The educational ideas of E.G. White : a thesis submitted to Massey University in partial fulfilment of the requirements for the honours degree of Master of Arts

(1)

a copy to be downloaded by an individual for the purpose of research and

private study only. The thesis may not be reproduced elsewhere without

the permission of the Author.

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..,_,...

___

^.,_,...

. . .... ---

A thesis oubmitted to

fJaeeey

U m.vond.ey

1n partial tul.ftlmslt of the requirements

tor

tho honoun

decree ot

Master 01' ,r-ta

(3)

i'tie ;'IJ"itcr 1 :,preeiative of help received

ciur'lJ18

the

years tr.e resea.rah d · e report w e 1n preparation. I e g tetully

ac:mowl L .

\bite,

S e0retery oi'

tile

en G. h1 te lica.tiona, and. the . were to the ies r ...

rvu .

1 thcut th1 aid, the resoorcber o\lld have eri ly

hend1cav

llolp.{'ul advie<., terial.

were also supplied

by

Dr • .R•

s.

oo-re of Sou western Junior Colle , e, exas, an Or. E. • Co.dwaJ.lad.er o.f Union College, llebr ,

u .s.A .

To t\.vo ere

ot

~ otion Department of ! esae Uni v e1 ty the wr1 ter is al.so indebted for their l'~lpful advice and t-uidenoe -

D. H. Bewley end .vi~ ·oosor C, C. N. Hill, To the

latter,

special

tbenka ere

du

f'or

hi unf6ilint';

il.l.inl3l19

to aid in

the l

aet

diff1oul t e of the nr-1!!mJ!'ir.ation ot thiB aia. Thanks

are

peciall.3 to

labours, of'ten

in

diff ioUlt oircums

repor't.

fe for b untir

twin8

of thi

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AGKNOW.

II.

m.

• • • • • • • • • • • • • • ~ • • • • • • , pageil PAR'l I

• • • • • • • • • • • • • • • • • • • •

WW!il\A,1;&..l.lll"-.,.._··tlCS Oll' A t . i i ; ! - BOOC,jflm.AL

1HEO.RJ At"lD PBAC ICE

1827 • 1900 • • • • • • • • • u. , A .

1827 • 191S •• .• • • • • • • • • • • • • •

_

ement&ry 4-- un4 1827

^ln

u .s. ~ •••••

Secon4m'y and Higher Education 1n u.s.A.

about 1 7 • • • • • • • • • • • • • • • • •

••

clue&tional 'l'.Nnde 1n ' :1.ca

1827

• 1900

• •

•

CUJTioul olopmen·.

• • • • • • • • • • • •

chool Bu11 Equ.i

• • • • •• • • •

Tee.o:MZ~ end f'eecb.er Trdrdng

• • •••• • • •

• • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • •

ll

• • • • • • • • •

¹

9 9 10

• • • • • • •· • • • • • • , • • • • , • • 12

. . . . . . . . . . . . . . ,,,

(5)

IV.

v .

VI.

\'¾U'TE¹S EL:UCMlONAL . Rlllm,s • • • • • • How, When, end t,hez'"e \',rJ. tten or Compil

•

• •

• • •

Characteristics of t,b;i.te•s \iritinga • • • • •

VlH.I'IE •s

MULO~O.RlY Oli' EJ>l1CJ•i'I0N • • •• • • • •

• •

PMlf

m

!rE¹S DEAS D mE COiil~ OF EJ>UCATI01 'l"HOUCH'f

JINJ) HtACTICE IH 'J."fI.B l;Jl~Tf CEI1 l • • • • • • t,r; OD o • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • ••••

PAGE

165 166 170

11,

Methods of T~ • . • . • •• • • • • • • • . 24.) ocellaneous • • • • • • • • • • • • , • • • • •

247

• • • • • • • • •

• • • •

•

••••

A.Pm IX. • • • • • • • • • • • • • • • • •

• • • • • • • • •

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PART I

Statement of

the reeeeroh

problem end

outline of

Amer.lean end .c.Ul'Opean educational theory and practice 1827

to

1900.

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CltAP.fiLR l

has at't.l'aeted Ulta"eBt tor three main rea.BODSI

C) 1 Chr.\etl

-

pbiloaoph;f of eduootlan

₁ (b) lta ^NOeD origin,

(o)

1

extent.

~ u t moat countries ot

the

world the

ach:>ol&

of

the

denomination are

f'ound.

'fheae

rane from primary

sehoole

io ooll

es

of uniTer&ity

level. In A uetralJ.

e.,

for example, the

A\'ondale Colleee, Coo:ranbong, N.s. ·:., prepares ._ tudenta tor t.he

Univerait)'

of" Londl0n :a.s

e and tor tM "CO!llll'lOn First Year"

Sc1.ence Co e

ot

the UniTersit,y ot""

N .s.w . 1t

also i 4t'fili

ted

ith

Paeitio O'nton Coll ,

u.s.A .,

ottioi~ accreatted

~ , thro trbich 11'

oft o

chel.OI" of

·MZ'l:'1:Je 1n Soocma.ry E4:u.oation, d lo •

In

orn!Joole (' t1a

•

la (

the 4erllODCLnc;tion OIJPll!'t'i.1:41!.n

chi~,

J.iiU:lQ.Qa CelitOmiat The lat'ter ia

) te

. - oa,

ca1 Teemoloi ,

• U.o l·ealtb and · ~

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3

Medicine, and Graduate Studies).

"The Adventists to-d~ operate the second largest Protestant parochial-school systan in the United States and the largest Protestant chureh-sahool. program outside of North America"

(Delafield,

1963,

P• 19). All told, the denomination, at the end of 1966, operated 4-, 723 elementary aohool.a throughout the world,

encl l,.16 secondary schools and oolleg a. 296,204. students were enrolled in the elanentary schools and

84.

~ in the secondary schools and colleges, wbil 18,922 teachers. were mployed (Paci.fie Press Publishing Association, 1968, P• 18). tchell (

1958,

PP• 106, 107) states, "The Adventists a.re a highly literate people. Compared proportionately with the general. American public, three

times as many American Adventists are college graduates and one and a half times as many have completed the high-school grades. Twice as Ill8J\V of the general popu].ation, proportionately stop their

education at or below the ^eighthgr e".

That E. G. te waa largely responsible for the guidance

and clnelopnent of the S e v e n ~ Adv ntist Church's educational programme

u

^generallyrecognized both within the church and outside it. ^Onher de :UL• an editorial in "The Independent• stated.

"Their work began 1n 1853 in Battle Creek, . it h grown until they be.Ye thi.rty-a•en publishing houses t.hroughout the world.

with literature in ighty ditterent languag a.. • • • '!'hey haive aev:enty colleges end academies, and about forty sanitariumsJ and in all thia Ellen G. · te haa een the inspiration and guide•

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auob ,js th 1.1.a.dng frequently occur: "'lbese three

Tel [wr1t.1nes o:1' E. ' • .bite] prove

to

of t service

to p&"mta in their homes, to ~ 1n the sollool.8, and to the adminis~ tor:s of ooiu:...•r.'1~

conet:itu

^e.

sort o

'bl print

or

p

ttor:n

£or tb&t erk•

tton, 1949,

P•

5),

ond,

our in&Ututio

nec1 h'cm the NYfJ tiona which t.o ller;i '1b1te

nurtur:l.ng,

cutdint;,

line of wor. " (u-e:rierol Conference Dm>Artmt!nt of Educa co, 1949, P•

4-).

Q8 • Wl,um1.oe

· lue print le 8

1

al Cont ^oeot

boey,

wrote,

se,,e,tbi-41~ ~clVenUet ~-w.we,l.L•..JUG~

,bi ew

&1 ft.

•

wi

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current in her dey in order to ascertain her contributi.on to education. Thia gap the present study endeavours to fill.

The research problan was fourf'old:

(1) To study White's life history in order to appreciate her work generally, and to gauge her influence on the Adventist

educational tVStem. of her ~ .

(2) To investi8ate the writing.a, of White in order to ascertain her educational ideas.

(3) To stutly m:neteenth century educational thought and practice, mainly in the United States..

(4) By e.umining White• a educational ideas in the context of the educational thought end practice of' the nineteenth century, to EJV"aluate her contribution to education.

SOURCES OF DATA

The material. wri"en on educational theory and practice in the

U .s.A .

end Europe was gathered trcm histories of education, tvorka of educators, ond readings in eduoat1011a1 history. The

educational ideas of te gathered 1'rom her own writinga. Boob, p phleta, end peri.od1cala published by the Snenth-dq AdYentist dencn1 nation, oorrespondanoe w1 tb the Board ot Trust a

ot

"the en G. te Publication , and. With Dr. R ~ oore, an Ad'Yenti.st educator, ~ether with manuscripts supplied. by them_

,rere also uaect.

(11)

OD o;

\ibite• ucational i were noted trcm a stud3

ot

^her

t;J.nss f the bad.a o£ Per ll ~d

m

of tb:ls research.

The cbarMteriatioa o£ .A can EUJ:'O»iell11 educ· Uonal theory d pr tioe 182:1 ·to 1,00 outi:lned 1n I, SITi d t fi'Cm

tu

ot

^tbe ources m oned, p Uon haTi.Jlg been ven

to

tbe CIW•~ bi • i • , te• ideao

00 · 1& tl 1n the con ·. of tbo af ^then1ne· century 1n Pert lll.

own i'ri tinge end te•a ll£e story" e mlfllllleJ~

other historical reeorda in or to understand her background encl dv :tist Educational Syst of ber eontributiOn

to

•

ooientU'ic ttS. 1.-.iw"ae,.1..., wmgmen1ice were b e4 on eddence ^u.Ye^...:w.i.e, ·

1 ^C

•

t 0

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7

which he lives" (Good,

1959,

P• 191 ). When ref'erring to sehooling, it has a more limited meaning: "the social process by which people a.re subjected to the influence of a selected and controlled.

enrl.ronment • • • so that they mf\V e.ttain social competence and optimum indiTidual develop11errt" (Good, 1959, P• 191 ).

ChriS'tien Education. "Training 1n appreciation end practice of principles emmciated by Jeaua" (Good, 1959, P• 92), and o:f'ten uaecl by White to include the no-rmal aubjecta af the curricul.um such as history, nature study and aritbnetic.

Philosophy. "An integrated pera-onal. view that serves to guid the individual's conduct end

th:i.nku:18"

(Good, 1959, P• .395).

Philosophy of Education. "Any philosopey dealing with or applied to the process of' public or private education and used as a be.sis for the general determination, interpretation, ond evaluation of educational problems having to do with obJectives, practices,

outeomes, child and soci.al needs, materials of study, and all other

aspects

,0£ the

field"

(Good,

1959, P• 395)

.

!9:apeptm f4poo.tion.

The period of f0ftl81 eclucction beginning 1n childhood,_ usually at the 8G of

5

to

7

yeo.rr;, ar.d em:Sng approrlmateq with adoleacene ; defined as including grad.ea 1

to

8,

an same.times nurs

obool and kind artm,

or

a ending

with

gade

6•

(Good,

195-9, P• 197)

. In the :ly

nineteenth century

~eae age l.iJD1

ta

c11d not alwqa apply, and older young peopl were found in elementary schools learning reaa1ng, writing and

(13)

arithmetic.

Nursery

F.duca.tim. "Provision for the plzy"sical, motor,

heal~ mitritional, intellectual, aesthetic, emotional, and s-ocial

developnent of the preschool oh:ilcl" (Good, 1959, P• 370).

Qgdggarten. "An eduoa.tional sot up or section of a echoo1 systan, devoted to the education of small children, usually from four to aix years of age" (Good. 1959, P• 307).

Sec-ondS'f F.duca.tigp. "A period o£ edue-ation p.lmmed especially

for young people of ages approximately twelve to sevent en" ( Good, 1959, P• 491) •

C llege. ey be "an institution of higher education, usually

~fering only a currioul in the liberal arts and sciences, and empo ered to confer degrees" or "a major dirls1-on of a uni.Tersity (usual.J3 the dinsion of' arts end science-a), especialq on that

requires

tor

admission no stw\f beyond the completion of secondary education" (Good, 1959, P• 108).

Character Educat1ari. "F.d :tion d Bigned to develop oharaotera that c ~ to qst of morality" (Good, 1959, P• 85).

Chffz:ac?\!r.

"Structural or enduring el mt'a o:r · :teristioa

which give conttnuity to personality o'1'er time¹⁹ d •often viewed in. relation to e ^aya of morality or criterion o~ Talue•

(Good,

1959,

P•

84.) .