“True education does not ignore the value of scientific knowledge or literary acquirements, but above information it va- lues power; above power, goodness; above intellectual acquirements, character. The world does not so much need men of great intellect as of noble character” (Education p. 225).
God tells us here that it is not true edu- cation to merely stuff a child’s head with knowledge. More importantly, we must help our children and youth to build noble characters.
“Character building is the most important work ever entrusted to human beings, and never before was its diligent study so im- portant as now. Never was any previous generation called to meet issues so mo- mentous; never before were young men and young women confronted by perils so great as confront them today” (Education, p. 225).
For over twenty years, I’ve had the God-en- trusted privilege of helping students build godly characters. And, in the process, God is building His character in me, too. I’d like to give you an inside look at my classroom to watch God at work.
It’s math time. My students scurry to find their folders, rulers, pencils, erasers, and water bottles. It’s a daily routine; but today, once again, Tim cannot find his necessary items. Tim would probably care less about being organized except for the fact that he wants his reward—a sticker.
When Tim can’t find his items in the re- quired amount of time, he throws a fit— blaming others and showing signs of dis- couragement. I’m firm, but encouraging. I explain to the students how important it is to be organized—not just in the classroom but in all of life.
Why is organization so important? Our God is a God of order. One place this is clearly shown is in the camp of the Israelites. Each tent was placed in a particular place. “The education of the Israelites included all their habits of life” (Education, p. 38).
It is my job to teach the students how im- portant it is to be organized—to teach it, encourage it, and reward it! It is the stu- dent’s job to practice it and learn it.
Back to my classroom the following day: Tim is sitting at the table with his folder, ruler, eraser, pencil, and water bottle. He smiles big when the box of stickers is han- ded to him. Being organized will soon be his habit!
It’s math time again, and the work pages are being handed out. Some smile as they see a page with “easy” work on it, and some sigh when they see the addition pro- blems that await them. But one student in particular will be especially challenged today. Michelle has a page she needs to fix—a page completed but not all correct- ly done. Immediately, the happy face turns sour, Michelle’s body stiffens, and the pen- cil is knocked off the table. “I hate math,” I hear, mumbled under the girl’s breath. My work—not now of a math teacher but as a cheerleader— has begun. “Michelle, you can do this! Just take one problem at a time. Don’t start with the easy problems; just begin at the top. You give me your best, and I’ll help you get done.”
In mock obedience, she scribbles some numbers underneath the problem and says grumpily, “There! I did it!”
I continue my training: “Michelle, this is not acceptable. Please take this paper to the other room, do these two problems, and bring it back done correctly.” I remind her that we can’t climb a mountain all at once but must make small steps toward our big goals. I encourage her outwardly and pray inwardly—praying for patience for myself and understanding for her.
“The true object of reproof is gained only when the wrongdoer 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” (Education, p. 291).
“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” (Education, p. 292).
Small Cloud Christian School Anniversary
After some minutes, Michelle returns to the classroom. Two of her problems have been completed correctly. May God help her to keep going until she is fully successful!
“. . . such a character is not the result of accident; it is not due to special favors or endowments of Providence. A noble character is the result of self-discipline, of the subjection of the lower to the hi- gher nature—the surrender of self for the service of love to God and man” (Education, p. 57).
“The great principles of education are unchanged. ‘They stand fast for over and ever’ (Psalm 111:8); for they are the principles of the character of God. To aid the student in comprehen- ding these principles, and in entering into that relation with Christ which will make them a controlling power in the life, should be the teacher’s first effort and his constant aim. The teacher who accepts this aim is in truth a co-wor- ker with Christ, a laborer together with God” (Education, p. 30).
I have given just two examples of the many opportunities to teach the cha- racter of God to our children. May God help us to be faithful parents, gran- dparents, teachers, pastors, aunts, and uncles! May God help our church to establish schools in which character building is the chief aim! May God help us all to develop characters ready for Heaven!
