Chapter IX: Part 9

Under no circumstances should the teacher manifest partiality. To favor the winning, attractive pupil, and be critical, impatient, or unsympathetic toward those who most need encouragement and help, is to reveal a total misconception of the teacher’s work. It is in dealing with the faulty, trying ones that the character is tested, and it is proved whether the teacher is really qualified for his position.

* * * * *

[Sidenote: _Responsibility_]

Great is the responsibility of those who take upon themselves the guidance of a human soul. The true father and mother count theirs a trust from which they can never be wholly released. The life of the child, from his earliest to his latest day, feels the power of that tie which binds him to the parent’s heart; the acts, the words, the very look of the parent, continue to mould the child for good or for evil. The teacher shares this responsibility, and he needs constantly to realize its sacredness, and to keep in view the purpose of his work. He is not merely to accomplish the daily tasks, to please his employers, to maintain the standing of the school; he must consider the highest good of his pupils as individuals, the duties that life will lay upon them, the service it requires, and the preparation demanded. The work he is doing day by day will exert upon his pupils, and through them upon others, an influence that will not cease to extend and strengthen until time shall end. The fruits of his work he must meet in that great day when every word and deed shall be brought in review before God.

The teacher who realizes this will not feel that his work is completed when he has finished the daily routine of recitations, and for a time his pupils pass from under his direct care. He will carry these children and youth upon his heart. How to secure for them the noblest standard of attainment will be his constant study and effort.

[Sidenote: _Self-Improvement_]

He who discerns the opportunities and privileges of his work will allow nothing to stand in the way of earnest endeavor for self-improvement. He will spare no pains to reach the highest standard of excellence. All that he desires his pupils to become, he will himself strive to be.

* * * * *

The deeper the sense of responsibility, and the more earnest the effort for self-improvement, the more clearly will the teacher perceive and the more keenly regret the defects that hinder his usefulness. As he beholds the magnitude of his work, its difficulties and possibilities, often will his heart cry out, “Who is sufficient for these things?”

[Sidenote: _Our Source of Help_]

Dear teacher, as you consider your need of strength and guidance,—need that no human source can supply,—I bid you consider the promises of Him who is the wonderful Counselor.

“Behold,” He says, “I have set before thee an open door, and no man can shut it.”[398]

“Call upon Me, and I will answer thee.” “I will instruct thee and teach thee in the way which thou shalt go; I will guide thee with Mine eye.”[399]

“Even unto the end of the world” “I am with you.”[400]

[Sidenote: _The Highest Preparation_]

As the highest preparation for your work, I point you to the words, the life, the methods, of the Prince of teachers. I bid you consider Him. Here is your true ideal. Behold it, dwell upon it, until the Spirit of the divine Teacher shall take possession of your heart and life.

“Reflecting as a mirror the glory of the Lord,” you will be “transformed into the same image.”[401]

This is the secret of power over your pupils. Reflect Him.

_Co-operation_

“WE ARE MEMBERS ONE OF
ANOTHER”

In the formation of character, no other influences count so much as the influence of the home. The teacher’s work should supplement that of the parents, but is not to take its place. In all that concerns the well-being of the child, it should be the effort of parents and teachers to co-operate.

[Sidenote: _Co-operation of Parents_]

The work of co-operation should begin with the father and mother themselves, in the home life. In the training of their children they have a joint responsibility, and it should be their constant endeavor to act together. Let them yield themselves to God, seeking help from Him to sustain each other. Let them teach their children to be true to God, true to principle, and thus true to themselves and to all with whom they are connected. With such training, children when sent to school will not be a cause of disturbance or anxiety. They will be a support to their teachers, and an example and encouragement to their fellow-pupils.

[Sidenote: _Sustaining the Teacher_]

Parents who give this training are not the ones likely to be found criticizing the teacher. They feel that both the interest of their children and justice to the school demand that, so far as possible, they sustain and honor the one who shares their responsibility.

[Sidenote: _Criticism_]

Many parents fail here. By their hasty, unfounded criticism the influence of the faithful, self-sacrificing teacher is often well-nigh destroyed. Many parents whose children have been spoiled by indulgence, leave to the teacher the unpleasant task of repairing their neglect; and then by their own course they make his task almost hopeless. Their criticism and censure of the school management encourage insubordination in the children, and confirm them in wrong habits.

If criticism or suggestion in regard to the teacher’s work becomes necessary, it should be made to him in private. If this proves ineffective, let the matter be referred to those who are responsible for the management of the school. Nothing should be said or done to weaken the children’s respect for the one upon whom their well-being in so great degree depends.

[Sidenote: _Acquaintance with the Teacher_]

The parents’ intimate knowledge both of the character of the children and of their physical peculiarities or infirmities, if imparted to the teacher, would be an assistance to him. It is to be regretted that so many fail of realizing this. By most parents little interest is shown either to inform themselves as to the teacher’s qualifications, or to co-operate with him in his work.

[Sidenote: _Teacher’s Aid to Parents_]

Since parents so rarely acquaint themselves with the teacher, it is the more important that the teacher seek the acquaintance of parents. He should visit the homes of his pupils, and gain a knowledge of the influences and surroundings among which they live. By coming personally in touch with their homes and lives, he may strengthen the ties that bind him to his pupils, and may learn how to deal more successfully with their different dispositions and temperaments.

[Sidenote: _A Double Benefit_]

As he interests himself in the home education, the teacher imparts a double benefit. Many parents, absorbed in work and care, lose sight of their opportunities to influence for good the lives of their children. The teacher can do much to arouse these parents to their possibilities and privileges. He will find others to whom the sense of their responsibility is a heavy burden, so anxious are they that their children shall become good and useful men and women. Often the teacher can assist these parents in bearing their burden, and, by counseling together, both teacher and parents will be encouraged and strengthened.

[Sidenote: _Parents and Children_]

In the home training of the youth, the principle of co-operation is invaluable. From their earliest years children should be led to feel that they are a part of the home firm. Even the little ones should be trained to share in the daily work, and should be made to feel that their help is needed and is appreciated. The older ones should be their parents’ assistants, entering into their plans, and sharing their responsibilities and burdens. Let fathers and mothers take time to teach their children, let them show that they value their help, desire their confidence, and enjoy their companionship, and the children will not be slow to respond. Not only will the parents’ burden be lightened, and the children receive a practical training of inestimable worth, but there will be a strengthening of the home ties and a deepening of the very foundations of character.

[Sidenote: _Teachers and Students_]

Co-operation should be the spirit of the schoolroom, the law of its life. The teacher who gains the co-operation of his pupils secures an invaluable aid in maintaining order. In service in the schoolroom many a boy whose restlessness leads to disorder and insubordination would find an outlet for his superfluous energy. Let the older assist the younger, the strong the weak; and, so far as possible, let each be called upon to do something in which he excels. This will encourage self-respect and a desire to be useful.

* * * * *

[Sidenote: _Bible Examples_]

It would be helpful for the youth, and for parents and teachers as well, to study the lesson of co-operation as taught in the Scriptures. Among its many illustrations notice the building of the tabernacle,—that object-lesson of character-building,—in which the whole people united, “every one whose heart stirred him up, and every one whom his spirit made willing.”[402] Read how the wall of Jerusalem was rebuilt by the returned captives, in the midst of poverty, difficulty, and danger, the great task successfully accomplished because “the people had a mind to work.”[403] Consider the part acted by the disciples in the Saviour’s miracle for the feeding of the multitude. The food multiplied in the hands of Christ, but the disciples received the loaves, and gave to the waiting throng.

“We are members one of another.” As every one therefore “hath received a[404] gift, even so minister the same one to another, as good stewards of the manifold grace of God.”[405]

Well might the words written of the idol-builders of old be, with worthier aim, adopted as a motto by character-builders of to-day:—

“They helped every one his neighbor; and every one said to his brother, Be of good courage.”[406]

_Discipline_

“TRAIN, ADMONISH, ENCOURAGE,
BE LONG-SUFFERING”

[Sidenote: _Teaching Obedience_]

One of the first lessons a child needs to learn is the lesson of obedience. Before he is old enough to reason, he may be taught to obey. By gentle, persistent effort, the habit should be established. Thus, to a great degree, may be prevented those later conflicts between will and authority that do so much to create alienation and bitterness toward parents and teachers, and too often resistance of all authority, human and divine.

[Sidenote: _Self-Government_]

The object of discipline is the training of the child for self-government. He should be taught self-reliance and self-control. Therefore as soon as he is capable of understanding, his reason should be enlisted on the side of obedience. Let all dealing with him be such as to show obedience to be just and reasonable. Help him to see that all things are under law, and that disobedience leads, in the end, to disaster and suffering. When God says “Thou shalt not,” He in love warns us of the consequences of disobedience, in order to save us from harm and loss.

Help the child to see that parents and teachers are representatives of God, and that as they act in harmony with Him, their laws in the home and the school are also His. As the child is to render obedience to parents and teachers, so they, in turn, are to render obedience to God.

[Sidenote: “_Breaking the Will_”]

[Sidenote: _Lack of Moral Stamina_]

To direct the child’s development without hindering it by undue control should be the study of both parent and teacher. Too much management is as bad as too little. The effort to “break the will” of a child is a terrible mistake. Minds are constituted differently; while force may secure outward submission, the result with many children is a more determined rebellion of the heart. Even should the parent or teacher succeed in gaining the control he seeks, the outcome may be no less harmful to the child. The discipline of a human being who has reached the years of intelligence should differ from the training of a dumb animal. The beast is taught only submission to its master. For the beast, the master is mind, judgment, and will. This method, sometimes employed in the training of children, makes them little more than automatons. Mind, will, conscience, are under the control of another. It is not God’s purpose that any mind should be thus dominated. Those who weaken or destroy individuality assume a responsibility that can result only in evil. While under authority, the children may appear like well-drilled soldiers; but when the control ceases, the character will be found to lack strength and steadfastness. Having never learned to govern himself, the youth recognizes no restraint except the requirement of parents or teacher. This removed, he knows not how to use his liberty, and often gives himself up to indulgence that proves his ruin.

Since the surrender of the will is so much more difficult for some pupils than for others, the teacher should make obedience to his requirements as easy as possible. The will should be guided and moulded, but not ignored or crushed. Save the strength of the will; in the battle of life it will be needed.

[Sidenote: _Value of Will Power_]

Every child should understand the true force of the will. He should be led to see how great is the responsibility involved in this gift. The will is the governing power in the nature of man, the power of decision, or choice. Every human being possessed of reason has power to choose the right. In every experience of life, God’s word to us is, “Choose you this day whom ye will serve.”[407] Every one may place his will on the side of the will of God, may choose to obey Him, and by thus linking himself with divine agencies, he may stand where nothing can force him to do evil. In every youth, every child, lies the power, by the help of God, to form a character of integrity and to live a life of usefulness.

The parent or teacher who by such instruction trains the child to self-control will be the most useful and permanently successful. To the superficial observer his work may not appear to the best advantage; it may not be valued so highly as that of the one who holds the mind and will of the child under absolute authority; but after-years will show the result of the better method of training.

[Sidenote: _The Sense of Honor_]

The wise educator, in dealing with his pupils, will seek to encourage confidence and to strengthen the sense of honor. Children and youth are benefited by being trusted. Many, even of the little children, have a high sense of honor; all desire to be treated with confidence and respect, and this is their right. They should not be led to feel that they can not go out or come in without being watched. Suspicion demoralizes, producing the very evils it seeks to prevent. Instead of watching continually, as if suspecting evil, teachers who are in touch with their pupils will discern the workings of the restless mind, and will set to work influences that will counteract evil. Lead the youth to feel that they are trusted, and there are few who will not seek to prove themselves worthy of the trust.

[Sidenote: _Requests; Commands_]

On the same principle it is better to request than to command; the one thus addressed has opportunity to prove himself loyal to right principles. His obedience is the result of choice rather than compulsion.

The rules governing the schoolroom should, so far as possible, represent the voice of the school. Every principle involved in them should be so placed before the student that he may be convinced of its justice. Thus he will feel a responsibility to see that the rules which he himself has helped to frame are obeyed.

[Sidenote: _Enforcing Rules_]

Rules should be few and well considered; and when once made, they should be enforced. Whatever it is found impossible to change, the mind learns to recognize and adapt itself to; but the possibility of indulgence induces desire, hope, and uncertainty, and the results are restlessness, irritability, and insubordination.

It should be made plain that the government of God knows no compromise with evil. Neither in the home nor in the school should disobedience be tolerated. No parent or teacher who has at heart the well-being of those under his care will compromise with the stubborn self-will that defies authority or resorts to subterfuge or evasion in order to escape obedience. It is not love but sentimentalism that palters with wrong-doing, seeks by coaxing or bribes to secure compliance, and finally accepts some substitute in place of the thing required.

“Fools make a mock at sin.”[408] We should beware of treating sin as a light thing. Terrible is its power over the wrong-doer. “His own iniquities shall take the wicked himself, and he shall be holden with the cords of his sins.”[409] The greatest wrong done to a child or youth is to allow him to become fastened in the bondage of evil habit.

[Sidenote: _Freedom in Obedience_]

The youth have an inborn love of liberty; they desire freedom; and they need to understand that these inestimable blessings are to be enjoyed only in obedience to the law of God. This law is the preserver of true freedom and liberty. It points out and prohibits those things that degrade and enslave, and thus to the obedient it affords protection from the power of evil.

The psalmist says: “I will walk at liberty; for I seek Thy precepts.” “Thy testimonies also are my delight and my counselors.”[410]

[Sidenote: _Criticism; Censure_]

In our efforts to correct evil, we should guard against a tendency to faultfinding or censure. Continual censure bewilders, but does not reform. With many minds, and often those of the finest susceptibility, an atmosphere of unsympathetic criticism is fatal to effort. Flowers do not unfold under the breath of a blighting wind.

A child frequently censured for some special fault, comes to regard that fault as his peculiarity, something against which it is vain to strive. Thus are created discouragement and hopelessness, often concealed under an appearance of indifference or bravado.

[Sidenote: _Object of Reproof_]

The true object of reproof is gained only when the wrong-doer himself is led to see his fault, and his will is enlisted for its correction. When this is accomplished, point him to the source of pardon and power. Seek to preserve his self-respect, and to inspire him with courage and hope.

This work is the nicest, the most difficult, ever committed to human beings. It requires the most delicate tact, the finest susceptibility, a knowledge of human nature, and a heaven-born faith and patience, willing to work and watch and wait. It is a work than which nothing can be more important.

[Sidenote: _Self-Control_]

Those who desire to control others must first control themselves. To deal passionately with a child or youth will only arouse his resentment. When a parent or teacher becomes impatient, and is in danger of speaking unwisely, let him remain silent. There is wonderful power in silence.

[Sidenote: _Sympathy; Forbearance_]

The teacher must expect to meet perverse dispositions and obdurate hearts. But in dealing with them he should never forget that he himself was once a child, in need of discipline. Even now, with all his advantages of age, education, and experience, he often errs, and is in need of mercy and forbearance. In training the youth he should consider that he is dealing with those who have inclinations to evil similar to his own. They have almost everything to learn, and it is much more difficult for some to learn than for others. With the dull pupil he should bear patiently, not censuring his ignorance, but improving every opportunity to give him encouragement. With sensitive, nervous pupils he should deal very tenderly. A sense of his own imperfections should lead him constantly to manifest sympathy and forbearance toward those who also are struggling with difficulties.

[Sidenote: _The Saviour’s Rule_]

The Saviour’s rule,—“As ye would that men should do to you, do ye also to them likewise,”[411]—should be the rule of all who undertake the training of children and youth. They are the younger members of the Lord’s family, heirs with us of the grace of life. Christ’s rule should be sacredly observed toward the dullest, the youngest, the most blundering, and even toward the erring and rebellious.

[Sidenote: _Public Discipline_]

This rule will lead the teacher to avoid, so far as possible, making public the faults or errors of a pupil. He will seek to avoid giving reproof or punishment in the presence of others. He will not expel a student until every effort has been put forth for his re-formation. But when it becomes evident that the student is receiving no benefit himself, while his defiance or disregard of authority tends to overthrow the government of the school, and his influence is contaminating others, then his expulsion becomes a necessity. Yet with many the disgrace of public expulsion would lead to utter recklessness and ruin. In most cases when removal is unavoidable, the matter need not be made public. By counsel and co-operation with the parents, let the teacher privately arrange for the student’s withdrawal.

[Sidenote: _Justice; Compassion_]

In this time of special danger for the young, temptations surround them on every hand; and while it is easy to drift, the strongest effort is required in order to press against the current. Every school should be a “city of refuge” for the tempted youth, a place where their follies shall be dealt with patiently and wisely. Teachers who understand their responsibilities will separate from their own hearts and lives everything that would prevent them from dealing successfully with the wilful and disobedient. Love and tenderness, patience and self-control, will at all times be the law of their speech. Mercy and compassion will be blended with justice. When it is necessary to give reproof, their language will not be exaggerated, but humble. In gentleness they will set before the wrong-doer his errors, and help him to recover himself. Every true teacher will feel that should he err at all, it is better to err on the side of mercy than on the side of severity.

[Sidenote: _Reclaimed by Kindness_]

Many youth who are thought incorrigible are not at heart so hard as they appear. Many who are regarded as hopeless may be reclaimed by wise discipline. These are often the ones who most readily melt under kindness. Let the teacher gain the confidence of the tempted one, and by recognizing and developing the good in his character, he can, in many cases, correct the evil without calling attention to it.

[Sidenote: _Our Example_]

The divine Teacher bears with the erring through all their perversity. His love does not grow cold; His efforts to win them do not cease. With outstretched arms He waits to welcome again and again the erring, the rebellious, and even the apostate. His heart is touched with the helplessness of the little child subject to rough usage. The cry of human suffering never reaches His ear in vain. Though all are precious in His sight, the rough, sullen, stubborn dispositions draw most heavily upon His sympathy and love; for He traces from cause to effect. The one who is most easily tempted, and is most inclined to err, is the special object of His solicitude.

Every parent and every teacher should cherish the attributes of Him who makes the cause of the afflicted, the suffering, and the tempted His own. He should be one who can have “compassion on the ignorant, and on them that are out of the way; for that he himself also is compassed with infirmity.”[412] Jesus treats us far better than we deserve; and as He has treated us, so we are to treat others. The course of no parent or teacher is justifiable if it is unlike that which under similar circumstances the Saviour would pursue.

* * * * *

[Sidenote: _Meeting Life’s Discipline_]

Beyond the discipline of the home and the school, all have to meet the stern discipline of life. How to meet this wisely is a lesson that should be made plain to every child and to every youth. It is true that God loves us, that He is working for our happiness, and that, if His law had always been obeyed, we should never have known suffering; and it is no less true that, in this world, as the result of sin, suffering, trouble, burdens, come to every life. We may do the children and the youth a lifelong good by teaching them to meet bravely these troubles and burdens. While we should give them sympathy, let it never be such as to foster self-pity. What they need is that which stimulates and strengthens rather than weakens.

[Sidenote: “_Be Strong_”]

They should be taught that this world is not a parade-ground, but a battle-field. All are called to endure hardness, as good soldiers. They are to be strong, and quit themselves like men. Let them be taught that the true test of character is found in the willingness to bear burdens, to take the hard place, to do the work that needs to be done, though it bring no earthly recognition or reward.

The true way of dealing with trial is not by seeking to escape it, but by transforming it. This applies to all discipline, the earlier as well as the later. The neglect of the child’s earliest training, and the consequent strengthening of wrong tendencies, makes his after-education more difficult, and causes discipline to be too often a painful process. Painful it must be to the lower nature, crossing, as it does, the natural desires and inclinations; but the pain may be lost sight of in a higher joy.

[Sidenote: _Stepping-Stones_]

Let the child and the youth be taught that every mistake, every fault, every difficulty, conquered, becomes a stepping-stone to better and higher things. It is through such experiences that all who have ever made life worth the living have achieved success.

“The heights by great men reached and kept
Were not attained by sudden flight;
But they, while their companions slept,
Were toiling upward in the night.”

“We rise by the things that are under our feet;
By what we have mastered of good or gain;
By the pride deposed, and the passion slain,
And the vanquished ills that we hourly meet.”

“All common things, each day’s events,
That with the hour begin and end,
Our pleasures and our discontents,
Are rounds by which we may ascend.”

[Sidenote: “_The Things Not Seen_”]

We are to “look not at the things which are seen, but at the things which are not seen; for the things which are seen are temporal; but the things which are not seen are eternal.”[413] The exchange we make in the denial of selfish desires and inclinations is an exchange of the worthless and transitory for the precious and enduring. This is not sacrifice, but infinite gain.

[Sidenote: _Love That Constrains_]

“Something better” is the watchword of education, the law of all true living. Whatever Christ asks us to renounce, He offers in its stead something better. Often the youth cherish objects, pursuits, and pleasures that may not appear to be evil, but that fall short of the highest good. They divert the life from its noblest aim. Arbitrary measures or direct denunciation may not avail in leading these youth to relinquish that which they hold dear. Let them be directed to something better than display, ambition, or self-indulgence. Bring them in contact with truer beauty, with loftier principles, and with nobler lives. Lead them to behold the One “altogether lovely.” When once the gaze is fixed upon Him, the life finds its center. The enthusiasm, the generous devotion, the passionate ardor of the youth find here their true object. Duty becomes a delight, and sacrifice a pleasure. To honor Christ, to become like Him, to work for Him, is the life’s highest ambition and its greatest joy.

“The love of Christ constraineth.”[414]

_THE HIGHER COURSE_

_“Since the beginning of the world men have
not perceived by the ear, neither hath the
eye seen, what He hath prepared for him
that waiteth for Him”_

_The School of the Hereafter_

“THEY SHALL SEE HIS FACE;
AND HIS NAME SHALL BE IN THEIR
FOREHEADS”

[Sidenote: _Its Location_]

Heaven is a school; its field of study, the universe; its teacher, the Infinite One. A branch of this school was established in Eden; and, the plan of redemption accomplished, education will again be taken up in the Eden school.

“Eye hath not seen, nor ear heard, neither have entered into the heart of man, the things which God hath prepared for them that love Him.”[415] Only through His word can a knowledge of these things be gained; and even this affords but a partial revelation.

The prophet of Patmos thus describes the location of the school of the hereafter:—

[Sidenote: “_A New Earth_”]

“I saw a new heaven and a new earth; for the first heaven and the first earth were passed away.... And I John saw the holy city, New Jerusalem, coming down from God out of heaven, prepared as a bride adorned for her husband.”[416]

“The city had no need of the sun, neither of the moon, to shine in it; for the glory of God did lighten it, and the Lamb is the light thereof.”[417]

[Sidenote: _Conditions_]

Between the school established in Eden at the beginning and the school of the hereafter there lies the whole compass of this world’s history,—the history of human transgression and suffering, of divine sacrifice, and of victory over death and sin. Not all the conditions of that first school of Eden will be found in the school of the future life. No tree of knowledge of good and evil will afford opportunity for temptation. No tempter is there, no possibility of wrong. Every character has withstood the testing of evil, and none are longer susceptible to its power.

“To him that overcometh,” Christ says, “will I give to eat of the tree of life, which is in the midst of the paradise of God.”[418] The giving of the tree of life in Eden was conditional, and it was finally withdrawn. But the gifts of the future life are absolute and eternal.

The prophet beholds the “river of water of life, clear as crystal, proceeding out of the throne of God and of the Lamb.” “And on this side of the river and on that was the tree of life.” “And there shall be no more death, neither sorrow, nor crying, neither shall there be any more pain; for the former things are passed away.”[419]

[Sidenote: “_All Righteous_”]

“Thy people also shall be all righteous:
They shall inherit the land forever,
The branch of My planting,
The work of My hands,
That I may be glorified.”[420]

[Sidenote: _Teachers_]

Restored to His presence, man will again, as at the beginning, be taught of God: “My people shall know My name;... they shall know in that day that I am He that doth speak; behold, it is I.”[421]

“The tabernacle of God is with men, and He will dwell with them, and they shall be His people, and God Himself shall be with them, and be their God.”[422]

[Sidenote: “_Unto Living Fountains_”]

“These are they which came out of great tribulation, and have washed their robes, and made them white in the blood of the Lamb. Therefore are they before the throne of God, and serve Him day and night in His temple.... They shall hunger no more, neither thirst any more; neither shall the sun light on them, nor any heat. For the Lamb which is in the midst of the throne shall feed them, and shall lead them unto living fountains of waters.”[423]

“Now we see through a glass, darkly; but then face to face:” now we know in part; but then shall we know even as also we are known.[424]

“They shall see His face; and His name shall be in their foreheads.”[425]

[Sidenote: _Field of Nature_]

There, when the veil that darkens our vision shall be removed, and our eyes shall behold that world of beauty of which we now catch glimpses through the microscope; when we look on the glories of the heavens, now scanned afar through the telescope; when, the blight of sin removed, the whole earth shall appear “in the beauty of the Lord our God,” what a field will be open to our study! There the student of science may read the records of creation, and discern no reminders of the law of evil. He may listen to the music of nature’s voices, and detect no note of wailing or undertone of sorrow. In all created things he may trace one handwriting,—in the vast universe behold “God’s name writ large,” and not in earth or sea or sky one sign of ill remaining.

There the Eden life will be lived, the life in garden and field. “They shall build houses, and inhabit them; and they shall plant vineyards, and eat the fruit of them. They shall not build, and another inhabit; they shall not plant, and another eat; for as the days of a tree are the days of My people, and Mine elect shall long enjoy the work of their hands.”[426]

[Sidenote: _The Kingship Restored_]

There shall be nothing to “hurt nor destroy in all My holy mountain, saith the Lord.”[427] There man will be restored to his lost kingship, and the lower order of beings will again recognize his sway; the fierce will become gentle, and the timid trustful.

[Sidenote: _Field of History_]

There will be open to the student history of infinite scope and of wealth inexpressible. Here, from the vantage-ground of God’s word, the student is afforded a view of the vast field of history, and may gain some knowledge of the principles that govern the course of human events. But his vision is still clouded, and his knowledge incomplete. Not until he stands in the light of eternity will he see all things clearly.

[Sidenote: _The Great Controversy_]

Then will be opened before him the course of the great conflict that had its birth before time began, and that ends only when time shall cease. The history of the inception of sin; of fatal falsehood in its crooked working; of truth that, swerving not from its own straight lines, has met and conquered error,—all will be made manifest. The veil that interposes between the visible and the invisible world will be drawn aside, and wonderful things will be revealed.

Not until the providences of God are seen in the light of eternity shall we understand what we owe to the care and interposition of His angels. Celestial beings have taken an active part in the affairs of men. They have appeared in garments that shone as the lightning; they have come as men, in the garb of wayfarers. They have accepted the hospitalities of human homes; they have acted as guides to benighted travelers. They have thwarted the spoiler’s purpose, and turned aside the stroke of the destroyer.

[Sidenote: _Angel Ministry_]

Though the rulers of this world know it not, yet often in their councils angels have been spokesmen. Human eyes have looked upon them. Human ears have listened to their appeals. In the council-hall and the court of justice, heavenly messengers have pleaded the cause of the persecuted and oppressed. They have defeated purposes and arrested evils that would have brought wrong and suffering to God’s children. To the students in the heavenly school, all this will be unfolded.

Every redeemed one will understand the ministry of angels in his own life. The angel who was his guardian from his earliest moment; the angel who watched his steps, and covered his head in the day of peril; the angel who was with him in the valley of the shadow of death, who marked his resting-place, who was the first to greet him in the resurrection-morning,—what will it be to hold converse with him, and to learn the history of divine interposition in the individual life, of heavenly co-operation in every work for humanity!

[Sidenote: _Perplexities Made Plain_]

All the perplexities of life’s experience will then be made plain. Where to us have appeared only confusion and disappointment, broken purposes and thwarted plans, will be seen a grand, overruling, victorious purpose, a divine harmony.

[Sidenote: _Fruition of Life’s Sowing_]

There all who have wrought with unselfish spirit will behold the fruit of their labors. The outworking of every right principle and noble deed will be seen. Something of this we see here. But how little of the result of the world’s noblest work is in this life manifest to the doer! How many toil unselfishly and unweariedly for those who pass beyond their reach and knowledge! Parents and teachers lie down in their last sleep, their life-work seeming to have been wrought in vain; they know not that their faithfulness has unsealed springs of blessing that can never cease to flow; only by faith they see the children they have trained become a benediction and an inspiration to their fellow-men, and the influence repeat itself a thousandfold. Many a worker sends out into the world messages of strength and hope and courage, words that carry blessing to hearts in every land; but of the results he, toiling in loneliness and obscurity, knows little. So gifts are bestowed, burdens are borne, labor is done. Men sow the seed from which, above their graves, others reap blessed harvests. They plant trees, that others may eat the fruit. They are content here to know that they have set in motion agencies for good. In the hereafter the action and reaction of all these will be seen.

[Sidenote: _The Heavenly Record_]

Of every gift that God has bestowed, leading men to unselfish effort, a record is kept in heaven. To trace this in its wide-spreading lines, to look upon those who by our efforts have been uplifted and ennobled, to behold in their history the outworking of true principles,—this will be one of the studies and rewards of the heavenly school.

[Sidenote: _Social Life_]

There we shall know even as also we are known. There the loves and sympathies that God has planted in the soul will find truest and sweetest exercise. The pure communion with holy beings, the harmonious social life with the blessed angels and with the faithful ones of all ages, the sacred fellowship that binds together “the whole family in heaven and earth,”—all are among the experiences of the hereafter.

There will be music there, and song, such music and song as, save in the visions of God, no mortal ear has heard or mind conceived.

[Sidenote: _Music and Song_]

“As well the singers as the players on instruments shall be there.”[428] “They shall lift up their voice, they shall sing for the majesty of Jehovah.”[429]

“For the Lord shall comfort Zion; He will comfort all her waste places; and He will make her wilderness like Eden, and her desert like the garden of the Lord; joy and gladness shall be found therein, thanksgiving, and the voice of melody.”[430]

There every power will be developed, every capability increased. The grandest enterprises will be carried forward, the loftiest aspirations will be reached, the highest ambitions realized. And still there will arise new heights to surmount, new wonders to admire, new truths to comprehend, fresh objects to call forth the powers of body and mind and soul.

[Sidenote: _Treasures of the Universe_]

All the treasures of the universe will be open to the study of God’s children. With unutterable delight we shall enter into the joy and the wisdom of unfallen beings. We shall share the treasures gained through ages upon ages spent in contemplation of God’s handiwork. And the years of eternity, as they roll, will continue to bring more glorious revelations. “Exceeding abundant above all that we ask or think”[431] will be, forever and forever, the impartation of the gifts of God.

[Sidenote: _Service_]

“His servants shall serve Him.”[432] The life on earth is the beginning of the life in heaven; education on earth is an initiation into the principles of heaven; the life-work here is a training for the life-work there. What we now are, in character and holy service, is the sure foreshadowing of what we shall be.

“The Son of man came not to be ministered unto, but to minister.”[433] Christ’s work below is His work above, and our reward for working with Him in this world will be the greater power and wider privilege of working with Him in the world to come.

“Ye are My witnesses, saith the Lord, that I am God.”[434] This also we shall be in eternity.

[Sidenote: _Witnessing_]

For what was the great controversy permitted to continue throughout the ages? Why was it that Satan’s existence was not cut short at the outset of his rebellion?—It was that the universe might be convinced of God’s justice in His dealing with evil; that sin might receive eternal condemnation. In the plan of redemption there are heights and depths that eternity itself can never exhaust, marvels into which the angels desire to look. The redeemed only, of all created beings, have in their own experience known the actual conflict with sin; they have wrought with Christ, and, as even the angels could not do, have entered into the fellowship of His sufferings; will they have no testimony as to the science of redemption,—nothing that will be of worth to unfallen beings?

[Sidenote: “_The Glory of This Mystery_”]

Even now, “unto the principalities and the powers in the heavenly places” is “made known through the church the manifold wisdom of God.” And He “hath raised us up together, and made us sit together in heavenly places; ... that in the ages to come He might show the exceeding riches of His grace in His kindness toward us through Christ Jesus.”[435]

“In His temple doth every one speak of His glory,”[436] and the song which the ransomed ones will sing,—the song of their experience,—will declare the glory of God: “Great and marvelous are Thy works, O Lord God, the Almighty; righteous and true are Thy ways, Thou King of the ages. Who shall not fear, O Lord, and glorify Thy name? for Thou only art holy.”

In our life here, earthly, sin-restricted, though it is, the greatest joy and the highest education are in service. And in the future state, untrammeled by the limitations of sinful humanity, it is in service that our greatest joy and our highest education will be found;—witnessing, and ever as we witness learning anew “the riches of the glory of this mystery;” “which is Christ in you, the hope of glory.”

* * * * *

“It doth not yet appear what we shall be; but we know that, when He shall appear, we shall be like Him; for we shall see Him as He is.”

[Sidenote: “_He Shall Be Satisfied_”]

Then, in the results of His work, Christ will behold its recompense. In that great multitude which no man could number, presented “faultless before the presence of His glory with exceeding joy,” He whose blood has redeemed and whose life has taught us, “shall see of the travail of His soul, and shall be satisfied.”

SCRIPTURAL INDEX

_Genesis_

1:1, 134 2, R. V., 134 5, 129 27, 15, 130 2:8, 9, 15, 21 9–17, 23 3:3–5, 24 5, 6, 25 15, 27 17–19, 26 8:22, 105 9:16, 115 18:19, 187 28:16, 17, 243 22, 138 32:29, 147 39:9, 255 48:15, 16, 147 49:7, 148 22–26, 53

_Exodus_

3:5, 243 15:1, 2, 6–11, R. V., 162 18–21, R. V., 162 21, 39 16:3, 38 20:11, 250 25:8, 35 31:1–6, 37 13, 250 34:6, 22, 35, 40 35:21, 286

_Leviticus_

19:32, 244 26:3–6, 141 27:30, 32, 138

_Numbers_

10:35, 36, 39 11:16, 17, 37 13:30, 31 149 21:16; 21:17, 18, R. V. 162 23:7–23, R. V. 161 24:4–6, R. V. 161 16–19 161

_Deuteronomy_

1:15 37 4:6 40, 174, 229 6:6, 7 40, 187 7 186 8:2, 5 39 10:8 148 9 149 11:22–25 48 12:19 149 23:14 38 26:19 40 28:10 40 20, 32 143 29:29 171 32:10–12 40 47 174 34:10 64

_Joshua_

24:15 289

_Judges_

10:16 263 13:12 276

_1 Samuel_

8:5 50 16:6, 7, 10 266 22:2 152

_2 Samuel_

8:15 152

_1 Kings_

19:21 58

_2 Kings_

2:2 59 6–15 60 6:1–7 217

_1 Chronicles_

29:15, R. V. 165

_2 Chronicles_

20:1–4, 12 163
14–17, 20 163

_Nehemiah_

4:6 286 9:6 130

_Esther_

4:14 263

_Job_

1:8–12 155 2:5–7 155 10:1 155 12:7, 8 117 13 13, 14 13:15 156 14:13 155 19:7–21, 25–27, R. V. 156 22:21 14 23:3–6, R. V. 156 6–10 156 26:7–10 131 11–14, R. V. 131 28:15–18 18 29:4–16, R. V. 142 21–25 142 31:32 142 33:24 115 34:22 144 37:16 15, 21 38:4–27, R. V. 160 7 22, 161 31, 32 160 42:10–12 156

_Psalms_

3:4–8 165 9:9, 10 257 11:4 132 12:6 244 15:2, 3 236 2–4 141 5 229 17:4 190 19:8 229 10, 11 252 23:1–4 164 27:1 164 29:9 308 32:8 282 33:9 129, 254 34:7 255 36:9 197 37:5, 6 257 18, 19 141 29 271 41:1, 2 141 42:11 164 46:1, 2; 46:4–7, R. V. 165 10 260 48:14 165 50:1–3; 50:4–6, R. V. 181 21 144 51:1–7 165 63:1–7, R. V. 164 73:9–11 144 78:37–39 45 87:7 307 90:17 80 91:9, 10 181 95:3–6 243 97:2, R. V. 169 100:3, 4 243 103:13 245 104:12, 18 118 27–30 131 105:21, 22 53 42–45 40 106:34–36 45 111:8 30 9 243 113:2, 3 166 5, 6 132 116:1–8 166 119:11 190 24, 45 291 48 252 72 137 104–112 48 126:6 105 139:2–6, R. V. 133 7–10 133 14 201 145:16 118

_Proverbs_

2:6 14 3:1, 2 197 9, 10 140 17 206 4:7 225 14 136 22 197 5:22 291 6:6 117 28 136 8:8 69 18 142 10:22 142 11:15 136 24, 25 140 12:18 237 13:4 135 11, R. V. 136 20 136 14:9 291 23 135 34 47, 175 15:1 114 2 225 16:12 175 24 197 31 244 17:22 197 27 135 18:21 235 18:24 136 19:17 141 20:3, 19 135 28 175 21:6 136 22:7, 16 136 11 237 29 135 23:4, 5 140 7 149 10, 11 136 21 135 25:28 236 26:2 146 18, 19 236 27 136 27:18 219 28:20 136 29:20 236 30:5 244 31:13, 15, R. V. 217 16, 17, 20, 27 217 30, 31 217

_Ecclesiastes_

2:4–12, 17, 18 153 3:11, R. V. 198, 248 14 50 5:8 144 9 219 7:12 126 10:17 206 11:1 140 6, R. V. 105, 267

_Canticles_

2:3, 4 261 11–13, R. V. 160 5:10, 16 69 8:7, 6 93

_Isaiah_

1:17 141 18 231 3:10, 11 146 7:15 231 9:6 73 11:4 182 13:19 176 14:23 176 24:1–8 180 14 307 25:8, 9 182 26:1–4 167 20 181 28:10 123 26 219 32:20 109 33:6 229 15–17 141 20–22 182 24 271 35:8 170 10, R. V. 167 40:12 35 26–29 116 41:6 286 10, 13 116 41:13 259 43:12 154, 308 21 174 45:5 174 47:1–5 176 51:3 161, 307 52:6 302 53:11 309 54:9, 10 115 14 182 17 155 55:11 105 57:16–19 147 60:18 182 21 302 61:11 105 63:9 263 65:19 271 21, 22, 25 304 66:13 245

_Jeremiah_

4:19, 20, 23–26 181 6:19 146 15:16 252 17:11 143 29:11 21, 101 30:7 181 17, 18 182 31:12 167 33:3 127, 282 51:13 176

_Ezekiel_

1:4, 26 178 10:8 178 12:27, 28 184 20:37 174 21:26, 27 179 33:30–32 260 34:3, 4 176

_Daniel_

1:19, 20 55 2:21, 38 175 47 56 4:11, 12 175 27 174 30, 31 176 6:4, 25–27 56 7:13 132 12:3 309

_Hosea_

6:3 106 8:12 127 12:4 147 14: 5, 7 106

_Joel_

1:12, 15–18 180

_Amos_

5:11 143

_Micah_

4:10–12 182

_Nahum_

1:3 131

_Habakkuk_

1:13 255 2:20 243 3:3 22

_Zephaniah_

1:14 270

_Haggai_

1:5–10 143 2:16 143

_Zechariah_

2:8 257 5:1–4 144 9:16 309

_Malachi_

2:5, 6 148 3:8 143 10 138 10–12 140 4:2 106

_Matthew_

4:4 126 5:37, R. V. 236 6:26, R. V. 117 31–33 138 7:12 136 10:8 80 11:11 158 28 80 13:28 101 16:22 88 18:3 114 20:28 308 22:39 16 24:6, 7 179 14 264 25:40 139 28:20 94, 96, 282

_Mark_

3:17 87 4:26–28 104 28 106 8:36, 37 145 11:24 258 12:42 109 13:34 138 16:7 90 15 264

_Luke_

2:40 78 3:38 33, 130 4:18 113 32 81 6:31 292 38 103, 140 8:11 105, 253 10:27 16, 228 12:23 200 24 117 33 145 16:9, R. V. 145 22:26, 27 268 22:27 103 31–34 89 27:30, 32 138

_John_

1:3 134
4, 14, R. V. 28
9 29, 134
3:17 79
19 74
30 157
4:14, R. V. 83
6:63 126
64 92
7:37 116
37, 38 83
46 81
12:24 110
32 192
13:15 78
34 242
14:26 94
15:10 78
15 94
16:7 94
13 134
13–15 94
23 95
17:3, R. V. 126
6 87
21–23 86
21:17, 22 90

_Acts_

4:13 95 10:38 80 3:22 48 14:17 66 16:28 66 17:23, 26, 27 67 26, 27 174 20:34 66 26:28, 29 67 27:22–24, 34, 44 256

_Romans_

1:14 66, 139
20, R. V. 134
29–32 236
4:17 254
8:22, 26 263
28 154
34 95
35–39 70
16:25, R. V 126

_1 Corinthians_

2:9 301
11 134
3:9 138
11 30
16, 17 36
17 201
4:2 139
9 154
12, 13 68
6:19, R. V. 201
10:11 50
13:4, R. V. 114
4–8, R. V. 242
12 303
15:42, 43 110
57 126

_2 Corinthians_

3:18, R. V. 282 4:6 22, 28 18 296 5:14 66, 297 17 172 19 28 6:10 68 16 258 9:6 109 10:12 226 11:26, 27 68

_Galatians_

5:13 139 6:1 113 8 109

_Ephesians_

2:6, 7 308 3:10, R. V. 308 20 307 4:24 27 25 286

_Philippians_

3:7, 8, R. V. 68
8–10 192
4:8 235
13 70, 256

_Colossians_

1:16, 17, R. V. 132
19, R. V. 30
27 172, 309
2:3 13
10 257
3:23, 24 226

_1 Thessalonians_

2:19, 20 70

_2 Thessalonians_

1:11 134

_1 Timothy_

4:8 145

_2 Timothy_

2:15 61 3:16, 17 171 4:7 68

_Hebrews_

1:3 132
14 103
2:7 20
18 78
4:3 131
13 255
15, R. V. 78
5:2 294
6:7, 8 216
11:3 134
27 63
32–40 158

_James_

1:5 191, 231
17 50

_1 Peter_

1:10–12 183
12 127
4:8, R. V. 114
10 286
11 226

_1 John_

1:2 84 3:1–3 88 2 309

_Jude_

24 309

_Revelation_

1:1, 3 191 17, R. V. 83 2:7 302 3:4 249 8 282 7:14–17 303 15:3, 4, R. V. 309 19:8 249 21:1, 2, 23 301 3, 4 302 6, R. V. 83 22:1; 22:2, R. V. 302 3 307 4 125, 303

_General Index_

Abraham as a teacher, 187.

Accounts, teaching, 238, 239.

Accuracy, through manual training, 222.

Adam, education of, 14–17, 20–22, 25–27;
temptation, 23–25.

Aged, respect for, 244.

Agrarian laws of Israel, 43, 44.

Agriculture, 34, 43, 219, 220;
lessons from, 111, 112;
see Seed-sowing;
development of character, 112;
opportunity for the unemployed, 220.

Aim, the true, 13, 18, 145, 222, 262, 267, 297;
lack of, 190, 202.

Amusement, dangers in, 207, 210.

Anarchy, 228.

Angels, in Eden, 21;
songs, 168;
agency in human affairs, 179, 304, 305;
our companions, 127;
protectors, 255, 256, 304, 305;
co-workers, teachers, 271.

Apostles, training, 84–96;
diversity, 85.

Application, 232.

Athletic sports, 210.

Babylon, rise and fall of, 175, 176, 183.

Beatitudes, 79.

Beauty, 41;
of the Bible, 188;
all, a reflection of Christ, 192;
through obedience to law, 198;
the highest, 249.

Bible, as an educator, 17, 47, 52, 55, 65, 123–192;
a perfect whole, 123;
range of style and subjects, 125;
stories, 185;
as literature, 188, 189;
the rule of life, 189, 260;
its own expositor, 190;
reverence for, 244.

Bible illustrations from nature, 102, 104–110, 113–120, 175.

Bible teaching and study, example of Jesus, 76, 77, 81, 82, 85, 102,
185;
Abraham, 187; mental culture, 123, 124, 171, 188, 189;
spiritual, 124–127, 171, 188, 192;
purpose in, 189, 254;
original study, 188;
verse-by-verse, 189;
comprehensive, 190;
opportunities for, 191;
family, 185, 186;
Sabbath, 251;
results, 192, 252–256;
“higher criticism,” 227.

Biography of the Bible, David, 48, 152;
Solomon, 48, 49, 153;
Joseph, 51–54, 57;
Daniel, 54–57;
Elisha, 58–61;
Moses, 61–64, 68, 69;
Paul, 64–70;
John, 87;
Peter, 88–91;
Judas, 91, 92;
Jacob, 147;
Levi, 148;
Caleb, 149;
Elijah, 151;
Job, 155, 156;
Jonathan, 157;
John the Baptist, 157;
Abraham, 187.

Birds, teachers of trust, 118.

Book knowledge, 230, 265.

Books, harmful, 188, 190, 226, 227;
wrong use of, 189.

Business, principles, 135, 136;
capital, the best, 137;
stewardship, 137–139;
profit and loss, 140–145.

Calamities, blessings, 270.

Caleb and Joshua, faith of, 149.

Censure, 291.