1901

March 1, 1901

The Relation of True Education to the Farm

EGW 

[Extracts from the writings of Mrs. E. G. White.] 

No pains should be spared to select places for our schools where the moral atmosphere will be as healthful as possible, for the influence that prevails will leave a deep impress on young and forming characters. For this reason a retired locality is best. The great cities, the centers of business and learning, may seem to present some advantages, but these advantages are outweighed by other considerations.—Christian Schools, p. 81. Advocate March 1, 1901, par. 1

How many children there are in the crowded cities who have not even a spot of green grass to set their feet upon. If they could be educated in the country, amid the beauty, peace, and purity of nature, it would seem to them the spot nearest heaven. In the retired places, where we are farthest from the corrupting maxims, customs, and excitements of the world, and nearest to the heart of nature, Christ makes his presence real to us, and speaks to our souls of his peace and love.—Idem., p 77. Advocate March 1, 1901, par. 2

Serious times are before us, and there is great need for the families to get out of the cities into the country.—Ibid. Advocate March 1, 1901, par. 3

The youth educated in the large cities are surrounded by influences similar to those that prevailed before the flood. The same principles of disregard for God and his law, the same love of pleasure, of selfish gratification, and of pride and vanity, are at work at the present time. The world is given up to pleasure; immorality prevails; the rights of the weak and helpless are disregarded, and the world over, the large cities are fast becoming hotbeds of iniquity.—Special Testimonies On Education, 44. Advocate March 1, 1901, par. 4

There is room within earth's vast boundaries for schools to be located, where ground can be cleared, land cultivated, and where a proper education can be given. This work is essentially an all-round education, and one which is favorable to spiritual advancement. Nature's voice is the voice of Jesus Christ, teaching us innumerable lessons of perseverance. The mountains and hills are changing, the earth is waxing old like a garment, but the blessing of God which spreads a table for his people in the wilderness, will never pass away.—Christian Schools, p. 80. Advocate March 1, 1901, par. 5

The children and youth, all classes of students, need the lessons to be derived from this source. In itself, the beauty of nature leads the soul away from sin and worldly attractions, and toward purity, peace, and God. For this reason the cultivation of the soil is good work for children and youth. It brings them into direct contact with nature and nature's God, and that they may have this advantage in connection with our schools, there should be, so far as possible, large flower gardens and extensive lands for cultivation.—Special Testimonies On Education, 6 [60]. Advocate March 1, 1901, par. 6

A return to simpler methods will be appreciated by the children and youth. Work in the garden and field will be an agreeable change from the wearisome routine of abstract lessons to which their young minds should never be confined.—Special Testimonies On Education, 61. Advocate March 1, 1901, par. 7

In the school that is started here in Cooranbong, we look to see real success in agricultural lines, combined with the study of the sciences. We mean this place to be a center from which shall irradiate light, precious advanced knowledge, that shall result in the working of unimproved lands, so that hills and valleys shall blossom as the rose. For both children and men, labor combined with mental taxation will give the right kind of all-round education. The cultivation of the mind will bring tact and fresh incentive to the cultivation of the soil.—Special Testimonies, Series A 4:19. Advocate March 1, 1901, par. 8

The school has made an excellent beginning. The students are learning how to plant trees, strawberries, etc.; how they must keep every spangle and fiber of the roots uncramped, in order to give them a chance to grow. Is not this a most precious lesson as to how to treat the human mind, and the body as,—not to cramp any of the organs of the body, but to give them ample room to do their work?—Special Testimonies, Series A 4:17. Advocate March 1, 1901, par. 9

The students are learning what plowing means, and that the hoe and the shovel, the rake and the harrow, are all implements of honorable industry. Mistakes will often be made, but error lies close beside truth. Wisdom will be learned by failures, and the energy that will make a beginning, gives hope of success in the end. Hesitation will keep things back, precipitancy will alike retard, but all will serve as lessons, if the human agents will have it so.—Special Testimonies, Series A 4:18. Advocate March 1, 1901, par. 10

There will be a new presentation of men as bread-winners, possessing educated, trained ability to work the soil to advantage. Such men will break down the foolish sentiments that have prevailed in regard to manual labor. An influence will go forth, not in loud-voiced oratory, but in real inculcation of ideas. We shall see farmers who are not coarse and rough and slack, careless of their apparel and of the appearance of their homes; but they will bring taste into farm houses. Rooms will be sunny and inviting. We shall not see blackened ceilings, covered with cloth full of dust and dirt. Science, genius, intelligence, will be manifest in the home. The cultivation of the soil will be regarded as elevating and ennobling.—Special Testimonies, Series A 4:19. Advocate March 1, 1901, par. 11

We should work the soil cheerfully, hopefully, gratefully, believing that the earth holds in her bosom rich stores for the faithful worker to garner, richer than gold or silver. The niggardliness laid to her charge is false witness. With proper, intelligent cultivation, the earth will yield her treasures for the benefit of man.—Special Testimonies, Series A 4:18. Advocate March 1, 1901, par. 12

The cultivation of our land requires the exercise of all the brain power and tact we possess. The lands around us testify to the indolence of man. We hope to arouse to action the dormant senses. We hope to see intelligent farmers who will be rewarded for their earnest labor. The hand and heart must co-operate, bringing new and sensible plans into operation in the cultivation of the soil.—Ibid. Advocate March 1, 1901, par. 13

Men take you to their orchards of oranges and lemons and other fruit, and tell you the produce does not pay for the work done on them. It is next to impossible to make ends meet, and parents decide that the children shall not be farmers. They have not the courage and hope to educate them to till the soil. What is needed is schools to educate and train the youth, so that they will know how to overcome this condition of things. There must be education in the sciences, and education in the plans and methods of working the soil. There is hope in the soil, but brain and heart and strength must be brought into the work of tilling it. Advocate March 1, 1901, par. 14

There is need of much more extensive knowledge in regard to the preparation of the soil. There is not sufficient breadth of view as to what can be realized from the earth. A narrow and unvarying routine is followed with discouraging results. Let the educated ability be employed in devising improved methods of work. This is just what the Lord wants. There is need of intelligent and educated ability to devise the best methods in farming, in building, and in every other department, that the worker may not labor in vain. God, who has made the world for the benefit of man, will provide means from the earth to sustain the diligent worker. The seed placed in thoroughly prepared soil will produce its harvest. God can spread a table for his people in the wilderness. There is much mourning over unproductive soil, when, if men would read the Old Testament Scriptures, they would see that the Lord knew much better than they in regard to the proper treatment of the land. After being worked for several years, and giving her treasures to the possession of men, portions of the land should be allowed to rest, and then the crops should be changed. We might learn much, also, from the Old Testament, in regard to the labor problem.—Special Testimonies On Education, 100. Advocate March 1, 1901, par. 15

The earth has its concealed treasures, and the Lord would have thousands and tens of thousands working upon the soil, who are crowded into the cities to watch for a chance to earn a trifle. The earth is to be made to give forth its strength, but without the blessing of God it can do nothing.—Special Testimonies On Education, 104. Advocate March 1, 1901, par. 16

In the beginning, God looked upon all he had made, and pronounced it very good. The curse was brought upon the earth in consequence of sin, but shall this curse be multiplied by increasing sin? Ignorance is doing its baleful work. Slothful servants are increasing the evil by their lazy habits. Many are unwilling to earn their bread by the sweat of their brow, and they refuse to till the soil. But the earth has blessings hidden in her depths for those who have courage and will and perseverance to gather her treasures.—Ibid. Advocate March 1, 1901, par. 17

God would be glorified if men from other countries who have acquired an intelligent knowledge of agriculture, would come to Australia, and by precept and example teach the people how to cultivate the soil, that it may yield rich treasures. Men are wanted to educate others how to plow, and how to use the implements of agriculture. Who will be missionaries to do this work, to teach proper methods to the youth, and to all who feel willing and humble enough to learn?—Special Testimonies On Education, 101. Advocate March 1, 1901, par. 18