive powers or she will be
in danger of misjudging and of deaJing parti(l,lly with her children.
The la w of kindness she should practice in her home life if sbe
would have hc,!' childl"en courteous and kind. 'rhus tpey h'ave
le~sons repeatelJ" by precew aNd ex'a'l1p}e daily.' ,-CO- 215,IU6.
A

fA ~ ~ ~ ~_ ~;q~.
3, WlIat is one of the greatest problelllS in child upbringing?
James 1:22.
J~O'1'.I<): •• '1'hc sin of pareutal neglrt is almost universal. Blind
u:tfection for those who a,re connecte with us by the ties of nature
too ofteu exists. This affection is car,ried to grellJt lengths; it is
not balauced by the wisdom or the fear of God. Blind parent,gl
l)tl'ectiou is the rootest ob'stacle in the way of the roper traTii'in
of children. it prevents the discipline and training whic IIJ'e re-
qUired by the Lord. At times, because of this affee.tion, parents
seemed to be bereft of their reason. It is like the tender mercies
of the wicked--cJ'uel ty disguised in the garb of so-called love. It
is the d'flngerous undercurrent which eaATi(}jl ch,;i)dr.e~ .til/) ruin.' '-CG
~1J4,235. ~ ~ ..M ~ o-r1 ~ r--~1
4. WlIen corrective steps must be taken, how should we do it?
Proverbs 14:17;
. ,
0<11. 3:21.

.0:0'1'.1<): .. You should

correct yOUl' \;hildren in love. Do not lot
~hem have their o,,-n way until you get angry, and then punish thom.
I:!uch conection only helps on the edl, instead of remedying it. '
•• '1'0 manifest passion toward all ening child is to incroo.se the
evil. It arouses the worst passions of the child and leads him to
feel that you do not care for him. He reasons with himself th<lt
you e.ould not treat 1]~ sp, i! you cared. JJ-CG 245. ~ ~ a.
~~~ ~~~~.AJ{,",~
5. SboUld we utter impatient commands in disciplining our child- ff
ren? PlrOverbs 15:1. ~ i
NO'f.l<): •• Let mothers be careful not to make unnecessary require'
ments to exhibit their own authority before others. Give few com'
ma.nds, but. see that these are obeyed.
, 'Do not . . . in yOUl' discipline of children release them from
that which you have required them to do. Do not let your mind

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 oecome so absorbed in other things as to cause you to grow careless.
And do not become wearied in your guardianship because your chil<1ren
forget and. do th.at which ~?~~ave.forbid,d.en thll1ll to dO; '~.
41248.
.dq~ ~ .,:e ~", ~'~ ~
6. In our home discipline, what else should be remembered?
37:3,4..

NUT.I£: " I t is very natural f01" parents to be partial to their own

children. .l£speeially if these parents feel that they themselves possel8
superior ability, they will regard their children as superior to other
children. Hence much that would be silverely censured in others is
passed ovel' in their own children as smart and witty. While this
partiality is natural, it is unjust and unchristian. A great wrong is done

".,., .
our children V'?,heAl~ pel'mit 1j{1eir faults to go uncorrected.' '-CG 236.
,,~~ ~.
7. What should parents never permit themselves to say? Prov. ~9:18.

N UT.I£: ' , N ever let YOUI' child heal' you say, '.l.£nnoj do ~31ything,
with ;Z01!;.' As long ,as we may have aqcess to the throne of God, we
as parents should be ashamed to utter any such word. Cry unto· Jesus,
and He will help );:ouLto ~K yo~rJ ~i~tllf ..o..n~ too ~Iim. ~ '-C~ 238.
ee--"'~~"f{.~~~~~,
8. What is one of the most important factors in home discipline?
Amos 3:3.
NU'1'.I£: "'1'he mother should ever have the co.operatjon of the father.
in her efforts to lay the foundation of a good Christian charact~
her childl·en. A doting father should not close his eyes to the faults
of his children because it is not pleasant to administer correction.
, 'Right principles must be established in the mind of the child.
H the parents are united in this work of discipline, the child will under-
~tand what is required of him. But if the father, by word or loOk,
shows that he does not approve of the discipline the mother gives, if
he feels that she -is too strict, and thinks that he must make up for
the harshness by petting and indulgence, the child will be ruined.
Deception will be practiced by the sympathizing parents,. and ,the
child will soon learn that he can do as he pleases. Parents who are
committing this sin against their children arc accountable for the
min of their souls.' '-CG 239.
9. What was EU's great sin in home discipline? I sam. 3:13.
NU'1'.I£: " . . . Loving peace and ease, he did not exerciRe his au·
thority to-correct the evil h,abits and passions of his children ~ather
than contend with them or punish them, he would 'submit to their
will and give them their own way. Instead of regarding the education
of his sons as one of the most important of his responsibilities, he
treat6d the matter as of little conse,quence. The priest and' judge of

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israel had not been lett in darkness as. to the duty of' restrainint
and go'·erning the children that God had given to his care. But Eli
shrank' from his duty, because it involved crossing the will of his
sons, and \Yould make it necessary to punish and deny them. Without
weighing the terrible consequences that would follow his course,
he !ndulged his children in whatever they desired and neglected the
work of litting them for' the 'service of God and the duties of life."
-1'1' 575.
"Many [,re as guilty of neglect toward their children as was
.~lj., and the punishment of God will as surely rest upon them as
UPO'll him .. .' '--4T 204.

, , W hen you {lsk your child to do a certain thing, and he answers,

'Yes, 1 will do it,' and then neglects to fulfill his word, you must
not leave the matter thus. You must call your child to account for this
neglect. 1£ you pass it by without notice, you educate your child
to habits of neglect and unfaithfulness. God has given to every
child (l. stewardship. Children are to obey their parents. They are to
help bea.r the hurd ells and responsibilities of the home; and when
tlley neglect to do their appointed work, they should be called to
account and requiTed to~~'~ it,"-CG 248,.
~, t:U..A- ~ t- ~ .~..,....". q..o
n f
"
~ ..1.zfi.
10. Will God e~cuse ~~e~ite~~~s ill Q.u): discipliLle? Prov n _
19:2&; 29:15.-rc,V-~-i}..a.QV ~ ~-b: ~.
NO'l.~~: "ltebellion is too frequently established in the heo:lrts of
children through the wrong discipline of the pal'ents, when if a
proper course had been taken, the children would have formed good
a nd harmonious characters.
" While parents !loa ve the power to d isciplinc, educate, and train
their children, let tl:em exert that power for God. He requires from
them pure, faultle,;8, undeviating obedience. He will tolerate nothing
else. He will make 110 excuse for the mismanagement of children."
-cu llil7.

0000000000

Lesson No.4 Sabbath, January 25, 1969.

, GOD'S WORD
~~ 4 .J,<Ah~UESTIONS:
1. Wha.t should ever be held in high esteem before the child?
II TimotaIy 3:15.

1'1 O'l'l'l:
' , '1'h e Bible should he the child's first textbook. From
thia book, parents are to give wise instruction. The Word of God

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 iii to be made the rule of the life. From it the children are to learn
that Uod is their father, (lnd from the beautiful lessons of His Word
they are to gain a knowledge of His character. Through the inculcation
of its principles, they, are to leal'll to do justice and jUdgment. "-CG 4l.
2. What must a wise parent, seek to train a.right? Isaiah 26:3.

.NU'l'.I!!: possession we have: but it must be

trained by study by reflectIon b learnin in the school of Christ
the bes an truest e ulta or t~~ Wjr;~ J~. _~v:L::~~\~'"-..RH , lan10
0, 11l1l5. (l::l'u 70.) jJ..~4 ~ - ~ ~ 1 kJ ~ ~~.
~. Is the study of the Word of God capable of producing a well
developed mind? Psalms 119:130.
.NU'l'.I!!: .. ].:!!dBibl;)iS our guide in 'the sa.fe paths that lead to eternal
~. Uod has inspired men to write that which .will present the truth
to us, Which will attract, and which, if practised, will enable the re-
ceiver to obtain moral power to rank ailiong the most highly eduooted
minds. The minds of all who make the Word of God their study will
enlarge. .I!'ar more than any other study, this is of a nature to increase
the powers of comprehension, and endow every faculty with new
vigor. . . It brings us into close connection with all heaven, imparting.
wisdom, and knowledge, ~nd understanding. .. The gospel is adapte,g
for spiritual food, to satisfy man's spiritual appetite. In every ca~
~ is just wllat man needs. ' '-YI Oct. 13, 1898. (SD 70.)
4. Does the stUdy of God's Word give clear direction to the child
and youth? PsaJm.s 119:105•
.NU'l'.I!!: .. It (the Word of God) is a light shining in a dark place•
. As we search its pages. light CIItm:;;= the heart, jl1nminating the mine!.
B~ this 'light we se.ft what we ought to ,b~" ~~;l!-ar.~8, 19 <.MJ. 27.2 '11~
.... ~ 'r '~~
5. When the youth enjoy reading the Worl!, of God, wha will be
their experience? Jerem1ah 33:3. ~ g..,.. •
.NUT.I!!: ..... The youth who fin'ds his joy in reading the Word of
Wod, and in the hour of pra e will be cons antly refreshed by rafts
:from the fountain of life;J II,\: "11 ~ am a eig 0 mora ex ence
~nd a breadth f thou ht of which others "Cannot conceiv Communion
wlih God- encourages;'good thoughts, no Ie aspirations, clear perceptions
of truth, and lofty purposes of action. Those who thus connect them-
selves with God are acknowledged by Him as His sons and daughters.
They are constantly reaching higher and still higher, obtaining clearer
views of God and of eternity, until the Lord makes them chall!lelB
~ o~~o~ ~:' ~g~8'.~~~JI~~6)_
6. Why '18 the Bible ab'le to pront interest for ~. of evl!1rY
cllUiCiind yOUtll who will~lt J~ !f..~? ~1:3S.
~~~~_1~/f/" ~
~ P-;~ '- -_ .. - ,.---
 NOTl'J: "In its wide range of atyle and subjects the Bible has some-
thing to interest every mind and appeal to every heart .. In it
the most simply stated truths are involved-principles that are as
hign as heaven and ;Pat t;ncompass eternity.' ~-S.T ()Apr.il 11, 19 96. 0_
(ML 23.).),fA A.A ~ ~ ~ ~ ~ ~ o-_'y
O~-e~~
'Yf. WIthin the sacred pages of the Word of God, :wl1at "pr~clou.s
. plan Is brought to view? John 3:16. <f~ "f.'.i~
N0'l'l'J: ,. But above all else, the Word of God sets forth the plan
of salvation: shows how sinful man ma.y be reconciled to God,
lays .down the great principles of truth and duty which should
govern our lives, and promises us divine aid in their obs'ervance.
It reaches beyond this fleeting life, beyond the brief and troubled
history of our race. It opens to our view the long vista of eternal
ages-ages undarkened by sin, undimmed by sorrow. "-RH August
l!l!, l!112. (ML 23.) £)~
8. How often s2lould God's Word be read and studied? Acts 17:11.
NO'l'.I<;: "'l'he best way to prevent the growth of evil is to preoccupy
the soil. Instead of recommending your children to read RobinsOn
CrUsoe, or fascinatig stories of real life, such as Uncle Tom's Cabin,
open the l:icriptures to them, and spend some time each day in reading
and stUdying God's word. The mental tastes must be disciplined
lind educated with the greatest care. Parents must begin early to
unfold the Seriptui.es to the expanding minds of their children, that
proper habits of thought may be formed.' '-0'1' 136.
9.. Beginning with the Sabbath, what instruction is left for all
parente? Psalms 73: 24.
NO'l'.I<;: "PI\J'ents, ~et apart a little time each dal for the study
of the /:lab bath school lesson with your children. Give up the social
visit if need· be, rather than sacrifice tEe hour devoted to the lessons
of s-adred history.' Parents as well as children will receive benefit
,from '·this . study. Let the more important passages of Scripture
connee.ted with. th.e lesson be committed, to memory, not as a task,
but as a privilege. Though at first the memory be defective, it will
gain strength by <exercise, so that after II; time you will delight thus
to treasure up the words of truth. And the habit will prove a most
valuable aid to spiritual growth.' '-0'1' 137. ~
10. WUl there be any excuse should we neglect our duty? ~ames 4:17.
N 0'1'.1<;: •'The s·allor who has in his possession chart and compass,
and yet neglects to use them, is responsible for placing the lives of
those on "oard his vessel in peril. The vessel may be lost by his

-13-
 neg-Iect. We have a Guidebook, the Word of Goel, and we are
inexcusable if we miss the way to heaven, for plain direCtions ,have
been given us.' '-s'r March 21, 1906. (ML 25.)

Lesson No.5 sabbath, February 1, 1969.

. . . .
. ~ ~ ~~ ~ ,;~2.RSHIP
~r (j QUE~Wiffl~'
1. How importa.nt should the time of prayer be in nery bODle'
Luke 18:1.
NO'.L'.~: "'1'0 live thus by the word of God means the surrender to
Him of the whole life. There will be felt a continual sense of need
and dependence, a drawing out of the heart after God. PraYllr is a
-i&$Pit y ; for it is the .lifll rd the sonl F~lllily ~ra,y,er, pub-lie pray~r,
ave their plaee; but I t ~ t h God that 8ustalnl\.
tl.\$...J2uI ~' '-Ed 258.
2. W1Ilat should be care-fuIlY cherished in the family circle? Ps. 89:7.

NO'1'1'.:: "Heverence . . . if: a grace that should bJl ca.refullycherisheg..

~~very child should be taught to show true reverence for God.' '-CG 99.
reverence for Gud is ins ired by a sense of His in,finite
reflli7.fltion of His rcsence. With this senso of..1Jl£
, .. , hilrl should be dee 111' i;np .1.' ~CG""538.
"Children should be taught to respect every word that proceeds
out of' the mouth of God. Parents are ever to m.agnify the prec.epts
of the law of the Lord before their children, .by show_~ng obe!llence
.to that law, by themselves living under the control of God. If a
sense of the sacredness of the law takes possession of the pl:\rents,
it will surely tPlll '0 ~ac~er~~~e~-Jl.-539.
3. Why is it ential ~0..b~a...~g~d habits while yOUD. in til-
~m.~?l 12:1. -----J 1Y~ ~~
NO'1'1'.:: -" Hev¢rencl' is greatl.\' needed jJi the youth of .this age.
1 am alarmed flS 1 see children and youth of religious parents soheedles8
of the orde)' fIIHl propriety that should be observed in the house of
God. While God's servants are presenting the words of life to the
people, some will be )'eading, others whispering and laughing. Their
eyes are sinning by diverting the attention of .those around them.
'1'his, ha bi t if allowed to I'emain unchecke.d, will grow . !llld infl)len,ce
others. ' '-UG 546.

-1"-
 all. the nee~: .for
Ex. 3:5; Gen.

N:<JTE: '" Weli would it be for young and old to study and ponder
arid often ~epeat those wor.ds of Holy Writ that show ho.w the place
~ ~m~~~G~pe~~~e~d~~'-CG 539.
5. How slbould cl1ildren be taught to enter the house of worship?
Psalms. 15.:1-3; Eccl. 5:1.

NO'!'.!!:: "The house is the sanctuary for the family, and the closet
or ~he grove the most retired place for individual worship; but the
cblf.r,c,h i's the sanctuary for the congregation. There should be rules in
T'(-.gard to. the time, the place, and the manner of worshipping.

,. Parents, of
your children;

6.

NOT.!!:: "There should be a sacred spot, like the sanctuary of old,

where"God is to meet with His people. That place should not be used
Y ...!:...lJlnchroom or as Xl. husiness room, but simply for the worship' at..
Q.Qg. When childre~ attend day school in the same plMe where they
assemble to worship on the 8abbath, they cannot be made to feel the
sacredness of the pla,ce, and that they must enter with feelings of
reverence. The sacred and common are so blended tha~ .it. ~s_ diffi~lt 0
to distinguish them. "-CG 542,543. jJ ~ ~ ~ .
7. :ts God given the reveTence due Rim whUe at worship? Lev. 10:'1,2.
-15-
NU'f.l<.:: til.
yiolnted

NU'l'.f<;: ";'nthers and mothers, . . . teach your children that they

must be subordinate to law. Do not allow them to think that because
they are children, it is their priYilege to make all the noise they ~
~ tbe hQuse. Wise rules and regulations must be made and enforced..
that the !:leautr: of the home life may !lot he S.);!Qiled,
, 'Parents db their' children great wrong when they allow them to
8cream and cry. They should not be allowed to be careless and boister-
ous. If these objectionable traits of chara-cter are not checl:ed in their
early years, the' children will take them with them, strengthened and
'developed, into religious and business life. Children will be just
as happy if they are taught to be quiet in the house.' '-CG 97.
9. Wha.t danger eXists if Children are pennitted to be apart from
parents while at wornhip? I Samuel 16:11.
NU'l'.l<.:: •"fhe moral taste of the worshippers in God's holy sanctuary
. must be elevated, refined, sanctified. This matter has been sadly neg-
lected. Its importance has been overlooked, and as the result ~
~ irreverence have become preyalel!Ji" lJ:!!:.d God has been djshonored.
When the leaders in the church, ministers 'and people, fathers and
mothers, have not had eleyated views of this matter, what could be
expected of the inexperienced children' '.l'hey are too often found
in groups, away from the parents, who should have chargl! of them.
Notwithstanding they are in the presence of God,' and His eye is
looking upon them; (they are light and trifling j t~ey whisper .and
'laugh, are careless irreyereIlt aud jnattentinJ. "-OG 542.

10'. W'hen a child cannot be controlled by the parents while in tills

sanctuary, What counsel is given? Prov'erbs 20:11.

NU'l'.l<.:: •• Your child should be taught to obey as the children of God

obey Him. If this standard is maintained, a word from you will
have some weight when your child is restless in the house of God.
Hut if the children e,annot be restrained, i! the parents teel that the

-16-
 t'estraint IS too much of an exaction, the child should be r«ml0ye((
hom the church at once; it should not be left to divert the minds of
the hearers by talking or running about. (God is dishonored by the
loose wa' in wInch arents mana e their chi! I' 1 while at church'
-CG 544.

Lesson NO.6 Sabbath, February 8, .1968.

RESPECT
~7£y~ QUESTIONS:~ ~
1. What is the rule written in the Law by'God's own finger con-
cerning respect at home? Exodus 20:12.

NO'l'jj;: ' 'The IJest way to educ-ate children to respect their father
. and mother is to give them the opportunity of seeing the father offering
kindly attentions to the mother and the mother rendering respect and
reverence to the father. It is by beholdig love in their parents that
~ ChiJdrCl~~eUl~m~n4':-r~--t
"ltt;t ~ow .long is this law binding in the child's life? Provo 3:1.

r-;O'l'jj;: ., While the parents live it should be the children's joy to

honor and respect them, 'rhey should bring all the cheerfulness and
sunshine into the life of the aged parents that they possib~y can.
'rltey should smooth their pathway to the grave. 'l'here is no better
recommendation in this world than that 'a child has honored his parents,
no better record in the books of heaven than that he has loved
~ ~ ~.. ~~~~~.~;t;Do
~ 3. What should be tihe attitude of parents toward any disrespect in
the home or elsewhere? Proverbs Zp: ~5.

their children to respect

•• Children should' be taught to "respect experienced judgment.

N O'l'jj;:
'rhey should be so educated that their minds will be uuited with tbe
minlls of th!'i)' po !'e nts and teachers and -So instructed that they CllJl
~e the pral~tv of heeding their counsel Then when they go forth
from the guiding hand, their characters will not be like the reed
trembling in the wind.' '-CG 98.

-17-
 6. Wlia't is true pollteness, a.nd what 18 the end result of faJa. or,
formal politeness? Romans 12:10.
1'1 O'1'.l!l: ' 'The essence of true politeness ~s ~onsideration for others.
'1'he essential, enduring education is that which broadens the sym-
pathies alld encour3ges universal kindliness. 'fhat so-called culture
which does not make a youth deferential toward his parents, appreci-
ative of their excellences, forbearing toward their defects, and helJlful
to their necessities; which does not make him considerate and tender,
generous and helpful toward the young, the old, and the unfortunate,
,:md courteous toward all, is a failure.' '-Ed 241.
6. Besides &howing respect to those immedia'tely in the family c1icle,
who else deserves respect? Hebrews 13:17.
"Heverence should be shown 0I God's reptllsentatives-...tQ.!:
1'< O'1'.l!l:
ministers. teachers. and parents who are called to" spQak and act iE-
,~ f1:e~e; ~~ }~~~~lecl~~?~~;~ !»
.,.)~ ~l}*':l~~~r~!5P~!Jt,~~~ ~~-
~NO'1'.l!l: I I We have in our r3nks too many who are,restless, talkative, ~
self-commending, and who take the liberty to put themselves forward .,:.' ;tJ~
having no revercnce for 'age, cxperience, or office. The church is suffeJ'ing ~~
today for help of an opposite character-modest, quiet, God-fearing o· -,'
men, who will bear disagreeable burdens when laid upon them, not for
the name, but to -render service to their Master, w:ho died for them.
Persons of this character do not think it detracts from their dignity'
to rise up before jhe all..cie.nt and to treat grey _h~i:s :w~t~ l'espect. . . "
-4'1' il40. 1J'1 ~~ ~ ~ ,
8. Nllere do parents find their great problem in teaching respect?
I Timothy 4:12.

NOT.l!l: "Parents, Qe careful what example and what ideas you give
your children. Their minds are plastic, and impressions are easily
made. In regard to the service of the sanctuary, if the speaker has
a blemish, be afl'aid to mention it. Talk only of the good work he Is
doing, of the good ideas he presented, which you should heed as coming
through God's agent. It may be reiRlily seen why children are so little
i:mpressed with the ministry of the Word, and why they have so little
reverence for the house of God. ~ir education has been defective
~n this respect. "-CG 545. ""f ttt
1- ~ A-Mve.. •

9. What experience recorded in the Bible shows divine disa.p.proval

of diSrespect? II Kings 2:23,24.
NO'l' E: "Eli did not manage his household according to God's rules
for family government. He followed his own judgment. The fond

-18-
 father .overlooked the faults and sins of his sons in their ehildhood,
fluttering liimself that lifter a. time they would o~tgrow their evil
tcnuencics. MtUl~' a.re IIOW Illaldng a similar mistake. They think
t!:ey know a better way of training their children than that which
God has given in His Woru. 'l'hey foster wrong tendencies in them,
urging as an excusc, "1'hey al'e too young to be punished. Wait till
they becomc oluer 'and can be reasoned with.' 'fhus wrong habits
arc left to strengthcn until thcy become second nature. The child.ren
grow up without restmint, with traits of character that are a lifelong
CUl'se to them and. are lia.blc to be reproduced in others.
"There is no grcater cursc upun huuseholds than to allow thc
yuuth to hllVC their own way. Whcn parents reganl evel'y wish of
thcir children lind indulge them in what they know is not for their
good, the children' soon lose all respect for tlleir parents, all regard
fbi' tne authority of God or man, and are led captive at the will of
::latan.' '-CG 231. (P P 578,579.) .'H4
10, If parents neglect to teach respect at home, will the chiIllren
show respect for the teachers or principal of the SChool?
}'U'!'l~:. "If in their uwn homes childrcn arc alluwcd to be disre-
spectful, disobcuient, unthankful, and pcevish, ~heir sins lie at the
,door of their parents
"The mot,her . . . is to mle her houschold wisely, in the dignity
cof her motherhoud. Her influcnce in thc home is to be paramount;
her word, Jaw. If shc is a Christhlll, under God's control, she will
command the respect 01' hel' children. Tell YOUI' children exactly
what you requirc of them.
" W hcn parents do not maintain their :tuthority, when the children
go to school, they have no partieulal" respect for the teachers or principal
of the schaul. The reverence and respect that they should have, they
were never t3ught t.o have at home. Father and mother were on the
same leYel wit,h the children.' '-CG 98.

LeMon No. 7 Sabbath, Febroary 15, 1969.

---l¥' !-E~.C~R/.
QUES'fr~
r
1. What important troth do we have illustrated in the way Christ
taught? Proverbs 18:24.
,\'O'I'j';: ., '1'he most cOlllplete illustration of Christ '8 methods as Do
teachor is found iit His training of the twelve first disciples. Upon

-D-
these men were to rest weighty responsibilities. He had chosen them
as men whom He could imbue with His Spirit, and who could be fitted
to carry forward His work on earth when He should lea.ve iJt. To them,
above .all others, He gave the advantage of His own companionship.
Through personal association He impressed Himself upon these chosen
colaborers. IThe Life was manifested,' says John the beloved, 'a.nd
we have seen it, and bea-r witness.' I John ] :2. "-Ed 84.

2. Why can there be no one 'to equal such a teacher? Acts 4:12.

e1fective methods ot
Ps. 78:2; Mla'tt. 22:1.

II.:I!Je birds of the air, t,!!.e lilies of the field, the sower and the
seed, the shepherd and the sheep-with these Chriid illustrated immortiI
truthJ He drew illustrations also from the events of life, facts of
experience familiar to the hearers-the lea-YID11- the hid treasure, t!.llL
pearl, the fishing net, the lost coin, the prodigal son, the houses on
the rock and the sand. In His lessons there was something to interest ~
e-;e;y mind, to appealto every heart. Thus the daily task; instead of
being a mere round of toil, bereft of higher thoughts, was brightened
and uplifted by constant reminders of the spiritual and the unseen."
-.l!ld 102. A-rAI

4. SlIlould we be r.at1sfied with anything short ot truly converted

teachers in our schools to educate t.he young? Gal. 6:1; Matt.
22:37,38.
NOT.l!l: II . Our conferences should see that the schools are pro-
vid.ed with teachers who are thorough Bible teachers and who have

-20-
 a deep· Christian experie.IU:!l. The best ministerial talent should be
brOught into schools...' '-Ev 475.
"Among our ministers, physicians, teachers, and canvassers, there
is need of an entire surrender of the mind, the heaJ't, and the soul to
(jod .... .Neither dress, expensive homes, nor s'ylish living gives
character to the work. But a meek and ,quiet spirit is in the sight
of God of great value . . . ' '-281,11 201,202.
"In selecting teachers, we should use every precaution, knowing
that this is as solemn a· matter as the selecting of persons for the
I, ministry.. Wise men who can discern character should make the
~eLection j for the very best talent that can be secured is needed!
to educatc and mold the minds ·of the young, and to carryon success-
fUlly the m.a.ny lines of work that wil! need to be done by the teachers
in our church schools. No person of an inferior or narrow cast of
mind should be placed in charge of one of these schools. . . ' '-CT 174,175.
5. What illustrates the effectiveness of teachers in the schools of the
prophets? I Samuel 19:19,00.
NOT.!!]: "'l~lese schools were intended to serve as a bar!iID: ...against
tM wide'spreading corruption, to provide for the mental alU1 all.iJ'jtual
welfa1'e of the youth, and to promote the prosperity of the paticm
by furnishing it with men qualified to act in the fear of God as
kadel'S and counselors. To this end Samuel gatnered companies of
young men who were ~ intelligent, and s ~ These were
ca1'led the sons of the prophets. As they studied the word and
tile works of God, His life·giving power .<j,'llickened the energies& :md
&nd soul, and the students received wisdom from above. Th in-
structors were not onl .versed in divine truth, but had themselves
enjoyed communion with God, and had received t e specra en owm~
Of His Spirjt): They had the respect and confIdence of the people,
both for learning and for 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. In later times others were establimIed: '-Ed 46.
6. What i~ction is given that teachers shOuld be good d1sciplin-
a.ria.ns? ~nesis '18:19.
NOT.!!]: ' 'Under no· circumstances should the teacher manifest p~rti­
alit . To favor the winning, attractive pupil, and be critical, im atlent
or unsympathetic towar ose who most need encouragement and hel£,
)s to reveal a total misconception of the teacher's work. It..!! in dealing
'rith the faulty, trying ones that the character is tested, and it is
the teacher IS reall qualified for hi sition. "

-21-
 .; ..
NOTM: " . . . .the teacher should have a mote comprehensive ed~­
ca tion than can be Rained by the study of books. lli should llosse(ijl
not only strellgth but breadth of mll1d; .£:~:t~t~!)~
..... :!llJ~o)]t large-hearted.."-Ed ll76. ~ . ' ~
-= 8. '--l3esides aiming for simplicity in tea-c.hing, what else must accom-
pany it? Plialms 119:25.
All,.
NOT'/!;: "An important element in educational work is...!l.!.Lthusiasm. . .
"The teacher in his work is dealing with things real, and he
sbould speak of them with rtjI the force .md enthusia[W. which a
lmowledge of their realitr and jmportance can inspir~' '-Ed 233.

9. EV&ll though a teacher may possess these qua.l.i.!~~ti;Ill".1wha.~

~~u~counseli~ gi~ ~s 12:11. .-f..~-<-""- ~
.NOT'/!;: . "But ~er
's usefulness depends not so much upon
the actual amount of his acquirements as upon the standard at which
he aims. '1'he true teacher is not content with dull thoughts, an
indolent mind, or a loose memory. He constantly seeks higher attain-
ments :wd better methods. His life is one of continual growth. In
the work of such a. tea.cher t.here is a freshness, a guick,ening powe~, . i
that awakens and 1I1spll'es hIS pupIls.' '-Ed 278. $..v .f{~,~

10~,}~~c~~aet.1p.i~a.!}r
~ ~_~ ~
~O'1''/!;: ' '~n the formation of .c.baracter, no other influences count
so much lLS' the-lll:fJllenee of the home. 'rhe teacher's work should
supplement that of the parents, but it is not to take its place. In all
that concerns the well-being of tii-;--C'liild, it should oc
the effort of
parents and teachers to co-operate.' '-Ed 283.

LeSSiOn No. 8 8a.bbath, F~broary 22, 1969.

~ t!P'~L ..
~ ~ Pi ~
H

QUESTIONS:

1. In order to prepare a good educatiOn program, wha.t. ba.iance

must be made between the three essential phases of education
and training? Ezekiel 18:25,29.
 meptal, arid moral-needs to be trained. disciplined, and· develop:ed.
th3.t it may render its highest service; for unless all are equally
developed, one facuity cannot. do its work thoroughly without overtaxing
some part of th~ human' machinery. "-5'1' 522. ~
2. Was phyS1cal labol' part; of the curriculum of the schoola of the
prophets? II IDngs 6:1-6.
NOTl<!:· "'rhe pupils of these schools sustained themselves by their
own labor in tilling the soil or in some mechanical employment. In
larael thi"s" Was not thought strange 01' degrading; indeed; it was
regarded as it sin to allow children to grow up in ignorance of useful
labor. l<!very outh whether his parents were rich or 001' was
taught some trade. Even though he was to be e ucat for hoI office
a kno'ivled e ' l' a ential to the greatest
usefulliess. Many, also, of ·the teachers supported themselyes W
manual l.abor. "-Ed 47.
•• The Lord IS purposes are not the purposes of men. He did not
-p...... ~m~hol~.<.Y~l!{;,s. ~ClJ.~73.
3. What emPloyment did God commit to the hands of Adam and
Eve? And what i~ God's plan for us? Genesis 2:15.
NO'l'E: '''1'0' Adam ~lIld Eve was cQmmitted the care of the garden,
'~Q, gress jt and to keep j~ Genesis 2:15. Though rich in all that
the Owner of the universe could supply" they were not to be idle.
Useful occupation was appointed them as Lblessing, to strengthel1
.
the. body, to expand the wjll(], ,and to develop the character. "-Ed 21.
"l<!ducate our people 'to get' out of the cities into the country,
where they can obtain a small piece of land and make a home
for themselves and their children. "-AH 373.
4. How ohen should physical exercise be performed? Luke 9:23.

NO'I'l<!:"Physical cxercise was marked out by the God of wisdom.

~)e bouri eaeh d 3JT' ~hould be devoted to useful educatigu in line.s
llf-Eork that will help the students in lea,ruing the dnties of p r ~
<~h~act;~ti:l~l~U~~.,'-CT 283. f l M(
~ 5. How do we know that manual training and practical instruction
must be given in our schools? What are some of the subjects
recommended? Eccl. 9:10; Prov. 31:13.

NOTl<!: " 'Various industries should be carried on in our schools.

The industrial instruction. given should include the k.eeI!,ing of accountR.
carl?en1;u, and all that is comprehended in fijlliwjng. Preparation
should be made for the teaching of blacksmithiug, painting, shoemakinl::,
and for c,.ooking, baking, \\~, mending, typewrit~Ag, and w:iIU.-

-23-
 ~ 1<1very power at oUt. command is to be brought into this tra~niDg
work, that students may go forth well c,quipped lor the duties of
practieal life.' '-CT 310.
•• Both young men a·nd young WO?lel~sho f
d b talJ,ghtft ho}\' tf!/..
cook economically. . . "-CT 313. ...:1'~~ ~ ~
11 ... ~ .. qf'~..u-- ~~~c!If- . '"
~-- T 6. What popula.r desire exis1is toda.y that end.a.n&ers tlbe clivine
pla.n for physical and practical education1 Is manual_}~~~-u":"'.
~ gra~ b~?~T~~~~--T
NO'1,1 ,. All the teachers in a school need exercise, a change of
employment. God has pointed out what this should be-useful, prac-
tical work. But, many have turned away from God's plan to folow
human inventions to the detriment of spiritual life. Amusements
are doing lllore to counteract the working of the H(}ly Spirit thaJl
anything else, and the Lord is grieved.' '-CT 281 .
• "1'he pu bhc feeling is that manual la bor is degrading, yet men
ua Y exert themselves as much as they choose at cricket, baseball,
or in pugilistic contests, without being regarded as degraded. Satan
is delighted when he sees h~!~an beings using ~heir. physical and men.tal
powers 1Il that winch does' not educate, which IS not usefnl, which
(
does not help them to be a blessing to those who need their help. . . "
-C'l' 274.
,. 80me of the most popular amusements, such as ~ and
boxing, have become schools of brutality. They are developing the
s,arne characteristics as did the games of ancient Rome. The love
of domin-ation, the pl'ide is mere brute force, the reckless disregard
of life, are exerting upon the youth a 'power to demoralize that is
appa,Jling. "-Ed 210.
7. Although there a.re some less(}ns that can be learnecl from the
field of sport and competition, w1lat othe.r dangers lurk in them?
I Corin1lhui.ll8 9 :25,26.
NOT E: "The question of suitable recreation for their pupils is one
tha.t teachers often find perplexing. Gymnastic exercises fill a useful
place in many schools; but without carefUl supervision they are often
carried to excess. In the gymnasium 'many youth, by their attempted
feats of strength, have done tlJemselves lifeJong inj~ "-Ed 210.
, ' . . . 80me have suffered lifelong physical injury through these
gymnasium sports. The manual training connected with our schools,

-5'1' 523. -1)vD

8.
z.
if rightly conducted, will largelY, take .~ace o~ }he, gxmnasium. ,.
~ ~ ~ .-I- :
Is there any record that Christ entered int() sports and amuaement;s
in RIa llfet1me? Hebrews 4:15; 5:8.

-24--
 .N OTE: ",1 eannot find an instlUlee in the life of Christ where H~
devoted time to play and amusement, lie was the great educator
for the presenta-nd the future life, yet I 'have not been able to find
cne instance wherc lie taught t.he disciples to engage in amusement
in 0f:i1,er", ~] Jl'~~ physical exercise. . . ' '-CT 309.
9. or;;:;,;-?exerc18e, orda1ned or God, d.14 Pia-Ul a,vaU h1nuJe1f?
What eou.nsel are we given ooneernmg t.his particular exerc1se?
Aet.,ll 20:13.
NOTE: '&alk~ in all cases where it is possible, is' the best remedy
for diseasedbodies; because in this exercise all the organB of the
~)ody are brought into use) Many who depend upon the movement eure
('.(lullt accomplish more for themselves by muscular exercise than the
movements can do for them. In some cases want of exercise causes
the bowels and muscles to"become enfeebied and shrunken, and these
organs that ha-ve become enfepbled for want of use will be strengthened
by exercise. There is no exercise that can take the place of walking.
.l:Jy it the circulation of the blood is greatly improved.' '-3T 78.
•• When the weather will permit, all who ean possibly do· so ought
to walk in the open air every day, summer and winter. But the clothing
should be suitable for the exercise, and the feet should be well pro-
tl.'cted. A walk, even in winter, would be more beneficial to the
Ilellith than all the medicine the doctors may prescribe. " The
'lungs will hiwe needful action, for it is impossible to go out in the
bracing air of a winter's Illol'lling without jnflating the lungs.' '-2T 529.
10. How should we walk to gain the Dl9.st benent? Eccl. 7:29.
NO'l'E: , • . . . To walk out after 3. meal, hold the head erect, put
back the shoulders. and exercise moderately, WIll be a great benefit.
'fhl" mind will be diverted from self to the beauties of nature. The
,If" the attention is called to the stomach after a meal, the better.
. If you are in constant fear that your fooel will hurt you, it most
;1s~uredly will. Forget self, and think of soinething cheerful.~ '-2T 530.

Lesson NO.9 sabbath, March 1, 1969.

.. ~NT~;_'"
~ 1 ~UESTIO~ r~
1. Wbat was included in the curriculum of the schools of t.he pro-
phets to fully develop their intellectual powers? Ph1l. 4:8.
;\ OT E: "In both the school and the h'ome much of the teaching was
O'l'alj but the youth also l!lli!'ned to read the Hebrew writings. an,d
the parchment rolls of the Old Testament Scriptures were open to
their stud:!:. The chief subjects of study in these schools were the

-25-
law of God, with the instruction given to Moses, SRcred bjAtpQ:, ~
music, and poetry. In the records of Bacred history were traced the
footsteps of Jehovah. The great tTJ]tbs set forth by the typeB in the
~sire of the sanctuary were brought to view l and faith H ~
:b..e central object of all that systlilll the Lamb' o~ God, JhatwaBto
t!lkc away the sin of the world.' A spirit of' devotion was cheriBhed,
Ned cniy were the students taught the duty ofpr&y~ but they were
Itaught 'how to pray, how to approach their Creator, how to exercise
faith in Him, and how to understand and obey the teachings of HiB
~pirit. Sanctified intellect brought forth from the, treasure .of God
1hiugs new :lnd old, and the$r!t ,of .G'~d~as :nanifested in prophecy
an(1 sacred song.' '-Ed 47.' .~ ,
2. What should be used in our schools as the best medium tor 'hUT
developing the mental powers? II Timothy 3:16;17:- .
NOT'/<;: II . . . TIle Bible is the best book' in the world 'for givSK.
intellectual wltnre. Its study taxes the mind,' strengthens the mem-,
c'ry, and sharpens the intelll:J4L!nore than the stndy of all the subjects
tl1at human philosophy eJ!Jh~ '1'he great themes which it preBents,
the dignified simplicity with which these themes' are handled, the
light wliich is shed upon the great problems of life, bring strength an.d
lind vigor to the understandin.R:' '-GW 100. ~
:J. How should the Word of God be studied and how often? Acta 17:11.
!'IO'!''/<;: II'rhe study of 'the Bible demands our mOBt diligent e1fort
and persevering thought. As. the miner digs for the golden treasure
in the earth, so earnestly, persistently, must we seek for the treasure
of God 'B word.
I IIn daily study the vcrse·by·verse method is often most helpful. Let
the student take one verse, and concentrate tIle mind on ascertaining
tile thought tl'at God has put into that verse for him" and then dwell
upon the thought until it becomes his own.. One passage thuB Btudied
until ·its significance is clear is' of more value than the perusal· of
Hlany chapters with no defini~pu)'pose in vie,v and no pOBitive·
instruction gained.' '-Ed 189. J ~ f ~
4.. Slecond to God '8 Word, What other book strengthens tihe mental
forces? Matt. 6:28-30; Acts 1:20.
II To him who learns thus to interpret its teachings, all nature
]\()'!'./<;:
becomes illuminated; the world is a lesson book, life a Bchool. The
unity of m:ln with natnre and with Ge-d, the universal dominion of
Jaw, the results of t.ransgression, cannot fail of impressing the mi~d
lind molding the character.' '-Ed 100. M..o
5. Is the stereotyped mind based upon human philosophy satis-
factory to enable the student to diScern the truth? Eph. 4:14,15.

-26-
 .NO'I'J!.:: .. ~t is the work of true education to develop this pol!!!!.>
to train the youth to be thinkers, and not mere reflectors of 9th!;r
men's thought. Instead of confining their stndy to that which men
h~ve said 01' written, let students be directed to the sources of truth,
to the va~~openl(d fOli7 rellellrch in natuJ:ed and rev\'\lation.n .,." ,.t/_
-J!.:d17·r~~.u~..vI"""'~~ ~~~
6. How can the true education be discerned from the bad? If the
result is evil,what can we know ab~t that which leads up to 1t?
To What must true education lead? 3 John 11.
NO'1'J!.:: " '1'rue education does not ignore the value of scientific know-
ledge or literary acquirements; but above information it values power;
above power, goodness; above intellectual acquirements, character.
The world does not so much need men of great intellect as of noble
fllaracter. It needs men in whom ahilitv is controlled hy steadfast
principle.' '-Ed 225.
7. What would have been the position of ancient Israel if they had.
remamed trne to God? Deut-. 7:14,15; 28:2-6.
NO'l'J!.:: "H,ad the Israelites obeyed the instruction they received,
,'nd profited by their advantages, they would have been the world2§
ob 'ect lesson of health and prosperit. If as a people they had lived
accordin to Uo s :lll Ie' \\'0 ld have been reserved rom the
diseases that afflicted other nations. Above any other people ~
;QUid have possessed physical streng'th and vigor of intellect. ~
would have heen the mightiest nation on the earth. "-MH 283.

p>~ 8. What always ~u~O~:~~~l~~:;:»

~J!.::~esson is one needed by many. Talent is too much
idolized, and station too much coveted. There are too many lW
will -go Jl~hjng, unl£lw they are recognized as leaders; tllQ maIlJ"
who must re.ceive praise, or theY have llil interest to labor. What
i~ to learn is faithfulness in making the utmost use of the
]lowers and opportunities we have, and contentment in the lot to
which Heaven assigns us.' '-Ed 117. 1A4
9. Is the spirit of competition th~ wisest way t!O encourage mental
development? II Corinthians 10:12.
;" o '1' J!.: : is sr·motimes a. hindrance to the
pupil's 80me pupils are f:low at firs, an e teacher
r7I' -these youth needs to - exercise :grc:l t. patience. but these pupils
may after a short time leal'll so ra'pidly as to astouish him. Others
may appear to be very b,rilliant, but time may show that they have
blossomed too suddenly. '1'he system of confining children rigidly
to grades is not wise." '-CT 177.

-27-
 10. In this tune when moral v1rtues are being cast aBide and evezy
convention of socl~y 1s being openly flouted, what 1s the greatest
need? I Corinthians 15:58.

000000000000

Lesson No. 10 sabbath, March 8, 1969.

. MORAL. . ." --;0

QUEBTIONS:a ~.:::;~
~~~
1. What 1s,God's high ideal for His children in educa.tion? Matt. 5:48.

NO'!'.!!:: "Higher than the highest human thought can reach is God's
ideal for His children. <!odliness-godlikenes~-is the goal to be
reached. Before the student there is opened a path of continual pro-
gress. He has an object to achieve, a standard to attain, that includes
everything goo.,5l, and PJ!LC, and n9lcl.e. He will advance as bst. and
a8 far as possible in every branch of true knowledge. But his efforts
will be dirE!cted to objects as much higher than mere selfish and
tflmporal interest as the' heavens are higher than the earth.' '-Ed 18,19.
" .. , The only education worthy of the name is that which leads
~_ )En~~.~me~ ta, lw Christlike, . . . ' '-MH 444.

".......-{, -~;ti;~an wre achieve this goal? Ph1l1ppians 4:18.

NO'!'.!!:: " . . . The power of evil i~ so identified with human nature
that no man can overcome except by union with Christ. Through this
union we receive moral Rnd s]J{~'itual power., If we have the spirit
of Christ we shall bring forth the fruit of righteousness, fruit that
will honor and bless men, and glorify God.' '-5T 230.
3. What must, not be obscured in our acqu1rin~ an educa.tion? Rom.
8:351-$9.
NOT.!!:: "'Phe moral gro¢.lL.Bhould nev!l.r be dwarfed in the effort
to acquire an education, but should: be cultivated in a far higher
!iegree than is usually deemed necessary. My dear young brother,
you have been ambitious to secure knowledge. This ambition is
praise-worthy; but in order to gratify it, you have neglected yonr
eternal interellts and made them secondary to your studies.. .' '-4T 114.

-28-
 4. What further e:n\.mple do we have in the Scriptures when tra.
ed.ucation principles were carried out? What may be contrastecl
with this? n Timothy 1:5; 3:7.
"l:3acred history presents ·many illustrations of the results of
" 0'1'.1<;:
true educ·ation. It resents man noble exam les of men whose char-
acters were formed under divine direction, lllen whose lives were able.§!!:
in to their fellow men and wh in the world as re r .
2Lllo.d. Among thesc are .J:.Q.lum.h and D!!!!i£l, Moses, E~, and :ea.uI.
-the greatest statesmen, the wisest legislator, one of the most faithful
of reformers, and, except Him who spoke as never man spake, the
most illustrious teacher that this world has known.' '-Ed 51.
r 5. Does it take muc1l diligence, care and work to build a morally strona
c1laracter? I Cor. 9:2.6; I Peter 5:8; I Tim. 6:12.

moral culture strengthened,

Romans 12:9,21.
.N 0'1'.1<;: ' "1'he mind,
and it rests with UB
tne portals .haH open, and he shall enter there. Ire wiII fina himself
no stranger. . . ' '-Ed 127. ~
7. Are we in danger today of experiencing little or no cll&n«e in our
ap1ritual training? Luke 6:46; 9:25.

's. What spiritual training must the young have in order to resist
temptation? John 15:5; Prov. 20:11.

N UT.I!J: ' ' . . . If children and youth were trained and edueated to
habits of .self-denial and self-control. if they were taught that they
cat to live instead of living to eat, there would be less disease and
Jess moral conuption. There would be little necessity for temperance
crusades, which amount to so little, if in the youth who form and
fashion society, right pl'inciples in. regard to temperance could be im-
pla-nted. They would then have moral worth and moral integrity to
resist, in the strength of Jesus, the pollutions of these last day•. "
-3'1' 567.

. 9. WID GQd lessen His requirements or our duty in this awellOme

educational plan in building for eternity? John 17:17; Heb. 13:1.
.N.orl'~: "Gog ~r~ll accept q»I¥e,PwSA "rho are determined to aim NQ'M-
He places every human agent under obligation to do his best. ~
peWdjOD jS.J:f'SIuil'crl g.£. 1J,1. Never should we lower the standard
of l~ighteousness in order to accomodate inherited or cultivated ten-
dencies to wrong-doing. We need to understand that imperfection of
character is sin. . . ' '-COL 330.
10. When a solid and a sure foundatiOn has been laid in spiritual
matters, what will instinctively be done? I Kings 3: 9.
NUT.I!J: " . . . The mind must he..tJ:..ained through dailv tests to habits
of fidelity, to a' s;;;;e of the claims of ri.ht and ~Y above inclination
and pleasure. Minds thus trained do not waver between right and
~ong, as the reed trembles in the wind; but as soon as matters come
before theIn, tlley cliscel'll ,at once that principle is involved, 'and, they
instinctively choose the right without long debating the matter.. "
-3'.r 22.

000000000000

Lesson No. 11 Sabba.th, March 15, 1969.

SCHOOL STANDARDS
QUESTIONS:
1. What will be the attitude of God's people concerning school
standards in the last days? Isaiah 62:10.

authors being

N UTE: .. One who has long been our instructor was speaking to
the people. . H.e said: I The subject of eclucation should interest the
whole 8eventh-day Adventist body. The decisions regarding the ch,ar-
acter of our schoolwork should not be left wholly to principals and
teachers. '
, '80me were strenuously urging the study of infidel authors and,
were recommending the very books which the Lord has condemned,
and 'which, therefore, should'not in any way be sanctioned. . . "--{iT 162.
... "'l'he messellger of God then took from the hands of several
teachers those books which they had been making their study, some
of which had been written by infidel authors and contained infidel
sentiments, and laid them asid,e, saying: 'There never has been &

--31-
time in your lives when the study of t!1Cse books "as {or your prellent
good and advancement, or for your future, eterna! _good. "\;Vh! will
.};.Ql!. fill your shelves with books that divert the mind· from Chrisit
Why clo you spend money for that which is not breadi . . . ' "--G'l' 1M.
4. Slilould books of worldly ~rY which glorify bloodshed, cruelty.
and strUe for mastery as well as evolution be stucUed in OW'
llCihoo18? U Tim. 2:15.
l\U'1'1<;; "As too often taught, history is little more than a record
of the rise and fall of kings, the intrigues of courts, the victories
and defeats of al'mies-3 story of ambition and greed, of deception,
cruelty, and bloodshed. 'rhus taught, its results cannot but bl) detri-
mental. 'rUe heart-sickening reiteratioll of crimeR and atrocities...
the enormities. the crnelties 110rtrayed, pillillt seeds that in many: livel!.....
lu:iJlg forth fruit in a baryeRt of evi!..' '-Ed 238. ~
5. Is it the purpose and plan of God that the funda.m.entalsin boo~
keeping be taught in our sOOools? I Oorinthians 4:2; Ps. 37:23.
Nu'rK "In the study of figures the work should be made ~
Let every youth and every ehild be taught, not merely to /lolve
imaginary prolYlems, but to keep an ,lCcurate account of his own
income and outgoes. Let him learn the right use of money by usin"
it. Whether Bupplied by their paJ'ents or by their own earnings,
let boys and girls learn to select and purchase their own clothing,
their' books, and other necessities; and by keeping an account of
their expenses they will leam,' as they could learn in no other way,
the value and the use of inoney. This training will help them to
distinguish true economy from niggardliness on the one hand and
prodigafity on the other. Rightly. directed it will encourage habits
of benevolence. It will aid the youth in learning to give, not from
the mere impulse of the moment, :lS their feelings are stirred, but
regularly and systematically. "-Ed· 238,239.
6. Which is more important, the a£Eroval ot Go!i, or accreditartion
With the worldly educational authorities? Is it in ordClt' to com-
promise on some (}t the. instruction where necessary to qua.l11':r
fOt' such accreditation? U Oorinthians 6:14-18; James 1:27.
N U'1'-C;: ' 'Our people are· now being tested as to whether they will
obtain their wisdom from the ~eatest Teaeher the world ever knew,
or seek to the god~: .of p;lu:on. (I~et us determine that we will not be
tied by so much as a thread to the educational policies of those who
d.o not discern the - voice of God and who will not hearken to His
commandments)'-CT 255.
,. God has revealed to me that we are in positive danger of bringing
into our educational work the customs and fashions that prevail ill

-,32-
the 8chools of the world. If teachers are not guarded, they will place
on the necks of their students wOrldl), )'okes instead of the yoke of
Christ. The plan of the schools we shall establish in these closing
years of the message is to be of fill entirely different order from those
we have instituted."-CT 532. ~
7. oan we expect divine approval for our program, if it includes
emUlation, and competition for honors and prizes? John 12:43:
JOb 32:Z1; Ps. 5:9.

8. Slbould the schoOl. standards include dress reform? Should the

young people ne taught the underlying principles of dress reform?
I Oorinthians 10:31; Deut. 22:5. .1fA- .
1'/O'f~: "1'/0 education can be complete that does not teach right
principles in regard to dress. Without such teaching, the work of
education is too often retarded and perverted. Love of dress, and
devotion to fa.shion, a.re among the teacher's Illost formida·ble rivals
and most effective hindrances.' '-Ed 246.
••Let girls be tlJIlght that the art of dressing well includes tbo
ability to make their my" clothing,. This is a.n ambition that every
gu:T"should cherish. It will be a means of usefulness and independence
that she c,:mnot afford to miss. "-Ed 248,249. ~
9. Should the students in our schools be instructed in the health
reform and encouraged to apply the principles in their own ~r·
90nal lives? Num. 11:4-6; .Matt. 24:38; ProveI"bs 23:7.
"The character of the food and the lUanner in which it is,
NU'1'1+]:
eaten exert a powerful influence on the health. Many students have
never made a determined effort to contrQI the appetite or to observe
p~'ulcs in regard to eating,. §Orne eat too much R,t their meals,
and some cat hetween meals when eyer the temptation is presente!!.
• I The need of carefulness ill habits of diet should be impressed on

the minds of all sturlents. I have been instructed that those attending
our sehools are not to be served with flesh foods or ,vith preparations
of food that are known to be unwhOlesome. Nothing th&t will Bei-ve
to encourage a desire for stimUlants, should be plaeed on' the table.

-33-
 1 appe&l to all to refuse to eat those things that will· injurE' the health.
Thus they can serve the Lo,rd by sacrifice. "-CT 297,298.
10. What should always be remembered as to the purpose of C'ib.rfsttan
educa.t:1on? I Samuel l:~; Matt~~"!. 4:19; John 10:27.
N O'l''\<';: ' 'Our church schools ,are ordained by God to prepare,. the
children for this great work. Here children are to be 'instructed in
the special truths for this time and in practical missionary wnIk,
'rhey are to enlist in the army of workers to help the sick and the
SUffering. Children can take part in the ~al mjasiQll.ary Jlve rl , and
t; their jots and tittles can help to c·arr! it forward.... "~T 203 .
•• In the work of the school maintain simplicity. No argument is
80 powerful as is success found~d on simplicity. You may attain suc-
cess in the education of students as medical missionaries witl\.out a
medical sehool that can quali"fy physicia<Ils to compete With the
physicians of the world. Let the studentS' be given a praetjca1 ed,!:
~ The less dependent you are upon worldly methods of education,
the better it will be for the students. Special instruction should be
'ven in the art of treatin the sick without the use of oisonou;-
drugs and in harmony with the light t la od bas given. In the
treatment of the sick, poisonous drugs need not be used. Students
Blhould come forth from the school without having sacrificed the prin-
ciples of he·alth reform or their love for God and righteousness. "-9T 175.

000000000000

~:~;;i~~;;;:1r~1c::l
~'-k~.....,...,~ QUESTIONS:
1. Why is the church of God today so much in need of Ohrist1a.n
educa.tion? 'What is the real purpose of such an education? Isaia.h
58:12; Ephesians 2:22.
NO'l''\<';: •• When properly conducted, church schools will be the means
of lifting the standard of truth in the places where they are est·ahlished;
fOl' <:.Jl.ildren who are l'eceiying a Christian education will be witnesse!
for U1ITist, As Jesus in. the temple solved the mysteries which priests
and rulers had not discerned, so in the closing work of this earth
l:hildren who have heen rightly educated will in their simplicjt¥ speak
~rrl8 whjch EriJl he an astonishment to men who DQ'W talk of rb,j~b~
!l!!ucatioll '. As the children sang in the temple courts, 'Hosa.nna;
Blessed is He that cometh in the Ilame of the Lord', so i£ these last d&J::!l
(;tjildren's voices will be raisei! to l.l:,iyB the last message oLJyanijng
 neglecting to carry
Heb. 2':3; Bee!. 12:14.

~ 0'1'.1';: .. The responsibility resting upon parents, teachers, and

church members, to do their part in co-operation with God, is greater
tha,n words can express.' '-0'1' 166.

• , When parents and children meet at the final reckoning, what a

scene will be presented! Tholls"lJds of children who have been slaves
to ~petite and dehasing vice, whose lives are moral wrecks,' will
tllind face to f.:lee with fig parents who made them what they llJ:.e.'
Who but the parents must hear this fearful responsibility' Did the
Lord make these youth corrupt' Oh, no! He made them in His image,
a little lower than the angels. Who, then, has done the fearful work
of fonning the life character' Who changed their characters so that
they do not bear the impress of God, and must be forever separated
from His presence as too impure to have any place with the pure angels
in a holy heavenr Were the sins of the pa.ents transmitted to the
children in perverted appetites and passionsr Al,ld was the, work
completed by the pleasure-Ioying mother in neglecting to ,properlx
tJ"3iJl them according to the pattern given heJ:.!. 1\11 these motheu
will pass in review before vorl just as surelv as they exjst "
-3'1' 568,569.

3. How do we know that God carefully evaluates such things as the'

education plans of the church today? With what is the school
compared in inlpol'tlance? II Chronicles 34:12; Psalms 9:17.

1'110'1'.1';: . The schoolroom is needed just as much as is the church

building. The Lord has persons to engage in the work of establishing
cb"r ch sCb~IS 3 soon os sooJething is done to prepare the way for
8

!Jl.e,J:n..' '--6 '1' 109.

4. What inS'tll'l1ction is given the church concerning the establisb-

ment of day-scl1ools? How many are needed to commence?

1'110'1'.1';: "Whereye,r there are a few Sabbathkeepers, the parents should

unite in providing R place for a day school where their children anA
:wuth can he inBtm('j.ed.. Tl.!u. should employ a Chrjstjan teach.!!.!;,
who, as a consecrated missionUl'y, shall educate the children in sueh
a,Xay as to lead them to become missionaries .. .' '-0'1' 174, ---
 in 10oaliti611 where there is a. church, a school 8hould be
established, if there are no more than six Qhildren to att~. A teacher
should be employed who will educate the children in the truths of
the Word of God, who n're so essential for these last days, and whieh
it is so important for them to understand. . . "-RH July 2, 1908.
4Yl)
5. Even though tUne is short, "is this any excuse for us to neglect
our duty? Matthew 24:44; Luke 10:13; "nTimothy 8:i2-16.

NUT.!';; "There are many who think that in order to be fitted for"
acceptable service they must go through a long course of study under"
l~a1'lled teachers in some school of the world. This they must do,
it is true, if they desire to secure what the world c,alls education. But
we do not say to our y,outh, Study, study, keeping your mind all the
time on books. Nor do We say to them, You must spend your tiIne
til sehool in acquiring the so-called.' higher edueation '_ The cause 2~
God needs experienced workf.lrs. But we should not think that we
must climb to the highest round of knowledge in every science. Time
is short and we must abor earnestl for souls. ILstudents will study
t e word 0£. God (ljligently and prayerfully, they will find the know;~
!lliJi] that tbev need."-CT 496,497.

6. Why 18 there a speC1al need now to know the true science of

education? Rom,ans ~3:1l-14.
N U'1'.!';; liS never before, :lYJl need to understllilld the truB'
science If we fajl to understand thjR, We. tlh.alJ ne:ur
have a lace in the kin dom of God. ' '-Ellen G. White in Christia.n
Educator, August, 1897.
7. What has been the result of turning a!l1de from t!he divinely or·
dained principles in Christian education? lievela.tion 8:17.

.NU'l'~: " . . . 'rhe pllln of the sehools we shall establish in these

dosing years of the message is to be of an entirely different order
from those we have instituted."-CT 532.
'rhere is among us too much clinging to old customs, and
because of this we are far behind where we should be '.in the develop-
ment of the third anget's message. ~ca\lse..,BUID could not com~re­
Ii n the nt· ose of God in the plans laid before us for the education
of workers, methods have be~n 0 owed jll .some of our SChMls which
,have .!flta.rded rather t!.HUl advanced the work ·of G&Q, . .' '-CT 533.

8. What principles must· be iInplanted in our YOU11&( people b~ a weU-

balanced Christian edUcation to prepare them for the trials in "th&
f1n1fl!ling of the work? Matthew 6:21,22,24,25.
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' "1'he time is SOOll coming when God's' people, b~~~<u~,e of

I'll 0'1'.1<.;:
persecution, will be scattered in many countries. Those who have
received an all-round educ,ation will havc great advantage wherever
they are. 'rhe Lord reveals>. divine" wisdom in thus leading His people
to train all their faculties and capabilities for the work of dissemin-
ating truth. . . You have no time to lose... Satan will soon ria" up
to create hindrances; 'let the work go fOl'ward while it may..• ThaI!- the
light of truth will biJ:cill:i'ied in a simple and effective, way, and a
great work will be accomplished for the :Master in a short time. . .
We a~'e to learn to be conten.t.. with simple food and clothing, that we
mal save. much means to invest in the work of the gospeL" (An
Appeal for the Madison School.)
, 'Before we can carry the messail:e of present truth in all its
~.1ness to other countries, ,)ve must first hl'eak every yoke. YLe
must come into the ]ine of true education, walking in the wi;;}om of
uod, and not III the wisdom of the world. God calls for messengers
who will be true reformel'S. We must educate, educate, to prepare a
people who will understand the message, and then ,.gLve the messa~ ... _ . /
,J..r.bf,Jfto the world." ,(:Mll,~lison ~chool, page 30.)' %~.~ ~
/wr-'~ ~v ~<--'f ~ ~ --f'~..-Vf; "I,
r---
9. r When only is Christian educatio~ eft'lctive" especially in God's
church? I Corinthians 1 :10; Philippians 1 :27.
I'll 0'1'.1<.;: ' 'I am instructed to say to teachers, ministers, and, physicians,
who hold responsible positions in the work of the third angel's message,
You have a solemn woi:k to do, a holy work. Those who hold positions
of trust in the cause' of God a're to perfect the life afte!' the divine
similitude. In the ho'me, jn the chUl'ch, before the world, they are t'o
reveal the power of, 'Christian pl'inciple to 'transform the life. Let
them work honestly; iet them seel, to reveal the spirit of Christ in their
work' le~ t em ever ~b-ive to reach higher ground. . . "-CT 397.

10. In brin ing the children and youth up in the fear of the Lord,
What must all give? ,I Cor. 13:3. (The whole chaIl'ter is profLta.ble.)

"'l'he youth need symnv tlJ¥. affection. Dnd love, or they wilL,
I'll 0'1'.1<.;:
b.;iJcome discoUJ·aged. A spirit of 'I care for nobody and nobody cares
for me' takes possession of them. 'l'hey may profess to he follow.ers
all' Christ; but they have a tempting devil on their track, and they
are in danger of beconiing disheartened and lukewarm, and of back-
sllding from God. Then some feel it a duty to blame them and to
treat them coldly as if they were a gl'ea,t deal worse than they really
are. J!'ew, perhaps nOlle, feel it their duty to make personal efforts
to reform them ,and to I'emove the unhappy impressions that have
been made upon them.' '-OT 503.

-4'1-
 LllSson No. 13 Sabbath, Ma.reh 29, 19aG.
GOD'S BLESSINGS

~ ~~ -u-< ~Q~~ON~:~ ~
1. What promise are for us if we carry out G<>d's will? Psalm.122:6;
Proverbs 8:17; Hebrews 13:8.

~"O'l'~: " . . . With us, as with Israel of old, success in education

elepen~s .on fidelity in carrying out the Creator's plan.Adherence to
the principles of God's WOHl will bring as great blessings to us as
~~ ~}~~~bl;~O~E~
2. When will faithfulness in raising well-trained children be fully
appreciated? Matthew 25:21.

NO'1'~: "'1'hc work of lI'ise parcnts will never be appreciated by the

wOl'lel, but \yhen the judgment shall sit and the books shall be opeuwl,
'their work wjl! appeal' as God views it and will be rewarded., pefote
men and !Ingels. It will b€ seen th·at one child who has been brought
!lp in a faithful way has been a light in the world. It cost tears and
anxiety and sleepless nights to oversee the character building of this
child, but the work was done wisely, and the parents hear the '~
d.one' of the Master. "-AH 536..~

3. Will faithful parents be rewarded for their persevering "'oI'll:

in this world 3,180? Proverbs 31: 28.

NO'I'~: "If parents give their children the pl' opel' education, they
themselves will be made happy by seeing the fruit of their careful
training in the Christlike character 0+ their children. They are doing
Uoe! the highest service by presenting to the world well-ordered, well-
disciplined fllUliJies, who not only feat: the Lord, but honor and glorify
Him by their influence upon other families; and they will receive
their reward.' '-AH 533.

, 'In your work for your children take hold of the mighty power
of Uod. Commit YOUI' children to the Lord in prayer. 'V-ork earnestly
and untiringly for them. God will hear your p.rayers and will draw
them to Himsclf. Then, at the last great day, you can bring them to
. UO(!., saying, 'Hel'e am!, and th~h~hom ~..~:.t g~ven ~e.;W_~
V .Jl1.~~~~~-~:tr: ~~~~
tJ- 4. What wonderful scene will be witnessed when the graves shall be
. 0' I9ne1],ed?() 1., T~essal°Iliftns 4:16,17.
~...".....~~~t<M.)
1\ O'1'~: ,. Oh, wonderful I'edemption! long talked of, long hoped for,
eontempl·ated with eager anticipation, but never fully understood.
 ,I The living righteous are changed 'in a moment, in the twinkU~

ot. an eye '. At the voice of God they were glorified; now they arc
made immortal MId with the risen saints are caull:ht up to meet their
.cordin .the ·air. An el 'ather to ether His elect from the four
~\'inds from one 'end of heaven to the oth 1'.' Litt e children are borne
hy hoI an cl their mothers' arms. Fl"ien I n l'
cleath are united. neyermorc to pa.rt, and with songs of gladness
:j,scend together to the Citv of God "-CG 566. ~

5. Will God remember those of His church who have given of their
means to see God's plan in education carried out? MatI;, 6:,19.21,

NOT.J<;: '''1'l1ere is reward fOl' the wholehearted, unselfish workers who

enter this field, and also for those who' contribute willingly for their
I
\ support. Those engaged in :Jctive sen-ice in the field, and th6se who
give of their means to sustiii,p' these workers, will sh»-reA.t~/;;r,l'd
of the faithful. "-CS 3'18. ""~ r ~ ~~
6. What will be the experience' of unfaithful parents, and how will
their children react when they realize how they stand before
ltod in the great day of judgment? Galatians 6:7.
NOTE: "'1'he curse of God will surely rest upon unfaithful parents.
£'lot only are thcv ~nting thorns which will wound them here, but
t1?-e must meet their own unfaithfulness when the'u ment shal it.
l\tany chi! ren will rise up in judgment and condemn their parents
for not restraining them and cha.rge upon them their destruction.
'the fa-ljle s~'mpathy and blind IOye of parents C'3"ses them to excuse
tJ!JLj'8J11ts of their childl:@ Dnd pass them by WitllOllt correctjon, aDd
t -. . onse nd the . so
.~~e~ ~n~~aZ~.!lTents "-CG 563,564. J ~
. I 7. If faithful to the e d, what will be our occupation in the new
eart4l and who will be with us? Isaiah 65:21-23.
N O'1'.J<;: ' "1'here every power wiIl be developed, every capability in-
creased. The gr'3ndest enterprises will be carried forward, the loftiest
aspirations will be reached, the highest ambitions realized. And still
'there wil] arise new heights to surmount, new wonders to admire, new
truths to comprehend, fresh objects to eall forth the pow,e:~ _0:~

~~1 ~H~ (E~7:~:::tL.~-~

ll. W1ll our education be~nisl1ed ~1!1J. J:esus ~k~s ~'bh0]1~~.6'~ o~ltJ tJ,_ ~
mth1a.ns 2:9. ~ -Q"'f" ~..u..v. . .~ ~ ~ r-
NOT.J<;: "Do you think we .shall not leaI'll anything there' We have
not the slightest idea of what will then be opened before us. With
Christ, we shall walk besidn.the living waters. He will unfold to us
,(J _ ~ ~ ~.:.
~ . -39-
 tJie beauty and glory of llatu~. ~ will reve.!!L what He is to us
and, ,,,hilt We are to Him. Truth we cannot know now liecause of
fi'iiitji" ~i~ we shall know herea~"-A~ 547. (CT 162.)
- . ~ x:oe (JJ~
~ Whatl is'heaven's last solemn message to us at,this time? Amos 4:12.

~o'r.I!J: "~ urge you to prepare foi' the coming...!)f Christ in the
clouds of heaven. Day by dar cast the love Qf the world out of your
~. Understand by experience what it means to have fellowship
E,ith Uhri,tl. lll:ellsre for the judgment, that wluin Christ" shall come
to be admired in all them. that, :Relieve, You may be among those
who will meet Him in peace. 'In that day the redeemed will shine
farth in the glory of the Father and the Son. The angels, touching
their golden harps, will welcome the Kil1g and His trophies of victory
--those who have been washed and made white in the bJood of the
L~mll'. A song of triumph shall peal forth, filling all heaven. Christ
has conquered. He el1ters the heavenly courts, accompanied by His
redeemed ones, the witnesses that His mission of suffering and sacri·
fice has not been ill vain. "-An 550. (9T 285,28&.)
, .. ;",.,"

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