Living Fountains or Broken Cisterns: An Educational Problem for Protestants - E. A. Sutherland

INDEX

Abraham, call of, [55];
his faith, [56];
call to teach, [57];
preparation to teach, [57], [59], [63];
failure to believe, [60], [61];
school of, [63], [64], [67].
Agricola, his part in Reformation, [221];
his idea of a teacher, [222];
his idea of education, [223].
America, discovery of, [219];
Jesuits as teachers in, [281], [285];
object of Jesuit schools in, [283];
education in, [293-338].
Angels the first teachers, [16].
Arabs, as educators, [200-202];
their learning suppressed by papacy, [203].
Astronomy taught in Eden, [27];
as taught at present denies the Bible, [387-389].
Athens, education in, [100].
Authorities quoted, [417].
Beast, its formation, [176];
image to, [176].
Bernard, Henry, his work in behalf of public schools, [319].
Bible as a text-book in Jewish schools, [78];
Plato a rival of, [102];
its place in education, [111], [381-383], [387];
the text-book of Christ, [134];
the text-book of early Christians, [142];
its power over youth, [145];
versus logic, [152];
teaching of advised by Reuchlin, [224];
taught in Jesuit schools, [279];
words of Luther concerning, [291];
Harvard founded to teach, [299], [302];
departure from in education, [321];
in school of Comenius, [365];
denied by present science teaching, [387-393].
Bok, Edward, on cramming system, [323-325].
Botany, taught in Eden, [27].
Cain, chose reason instead of faith, [43].
Catholic schools in America, [335];
see also “[papacy].”
Character developed in worldly school, [44];
of students during Middle Ages, [204], [210];
of students in modern universities, [210];
of students after Reformation, [263];
the object of education, [232], [382];
valued by John Locke, [345-347].
Christian education, a search for wisdom, [14];
relation of to Reformation, [3], [4];
based on faith, [39], [397];
almost wiped out before the flood, [49], [50];
its meaning to early Christians, [140];
feared by the pagans, [147];
God’s three calls to, [168];
failure of Reformers to carry forward, [246];
how lost, [255];
versus papal, [286];
unites with papal ideas, [309];
effect on churches of neglecting, [328];
principles of, etc., [339-415];
never without a representative on earth, [341];
opposed to “cramming system,” [351];
based on faith, [354];
emphasizes practical, [367];
a spiritual education, [381-384];
emphasizes principles, [393-396];
manual training a part of, [402];
a system of, [403-407];
see also “[education].”
Christ, birth of, [120];
early education of, [121];
spiritual education of, [122];
recognizes his life work, [123];
with the rabbis, [124];
his attitude toward manual training, [125];
preparation for his work, [126];
as a teacher, [127];
lived what he taught, [128];
educational principles of, [130-132];
his pupils, [132];
teachers in the country, [134];
his text-books, [135];
emphasized the practical, [135];
result of his educational system, [136-138];
commits the work of education to the church, [138-140];
the representative of true education, [170];
author of Christian education, [340];
taught from nature, [373], [374].
Church schools of Jews, [76];
of early Christians, [146];
should follow home school, [405].
Cities, origin of, [45];
effect of life in on children, [46];
Enoch chose not to live in, [46];
Abraham called from, [55];
life in, contrasted with country life, [64], [66], [146], [373], [379];
avoided by Christ, [134].
Classics in education, [109-113], [342], [343];
study of prior to Reformation, [216-218];
in Harvard, [303];
demanded by the universities, [307];
fruit of in America, [313];
John Locke on, [345].
Clement, school of, [163-167];
the first higher critic, [164];
meets opposition, [166];
gives up his faith, [167].
Comenius, [326];
on Latin and practical education, [344];
on nature-study, [352];
on number of studies, [353];
religion in school of, [365].
Congregationalists, education among, [295];
their schools, Harvard and Yale, [297-303].
Correlation, [400-402].
Country life versus city life, [64], [145], [379];
chosen by Jesus, [134], [373].
Courses of study, their origin, [204-209];
in Sturm’s school, [261];
in Harvard, [302];
multiplied, [322].
Cramming system, [259], [323-325];
papal in principle, [347];
Montaigne on, [348];
Mrs. Wallace on, [348-351];
prevented by nature study, [352];
prevented by correlation, [400].
Creation, the, [22-26];
mind its highest form, [24], [25].
Dark Ages, schools of, [180];
origin of, [184];
unfavorable to medical study, [194], [199].
Darwinism in education, [114-116].
Death, a result of sin, [36];
result of false education, [40], [67];
result of eating of the tree of knowledge, [50].
Dana on origin of species, [390-392].
Degrees, their origin, [204-209];
a papal mark, [334].
Diet, its relation to education, [38];
its place in Christian education, [403].
Discipline weakens in universities, [263].
Doubt, effects of, [32];
its place in modern education, [353-360];
its place in theology, [354];
the Socratic method, [356], [357];
not highest means of knowledge, [363].
Early Christians, education among, [139-155];
early training among, [142];
home education among, [143];
divided in opinion, [153];
gradually accept pagan methods, [154].
Eck opposes Reformation in education, [244].
Eden, school in, [22-37];
home in, [26];
subjects taught in school of, [27-29];
methods of education in, [29], [30].
Education, birth of rival systems, [20], [21];
the two systems of, [37], [38], [40], [43];
should be based on faith, [39];
life result of true, [40];
death result of false, [40];
first murder a result of wrong methods in, [44];
affects government, [44];
before the flood, [45], [46];
wrong methods in cause of flood, [49];
false one the cause of removal of God’s Spirit, [50], [51];
starts anew after flood, [52];
decline in, [54], [55];
in Israel, [68-91];
system of for Israel, [72];
its threefold nature, [82];
spiritual made prominent in Jewish schools, [82];
at same time spiritual and practical, [88];
reforms in among the Jews, [90];
among the Spartans, [100];
in Athens, [100];
influence of Plato in, [101-111];
offered by Jesus, [130-132];
among early Christians, [139-155];
in homes of early Christians, [143];
division of opinion concerning, [153];
becomes papal, [158-183];
its three representatives, [170];
controlled by monks, [179];
propagated by Arabs, [200-202];
reform in needed, [212];
the secret of papal power, [214];
Reformation and, [221];
favored by Protestantism, [225];
Luther’s plans for, [231];
Melancthon’s influence in, [235-247];
in Wittemberg, [239];
Melancthon on, [240];
effect of Protestantism on, [252];
its part in the Reformation, [255];
return to papal methods in, [258];
cramming system in, [259], [323-325], [347];
Sturm’s influence on modern, [262];
controlled by the Jesuits, [264-287];
papal or Christian? [286];
among Puritans, [294];
among Congregationalists, [295];
in the United States, [293-338];
effect on republicanism, [297];
at Harvard, [297-302];
at Yale, [303];
during colonial days, [305];
during Revolutionary period, [306];
given over to the state by all the churches, [312-315];
effects of modern, [327];
elective system in, [329];
means character development, [332];
union of with state, [335];
Catholic in America, [335];
doubt in modern, [353-360];
place of farm in, [375];
defined by Pestalozzi, [380];
should be threefold, [385];
since the time of Christ, [385-387];
neglect of principles in, [393];
see also “[Christian Education].”
Egyptian education, [83], [85], [96], [101];
a symbol of darkness, [92];
its licentiousness, [95];
its so-called wisdom, [99].
Elective system, [329];
affords freedom, [330-332].
England, Jesuit schools in, [280];
she loses her golden opportunity, [290].
Enoch, [43];
chooses not to live in cities, [46].
Episcopalians and education, [290];
their college in America, [304].
Erasmus, a forerunner of the Reformation, [225].
Evolution, its origin, [45];
attempts to account for effects of flood, [48];
the basis of Platonism, [105];
in education, [113];
in education of America, [322];
taught in astronomy, [387-389];
in zoology, [389].
Faith supplanted by reason, [18], [41], [48], [97], [168], [171], [174], [182], [385];
a lesson in, [31];
immortal life its result, [36];
education based on, [39], [397];
in education after the flood, [52];
of Abraham, [56];
strengthened by trial, [58];
how taught, [59];
few learn to live by, [70];
learned by Israel, [86];
education by, lost, [255];
highest means of education, [363].
Farm, the, as an educating factor, [375].
Finance in Jesuit schools, [279].
Flood, schools before, [45], [46];
warning of, rejected by reason, [47];
cause of, [49-51].
France, Jesuit schools in, [278].
Froebel, [326];
on complete education, [384].
Gardens, value of in schools, [376-378].
Government affected by education, [44], [45], [297];
influenced by students, [211].
Greece, education in, [101];
a symbol of worldly wisdom, [408].
Germany establishes Protestant schools, [223];
Jesuit schools in, [273], [278].
Geography as taught in papal schools, [190], [191].
Harvard, founding of, [297-299];
object, [299-301];
raising of fund for, [301];
early course of study in, [302];
assumes name of university, [310];
science in, [322].
Healing, true, [194].
Health, reform in accompanies reform in education, [90];
attention should be given to, [403].
Heidelberg, Jesuit schools in, [275].
Higher criticism, introduced by Clement, [164];
Origen’s part in, [172];
is Platonism, [173];
modern, [360].
Home, in Eden, [26];
its place in education of early Christians, [143];
its place in Christian education, [403].
Industrial schools; see “[preparatory schools].”
Isaac, [62].
Israel, education in, [68-91];
a peculiar people, [68];
chosen to teach, [71];
church schools among, [76];
studies in schools of, [77-80];
effect of their educational system, [81];
spiritual education in schools of, [82];
deliverance from worldly education, [86], [87];
reforms in their educational system, [90];
education among, prior to Christ, [118].
Jesus, see [Christ].
Jesuits, influence in education, [264-287];
their course of instruction, [266];
effect of their educational system, [267];
their object, [271];
methods in education, [270], [342];
value of their methods, [272];
spread of their schools, [273], [276];
in Germany, [273];
in Vienna, [274];
at Heidelberg, [275];
preparatory schools of, [276];
reputation of their schools, [277];
in France, [278];
in England, [280];
in America, [281];
in South America, [282];
in the United States, [282], [285];
their schools kill Protestantism, [290], [337].
John the Baptist, his coming, [119];
education of, [120].
Knowledge gained by experiment, [35];
comes through the senses, [39], [397].
Latin, in papal schools, [186];
its value to the papacy, [188];
Ratich on, [343];
Comenius on, [344].
Life, the result of faith, [36];
comes through true education, [40], [67];
true science of, [40], [41].
Locke, John, on classics, [345];
on choice of a teacher, [346].
Logic versus Scriptures, [152];
in papal schools, [189], [200].
Lot, chooses a worldly school, [65], [66];
result to him of wrong education, [67].
Loyola, his influence in education, [264].
Lucifer in the heavenly school, [16-21].
See [Satan] also.
Luther, his part in reformation of education, [227-247];
as a teacher, [227];
his plea for schools, [228];
his educational plans, [231];
his ideas of teachers, [232];
recognized the value of nature-study, [234];
one with Melancthon, [237];
his students, [240];
his words concerning the Bible, [291].
Mann, Horace, father of the public school, [317-319].
Manual training, Christ’s attitude toward, [125];
correlated with mathematics, [369-373];
its value in education, [375], [402];
in farm and garden, [375-378].
Mathematics made practical, [369-373].
Melancthon in education, [235-247];
one with Luther, [237];
his students, [240];
views of education, [240];
prepares text-books, [241].
Medical study, effect of Dark Ages upon, [194-196];
corrupted during Dark Ages, [199].
Memory work, prominent in papal schools, [186], [187], [342];
after Reformation, [259].
Meteorology, [27], [28].
Mind, the highest form of creation, [24], [25];
effect of disobedience on, [34];
of man before the flood, [42].
Mineralogy, [27], [28].
Ministers, trained at Harvard, [299-301].
Missionaries, children rightly trained will become, [143].
Modern reformers, [326];
oppose too much language study, [343].
Monks, their system of education, [178];
control education, [179].
Montaigne on cramming system, [348].
Murder, a result of education by reason, [44].
Music, in schools of Israel, [80].
Mysticism, [177].
Nature, result of studying if God is not taken into account, [52], [53];
the first study of Christ, [121];
taught from by Christ, [134], [314];
Luther on study of, [234];
study of in modern schools, [327];
study of prevents “cramming,” [352];
its study based on doubt, [354];
study of not to supersede the Bible, [387].
Noah a teacher of righteousness, [46], [47].
Origen, his birth and education, [169];
his reasons for studying philosophy, [169], [170];
represents mixture of pagan and Christian ideas, [170];
his system of education, [170-175];
a higher critic, [172].
Pagans, education of, [92-116];
education of was self-worship, [93];
classics in education of, [109-112];
their attitude toward Christian education, [147].
Papacy, human origin of, [36], [44], [154-162];
produced by mixture of educational systems, [72], [73];
as seen in school of Clement, [163-167];
to be overthrown only by Christian education, [183];
its tyranny over thought, [184];
primary schools of, [185];
emphasized memory work, [186], [187];
taught Latin, [186];
text-books of, [188];
studies in schools of, [188];
geography as taught in schools of, [190];
manner of meeting opposition, [199];
medicine as taught by, [199];
suppresses Arabian schools, [203];
grants degrees, [208];
why it wishes to control education, [211], [212];
secret of its power, [214];
relation to Arabian learning, [219];
dropped in education, [238];
a return to, [258], [269];
aided in United States by Jesuit schools, [285];
its influence as seen in Harvard, [303], [310];
principles of in William and Mary College, [301];
tendency to revert to, [308];
union of with Christian principles, [309];
degrees a mark of, [334];
consists in union of church and state, [335];
mechanical teaching a mark of, [344];
“cramming” one of its methods, [347];
doubt a characteristic of, [355].
Pelagianism, its origin, [181].
Penance, its origin, [181].
Pestalozzi, [326];
defines education, [380].
Philosophy, origin of false, [45];
false, [98], [104];
personified by Plato, [110].
Physics, [27], [28].
Physicians, treatment during Dark Ages, [195-197].
Physical degeneracy the result of sin, [38], [39].
Physical plane as opposed to spiritual, [43], [44], [69], [83-85], [385].
Physiology, in Jewish schools, [79];
during Dark Ages, [198];
the central science, [399], [402].
Plato, his work as an educator, [101-111];
result of adopting his philosophy in a Christian school, [150-152];
Origen studied, [170];
personifies heathen philosophy, [170].
Platonism the source of higher criticism, [173].
Poetry in Jewish schools, [80].
Preface, [1].
Prenatal influence, instructions concerning, [76].
Preparatory schools, those of Melancthon, [242];
of Jesuits, [276];
during Revolutionary period, [306];
standard for set by colleges, [320];
should follow church school, [405].
Protestantism favorable to education, [225];
effect on education, [251];
fails to see importance of education, [255];
result of her failure to educate, [264];
intrusts her children to Jesuits, [277];
Jesuits seek to destroy, [283];
papal or Christian education for? [286];
born of Reformation, [288];
killed by Jesuit schools, [290-337];
in American schools, [292];
weakens with coming of false education, [308];
must educate her children, [407-415].
Public schools of Julian, [148-150];
in the United States, [317-319].
Puritans, their attitude toward education, [294];
leave England, [292];
in New England, [296].
Ratich on Latin, [343].
Reason supplants faith, [18], [33], [41], [97], [168], [171], [174], [182], [385];
accepted by Cain, [43];
rejected warning of the flood, [47];
result of exalting, [362-364].
Reformation, its relation to education, [3], [4];
an educational reform, [214-247];
classics in, [216-218];
Agricola a forerunner of, [220];
science during, [220];
education and, [221-247];
part of Erasmus in, [224];
its meaning in education, [234];
Reuchlin, a forerunner of, [224];
opposed in education, [243];
part of in education, [254];
results of, [248-251];
reaction after, [268].
Republicanism, its origin, [288];
affected by education, [297];
weakened by wrong education, [308].
Reuchlin, a forerunner of Reformation, [224].
Rome, English college at, [281].
Russia, school gardens of, [376-378].
Satan, his teaching in Eden, [30-36].
See [Lucifer].
Saxony school plan, [244].
Senses, education of not to be trusted, [34], [48], [396];
the source of knowledge not wisdom, [39];
cultivation of among pagans, [97].
School, in heaven, [15-21];
in Eden, [22-37];
character developed in worldly, [44];
before flood, [45], [46];
of Abraham, [63], [64];
location for, [66];
Sturm’s [260-263].
Schools of prophets, [77];
of early Christians, [146], [147];
gradually become pagan, [156-183];
of the Dark Ages, [180];
cling to papal methods, [192];
reform needed from these methods, [193], [212];
Arabian, [200-203];
Luther’s plea for, [228];
strength to church, [230];
established in Germany, [233];
of Melancthon, [242];
Protestant, [253];
Sturm’s influence on modern, [263];
of Jesuits, [266-287];
methods in Jesuit, [270];
ask state support, [311], [332-334];
of Catholics in America, [335];
of Comenius, [365];
gardens in connection with, [376-378].
Scholasticism kills education, [256];
in American schools, [309], [312].
Science, rejects warning of flood, [47];
taught in Harvard, [322];
without Bible produces infidels, [327];
modern study of, [353], [387-393];
physiology the central, [399];
correlation of, [401].
Sin, physical death its result, [36];
results in physical degeneracy, [38], [39].
Spirit of God the source of wisdom, [39];
withdrawn because of wrong education, [50], [51];
the true teacher, [340].
Spiritual plane of living opposed to physical, [43], [44], [52], [69], [385];
reached by faith, [70];
Israel to live on, [71];
chosen by Christ, [123], [126].
Spartans, their educational system, [100];
Socratic method, [356];
accepted by ministers, [360].
Solomon, his wisdom, [87].
State schools ask support of, [311];
assumes responsibility of education, [313-315];
should it support schools? [332-334];
unites with education, [335];
can not teach religion, [383].
Students, their influence on government and society, [211];
character of Luther’s, [240];
character of after Reformation, [263].
Sturm, his school, [260-263];
influence on modern schools, [262].
Teacher, Christ the true, [18], [19], [127];
Noah as, [46];
Abraham as, [57];
Luther as, [227];
Holy Spirit the true, [340];
qualifications of Christian, [398].
Teachers, the first ones angels, [16];
a choice made of, [19], [20];
Israel chosen as, [71];
Luther’s idea of, [232];
how Locke would choose, [346].
Teaching, divine method of, [29];
depends upon life, [128].
Temptation, the first, [30-35];
of Christ, [127].
Text-books, Bible as chief one, [78], [381-383];
Christ used Bible as first one, [134];
Bible the chief one used by early Christians, [142];
used by papacy, [188];
a reform needed in, [193];
prepared by Melancthon, [241];
Luther opposes too many, [245];
too close adherence to, [376];
need of, [403].
Theology, modern method of study in, [354].
Trade, learned by all Jewish youths, [82].
Training-schools among early Christians, [146];
need of at present time, [405].
Tree of life, a symbol of true education, [40], [50].
Tree of knowledge, a symbol of false education, [40];
brought death, [50].
United States, Jesuit schools in, [282];
education in, [293-315].
Vienna, Jesuit schools in, [274].
William and Mary College, papal principles in, [304].
Wisdom, its source, [9-14];
comes through God’s Spirit, [39];
Solomon’s, [87];
of the Egyptians, [99];
differs from knowledge, [397].
Wittemberg, Melancthon in, [236], [238];
education at, [239].
Worldly schools, character developed in, [44];
chosen by Lot, [64];
death the result of education in, [67];
in Egypt, [83-85].
Yale College, [303].
Zoology, taught in Eden, [27];
false teaching of, [389].

The Desire of Ages

By MRS. E. G. WHITE.

Perhaps there is nothing that has such power to lift the poor out of their poverty, the wretched out of their misery, to make the burden-bearer forget his burdens, the sick his sufferings, the sorrower his grief, the downtrodden his degradation, as good books. Particularly is this true of publications that have the Bible for their foundation, and pre-eminently among these is the book, “The Desire of Ages.”

It is a friend to the friendless, joy to the joyless, hope to the hopeless, a helper to the helpless, good cheer and courage to the disheartened. It will bring light into darkness, and sunshine into shadow; it reveals the life and character of the Master in a way that gives the reader a new glimpse of our Father’s love in the gift of His only begotten Son for the fallen race.

“The Desire of Ages” is a book for parents, educators, teachers, and students. It is an invaluable reference book, and should be in every home and library.