ADVENTIST EDUCATION

TODAY

ADVENTIST EDUCATION TODAY

Graduates from our institutions are
shinning as light in a world of
darkness

by
Ruth and Philemon Amanze

Ilishan-Remo, Ogun State,

Nigeria.

 2016, Ruth and Philemon Amanze

http://www.poamanze.com
234-1-803 545 4444, 234-1-815 641 4430
ADVENTIST EDUCATION TODAY

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ISBN: 978-978-949-921-8

Published by
Babcock University Press
Ilishan-Remo, Ogun State, Nigeria
Tel: +234 (0) 805 829 9445, 0703 523 4005
Email: bupress@babcock.edu.ng

Printed in Nigeria

Table of Contents
PREFACE.............................................................................................. 10
CHAPTER ONE ..................................................................................... 12
INTRODUCTION ......................................................................................12
Harmonious Adventist Education: .....................................................13
Adventist Education and Good Citizenship: Prospects and Progress 14
Identification and Definition of Terms: .............................................15
Good citizen: ......................................................................................15
Adventist ............................................................................................15
Seventh-day Adventist Church ..........................................................16
Obscurantism .....................................................................................16
Work Study ........................................................................................17
Good citizenship ................................................................................17
Education ...........................................................................................19
Christian Education ............................................................................20
SDA Theology of Education ..........................................................20
CHAPTER TWO .................................................................................... 22
SCHOOLS OF THE PROPHETS16 .............................................................22
Home School ......................................................................................22
Leaders produced through Home Schools .........................................22
JOCHEBED ..........................................................................................18
Schools of the Prophets .....................................................................19
Qualification of the Teachers.............................................................20
Location of the Schools ......................................................................20
Work study programme in the schools of the Prophets .......20
5

Subjects ..............................................................................................21
The true object of education is to restore the image of God in the
soul.....................................................................................................22
Dignity of Manual Labor ....................................................................26
Objectives of the Work-Study Program......................................26
CHAPTER THREE .................................................................................. 27
HISTORICAL CONSIDERATION OF ADVENTIST EDUCATION ...................27
Battle Creek College ...........................................................................29
Background to SDA Philosophy of Education ....................................30
SDA Theology of Education ................................................................31
CHAPTER FOUR ................................................................................... 33
OBJECTIVES OF ADVENTIST EDUCATION ...............................................33
Introduction .......................................................................................33
Gods Instrumentality to Make Himself Known to Man ....................34
Highest Attainments of Science and Moral Culture ..........................34
To Counteract Influences of Public Education ...................................34
Established to Teach Sciences and Instruct in Bible and Practical
Subjects ..............................................................................................35
The Reason,Mental and Physical Culture.......................................35
Object to Show Harmony of Science and Religion ............................35
College Founded to Train in Self-Control, Application, and SelfReliance..............................................................................................36
Object to Educate Beyond Book Knowledge .....................................36
To Separate Youth from Influence of the World ..............................37
To Guard Against Corrupting Influences............................................37
Established to Gain Training Different from that Given by Common
Schools ...............................................................................................38
6

Peculiar Character to be Maintained .................................................38

If Religion Offends Let the Students Go Elsewhere ...........................39
If Worldly Influences Bear Sway Sell the School and Start Another ..39
True Object to Fit Men for Service ....................................................39
Brought into Existence to Train Workers for Gods Cause ................40
Designed to Train Preachers ..............................................................40
Instrumentality for Developing Superior Workers ............................41
To Educate for Departments of Missionary Labor.............................41
A Distinct and Superior Work ............................................................42
Distinctive Institutions with Strength in Keeping Religious Element in
Ascendency ........................................................................................42
To Prepare for the Crucial Hour of Decision ......................................43
A College Where the Bible Takes its Proper Place (Early Counsel) ....43
Conversion of Souls Its Object ...........................................................44
A Great Soul Saving Means ................................................................44
A School where Science can be viewed from Religious Standpoint ..44
To Excel in the Highest Kind of Education .........................................45
CHAPTER FIVE ..................................................................................... 47
ADVENTIST PHILOSOPHY OF EDUCATION .............................................47
WORLD EDUCATIONAL STATISTICS ....................................................47
SDA Philosophy of Education .............................................................48
Philosophy .........................................................................................49
Aim and Mission.................................................................................50
Agencies of Education ........................................................................50
Key Components ................................................................................51
Secondary Schools .............................................................................54
7

Tertiary Institutions ...........................................................................55

Lifelong Learning ................................................................................56
Conclusion..........................................................................................57
CHAPTER SIX ....................................................................................... 58
ADVENTIST EDUCATION UPHOLDS DIGNITY OF LABOR .........................58
Dignity of Labor Introduced at Eden .............................................59
The Schools of the Prophets ..............................................................61
Impact of Graduates on the Nation ...................................................62
Work-Study ........................................................................................62
Canvassing-A Unique Work Study Opportunity .................................65
Student Self Support ..........................................................................65
ALPHABETICAL LISTING OF STUDIES RECOMMENDED IN ..................67
ELLEN WHITES BOOKS .......................................................................67
CHARACTER DEVELOPMENT WHICH SHOULD COMMENCE AT HOME
...........................................................................................................69
CHAPTER SEVEN .................................................................................. 70
WHY IS ADVENTIST EDUCATION UNIQUE AND IMPORTANT? ...............70
Inculcates eternal values ...................................................................71
Teaches God's Word ..........................................................................71
Adventist schools share parent's values ............................................72
The Eternity Factor ..........................................................................72
Teachers and Students share the same Faith ....................................72
Public Schools are not Safe ................................................................73
CHAPTER EIGHT................................................................................... 76
ADVENTIST EDUCATION PRODUCES ......................................................76
CITIZENS FOR TWO KINGDOMS .............................................................76
8

CHARACTERISTICS OF A GOOD CITIZEN .................................................77

INTELLIGENCE AND EDUCATION ........................................................80
The Samaritan was a Good Citizen ....................................................81
CHAPTER NINE .................................................................................... 82
ADVENTIST EDUCATION: THE WAY FORWARD ......................................82
Why God Broke His Covenant With Solomon ..............................86
CHAPTER TEN ...................................................................................... 88
LESSONS FROM KING JOSIAH FOR TODAYS ..........................................88
ADVENTIST GRADUATES ........................................................................88
AN EXPOSITION ON THE REIGN OF KING JOSIAH36 ...........................89
Lessons from Josiahs life for our Graduates: ....................................90
Conclusion..........................................................................................94
BIBLIOGRAPHY .................................................................................... 95
WEBSITES ............................................................................................ 97

PREFACE
This book, ADVENTIST EDUCATION TODAY: Graduates from our
institutions are shinning as light in a world of
darkness which is both definitive and interpretative
has grown out of over four decades of combined
practical educational and ministerial experiences of the
authors, involving the proclamation of the everlasting
gospel of Jesus Christ to redeem and restore the youth
of this generation In recent years, innumerable
conferences, seminars and workshops have been held
at local, national and international levels on various
aspects of education. Much has been written on the
same theme in ecclesiastical magazines, academic
journals, books as well as on daily newspapers. Some
may question, therefore, whether there is any need for
yet another book on the subject of education in general
and Adventist education in particular.
Our society known for its secularism, modernism
and the disappearance of religious morals is being
inundated with various educational principles via
the internet, radio, television, satellite and through
other mass media on a daily basis. In spite of these,
iniquity abounds in our educational institutions while
godliness remains a scarce commodity among the
professed people of God. Is the problem with the
principles of education being presented, the educators
who share these principles, students who listen to these
messages, or with the methodology of education? Are
the educators in our contemporary time teaching like
the Master Teacher, Jesus Christ? Are our educational
institutions being administered in line with divinely10

revealed counsels? These questions would be

appropriately addressed on the pages of this
publication.
The aim has been to prepare a training manual
which will be used by graduating students, teachers,
preachers, elders, deacons, deaconesses, school
administrators and all who have the passion for
training young people and not just a book to be read.
Reading about Adventist education will not make you
an Adventist educator just as reading about football
will not make you a footballer of the year! Remember,
practice makes perfect. The structure and content of
this book are reflections of the authors experiences in
both educational administration, teaching and practical
ministry. This book is also methodological since it
points out the ways by which Adventist educational
institutions are to be administered based on divine
counsels.
This publication also proffers possible solutions
on what should be done based on the anatomical
components of what education is and what it is not as
x-rayed and interpreted here. May this book challenge
and inform all lovers of the Adventist education as
they seek to prepare students for the kingdoms of grace
and glory. Above all, it is our prayer this publication
will become for us what the Romans call a vademecum,
which means go along with me, a companion book
in our quest for a balanced Adventist education.
Sincerely yours,
Ruth and Philemon Amanze
Babcock University, Ogun State, Nigeria, July 21, 2016.
11

CHAPTER ONE
INTRODUCTION
As the Graduating Class this year, we need to express
our gratitude for the wonderful opportunities that we
had experienced in this institution.
Adventist
education offers a world class education based on
Redemption and Restoration as shown in our motto.
This Redemption is anchored on Jesus Christ; the Best
Teacher this world ever had (Matt. 7:1-29). The
Wisdom we seek here comes from God (James 1:5, 3:1718; Job 28:28). As you make this smooth transition into
another level of your educational pursuit, I am sure
that the solid foundation you received here had already
prepared you for greater academic achievement in the
very near future. You are highly privileged to have
attended this great citadel of learning.
Appreciation: Our thanks go to all the staff, faculty
and the management of this Adventist institution for
equipping and preparing us to be good citizens here
and in the hereafter. We also extend to our parents and
guardians our heart-felt appreciation. You all have
remained committed to our education, but more
importantly, you have remained committed to us. You
dragged us out of our beds each morning, made sure
we were fed and clothed for school. You herded us out
of the door to the bus stop or drove us to school
yourselves. You helped us with homework and also
paid our tuition, boarding and other fees. You have
12

stood by us, even when things may have seemed rough

and uncertain. You have always been steadfast,
constant, and stable in our time of turmoil, youthful
challenges as well as in our quest for independence.
As you can see, beside each graduate, there must have
been several people who provided support from
different dimensions that have culminated to our
individual and corporate success stories today. The
best way we, graduates, can show our gratitude is to
make the most of the opportunity we have been given,
and go into the next level of our academic work with
the determination of becoming more excellent students.
Above all, we thank our heavenly Father for making
this day a reality in our lives.
Harmonious Adventist Education: Graduates, you are
standing on the brink of a new chapter in your career.
The best moments of your lives are yet to come since
the future is bright. Take time to reflect on everything
that you have been taught at this level of Adventist
institution.
Today, acknowledge your
accomplishments but more importantly, determine to
obtain a balanced and harmonious Adventist education
through the help of God. Ellen G. White said:
True
education
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 joy of wider service in the world to
come. The source of such an education is
brought to view in these words of Holy Writ,
pointing to the Infinite One: In Him "are hid
13

all the treasures of wisdom." Colossians 2:3.

"He hath counsel and understanding." Job
12:13.1 (Ed 13.1). She further made it clear
that the real goal of education is to redeem
humanity from sin and restore the human
race to the image of His Creator. 2
This type of education will discipline and develop your
character. It will lead you to work with your hands; it
will help you to think noble thoughts in your minds;
and finally lead you to love God and humanity from
your hearts.
Adventist Education and Good Citizenship: Prospects
and Progress: This is the theme assigned to me for
presentation. In view of its importance, other subthemes have been developed from it and these have
been prepared and presented in this publication for
your edification as shown below:
1. Schools of the Prophets Established to Prepare
Servant Leaders
2. Historical Consideration for Adventist Education
3. Objectives of Adventist Educational Institutions
4. Adventist Philosophy of Education
5. Why is Adventist Education Unique and
Important?
6. Adventist Education Provides Dignity Of Labor
7. Adventist Education Produces Citizens for two
Kingdoms
8. Adventist Education and the way Forward
1

Ellen G. White. Education (Boise, Idaho: Pacific Press Publication

association, 1952), 13
2
Ibid., 16
14

9. Lessons from
Graduates

King

Josiah

for

Adventist

Dear graduating students, to succeed in this life (in

your studies, career, relationship, family life, politics,
religion, thought & action) make God the first, the best
and the last in everything you do. May God bless you
abundantly as you strive to obtain a harmonious
education which would ultimately culminate to your
redemption and restoration through Jesus Christ, our
Lord? Amen!
Identification and Definition of Terms: For the
purpose of this work, some key words and phrases
have been explained to make the reading of this book
easy and smooth.
Good citizen: A good citizen is someone who obeys
the laws of his nation, state, local government area or
community by contributing and participating in
private as well as in public affairs with the fear of God.
A good citizen is also one who properly fulfills his or
her role as a member of the immediate community.
Education in all its forms has been noted as one of the
prerequisite to being a good citizen, since it helps
people make good decisions especially on political
matters, building coalitions, managing conflict
peacefully and fairly among other important issues 3.
Adventist: An Adventist according to the Chambers
Dictionary is someone who is expecting an imminent
second coming of Jesus Christ. This term as an integral
3

https://www.reference.com/world-view/mean-good-citizen2f135d85a92f4b97, http://www.sanchezclass.com/goodcitizen.htm,
15

part of our name is a constant reminder that we are

expecting Jesus who has gone to prepare a place for us
(John 14:1-3). This second coming is closely connected
to the first. When Adam and Eve sinned in Eden, there
developed a separation between the Creator and the
creatures. In the question Where are you? (Genesis
3:9) and from its Hebrew equivalent, ayecha we see God
seeking and taking the initiative to save man. Ayecha
became the open door through which God introduced
fallen humanity to His plan of salvation which would
materialize through the Seed of the woman (Genesis
3:15) at the fullness of time (Gal. 4:4). It was indeed a
plan made from the foundation of the world
(Revelation 13:8) .
Seventh-day Adventist Church: The SDA Church is
unique due to its prophetic roots (Rev. 10:6, 9-10, 11),
prophetic message (Rev. 14:6-12), and prophetic
messenger (Rev. 12:17; 19:10). In Revelation 12, John
the Revelator identifies the Church in the last days as
the remnant... which keeps the commandments of
God, and has the testimony of Jesus Christ (verse 17).
It is the belief of the Church that in this brief prophetic
picture the Revelator was describing the Seventh-day
Adventist Church, which not only keeps the
commandments of God but has the testimony of Jesus
Christ, which is the spirit of prophecy (Rev. 19:10).4
Obscurantism: This is the practice of deliberately
making things more confusing or complicated, so that
4

Philemon O. Amanze, Felix A. Adetunji, Abimbola A. Fagbe & Oyewale O.

Akintunde. Holy Spirit Faithful Guide. (Lagos: Jamiro Press Link, 2015), p.
86
16

people do not know the truth. It is also the belief

against the general spreading of knowledge. For
instance, the Chinese written language was kept
difficult until the 1940's in order to limit literacy to
about 15% of their population. As leaders in a
Christian educational community, we must be careful
not to obscure the gospel for the sake of an idea or
truth that is less important for selfish or other reasons.
It also stands for opposition to balanced education,
inquiry, reform, new knowledge and enlightenment.5
Work Study: This is a financial aid program that allows
a student to work on-campus or with approved offcampus employers to earn money to pay for Adventist
educational expenses. It is also a financial-need based
program in which students work on campus or out of
the campus (canvassing) to uphold the dignity of labor.
Good citizenship: Good citizenship means to conduct
oneself in accordance with the rights, duties, and
privileges of any geographical location you find
yourself through birth or naturalization. It is also
closely tied to the concept of civic duty, the idea that
citizens have responsibilities they must fulfill with
regard to their immediate community and by extension
to their nation.
Ellen G. White: Ellen G. White (November 26, 1827
July 16, 1915) was a messenger of the Lord, writer,
counselor, administrator, and a friend of children and
youth. She was the best known and also the best loved
Seventh-day Adventist in the world. This woman who
5

Illustrated Oxford Dictionary: Oxford University Press, 1986.

17

left school at the age of 9 years due to an accident

attained literary distinction which has not been
equaled by any other lady on earth. Her writings made
up of over 100 books, and 55,000 pages of manuscripts
on such subjects as Agriculture, Religion, Education,
Health/Medicine, Finance, Ethics, Home/Family Life,
Child rearing, Management, Publishing, Prophecy,
Music, Philosophy, Evangelism, Science, Church and
State relationships, etc have positively impacted
millions of people around the world.6
Ellen Gould Harmon was born in Gorham, Maine, USA
to Robert and Eunice Harmon.7 She and her twin sister
Elizabeth were the youngest of eight children. When
Ellen was in her early teens she and her family
accepted the Biblical interpretations of the Baptist
farmer-turned preacher, William Miller. With Miller
and 50,0008 other Adventists she suffered bitter
disappointment when Christ did not return on October
22, 1844, the date marking the end of the 2300-day
prophecy of Daniel 8:14.9
In December 1844, God gave Ellen the first of an
estimated 2,000 visions and dreams.10 Note that she,
the weakest of the weak, accepted this call after two
men had earlier rejected the prophetic assignment. In
August, 1846, she married James White, a 25-year-old
6

http://www.incredibletruth.org/who-is-ellen-g-white.html
D. A. Delafield. Ellen G. White and the Seventh-day Church. (Mountain
View, California Pacific Press Publishing Association, 1963,) p. 51
8
George W. Reid. Handbook of Seventh-day Adventist Theology.
(Hagerstown, MD: Review and Herald Publishing Association, 2000), p. 3
9
Ibid
10
Roger W. Coon. The Great Visions of Ellen G. White. (Hagerstown, MD:
Review and Herald Publishing Association, 1992, pp. 15-2 3
18
7

Adventist minister who shared her conviction that God

had called her to do the work of a prophetess.11 Soon
after their marriage in August 30, 1846 James and Ellen
began to keep the seventh-day Sabbath, according to
the fourth commandment. Ellen was the mother of
four boys: Herbert who died after two weeks, Henry
who died at the age of 16 years; Edson & William grew
up to become Adventist pastors. 12
Ellen White was a prolific writer. Beginning in 1851,
when she published her first book, she sent forth a
steady stream of articles, books, and pamphlets for
publication as God made revelations to her. Through
her ministration, God gave the Church specific
messages and counsels on organization, doctrinal
development, medical & health messages, publishing
work, missionary outreach, educational work and other
phases of service in the lord's vineyard. This name,
Ellen Gould White would be used mostly as E. G.
White, Ellen White or White throughout this
publication. She was one of the pioneer leaders of the
Seventh-day Adventist Church.
Education: This has been explained or defined as the
forces which affect human development while to others
it is limited to ordinary teaching. Education has also
been defined as the process to affect a change in the
educand. This process is then directed toward the gulf
or difference between what he is now and what he can
11

Richard W. Schwarz. Light Bearers to the Remnant. (Mountain View,

California Pacific Press Publishing Association, 1979,) p. 180
12
Herbert E. Douglass. Messenger of the Lord-The Prophetic Ministry of
Ellen G. White. (Ontario: Pacific Press Publishing Association, 1998,) pp. 5760.
19

become in the future. Furthermore, to some writers

education includes all the forces which affect human
development while to others education is limited to
ordinary intellectual attainments. However, in the
words of John Stuart Mill, education,

includes whatever we do for ourselves and

whatever is done for us by others for the
express purpose of bringing us nearer to the
perfection of our nature; in its largest
acceptance it comprehends even the indirect
effects produced on character, and on the
human faculties, by things of which the direct
purposes are different, by laws, by forms of
government, by the industrial arts, by modes of
social life; nay, even by physical facts not
dependent on human will, by climate, soil and
local position.13
Christian Education: This has been defined as
the acceptance in sentiment and principle, of
the teachings of the Saviour. It includes a daily,
conscientious walking in the footsteps of
Christ, who consented to come to the world in
the form of humanity, that He might give to the
human race a power that they could gain by no
other means. 14
SDA Theology of Education: This refers to the
revealed divine principles upon which Seven-day
13

James Hastinggs. Encyclopedia of Religion and Ethics. (Edinburg: T and T

Clark Limited, 1974) 5:166
14
Ellen G. White, Counsels to Parents, Teachers and Students. (Mountain
View, California: Pacific Press Publishing Association, 1943), 36
20

Adventist institutions are established and operated. In

this publication, SDA philosophy of education and SDA
Theology of education would be used as the same. In
his explanation of this type of education, Cardwallader
opined that this:
Education is more than schooling or academic
learning. It is not obtained through the study
of books alone. It begins before a child goes to
school and continued by the adult after school
days.
Education is a purposeful process
having goals that vary with the viewpoint.
Education may be identified with life, both
present and future. It concerns the body as
well as the brain, the emotions as well as the
intellect. Education is a means of acquiring
knowledge, ability, skills, and happiness, of
developing personality, character, and mental
power. Education is the combination of
training, development, unfolding, growth,
preparation, discipline and guidance. In one
sense, education is synonymous with
religion15.

15

Cardwallader, E.M. Principles of Education in the Writings of Ellen G.

White. (Arizona: Leaves of Autumn Books, 1979), 73.
21

CHAPTER TWO
SCHOOLS OF THE PROPHETS16
The Lord himself directed the education of Israel. His
care was not restricted to their religious interests;
whatever affected their mental or physical well-being
was also the subject of divine providence, and came
within the sphere of divine law. God had commanded
the Hebrews to teach their children his requirements,
and to make them acquainted with all his dealings with
their fathers.
Home School:
The mighty works of God in the
deliverance of his people, and the promises of the
Redeemer to come, were to be often recounted in the
homes of Israel; and the use of figures and symbols
caused the lessons given to be more firmly fixed in the
memory. The great truths of God's providence and of
the future life were impressed on the young mind. It
was trained to see God alike in the scenes of nature and
the words of revelation. The stars of heaven, the trees
and flowers of the field, the lofty mountains, the
rippling brooks,--all spoke of the Creator. The solemn
service of sacrifice and worship at the sanctuary, and
the utterances of the prophets, were revelations from
God.
Leaders produced through Home Schools
1. Moses in the lowly cabin home in Goshen
through his mother, Jochebed (see the
information about this godly mother below);
16

Ellen G. White, Christian Education,

22 pp. 59 - 70

2. Samuel by the faithful Hannah;

3. David, in the hill-dwelling at Bethlehem;
4. Josiah, through his mother, Jedidah and Hilkiah,
the High Priest.
5. Daniel before the scenes of the captivity
separated him from the home of his father.
6. Timothy learned from the lips of his
grandmother Lois and his mother Eunice, the
truths of Holy Writ.
7. Jesus Christ at Nazareth.
JOCHEBED: Jochebed is derived from the Hebrew
term Yokebed and it means Yahweh is glory. She was
wife of Amram as well as the mother of Miriam, Aaron
and Moses (Ex. 2:1-4) (Num. 26:59). She made a basket
for Moses that flouted by the River Nile in Egypt and it
brought deliverance to her son. Jochebed was a mother
as well as a slave in the land of Egypt. She was a
humble woman who carried a heavy burden.
But
through no other woman, save Mary of Nazareth, has
the world received greater blessing. Knowing that her
child must soon pass beyond her care, to the
guardianship of those who knew not God, she did her
best to link his soul with heaven through a balanced
home training. She sought to implant in his heart love
and loyalty to God and respect to man. Those
principles of truth that were the burden of his mother's
teaching and the lesson of her life, no after power could
influence Moses to renounce later in his life17.
Home Educator for God:
God had answered the
mother's prayers; her faith had been rewarded. It was
17

Ellen G. White, Education, p. 61

18

with deep gratitude that she entered upon her now safe
and happy task. She faithfully improved her
opportunity to train her child for God. She felt
confident that he had been preserved for some great
work, and she knew that he must soon be given up to
the influence of the royal palace of Egypt where he will
be surrounded with influences that would tend to lead
him away from God. All this rendered her more
diligent and careful in his education than in that of her
other children. She endeavored to imbue his mind with
the fear of God and the love of truth and justice, and
earnestly prayed that he might be preserved from
every corrupting influence that will surround him.
She kept the young Moses as long as she could, but
was obliged to give him up when he was about twelve
years old. From his humble cabin home he was taken to
the royal palace, to the daughter of Pharaoh, "and he
became her son." Yet even here he did not lose the
impressions received in childhood. The lessons learned
at his mother's side could not be erased from his mind.
They were a shield from the pride, the infidelity, and
the vice that flourished amid the Egyptian palace 18. At
the appointed time, Moses presented the Lords
message to Pharaoh. He approached the king of Egypt
with courage and appealed that the Israelites be
released from their bondage to go and serve their God.
At Gods appointed time, the Exodus commenced.
Schools of the Prophets
Further provision was made for the instruction of the
young, by the establishment of the schools of the
18

Ellen G. White, The Voice in Speech and in Songs, pp. 353, 354
19

prophets. If a youth desired to search deeper into the

truths of the word of God, and to seek wisdom from
above, that he might become a teacher in Israel, these
schools were open to him. The schools of the prophets
were founded by Samuel, to serve as a barrier against
the wide-spread corruption, to provide for the moral
and spiritual welfare of the youth, and to promote the
future prosperity of the nation by 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. As they communed with God,
and studied his word and his works, wisdom from
above was added to their natural endowments.
Qualification of the Teachers: The instructors were
men not only well 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 for piety.
Location of the Schools: In Samuel's day there were
two of these schools, --one at Ramah, the home of the
prophet, and the other at Kirjathjearim, where the ark
then was. More schools were established later at other
designated places.
Work study programme in the schools of the
Prophets: The pupils of these schools sustained
themselves by their own labor in tilling the soil or in
some mechanical employment. In Israel this was not
thought strange or degrading; indeed, it was regarded
20

a crime to allow children to grow up in ignorance of

useful labor. By 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 the apostles, Paul and Aquila were no less
honored because they earned a livelihood by their
trade of tent-making.
Subjects: The chief subjects of study in these schools
were the law of God, with the instructions given to
Moses, sacred history, sacred music, and poetry. The
manner of instruction was far different from that in the
theological schools of the present day, from which
many students graduate with less real knowledge of
God and religious truth than when they entered. In
those schools of the olden time it was the grand object
of all study to learn the will of God, and man's duty
toward him. In the records of sacred history were
traced the footsteps of Jehovah. The great truths set
forth by the types were brought to view, and faith
grasped the central object of all that system, the Lamb
of God that was to take away the sin of 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, and the Spirit of God was manifested in
prophecy and sacred song.
21

Music was made to serve a holy purpose, to lift the

thoughts to that which is pure, noble, and elevating,
and to awaken in the soul devotion and gratitude to
God. What a contrast between the ancient custom and
the uses to which music is now too often devoted! How
many employ this gift to exalt self, instead of using it to
glorify God! A love for music leads the unwary to unite
with world-lovers in pleasure-gatherings where God
has forbidden his children to go. Thus that which is a
great blessing when rightly used, becomes one of the
most successful agencies by which Satan allures the
mind from duty and from the contemplation of eternal
things.
Music forms a part of God's worship in the
courts above, and we should endeavor, in our songs of
praise, to approach as nearly as possible to the
harmony of the heavenly choirs. The proper training of
the voice is an important feature in education, and
should not be neglected. Singing, as a part of religious
service, is as much an act of worship as is prayer. The
heart must feel the spirit of the song, to give it right
expression.
The true object of education is to restore the image of
God in the soul. In the beginning, God created man in
his own likeness. He endowed him with noble
qualities. His mind was well-balanced, and all the
powers of his being were harmonious. But the fall and
its effects have perverted these gifts. Sin has marred
and well-nigh obliterated the image of God in man. It
was to restore this that the plan of salvation was
devised, and a life of probation was granted to man. To
bring him back to the perfection in which he was first
created, is the great object of life,--the object that
22

underlies every other. It is the work of parents and

teachers, in the education of the youth, to co-operate
with the divine purpose; and in so doing they are
"laborers together with God." [1 Corinthians 3:9.]
Were this principle given the attention which its
importance demands, there would be a radical change
in some of the current methods of education. Instead of
appealing to pride and selfish ambition, kindling a
spirit of emulation, teachers would endeavor to
awaken the love for goodness and truth and beauty,--to
arouse the desire for excellence. The student would
seek the development of God's gifts in himself, not to
excel others, but to fulfill the purpose of the Creator
and to receive his likeness. Instead of being directed to
mere earthly standards, or being actuated by the desire
for self-exaltation, which in itself dwarfs and belittles,
the mind would be directed to the Creator, to know
him, and to become like him.
The fear of the Lord is the beginning of wisdom, and
the knowledge of the holy is understanding" [Proverbs
9:10.] The great work of life is character-building; and a
knowledge of God is the foundation of all true
education. To impart this knowledge, and to mould the
character in harmony with it, should be the object of
the teacher's work. The law of God is a reflection of his
character. Hence the psalmist says, "All thy
commandments are righteousness;" [Psalm 119:172.]
and "through thy precepts I get understanding." [Psalm
119:104.] God has revealed himself to us in his word
and in the works of creation. Through the volume of
23

inspiration and the book of nature, we are to obtain a

knowledge of God.
The teaching of the Bible has a vital bearing upon
man's prosperity in all the relations of this life. It
unfolds the principles that are the corner-stone of a
nation's prosperity,--principles with which is bound up
the well-being of society, and which are the safeguard
of the family,--principles without which no man can
attain usefulness, happiness, and honor in this life, or
can hope to secure the future, immortal life.
In the study of the sciences also, we are to obtain a
knowledge of the Creator. All true science is but an
interpretation of the handwriting of God in the
material world. Science brings from her research only
fresh evidences of the wisdom and power of God.
Rightly understood, both the book of nature and the
written word make us acquainted with God by
teaching us something of the wise and beneficent laws
through which he works.
The impress of Deity, manifest in the pages of
revelation, is seen upon the lofty mountains, the
fruitful valleys, the broad, deep ocean. The things of
nature speak to man of his Creator's love. He has
linked us to himself by unnumbered tokens in heaven
and in earth. This world is not all sorrow and misery.
"God is love," [1 John 4:8.] is written upon every
opening bud, upon the petals of every flower, and
upon every spire of grass. Though the curse of sin has
caused the earth to bring forth thorns and thistles, there
are flowers upon the thistles, and the thorns are hidden
by roses. All things in nature testify to the tender,
24

fatherly care of our God, and to his desire to make his

children happy. His prohibitions and injunctions are
not intended merely to display his authority, but in all
that he does, he has the well-being of his children in
view. He does not require them to give up anything
that it would be for their best interest to retain.
The opinion which prevails in some classes of society,
that religion is not conducive to health or to happiness
in this life, is one of the most mischievous of errors.
The Scripture says: "The fear of the Lord tendeth to life;
and he that hath it shall abide satisfied." [Proverbs
19:23.] "What man is he that desireth life, and loveth
many days, that he may see good? Keep thy tongue
from evil, and thy lips from speaking guile.
True religion brings man into harmony with the laws
of God, physical, mental, and moral. It teaches selfcontrol, serenity, temperance. Religion ennobles the
mind, refines the taste, and sanctifies the judgment. It
makes the soul a partaker of the purity of heaven. Faith
in God's love and overruling providence lightens the
burdens of anxiety and care. It fills the heart with joy
and contentment in the highest or the lowliest lot.
Religion tends directly to promote health, to lengthen
life, and to heighten our enjoyment of all its blessings.
It opens to the soul a never-failing fountain of
happiness. Would that all who have not chosen Christ
might realize that he has something vastly better to
offer them than they are seeking for themselves. Man is
doing the greatest injury and injustice to his own soul
when he thinks and acts contrary to the will of God. No
real joy can be found in the path forbidden by him who
25

knows what is best, and who plans for the good of his
creatures. The path of transgression leads to misery
and destruction; but wisdom's "ways are ways of
pleasantness, and all her paths are peace." [Proverbs
3:17.]
Dignity of Manual Labor: And now, as in the days of
Israel, every youth should be instructed in the duties of
practical life. Each should acquire a knowledge of some
branch of manual labor, by which, if need be, he may
obtain a livelihood. This is essential, not only as a
safeguard against the vicissitudes of life, but from its
bearing
upon
physical,
mental,
and
moral
development. Even if it were certain that one would
never need to resort to manual labor for his support,
still he should be taught to work. Without physical
exercise, no one can have a sound constitution and
vigorous health; and the discipline of well-regulated
labor is no less essential to the securing of a strong and
active mind and a noble character.
Objectives of the Work-Study Program:
Every
student should devote a portion of each day to active
labor. Thus habits of industry would be formed, and a
spirit of self-reliance encouraged, while the youth
would be shielded from many evil and degrading
practices that are so often the result of idleness. And
this is all in keeping with the primary object of
education; for in encouraging activity, diligence, and
purity, we are coming into harmony with the Creator.

26

CHAPTER THREE
HISTORICAL CONSIDERATION OF
ADVENTIST EDUCATION
The Seventh-day Adventist educational system is
considered the second-largest Christian school-system
in the world today.19 This had not always been the
case. After the October 22, 1844 Disappointment, the
believers were not very keen on embarking on many
projects including education. In spite of that, as early as
the 1850s, Seventh-day Adventists have advocated for
an educational system that would take care of the
training of their children.
Indeed, in 1853 Martha
Byington (daughter of the first General Conference
President, John Byington) commenced a church school
for the children of five families in Bucks Bridge, New
York. This school had new sets of teachers for the three
years it was in existence20. Following the works of
Martha, in 1856 Seventh-day Adventist schools were
established in Battle Creek21. It was in the early 1870s
that the Seventh-day Adventist Church began to
develop a denominationally-based school system to
educate their young ones. Education was to commence
at the home where the basic values of the mental,
19

https://en.wikipedia.org/wiki/Seventh-day_Adventist_education
Floyd Greenleaf. In Passion for the World: A History of Seventh-day
Adventist Education. (Nampa, Idaho: 2005) 16.
21
Don F. Neufeld, ed. Seventh-day Adventist Encyclopedia. Vol. 10.
(Hagerstown, MD: 1996), 123.
27
20

physical and the moral dimensions of life were to be

given balanced attention. Finally, on January 187222
Ellen G. White was given her first detailed vision on
the principles of education that the Lord has for His
people. In Early Testimony on Education White further
said:
We need a school where those who are just
entering the ministry may be taught at least
the common branches of education, and
where they may also learn more perfectly the
truths of God's word for this time. In
connection with these schools, lectures should
be given upon the prophecies. Those who
really have good abilities such as God will
accept to labor in His vineyard, would be
very much benefited by only a few months'
instruction at such a school. 23
Finally, in 1874 Battle Creek College was established as
the first educational institution of the Seventh-day
Adventists.

22

Richard W. Schwarz Light Bearers to the Remnant. California: Pacific

Press Publishing Association, 1979, pp. 118-128.
23
Ellen G. White, Testimonies vol. 3, pp. 131-150.
28

Battle Creek College

The Seventh-day Adventist Church recognizes God as
the ultimate source of our existence, truth, wisdom,
power, wealth, influence, time and all forms of
education. In the beginning God created in His image
a perfect humanity who was later marred by sin.
Education in its broadest sense is a means of returning
human beings to their original relationship with God.
The distinctive characteristics of this Adventist
worldview, built around creation, the fall, redemption,
re-creation, and the second coming of Jesus Christ are
29

derived from the Bible and the inspired writings of

Ellen G. White.
Background to SDA Philosophy of Education
Over a century ago, the SDA educational system was
established in order to continue with a long tradition of
the Judeo-Christian culture. This culture has it that the
church must be totally involved with all the aspects of
mans life, either temporal or eternal. The patriarchs,
parents and priests of the Hebrews were involved in
the preservation of their way of life by passing it to the
younger generation. The prophets were not left out
since they were directly involved with the advancement
of knowledge and understanding among the people.
While Jesus was on earth, he expounded the important
principles of life in the synagogue, temple, towns and
in villages where he found Himself at any given time.
The early church fathers established cathedrals and
institutions of learning which popes, bishops, and other
church leaders, converted into universities.
It is interesting to note that the purpose of the founders
of institutions of learning was not just to provide
vocational training for the young people, but also to
acquaint them with particular views concerning the
nature of the universe, of mankind, of knowledge and
of different values. In 1874, just a little more than ten
years after its organization, the Seventh-day Adventist
church with a membership of eight thousand people,
established its first college. This action was motivated
by the theology of the church, its world view and its
sense of mission.
30

While the church was still in her infancy, precisely two

years before the establishment of the SDA College,
Ellen G. White warned against the anti-intellectualism
(obscurantism) which is often seen flourishing in
movements and organizations with a strong sense of
spiritual mission. At that time she said:
ignorance will not increase the humility or
spirituality of any professed follower of
Christ. The truths of the divine word can be
best appreciated by an intellectual Christian.
Education will discipline the mind, develop
its powers, and understandingly direct them,
that we may be useful in advancing the glory
of God. 24
SDA Theology of Education
Seventh-day Adventists as a peculiar people base their
theology of education on the fact that the main purpose
of all human beings is to love and serve God and
mankind. Love, the basis of creation and redemption, is
also the foundation of true education. Therefore, the
basis of all true education has been set forth in the
words of Jesus Christ when he said: "Thou shall love
the Lord they God with all thy heart and with all thy
soul, and with all thy strength, and with all thy
strength, and with all thy mind, and they neighbour as
thy self.
As a result of this, all instructions and
learning are directed toward helping every child of
God achieve this set goal.

24

Ellen G. White, Testimonies for the Church, vol. 3, p. 161

31

Ellen G. White, through inspiration, has set forth the

basic educational philosophy of the Seventh-day
Adventist church as follows:
True education means more than the
pursuance of a certain course of study. It
means more than a preparation for the life
that now is. It has to do with the whole being,
and with 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
higher joy of wider service in the world to
come. 25
This type of education should be provided to children
and youth by parents, God-fearing teachers and by the
church. To be effective, the training is to be presented
by precept and example so that the students would
know that they are agents of the mighty for every good
work. In this training, the students should not only be
educated in all aspects of practical Christianity, they
must also be taught to regard the Bible as the most
essential and the highest textbook in the world. This
should be done everywhere because Satan has set his
traps everywhere to catch educated men and women.
Indeed, it is only from the word of God that we can
learn the right way to live. And it is only from the
word of the Lord that we can learn of and obtain
righteousness.

25

Ellen G. White, Education, p. 13

32

CHAPTER FOUR
OBJECTIVES OF ADVENTIST EDUCATION

Introduction: Indeed, all educational institutions

bearing the name of Seventh-day Adventist are to be to
the world what Joseph was to Egypt, and what Daniel
and his three friends were to Babylon. These young
men taken into captivity made no compromise with
those idolatrous nations. They stood as special
sentinels to honor God, Who created the heavens and
the earth. Some of the important statements defining
the heaven-ordained objectives of Seventh-day
Adventist educational institutions from the writings of
Ellen G, White have been presented below. Remember:
As our work has extended and institutions have
multiplied, Gods purpose in their establishment
remains the same. The conditions of prosperity are
unchanged. Testimonies, Vol. 6, p. 224.
33

Gods Instrumentality to Make Himself Known to

Man.I wish I could find language to express the
importance of our college. All should feel that it is one
of Gods instrumentalities to make Himself known to
man.Testimonies, Vol. 4, p. 425. (1879.)
Highest Attainments of Science and Moral Culture.
God designs that the college at Battle Creek shall reach
a higher standard of intellectual and moral culture than
any other institution of the kind in our land. The youth
should be taught the importance of cultivating their
physical, mental, and moral powers, that they may not
only reach the highest attainments in science, but,
through a knowledge of God, may be educated to
glorify Him; that they may develop symmetrical
characters, and thus be fully prepared for usefulness in
this world and obtain a moral fitness for the immortal
life.Testimonies, Vol. 4, p. 425.
To Counteract Influences of Public Education: One
reason why it was necessary to establish institutions of
our own was the fact that parents were not able to
counteract the influence of the teaching their children
were receiving in the public schools, and the error
there taught was leading the youth into false paths. No
stronger influence could be brought to bear upon the
minds of the youth and children than that of those who
were educating them in principles of science. For this
reason it was evident that schools must be established
in which our children should be instructed in the way
of truth. In our schools it was specified that the youth
were to be taught in the principles of Bible temperance,
and every influence was to be brought to bear upon
34

them that would tend to help them to shun the follies

of this degenerate age, which were fast making the
world as a second Sodom.Fundamentals of Christian
Education, pp. 285, 286.
Established to Teach Sciences and Instruct in Bible
and Practical Subjects: Generally speaking, the youth
have but little moral strength.The religion of the
Bible is the only safeguard for the young. Morality and
religion should receive special attention in our
educational institutions. Our school was established,
not merely to teach the sciences, but for the purpose of
giving instruction in the great principles of Gods word
and in the practical duties of everyday life. This is the
education so much needed at the present time.
Testimonies, Vol. 5, pp. 24, 25.
The Reason,Mental and Physical Culture.Brain,
bone, and muscle will acquire solidity and strength in
using them to a purpose, doing good hard thinking,
and in devising plans which shall train them (the
youth) to develop powers of intellect and strength of
the physical organs, which will be putting into
practical use their God-given talents with which they
may glorify God. This was plainly laid out before.our
college as the forcible reason why they should be
established among us.Selected Messages, book 2, p.
321.
Object to Show Harmony of Science and Religion.
Our school is to take a higher position in an
educational point of view than any other institution of
learning, by opening before the young nobler views,
aims, and objects in life, and educating them to have a
35

correct knowledge of human duty and eternal interests.

The great object in the establishment of our College
was to give correct views, showing the harmony of
science and Bible religion.Life Sketches, p. 220.
College Founded to Train in Self-Control,
Application, and Self-Reliance.It is the boast of the
present age that never before did men possess so great
facilities for the acquirement of knowledge, or manifest
so general an interest in education. Yet despite this
vaunted progress, there exists an unparalleled spirit of
insubordination and recklessness in the raising
generation; mental and moral degeneracy are well-nigh
universal.
Popular education does not remedy the evil. The lax
discipline in many institutions of learning has nearly
destroyed their usefulness, and in some cases rendered
them a curse rather than a blessing. This fact has been
seen and deplored, and earnest efforts have been made
to remedy the defects in our educational system.
There is urgent need of schools in which the youth may
be trained to habits of self-control, application, and
self-reliance, or respect for superiors and reverence for
God. With such training, we might hope to see the
young prepared to honor their Creator and bless their
fellow men. .Fundamentals of Christian Education,
p. 64.
Object to Educate Beyond Book Knowledge.Our
college is designed of God to meet the advancing wants
for this time of peril and demoralization. The study of
books only cannot give students the discipline they
36

need. A broader foundation must be laid. The college

was not brought into existence to bear the stamp of any
one mans mind. Teachers and principal should work
together as brethren. They should consult together, and
also counsel with ministers and responsible men, and,
above all else, seek wisdom from above, that all their
decisions in reference to the school may be such as will
be approved of God. Testimonies, vol. 5, p. 22, 23.
To Separate Youth from Influence of the World.
One of the great objects to be secured in the
establishment of the college was the separation of our
youth from the spirit and influence of the world, from
its customs, its follies, and its idolatry. The college was
to build a barrier against the immorality of the present
age, which makes the world as corrupt as in the days of
Noah.Testimonies, vol. 5, pp. 59, 60.
To Guard Against Corrupting Influences.In our
institutions of learning there was to be exerted an
influence that would counteract the influence of the
world, and give no encouragement to indulgence in
appetite, in selfish gratification of the senses, in pride,
ambition, love of dress and display, love of praise and
flattery, and strife for high rewards and honor as a
recompense for good scholarship. All this was to be
discouraged in our schools.
The work that we as a people were to do in this matter,
was to establish a school, and do the work that Jesus
Christ, from the pillar of cloud, had directed as the
work of His people,to train and educate our children
and youth to regard the commandments of God. The
manifested disregard of the world for the law of God
37

was contaminating the morals of those who professed

to be keeping the law of God.Fundamentals of
Christian Education, p. 286.
Established to Gain Training Different from that
Given by Common Schools: Those who attend our
colleges are to have a training different from that given
by the common schools of the day. Our youth
generally, if they have wise, God-fearing parents, have
been taught the principles of Christianity. The word of
God has been respected in their homes, and its
teachings have been made the law of life. They have
been brought up in the nurture and admonition of the
gospel. When they enter school, this same education
and training is to continue. The worlds maxims, the
worlds customs and practices, are not the teaching that
they need. Let them see that the teachers in the school
care for their souls, that they have a decided interest in
their spiritual welfare. Religion is the great principle to
be inculcated; for the fear of God is the beginning of
wisdom. Wherever a school is established, there should
be warm hearts to take a lively interest in the
youth.All the pleasantness possible should be
brought into the religious exercises.Ardent, active
piety in the teacher is essential.Counsel to Teachers,
p. 501, 502.
Peculiar Character to be Maintained.Professors and
teachers should reflect upon the best means of
maintaining the peculiar character of our college; all
should highly esteem the privileges which we enjoy in
having such a school and should faithfully sustain it
38

and guard it from any breath of reproach.

Testimonies, vol. 4, p. 432.
If Religion Offends Let the Students Go Elsewhere.
If morality and religion are to live in a school, it must
be through a knowledge of Gods word. Some may
urge that if religious teaching is to be made prominent
our schools will become unpopular; that those not of
our faith will not patronize the college. Very well, then,
let them go to other colleges, where they will find a
system of education that suits their taste.
Testimonies, vol. 5, p. 25.
If Worldly Influences Bear Sway Sell the School and
Start Another: If a worldly, influence is to bear sway in
our school then sell it out to worldlings and let them
take the entire control; and those who have invested
their means in that institution will establish another
school, to be conducted, not upon the plan of popular
schools, nor according to the desires of principle and
teachers, but upon the plan which God has specified.
Testimonies, Vol. 5, pp. 25, 26.
True Object to Fit Men for Service.The true object of
education is to fit men and women for service by
developing and bring into active exercise all their
faculties. The work at our colleges and training schools
should be strengthened year by year, for in them our
youth are to be prepared to go forth to serve the Lord
as efficient laborers. The Lord calls upon the youth to
enter our schools and quickly fit themselves for active
work. Time is short. Workers for Christ are needed
everywhere. Urgent inducements should be held out to
39

those who ought now to be engaged in earnest effort

for the Master.
Our schools have been established by the Lord; and if
they are conducted in harmony with His purpose, the
youth sent to them will be quickly prepared to engage
in various branches of missionary work. Some will be
trained to enter the field as missionary nurses, some as
canvassers, some as evangelists, and some as gospel
ministers. Some are to be prepared to take charge of the
church schools, in which the children shall be taught
the first principles of education. This is a very
important work, demanding high ability and careful
study.Counsel to Teachers, p. 493.
Brought into Existence to Train Workers for Gods
Cause.At our college young men should be educated
in as careful and thorough a manner as possible that
they may be prepared to labor for God. This was the
object for which the institution was brought into
existence. Our brethren abroad should feel an interest
not only to sustain but to guard the college, that it may
not be turned away from its design and be molded
after other institutions of the kind. The religious
interest should be constantly guarded. Time is drawing
to a close. Eternity is near. The great harvest is to be
gathered. What are we doing to prepare for this
work?Testimonies, Vol. 5, p. 11, 12. (1882.)
Designed to Train Preachers.The design of our
college has been stated again and again, yet many are
so blinded by the god of this world that its real object is
not understood. God designed that young men should
there be drawn to Him, that they should there obtain a
40

preparation to preach the gospel of Christ, to bring out

of the exhaustless treasury of Gods word things both
new and old for the instruction and edification of the
people. Teachers and professors should have a vivid
sense of the perils of this time and the work that must
be accomplished to prepare a people to stand in the
day of God.Testimonies, Vol. 5, p. 12. (1882.)
Instrumentality for Developing Superior Workers.
Workers are needed all over the world. The truth of
God is to be carried to foreign lands, that those in
darkness may be enlightened by it. God requires that a
zeal be shown in this direction infinitely greater than
has hitherto been manifested. As a people, we are
almost paralyzed. We are not doing one-twentieth part
of the good we might, because selfishness prevails to a
large extent among us.
Cultivated intellect is now needed in the cause of God,
for novices cannot do the work acceptably. God has
devised our college as an instrumentality for
developing workers of whom He will not be ashamed.
The height man may reach by proper culture has not
hitherto been realized. We have among us more than
an average of men of ability. If their talents were
brought into use, we should have twenty ministers
where we now have one.Testimonies, Vol. 4, p. 426.
(1880.)
To Educate for Departments of Missionary Labor.
There is hard work to be done in dislodging error and
false doctrine from the head, that Bible truth and Bible
religion may find a place in the heart. It was as a means
ordained of God to educate young men and women for
41

the various departments of missionary labor that

colleges were established among us.
It is Gods will that they send forth not merely a few,
but many laborers. But Satan, determined to overthrow
this purpose, has often secured the very ones whom
God would qualify for places of usefulness in His
work. There are many who would work if urged into
service, and who would save their souls by thus
working.We want men who will push the triumphs
of the cross; men who will persevere under
discouragements and privations; who will have the
zeal and resolution and faith that are indispensable in
the missionary field.Testimonies, Vol. 5, pp. 390, 391.
(1885)
A Distinct and Superior Work.The teaching in our
schools is not to be the same as in other colleges and
seminaries. It is not to be of an inferior order; the
knowledge essential to prepare a people to stand in the
great day of God is to be made the all-important theme.
The students are to be fitted to serve God, not only in
this life, but in the future life. The Lord requires that
our schools shall fit students for the kingdom to which
they are bound. Thus they will be prepared to blend in
the holy, happy harmony of the redeemed.Counsel
to Teachers, p. 539, 540.
Distinctive Institutions with Strength in Keeping
Religious Element in Ascendency.The Lord never
designed that our college should imitate other
institutions of learning. The religious element should
be the controlling power.The strength of our college
is in keeping the religious element in the ascendency.
42

When teachers or professors shall sacrifice religious

principle to please a worldly, amusement-loving class,
they should be considered unfaithful to their trust and
should be discharged.Testimonies, Vol. 5, p. 14.
(1882.)
To Prepare for the Crucial Hour of Decision.The
principles necessary for our youth to cultivate must be
kept before them in their daily education, that when
the decree shall go forth requiring all to worship the
beast and his image, they may make the right
decisions, and have strength to declare, without
wavering, their confidence in the commandments of
God and the faith of Jesus, even at the very time when
the law of God is made void by the religious world.
Those who waver now and are tempted to follow in the
wake of apostates who have departed from the faith,
giving heed to seducing spirits, and doctrines of
devils, will surely be found on the side of those who
make void the law of God, unless they repent and plant
their feet firmly upon the faith once delivered to the
saints.Prophecy and history should form a part of the
studies in our schools, and all who accept positions as
educators should prize more and more the revealed
will of God.What education can we give to the
students in our schools that is so necessary as a
knowledge of What saith the Scripture?
Testimonies, Vol. 5, pp. 525, 526.
A College Where the Bible Takes its Proper Place
(Early Counsel).When the Lord requires us to be
distinct and peculiar, how can we crave popularity or
seek to imitate the customs and practices of the world?
43

God has declared His purpose to have one college in

the land where the Bible shall have its proper place in
the education of the youth.It may seem that the
teaching of Gods word has but little effect on the
minds and hearts of many students; but, if the teachers
work has been wrought in God, some lessons of divine
truth will linger in the memory of the most careless.
The Holy Spirit will water the seed sown, and often it
will spring up after many days and bear fruit to the
glory of God. .Never from cowardice or worldly
policy let the word of God be placed in the
background.Testimonies, Vol. 5, pp. 26, 27.
Conversion of Souls Its Object.God devised and

established this college, Battle Creek College designing

that it should be molded by high religious interests and
that every year unconverted students who are sent to
Battle Creek should return to their homes as soldiers of
the cross of Christ.Testimonies, Vol. 4, p. 431, 432.
(1880.)
A Great Soul Saving Means: A sacred influence should

go forth from the college to meet the moral darkness

existing everywhere. When I was shown by the angel of
God that an institution should be established for the
education of our youth I saw that it would be one of the
greatest means ordained of God for the salvation of
souls.Testimonies, Vol. 4, p. 419.
A School where Science can be viewed from Religious
Standpoint: I was shown that our college was designed

of God to accomplish the great and good work of saving

souls. It is only when brought under the full control of
44

the Spirit of God that the talents of an individual are

rendered useful to the fullest extent.
The precepts and principles of religion are the first steps
in the acquisition of knowledge, and lie at the very
foundation of true education. Knowledge and science
must be vitalized by the Spirit of God in order to serve
the noblest purposes. The Christian alone can make the
right use of knowledge. Science, in order to be fully
appreciated, must be viewed from a religious standpoint.
The hear which is ennobled by the grace of God can best
comprehend the real value of education.Knowledge is
power only when united with true piety.Testimonies,
Vol. 4, p. 427.
To Excel in the Highest Kind of Education: God would

not have us in any sense behind in educational work.

Our colleges should be far in advance in the highest
kind of education.If we do not have schools for our
youth, they will attend other seminaries and colleges, and
will be exposed to infidel sentiments, to caviling and
questionings concerning the inspiration of the Bible.
The highest class of education is that which will give
such knowledge and discipline as will lead to the best
development of character, and will fit the soul for that
life which measures with the life of God. Eternity is not
to be lost out of our reckoning.
The highest education is that which will teach our
children and youth the science of Christianity, which
will give them an experimental knowledge of Gods
ways, and will impart to them the lessons that Christ
gave to His disciples, of the paternal character of God.
45

[Jer. 9:23, 24 quoted] Let us seek to follow the counsel

of God in all things; for He is infinite in wisdom.
Though we have come short of doing what we might
have done for our youth and children in the past, let us
now repent, and redeem the time.Counsels to
Teachers, pp. 45, 46.

46

CHAPTER FIVE
ADVENTIST PHILOSOPHY OF EDUCATION
The birth of the Seventh-day Adventist Church dates
back to the early 1860s. Its gestation period covered
decades. The roots go beyond the Dark Ages, Apostolic
and New Testament era and to the Old Testament
period. This Church came into existence after all the
others have done their work. It is a world-wide Christian
Church Organization that is established in 216 countries
with 18,200,235 baptized members and a representative
of over 25 million-strong Adventist family members.
SDA are among the fastest-growing churches in the
world now. This Church operates 7,579 schools and 627
health and medical institutions and has 63 publishing
houses. At the same time the church is doing oral work
coupled with publications in 947 languages and dialects
around the globe.26 Other current statistics of the Church
on the educational sector are as follows:
WORLD EDUCATIONAL STATISTICS
1

SCHOOLS OPERATED BY SDA CHURCH

COLLEGES AND UNIVERSITIES

WORKER TRAINING INSTITUTES
SECONDARY SCHOOLS
PRIMARY S CHOOLS
TOTAL ENROLMENT

B
C
D

7,579
114
44
2,050
5,371
1,807,687

Source: Seventh-day Adventist Yearbook 2015, p.5

26

General Conference Corporation of Seventh-day Adventists, Seventh-day

Adventist Yearbook 2015 (Hagerstown: Pacific Press Publishing Association,
2015) p. 5.
47

SDA Philosophy of Education27

Seventh-day Adventists, within the context of their
basic beliefs, acknowledge that:
A. God is the Creator and Sustainer of the entire
universeanimate and inanimate.
B. God created perfect human beings in His own
image with power to think, to choose, and to do.
C. God is the source of all that is true, good, and
beautiful, and has chosen to reveal Himself to
humankind.
D. Humans, by their own choice, rebelled against
God and fell into a state of sin that has separated
them from God and each other, affecting the entire
planet and plunging it into the cosmic conflict
between good and evil. In spite of this, the world
and human beings still reveal, albeit dimly, the
goodness and beauty of their original condition.
E. The Godhead met the problem of sin through the
plan of redemption. This plan aims to restore
human beings to God's image and the universe
back to its original state of perfection, love, and
harmony.
F. God invites us to choose His plan of restoration
and to relate to this world creatively and
responsibly until He intervenes in history to bring
about the new heavens and the new earth that is
promised in His Word.
General Conference of Seventh-day Adventists West Central Africa
Division. Working Policy 2014-2015. (Accra: Advent Press, 2015), 239-245.
48
27

Philosophy
The Seventh-day Adventist philosophy of education is
Christ-centered.
Adventists believe that, under the
guidance of the Holy Spirit, God's character and
purposes can be understood as revealed in the Bible, in
Jesus Christ, and in nature. The distinctive
characteristics of Adventist educationderived from
the Bible and the writings of Ellen G. Whitepoint to
the redemptive aim of true education: to restore human
beings into the image of their Maker. Seventh-day
Adventists believe that God is infinitely loving, wise,
and powerful. He relates to human beings on a
personal level, presenting His character as the ultimate
norm for human conduct and His grace as the means of
restoration.
Adventists recognize, however, that human motives,
thinking, and behavior have fallen short of God's ideal.
Education in its broadest sense is a means of restoring
human beings to their original relationship with God.
Working together, homes, schools, and churches
cooperate with divine agencies in preparing learners
for responsible citizenship in this world and in the
world to come. Adventist education imparts more than
academic knowledge. It
fosters a
balanced
development of the whole personspiritually,
intellectually, physically, and socially. Its time
dimensions span to eternity. It seeks to develop a life of
faith in God and respect for the dignity of all human
beings; to build character akin to that of the Creator; to
nurture thinkers rather than mere reflectors of others'
thoughts; to promote loving service rather than selfish
49

ambition; to ensure maximum development of each

individual's potential; and to embrace all that is true,
good, and beautiful.
Aim and Mission
Adventist education prepares students for a useful and
joy-filled life, fostering friendship with God, wholeperson development, Bible-based values, and selfless
service in accordance with the Seventh-day Adventist
mission to the world.
Agencies of Education
Home: The home is society's primary and most basic
educational agency. Parents are the first and most
influential teachers and have the responsibility to
reflect God's character to their children. Moreover, the
whole familial setting shapes the values, attitudes, and
worldview of the young.
The church and the school: Both of these with society's
other educational agencies, build on and supplement
the work of the home. It is imperative that the home, in
turn, supports the educational work of the school Local
Church The local church also has a major assignment in
the lifelong educational enterprise. The congregation as
a community of faith provides an atmosphere of
acceptance and love in which it disciples those within
its sphere of influence in a personal faith in Jesus Christ
and in a growing understanding of the Word of God.
This understanding includes both an intellectual aspect
and a life of conformity to God's will. School, College,
and University
50

All levels of Adventist schooling build on the

foundation laid by the home and church. The Christian
teacher functions in the classroom as God's minister in
the plan of redemption. The greatest need of students is
to accept Jesus Christ as personal Savior and commit to
a life of Christian values and service. The formal and
non-formal curricula help students reach their potential
for spiritual, mental, physical, social, and vocational
development. Preparing students for a life of service to
their family, church, and the larger community is a
primary aim of the school.
World Church:
The world Church has oversight
responsibility for the healthy functioning of learning in
all three of the above venues, including lifelong
learning. With reference to the school as an educational
agency, its functions are ideally accomplished by
institutions established by the Church for that purpose
Key Components
The Student: As a child of God, the student is the
primary focus of the entire educational effort and
should be loved and accepted. The purpose of
Adventist education is to help students reach their
highest potential and to fulfill God's purpose for their
lives. Student outcomes constitute a significant guiding
criterion in assessing the health and effectiveness of the
school.
The Teacher:
The teacher holds a central place of
importance. Ideally, the teacher should be both a
committed Adventist Christian and an exemplary role
51

model of the Christian graces and professional

competencies.
Knowledge: All learning is grounded on faith in a
certain set of presuppositions or worldview. The
Christian worldview recognizes a supernatural as well
as a natural order. Adventists define knowledge more
broadly than that which is merely intellectual or
scientific. True knowledge encompasses cognitive,
experiential, emotional, relational, intuitive, and
spiritual elements. An acquisition of true knowledge
leads to understanding, which is manifested in wisdom
and appropriate action.
Curriculum: The curriculum will promote academic
excellence and will include a core of general studies
needed for responsible citizenship in a given culture
along with spiritual insights that inform Christian
living and build community. Such citizenship includes
appreciation for the Christian heritage, concern for
social justice, and stewardship of the environment. A
balanced curriculum will address the major
developmental needs in the spiritual, intellectual,
physical, social, emotional, and vocational realms. All
areas of study will be examined from the perspective of
the biblical worldview within the context of the Great
Controversy theme, as it promotes the integration of
faith and learning.
Instruction: The instructional program of the
classroom places appropriate emphasis on all forms of
true knowledge, purposefully integrating faith and
learning. Instructional methodology will actively
engage the needs and abilities of each student, giving
52

opportunity to put what is learned into practice, and be

appropriate to the discipline and to the culture.
Discipline: Discipline in a Christian school is built
upon the need to restore the image of God in each
student and recognizes the freedom of the will and the
work of the Holy Spirit. Disciplinenot to be confused
with punishmentseeks the development of selfcontrol. In redemptive discipline, the student's will and
intelligence are engaged.
School Life: A blended emphasis of worship, study,
labor, recreation, and relationships will characterize the
total learning environment, with careful attention
given to balance. The campus community will be
pervaded by joyful spirituality, a spirit of cooperation,
and respect for the diversity of individuals and
cultures.
Assessment: The Adventist school, college, or
university gives clear evidence that it subscribes to an
Adventist philosophy of education. Such evidence is
found in the written curriculum, in teaching and
learning activity, in the campus ethos, and by the
testimony of students, graduates, constituents,
employees, and the community at large. Assessment whether of individuals or institutions-is redemptive in
nature and always seeks God's high ideal of excellence.
Responsibilities and Outcomes:
The Seventh-day
Adventist Church has made a commitment to provide
a broad education and spiritual formation for its
children, youth, and young adults within the context of
the Christian worldview. The Church extends this
53

same opportunity to other children and youth of the

community who share similar values and ideals.
Adventist education seeks to maintain academic
excellence in all teaching and learning activities.
Secondary Schools
The Adventist secondary school builds on what has
been achieved at the elementary level with a focus on
values, choices, and Christ-like character. It offers
students:
(1) a formal and informal curriculum in which
academic study, spiritual values , and daily life are
integrated;
(2) a broad academic and vocational program leading
to productive living and satisfactory career choices;
(3) avenues where-by Christian faith is made relevant
to their emerging needs, leading to more mature
relationships with others and with God; and
(4) an opportunity to develop a Christian lifestyle of
values, service, and witness.
Students completing the secondary level at an
Adventist school should
1. Have had an opportunity to commit their lives to
God and therefore manifest a maturing faith in
Him characterized by personal devotion, public
worship, and service and witness to others in
fulfillment of the Church's mission.
54

2. Demonstrate competence in communication,

quantitative skills, and creative thinking, along
with other academic areas that are foundational
to excellence in tertiary education and/or the
world of work.
3. Demonstrate maturity and Christ-like sensitivity
within the family circle, in the choice of
friendships, in preparation for marriage, and in
broad anticipation within their church and
community.
4. Make good decisions and wise choices in ways
that demonstrate their belief in the body as a
temple of God. This includes careful use of time
and discriminating selection of music, media,
and other forms of entertainment.
5. Have developed a strong work ethic, functioning
competently in everyday life as well as within
entry-level work experiences appropriate to their
interests and God-given abilities.
Tertiary Institutions
Adventist institutions of higher education provide
students a unique environment needed in pursuit of
learning in the arts, humanities and religion, sciences
and various professions, within the perspective of the
Adventist philosophy of education and spiritual
commitment. Adventist higher education
(1) gives preference to careers that directly support the
mission of the Church;
55

(2) recognizes the importance of the quest for truth in

all its dimensions as it affects the total development of
the individual in relation both to God and to fellow
human beings;
(3) utilizes available resources such as revelation,
reason, reflection, and research to discover truth and its
implications for human life here and in the hereafter,
while recognizing the limitations inherent in all human
endeavors;
(4) leads students to develop lives of integrity based
upon principles compatible with the religious, ethical,
social, and service values essential to the Adventist
worldview;
(5) fostersparticularly at the graduate levelthe
mastery,
critical
evaluation,
discovery
and
dissemination of knowledge, and the nurture of
wisdom in a community of Christian scholars.
Lifelong Learning
Education goes beyond formal schooling. Lifelong
learning should meet the needs of both professionals
and non-professionals.
(1)
Among
professional
responsibilities
are
opportunities for continuing education for certification
and career enrichment for educators, clergy, business
and health-care personnel, and others.

56

(2) In the non-professional realm, opportunities exist

for programs in such areas as local church leadership,
family life, personal development, spirituality,
Christian growth, and service to the church and the
community. Programs need to be developed that
utilize both traditional teaching techniques and
extension learning though media technology. Formal
schooling combines with the other agencies of
education in preparing the student "for the joy of
service in this world and the higher joy of wider service
in the world to come."
Conclusion: The aim of true education is to restore
human beings into the image of God as revealed in the
sinless life of Jesus Christ. Only through the guidance
of the Holy Spirit can this be accomplished. An
education of this kind imparts far more than academic
knowledge. It fosters a balanced development of the
whole person that involves the spiritual, physical,
intellectual, social and the emotional that spans a
lifetime. By working together, homes, schools, and
churches cooperate with divine agencies to prepare
learners to be good citizens in this world and in the
everlasting world to come.

57

CHAPTER SIX
ADVENTIST EDUCATION UPHOLDS
DIGNITY OF LABOR
Since the agencies of education are basically the home,
the church and the school, we would x-ray here what
should be imparted to the child at home and in the
school concerning the dignity of labor. The home is the
primary and most basic educational agency. The father
and mother are the first teachers for the child. The
foundation laid at home has a great influence on the
childs education latter in life. In view of this, what
type of training should parents and teachers give to the
children at home and in Adventist schools
respectively?
Our country is blessed with abundant human and
material resources. It is also a nation whose cities,
towns and villages are filled with job seekers
possessing
different
degrees,
certificates
and
qualifications. Many of these who are privileged to be
employed see that as the golden opportunity to enrich
themselves by embezzling, misappropriating and
defrauding their employing organizations. It seems
that the level of employment corresponds with the
magnitude of corruption as evidenced in recent
newspaper and magazines publications among other
mass media. Why do we have this absurd paradox
from many of our educated working class citizens?
People want to make it by all means at the expense of
the dignity of labor. Is it possible those people have
not learnt the lessons of economy, value of money, self
58

denial and money management while they were still at

their homes and educational institutions?
The significance of this chapter is on the fact that workstudy should become an integral part of the
educational experience gained by all students in every
Adventist institution as a precursor to the dignity of
labor we need to transform our society.
Dignity of Labor Introduced at Eden: After the
creation of man, the Bible gave us this information:
And the LORD God took the man, and put him into
the Garden of Eden to dress it and to keep it (Genesis
2:15). Commenting on this action of the Creator,
Skinner28 opined that the ideal existence for man is not
idle enjoyment but easy and pleasant work.
It was
29
Gaebelein who maintained that the main purpose of
putting man in the Garden of Eden was for Adam to
work it and take care of it (EV). Indeed, the ideal state
for the sinless man was not of indolence without
responsibility. Work and duty belong to the perfect
state of humanity. The first verb to dress is from the
Hebrew term ab hadh and used transitively in the sense
of to till or to serve30. The second verb, keep is
from the Hebrew word shamar and according to
Nichol31 it usually means to watch, to guard, to
28

Skinner, John (1969) The International Critical Commentary, vol. 1.

(Edinburgh: T& T Clark). P. 66
29
Gaebelein, Frank E. (1990) The Expositors Bible commentary, vol. 2.
(Michigan: Zondervan Publishing House ). P. 45
30
Leupold, H. C. (1976) Exposition of Genesis, vol. 1. (Michigan: Baker
Book House). P. 126
31
Nichol, Francis D. (1978) The Seventh-day Adventist Bible
Commentary, vol. 1. (Hagerstown, MD: Review and Herald Publishing
Association). P. 224
59

preserve, to observe, to hold fast and could also

mean to look after. Since all that God created was
very good, why was there the need to both dress and
keep the garden? In answering this question, Leupold32

said that even though the garden was in every sense

good, yet care was necessary to keep it from growing in
exuberant disorder.
Another important lesson we are to learn from the
instruction given to Adam to take care of the Garden of
Eden is that the perfect nature in which all creation
came from the hand of God did not exclude the need
for cultivation associated with the dignity of labour.
Man was to use his physical and mental faculties to
preserve the garden in the same perfect condition in
which he received it from the Creator. The fact that
man was assigned this responsibility before his fall,
and considering the fact that physical labour will be a
delightful part of life in the new earth (Isaiah 65:21-23)
indicate that work was not intended to be a curse but a
great blessing. Commenting on this issue, White
(1980:27) aptly said that:
Labor was appointed for Mans Happiness - God
is a lover of the beautiful.
He has given us
unmistakable evidence of this in the work of His
hands.
He planted for our first parents a
beautiful garden in Eden. Stately trees were
32

Leupold, H. C. (1976) Exposition of Genesis, vol. 1. (Michigan: Baker

Book House). P. 127

60

caused to grow out of the ground, of every

description, for usefulness and ornament.
Today, the story is a different thing all together. People
are no longer interested to work with their hands.
Many see faithful labor as what belongs to the down
trodden and the poor. No wonder our roads are full of
portholes during the dry season and filled with water
when the rainy season arrives. Magnificent buildings
are collapsing in their large numbers in many parts of
our nation. All around in government departments
and in official trusts men and women are being
tempted by the evil one. On the other hand is the lack
of jobs for our teeming population. It had been
reported in the print and electronic media that that
many Nigerian youth are jobless. The outcome of this
is corruption, crime, robberies, embezzlement and
extortions; therefore, the only remedy to these
problems is to educate men and women to embrace the
dignity of labor as God had set it forth in His Word.
When this is done, people would be sanctified and set
free from the shackles of indolence. Education without
Christ will only lead to the knowledge of evil and
destruction. How was education carried out in ancient
Israel?
The Schools of the Prophets: Samuel founded the
school of prophets. In these schools, pious, intelligent
and studious pupils were placed under teachers who
were well versed in the divine truth, enjoyed
communion with God.
The students sustained
themselves by their own labor in tiling the soil or in
some mechanical employment while some of their
61

teachers also supported themselves by manual labor. In

ancient Israel, whether your parents were rich or poor,
it was considered a sin to allow any child to grow up
without knowledge of practical useful labour. So all
the students worked while they studied.
Impact of Graduates on the Nation: The sole aim that
Samuel had in mind in establishing these schools of
prophets was to restore the image of God in the souls
of the students.
These students helped to check the
widespread of corruption that had engulfed the nation.
They helped to restore the moral, social, mental, and
spiritual decay that plagued the Jewish nation. These
institutions also promoted the future prosperity of the
nation as a whole by providing it with people who
have the fear of God as leaders, counselors and
consultants. These schools provided the nation with
that righteousness which exalts a nation. The progress
and prosperity which Israel enjoyed during the reigns
of David and Solomon were made possible through the
graduates of these schools. When properly established,
our Adventist schools should produce the same result
in Nigeria today.
Work-Study
The work study program as it was done at the schools
of the prophets should be re-introduced and made
functional in all our Adventist educational institutions
in Nigeria. For both the introduction and reactivation
of this program, a plan should be made to include and
involve all students effectively in one activity or the
other.
In fact, as a matter of divine principle the
mandate is that all the staff members and students
62

should work together in the farm or in any other area

of manual work. Equipments that should be used are
to be provided, repaired and put to work for greater
efficiency and for mass production of food and other
materials. In the same vein, every industry or
establishment within every educational institution
should employ the students through the work study
scheme. Even when this plan is not realized, the
combined efforts of all students and faculty by putting
in required number of working hours in the farm or
any other establishment within the institution will
produce the same result of mass production. Not only
that, the dignity of labour would be rekindled in the
lives of the young men and women who are studying
in our Adventist institutions. The climax of it all is that
when complete obedience is given to the counsel of the
Lord through the Bible and Whites writings on how
our institutions should be operated, there would be
abundant blessings, unlimited success, and a greater
realization of the goals and objectives for the
establishment of the Adventist educational system.

Some Advantages of Work Study Program:

a. It is a source of happiness and development:
At the creation, labor was provided as a blessing
to man. It was for mans development, power and
happiness. The changed condition of the earth
through the entrance of sin has brought a change
in the conditions of labor; yet though now
attended with anxiety, weariness and pain, it is
still a source of happiness and development. And
63

it is a safeguard against temptation. Its discipline

places a check on self-indulgence, and promotes
industry, purity, and firmness for all who
embraced it. White (1952:214)
b. Is a safeguard against temptation: This is
because of the fact that idle hands and minds are
the devils tools respectively. It disciplines and
places a check on self-indulgence and on the other
hand encourages industry, purity and firmness.
c. It also aids mental balance in the student. All
the faculties should be called into use for their
balanced development. If the young are given a
thorough education in the different branches of
labor, and if they are educated on the importance
of labor as well as the sciences, their education
would have been of greater advantage to them.
White (1923:39)
d. Makes students more efficient in school work:
According to White, (1988:158), much can now
be gained by connecting labor with schools. In
following this plan the students will realize
elasticity of spirit and vigor of thought, and will
be able to accomplish more mental labor in a
given time than they could by study alone. This is
a mystery that can be appreciated through
experience.
e. Minimizes need for amusements and is a better
use of time: The students also learn how to clear
the land, cultivate the soil and to build houses; and
these activities were largely carried on in time that
64

would otherwise have been spent in playing

games and seeking for other amusements.
Canvassing-A Unique Work Study Opportunity:
Colporteur work, canvassing, the selling of books from
door to door on a commission basis, is a work
recommended to students as a means of securing funds
for an education and for its direct educative value.
It will make the students to have almost a debt free
experience during their studies.
Canvassing is an
excellent experience for any who have the ministry in
view.
Those who are preparing for the pastoral
ministry can engage in no other occupation that will
give them so large an experience as will the canvassing
work. White, (1988:76) further said that all students
irrespective of their line of study may benefit from an
experience in canvassing.
They will be acting as
missionaries and getting a training that may serve
them well in a foreign mission field; they will meet
with experiences that will teach them how to cope with
problems that await them in their life work; they may
gain skill in meeting people and in exercising tact in
conversing with them.
Student Self Support: Experiences gained in working
ones way through school are essential in preparing the
student for foreign missionary service.
Some other
educational advantages that may accrue to students by
earning money for their education through the workstudy program include: avoiding debt, no more
dependent on the self-denial of their parents or others;
65

learning the value of money, appreciating the value of

time, avoiding the temptation to indulge in idle and
spendthrift habits, as well as learning lessons of
economy, industry, self-denial, practical business
management, and steadfastness of purpose.
Instruction to Academic Planners: The Head of
Department and all academic planners in collaboration
with the institutions leadership must also avoid filing
the whole day with class schedule and assignments so
as to keep open a stretch of time for the work program.
Engaging in industrial work at scattered odd hours is
inefficient.
The following programs have been
experimented with in a more or less successful
endeavour to get everything in, including stretches
of work time.
a. Classes may be confined to the morning, keeping
the afternoon hours open for practical work.
b. Classes may also be confined to the afternoon
thereby opening the morning for work.
c. An alternative could be to have all classes on
Monday, Wednesday, and Friday, leaving the
other three days of the week Sunday, Tuesday
and Thursday open for work.
(Vocational
classes and practice could be slated for the study
days to ensure effective participation by the
teachers and students concerned.)
d. Note that all students in the schools of the
prophets sustained themselves by their own
labor. In the same way, every youth, whether his
66

parents are rich or poor, should today be taught

some trade according to White, (1952: 47).
There is no branch of legitimate business for which the
Bible does not afford an essential preparation. The
principles of diligence, honesty, thrift, temperance, and
purity are the secrets of true success. These principles,
as set forth in the various books of Bible, constitute a
treasury of practical wisdom says White, (1952:1).
ALPHABETICAL LISTING OF STUDIES RECOMMENDED IN
ELLEN WHITES BOOKS
SN

Subject/Studies

E.G.Whites
Book

S/N

Subject/Studies

E.G.Whites
Book

1.
2.
3.
4.

Accounting
Agriculture
Art
Astronomy

Ed 29
Ed 33, 11
Ed 41
Ed 21

35.
36.
37.
38.

Life of Christ
Light
Manufacturing
Marriage

5.
6.

Baking
Bible

39.
40.

Meteorology
Mineralogy

7.
8.
9.
10.
11.

Biography
Biology
Blacksmithing
Bookbinding
Botany

CT 310
Ed 17, 169,
180, 185
Ed 269
Ed 21
CT 310
CT 310
Ed 21

Ed 28
Ed 21
FE 38
FE 62, 103,
2T 298
Ed 21
Ed 21

41.
42.
43.
44.
45.

12.
13.
14.

Building
Business
Child Training

Ed 37
Ed 29, 135
Ed 276

46.
47.
48.

Missions
Nature
Oceanography
Philosophy
Physical
Training
Physiographic
Physiology
Plan of Salvation

15.

CT 215

49.

Poetry

16.

Common
branches
Cooking

50.

Diet

51.

Principles of
Education
Printing

Ed 30

17.
18.

Domestic science

FE 41, 74,
CT 289, 312,
Ed 38, 197,
204
FE 37, 74, Ed

52.

Psychology

Fe 266

67

Ed 269
Ed 17, 21, 22
Ed 21
FE 192
FE 59
Ed 21
Ed 196, 200
Ed 28, 126,
FE 186
Ed 47, 159

CT 310

19.

Dressmaking

20.
21.

Economics
Ethics

22.

Flocks and
Herds
Gardening
Geography
Health
History

216
Ed 248, FE
41, 75
Ed 37
Ed 29, FE
115
Ed 33

53.

Reading

Ed 47

54.
55.

Sanitation
Science

Ed 38
FE 186

56.

Social Studies

Ed 269

Ed 20
Ed 269
Ed 38, 195
Ed 47, 238,
269,
FE 192, Ed
47, 192
Ed 216

57.
58.
59.
60.

Sound
Speech
Spelling
Statesmanship

Ed 21
FE 267
CT 218
Ed 56

61.

Ed 29

Ed 66

62.

Technical
Knowledge
Trades

Ed 196, 200,
204

63.

Ed 196, FE
75, 147, 149,
150

Inanimate
Creation
Instrumental
Music

Ed 21

64.

Treatment of
Common
Diseases &
Accidents
Typewriting

Ed 38

65.

Vocal Music

32.

Language

66.

Vocations

33.

Laws of Nature

CT 208, FE
256, 468
Ed 22

Ed 38, 519,
167, 168,
198, FE 97,
487, 547
FE 72

67.

Voice Culture

68.

Zoology

23.
24.
25.
26.

27.
28.
29.

30.
31.

34.

Household
economy
Human
Engineering
Hygiene

68

Ed 29, 217

CT 310

FE 97, 147,
214
Ed 21

CHARACTER DEVELOPMENT WHICH SHOULD COMMENCE AT HOME

Subject/Studies E.G.Whites Subject/Studies

book

E.G.Whites
Book

Benevolence

Ed 56

CT 524

Courtesy
Dignity
Faith
Fidelity
Leadership
Obedience

Ed 55, 240; CT
93
Ed 55
Ed 47
Ed 56, 58, 61
Ed 46
Ed 47

Salesmanship and
colporteur ministry
Self-disciple

Ed 53
Ed 56
Ed 55
Ed 218
Ed 44, 138, 139

Prayer
Principles of dress

Ed 47
Ed 246, 248

Purity
Reading

Ed 56
FE 548

Steadfastness
Tact
Temperance
Thoroughness
Tithing and
stewardship
Wisdom
Genetic (Laws of
heredity)
Poultry

69

Ed 57

Ed 56
Ed 276
Ed 245, 246

CHAPTER SEVEN
WHY IS ADVENTIST EDUCATION UNIQUE
AND IMPORTANT?

Adventist institutions
are distinctive
because of carefully
guided principles,
outlined by God,
through Ellen White

We have a responsibility to do all within our powers to

raise our children in such a way that will greatly
increase the likelihood that they will live eternally with
our Father, King of kings, Lord of lords, Creator and
Redeemer. God was in the school business in Eden. He
was the teacher for Adam and Eve. Gods original plan
was a group of students and a classroom designed to
last for eternity until sin entered and shattered that
plan. Godly parents also educated their children at
home. Latter the schools of the prophets were
established to continue that training.
Jesus Christ
became the best Educator the world has ever known
since no one taught like Him. He was in a class of His
70

own as an Educator. What factors make Adventist

education both unique and important?
Inculcates eternal values: Prophet Samuel established
the Schools of the Prophets as he saw the importance of
education for now and for eternity. These schools were
integral parts of Samuels long-term plan to strengthen
the eternal values among the people and prepare
future leaders for Israel.
Adventist education has a similar focus. It seeks to
inculcate everlasting values in the lives of students. It
creates opportunities to establish or enhance the
students personal relationship with God. Adventist
education prepares students to be citizens of two
kingdoms: the kingdom of grace and the kingdom of
glory. Ellen White further says: Heart education is of
more importance than the education gained from
books. It is well, even essential, to obtain a knowledge
of the world in which we live; but if we leave eternity
out of our reckoning, we shall make a failure from
which we can never recover.(White, Child Guidance,
p.497)
Teaches God's Word: Students spend 30-40 hours a
week in school with teachers not only shaping their
intellects but also their spirituality.
Adventist
institutions offer a refreshing, biblical view in all areas
of the curriculum. The Bible is taught as the inspired
word of God and it forms the foundation of all learning
experiences. In mathematics, pure science subjects,
social studies, and even English, a biblical worldview is
taught at all levels. Bible verses are internalized so
students will be able to draw upon them throughout
71

life. Being able to teach from Bible-based principles is a

right and a privilege of Adventist education.
Adventist schools share parent's values: Most parents
have been teaching their children about God and His
love for humanity since the day those children were
born. These parents have taken their little ones to the
pastors for naming ceremonies, for dedication, to Bible
study sessions, read Bible stories to them, and sung
"Jesus Loves Me this I know" among many other
religious activities. The staff and faculty at Adventist
institutions believe that school activities should
continue with what the parents have already begun at
home by reinforcing the same values at school. In this
way, education becomes a partnership with home,
school, and church helping their children to become the
persons God has created them to be.
The Eternity Factor: This is one thing that sets
Adventist education apart from excellent state run
educational institutions. Both will have great teachers,
good resources, and follow the curriculum. Both will
focus on using contemporary teaching methods. Both
systems will want the best for their students. And both
will be keen to produce good citizens for our nations.
What is missing in other institutions that Adventist
Education provides? It is the Adventists focus on the
hereafter, eternity, heaven, New Jerusalem and being
with the Lord forever as espoused in John 14:1-3 and
Revelation 21.
Teachers and Students share the same Faith: Students
who attend Seventh-day Adventist educational
institutions spend their time with teachers and
72

administrators who provide them with a uniquely

Seventh-day Adventist school learning environment.
Throughout the day in the classrooms and laboratories,
students are exposed to the unique teachings of our
church with guided discussions on such topics as
creation, relationship, marriage, family, Sabbath,
worship, choosing to live a healthy lifestyle, death,
resurrection, the millennium, second coming of Jesus
Christ, the new heaven among others. Teachers are
among the most influential role models in students
lives and while public school offers a very sound
educational system, there is an on-going continuity
when principal, teachers and parents all operate under
the same religious educational paradigm.
This
uniqueness is present in Adventist education.
Some quotes that address the importance of Adventist
Education from the pen of inspiration have been
shared below.
Public Schools are not Safe: In planning for the
education of their children outside the home, they
should realize that it is not safe now to send them to
public schools. Parents should endeavor to send their
children to schools where they can obtain an education
based on a scriptural foundation ... and education to be
gained gradually, line upon line, precept upon precept,
here a little, and there a little. (Peter's Counsel to
Parents, p. 41. & Spalding and Magan Collection, p. 263)
Dear youth, what is the aim and purpose of your
life?...Have you thoughts that you dare not express
of intellectual greatness; that you may sit in
deliberative and legislative councils and help to enact
73

laws for the nation? There is nothing wrong in these

aspirations. You may every one of you make your
mark Aim high, and spare no pains to reach the
standard. The fear of the Lord lies at the foundation of
all true greatness. Integrity, unswerving integrity, is
the principle that you need to carry with you into all
the relations of life The important question with you
now is how to so choose and perfect your studies that
you will maintain the solidity and purity of an
untarnished Christian character, holding all temporal
claims and interests in subjection to the higher claims
of the gospel of Christ.
(Fundamentals of Christian
Education (FCE), p.82-83.)
I am glad that we have institutions where our youth
can be separated from the corrupting influences so
prevalent in the schools of the present day. Our
brethren and sisters should be thankful that in the
providence of God our colleges have been established,
and should stand ready to sustain them by their
means. Every influence should be brought to bear to
educate the youth and to elevate their morals. They
should be trained to have moral courage to resist the
tide of moral pollution in this degenerate age. With a
firm hold upon divine power, they may stand in
society to mold and fashion, rather than to be
fashioned after the worlds model. (FCE, p. 89).
The Holy Scriptures are the perfect standard of truth,
and as such should be given the highest place in
education. To obtain an education worthy of the name,
we must receive a knowledge of God, the Creator, and
74

of Christ, the Redeemer, as they are revealed in the

sacred word. (Education, 14).
While we should put forth earnest efforts for the
masses of the people around us, and push the work
into foreign fields, no amount of labor in this line can
excuse us for neglecting the education of our children
and youth. They are to be trained to become workers
for God. Both parents and teachers, by precept and
example, are so to instill the principles of truth and
honesty into the minds and hearts of the young, that
they will become men and women who are as true as
steel to God and His cause. (Child Guidance, p. 314).
The most essential education for our youth today to
gain, and that which will fit them for the higher grades
of the school above, is an education that will teach
them how to reveal the will of God to the world. To
neglect this phase of their training, and to bring into
our schools a worldly method, is to bring loss to both
teachers and students. (FCE, p.512).

75

CHAPTER EIGHT
ADVENTIST EDUCATION PRODUCES
CITIZENS FOR TWO KINGDOMS
Adventist education prepares her students to become
citizens of two kingdoms. Students are groomed to
possess two kinds of unique qualities that would
qualify them to become citizens of the heavenly
kingdom ruled by God and earthly kingdom governed
by man. The heavenly qualities are possessed by all
New Jerusalem citizens through the power of the Holy
Spirit. These are those characteristics that make these
citizens live holy lives in a world of sin. A good citizen
is controlled by strict faithfulness, fidelity, self-sacrifice,
sincere performance of duties, and right ordering of
loyalties. Wide ranging commonsense, knowledge and
devotion are important qualities of a citizen. A good
citizen should have enough commonsense so that
he/she may be able to understand important problems
concerning the society where he or she is living. All
these cannot be achieved in a day: it is the product of
good home training, right modeling and a harmonious
patriotic heritage. If a child hears only stories of
betrayal, diabolic activities, yahoo-yahoo, 419,
kidnapping, bombing, Boko Haram, corruption, exam
malpractice, and cheating, he or she is unlikely to
imbibe any good qualities. Remember, train up a child
in the way he should go.
There are many vocations which if correctly performed
contribute to our national progress. Industries,
educational
institutions,
health
and
medical
76

organizations, when run properly, become a part of

national development. They also provide opportunities
for research as well as providing jobs for our young
people. A farmer, a teacher, a pastor, and a soldier all
have important roles to play. He who loves his country
and puts his heart in his job and does it to the best of
his ability is a good citizen. A good citizen equally
stays away from anti-social activities like smuggling,
robbery in all its forms and all anti-social behaviors. A
typical good citizen should possess the following
features:

CHARACTERISTICS OF A GOOD CITIZEN

SOUND HEALTH: A good citizen must be healthy,
happy and holy. He or she must be careful to obey the
rules of health and observes them scrupulously. A
healthy, happy person praises the Lord without any
reservation. The background of the Seventh-day
Adventist health message could be traced back to the
vision God gave to Ellen G. White at Otsego in May 21,
1863. It was also called the comprehensive health
vision. This philosophy of health has been simplified
for applications among Seventh-day Adventist
educators and for all Gods children through the
acronym, AH-NEWSTART33. AH-NEWSTART means:
A - Attitudes Cheerful disposition is needed for
health/healing

33

Philemon O Amanze. African Traditional Medicine. (Bloomington, IN:

Author House, 2011), pp. 134-206.
77

H - Hygiene Cleanliness of the body and mind are

necessary
N - Nutrition Balanced plant-based diet should be
eaten daily
E - Exercises This should be carried out daily for 15 to
3o minutes
W- Water Drink enough water daily and abstain from
sugary-carbonated chemicals
S - Sunlight Enjoy it daily for healthy bones and
healing
T - Temperance Abstain from all harmful practices
and enjoy good ones moderately.
A - Air Inhale fresh air and avoid smoking in all its
forms
R - Rest Do this daily, enjoy the weekly Sabbath and
take annual vacation.
T - Trust in God Have faith in God. With God health
and healing are possible
HONESTY: This is the most important characteristic of
good citizenship. Adventist students have been taught
and are expected to be honest in their homes, hostels,
work, leisure, business transactions and relationships
with others. Honesty is still the soul of business.
COMPASSION: It means the emotion that you feel
when you genuinely care for other people and living
things. At Adventist institutions, our compassion
enables us to think about others and see the importance
of their needs. This is also extended to caring for our
78

immediate environment and other creatures. While

Jesus was on earth, He was moved with compassion
when he saw the sickness, the sorrow, and the great
needs and degradation of the multitudes that thronged
His presence. Adventist education prepares people to
meet the needs of the world as Christ did so long ago34.
RESPECT for God, self and others is an important
citizenship trait. Self-respect allows us to be conscious
of our behaviors and our words. Respect for others
ensures that every one of us genuinely sees it as a
responsibility to treat others even as we would like to
be treated. Respecting others also means valuing
different ideas and points of view. Above all, respect
for God means obeying Him in all that He commands
us from the Bible and through His servants.
SELF CONTROL AND SELF CONFIDENCE: A good
citizen is sober in behavior and exercises self-control in
public and private dealings. He or she is disciplined in
character, exercises the golden rule, thinks before
talking, and has a Spirit controlled temperament.
RESPONSIBILITY is the skill of being accountable and
responsible in all that we do as graduates of our
institutions. Our students take responsibility for their
learning and social wellbeing and recognize their duty
to represent our institutions positively.
COURAGE means doing the things that may be
difficult or unpopular in order to help others.
Adventist student are educated to be bold in doing
what is right. They are also prepared to make wise and
34

Ellen G. White. Welfare Ministry. P. 54.

79

ethical decisions. We must be bold in saying with the

apostles: we should obey God rather than man. The
apostles of old, Joseph and Daniel were good examples
of courageous people who identified with God in spite
of what others were doing. In Education p. 57, White
said:
The greatest want of the world is the want of men-men who will not be bought or sold, men who in their
inmost souls are true and honest, men who do not fear
to call sin by its right name, men whose conscience is as
true to duty as the needle to the pole, men who will
stand for the right though the heavens fall.
INTELLIGENCE AND EDUCATION: A good citizen
is intelligent enough to differentiate between good and
bad. This enables that person to take a dispassionate
view of everything. He is educated. His education
enables him to play his role in the society more
successfully and intelligently.

Being helpful or helping those in need is another aspect of being a good

citizen as seen above
80

The Samaritan was a Good Citizen: Luke 10 recorded

the incident of a traveler who was attacked by armed
robbers. Many people passed him without helping him
except a Samaritan. Through inspiration Luke the
physician said:
But a certain Samaritan, as he journeyed, came
where he was: and when he saw him, he had
compassion [on him].
And went to [him],
and bound up his wounds, pouring in oil and
wine, and set him on his own beast, and
brought him to an inn, and took care of him.
And on the morrow when he departed, he
took out two pence, and gave [them] to the
host, and said unto him, Take care of him; and
whatsoever thou spendest more, when I come
again, I will repay thee. (Luke 10:33-35)
In the story of the Good Samaritan, Jesus Christ made it
clear that anyone who needs our sympathy and any
assistance from our offices is our neighbor.
Christ
taught that true religion consists not in systems, creeds,
or rites, but in practical loving deeds, in bringing the
greatest good to others without selfishness. This is the
essence of Adventist education, which is trying to
restore that lost dominion among the sons and
daughters of God.

81

CHAPTER NINE
ADVENTIST EDUCATION: THE WAY
FORWARD
Adventist education fulfills its objective as citizens are
prepared for effective service in this world and for
greater service in the world to come. The Seventh-day
Adventist Church, the proprietor of all Adventist
schools in the world, encourages a high standard of
Christ-like behavior by all Adventist students in
particular and all believers in general. The twelfth
chapter of the Seventh-day Adventist Church Manual
calls this Community Relationships. Below is the
complete official text:
While our citizenship is in heaven; from
whence also we wait for a Saviour (Phil. 3:20,
RV), we are yet in the world as an integral part
of human society, and must share with our
fellows certain responsibilities in the common
problems of life. In every community where
they live Seventh-day Adventists, as children
of God, should be recognized as outstanding
citizens in their Christian integrity and in
working for the common good of all. While our
highest responsibility is to the church and its
commission to preach the gospel of the
kingdom to all the world, we should support
by our service and our means, as far as possible
and consistent, all proper efforts for social
order and betterment. Even though we must
stand apart from all political and social strife,
82

we should always, quietly and firmly, maintain

an uncompromising stand for justice and right
in civic affairs, along with strict adherence to
our religious convictions. It is our sacred
responsibility to be loyal citizens of the
governments to which we belong, rendering
unto Caesar the things which are Caesars; and
unto God the things that are Gods (Matt.
22:21).
The Church Manual is voted by the General Conference
in session once every five years. This section of the
manual is of particular importance for Adventist
educators because it sets high standards for our
students and church members around the world. What
lessons can we teach our students and members from
the above information?
1.

Seventh-day Adventist educators and their

students are integral parts of the human society and
should share with the rest of humanity basic
challenges which are common in their localities. We
are not to abstain or withdraw from the issues that
confront communities, such as poverty, youth
unemployment, HIV-AIDS pandemic, climate
change, insurgency, economic meltdown, public
health challenges, etc. While Christ was on earth,
He mingled with the people as someone who
sought their good.
We are to act as solution
providers and not trouble shooters.
Praise God,
Adventist education prepares people to go into the
next level of academic endeavor as positive change
83

ambassadors. Indeed, our graduates are solution

providers!
2.

Seventh-day Adventist educators are to be

involved in community service. This means using
our time, talents, influence and money to serve the
community and the church alike. As the needs arise,
we should initiate as well as support all proper
efforts
for
social
order
and
community
development. These may include providing and
sustaining a wide range of social services,
education, health care, community development
activities, counseling, feeding the hungry, caring for
kids, teaching life skills, caring for the aged, and
meeting other community needs.
Seventh-day
Adventist educators and students are to take part in
all communal activities that are not immoral or
unjust. Some have referred to this action as
Academic Gowns going to the Town Hall.

3.

Seventh-day Adventist educators are also to

refrain from all political and social strife. We must
never engage in violence or the manipulation of
crowds, or support anti-social activities. In spite of
this, we must uphold justice and participate in civic
affairs. Social justice is important to God since we
are still in the world though we are not of this
world. We must never permit or be involved in
discrimination against people based on tribe, race,
ethnicity, social standing, education, gender,
religious preference, political party, poverty, wealth
or language. On the other hand, those who are fairly
convicted of the crimes they have committed must
84

suffer the consequences of their actions. We do not

condone lawlessness. We serve a God of order.
4.

Seventh-day Adventist educators are to participate

in the civic affairs of the communities and nations
where they live or have citizenship. This means, in a
democratic nation like Nigeria, we must register
and vote once these are carried out in line with the
word of God as contained in the Bible. The church
does not take a position on the election of
individuals to different offices. Adventist ministers
are prohibited from making public statements of
who to vote for or not. School administrators are not
to use Adventist schools as grounds for their
political interests while members of the church are
not to bring campaigning into the life of the church.
However, church members are expected to be
educated on political issues and make personal
decisions about whom to support, register to vote,
go to the polls on election days and cast their ballots
provided these elections are not done on the
Sabbath day. Commenting on politics, on chapter
61 of Fundamentals of Christian Education, under
the topic: Special Testimony Relating To Politics-To the
Teachers and Managers of our Schools, White
counseled:
Those who have charge of our institutions
and our schools should guard themselves
diligently, lest by their words and sentiments
they lead the students into false paths. Those
who teach the Bible in our churches and in
our schools are not at liberty to unite in
85

making apparent their prejudices for or

against political men or measures, because by
so doing they stir up the minds of others,
leading each to advocate his favorite theory.
There are among those professing to believe
present truth some who will thus be stirred
up to express their sentiments and political
preferences, so that division will be brought
into the church. The Lord would have His
people bury political questions. On these
themes silence is eloquence.
Why God Broke His Covenant With Solomon. [1
Kings 11:4-6] Solomon, the wise king and educator in
Israel, lost his connection with heaven because of
unrighteousness.
God broke His covenant with
Solomon because Solomon was disloyal. King Solomon
was disobedient to God. In the same manner, those to
whom the Lord has given great light will find their
only safety in walking in His precepts.
God will
accomplish great things for those who will learn of
him, not taking counsel of themselves, but of Him who
never makes a mistake. Our safety, our wisdom, is in
recognizing and heeding God's instructions.
The way forward for Adventist education is for
administrators, staff, faculty and students to obey the
counsels of the Lord as revealed in the Bible and Ellen
Whites writings on how to administer our schools in
these last days. Through inspiration, the wise man
wrote in Proverbs 14:34. Righteousness exalteth a
nation: but sin [is] a reproach to any people. In the
same way, Righteousness will exalt Adventist
86

students! Righteousness will exalt Adventist

educators!! Righteousness will exalt Adventist
education!!! And Righteousness will exalt the
Adventist Church!!!!

87

CHAPTER TEN
LESSONS FROM KING JOSIAH FOR TODAYS
ADVENTIST GRADUATES
Josiah is a Hebrew name that means God Healed. Josiah
was the son of King Amon and his mother was called
Jedidah. His birth had been prophesied by a prophet,
during the reign of King Jeroboam. Josiah was the king
of Judah from around 640 to 609 B.C35. His reign in
Jerusalem is recorded 2 Kings 2223 and 2 Chronicles
3435. Josiah was a godly king and known as one of
the worlds youngest successful rulers. He was eight
years old, when his father Amon was murdered in a
palace revolt. The coup plotters were arrested and
killed by the people, who subsequently proclaimed
Josiah king. A highlight of Josiahs reign was his
rediscovery of the Law of the Lord. The Bible
introduced Josiah by saying:
Josiah was eight years old when he became
king and he reigned in Jerusalem thirty-one
years. He did what was right in the eyes of
the Lord and walked in the ways of his father
David, not turning aside to the right or to the
left ( 2 Chronicles 34: l-2).
In the eighteenth year of his reign, he raised money to
repair the temple, and during the repairs the high
35

David Mandel, The Complete Whos Who in the Bible. (Florida: Bridge
Logos, 2004), p. 381
88

priest Hilkiah found the Book of the Law. When

Hilkiah read it to Josiah, the king tore his clothes, a sign
of mourning and repentance (verse 11). King Josiah
called for national repentance. The Law was read to the
people of the land, and a covenant made between the
people and the Lord: The king stood by the pillar and
made a covenant before the LORD, to walk after the
LORD and to keep his commandments and his
testimonies and his statutes with all his heart and all
his soul, to perform the words of this covenant that
were written in this book. And all the people joined in
the covenant (2 Kings 23:3).
AN EXPOSITION ON THE REIGN OF KING JOSIAH36

Reformation of Josiah: During his reign many things

were done right. Many reforms were carried out and
some have been outlined below:
1. The temple was cleansed from all objects of false
worship, and the idolatrous high places in the
land were demolished.
2. He raised money to repair the temple of the Lord
3. The Law was read to the people of the land after
its discovery in the temple
4. A covenant was made between the people and
the Lord
36

Don F. Neufeld. Seventh-day Adventist Bible Commentary, vol. 8.

(Hagerstown, MD: Review and Herald Publishing Association, 1979), pp. 623624
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5. Josiah restored the observance of the Passover (2

Kings 23:223)
6. He removed mediums, witches, wizards,
necromancers, and diabolic people from the
land.
7. The judgment that would have been meted on
the people was delayed because of Josiahs godly
life and leadership (2 Kings 22:20). Gods wrath
would later come upon Judah due to the evil
King Manasseh had done (2 Kings 23:25),
2 Kings 23:25 records, Before him there was no king
like him, who turned to the LORD with all his heart
and with all his soul and with all his might, according
to all the Law of Moses, nor did any like him arise after
him. Josiah died in battle against the Egyptian
Pharaoh Necho at Megiddo. King Josiah was buried in
Jerusalem in his own tomb, and his son Jehoahaz took
the role of king.
Lessons from Josiahs life for our Graduates:
1. First, Josiah shows the influence a person can have
from a very young age. Josiah represents the most,
outstanding characteristic of a leader; he was a
person who influenced others rather than being
influenced by others. The record states that he
"walked in the ways of his father, David, not turning to
the right or to the left." Even children have enormous
potential to live for God and to have great impact.
Young graduates from Adventist institutions, let no
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one despise your youth.

Set your goals and
priorities right and prayerfully follow it to a
successful completion. Commit your plans unto the
Lord be not wise in your own eyes: fear the LORD,
and depart from evil and He will grant you success.
On Chapter 221 of Conflict and Courage Ellen
White gave us an object lesson from the little maid
in Naamans house as follows: "Even a Child" And
the Syrians had gone out by companies, and had
brought away captive out of the land of Israel a little
maid; and she waited on Naaman's wife. (2 Kings
5:2)
A slave, far from her home, this little maid was
nevertheless one of God's witnesses, unconsciously
fulfilling the purpose for which God had chosen Israel
as His people. As she ministered in that heathen home,
her sympathies were aroused in behalf of her master;
and, remembering the wonderful miracles of healing
wrought through Elisha, she said to her mistress,
"Would God my lord were with the prophet that is in
Samaria! for he would recover him of his leprosy." She
knew that the power of Heaven was with Elisha, and
she believed that by this power Naaman could be
healed.
The conduct of the captive maid, the way that she bore
herself in that heathen home, is a strong witness to the
power of early home training. There is no higher trust
than that committed to fathers and mothers in the care
and training of their children. Parents have to do with
the very foundations of habit and character. By their
91

example and teaching, the future of their children is

largely decided.
He who sent . . . the little Israelitish maiden to the help
of Naaman, the Syrian captain, sends men and women
and youth today as His representatives to those in need
of divine help and guidance. Adventist graduates, this
is our mission!
2. Second, Josiah lived a life fully committed and
obedient to God and he was blessed for it. Josiah
became a young man of commitment, character and
conviction. When other friends of his at the age of
16 years were playing soccer and basketball, Josiah
was busy seeking the face of God. When other
teenagers were chasing boyfriends and girlfriends
around, Josiah was chasing and destroying idols in
the land. People of character know clearly what
they believe. They know what is right and what is
wrong.
Young
graduates
from
Adventist
institutions, God is calling you today to give Him
your heart. When this happens, God will control
your eyes/tongue/lips/mouth/hands/legs/mind
and everything about you.
3. Third, Josiah properly responded to Gods Word. By
the time he became king, the Scriptures had long
been neglected, and Josiahs heart was smitten by
the failure of his people to honor Gods Word.
Josiah had Scripture read to the people and made a
commitment to live by it. Because your heart was
responsive and you humbled yourself before the
Lord when you heard what I have spoken . . . I also
have heard you, declares the Lord (2 Kings 22:19).
92

In 1 Samuel 2:30 God said Those that honour me I

will honour, and they that despise me shall be
lightly esteemed. The Lord will answer you in the
day of trouble. Psalms 34:17 says: The righteous
cry, and the LORD heareth, and delivereth them out
of all their troubles. Psalms 37:39 But the salvation
of the righteous [is] of the LORD: [he is] their
strength in the time of trouble.

4. Lastly, Josiah feared God more than man. The

Bible declares, "The fear of the Lord is the
beginning of wisdom." The first thing recorded
about Josiah was that he began to seek the Lord
as a teenager. To fear of the Lord means that you
have a healthy respect for God; you recognize
His position as the King and Lord of your life. To
fear God means to submit to His Lordship, and
to obey Him at all times and in everything.
Josiah valued the counsels of God more than the
opinions of human beings. If you are selfish, you
will disregard Bible principles to accumulate
wealth or get to any position you think you
deserve at any cost. When this happens, there is
no fear of God in your life. The history of many
kings of Israel and Judah in 2 Chronicles
revealed that those monarchs feared people more
than God. Those who did that always ended
their lives on sad and disappointing notes.
Young graduates, God is calling you today to fear

Him and give Him glory in all that you do.

93

Conclusion
May all our educational institutions bearing the name
of Seventh-day Adventist be to the world what Joseph
was to Egypt, and what Daniel and his three friends
were to Babylon. It is true our schools have multiplied,
but Gods purpose in their establishment remains the
same. It is equally important to reiterate that the aim of
Adventist education is to restore fallen human beings
into the image of God as revealed in the sinless life of
Jesus Christ. Only through the guidance of the Holy
Spirit can this be accomplished. An education of this
kind provides a balanced development of the whole
person that involves the spiritual, physical, intellectual,
social and the emotional wellbeing that spans a
lifetime. By following divinely revealed educational
principles, homes and schools can cooperate with
divine agencies to prepare learners to be good citizens
in this world and in the everlasting world to come.
May God bless our land with Adventist graduates who
would lead His people with commitment, conviction
and character.

94

BIBLIOGRAPHY
Amanze, Philemon O. (2004), Heritage Seminars on Spirit of
Prophecy and Ellen G. White. Shagamu: Adex Amola Press.
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Amanze, Philemon O. (2011) African Traditional Medicine.
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Greenleaf, Floyd. (2005) In Passion for the World: A History of

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Schwarz, Richard. W. (1979) Light Bearers to the Remnant.
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WEBSITES
http://www.llu.edu/inf/legacy/LegacyBhtml
http://www.incredibletruth.org/who-is-ellen-g-white.html
file://C:\Esate\WhiteEstate.org/www.whiteestate.org\books\ab
relist.html
http://members.tripod.com/~csdachurch/egwmess.html
https://www.reference.com/world-view/mean-good-citizen2f135d85a92f4b97,
http://www.sanchezclass.com/goodcitizen.htm,
https://en.wikipedia.org/wiki/Seventh-day_Adventist_education

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