a a Tan a a and
** The path of the just is as
the shining light, that shin-
eth more and more unto the
perfect day.”
RE AAT ata Ue Ve Ve Ve a
THE
NASHVILLE, TENN., MAY 7, 1907
WATCHMAN
PIN NINN NINN NPN NINN NI
“The way of the wicked
is as darkness; they know
not at what they stumble.”
No. 19
AANA
SPEER II GILL, IT TO THE WORLDREFERETRIHD
Hav, you heard the blessed story?
Tell it, tell it to the world;
Christ is coming in his glory;
Go and tell it to the world.
He may come at night or morning,
“ With rich diadems adorning,
Every soul must hear the warning;
Go and tell it to the world.
WILLIAM BRICKEY
Watchman on the walls of Zion,
Tell it, tell it to the world;
He is both the Lamb and Lion,
Go and tell it to the world.
All the signs of his appearing
Have been seen; the end is nearing.
O the prospect is so cheering,
Go and tell it to the world.
All the elements proclaim it;
Tell it, tell it to the world.
Though the wicked fear to name it,
Go and tell it to the world.
In this present generation
Will each kindred, tribe, and nation
Reach the end of its probation;
Go and tell it to the world.
l
EDUCATION IN ISRAEL
Mrs. E. G. White
HE, chief subjects of study
in the schools of the proph-
ets were the law of God with
the
Moses,
cred music, and poetry. It
instructions given to
sacred history, sa-
was the grand object of all
study to learn the will of
God and the duties of his people. In
the records of sacred history were traced
the footsteps of Jehovah. From the
events of the past were drawn lessons of
instruction for the future. The great
truths set forth by the types and shadows
of the Mosaic law were brought to view,
and faith grasped the central object of
all that system — the Lamb of God that
was to take away the sins of the world.
The Hebrew language was cultivated
as the most sacred tongue in the world.
A spirit of devotion was cherished. Not
only were students taught the duty of
praver, but they were taught how to pray,
how to approach their Creator, how to
exercise faith in him, and how to under-
stand and obey the teachings of his Spirit.
Sanctified intellects brought forth from
the treasure-house of God things new
and old.
The art of sacred melody was dili-
gently cultivated. No frivolous waltz
was heard, nor flippant song that should
extol man and divert the attention from
God, but sacred, solemn psalms of praise
to the Creator, exalting his name and re-
Thus
music was made to serve a holy purpose,
to lift the thoughts to that which was
pure and noble and elevating, and to
counting his ~ wondrous works.
awaken in the soul devotion and grati-
tude to God.
How wide the difference between the
schools of ancient times, under the su-
pervision of God himself, and our mod-
ern institutions of learning. KFven from
theological schools many students are
graduated with less real knowledge of
God and of religious truth than when
they entered. Few schools are to be
found that are not governed by the max-
ims and customs of the world. There
are few in which a Christian parent’s
love for his children will not meet with
bitter disappointment.
In what consists the superior excel-
lence of our systems of education? Is
it in the classical literature which is
crowded into our sons? Is it in the or-
namental accomplishments which our
daughters obtain at the sacrifice of health
or mental strength? Is it in the fact
that modern instruction is so generally
separated from the word of truth, the
gospel of our salvation? Does the chief
excellence of popular education consist
in treating the individual branches of
study apart from that deeper investiga-
tion which involves the searching of the
Scriptures, and a knowledge of God and
the future life? Does it consist in im-
buing the minds of the young with hea-
thenish conceptions of liberty, morality,
and justice? Is it safe to trust our youth
to the guidance of those blind leaders
who study the sacred oracles with far less
interest than they manifest in the class-
ical authors of ancient Greece and Rome?
“ Education,” remarks a writer, “is be-
coming a system of seduction.” There
is a deplorable lack of proper restraint
and judicious discipline. The most bit-
ter feelings, the most ungovernable pas-
sions, are excited by the course of un-
wise and ungodly teachers. The minds
of the young are easily excited, and drink
in insubordination like water.
The existing ignorance of God’s word,
among a people professedly Christian, is
alarming. The youth in our public
schools have been robbed of the bless-
ing of Superficial talk,
mere sentinientalism, passes for instruc-
tion in morals and religion; but it lacks
the vital characteristics of real godliness.
The justice and mercy of God, the beauty
of holiness, and the sure reward of right-
doing, the heinous character of sin, and
holy things.
the certainty of punishment are not im-
pressed upon the minds of the voung.
Skepticism and infidelity, under some
pleasing disguise, or as a covert insinua-
tion, too often find their way into school-
books.
nicious principles have been inculcated
In some instances, the most per-
by teachers. Evil associates are teach-
ing the youth lessons of crime, dissipa-