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The Journal of True Education for 1954

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The Journal of True Education for 1954 The JOURNAL of TRUE Education VOLUME 17 OCTOBER, 1954 NUMBER 1 The JOURNAL of TRUE Education KELD j. REYNOLDS, EDITOR Associates ERWIN E. COSSENTINE GEORGE M. MATHEWS LOWELL R. RASMUSSEN ARCHA 0. DART EDUCATIONAL PRESS /ASSOCIATION "t ikkTIT)F- OF AMERICA CONTENTS Cover Photograph By A. Devaney Christian Education Can Be Evangelistic (2) * By A. J. Woodfield Page 4 The Emerging Pattern of College Accreditation (3) By Conard N. Rees 6 The New National Council for Accreditation of Teacher Education 8 The Parable (1) By A Church School Teacher 9 Students Work as Well as Study at Nigerian Training College (2) By Joseph W. Wogu 10 Straight From the Blueprint: This Is Christian Guidance (4) 11 Statistical Understandings Every Teacher Needs (4) By Helen M. Walker 14 Spelling Improvement (1) By Ned D. Marksheffel 16 My Blind Neighbor (1) 20 Ingathering at Adelphian Academy (2) By Edward Kopp 22 What the Schools Are Doing 23 Index, Volume 16, October, 1953-June, 1954 27 * By request we are designating the classification of articles listed in our table of contents: (1) Elementary, (2) Secondary, (3) College, (4) General. ISSUED BI-MONTHLY, OCTOBER THROUGH JUNE, BY THE DEPARTMENT OF EDUCATION, GENERAL CON- FERENCE OF SEVENTH-DAY ADVENTISTS, TAKOMA PARK, WASHINGTON 12, D.C. SUBSCRIPTION PRICE, $1.50 A YEAR. PRINTED BY THE REVIEW AND HERALD PUBLISHING ASSOCIATION, TAKOMA PARK, WASHINGTON 12, D.C., TO WHOM ALL COMMUNICATIONS CONCERNING CHANGE OF ADDRESS SHOULD BE SENT, GIVING BOTH OLD AND NEW ADDRESSES. ENTERED AS SECOND-CLASS MATTER AT THE POST OFFICE AT WASHINGTON, D.C., UNDER THE ACT OF CONGRESS OF MARCH 3. 1879. 2 THE JOURNAL OF TRUE EDUCATION Congratulations, Mr. Rugg!--An Editorial THE leaders of progressive education upon the eternal verities, and what is hypothet- in this country have issued a new statement ical and ephemeral. While he should be in- of principles and policies. This statement is of formed about trends and current activities on special interest since it appears to point to a the growing edge of his profession, he will movement toward the right by the stormy pet- commit his life and stake his professional career rels of education, Harold Rugg and the steer- only on principles of education and philosophy ing committee of the progressive movement. in harmony with the Word of God and there- The statement of principles is prefaced by fore having divine approval. an admission that, while child-centered educa- The danger is that in our earnest seeking tion has much to commend it, and while it has after competence and professional stature, and had some successes on which progressive educa- our reaching after modernity, we eat the apple tion will continue to build, the leaders can no passed to us in teacher-training classes without longer be content with a child-centered pro- looking too closely at the tree from which it gram. was picked. Teachers fill their notebooks with A further admission is made that they still formulas, methods, and neatly epitomized slo- lack a truly unified, organic theory of behavior, gans, full of "integrations" and "frames of ref- and therefore have no base for a program of erence" and other semantic trademarks by which education for disciplined thought and imagina- educationalists identify one another. All of tion. which is to the good and registers growth in They then move on to a philosophical concept professional stature, provided our frame of ref- of the reintegration of individual personality •erence is a Christian philosophy of education, and the reintegration of American culture, to and provided our integrations are within its be the twin goals of dynamic education, now to legitimate objectives. be built around civilization-centered schools. We did not go overboard for progressivism We come, then, to the heart of the new policy in its radical period. We viewed it then, and and its chief theme, according to the com- we continue to view it and other educational mittee: disciplined intelligence and imagination experiments and fashions, in the light of abid- through rigorously disciplined materials. ing principles and solid values. We can go This pilgrim's progress of a movement from along with the progressives on the exist- a precocious childhood, through a belligerently ence of values in the child-centered concept, dogmatic adolescence, into a self-appraising ma- when it comes to method. We can agree most turity, may have some lessons for the Adventist heartily that education should in its processes teacher and educational administrator. be a demonstration of disciplined intelligence We need to face the fact that we are mem- and should have disciplined intelligence as one bers of a fad-ridden profession. This is in part of its major goals. We can even go along with due to the rapid rise and development of the the idea that schools should be civilization-cen- supporting disciplines (notably psychology with tered, though here our definition of terms may its numerous ramifications and applications), differ considerably from that of the progressives. themselves fluid and formative. In part it is We think it highly significant that the lead- due to the earnest dynamic within education ers of progressivism must now confess that they itself, from whose institutions society expects have found no satisfactory theory of behavior so much, and upon which the future so vitally as a base for a program of disciplined thought. depends. A Christian philosophy of life and of education The Adventist teacher needs to draw on wis- supplies such a base. The Christian teacher, dom above and beyond his own as he works therefore, has something of great value to give and studies among the confusions, conflicts, to education. We must not fail to proclaim and variables, and experiments of his profession. stand by our convictions, as more and more He needs to exercise his God-given intelligence educators are coming to see that without re- and his Christian insight and judgment in ligion there is no firm foundation upon which distinguishing between what is true and based to build spiritual and moral values. VOL. 17, NO. 1, OCTOBER, 1954 3 Christian Education Can Be Evangelistic A. J. Woodfield HEADMASTER STANBOROUGHS SECONDARY SCHOOL, ENGLAND FIGURES appearing on page 35 of activities; seven attended the JMV camps this THE JOURNAL OF TRUE EDUCATION for June, year; others are attending Sabbath school, and 1954, indicate that in our schools around the some have been baptized. Far from leading our world ( outside of North America) more than own children away, these non-Adventist chil- half of the pupils come from non-Adventist dren have provided definite opportunities for homes. This was presented as an evidence of sharing faith. They are from good homes, are the great evangelistic possibilities in the schools. well mannered and well behaved, and in many It is an evidence, too, that more and more non- ways bring credit to our school in this once- Adventists see in our schools something more prejudiced district. than mere book education—in short, a par- This influence has not stopped with the chil- ticular and desirable form of Christian influ- dren themselves. One mother asked a teacher ence. This salutary Adventist atmosphere will this year how she could become an Adventist. become more and more noticeable as the sap- Last term a young couple coming to pay their ping, devitalizing forces of theistic evolution son's fees, asked to see the headmaster, and we and modernism emasculate and reduce to mere spent a long time together talking about our mockery the so-called Christian background of faith. They want their son to be brought up most of the world's church-connected schools. in the Adventist faith, they want religious unity Thus, youth from the world coming into our in their home, and I believe they are ripe for schools will learn of and accept gospel truth. the reception of our message. The present secre- This influx of children from non-Adventist tary of the school was brought into the message homes need not be looked on with foreboding. through his daughter, a pupil at the school. It is refreshing to notice that the 55 per cent However, the doors of opportunity that our of pupils from non-Adventist homes are re- schools are opening must be entered. This poses ferred to as an evangelistic potential, surely the a very real problem, especially at large schools only logical way they can be regarded by a such as ours. Children are brought along to a people entrusted with the last saving message certain stage, then they leave the school and to a perishing world! This is an evidence also fall away from our influence for various reasons, that many people are hungering for the message not the least being the influence of misunder- we can give. Parents want to give their children standing parents. At fifteen and sixteen most the best possible preparation for life, and an boys and girls are not able to withstand op- Adventist education seems to be increasingly position at home, and the good is undone. For recognized as just that. example, a girl who attended our school for At Stanboroughs Secondary Scilool we have several years, went to one of our camps and, had experience with a large non-Adventist en- with several others, gave her heart to God. I rollment. For the first few years this was looked talked with her about baptism, for which she on with distrust, and one still hears an oc- was ready—but her mother advised that she casional voice of questioning. But in the main wait. We got work for her in the conference our people here have welcomed these children office, to keep her under Adventist influence; into our midst, have had them singing in the but after two years she left, and now has no church or helping in special programs, especially connection with us at all.
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