FALSE EDUCATION
Throughout Christendom, Protestantism was menaced by formidable foes. The first triumphs of the Reformation past, Rome summoned new forces, hoping to accomplish its destruction. At this time the order of the Jesuits was created, the most cruel, unscrupulous, and powerful of all the champions of popery. Cut off from earthly ties and human interests, dead to the claims of natural affection, reason and conscience wholly silenced, they knew no rule, no tie, but that of their order, and no duty but to extend its power. (See Appendix.) The gospel of Christ had enabled its adherents to meet danger and endure suffering, undismayed by cold, hunger, toil, and poverty, to uphold the banner of truth in face of the rack, the dungeon, and the stake. To combat these forces, Jesuitism inspired its followers with a fanaticism that enabled them to endure like dangers, and to oppose to the power of truth all the weapons of deception. There was no crime too great for them to commit, no deception too base for them to practice, no disguise too difficult for them to assume. Vowed to perpetual poverty and humility, it was their studied aim to secure wealth and power, to be devoted to the overthrow of Protestantism, and the re-establishment of the papal supremacy. {GC 234.2}
When appearing as members of their order, they wore a garb of sanctity, visiting prisons and hospitals, ministering to the sick and the poor, professing to have renounced the world, and bearing the sacred name of Jesus, who went about doing good. But under this blameless exterior the most criminal and deadly purposes were often concealed. It was a fundamental principle of the order that the end justifies the means. By this code, lying, theft, perjury, assassination, were not only pardonable but commendable, when they served the interests of the church. Under various disguises the Jesuits worked their way into offices of state, climbing up to be the counselors of kings, and shaping the policy of nations. They became servants to act as spies upon their masters. They established colleges for the sons of princes and nobles, and schools for the common people; and the children of Protestant parents were drawn into an observance of popish rites. All the outward pomp and display of the Romish worship was brought to bear to confuse the mind and dazzle and captivate the imagination, and thus the liberty for which the fathers had toiled and bled was betrayed by the sons. The Jesuits rapidly spread themselves over Europe, and wherever they went, there followed a revival of popery. {GC 235.1}
Known as the founder of the Society of Jesus – the Jesuits Order, under the commission of Rome in 1540, Ignatius Loyola formed a counter reformation in every sphere that would be loyal to the Roman Hierarchy. He changed the syllabus to be more humanistic oriented with what we may call today new-age beliefs. He devised the separation of children from parents by the system of Universities and Boarding Schools and set a benchmark of what will turn to be false education. Observe:
“My son you have been taught to act the dissembler. Among the reformers to be a reformer, among the Calvinists to be a Calvinist, among the protestants to be a protestant and obtaining their confidence to seek even to preach from their pulpits. My son, heretofore, you have been taught your duty as a spy. To ingratiate yourself into the confidence of heretics of every class and character as well as among the SCHOOLS AND UNIVERSITIES. By 1556, three-fourths of the society’s membership were dedicated in 46 Jesuit colleges to learning against learning, to indoctrinate minds with the learning of illuminated humanism that’s false sciences and systems as opposed to the learning of Scripture. This network would expand by 1749 to 669 colleges, 176 seminaries, 61 houses of study, and 24 universities partly or wholly under Jesuit direction. Source: Rulers of Evil by F. Tupper Saussy, pg. 65. YOU CAN TELL ME IF BY 1749 THIS IS WHAT THEY CONTROLLED, WHAT ABOUT TODAY?!. BASICALLY WHAT ROME FAILS TO GET BY WIELDING ITS BLOODY WEAPONS, IT GAINS BY SUBTLE, TREACHERY AND DECEIT UNDER GUISE
One of the chief causes of mental inefficiency and moral weakness is the lack of concentration for worthy ends. We pride ourselves on the wide distribution of literature; but the multiplication of books, even books that in themselves are not harmful, may be a positive evil. With the immense tide of printed matter constantly pouring from the press, old and young form the habit of reading hastily and superficially, and the mind loses its power of connected and vigorous thought. Furthermore, a large share of the periodicals and books that, like the frogs of Egypt, are overspreading the land, are not merely commonplace, idle, and enervating, but unclean and degrading. Their effect is not merely to intoxicate and ruin the mind, but to corrupt and destroy the soul. The mind, the heart, that is indolent, aimless, falls an easy prey to evil. It is on diseased, lifeless organisms that fungus roots. It is the idle mind that is Satan’s workshop. Let the mind be directed to high and holy ideals, let the life have a noble aim, an absorbing purpose, and evil finds little foothold. {Ed 189.5}
Wherever in Israel GOD’S PLAN OF EDUCATION was carried into effect, its results testified of its Author. But in very many households the training appointed by Heaven, and the characters thus developed, were alike rare. God’s plan was but partially and imperfectly fulfilled. By unbelief and by disregard of the Lord’s directions, the Israelites surrounded themselves with temptations that few had power to resist. At their settlement in Canaan “they did not destroy the nations, concerning whom the Lord commanded them: but were mingled among the heathen, and LEARNED THEIR WORKS. And they served their idols: which were a snare unto them.” Their heart was not right with God, “neither were they steadfast in His covenant. But He, being full of compassion, forgave their iniquity, and destroyed them not: yea, many a time turned He His anger away. . . . For He remembered that they were but flesh; a wind that passeth away, and cometh not again.” Psalm 106:34-36; 78:37-39. Fathers and mothers in Israel became INDIFFERENT TO THEIR OBLIGATION TO GOD, indifferent to their obligation to their children. THROUGH UNFAITHFULNESS IN THE HOME, AND IDOLATROUS INFLUENCES WITHOUT, MANY OF THE HEBREW YOUTH RECEIVED AN EDUCATION DIFFERING WIDELY FROM THAT WHICH GOD HAD PLANNED FOR THEM. They learned the ways of the heathen. {Ed 45.1}
Those who have received a FALSE EDUCATION do not look heavenward. They cannot see the One who is the true Light, “which lighteth every man that cometh into the world.” THEY LOOK UPON ETERNAL REALITIES AS PHANTOMS, CALLING AN ATOM A WORLD, AND A WORLD AN ATOM. Of many who have received the so-called HIGHER EDUCATION, GOD DECLARES, “Thou art weighed in the balances, and art found wanting,”–wanting in a knowledge of practical business, wanting in a knowledge of how to make the best use of time, wanting in a knowledge of how to labor for Jesus. {1888 1650.5}
When students refuse to make the Word of God their study, and take as their instructors books written by infidels, Satan is close by, to make his impression on their mind. Everyone who allows himself to have respect for infidel authors is in danger. Why?–Because he sees no God, and with all his educators, he does not recognize Jesus Christ as the Teacher sent by God. He does not look upon Him as the Bread sent down from heaven, of which he must eat; and therefore his experience is not composed of that which makes him one with Christ. {Educational Messenger, March 19, 1909 par. 5}
The tree of knowledge, so-called, has become an instrument of death. Satan has artfully woven himself, his dogmas, his false theories, into the instruction given. From the tree of knowledge he speaks the most pleasing flattery in regard to the HIGHER EDUCATION. Thousands partake of the fruit of this tree, but to them it means death. Christ says to them: “YE SPEND MONEY FOR THAT WHICH IS NOT BREAD. YOU ARE USING YOUR GOD-ENTRUSTED TALENTS TO SECURE AN EDUCATION WHICH GOD PRONOUNCES FOOLISHNESS.” {1888 1651.2}
In the education of children and youth fairy tales, myths, and fictitious stories are now given a large place. Books of this character are used in schools, and they are to be found in many homes. How can Christian parents permit their children to use books so filled with falsehood? When the children ask the meaning of stories so contrary to the teaching of their parents, the answer is that the stories are not true; but this does not do away with the evil results of their use. The ideas presented in these books mislead the children. They impart false views of life and beget and foster a desire for the unreal. . . . {AH 413.3}
Even in seeking a preparation for God’s service, many are turned aside by wrong methods of education. Life is too generally regarded as made up of distinct periods, the period of learning and the period of doing–of preparation and of achievement. In preparation for a life of service the youth are sent to school, to acquire knowledge by the study of books. Cut off from the responsibilities of everyday life, they become absorbed in study, and often lose sight of its purpose. The ardor of their early consecration dies out, and too many take up with some personal, selfish ambition. Upon their graduation, thousands find themselves out of touch with life. They have so long dealt with the abstract and theoretical that when the whole being must be roused to meet the sharp contests of real life, they are unprepared. Instead of the noble work they had purposed, their energies are engrossed in a struggle for mere subsistence. After repeated disappointments, in despair even of earning an honest livelihood, many drift into questionable or criminal practices. The world is robbed of the service it might have received; and God is robbed of the souls He longed to uplift, ennoble, and honor as representatives of Himself. {Ed 265.1}
MARTIN LUTHER ON UNIVERSITIES AND SCHOOLS:
“I am much afraid that the UNIVERSITIES will prove to be the GREAT GATES OF HELL, unless they diligently labour in explaining the Holy Scriptures, and engraving them in the hearts of youth. I advise no one to place his child where the Scriptures do not reign paramount. Every institution in which men are not unceasingly occupied with the Word of God must become corrupt.” -HISTORY OF THE REFORMATION IN THE SIXTEENTH CENTURY, by J. H. Merle d’ Aubigne, 1846.
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. {Ed 288.1}
It is not wise to send our youth to universities where they devote their time to gaining a knowledge of Greek and Latin, while their heads and hearts are being filled with the sentiments of the infidel authors whom they study in order to master these languages. They gain a knowledge that is not at all necessary, or in harmony with the lessons of the great Teacher. Generally those educated in this way have much self-esteem. They think they have reached the height of higher education, and carry themselves proudly, as though they were no longer learners. They are spoiled for the service of God. The time, means, and study that many have expended in gaining a comparatively useless education should have been used in gaining an education that would make them all-round men and women, fitted for practical life. Such an education would be of the highest value to them. {1888 1650.1}
What do students carry with them when they leave our schools? Where are they going? What are they going to do? Have they the knowledge that will enable them to teach others? Have they been educated to be wise fathers and mothers? Can they stand at the head of a family as wise instructors? In their home life can they so instruct their children that theirs will be a family that God can behold with pleasure because it is a symbol of the family in heaven? Have they received the only education that can truly be called “higher education”? {1888 1650.2}
What is higher education? No education can be called higher education unless it bears the similitude of heaven, unless it leads young men and young women to be Christlike, and fits them to stand at the head of their families in the place of God. If, during his school life, a young man has failed to gain a knowledge of Greek and Latin and the sentiments contained in the works of infidel authors, he has not sustained much loss. If Jesus Christ had deemed this kind of education essential, would he not have given to his disciples, whom he was educating to do the greatest work ever committed to mortals, to represent him in the world? But, instead, he placed sacred truth in their hands, to be given to the world in its simplicity. {1888 1650.3}
There are times when Greek and Latin scholars are needed. Some must study these languages. This is well. But not all, and not many, should study them. Those who think that a knowledge of Greek and Latin is essential to a higher education, cannot see afar off. Neither is a knowledge of the mysteries of that which the men of the world call science necessary for entrance into the kingdom of God. It is Satan who fills the mind with sophistry and tradition, which exclude the true higher education, and which will perish with the learner. {1888 1650.4}
WHAT SHALL WE SAY THEN?
The Bible has Doctors, Lawyers, Historians and Theologians but the professional duties did not take the place of the God Almighty. There are those who, after becoming established, rooted and grounded in the truth, should enter these institutions of learning as students. They can keep the living principles of the truth, and observe the Sabbath, and yet they will have opportunity to work for the Master by dropping seeds of truth in minds and hearts. Under the influence of the Holy Spirit, these seeds will spring up to bear fruit for the glory of God, and will result in the saving of souls. The students need not go to these institutions of learning in order to become enlightened upon theological subjects; for the teachers of the school need themselves to become Bible students. No open controversies should be started, yet opportunity will be given to ask questions upon Bible doctrines, and light will be flashed into many minds. A spirit of investigation will be aroused. {3SM 234.1}
