A SURVEY OF THE SEVENTH-DAY ADVENTIST
EDUCATIONAL SYSTEM IN MICHIGAN:
EIGHYY~FGUR YEARS OF PEGGRESS

Yhesisfort‘hobmanA.
MICHIGAN STATE UNIVERSITY

Carrol Emasf Perry
"I956

THESIS

A SURVEY or mm smmn-m mmxsr EDUCATIONAL sysml
IN MICHIGAN: ’

EIE‘I‘LJOUR MS 01' PROGRESS

A Thesis
Pruentod to
the Faculty of tho Department of History

Michigan State Univeruity

In Partial Fulfillment
of the Boqniruonts for tho Dear“

Raster of Art:

By
Carrol Ernest Lorry

Juno 1956

 

mm W

7

f/d

I ' /

THESIS ABSMCT

In the fifth decade of the nineteenth century a religious nove-
nent attracted a great deal of attention in eastern and central united
States and Canada. This novenent has since been named after its or-
iginator, Willie- Uiller. Miller and his followers, according to
their interpretation of prephecy, confidently expected Christ to cone
October 22, 131m. The disappointment which came with the passing of
that date caused the Millerite movement to fragnentise. One of the
fragments later became the Seventh-day Adventist Church.

Seventh—day Adventists moved their printing establishnent from
Rochester. New York to Battle Creek, Michim in 1855. At this tine
they were unorganised and unnamed. The group prospered after moving
to Michigan, and by 1860 organization became a necessity. |IEhe name,
Seventh-day Adventist, was chosen at a meeting held in Septusber'1860,
and the next year the Michigan Conference was organised.

As early as 1852 Seventh-day Adventists showed their interest in
the children in the church by publishing a weekly paper which they
named the Youth's Instructor. About this time they decided um their
children should be instructed by teachers of their own faith. The
next two decades several Hone-schools were started by Adventists with-
out any permnent success. On June 3, 1872 a new school was opened
in Battle Creek, Michigan under the supervision of the General Confer-
ence Comittee, and the Seventh-day Adventist educational system was
officially begun.

2

Most of the Adventist leaders were inexperienced in educational
work. They were guided by instructions received from Mrs. E. G. lhite
we was the prophetess of the church. These instructions are usually
referred to by Adventist writers and educators as the I'blueprint".

The “blueprint“ called for a reform in the general educational prac-
tices of the time. It advocated a work-study program, whereby the
students learned the dignity of labor and developed physically as well
as mentally. The "blueprint“ placed special emphasis on the study of
the Bible as a means of building the student's character. It called
for a practical education and the elimination of courses which did
not prepare the student for the problems of life.

On larch 11, 1871! the Seventh-day Adventist Educational Society
was organised. The following sumner the main building of Battle Creek
College was built and the Adventist school too]: on permanent form.

The first few years witnessed a struggle at the College between the
ideals of the "blueprint“ and the standards of education as practiced
in the other schools of that time. The struggle culminated in the clos-
ing of Battle Creek College for one year in 1882.

Among the other things which hindered the development of the "blue-
print” at Battle Creek College was the location of the school in the
city. This latter was remedied in 1901 when the school was moved to
Berrien Springs in southwestern Michigan and located on two farms.

Here the school began to develop according to the "blueprint". Indus-
tries were given special emphasis. The curriculum which had vacillated

with changing aaninistrations became more stable and the matter of

3
granting degrees was settled. The recent years have brought growth
and prosperity to Emanuel Missionary College.

The elementary school movanent started in the Adventist educa-
tional system in 1897. The "blueprint“ called for Christian educa-
tion for all Adventist children. me people responded by building
schools and calling for teachers. The church school movement made
it necessary for the denomination to start secondary schools and
thus their educational system was constructed from top to bottom.

The Adventist educational system which officially began in 1872
at Battle Creek, Michigan has become a world-wide organization. It
has also reached considerable stature in Michigan where it started.
he can tell the results from such a humble beginning? However, this
much is certain. The challenge faced by Seventh-day Adventists and
all others who sponsor Christian education in this atomic age is most
important.

A SURVEY OF THE SEVENTH-DAY ADVENTIST EDUCATIONAL SYSTEM
IN'MICHIGAN:

EIGHTYAFOUR YEARS GF PROGRESS

A Thesis
Presented to
the Faculty of the Department of History

Michigan State University

In Partial Fulfillment
of the Requirements for the Degree

Master of Arts

3?
Carrol Ernest Perry

June 1956

PREFACE

The subject of this paper first presented itself to me nearly
three years ago when I came to teach Bible at Adelphian Acadew,
Holly, llichigan. Among the subjects assigned me to teach was one
semester of Denominational History. Coming from the New England
states, which Adventists consider the "cradle" of their church, I
regarded the ”cradle” as the preper setting and foundation for teach-
ing the history of the Seventh-day Adventist Church. lhile giving
instruction on the denomination's history at Adelphian, it was quite
natural to point out the important role which Michim played in the
origin and growth of so any of the Adventist institutions.

The conviction gradually came to me, that even though New England
and New York were the denomination's "cradle”, certainly Hichigan was
the “nursery“ and ”school“ in which the infant, struggling church grew
and developed into what it is today. This impression was greatly
strengthened when I spent the sunIIer of 1955, at the denominational
headquarters, in Iashington, D. C., worldng with a comittee of Bible
teachers in the preparation of a new textbook on the history of the
Seventh-day Adventist Church.

In the fall of 1955. I came to Michigan State University to work
on my master's Degree in History, with a minor in lducation. It seemed
logical to pick a thesis topic in my favorite field of denominational
history, placing emphasis on the origin and development of the Advent-
ist educational systas in Hichigan, and thus combining both w major

and minor fields of concentration in one paper.

iii

Althoudx it was easy to pic]: the thesis topic, the gathering of
adequate material and the assembling of it in a clear, logical nmnner
has not been a simple task. In the first place, the pioneers of the
Adventist faith did not expect the world in its present order, to
last long enough to make the matter of historical records sea very
important. Hence, the finding of suitable material, and the sifting
of it, to discover as nearly as possible the true picture has assumed
a major role in the preparation of this paper. Another important
factor has been the disadvantage of working on this project with most
of the available material located at considerable distances from
Lansing, The matter of obtaining an objective view of the subject,
when the writer is an Adventist and a major portion of the material
used was written by Adventists, has added a tresendous challenge to
the talk.

To acknowledge the may people who have given valuable suggestions
and assistance in writing this paper would be impractical. However, I
would like to express appreciation to the professors in the History
Department who have shown a kind interest in me this year, and who
have encouraged and guided me with this project. Also, I would ac.
knowledge the help given me by Professor 3. I. Vande Vere, the chair-
man ef the History Department at III-muel Hissionary College, who

has shared with as valuable smterial he has found in personal research.

TABLE OF CONTENTS

CHAPTER

I.
II.
III.
IV.
V.

VII.
VIII.
IX.
I.

II.

CHRISTIAN’EDUGATION: THE.ANSIER TOIA.BASIC NEED.

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CHAPTER I
CHRISTIAN EDUCATION: THE ANSWER TO A BASIC NEED

Education alone is not the answer to the world's perplexing
problems, but may be a contributing factor to them. Robert Jackson,
Associate Justice of the United States Supreme Court, is credited with
the following thought-provoking statement: "It is one of the para-
doxes of our time that modern society needs to fear . . . only the
educated man. The primitive people of earth constitute no menace.

The most serious crimes against civilization can be committed only
by educated.and technically competent people."1

One of the fundamental objectives of Christian education is to
serve as an.antidote to this paradox of modern times. The achievement
of this goal includes the inculcation of Christian.princip1es in the
lives of its students to counterbalance human tendencies toward
selfishness.

An integral part of the pattern of American cultural life is
the churchpsponsored school. An early example was the founding of
Harvard to guarantee the colony in Massachusetts against having an
illiterate ministry. The pioneer movement of the church in education
in the American colonies is well illustrated by the fact that of the
nine colleges established before the Revolutionary War, only one,
which later became the University of Pennsylvania, was not founded

as a church-sponsored school.

 

1Godfrey T. Anderson, "The Role of the Christian College,"
Review and Herald, CXXXI (January 1, 195%), N.

2

In tracing the growth of the church-sponsored schools in America,
a sharp increase is noticed in the first part of the nineteenth century
followed by a marked decline in the period after the Civil War. The
mortality rate of these privately supported schools has been very high
and one of the chief reasons has been the lack of adequate financial
backing. Many educators connected with private schools today claim
that the lot of the small college is becoming increasingly difficult.
Recent reports of enrollment figures reveal a trend toward flhe public
supported schools, such as the State Universities with low tuition rates
and a wide selection of highly specialized courses.

Possibly greater than the outward challenge for survival in the
Christian college is the threat from.within the ranks of these insti-
tutions and their leaders. In viewing this aspect of the question two
facts stand out: first, secularism has overwheLmed the world as a flood
and its influence has dimmed the vision of many leaders in the churchp
related schools; secondly, there has been a lack.of a positive Chris-
tian program.and the sense of a clear need. As one Christian leader
has expressed it: ”Actually the mission of the Christian college was
to win the world to Christianity, but too often the world has won the
Christian college to itself, and God.has been given emeritus status.”2

In this study attention has been given to the dangers which are
constantly threatening the Christian school from without and within

and the relation of these dangers to the Seventh-day Adventist system

 

2
Anderson, "The Role of the Christian College," p. 3.

3
of education. A clue to the answer of education‘s modern day paradox,
as mentioned in the first paragraph of this chapter, may be seen as
the aims of Christian education as held by Seventh-day Adventists are
contrasted with the goals of secular education.

The goals which Seventhpday'Adventists hold for Christian edu-
cation have been concisely expressed in the following words: ”True
education means more than.the pursual of a certain course of study.
It means more than a preparation for the life that now is. It has
to do with the whole being, and with the whole period of existence
possible to man. It is the harmonious development of the physical,
the mental, and the spiritual powers. It prepares the student for
the joy of service in this world, and for the higher Joy of wider
service in.the world to come."3 thice should be given to the empha—
sis placed on educating the whole being of manp-harmoniously develop—
ing the physical, mental and spiritual powers.

The contrasting goal of secular education was ably set forth
by former Chancellor Hutchins when he said, "Education deals with
the development of the intellectual powers of men. Their moral and
spiritual powers are the sphere of the family and the church.'

Dr. Hutchins' statement was given in harmony with our national
policy of the separation of church and state which excludes the teach-

ing of religion in.public schools. His statement indicated the reason

 

3Ellen G. White, Education (Mountain View, California, 1903),).13.

“Robert M. Hutchins, The Conflict in Education i__§ Democratic
Society (New York, 1953). p. 71.

 

that it has been difficult for modern education to meet the moral
challenge of the hour and why a greater share of responsibility has
been placed upon those who sponsor Christian education.

In this historical study the Seventh-day Adventist program of
Christian education has been surveyed to determine what this church
is doing to qualify its youth to meet the challenge of life and to
discover the origin and growth of this educational system which has
now become worldpwide in its scope. To dramatize the amount of edu-
cational enterprises carried on by the Seventh—day Adventist Church
in the United States alone we should place the entire membership in
a hypothetical city a little less than three time the population of
Lansing. In this city there would be nine senior colleges and one
Junior college; one grade A medical school; one dental college; a
score of nursing schools; several medical and technical schools; and
over a thousand intermediate and elementary schools. To complete the
picture there must be added the hundreds of schools conducted by this
same chruch around the globe in the one hundred ninety-eight countries
in which it is working. This is the present status of the Seventh-
day Adventist educational system which began eightybfour years ago in
Battle Creek, Michigan.5 At that time, June 3, 1872, it consisted of
one teacher and twelve students. The tiny mustard seed has become a
mighty tree. .As an illustration of the attitude of the Seventhpday
Adventist people toward education, a statement was published in their

last annual missions report showing that the church membership on a

 

5Anderson, ”The Role of the Christian College," pp. 3, h.

5
per capita basis stood three hundred per cent above the national aver-
age in the number of college graduates.6

In this study two items should receive special attention: first,
the evaluation of the Seventhpday Adventists' contribution to educa-
tion with emphasis on its Christian philosophy; and second, the value
of the educational effort to the church itself. The first evaluation
of the Seventh—day.Adventists' contribution to education may be largely
made by those who read this paper, although, throughout the course of
the study significant items will be pointed out. The evaluation of
the educational system to the denomination may well be expressed in
the words of Harvey A. Morrison who, as the secretary of the General
Conference Educational Department, made the following appraisal: "My
impressions are that wdthout these schools this work would have ceased
to grow and would.have fallen by the wayside.“ He continued by saying
"If we should now wipe out of existence all the workers who have come
up through our schools and the work which they have done, there would
be little if anything left."7

This thesis is limited to a survey of the Adventist school system
in Michigan from its beginning as a denominational project in 1872 un»
til the present time. The only excursions beyond the limits of Michi-
gan are made in those instances when it becomes necessary in complet-

ing the Hichigan story. No attempt has been made to present this paper

 

6"Annual Ingathering.Appea1,u These Times, LXIV (Sept. 15. 1955). 2-

7Harvey A. Morrison, "Historical Sketch," 1.3931“ and Herald, cxv
(December 29, 1938),MM-M7.

6

as an exhaustive study of the subject, but rather to point out items

of merit both from the viewpoint of the historian and the educator.

The divisions of this paper have been arranged chronologically in

chapters which follow the natural sequence of the story.

1.

b.

Purposes of the Thesis

To show the origin and deve10pment of the Seventh—day Advent-
ist education system in Michigan.

To reveal the blueprint which has served as a guide in set-
ting up and developing this system.

To point out the existing trends and local conditions in the
field of education at the time of the founding of the first
Seventhpday Adventist school in Michigan in 1872 and to note
the possible influence and relationship of these outside con-
ditions upon the growth and development of the Adventist
school system.

To evaluate the over—all picture of Seventhpday Adventist edu.
cation: comparing it with the blueprint and pointing out
areas of weakness as well as areas of strength.

To consider the possible values of this system of education
as a Michigan contribution in the field of education to the
Verld's needs for Christian education.

To evaluate results of Seventh-day Adventist education in

the growth and fulfillment of the church's purpose in the

world—wide scope of its activity.

CEAETER II

THE SEVENTHFDAI ADVENTIST DENOMINATION IS BORN

In the early decades of the nineteenth century there seemed to
be a wave of revival in preaching the doctrine of the literal return
of Jesus Christ to this earth. It was as if the fulfillment of the
prophecy of Martin Luther was about to take place. Luther had pre-
dicted in the sixteenth century that he looked for Christ to return
to the earth in about three hundred years. As if they were following
Luther's timetable, preachers arose in.many countries and proclaimed
the second advent of Christ. In South America, a priest named.Lacunza,
writing under the assumed name of Ben-Ezra, aroused.much interest in
this teaching. Edward Irving headed a group of preachers who did much
to stir England with the hope of Christ's return. Joseph welff was
the self-appointed missionary of the advent who travelled widely in
many countries in Asia spreading the doctrine of Christ's return. Perk
haps one of the most interesting accounts is that of the young children
in the Scandinavian countries who, when the adults were prevented from
this preaching, arose and astounded large crowds of peOple with their
straight-forward presentation on the important topic of Christ's im-
minent return to earth.

In the United States, William Miller, a Baptist farmer from Low

Hampton, New York, was convinced from his study of the Bible prophecies

 

1Lessons ig_Denominational_fiistory, Published by the Department
of Education, General Conference of Seventh-day Adventists (Hashing-
ton. M” 1919). pp. 69-72.

8
that the return of Christ and the end of this present world were near
at hand. The conviction grew on Miller that he should warn his friends
and neighbors that they might prepare for the Judgment which he firmly
believed to be very soon. Miller gave his first sermon on the second
coming of Christ in August of 1831. This sermon was delivered in re-
sponse to an unexpected invitation to present his understanding of the
prophecies in public.2

From.this small beginning in 1831 the message of miller and his
followers developed a tremendous interest until by the early 18u0's
its influence was felt throughout eastern United States and Canada from
whence it spread to the midpwestern states. By this time Miller, who
had worked alone for many years,was joined by a number of influential
ministers. Papers and broadsides were published in large numbers and
from.many places, as the Millerites were moved by great zeal and a
firm conviction that they must do everything possible to warn an unp
suspecting world of its impending doom.3

From their interpretation of the Scriptures the Millerites pre—
dicted a definite time when they expected Christ to appear. The key
prophecy, which guided Miller in his preaching, was found in Daniel
8:1”, and referred to a time period of 2300 days. Many students of

Bible prophecy used the day-year principle in interpretation which

 

‘w‘fi _ V‘

2Matilda Erickson Andross, Story of the Advent Messgge (wash-
ington, D.C., 1926), pp. 12-1“.

3Lessons lg.Denominational_History, p. 81.

 

9
they derived from such texts as Ezekiel ”:6 and Numbers lue3h. Miller
used this method of interpretation, and explained the 2300 prophetic
days as 2300 literal years. He understood that this period of 2300
years began in #57 3.0. when Artaxerxes, King of Persia, made a decree
for the Jews to return to Jerusalem. According to this line of rec-
koning, the 2300 years would end in 18N3 or lSHM, at which time the
Scripture stated the ominous words: "Then shall the sanctuary be
cleansed.” Miller interpreted the cleansing of the sanctuary to mean
the cleansing of this world, when sin and sinners should be destroyed
by the glorious appearing of Christ. Early in 18“} Miller, having
been urged to fix upon a definite time for the advent, made a public
statement that he expected the Lord to come sometime between March
21, 18M3 and.March 21, lShN? When this time limit expired further
study of the situation 1ed.many Iillerite preachers to believe that
Christ's coming would be on October 22, 18hh -- the tenth day of the
seventh month of the Jewish religious year. The significance of this
date was that it was the time of the solemn Day of Atonement - the
Jewish Yom Kippur -- which corresponded with the idea in the prophecy
of the cleansing of the sanctuary.

The effect of the time setting and the added zeal of the Miller-
ite preachers, who believed that time was limited and that they must
warn as many as possible, gave tremendous impetus to the entire move-
ment and brought about a changed relationship with the Protestant

‘v ——v

1;
Lessons 13 Denominational History, p. 81.

lO

churches. At first Miller was welcomed in.many churches because his
sermons led to a rivival. He had no idea of starting a separate move-
ment, since his one purpose was to warn the people to get ready for
what he felt was coming upon an unprepared world. The churches, when
their members seriously accepted the Millerite teachings, rejected
the movement and disfellowshiped those who refused to give it up. As
a result, during the summer of ISMM, thousands of sincere Christian
people found themselves without a church home.5

The Millerite movement continued to build up for the grand climax
of October 22, l8hh. This date passed without the desired appearance
of Christ in the clouds of heaven and brought a tremendous disappoint»
ment to those who had staked so much on.this day. Following the let-
down of the disappointment, the movement began to disintegrate. Some
gave up the profession of Christianity, while many drifted back to
their original church homes and admitted they had made a mistake. In
western New'York and other places, fanaticism of the worst kind was
manifest among some of the groups after October 22.6 Some of the
leaders continued to set time, but many held firm to the belief that
God had led them in the movement and that their mistake had been one
of interpretation of the event rather than the time element.

"The Second Advent message proclaimed by William.Miller and his

associates was the immediate background of the Seventhpday Adventist

 

5Andross, pp. NO, #1.

6Whitney R. Cross, The Burnedever District (Ithaca, New York,
1950). P- 316-

11

people and church, and the matrix in which they were formed ..... The
founders of the Seventh—day Adventist Church were believers and worka
7
I

ers in the Second Advent Movement begun by Miller. These men and

women, referred to above by Spalding as founders, were people who re»
garded their experience of lShh in the Miller movement as genuine.
They continued to meet in their small local groups and made contacts
with other groups who were similar in spirit. These people were most
earnest in their desire to discover from.the Bible the reason which
God.had for allowing them to experience the great disappointment of
October 22, ISHM and His purpose in the movement itself for they felt
that God was surely in it.

By 18h6 there were three well defined groups of former Millerite
believers who agreed on a central point of faith which later became
an integral part of the Seventh-day Adventist belief. Around Portland
and a few other Maine communities, a group of believers were convinced
that one of their number, Miss Ellen G. Harmon (later Mrs. James White),
had the gift of prophecy and that God spoke through her to His people
by means of visions and dreams. .A second group centering around wash-
ington, New Hampshire, with a few believers in other scattered New
England communities prominent among whom was Joseph Bates, kept the
seventh day of the week, Saturday, as the Sabbath. The third group
was located around Pert Gibson and Buck's Bridge, New York, and were

under the leadership of Hiram Edson. Their central point of belief

 

7Arthur W. Spalding, Captains g£_§hg_Host (Washington, D.C.,
19kg), pp. 25, 26.

12

concerned what actually took place on October 22, 15u4, when the time
of the prophecy ended and the cleansing of the sanctuary began. They
held that on that day Christ had entered the Most Holy Place in the
heavenly sanctuary to begin the final phase of His ministry as man's
high priest, and since that day the solemn work of the investigative
Judgment had been going on.

These three groups were brought into a harmony of belief through
a series of six conferences held in 18h8. The purpose of these meet-
ings was to find unity through a careful study and discussion of their
various points of faith that they might discover the Bible teaching in
these matters. The main leaders in these cbnferences were: Joseph
Bates, James White, and his wife, the former Ellen Harmon. The first
and fourth of these conferences were held in Rocky Hill, Connecticut,
in April and September; the second and third met in western New York
while the last two convened in Topsham, Maine, and Dorchester, Massap
chusetts, thus making a circuit in which all of the main interest
areas were covered. These conferences led to a unification of the
three main groups and an agreement on a set of basic landmarks of Bible
doctrines.8

For the next few years this small body of Christian believers,
without organization or name, was held together by means of the print-
ed page. At the last conference held at Dorchester, Eassachusetts,
November 18, 18N8, Hrs. White was shown in vision that her husband

should begin to publish a paper. In accordance with this direction,

 

8Lessons 1E_Denominational History, pp. 119-123.

13
James White published the first paper,,Which he called Present Truth,
from Kiddletown, Connecticut, in April 18h9. For the next three years
the paper was published from many places as the Whites moved from one
interested group to another in their ministry. During these years
it was the contact through this literature which bound the believers
together in a common hope. It was also during this period that the
paper which later became the official church organ emerged under the
name, The Second Advent Review and Sabbath Herald.

In 1852 the Whites, and those assisting them, set up more perma-
nent headquarters in Rochester, New York. Here for the first time
they owned.their own press and did all their own printing. It was
at Rochester, in 1852, that the Youth's Instructor, a paper for the
youth and children, was first published. This showed that early in
the history of the church attention was given to the needs of the
young people. From Rochester the leading ministers traveled eastward
through New England and westward through the newly settled country.
One writer speaking objectively of this group during this period
stated: "The Seventh-Day Chruch probably centered quite heavily in
western New York during the fifties, gathering strength through emi-
gration from.New England; but emigration continued westward, and after
the Civil War its membership had probably become largely middle wes—

t erne "9

 

9Cross, The Burned~0ver District, p. 317.

CHAPTER III

TH] MOMINNI'IOM ESTABLISHMENT IN MICHIGAI

Seventh-day Adventists, as yet unnamed and unorganized, first came
to Michigan in the late forties as an effort was made to visit the rem-
nant groups of the Millerite movement. Following the national trend
westward, Joseph Bates, one of the foremost Adventist leaders, visited
Michigan in 18% in search for believers in the Advent hope. He heard
of a "band'1 of about twenty of these people who met regularly at
Jackson and he proceeded to that city that he might share with tho
his faith in the seventh-day Sabbath and the other doctrines of his
beloved message. It was here that Elder Bates gained his first son-
verts in Michigan, among whom was a nucleus of people who were later
to become responsible for much of the growth and developnent of the
Seventh-day Adventist work in this state.

The earnestness and zeal of these early Adventist preachers my
be readily seen in Arthur I. Spalding's description of Bates' method
in winning his first convert in Jackson, Dan E. Palmer, a stalwart
blacksmith and the leader of the Advent 'band'. “Bates found him at
his forge, and preached his first sermon to the accompaniment of an
anvil shame; for ulnar was not much minded to listen, and would not

stop his work. But very soon the message was beating in upon his

 

lThe believers in the Second Advent still remembered their ex-
perience of being put out of their churches in the days of the Miller.
its movement so they were against organization in formal churches and
thus they used the word “band" to designate their groups.

15
mind with every banner strolm. More and more frequent were his pauses
while he considered this point and that; and at last, laying down the
banner, and stretching out his grimy hand, he said, 'Brother-wlnt did
you say your name wast-m Bates, you have the truth.”2

After the conversion of Palmer the whole group of Second Advent
believers in Jackson accepted the teachings of Joseph Bates and thus
became the first Seventh-day Adventist church in the near West. This
was only the beginning. During the next few years several Sabbath-
keeping Adventist preachers visited Michigan and the number of believers
was greatly increased. It should be noted here that the new lest was
being rapidly built up by people who had emigrated from the eastern
states. These people, transplanted from their staid society into a
fresh environment, seemed to be fertile soil in which many new ideas
and movanents rapidly developed. This proved to be the experience of
the early Adventists in lichigan.

The Adventist message came to Battle Creek in a most significant
way in 1852, when Joseph Bates, who had been visiting the "bands" of
believers in Michigan, felt impelled on leaving Jackson to visit the
little Junction town on the banks of the Kalamazoo. Bates arrived at
Battle Creek early in the morning and, not knowing any one in the town,
decided to go to the post office as soon as it Opened and ask for the
I'Iliost honest Inn in town.” As Spalding records the story, "The post-

master, entering into the spirit of the question, and having a few

 

Captains _1:_ ___e_ Host (Washington, n.c., 19%), p. 227.

 

16
days before had some Lincolnesque dealings with a certain traveling
merchant, named him, saying, 'The most honest man in town is David
Hewitt, a Presbyterian. He lives on Van Buren Street, near Gees.”3

The conversion of David Hewitt to the Adventists' doctrines was
significant in two ways: first, it marked the entrance of the Advent-
ist Church in Battle Creek; second, it noted a remarkable change in
the belief of the church and its practices. Up to this time the Ad-
ventists regarded their mission as directed to those who had accepted
Miller's views, but Hewitt had never been a Millerite, he was a Pres-
byterian. From 1852 on, the former 'shut-door' doctrine was abandoned
and Adventists began to regard their message as important to everyone.
At first the new believers who accepted Bates' teaching met in David
Hewitt's home. As the number increased it became necessary to build
a meeting house which was completed in 185%.

lhen James white and his wife visited Battle Creek in the spring
of 1855, a decision was made which greatly affected the future of both
the quiet village and the still unorganized Adventist church. Four
men, stench believers in the new faith, made up a fund of $1,200, even
shares, and preposed to Elder White to use it to buy a letand erect
a building in Battle Creek for a permanent home for the printing plant
and publishing headquarters of the Review and Herald. After a consul-
tation with the other leaders the preposition was accepted. During

the sumer of 1855 the building was erected and the plant was moved

 

3Oaptains 1; 1139.110", p. 229.

17
from Rochester, New York, to its new home, and on December ’4, 1855,
the first number of the 3.9.73.1! was published in Michigan. This, the
Adventist publishing house grew from this humble start to become at
one time the largest in Michigan};
With the change of the publishing work from New York to Michigan
the Adventist cause was greatly strengthened, but with this new in- .
petus and growth, problems arose which made organization a necessity.
Ever since the bitter experiences of 18%, when the Millerites were
forced to leave their former church commnions, there had been strong
convictions throughout the ranks that church organization was wrong.
This feeling was so strong right up to 1860 that Adventists called
their groups ”bands“ instead of churches. In spite of the intense
adverse feeling against organization a certain amount of it had to
be accepted as the work progressed.
‘ The early problems of organization were dealt with primily on
a local basis, but with the spreading of the movement the pressure for
the church body to organise mounted. The first evidence of ermin-
tion in the early "bands'' was the election of deacons to act as leaders
in the absence of the ministers. Then came the question of the ordina—
tion of ministers and the issuance of credentials. At first this mt—
ter was cared for by providing cards for those designated as ministers.
These cards were signed by Joseph Bates and James White. Other prob-

lems appeared such as electing local leaders and the matter of adding

 

1+
captains 9; 91 Host, p. 2&1.

18
and dropping members. Finally the holding of church funds and proper-
ty and the legal requirements of the civil government made it increas-
ingly necessary to have a church name and organisation. The Parkville,
Michigan, church set the precedent for formal organization on May 13,
1860, by taking a temporary name in order to fulfill the legal require-
ments for holding church property.5 .

Throughout the comer of 1860 there was much discussion about
organisation and late in September delegates from five states not in
Battle Creek to consider forming a legal body to hold prOperty and to
choose an official name. At this meeting there were strong feelings
on both sides..of the question. Those aginst organisation felt that
it was a union between Christ and Gaesar, while those for it pointed
out its value and necessity by drawing a comparison between the work
in Michigan where there was some sanblance of organisation accompanied
by rapid growth and prosperity, and the work in New York where there
was very little organisation and the program of the church was at a
standstill. The knotty part of the problem, the legal organisation,
was finally settled in such a way that the church would choose a com-
mittee of men to serve as a legal association to be incorporated under
the state laws, while the church as a whole would serve as the consti-
tuency, with the legal body being responsible to it. This was a very
important decision which was in mam wave to affect every phase of the
future work of the church and made possible the development of the

publishing houses, the medical school and its system of hospitals and

 

5Lessons i_n_ Denominational History, pp. 136, 137.

19
dispensaries, and what is of particular interest to this paper, the
establishment and growth of the system of education with its accompany-
ing buildings and industries.

Two other important matters were settled at this meeting—the
choosing of a church name, and the appointing of a committee to or-
ganise a publishing house as a legal corporation. The name Seventh-
g Eventist was finally decided upon because it contained in it the
two distinctive doctrines of the church: namely, the seventh day Sab-
bath and the second coming of Christ. The comittee appointed to
carry out the project of incorporating a publishing house completed
its task when on May 3, 1861, the Seventh-day Adventist Publishing
Association was organised and incorporated under the laws of flichimn.

The work of organisation, once begun, was successful from the
first and continued rapidly through the next few years. In October,
1861, the Seventh-day Adventist churches in Michigan were tentatively
organised in the first conference in the new denomination. This or-
ganisation became pernnent a year later at Monterey, Michigan, when
the constituent churches were formlly received into fellowship and
the necessary officers were elected. Following Michigan's lead, other
state conferences were formed, and upon invitation all of the new
conferences except Vermont sent at least one delegate to Battle Creek
to organise the entire denomination into a General Conference. Thus
in this convention, held from May 20—23, 1863, the Seventh-day Adventist

 

§Andross, M. 3., Story 2f_ the. Advent Huge, (Washington, D.G.,
19269 P0 105'

ac

Church achieved full denominational status with a membership of 3,500
members.7
Before closing this chapter notice should be taken of two more
features of the Adventist work which were closely allied with the new
establishment in Michigan, namely, the health reform progress and the
holding of annual campmeetings. In 1863, Mrs. lhite was told in a
vision that the Adventists should have a health program, and later on
she was shown that the denomination should set up their own sanitariums.
In accordance with this instruction, on September 5, 1866, The Western
H__e__al_t_h_ Reform Institute cpened its doors for service. n11: humble
institution, located in Battle Creek on Washington Avenue, was the fore-
runner of the world-famous Battle Creek Sanitarium which in 1878 we
erected on these same grounds.‘ About the time of the opening of the
Sanitarium, The health Reformer, a thirty-two page monthly paper, be-
came the forerunner of other health Journals which have since that
time filled a prominent part in the Adventist health work. he begin-
ning of the health work in Battle Creek was not only significant for
its by-prochict the health food business, but even more so in the liglt
of this study because of its important technical contribution as a part
of the educational system.

Ill'he campmeeting was cannon in 19th century Michigan churches but

it developed a persisting vigor among Seventh-day Adventist groups.

7Captains 9_f_ 3h; Host, pp. 278-279.

3a. s. see-u. The Original Ha; rm. mature-1!. g. Kellogg
(Md. 51111.. lo Jo. 1956 . Fe 210

21
The first Adventist campmeeting was held at Wright, Hichigan, in.1868,
and.these annual meetings became a.permanent feature in the denomina~
tional program. Through.the years the campmeeting served as a unifyb
ing factor in the church as it brought the scattered believers together

in a closer bond of unity.

CHAPTER IV

SCHOOLS OF THEIR OWN

Early in their experience, while they were a snall unorganized
group, Seventh-day Adventists showed a decided interest in the educa-
tion of their children. As was mentioned earlier in this paper, The
Youth's Instructor. a Journal edited especially for the church's
young people, was first published in 1852 and has continued to the
present time. As early as 1853 the sentiment prevailed quite largely
among the Adventists that their children should be instructed by
teachers of their own faith. Another reason that they desired their
own schools was that the Adventist children, like their elders, were
often mocked and derided for their beliefs}

The first Adventist schools were private ventures and the re-
ports, though few and scanty, were important because they revealed a
significant trend in the thinking of those hardy pioneers. Apparently,
from available records, the first of these schools was conducted by
Miss Martha Dyington in the Aaron Hilliard home in Buck's Bridge, New
York, in 1853. This school was conducted for three years. The names
of the teachers and most of the students have been preserved in a

record of the school as given by the first teacher to her daughter.2

 

1n. Ellsworth Olsen, ; History g; 11;; Origin and Progress 9;
Seventh—m Adventists (Washington, D. 0., 1925). p. 331.

2Grrace Amdon, "The First President of the General Conference,“
Review flHerald, 0!!! (June 22, 19M), 7.

23
It is quite probable that this school was broken up by the Adventist
exodus to Michigan in 1855 and thereafter.

In 1857, Elder White nude a strong appeal through the pages of
the R_ev_i_g_w_ and Herald for the Advent believers to give serious con-
sideration to the matter of Christian education. He said in part:
"God's word has required Christians in all past time to separate thu-
selves from the world; but how much more is it the duty of Christians
in this corrupt age? If this be our duty, then we have a duty to do
in this respect to our children. Shall we come out of Babylon and
leave our children behind,3

Apparently the Adventists living at the new headquarters in
Battle Creek already shared this point of view, for they had provided
a school for their children in 1856, and did so intermittently in the
years which followed. The school was taught in 1856 by Robert Holland,
a former public school teacher. In 1857, Miss Louisa Morton started
school in the newly erected church building and taught until she was
called back to her home in Maine because of illness in the family.
From then on the record is a bit hazy, but John F. Byington, the son
of the first president of the General Conference, taught until he
left to study medicine.“ W. C. lhite, son of James and Ellen lhite,
stated that in 1862 the city of Battle Creek built a new school build:-

ing in the center of the section where most of the Adventist families

 

3James White, "Sabbath—Keeper's Children,“ Review and Herald, I
(August 20, 1857), 1.

“Spalding, Captains gt; Q2 Host, p. l+112.

2h

lived, and urged them to send their children to this school which they
quite generally did, This arrangement was followed for a few years
until the older students had.finished the elementary grades and entered
high school.5

The matter of having their own schools was by no means a dead is—
sue among the Adventists, yet it took:time and experience for a stable
program to develop. Goodloe Harper Bell, a pioneer educator the had
received training at Oberlin College, visited the Health Reform.In-
stitute in 1866. The next year he returned to Battle Creek as a patient,
and chile there became converted to the.Adventist faith. After his
convalescence he was hired to teach the children of the church, and
he conducted school in a cottage on lashington Ayenue until the school
became too large for these quarters and was moved to the original build-
ing of the publishing house.6 Bell's school revived the interest among
the Adventists in education. In.1869 some plans were made for a school
and.money was raised for that purpose. The records are not quite clear
as to that happened, but the money was expended for something else and
the schoolxroJect had to wait.7

The year 1872 was a momentous year for Adventists for it marked
the official beginning of their educational system and the unfolding
of its "blueprint“. .A general call appeared in the ggview and Heralg_

of April 16, 1872, for all those who were interested in starting a

 

5Founders' Golden Anniversary Bulletin (Berries Springs, Michi—
call. 19255. p. 2‘37
Gblsen, PP- 332. 3330

7James Hhite, "Denominational School,” Review and Herald. n.
(August 6, 1872), 60:“.

25 -
denominational school. The purpose of the proposed.school was briefly
statedp-it was to qualify young people to take an active part in the
finishing of the work. The new school would enable students to learn
practical subjects as well as the sciences and the truths of the
Bible. In this article Elder White expressed the hope that an Educa-
tional Society might be organized at the General Campmeeting and all
the were interested could buy shares in the Society at ten dollars
each.8

The new school which opened June 3, 1872 with G. H. Bell as the
teacher and twelve students was different from.the Adventist schools
which preceded it because it was under the official direction of the
General Conference and was in every sense a denominational school.

At a.meeting of the new school board on May 11, 1872, it was voted
that since this school was being founded to train gospel workers for
the ihole denomination, the enterprise should be under the management
of the General Conference committee.9 This proffered responsibility
was accepted by the committee and arrangements were made for the open-
ing of the raw school.

Fromrthe first the educational venture of the young denomination
was enthusiastically endorsed by the church members who had long felt
the need of a training center for their youth. After two very suc-

cessful terms, the third session opened December 16, 1872, with an

 

8James White, “Why Have 1 School,“ Review sad. Herald, mix
(April 16, 1572), 1%.

9"The School," Review a_n_q Herald, mu (May 1n, 1872), 176.

26
initial enrollment of sixty-three students. The growing student bow
overcrowded the school facilities and moved into the church building
for classes during the winter tem. The success and growth of the
school caused the General Conference to give careful consideration in
regard to its future.

-""‘ The General Conference session held in Battle Creek, March 11,
1873, voted to go ahead with plans to make the school a permanent part
of the church program. The Conference decided to raise money for a
lot and a suitable school building, as well as to elect a comittee
to serve as a legal body under the title of “The lducational Society
of the Seventh-day Adventists.“ These were not Just idle plans, for
in the sumer of 1873 many calls were made at the campmeetings for
financial aid for the proposed school plant and by fall $514,000 was
raised in cash and pledges for the proJect.:m

Meanwhile interesting changes were taking place at the school
which were to have a significant bearing on its future course. When
the fall term began on September 15, 1873, the board replaced G. H.
Bell, as principal, with Professor Sidney Brownsberger, a young grad-
uate of the University of Michigan. The reason for this change as
recorded by Spalding was that while James White appreciated "the ster-
ling qualities of Bell,” he believed "that the prestige of the new
college demanded a head with scholastic degrees, a man stamped with
the imprimatur of the university; and he felt it good fortune that

a young man of the attainnents and abilities of Brownsberger should

 

1°Spalding, Captains g; 91 Host, p. has.

27
appear at this time. Bell graciously withdrew. . . and when invited
to take the English department in the college, did so, throwing all.
his influence into ‘the upbuilding of the institution. Brownsberger,
bright, energetic, bearing the marks of a classical education, . . .
felt compelled to maintain accepted standards as against Bell's some-
times revolutionary ideas. Yet the two men got along fairly well to-
gether.'11 It is well to keep this statement in mind because in the
early part of the college's history this clash of ideals played an im-
portant role.

Outwardly the prospects for the new school looked good-ma strong
faculty was being formed, the curriculum was developing, the enrollment
was steadily increasing, and the fund-raising campaign was off to a
good start—- the next important step was to secure a suitable location
on which to erect the new school buildings. There were certain speci-
fications outlined won the school bean which needed to be considered
in selecting a permnent site for the educational plant.

In 1872, the year that the denominational school was started in
Battle Creek, Mrs. E. G. White was shown in a vision the type of school
the Adventists should conduct, and the objectives which they should
strive for in Christian education. This instruction was followed with
later messages from Mrs. White as she was given further visions, all
of which Adventists refer to as the "blueprint" which should guide tho
in principles and practice as they seek the ideal in setting up and

maintaining their educational systul. Since the “blueprint“ has had

 

”captains g_f_ 1132 Host, p. M7.

28

such a prominent influence on the Adventist system of education it
must be noticed from time to time througiout this study.

The point of the "blueprint“ of 1872 which should be considered
in locating the new school plant stated that the school should be in
the country away from the city and its influence.12 Another reason
for the country location was expressed in the following words: “We are
reformers. We desire that our children should study to the best ad.-
vantage. In order to do this employment should be given than which
will call the mscles into exercise. Daily, systematic labor should
constitute a part of the education of the youth, even at this late
period. . . . In following this plan, the students will realise elas-
ticity of spirit and vigor of thought, and will be able to accomplish
more mental labor in a given time than they could by study alone.“3

A country location for the Adventist school was desirable and
necessary to meet the requirements of the ”blueprint.“ A sizable
amount of land was needed for agriculture and other industries so
that a work-study program could be started. This was not an inovation
for early in the nineteenth century a fiber of schools in the United
States had added manual labor to their regular courses of study. This
type of education met fierce opposition, especially in denominational
institutions, and before 1850 many schools had dropped annual labor

from their program. It was on this point that Mrs. White called for

 

1"alllen G. White, Testimonies For & Church (Mountain View,
California, 191%), III, p. 197.

13White, Testimonies For [he Church, III, p. 158.

29
a reform and strongly suggested that when the site for the new school
was selected provision should be made for manual labor experience for
all of the students)“

Closely related to ma__n_u_al_ £93.93. was the "blueprint“ specification
which called for M training. The manual 1939; requirement could
be met by an type of work program. Its main objectives were: to teach
the dignity of labor; to provide the students with a healthy balance
between physical and mental development; and to offer gainful employ-
ment as a means for students to meet their expenses. M training,
while possessing some of the objectives of the m £2293. progrn,
was especially designed to teach vocational arts and prepare the stu-
dents for specific trades. As later developed in the Adventist edu-
cational system, the age; program usually consisted of a combination
of vocational training and physical labor.

The call to m__a_n_u_a_l_ training was not a reform, for as yet it had
not been introduced into the public schools of the United States.
Cubberly in his PM Education in; the Un__i_t_gd States, page 321+, states
that manual training was first introduced into this country in 1876,
when the Russian government had an exhibit at the Centennial Exhibi-
tion, showing the work in wood and iron done by the pupils at the
Imperial Technical School at St. Petersburg.15 The manual training

feature of the "blueprint" also required room and facilities not

 

11Iflarry Elmo Edwards, 03.; Academies-Their Purpose, Or satic
Administration, a_n_d_ Curriculum ZBerrien Springs, Michigan, 192 , I, p.’+.

15Cubberly as quoted in Edwards, 93; Academies, I. p. 5.

30
likely to be found in.the city.

Elder and Mrs. White gave much time and thought to finding a suit-
able location for the school. They took long drives through.the
country in the spring of 1872 and again in the spring of 1873. The
Easter farm, near Goguac Lake was considered the most favorable locan
tion, but the price of $15,000 seemed too much. Then the old fair-
ground at Battle Creek was offered for sale at $10,000. Since it con-
tained about fifty acres of land and was outside of the city, it seemed
to some a likely site for the school. "Elder and Mrs. White were
enthusiastically in favor of securing this location, for in it they
saw the possibility of developing a school with lands to cultivate and
several educational industries that would train students in.mechanical
arts and help them along with school expenses."16 The Whites wanted
to build the school on the fairground and relocate the Health Reform
Institute near it. Before this plan became a reality Elder and Mrs.
White left for Colorado. The Adventist leaders at Battle Creek did
not understand the value of having sufficient land for teaching agri-
culture and developing industries. They believed, like the Whites,
that the school should be near the sanitarium, but for reasons of
economy, they bought a piece of land at the edge of the city, near

the Institute, on which to build.the school.17

 

16Golden Anniversary Bulletin, p. 28.

17H. 0. Olson, ; History 9_£_ Battle Creek College and its Sug-
cessor Emmanuel Missionary Colle e unpublished manuscript (Berrien
Springs, Michigan, 1952 and 1953 , p. 23.

31

On December 31, 1873, the Adventists purchased thirteen acres of
land from Erastus Hussey. It was a beautiful site located on the
western heights overlooking the city. The church leaders considered
this transaction a forward step in their educational planning. This
attitude was revealed by an article appearing in the 3222-31 and M
soon after the purchase was made. I‘Our institutions here will all be
within easy access of the church. This is an item of no small import-
ance. . . . This purchase is a very important step in the right direc—
tion. '18

The growth of the school enrollment necessitated immediate plans

for building the school plant. The winter session began on December
15, 1873 in the new office building of the Publishing Association.
The two main rooms were seated to accommdate 125 students and they
were nearly filled. This was only a temporary arranganent since the
Publishing Association needed the building to accommodate their in-
creasing business.

The organisation of the Seventh—day Adventist Education Society
into a legal boch gave the necessary impetus to the new venture in
education and provided the structure through which the school could
achieve the element of permanency. This important event was reported
in the official church paper, The; ggview and Renal; as follows: ”This
Society was organized in Battle Creek, Michigan at a meeting called
for the purpose, Wednesday, March 11, 1871!, at 9 o'clock 1.14. The

articles of the Association were filed in the office of the Secretary

 

' 18"Our New School Grounds,“ Mew and Herald; XLIII (Jan. 5
187100 2932’

32
of State of the State of Michigan, March 16, 1871*, by which the Society
became a body corporate according to law. A pamphlet giving the law
of Michigan relative to the establishment of institutions of learning,
together with all steps taken in the organization of this Society,
will soon be issued to stockholders."19 Since the original organiza-
tion of the Educational Society, March 11 has been observed as Founder' s

Day by Battle Creek College and its successor.

 

19Uriah Smith, "Organization of the Seventh-dag Adventist Edn-
cational Society, Review and Herald, 1mm (March 2 , 18710, 120.

CHAPTER v
1mm. cam comm inn-1882

Although the Seventh-day Adventist denomination began its first
school in Battle Creek in June, 1872, the school did not become Battle
Creek College at that time. It officially counted its founding date
as March 11, lS7’4, the time when the legal body, the Educational
Society, was organized, yet the naming of the school did not take place
until after College Hall was completed.

The newly formed Educational Society did not lose any time in
taking steps to males the school plant a reality. The next issue ef
the Review, after the announcement of the legal association, stated
that since the Society was properly and legally organized, stocks
would soon be issued to the investors at ten dollars a share. The
mmes of the first board of trustees were listed as: G. 1. Butler,
the president of the General Conference, Harmon Lindsay, Ira Abbey,
Uriah Smith, Benn Anten, E. D. Gaskill, and Horatio Lindsay. Elder
Butler revealed that the trustees had voted to erect the college build.-
ing during the coming summer. The proposed building was to be three
stories high and would accomodate four hundred students. The cost
was estimated at twenty thousand dollars. A large amount of lumber
was already purchased and the leaders were interested in getting the
construction work going inmediately, but they lacked the necessary

money so the appeal was made to the members to pay their pledges that

3h

that the work might move forward.1

The Adventist people responded to the appeal of the leaders for
financial support of the school project, and on May 19, 187% the m
Creek Daily Journal published a detailed description of the proposed
building. It was to be erected on a 'sightly piece of land“ which
'comnded a fine view of the city in all directions.“ The M
stated that the new College was to be located on the corner of Man-
cheater and Washington streets, opposite the Health Reform Institute.
The new building was to be constructed of brick in nearly the same
style as the public High School. The size and detailed description
of the building even to the finish inside and out was minutely given.
The interesting item was the estimated cost of thirty thousand dollars
which had increased ten thousand dollars over the initial estimte two
months before, which might be taken as an omen that real progress was
being made since estimates have a way of increasing as the proposed
construction nears realityez’2

While all of the stir of building was going on, the school pro-
gram continued unabated in the new office building of the Publishing
House. The spring term enrollment dropped to between eighty and ninety,
but the administration was not alarmed since they felt that this was
the normal pattern of most schools that the spring term was usually
smaller then the fall and winter. The enthusiasm and courage for the

success of the educational project was expressed by the president of

 

1s. 1. Butler, "Our Educational Society and School Building,"
Review and Herald, 11.111 (March 31, 187%, 12h.

u 2sThe Advent College.“ 3.31%: 9.119.! M Journal (May 19.13710.
32. --—---——-

35
the General Conference, just as the new construction began. As he
wrote: “It is not merely to obtain the advantages of education that
we establish this school; but it is to unite these advantages with
spiritual benefit that shall be a help in the higher life, as well as
to qualify individuals to labor for the salvation of souls. We have
fairly commenced this experiment, and I feel fully prepared to speak
encouragingly, thus far, of the prospect."3 Notice that the anphasis
was placed on the spiritual side of the program and not on the new
building prospects.

During the summer of 18714, the construction on the new building
continued rapidly and the new school was the subject of much interest
in the Battle Creek community. The Journal of September 9 contained
an article by a visitor which throws an interesting sidelight on the
project of the new college as viewed by non-Adventists. The visitor
stated that Battle Creek was assuming the "aspect of a literary town.‘
He told of the college rising in the western part of town which “will
likely become an intellectual power in the State." He spoke of the
Seventh-day Adventists, who were erecting this school, as a “feeble
but growing people.“ The visitor further observed that the new build-
ing was now ,at the third story and would be completed by the first of
December.ll

After two months vacation, the school again opened at the Publish-

ing building on August 21}, 1871+, and during the term several announcements

 

3c. 1. Butler, "The Work of God Connected with Our School,"
Review gdHerald, EIII (May 26, 1871+), 192:1.

“Battle Creek as Seen by a Visitor,” Battle Creek Daily Journal
(September 9, 187”), ll»:2e

36
appeared concerning a Bible Institute for ministers to be held at the
college between the fall and winter terms. The Bible Institute was
a major step forward in Adventist education. It was held in the new
building and the large attendance included Danes, Norwegians, Swedes,
Frenchmen, and Germans besides Americans. This group, of varying
nationalities, indicated the growth of the Adventist Church, and by
bringing these ministers to Michigan for the Isntitute at the school
the influence of the new educational system was spread to many areas,
even outside the United States.5

The Biblical Institute came to a successful climax on Sunday even-
ing, January 3, 1875, and the next morning a special dedication service
was held for the new building. Battle Creek College began a new era
in its experience. The main speakers at the dedication were Elders
James White and George I. Butler, both of whom emphasized the importance
of the school in training the youth for responsibilities in church
leadership.6 This should be kept in mind when the study of the curric-
ulum is given later on in the paper and the proposed goal is compared
with the actual achievement.

The winter term, which began officially with the dedication ser-
vice, witnessed an increased enrollment and the naming of the school.
The enrollment was enhanced by many of the ministers who had attended

the Institute and then remained for a term at the college. There were

 

5'iiblical Institute," Review 93; Herald, nlv (December 1, 1371+),
131, 18 .

b'Dedication of New School Building and Opening of the School,"
Review and Herald, XIV (January 8, 1875), 12.

37
some who wanted to name the school James White College, but for some
reason this was not done.7 The name finally adopted was W EEG—BE
College. Uriah Smith announced the new name by writing in the 39113;:
"It has been decided to give our school this name, more at present
for the sake of convenience than for any other reason. Our charter
makes provision for all grades of instruction from the primary to the
highest. We can therefore use this name though we have not yet all
the departments and the full course of instruction that pertain to a
college proper. But chiefly this name is now adopted to distinguish
our school from other schools in the city."8

In spite of the new building and fine enrollment, the school had
many handicaps. The first winter the new boiler burst and had to be
sent to Illinois for repairs. This ill fortune caused the new build.-
ing to be abandoned and the large enrollment of students was crowded

once more into the Publishing House building.9

Another handicap which
was not remedied for several years was the lack of dormitory facilities.
The school management endeavored to find suitable boarding placed for
the students but this plan led to difficulties later on. Some of the
students formed clubs and boarded themselves much like the fraternity
houses at other colleges. The lack of school homes with a regularized

program was a serious drawback in achieving the spiritual aims of the
COllegBe

 

7Olsen, R_i:se and Progress, p. 337.

8Uriah Smith, "Battle Creek College," Review and Heral_d_._, EV
(February 11, 1875), 56.

9Review and Herelg, nv (March 18, 1875), 92.

38

The "blueprint“ of.Adventist education as outlined by the instruc—
tion received by Mrs. White in a vision in 1872 rested primarily on
three main pillars: first, the dignity and freedom of the individual
to think and to do; second, the study of nature both for pleasure and
profit that the student may be drawn closer to his Creator; and third,
the dignity and value of honest work in character building.10

The story of the first few years of the Battle Creek College can
best be understood by an acquaintance with the two leading professors
and their backgrounds. Sidney Brownsberger, the first president, held
a Master of Arts degree from the University of Midhigan. He was not
opposed to the "blueprint" and its ideals, but since he had never seen
a school like it, he was at a loss to know how to go about organizing
one. Having Just come from the University, the classical type of train-
ing was his idea of a college curriculum. Professor Brownsberger may
have had some aversion toward the manual labor school which was common
in the educational circles of his day, and since manual training in
industries had not yet been introduced to this country he can.hardly
be blamed for not knowingihow to adopt it into his school program. In
many ways, then, the first Seventhpday'Adventist College differed little
from the other colleges in Michigan in.many of its practices.11

Professor Bell, though not at sword's point with his colleague,

"held out for simplicity of teaching, for the adaptation of the

 

1°Lewis H. Christian, 113; Fruit_a_ge gt; Spiritual Gifts (Washing-
ton: D’ 0's 19u7)e PP. 327s 3280

nSpalding, Captains 91 Egg Host, pp. M7, the.

39
curriculum to the needs of the church, for a literary education influ-
enced by the Bible rather than by pagan authors, for emphasis upon the
mother tongue rather than the dead languages, for industrial education
in connection with the academic, and for a close association of teach-
ers and students which approximated the atmosphere of home—all these
the subjects of Mrs. White's instruction.'12 Bell received his early
training at Oberlin College, in Ohio, which was the first "fully oo-
13

educational institution of college grade in the world." Two years
after its opening in 1833, Oberlin College led the way in Opening its
doors to students of all races}.4 Oberlin was founded as a Christian
school dedicated to practical education and its influence in Bell's
life made it easier for him to fit in with the "blueprint" outlined,
than for Brownsberger whose backgron in classical education was so
different.

The location of the school militated against the avowed purpose
of the College as set forth in the first annual announcement which
read: ”The founders of Battle Creek College have deemed it necessary,
for the better protection of our sons and daughters, to establish this
school in which moral and religious influences are nude of first im-

portance. This is here done by shielding them from the base influences

 

lzspaldins. pp. 1m7. W-

13Harry Elmo Edwards, Trends i_n the Development o__f_ the College
Curriculum Within The Area of the North Central Association from 18

-13Janes H. Fairchild, Oberlin: TheC C__olonz and t___he(%11eg_e_ 18 32-

1883 (Oberlin, Ohio, 1883), p. 61‘.

he

that undemine the character in many of our institutions of learning,

without urging upon any person special religious views."15 Locating

the College in a railroad center like Battle Creek was not shielding
the students from mazybase influences. Since the curriculum did not
contain regular Bible classes a real opportunity for teaching morality
and religion was missed.

Seventh-day Adventists, like many other denominations, began
their educational system at the top with a college, yet in the same
institution instruction was given at the lower levels to meet the stup-
dents' needs. Since Battle Creek College was the only Adventist school
for several years, and the only one in Michigan for even longer, and
since the 'blueprint" was first attempted here and later schools prof-
ited by the experience gained, Olson was quite right in his preface
when he wrote: ”The history of Dnmamiel Missionary College (the suc-
cessor to Battle Creek College) is therefore, the story of Christian

'16 That is why so mch time

education among Seventh-day Adventists.
is spent in this paper in the examination of the early history of Bat-
tle Creek College, because the lessons learned during this period were
beneficial in many ways and places later on.

The difference between the curriculum in the first few years at
Battle Creek College and the ”blueprint" was a problem that was only

remedied by experience. President Brownsberger stood firmly for the

 

I'D-Edwards, Cu; Academies, p. 14’.

16Olson, manuscript preface, p. I.

1:1
type of education with which he was familiar, and during the beginning
years of the school the curriculum resembled that of secular education
more than it did the "blueprint.“ Like the popular schools of the
1870's there was one main course of study which was classical in con-
tent. It consisted of five years of study, later changed to six.
Three subjects constituted full work for the year—two of these sub-
Jects being Greek and Latin throughout the entire course. ”Besides
these two there was one year each for algebra, Geometry, and Rhetoric,
and three years of science, including Physiology, Natural Philosophy,
Botany, Chemistry, Geology, and Astronomy. it first no history was
taught, but in 1878 United States History was added. A three year
English course was also given, including two terms each of History,
Rhetoric, and Literature, and two years of a foreign language. A
term was a third of a year.

The struggle within the educational leadership to acquire a sat-
isfactory curriculum was indicated by frequent changes. In the cata—
log for 1876, a normal course was offered, outlined to cover four
years of study. It is worth noting that this was probably a longer
normal course than many of the schools were offering in 1876. This
course must have been offered for the benefit of Adventists who were
teaching in the public schools, since the elementary school movement
in the Adventist educational system was more than twenty years away.
A special course for training church workers was finally offered, but

even that contained only two terms of Bible lectures on special points

 

17Bdwards, O_u_; Academies, p. 5.

he

of the faith. Another innovation was made in 1878 when Dr. John Harvey
Kellogg, later of Battle Creek:Sanitarium fame, opened a school of Hy;
giene.

Mrs. White's instructions were not followed very closely in re-
gard to regular Bible classes at the College. Even the special cur-
riculum for church workers and ministers offered only two terms of
lectures on Bible doctrines. Attendance at these lectures was not
compulsory, and oftentimes they were simply chapel talks.

“In the United States the period from 1860 to 1890 was one of
transition from the old system of education to the new. Many great
changes took place during this period."19 It was this time that the
Academies, which had been raised.up to oppose the formalized.Latin
Grammar school by offering a more practical type of education, were
gradually being replaced by the public high school, which was also
pledged to practical teaching. This was the time that the battle was
being won for the free public school system supported by taxation.

It was in 1872, the very year that the Adventists started their denom-
inational school at Battle Creek, that two momentous decisions were
handed down which greatly affected education. One was the Kalamazoo
Decision in which towns and cities were awarded the right to support
high schools with public tax money. The other decision was the Ohio

Decision which set the precedent for separating the public school from

 

lsEdwards, Our Accademies, p. 6.

19Edwards, Qg£.Academies, p. 6.

“3
church domination. Another important transition in this period was
the beginning of the agricultural schools supported by public money
and aided by land grants.20 Amidst all of the innovations and trans-
ition in the general educational movement, Battle Creek.College found
it difficult to get a settled and balanced program.

In spite of obstacles and.uncertainties Battle Creek.College
thrived outwardly at least. As Spalding expressed it, "the college
thrived, as Solomon's kingdom thrived, hiding its maladies under a
smiling front. During the six years of Professor Browneberger's ad-
ministration the college witnessed a good growth, the highest annual
attendance being over 600."21 In June of 1879 the College had its
first graduating class with four members. The ggzig!_of July 3, 1879,
contained President Brownsberger's Commencement Address and referred
to the graduation as the first milestone in the progress of the in-
stitution.

Material growth of the College was indicated in the report of the
sixth annual session of the Seventh~day.Adventist Educational Society
held October 1 and 2, 1880. The financial report showed an indebted,
ness of $5,692.10 and assets above indebtedness of $N6,3u8.60. Two
resolutions were passed whidh greatly strengthened the College, scho-
lastically and physically. The first resolution read: "Resolved, that

those attending the College with a view to increase their efficiency

 

20w1111am E. Drake, The American Scho_o_1_ _i__n Transition (New York,
1955). pp. 266, 262, 261, 3014,,

21Captains g£_thg_Host, p. HMS.

M;
as laborers in the cause, should be encouraged to complete some pre-
scribed course of study as a means to that end, as the additional thme
required will be more than compensated in the increased efficiency of

the laborers and.the character of their work."22

This action may have
been what Edwards had in mind when he remarked, "Efforts were made by
some to bring the school at Battle Creek College up more nearly in har—
mony with the instruction given in regard to the purpose of the school.
In 1880, a Department of Theology was organized. The work of this de-
partment consisted of two years of preparatory work, and three years
of the Biblical Course.'23

The second resolution was passed for the purpose of enlarging
the physical plant which in five years had become inadequate. The
resolution is here quoted because it quite accurately pictures the need
and the practical trend which was beginning to be realized by the de-
nominational leaders. "Resolved, That in view of the fact that our
school building is already filled by the present attendance, and that
there is now no room for the accommodation of the Commercial Dept.,
Museum, Library, Gymnasium, etc., and recognizing our duty to provide
for the constantly increasing attendance, we recommend that immediate
steps be taken to secure additional building accommodations by the

opening of the next college year.'2u

 

aRecord Boo-ww—

;_' k containing the minutes of the meetings of the Save
enthpday Adventist Educational Society and Board of Trustees from Sept-
ember 23, 1877 to January 8, 1890. written by hand by U. Smith, sec-
retary of the board, p. 73.

23Our Academies, p. 6.

Record Book, p. 73.

h5

Omens of an internal struggle might be read into a report given
by Elder Butler in March, 1881, as he depicted the conditions at the
College. He proudly reported that Battle Creek College was a school
where "drinking, tobacco-using, swearing, and rioting are banished;
whose teachers are men and women who fear God and believe the Bible,
and who are trying to impress upon those under their instruction re-
spect for the eternal pillars of truth, righteousness and the fear of
God. They endeavor to teach them Christian manliness, self-reliance,
industry, energy, and Christian honor and integrity. '25 He spoke of
dissatisfaction on the part of some who felt that the school rules
and standards were too strict. He asserted that high standards had
paid off, for the College "has proved itself a success already. A
large number of those who have received its instruction are engaged
as teachers, and.meet wdth excellent success. We have not heard of
one failure among them. '26

At the time Elder Butler's article appeared in the Review, there
was an influential group of men, headed by Dr. J. H. Kellogg, who were
not exactly satisfied with the College in spite of its lauded success.
They felt that the College program should more nearly meet the stand-
ards set for it in the "blueprint." Kellogg, as a member of the board
of trustees, gave his influence to the support of Professor Bell and

his ideals for a practical Christian education. These men were Joined

 

2ranrly Educational Material, Compiled by the General Conference
Department of Education (Washington, D. C., 1936), pp. 89, 90.

26hrlz Educational Material, p. 91.

15

in their sentiments by Elder Butler and S. N. Haskell. "They called
for a better supervision of students, necessitating the building of
college homes. They demanded revision of the college curriculum, to
include industrial training. The college, of course, located on its
little five acres, two of which were given over to the playing field,
was in no position to enter upon the basic industry, agriculture; but
they advocated such industries as printing, carpentry, tentmaking, and
the domestic arts."‘27 Brownsberger was not opposed to these needs,
but because of his lack of training along this line, he felt that the
pressure was too much; his health suffered and he retired at the close
of the school year, in the spring of 1881.

With the resignation of Brownsberger, the board was faced with
the problem of choosing a successor and they made the same mistake
that they made in choosing their first president. The best man from
the point of qualification was Professor Bell, who was in complete
harmony with the avowed principles of Adventist education, but again
he was passed by because he lacked a university degree. The board
should not be greatly blamed for this move, for a new college did need
some prestige, and in those days, when education was beginning to come
into its own, a degree was a cherished possession, whether it really
meant a great deal or not. The man chosen as the new president of
Battle Creek College was Professor Alexander McLearn who was a very
new Seventh-day Adventist and was quite unacquainted with the true

aims and objectives of Battle Creek College. The board haped that

 

270aptains of 3133 Host, p. hit-9.

‘47
under the influence and guidance of Bell, McLearn would adopt the
principles of Cln'istian education, but such was not the case, Almost
from the first there was a clash between the two men, not only of
personalities but of principles as well.28

The precarious situation at the College was pointed out in a com-
munication from Mrs. White, which was read in College Hall in Decem-
ber, 1881. This article is contained in Testimonies For The Church,
Volume V, pages 21 to 35. The following quotations give some of the
pertinent points of the communication: "There is danger that our
college will be turned away from its original design. God's purpose
has been made known,--that our people should have an opportunity to
study the sciences, and at the same time. . . the study of the Scrip-
tures should have first place in‘our system of education." 'Too
little attention has been given to the education of young men for the
ministry. This was the primary M in the establishment of the
college.“ "A more comprehensive education is needed,--an education
which will demand from teachers and principal such thought and effort
as mere instruction in the sciences does not require. The character
must receive proper discipline for its fullest and noblest develop-
ment.“ How different the ideal of character discipline from the simple
discipline of gaining knowledge to use for temporal gain? Of all the
unique things in the Adventist educational system, perhaps the phil-
osophy of going to college to receive "such training as will enable

them (the students) to maintain a respectable, honest, virtuous

28Ca2tains gmHast, p. 1450.

as

standing in society, against the demoralizing influences which are cor-
rupting the youth," stands out in greater contrast with the goals of
secular education than anything else.

Mrs. White continued.her message to the school family and pointed
out what was needed as an aid to character building and a balanced school
program: 'It would be well could there be connected.with our college,
land for cultivation, and also workshops, under the charge of men comp
petent to instruct the students in the various departments of physical
labor. Much is lost by a neglect to unite the physical with mental
taxation. The leisure hours of the students are often occupied with
frivolous pleasures, which weaken the physical, mental, and.moral powers
. . .‘29 This pointed instruction and the lack of agreement on the
part of the faculty in carrying it out resulted in the college being
closed during the school year 1882 - 1883.

The closing of Battle Creek College, seven years after it was
founded was a great disappointment to the constituency of the denomp
ination. Because so many rumors were circulated, it became necessary
to report to the church the circumstances which made the closing of
the school imperative. The needed explanation was given by Elder G.

I. Butler in the fig:igz_of September 12, 1882. He stated that the con-
ditions in Battle Creekzamong the Adventist members, who were not in
harmony with the principles of the school, and several on the faculty

who leaned toward worldly education.had brought an open breach.and

 

29Ellen G. White, Testimonies For The Church (Mountain View,
California, 19%), v. 21-35.

L*9

rebellion in the school family. More harm was being done to the youth
than good and it was impossible to continue the school until circum-
stances changed. Yet in the dark hour, there was a note of courage:
much good had been accomplished, many fine workers had been trained
for the cause, God was in the educational program and it would yet
triumph, if not in Battle Creek then somewhere else.30
In the darkness caused by the closing of Battle Creek College,
two new stars arose whose light was kindled from the now prostrate
school. Strangely enough, these two new schools, founded only a week
apart in 1882 were also a continent apart. Healdsburg College, near
the Pacific Coast in California, began on April 11, 1882, and Pro-
fessor Brownsberger, who had regained his health and had profited a
great deal from his experience at Battle Creek, was called to be the
president. South Lancaster Academy (now Atlantic Union College) was
founded in Massachusetts, near the Atlantic Coast, on April 19, 1882,
under the leadership of Professor G. H. Bell. Both of these schools

traced their successful starts to lessons learned and from experience

gained at Battle Creek College.

 

3OEarly Educational Material; pp. 98-103.

CHAPTER VI
DEVELOPMENT 01' THE ADVERTISE! EDUCATIONAL SYSTEH 1882.-1901

Until 1882, the Adventist's sole project in education was at Bat-
tle Creek College, but during the period covered in this chapter Inch
of the framework for the present educational systmn was erected, and
the I'hlueprint", wheih has never been revised, though greatly supple-
mented, has served well as a foundation. Even the mistakes made at
Battle Creek were used as object lessons, and may pitfalls have thus
been avoided. During this period, the State of Michigan witnessed
the struggle at Battle Creek College in attempting to establish manual
training, industrial education, and a work-study program. Also during
this period, the medical education plan was inaugurated, the elmnentary
system of church schools was evolving, and normal training for the
teachers of these schools was begun. Another forward step was the
founding of preparatory schools on the secondary level, for the pur-
pose cf reaching a larger number of youth and in turn supplying the
College with students who wished higher training. This outline of ad-
vances would be incomplete without mentioning the first orpnisation
of the Department of Education in the General Conference and the begin-
fiing of Educational Institutes for the planning of a better and more
unified system of teaching. All of these important segments of the
Adventist system of education made this formative period one of change
and involved much trial and error.

After a very careful study of the situation which brought about

51
the closing of Battle Creek.College, it was reopened.in the fall of
1883 under new leadership and with a revised program. During the year
in which the College was closed, a great change in attitude had taken
place in the Battle Creek Church. In the spring of 1883, the matter
of the closing of the College was openly discussed at a special meet-
ing of the church. The members realized that by siding with those
who had openly opposed the principles upon which the school was found-
ed, and by refusing to abide by the decisions of the Board of Trustees,
they had done great harm. Over three hundred of the most prominent
members signed resolutions in which they declared loyalty to the sup
thorities in charge of the College should it be re—opened. Since this
meeting was called voluntarily by the church members and was conducted
with none of the General Conference Committee being present it was ac-
cepted as a step in the right direction.1 Elder W. H. LittleJohn, who
had received his training at Kalamazoo College, was chosen as the new
president and careful plans were made so: the opening of school.

{As so often happens, after misguided efforts and wrong policies
lead to difficulties, there was a decided shifting in the College pro-
gram toward the other extreme. Realizing that much of the trouble
before had been caused by conforming to the general practices used an
secular schools, it was thought that a great many changes should be
made. These feelings were revealed by Elder G. 1. Butler in the 32?

view of July 31, 1883, as he asserted: "We firmly believe that if

 

lEarlz Educational Material, p. 108.

52

this institution.had never been called a college, but had simply been
a school of instruction, where our young people could come to learn
things that would make them useful, and where they could obtain thorough
discipline of mind, and learn God's truth for this time, without any
graduating exercises, diplomas, etc., that it would.have accomplished
far more good than it has, and it would.have escaped some disasters
it has experienced."2

As might be expected, when the College ro-opened there were some
changes in the curriculum as it was altered to fit the "blueprint“,
and to offer a more useful education. The classical course was drOp-
ped for two years and the amount of Latin and Greek was greatly re-
duced, while the offerings in English and History were greatly increased. ‘
The attendance dropped from about five hundred to two hundred and
eighty-four during the first year, but the management was not discourb
aged because it felt that it was workingtalong the right lines. The
leaders were encouraged by a communication, sent to the College a few
years earlier, by Hrs. White in which she urged making greater use of
the Bible) us an educating power the 311:1. is without a rival. . .
If morality and religion are to live in a school, it must be through
a knowledge of God's word.'u The Bible and religious instruction were
given much.more attention in the new program and the school spirit was

5

reported as excellent.

 

33351: Educational; Material, 1). 109.
3Our Academies, p. 8.

l"Testimonies, V, pp. 24-26.

53am; Educational Material, p. 111.

53
While the school was closed, the Seventhpday Adventist Educational
Society, on December 20, 1882, resolved to recommend to the Trustees
that when the College should be re—opened, provision be made for a
manual training program. This recommendation took time and study be-
fore it could be worked into the curriculum. In order to introguce
the idea of manual training to the constituency, Elder G. 1. Butler
published in the gggigz_of January 8, 188N, an article, taken from the

Springfield (Maes.) Republican of December 28, 1883, which showed the

 

drift of public interest toward the teaching of manual training in
public schools. Butler began by saying, "Ninetenths of the human family
must always have to do with physical labor. Their hands need educat-
ing in some useful business as well as their brains in book knowledge."6
Then followed the excerpt from the newspaper: "Manual training has
received a good deal of attention at Boston, and Supt. Edwin P. Seaver
of the public schools there is out with a long argument for a public
training school to go side by side with the high schools, where boys
shall be taught the use of tools. He recognizes the fact that most
of the children that come out of the public schools have their own liv-
ing to earn, and declares that boys are only fit for store or office
clerks or college students.“

Elder Butler undoubtedly voiced the opinion of the Adventist
leaders when he commented on the above article: "If our people will

act up to the resolutions passed at our last General Conference, and

 

6§arlyEducational_Materia1, p. 117.

51+

furnish the necessary means the coming season, we hope to see our Col-
lege at Battle Creek.make provision for connecting physical labor with
the course of study. This is our leading institution of learning.
Why should it not set an example? In this case, we shall not only be
abreast of the times in matters of education, but ahead of the schools
of any other denomination in the land. It is evident that thoughtful
minds are coming to the conclusion.that this is the true theory of ed-
ucation. It is no small satisfaction to us that the Lord.has guided
us to the best way in such important subjects as the prOper methods
of education."7

That the system of education being developed.at Battle Creek.Col-
lege was being favorably compared with the changes taking place in
other institutions of higher learning seems evident from a report
given by President LittleJohn to the readers of the Review, April 22,
188M, in which he comments on the very recent trend toward coeduca-
tion. "The mystery is that this innovation.has met with so much op-
position, since it has in its favor every pecuniary and very many moral
and social considerations. The actual cost of educating the sexes
separately is almost double what it is when they are educated together.
The co-education of the sexes is conducive to the symmetrical develop-
ment of both young women and young men. Fortunately for Battle Creek
College, its founders perceived the benefits to be derived from the co-

education of the sexes, and ingrafted that system upon the plan of the

 

7Early Educational_Material, p. 118.

55
institution."8 President LittleJohn then mentioned the workaetudy
plan which would develop at the same time both the physical and intel-
lectual side of the student‘s nature. He reported that soon instruc-
tion would be given in a variety of useful trades.

Plans were put into operation during the summer of l88h, to make
manual training a reality at the College during the coming school year.
On July 17, the Board voted to establish a Manual Labor Department at
the beginning of school, and that within this Department there should
be branches for bookbinding, printing, millinery and dressmaking, house-
hold arts and hygienic cooking. On July, 30, it was voted to have a
forenoon class session, with a Manual Labor period beginning at two-
thirty p.m. Later on during the school year, the Board enacted two
more proposals. The first required all non-Battle Creek resident stu-
dents to enter the Manual Labor Department, and the second required
all the teachers at Battle Creek College to take some active part in
the Manual Labor Department.9 Thus an honest effort seems to have been
made to follow the ”blueprint."

Earlier mention was made of the movement led by Dr. Kellogg and
others to build dormitories for the nonpresident students so that closer

supervision by the faculty might be given. The first dormitory was

 

8EarlygEducationa;Material, p. 130.

9The account and dates of the Board actions taken in connection
with the Manual and Industrial Training program.here and later were
furnished me by Dr. Emmett K. vande Vere, the official historian of
Emmanuel Missionary College, who is now working on a history of the
College.

56
built in 188h and proved a real benefit to the school, as it afforded
a much better opportunity for giving the students an all-round trainp
ing for practical life.

The scholastic tide shifted again in 1885 with a change in the
administration, as W. W. Prescott, a graduate of Dartmouth College,
was elected as the new president. After an absence of two years, the
classical course was brought back, and with it the revival of the study
of Greek and Latin. Three subjects were still considered a full class
load for one year. In the light of the past experience and the "blue-
print" specification for more practical studies this seemed like a
backward step. President Prescott's administration, although someWhat
fluctuating at times, was rather strong and progressive, and in most
respects endeavored to follow the pattern as he saw it. During Pres-
cott's tenure of office, he also carried the responsibilities of the
General Conference Department of Education and at one time he was
nominally the head of three colleges,-Union College in Lincoln, Nebras-
ka, walla Walla College in the State of washington, and Battle Creek
College.10 This arrangement was only temporary, that these two new
schools might have same uniformity in the educational set up with the
other Adventist schools, with a reformed Battle Creek College showing
the way.

The Manual Labor Department, like most new ventures, had to pass
through.a variety of experiences of trial and error before it became

a real success. The first few years of operation saw the new industries

 

10Captains g: the Host, p. 687.

57
operate at a loss, and many were ready to drop them as impractical and
not worth the cost. After much discussion, the Board, on October 30,
1887, recommended that the printing establishment give more attention
to instructing students than to commercial work; also, that the tent
manufactory should endeavor to pay its own way. The industries contin-
ued to lose favor, quite largely because of financial reasons. On
September 8, 1889, the Board voted to sell the printery and carpentry
branches of the Manual Labor Department, and thus the Catalog of 1889-
1890 mentioned cooking and sewing as the only manual training courses
being taught. For the time at least, the manual training and work-
study program were at a low ebb, though many students were employed
at the Battle Creek Sanitarium and the Adventist Publishing House, and
of course some students were needed in the school laundry and cafeteria.
With the discontinuing of the industries, many of the students turned
to sports such as football, baseball, and other outdoor games as a
means of spending their spare time. These sports were conducted under
the supervision of teachers, but the competition engendered in these
games soon brought an undesirable spirit into the school family and
was detrimental to the spiritual objectives of the institution.11

In October 1893, Mrs. White (then doing missionary work in Aus-
tralia) sent a communication to "Teachers and Students in Our College
at Battle Creek, and in all our Educational Institutions" which called
for reform. "What force of powers is put into your games of football

and your other inventions after the ways of the Centiles—-exercises

nOur Academies, p. 9.

58
which bless no one! Just put the same powers into exercise in doing
useful labor, and would not your record be more pleasing to meet in
the great day of God?"12 In this communication she also said, "The
Lord has opened before me the necessity of establishing a school at
Battle Creek that should not pattern after any school in existence."13
Mrs. White then went on to explain that a positive program for physical
development should include useful labor and training. She advised the
management that land should be secured away from the city so that the
boys could receive training in agricultural as well as in other trades.

Prior to the 1893 message, Mrs. White had given the following in...
struction concerning the industries: "In many minds the question will
arise, 'Can industrial work in our schools be made to pay? and if it
cannot should it be carried forward?‘ It would be surprising if in-
dustries could be made to pay immediately on being started. Sometimes
God permits losses to come to teach us lessons that will keep us from
making mistakes that would involve much larger losses. There will be
apparent drawbacks in the work, but this should not discourage us.

The account books may show that the school has suffered some financial
loss in carrying on industrial work; but if in these lines of work the

students have learned that which will strengthen their character build-

ing, the books of heaven will show a gain far exceeding the financial

 

12Ellen G. White, Special Testimonies gnEducation, p. 191, as
quoted in 931; Academies, p. 11:.

13§pecial Testimonies o_:_i_Education, Po 131-

59
loss."1u Even specific mention was made of certain industries which
should be taught. "The industrial instruction given should include
the keeping of accounts, carpentry, and all that is comprehended in
farming. Preparation should be made for the teaching of blacksmith-
ing, painting, shoemaking, and for cooking, baking, washing, mending,
typewriting, and printing."15

In the light of the counsel from.wrs. White, given in part above,
the error of the course previously adopted was realized, and steps
were taken to develop a better balanced program to include industries
again. The Battle Creek Sanitarium.and the Publishing House cooper-
ated with the College, and provided work for more students, until by
1898 these two institutions enabled one hundred and seventy-five stu-
dents to work their entire way through school in that year alone. In
1896 it was voted not to increase the Manual Training Department, but
the Industrial Department was increased, and in September, 1897, a
tailor shop was opened, and also a carpentry department. The next
year the new administration acted, with the Board's approval, to re-
establish Industrial and Manual Training at Battle Creek College. In
accordance with Mrs. White's instruction, the Board took.option on a
small "sand hills farmP about a mile north of the College, and divided
it into acre shares, which were sold. ”The shareholders organized a

stock company and agreed to lease the land to the College as long as

 

IuEllen G. white, Counsels tg_Parents, Teachers, and Students

Hgg;pding_0hristian Education, (Mountain View, California, 1913), p. 315.

159232§213.52.Parents, Teachers, and Students, p. 310.

 

60

it was used for student labor."16 This project was carried for the

next few years but was never a great success because of its distance
from.the College. The reform went so far that the athletic field on
the campus was turned into gardens to provide work for the students.
The above program in the manual training and workhstudy program con-
tinued.much the same from 1897 until the school was moved in.l90l.

A new day dawned for Adventist education when about one hundred
teachers attended a six weeks' Educational Institute held at Harbor
Springs, Michigan, beginning in July, 1891. As has been noted earlier,
President W. W. Prescott, of Battle Creek College, also carried the
responsibility of the General Conference Department of Education.

Many new schools were being started by Adventists, not only in the
United States, but also plans were being laid to expand to other lands.
The Institute came as a result of a felt need among the teachers for

a more unified program in these new schools, and they also desired to
study new methods together that all might have a better understanding
of the "blueprint". ‘At first, it had been planned that only the Bible
teachers should be invited, but later it was decided to invite all the
teachers.

One of the high points at the Institute was the discussion on the
place of Bible study in Adventist schools. Many of those present felt
that while up to that time there had been a definite religious element
in the schools, religion should.have a more definite part in the program,

showing itself in courses of study and plans of work, which had not

 

16Cur Academies, p. 17.

61
been previously done. "As a result of this institute, a Biblical course
was adopted, consisting of four years of History, and an advanced course
in the English language. New Testament Greek and Hebrew were made op—
tional.'17 .A thorough study was made of the "blueprint" and careful
plans were laid for more effective teaching.

Time proves the value of many things. At the General Conference
meeting held in 1893, the educational secretary reported: ”During the
last two years there has been.more growth in the educational work than
in the seventeen years preceding that time. When I ask myself the
reason for this rapid growth, I can only go back to that Institute at
Harbor Springs. To my mind, the personal experience which we instruc-
tors gained there, the light which came to us upon educational plane
and methods and.upon the real object to be sought in this educational
work being acted.upon, has given the Lord a chance to work.more accord-
ing to His mind, and less according to our minds. The real purpose of
our school work has been appreciated as never before.‘

In 1891, the year of the Harbor Springs Institute, Mrs. White went
to Australia to help in establishing the work on that continent, It
was here that the model school, built according to the "blueprint",
was established. With great effort and personal leadership Hrs. White
succeeded in getting the Adventist leaders in Australia to purchase a

large tract of land, away from the cities, where there was ample room

 

17Our Academies, p. 9.

18Our Academies, p. 9.

 

62

for agriculture and other industries. This school, carved out of the
wilderness, was a tremendous influence on Battle Creek College, because
it prospered from the beginning and was devoid of the many handicaps
which faced educators at Battle Creek, because of the location. The
Avondale School in Australia, since its formal opening on April 28,
1897, has served as a model school for the entire system of Adventist
education, and is here mentioned because of its influence which.later
encouraged the leaders to move Battle Creek College to a new location.19
Another phase of Adventist education reached a new peak when the
American Hedical Missionary College opened its doors on October 1,
1896. Since this project could well be a topic for a separate paper,
only brief mention will be made here to show the new horizons which
were beginning to open before the Adventist educators. Earlier we noted
the beginning of the Western Health Reform Institute in 1866. After
a few years operation, the Adventist leaders began to look for a.young
man to head up the medical work, and they chose John Harvey Kellogg,
who had taken the normal course at Ypsilanti, and sent him.to Ann Arbor
for his medical training. Dr. Kellogg was a very successful medical
superintendent, but at heart he was ever a teacher. In 1878, along
with his other responsibilities, he started a Hygiene Course at Battle
Creek College. Five years later, when the College was reopened, he

started a nurses training program at the Sanitarium, and with it a
course in dietetics and another in physical culture.20 Then in 1891,

 

19Captains g§.thg Host, pp. 647-651.

20"Building an Unique Educational Institution," Battle Creek
Enguirer a__n_d_ News, xux (December 15, 1915). 9:3.

63
Dr. Kellogg succeeded in making a working agreement with the University
of Michigan, whereby students from Battle Creek Sanitarium, after one
year's training, could enter the University and finish the last three
years of training there. In some ways, this arrangement was not entirely
satisfactory, and Adventists wanted their own medical school. In 1893
clinical work was begun in Chicago. Spalding remarked in his report,
"Driven by necessity and by concern for the welfare of students and
the success of the medical missionary work, the Seventh—day Adventist
Medical Missionary and Benevolent Association, in June, 1896, voted to
establish a school to be known as the American Medical Missionary Col-
lege. It was incorporated under the laws of Illinois, its headquarters
to be in Chicago, but a large part of the instruction to be given in
Battle Creek."21 The story of Adventist education in Michigan, in the
light of the importance of medical work which the church has carried
on since, would certainly be incomplete without this brief account.
More will be said about this subject in the following chapter.

Another important chapter in the Adventists' educational system
was written when the plans were broadened to include the elementary
and secondary schools and.ample training to provide teachers for these
new schools. Early in the nineties messages came from Mrs. White which
urged the training of all the children in the church. Although there
had been several sporadic attempts at starting schools for the lower
grades in different places, nothing official had been done to include

these schools in the Educational Department or to offer normal training

 

ZICaptains g§_§hg_Host, pp. 631, 632.

51;

for church school teachers. Professor Frederick Griggs, who was Princ—
ipal of the preparatory school at Battle Creek College, advocated the
starting of a Normal Department to train teachers for these new ele-
mentary schools as they were needed. After some study of the subject,
Professor Griggs was sent to take some postgraduate work at the Uni-
versity of Buffalo School of Pedagogy-~in preparation to head up this
new Department, which was established in 1896-97.22 ‘As soon as this
forward step was taken, calls came in for teachers, and the Adventist
elementary school system began in 1897, just at the time when elementary
parochial schools were on the decline throughout the nation}:3 .As the
elementary schools multiplied, Adventists leaders began to realize the
need for intermediate ten-grade schools and academies offering the equi-
valent to high school training. It is worth noting that the first of
these preparatory schools was established at Cedar Lake, Michigan, 1898,
with classes beginning in January, 1899.

Imperfect, and even faltering at times, though the history of Bat-
tle Creek College had.been, still it was an important part of the
Seventhpday.Adventist organization. President G. W. Caviness, who
left the College to pioneer the work in Mexico in 1897, in his closing
report of the work at Battle Creek College pointed out that M25 of the
present working force in the denomination.had attended the College.

He added that out of the 336 ordained ministers in the church, 130 had

 

22Captains g£_§hg Host, p. 652.

23William E. Drake, The American School _1_:; Transition (New York,
1955)e P' 13'

am 2; 2.11.2 H___°s_t. p. be.

65
attended Battle Creek College. He asserted that the influence of that
one school had been felt around the world.25

Following the General Conference Session in Lincoln, Nebraska, in
the spring of 1897 E..A. Sutherland became the new president of Battle
Creek College. Sutherland and.his Dean, P. T. Megan, were young men
who desired to follow the "blueprint". Often they were a bit extreme
in their decisions. The regular courses, especially the Literary and
Classical, were gradually dropped out. Students were allowed to enter
school and take whatever classes they elected. No degrees were granted
and academically things seemed to be falling apart. In swinging from
worldly standards, the school administration had gone far in the other
direction, and the attendance dropped off considerably.26

Another communication from Mrs. White warned the school adminis~
Itration not to let the standards of scholarship down. The highlights
of her message were significant in the light of the rumors which were
spread around that at Battle Creek College the only textbooks used were
the Bible, Mrs. White's books, and the College Calendar. "Nb movement
should be made to lower the standard of education in our school at
Battle Creek. . . All who engage in the acquisition of knowledge should
aim to reach the highest round of progress. Let them advance as fast
and as far as they can; let their field of study be as broad as their
powers can compass. . . We command to every student the Book of books

as the grandest study for the human intelligence, as the education

 

25G. t. Caviness, Genexgl Conference Daily; Bulletin, 1 (march 5,1897).

2692£_Academies, p. 17.

66
essential for this life, and for eternal life. But I did not contemp
plate a letting down of the educational standard in the study of the

27

sciences."
Netice should be made that Mrs. White recommended the Bible as
an educating force, but not with the idea of pushing the regular
courses aside. Given the fact that this rumor was well circulated
and given Mrs. White's inference, one might wonder at the existing
conditions. One of the two living faculty members of the 1901-02
staff, who taught under Sutherland's administration and was presumably
familiar with the set—up recently wrote: "The Bible the only text-
book, was only a theory to talk about. I do not know a single class
that was ever conducted on that basis. Always, the many reference
books used became the textbook, or the knowledge of the teacher filled
the place of a textbook. I taught Physiology for years from the Bible
plus my knowledge of the subject from.years of college study and re-
search. we also had a textbook for reference. In other sciences I
did likewise. I used the facts of the science text to teach spiritual
lessons. Bible texts gave zest to the learning of basic facts to bet-
ter know God and His way of working through physical agents. . . The
Bible truth as a basis for teaching is preferable. The Bible as the

only textbodk is a theory only."

 

2
7Ellen G» White, Special Testimonies 3g Education, p. 213, as
quoted by Edwards in Our Academies, p. 17.

28Sanford P. S. Edwards, M.D. in a letter to Dr. Emmett K. Vande
Vere, dated March 21, 1956. Doctor vaudevere has this letter at
Berrien Springs, Michigan.

 

67

Dr. vande Vere, the recipient of the above letter, made the comp
ment that from.his study of the rumors in reference to the "Bible only
instruction," that he believed Dr. Edwards was one of the teachers who
stayed in the middle of the road on the matter. Evidently vande Vere
had read of more extreme cases. It may be difficult for educators
today to understand such a method of teaching. The probable reason
for such circumstances is inherent in the experience of the struggles
which the Adventist educators had in those first decades of their
school system, as they endeavored to put the "blueprint" into practice.
Through the experience of shifting from one extreme to the other as
is so often seen in this period, the Adventist developed their stable
system of education.

The question of granting degrees came up for discussion a number
of times during the first few decades that the Adventists conducted
schools and should.be noticed here since Sutherland dropped all di-
plomas and degrees from the school program. The first graduates from
Battle Creek College were given degrees; either the Bachelor of Science
or the Bachelor of Arts degrees were granted. In 1882, as recorded
in the June 19 issue of the geview and Heralgg the Board voted that
Dr. Kellogg act as a committee to investigate the matter of giving di—
plomas, and to study the propriety of granting degrees. When the Col-
lege re-Opened in 1883, the leaders veered so far from the secular
mode of education that they opposed any titles for the teachers, the
giving of diplomas, graduation, or the granting of degrees. About

1890, degrees were again granted until 1898 when they were suspended

68

until President Graf's administration in 1909. The whole period of
fluctuation should be interpreted in the light of the inexperience of
the Adventists in attempting to understand the "blueprint" and to
adopt a suitable program of education adequate to their needs, yet
free from the dangers which they saw in secular education.

The Sutherland administration, so intent on carrying out the
"blueprint", was finding plenty of difficulties. The enrollment had
dropped, perhaps because of the changes in school policies, and the
school debt was increasing. Then came a letter from.Mrs. White which
suggested that the solution to the problem was to relocate the College
in the country. From.the Avondale School in Australia she wrote: "The
same reasons that have led us to move away from.the city and locate
our school here, stand good with you in.America. The money that is
expended in buildings when they are thousands of dollars in debt is
not God's order. . . Had the money which has been eXpended in adding
to the College building been invested in procuring land in connection
with the School, you would not have so large number of students with
their debts increasing in the city of Battle Creeks"29 At first
Sutherland seemed to doubt the practicality of moving from Battle Creek
where everything was established. At that time the College plant con-

sisted of the main building and its additions and two dormitories.”

 

29E11en G. White, a letter to E. A. Sutherland, President of
Battle Creek College, 1898, as recorded in The Student Movement, XXIV
(March 15, 1939), 1+.

301‘. Joyce, "ulna. Divinely Founded, Ideally Located," th gt}:
dent Movement, XXIV (March 15, 1939), H.

 

69
So, before going ahead with the move, a campaign was started to raise
money to help clear the College debt.

The campaign to work on the College debt showed the spirit of
selfLsacrifice and was a means of drawing faculty and students to-
gether in a common effort to save the school. At a student chapel
held the latter part of March, 1889, (and recorded in the 521121.22Q.
Herald, April M, 1889, page 220) the students and teachers pledged
several thousand dollars toward the school debt. Professor Haughey,
on the staf£,led the way by pledging two years salary and one young
lady is recorded to have given a thousand dollars.31

.A unique plan for raising money for the school debts was begun
when Mrs. White offered her latest manuscript for that purpose, with
the provision that the publishing houses would print it without profit,
and the members of the church would sell it without commission. This
new book was a written exposition of Jesus' parables, and was entitled
Christ's Object Eggsons. The Pacific Press and the Review and Herald
Publishing Association made plans to print three hundred thousand cop-
ies. The book was published for the mere cost and the labor was donated.
The campaign was started in 1900, and each member was asked to go out
and sell six copies of the book to his neighbors. The campaign was
very successful, and proved a good means of doing missionary work as

well as raising money to save the schools. The report of the first

31Laurence Downing, "E.M.C. Spirit Through the Years," 222.§IE?
dent Movement, XXIII (March.l7, 1938), l.

70
year's work was given by the secretary of the committee, P. T. Eagan,
The amazing amount of fiftybseven thousand dollars was raised the first
year, and during the following years the amount grew so that a total
contribution of four hundred thousand dollars was made by this plan
to the cause of Christian education.

President Sutherland, who at first seemed reluctant to move the
College from Battle Creek, later decided for it, because the city en,
vironment militated against the Christian ideals of the school, and
"because the constricted quarters of the institution did not permit
the develOpment of industrial education, especially agriculture.”32
The College Board finally agreed to the proposition of moving the
school to a.more suitable location, but there was Opposition by some
of the Battle Creek church.members, as well as some of the faculty.
Thus the matter stood until the General Conference Session in April
1901.

The matter of moving the school from Battle Creek.was unexpectedly
presented to the General Conference Session on April 12, 1901, and the
move was voted by the Educational Society that same day. ‘At the nine
o'clock morning meeting, the subject of relief for the schools was
presented and P. T. Megan, the secretary of the committee, gave his
report and stated.that so far fifty-seven thousand dollars had been
raised by the sale of Christ's Qplgg§,Lessons. ‘At this point Mrs.
White took the floor and among other things stated: 'The eohool,

although it will mean a fewer number of students, should be moved

 

 

3gArthnr I. Spalding, Christ's Last Legion (Iashinkten, D. 0..
191.9)e p0 “'20

71
out of Battle Creek. Get an extensive tract of land, and there begin
the work which I entreated should be comnenced before our school was
established here, --to get out of the cities. . . to a place where the
students would not see the wayward course of this one and that one,
but would settle down to diligent study." Again: “Some may be stirred
about the transfer of the school from Battle Creek. but they need not
be. his move is in accordance with God's design for the school before
the institution was established."33

Pour days after the Educational Society voted to move the College,
the buildings and grounds were sold to the Kichigam Sanitarium and
Benevolent Association (battle Creek Sanitarium constituency) to house
the American Medical Missionary College. There was nothing to prevent
the moving of the school now, except the fact that they needed a place
to go. The price of the College agreed to by the Sanitarium was
$108,000 and Spalding ruarkod that this amount was enough to cover
tho debt and left about $26,000 with which to start the school over
again in a new place.“

One lesson which Battle Creek taught the Adventists leaders was
to shun debt, and although they had any financial problems ahead,
they att-pted to operate on a sounder basis than before. At Battle
Creek there had been a continual problem because of the shortsighted-
ness in choosing the school location contrary to the “blueprint“, and

what sealed lilne econonw in 1871}, was shown to be a very expensive

 

33Girist's Last Legion, p. 51.
“mi-nu. Last Man, p. 52.

72
proposition twenty-seven years later, when after the debts were cared
for, they had much less equity than they had Md in their original
investment.

The problem of finding a suitable location for the new home for
the College, was indeed. a real one and fraught with many difficulties.
first, was the matter of time; school would close in June, and from
then till September was a short period to move and set up in the new
location. Then there was the problem of money. Even though the
school had been sold for a little more than the debt, still there was
very little roan cash with which to move or purchase land and build-
ings. Care met now be made not to repeat the mistakes nude at Battle
Greek or to make worse ones.

President Sutherland and Dean P. T. Hagan travelled the country-
side on bicycles with the hope of finding the idasl location which
they might secure with what little they had to offer. Sutherland had
a year or so previously, through a contact mde by Mrs. S. H. 1. Henry,
been invited to speak to a group of 'oultists' in Berrien Springs, a
0.11 town located in the southwestern part of lichigan. Ihile there
on his visit, Sutherland was impressed with the beauty and the quiet
country atmosphere of the place, though he said later that ho did not
then consider moving Battle Creek College there. However, when it was
voted in the spring of 1901 to move the College, he thought of this
location and decided to investigate the possibilities. He took a beat
up the St. Joseph River to Richardson's landing, and here he looked
over the rum-down farm, and also the Garland farm higher up from the

73'
river.” In both places there were about 272 acres, and the location
was about a aile from Berrien Springs village.

Ii‘he exact prearrangenents mde at Berrien Springs to bring the
Adventist college there are not very clear. Apparently from Spalding,
the 'cultists', to whom Sutherland had previously spoken, were planning
to start a 'People's University" there. They were unable to carry
throudx with their plans and were glad to lave the Adventists take

36 Barbara Phipps mentioned the locating comittee meet-

their option.
ing Id Garland, owner of the Garland fan, who was interested in the
college project, and that five dollars was paidas a deposit to bind
the bargain.” However, two things are certain: the leaders of Battle
Creek College decided to relocate at Berrien Springs: and they moved
there before they had formally purchased the land for the new school.
This seems today like an act of faith, and such it was regarded by the
Adventists themselves at that time, but because they were following
the “blueprint“ they felt assured of success.

As soon as the school year was finished in 1901, the furniture,
library, and other loose personal belongings of the college were loaded
into sixteen freight cars and shipped to Berrien Springs. he of the
teachers, under their signatures, raised the three thousand dollars

needed to make the move possible, and thus a new uginning was mde.

 

35!. I. Vande Vere in personal notes mde from his study.

350m1w. Last m p. 51.

37"!he Heritage of 3.21.0.3 390.. Union Herald, xmx (revam-
11, 19h7). 8.

mm vn
memo msszonm comer. - 1901-1921;

he removal of the Adventist college from Battle Creek was a def-
inite turning point in the history of the denonination'e educationl
systu. As stated earlier, the Avondale school in hetralia, under
the leadership of fire. Ihite and others, by carving a campus out of
the wilderness, turning the virgin soil, planting orchards and prdens,
raising dwellings and halls of learning, denoustrated by action the
value of following the 'blueprint,' which Adventists believed repre-
sented God's plan for them in education. In comparison, however,
Spalding ranarkod: “Berrien Springs had in some respects a harder task,
because it hd to break ties, which sentiment and habit had formed to
hold it te the city and the headquarters of the church. It had to
forsabne the prestige which it had gained in Battle Creek, and to seek
for and train a new order of students, students willing and eager to
round out their education by uniting the hand to the head and the
heart. flannel Ilieeicnary broke the fetters inch were in one degree
or another binding the educational work of Seventh-day Adventists to
the chariot of popular education.“

!he College, without a hone, arrived in Berrien Springs about
July 1, 1901 in sixteen freight cars. Ivory upty barn and shed was
engaged fer storage space, and the contents of the freidit care were
thus scattered around the town. !he seller institute for teachers ef

 

lag-v. Last £95135 p. 62.

75
the new elementary schools and academies was conducted in tents in a
grove near the edge of the village. lhile this was going on, teIspor-
ary arrangements were being made for the fall term of school.

Berrien Springs, officially became the new home for the College
on July 19,1901, when the Board of Trustees and the Lake Union Con.-
ference decidod to purchase the two adJoining farms previously spoken
for.2 an. new location in the country saply fulfilled the instruc-
tion given by lire. mite. Meanwhile, fren her home in California, lire.
lhite sent encouraging aessagoe, such as the following: 'I hear that
there is some thought of locating the school at Berrien Springs, in
the southeast of Michigan. I an pleased with the description of this
place. . . a. good hand of the Lord appears to be in this opening;
and I hope and pray that if this is the place for the school, no hand
will be stretched out to prevent the matter from reaching a successful
issue. In such a place as Berrien Springs the school can be nade an
object lesson, and I hope that no one will interpoee to prevent car-
rying forward this work.'3 And .rm- the para... ea. nde, lire.
bite wrote: I'l‘he establishment of the ediool at Berrien Springs had
the connendation of God. moss in charge of the sehool at that place

have Inch to encourage than."

any... in.mc. Divinely Pounded, Ideally Looated," Q3. Student
Hove-ent, IIIV (larch 15, 1939), 5, it.

3:11.. G. Ihite in a letter to the mnagers of the geview _a_n_d
Herald Office, 'ritten from St. Helena, California, July 12, 1901.

hlllen 0. white in a letter to Professor Prederick Grigge
written from “mshavenfl August '26, 1903.

76

Althoudi faced with my difficulties, still the Adventist edu-
cators had nan things in their favor in the new location. Berrien
Springs was a pepular place for eumer people froa Chicago, who could
come by beat all the way, and for a few years prior to 1901, the town
had been filled with the "cultiste' who planned to start the People's
University. Since eons of the leaders had defected, and the University
plan 2.11.4, there eh. m... for the Adventists Just at the tine they
arrived. Furthermore, the town had once been the seat of Berrien
County. Left as cute witnesses of that fact, were the big Oronokn
Hotel, and the abandoned courthouse and the brick Jail, which the
Adventist were able to secure for their tanporary school quarters, un-
til buildinge could be erected on the site chosen for the new calpus.‘

battle Creek College was a naae which seemed like a misnomer in
the school's new location. Professor Honor H. Salisbury, a amber of
the faculty, suggested the new naao, Immanuel llissionary College, which
was accepted as a prayer and a promise ”God with us.‘ !he Adventist
leaders felt that this naae appropriately described their experience,
and they accepted each new opportunity as divinely appointed. As the
school grew and its graduates went as missionaries to my nations
around the world, the school naae had a double application to then,
for it served a. a tie'to 11hr then a fellowship with their friends
of schooldays and also described their present dependence on God's lead-

ing.5

to 5founder's Golden Anniversary Bulletin (Berrien Springs, Hichigan,
192 . Po 7-

77

Prom its beginning, Enamel Hissionary College had a work-study
program, participated in alike by both teachers and students. Soon
after possession was gained on the farms, in the fall of 1901, the
work of making the campus and erecting buildings was begun. he plan
was soon set up which divided the time for each student and teacher
between the classroom and manual labor and responsibility in an in-
dustrial department- with a fresh start, Emanuel lissionary College
was in a position to set the pace for a balance between intellectual
and practical education for other Adventist schools.6

The first work on the new campus began on the upland part of the
fans in a grove of maple trees behind the old farmhouse. Bull cot-
tages were built and a smer assembly hall was erected. As an in-
dication cf the spirit of sacrifice which prevailed among the leaders,
it is recorded that the money for this project was given by Hrs. P.
r. Hagan, .11. of the school dean. It represented her whole petal-ow]
It should be noticed that the first buildings on the campus provided
for the sonar institutes for teachers, these institutes became a reg-
ular feature of the 3.11.0. program as the elementary and secondary schools
increased.

Manual i'raining had a large share in the plans of the school.
Ibis was shown by the fact that the first two large buildings on the

new campus were the Domestic Arts Building and the Manual Arts Building.

 

6!. A. Sutherland, "Prom Infancy to Youth,“ Pounder'e Golden
Why—glean Po 2}.

Tchnw. M Legion, p. 59.

78
these new structures were named for the purpose for which they were
intended to be used eventually, but in the meantime, until more con-
struction was comleted, they served as dormitories and for the other
school needs. Classes began on the new campus in the fall of 1902.
Ire. I. I. Straw, one of the students that year, later told of the
school's attitude toward the work progru. She said: 'If one thing
was stressed above all others, it was that the hand as well as the head
and heart should be trained for usefulness. . . Here nnual labor was
crowned with a halo of dignity, something deserving of our deepest re-
spect, and most earnest endeavors. It was impressed upon us that the
education given in our schools was to be different from that of the
worldly schools because we were being trained for a different kind of
work."8

i'he policy of having no graduation or panting of diplomas, which
was pointed out in the previous chapter under the Sutherland adminis-
tration, was continued when the school was set up at Berrien Springs.
Prominent on each page of the calendars for the years 1902 and 1903
was the thought, W1 Missionry College stands for educational
reform.‘ l'he classical courses were abandoned, and mthing that even
sameked of the old type of education was dropped. “Reform“ was a
ready watchword as every effort was nde to practice the I'blueprint".
i'he school attracted young people who were mature in their thinking,
and whose min goal in life was to serve humanity. Professor .1. G.

 

8Barbara Phipps, "rho Heritage of 3.11.0.3 Lake Union Herald,
nnx (lovember 11, 19117), 8.

 

79
Lemson, in describing the academic standards of the school at that time
said: "the incentives to study, so prominent in other schools, were
repudiated. he love for preeminence in classwork, development of
class spirit; the rewards and .olumouts so often held before students:
the desire for display and preformont which abides to a greater or
lessor degree in every human heart; the poniso of promotion and all
graduation glories,-all these were me aside. '9 The school an
premise certificates which showed the student‘s achievements, and of-
ferod to give proper recomendation to those who qualified as competent
to go to the mission fields, but the policy was plainly stated in the
school bulletins, "Degrees and diploma are not granted.“

A real crisis came to the struggling college when suddenly in 1909
President Sutherland, Dean P. !. Hagan, lies I. Bessie De Grew, and
hrs. ‘1. Druillard resigned from the faculty to start a self-support-
ing school in ladison, fennossee. llder N. I. Iaublo of Illinois was
brought in as Sutherland's successor, and the academic policies remain-
od mch the same. It was a time of difficulty, because the school pro-
gram reflected to a great degree the personality and drive of the
faculty group which left. no prospectus of that year gave a clue to
the serious mind of the new staff, as it stated: “All students are

10

expected to be wristians, having a definite object in view." here

were three min divisions to the curriculum, under the headings of

 

9Justus G. Lamson, “an. Past Twenty Years of Achievement," Pound-
er's Golden Anniverfl Bulletin (Berrien Springs, Michigan, 19255,
no 24. 25.

Ion-.On. pa 2*.

80
Intellectual Classes, Industrial training Classes, and Practical Ilia-
sionary training Classes. fhis line-up of courses and the general
tenor of the prospectus suggests that the new administration night have
lacked some of the spur: of the group which left, but that a very sim-
ilar program would be continued.

Under llder Xaublo's direction, the students were encouraged to
share responsibility in the. industrial program with their over-bur-
dened teachers. Since the enrollment was relatively mil, the students
were taught to think of the school as a family and to tab care of the
school property as if it were their own.

Professor Lamsen reported a case which showed that the idea of
«non ownership and responsibility really took root with some of the
students. A young man was tahon in before the faculty for discipline.
He had taken his young lady-friend for a buggy ride, with neither per-
mission nor a chaperon. fho student admitted that he had taken the
young lady for a ride, but he claimed that his action was all rifit.

He ashd, “Are we not taught that all this property here is our prop-
erty?“ When answered in the affirmative, he replied, ”Then I don't

see how you can discipline no, for all I did was to take '.”' horse,

and hitch him to 'my' bugg, and take 'w' girl out for a ride.“

Lanson remarks that ”little by little the word 'cooperation' was drop-
ped from the calendar. .11

i change in policy was brought about in 1908, when Professor 0.
J. Graf became president of the school and steps were taken which

“lumen, p. 25.

81
enabled Emanuel Missionary College to take on full college status.
a hint to what was coming might have been noticed when the new presi-
dent was hired, for he asked for a few weeks leave, before he took
over responsibilities at the school, that he night finish work at the
University. Under Graf's- leadership a solid curriculum was developed
and 1909 witnessed the first graduating class of Enamel Hissionary
College. The next step was taken in 1910, when the Lake Union Con-
ference authorised the incorporation of the school under the College
Act of Michian and empowered it to bestow literary degrees upon its

graduates.“

It might be expected, from former experience, that the
pendulum would swing back the other way and that mch which had been
gained by the move to Berrien Springs would be lost. However, this
was not the case, Professor Graf was an educator who believed in the
program outlined in the 'blueprint', and contrary to the interpreta-
tions of some of the leaders, the "hluoprint‘I did not condmIn the new
policies. is recorded by Barbara Phipps, "Under the leadership of 0.
J. Craf, the school was mde conscious of the deep spiritual needs of
our youth, and the vision of world-wide service which has sent our
graduates to the uttermost parts of the earth.'13 fhe College ude
great strides in development and growth under the well-balanced pro-
gram of President Graf.

Since the new policy of the Graf Administration nrlned the end of

 

Springs, flichigan, 195 , p.

130m. Heritage of was.) a; Union Herald, mu (November
11. 19h7), s.

12Emanuel Missionar College Bulletin 12551-255.- ILIII (Berrien

82

fluctuation from degrees to no degrees, it might be well to snake a few
observations on this utter. than the school began in httle Creek it
was under qualified men who were‘trained in secualr universities. It
was difficult for thu to fully comprehend the philosophy of the 'blue-
print“, and of course since this was their first attnpt at education,
Seventh-day Adventists had no precedent to go by. Mistakes were nde
and disaster came to the school in 1882, and it was closed. After this
experience it sens natural that the church leaders should veer to the
other extras, and it will be ruembered that lire. Ihite spoke against
this attitude. Professor Graf came upon the scene when there was some
confusion among Seventh-day Adventist educators on the matter of grant-
ing degrees. Union College in Lincoln, lebrashm,was one Adventist col-
logo which no granting degrees and giving out diplomas. the Adventist
youth were asking, Why is it wrong to have deplomae and degrees at
llnnuel Hiesionsry College, while it is done at Union?“ In this situ-
ation, Professor Graf appeared to be a man who understood the past em-
perience, clearly saw the problu, and answered it by standing firmly
for the principles of the I'blueprint", while at the some time he held
out for a strong curriculum of solid and practical courses.

The position of lire. lhite in regard to having Adventist schools
accredited was made quite clear in the we; and W of October
15, 1903, She wrote, “The youth and those more advanced in years to
feel it their duty to fit themselves for work requiring the passing
of certain legal tests should be able to secure at our Union Conference

training schools all that is essential.“ Yet tunnel llissionary

83
College would not even graduate its students for five years afterward.
Ioday Adventist educators use the quotation above as a basis for ac-
crediting their schools. Seventh-day Adventists operate a grade A
medical college and dental school at Lona Linda, California. In order
to meet legal standards, the students at these schools not receive
their premedical and predental training in accredited colleges. be
same requiraents hold true for students who wish to be accepted for
advanced study at the universities, or to fulfill specifications for
state teacher's certificates. lven thou@ the requirements for ac-
croditing schools are questioned by some Adventists today, the stand
taken by Emanuel lissionary College in 1910 is still guiding the Ads-
ventist educational system.

Notice should here be taken of Battle Creek College which was re-
vived in 1903 and continued until 1938, part of that time functioning
mainly as a Junior college.“ As has been mentioned earlier, on April
16, 1901, the College plant was sold to the Battle Creek Sanitarium
constituency, to be used as a hone for the American ledical lissionary
College. Por two years classes were carried on at the school and it
functioned without a name. This my son strange, but it must be re-
membered that the medical school was legally conducted under a charter
from the State of Illinois, and the last part of the course was taken
in Chicago. he classwerk carried on at Battle Creek was closely al-
lied with the College before its removal. the problems which culmin-
ated in 1903 included the following items: pranedical requirements were

 

11%}: Ettle Creek m aa__;__d leg; (December 15, 1993), 9:3.

81:
made more rigid and reached the point where the medical student must
receive his training in an accredited high school or college: there
were several hundreds of Adventists, still living at Battle Creek,
who needed educatioml facilities for their youth: and since the or-
iginal charter of the College would not expire for years, the school
was revived under its original name.15

Difficulties between Dr. Kellogg and the denominational leaders
were reaching the crisis stage at this time, and the opening of the
College only served to make these conditions worse. Finally, about
1907, the control of the Battle Creek Sanitarium, and consequently
the revived College passed entirely out of the orbit of the Adventist
church. he American lledical Iissionary College, because of the in-
creasing pressure from raised standards, merged with the Illinois State
University in 1910.16 Dr. Kellogg soaed intent on keeping Battle
Creek College in operation, even after the herican Medical hissionary
College ceased to exist. He contributed sixty thousand dollars a year
to the nintenanco of the College, so it is reported, until by the time
it closed in 1938, he had a million or more dollars invested in it.”

Industries have been a very important part of hanuel lissionary
College, from its beginning. he first industry at Berrien Springs was
agriculture which began with the purchase of the farms in July, 1901.

Since the school is located in the fruit bolt, the vineyard of about

 

1‘J-Christ's last E25322: p. 132.
16Christ's M Legion, p. 1%.
1'73::tt1e Creek @3333; ap_d Leg (December 15. 1918), 10:8.

35
thirty acres and the mall fruits section were an important part of
the farming in the first years of the school. hirying, first with
Red Poll cows and later with Cuernseys, Jerseys, and Holsteins has also
been a prominent feature of the industry. During the presidency of
N. I. Enable (190144908) and the farm managership of Sidney A. Smith
(19181-1928) poultry raising and egg production were energetically
promoted. he first greenhouse was erected in 1918, and another in
1939-19h1 have added that feature to farming, while urdening has
ever occupied an important sepent of the industry in supplying food
for the school cafeteria. Agriculture is more than an industry to
supply work for the students and food for the school; it has become
one of the major courses in the College. hamol Missionary College
has set the pace in the basic industry for all of the Adventist schools
and for may years has offered the most complete course in agriculture.

In other industries have been prominent at hauol Missionary
College from the beginning; namely, carpentry, which metamorphosed from
the building and construction in the early days to the College Used
Products, which appeared on the Board Minutes from 1923 forward, and
printing, which had its beginning on Septasber 11, 1901. On that date
the College hoard bought a private printing business for the price of
its debts of $516.78. The printing business was first located in
rented quarters in the village and was known as the “Training School
Publishing Aucciation.‘ larly in the owner of 1902, Advocate Hall
was erected on the new agar, and named after the Department of Ido-
cation Journal which the school press printed. Chis building served

86
as the home of College Press until 19% when it was replaced by the
new Industrial Arts Building.

more were also several lesser industries at the College. i'ho
laundry for .ny years was carried on for the needs of the school
family alone, but in 1955 it was advertised in the neighboring coma-
ities as a 'comercial laundry', and in that sense is one of the new-
est indnstries. Broom mung, which was operated for a brief time as
a private industry; dressmaking, which had a short experience from
1919 to 1923; and canning, which began in 1901* for the purpose of pre-
serving all the surplus fruit was continued until 1928, all made their
contribution to the balanced proaam which has been attempted at h—
manuel Missionary College as it has followed the “blueprint“ of help-
ing its students in the harmonious development of the head, heart, and
hand."

Another consideration of the industrial program concerns the
monetary side of the various enterprises which throng: the years have
furnished the means for a large portion of the enrollment to obtain
a wristian education at tunnel Missionary Cello go. On the other
hand, from the standpoint of the school, the industrial program has
furnished the College with students and cash which is so necessary in
a nall private institution with only limited financial backing out-
side its own personal resources.

A very inportant part in the decision to move Battle Creek College

 

Y—

18
hmott x. Yando Vere, Official historian of the College supplied

most of the material on the section about the school industries.

57
involved the financial policy of the “blueprint' which called for shun-
ning debt and maintaining a sound economy. In the construction of the
new college plant, it sewed necessary to erect the basically needed
buildings as quickly as possible, and of course some debt as incurred.
i'he sale of Christ's M gossong provided Inch substantial aid in
the earlier years,19 but tunnel Missionary College was constantly
growing and expanding and the financial needs were great. True to the
sentiment of working for the ideals of the "blueprint“, which remained
quite constant, a movement was begun in April 1915 to rid the school
of debt.

Perhaps the most important part of any school is its students,
and their loyalty and spirit go far in mining the institution a suc-
cess. School spirit ran high at the College, as the students under
the enthusiastic leadership of one of their mulbers, H. J. Ilooster,

20set out to raise five thousand dollars,

a red-haired boy from Chicago,
their apportioned share of the debt. The campaign was aided by the
first number of & Student Movement, which since its appearance in
August 1915 has been the school paper and the student's means of dis-
persing the spirit of loyalty and enthusia-. By the beginning of school
in September there were thirteen hundred dollars yet to be raised. no
campaign seemed to go slowly during the fall, but the spirit of enthu-
siamn and devotion did not vanish, which fact was shown by an article

in the Doc-her issue of the Student Movement, Whether in prayer bands,

 

191'. Joyce, 9; §tudont Movement, mv (March 15, 1939), 5.
203. J. nooster became president of 1.11.0. 22 years later.

88
worship, or chapel, the nutter of the debt is heard in every prayer.“
“Victory my“ was December 19, and exactly a month later Conference
funds finished off the debt.21 Part of the closing exercises that
year consisted in the burning of the notes, signifying that Emanuel
Missionary College was debt from"!2

Student leadership and school spirit were very strong throng:-
out this period. It was evidenced in the publishing of the Student
Movement, and the sentiments expressed in its editorials. It took
the form of deeds, when in the school year 1918-1919 though classes
were twice suspended because of the influenza epidemic, the student
body went out and raised over twelve hundred dollars in one day for
missions. Although the enrollment barely passed the three hundred
mark in January 1919, school spirit again asserted itself that spring
when the students raised six thousand dollars in 29 days for a new
msic building.23

An indication that the vonturesome spirit, shown in the founding
of the school at Derrion Springs, was still alive was manifested when
the College unveiled its own radio station, I II M C in 1921. “Ibo
Radio Lighthouse“ was operated from 1921 to 1929. his project was not
as important in the light of its accomplishments as it was in demon-

strating the underlying purpose of the school. no station was not

 

21Laurence Downing, “3.M.IC. Spirit Through the Years,“ _i_h_e_ §t_u_-
dent Movement, XXIII (March 17, 1928), 1.

221. Joyce, & Student Movement, 1111 (March 15. 1939), 5.

23Downing, p. l.

89
used as a commercial venture, but rather as a missionary enterprise.
In 1925 the students rallied behind the struggling station and raised
$5,000 to beep l E M C ,ono of the country's earliest radio outlets,
on the air.214

i'ho first period of Manuel Missionary College, from its be-
ginning in Berrien Springs until the golden anniversary of the school
in 19211, was a triumph for the “blueprint“ of the Adventist education-
al system. the period ended much as it bean with a building and ex-
panding program under the efficient leadership of President Traderick
Criggs. Several new buildings were erected during his administration
which lasted six years. The pioneers of the school's early days, who
gathered at Berrien Springs March 11, 192”, for the Golden Jubilee
of the first Adventist College, expressed thanselves freely as they
observed the progress which had been made through the intervening
years and rdnisced about the hundreds of classmtes scattered around
the globe carrying out the original purpose of the school. they were
glad for every sacrifice made in the past to promote Guistian ence»-
tion, and testified to the wisdom shown in founding the school in

Derrien Springs.

 

 

2 w a
l‘Downing, p. l.

03mm: VIII
can EXPANSION up new or mac. 192L1956

the history of Emanuel Missionary College over the past thirty-
two years has been largely a story of growth and expansion of the
foundation and framework which was erected earlier. he account of
this period deals more with the struggles involved in nintaining
and enlarging that which already existed, rather than experimenting
on a charted, yet untried w. This period witnessed the growth and
development of the physical plant of the College, from a few build-
ings, quite overcrowded and moagorly equipped, to a well-planned cam-
pus with nny modern structures, amply furnished to accomplish the
task required of modern education. he ambition to achieve the ideals
of the “blueprint“ has ronined a prominent part of the College pro.
gram, while the scholastic goals have been progressive, though not
compromising with long-held principles, yet not entirely aloof from
the educational world, at large.

An educational institution, worthy of the name, must be more than
buildings, and yet buildings are important essentials which mark a
school's progress and utility. he growth of the physical plant of
bowel Missionary College, during this last section of its history,
1. divided into two different eras by world war II. Up until 19!»
buildings were erected in much the same manner. As a need arose and
the means were secured, buildings were constructed, usually one at a

time, and were built without the benefit of minder plan for the

91
campus. In the latter part of the period, construction was carried on
as a part of a long-range program or series of programs to mold the
College plant into a well-planned modern campus. Also characteristic
of this period since 1910 has bemn the substantial backing of the build-
ing program by the Conferences in the Lake Union as they have endeavored
to keep the College on a stable financial footing. Buildings on any
campus soon come to mean more than the mere orderly assembly of build-
ing materials, so as to serve the utilitarian needs of the institution.
Buildings are linked to living experiences and remembrances and thus
become important itus in the history of a school, especially as they
indicate trends of growth and life which are identified with the found-
ations of the institution.

Student and faculty cooperation was dmsonstrated in the erection
of the new Auditorium in 1926. Student enthusiasm was put to work to
help raise the forty thousand dollars needed to build the Auditorium,
which was planned to seat twelve hundred people. h larch, three-
fourths of the goal was reached and construction was soon begun under
the supervision of J. n. Sanipson. All of the work on the building as
done by the students and teachers. no first meeting was held in the
new chapel on lbsnksgiving my, that year, and eleven months later a
new Moller three-manual organ was added)

lven a depression cannot stop school spirit. fhis fact was dem-
onstrated when in April 1931, the students of Mel Missionary Col-

lege accepted the responsibility to raise “Twenty thousand in six weeks“,

 

llaurence Downing, “D.M.C. Spirit Ihrough the Years,“ 11;; §_t_u_p
dent Movement, mu (March 17, 1933), 1.

92
for a new Science Hall. he first of May the official ground-breaking
was held for the new building. Much of the success of this undertake-
ing was attributed to Dr. Moon, the head of the Science Department,
whose energetic influence led to the completion of the building in
1932.2 There are many experiences involved in the struggle for a much-
needed project, like this, which sake the achievement mean much more
to a school than simply the mterial gain of another building.

the industrial progru at the College was a definite aid in keep-
ing up the enrollment during the depression years, when it was neces-
sary for so many students to earn their way through school. One of
the largest industries at the College was the woodworking shop, which
was begun about 1923 and was favored with a marked expansion during
the 1930's. An important step was taken on January 1, 193‘}, as the
factory at Dreadview College, in Illinois, and the plant at l.M.C.
amalgamated as the College Vood Products, under one unagement. Ibis
Joint arrangement continued until it was terdnated in 1952. The Col-
lege Iced Products plant we moved into its new brick structure in
August, 1935. his new building, located on one corner of the campus,
was of simple one-story construction with a floor space of 31,800 square
foot. rho College Vood Products, carried on a strong program during
the depression years and since, and has been the means by which many

students have been enabled to acquire a college education.3

 

 

2Downing, p. 1.

3II. I. Vanda Vere, the official College historian in personal
notes to me on the growth of the industries.

93

hasnuel Missionary College was granted Junior college ranking
by the Morth Central Association in 1922, and after that time the suc-
cossive adIdnistrations of the school worked toward the goal of full
accreditation which was finally achieved in 1939. One of the big
steps taken toward reaching the desired goal was the erection of the
James white Memorial Library in 1937. Before this the library facil-
ities had been very meager and crowded. i'he new brick building of
fireproof construction, had ample space for two hundred students in
its reading rooms. Its stacks which are now crowded with over l$7,000
volumes, were at the time of the erection of the Library thought to
be collodius as they accomdated the 20,000 volumes with room to
spare.” The dedication of the new Library was held at conencement
time in 1938.

i'he coming of Vorld Var II and the years which followed, ushered
in a period of great expansion at hmumel Missionary College, As a
prelude to the expansion, the Engineering Building, housing the cen-
tral heating plant, laundry and maintenance departments, was built in
19%. In 19“, President H. J. nooster announced the expansion plans
of the College Board which had authorised the expenditure of 8175.000
during the next two year ported. Ihis was a definite step toward the
formation of the modern campus at B.M.C. In this two-year program em-
phasis was placed on the industrial phase of eucatien, as the first

building erected was the new home for the College Press. the second

 

elMissio 001ng3 Bulletin 195kl955, 11.111 (Berrien
Springs, Michigan “955; 25.

9M
floor of the structure was planned for vocational training classes in
printing, woodworking, and nchine shop. me next building added to
the campus was the new Administration Building, begun in 19k? and fin-
iehed the following year. This fireproof brick structure, completed
at the cost of $150,000, housed the administration offices, offices
of instructors, and classrooms. With the completion of this structure
the two-year plan for campus expansion ended.

Anticipating the end of the war and the return of veterans to the
College, the new president, Alvin V. Johnson, on March 10, 19%, an-
nounced to the student body the Beard' s approval of a second expansion
program with an outlay of $190,000 covering a six-year periode? fhis
building program has been extended to the present time with the esti-
mated costs soaring correspondingly. The first need cared for in this
plan was Lemson Hall, a new fireproof one hundred and fifty room wo-
men's dormitory. his new building filled a real need when the enroll-
ment, swelled by returning service men and women, went over the twelve—
hundrod mark for the first time in 19147, the year the new. dormitory
was opened.

rho teacher-training program was greatly aumentod by the con-
struction of the Bducation Building in 1918. his new structure was
built beside the Administration Building and was of similar construc-
tion, except it was only one story in height. It housed both the

eluentary and secondary training schools, and was so constructed that

 

 

5"Board Approves $180,000 Building and Improvmnent Program,“
113; §tudent Movement (March 10, 19m, 1.

95
each school occupied a separate wing of the building, yet could share
the large assembly room.

rho other buildings constructed in the expansion program have in-
cluded the following: in 1950, the Physical Education Building used
also as a large auditorium for capacity audiences; the following year,
the College Servi co Center containing a superImrket, bookstore, barber-
shop, beauty parlor, and post office; in 1953, the three-story brick
Music Hall: the Agricultural Building in 19514; and, the Life Sciences
Building, erected in 1955, providing for the Departments of Biology,
Home Bconomics, and Nursing Education.6

In all of the expansion and growth of Emanuel Missionary College,
one is reminded of a conscious attemt on the part of the administrae
tion to work toward the ideals of the “blueprint“. This is especially
true in the matter of industrial education. One of the purposes in
relocating Battle Creek College in 1901 was to get out of the city and
its environment, and another, equally important reason was to acquire
land where the students could engage in agriculture. In an unsigned
article in the Lake Union Herald on “Modern Agriculture at B.M.C.,“
the program carried on in farming at the College first was Justified
by a quotation from Mrs. Ihite which said, “In the cultivation of the
soil the thoughtful worker will find that treasures little dreamed of
are opening up before him. . . rho constant contact with the mystery
of life and loveliness of nature. . . tends to quicken the mind and

 

bHummusl Missions College Bulletin 1955-1956, HIV (Berrien
Springs. Michigan. 1955 . 25-

96
refine and elevate the character, and the lessons taught prepare the
worker to deal more successfully with other minds.“7 lhis article he-
dicated two things: first, though Mrs. Ihite has been dead since 1915,
.Adventist educational leaders are still using the instruction she gave
as a guide to lead them in their planning; second, the definite part
agriculture has continued to occupy at the College since the time it
was relocated at Berrien Springs in 1901.

Mindful of the “blueprint“ the College has expanded its former
acreage until at the present time it has approximately 330 acres.
Under the direction of a capable staff of teachers the Department has
carried on a seven-point program, the chief aim of which has been to
strengthen agriculture education throughout the denomination. .As stated
in the article, the four inediate obJectivos of the school farm are:
l. to serve as a laboratory for students in.agriculture; 2. to provide
help for students on their expenses: 3. to act as a commercial enter-
prise serving as a model in business magement; l». to supply fruit,
vegetables, eggs and dairy products for the school cafeteria.8 these
obJectivos correspond with various purposes suggested in the “blue-
print“, and they also indicate why Immanuel Missionary College, since
its beginning, has been the leading.Advontist college in.agricultural
education. i'he Department, for several years, has offered two courses;

one leading to a certificate, after two years study; and the other

 

7"Modern Agriculture at r.u.c.-, Lake Union Herald, 11. (January
6, 19m. 16.

8
“Modern Agriculture at B.M.C.“, 16.

97

leading to a Bachelor of Science degree in Agriculture.9

rho leading industries at the College at the present tine, be-
sides agriculture, include the Bindery (beginning in 1931} as a private
industry and becoming an official industry of the school in 19%),
College Wood Products, College Press, Service Station and Store. Be-
sides the industries, worl: is provided for students at the cafeteria,
in the engineering, maintenance, and custodial departments. The fol-
lowing figures indicate the value of the industrial program. Be the
student it is education and the means to an education. !o the admin-
istration it is a means of cash income and an enlarged enrollment.

1955 incomes:

Industrials $633,006.9h
Cafeteria - 183,760.94.

Total $816,767.78

1955 gains:
Industrials - $3“.27o.63

Cafeteria - 22 ltl6.8
1...; W

10
1955 total value of labor supplied to students was $312,362.00.

 

A long felt need along Seventh-day Adventist educators, has been
for an industrial arts course which might be offered to those students
whose aptitudes and interests could best be served by such a course.
This need was at least partially met when a two-year curriculum in
Vocational Arts was announced to begin in 1955. Included in this course

were: Machine Shop I, II, Blueprint Beading, Sheet Metal Iork,

 

9"Modern Agrimlture at 3.1!. C.“, Lake Union Herald, n. (January
16, 19kt). 16.

10m. B. I. Yande Vere, official statistics from E.M.C.

98

llaterials of Industry and Manufacturing Processes, llachino flop III,
IV, Oxyacetylene lolding, Arch Holding, and Auto Mochanics.u In re-
porting on the work in this curriculum, reference was made as usual
to the “blueprint“.12 .3“ training is deserving of far acre atten-
tion than it has received. Schools should be established that, in
addition to the highest mental and aoral culture, shall provide the
best possible facilities for physical development and industrial train-
ing.“13 Again it should be noticed tint although they have been slow
in following out the “blueprint“ in any ways and are still far fron
reaching all of its ideals, Adventist ehoational leaders are making
attempts to follow the pattern. An observation might be in order here,
the instruction given to Adventists along this principle of industrial
education came to then at‘a time when the secular schools, on the nest
part were doing little or nothing about it. Adventists nigit have fol-
lowed their professed faith in the 'blueprint“ more closely and become
leaders in the field, instead they lagged behind in industrial educa-
tion, and let the secular schools set the pace.

During this period in the history of tunnel Ilissionary College,
great strides have been made in developing a standard in curriculum,
staff and physical plant which be not the specifications of the

 

11'3", Industrial Arts Program low Offered as n.u.c.", m. we;
Herald, EVII (July 12, 1955), 16.

12.1. G. Galusha, “A Report on Auto Mechanics,“ Lake Union Herald,
ELVII (Bovenber 15, 1955), 8.

131nm o. lhite, Education (Mountain View, California, 1903).
Fe 2180

99
accrediting agencies of secular and denominational education. {rho
College Bulletin states: “Emanuel College is accredited as a college
of liberal arts by the North Central Association of Colleges and
Secondary Schools, and is approved by the State Board of Education of
lichigan and the Bew York Board of Regents. W College is a member
of the Association of Alrican Colleges.“1n Since July 28, 1910, when
the school was incorporated under the College Act of the State of lich-
igan and empowered to bestow full literary honors on its graduates,
Emanuel Missionary College be broadened its curriculum until at the
present time it grants degrees of Bachelor of Arts in liberal arts
courses, of Bachelor of Science in eight courses, and of Bachelor in
Busic Education.15

Since the days of President Graf's administration, beginning in
1908, a definite policy has developed which included an effort to fill
the College staff with teachers who were qualified in their acaduic
training, and who were also devoted to the ideals of the “blueprint“.
l'rdquent references are made to teachers attending the universities
during the summer, or special leaves of absence so requirements might
be fulfilled to meet acadaaic specifications. In his annual report
to the Board in 1955, President P. V. Christian said, in speaking of
his staff, that hunuel Missionary College had a faculty second to
none in Seventh-day Adventist schools. The present staff of forty-

eidit, of when twenty-three are women, include the teachers at the

 

lhBulletin ESE-1.955.. p. 22.
”Bulletin $911-$951. 1). 39.

100
elementary and secondary training schools. He reported that of the
total staff, fifteen hold doctor“ s degrees and thirty-four master's
degrees. to show that the aphasis was not on degrees alone, (Pree-
ident Christian stated that the aim was still paramount at 1.11.0. to
keep the school as a missionary college.16

In the original “blueprint“ for the Seventh-day Adventist educa-
tional system there was outlined a plan calling for the harmonious
development of the whole person. A very definite part of the educa-
tion given at an school is the social life of the institution. The
social activities at Emanuel lissionary College include the Student
Association, of which every matriculated student is a member, the
dormitory clubs, and the departmental clubs. There are no fraternities
or sororities, but there are several programs and social events through-
out the year. ltusical organisations such as the College Orchestra,
Bend, the glee clubs and choir, and a special group of singers known

17 Some of these groups travel

as the Collegians are very active.
throughout the four states“ of the Lake Union Conference giving pro-
grams for the school.

l'he emphasis is placed on religious training and activities at
the College. Besides the daily warships, and the chapel periods, there

are special week-end services each week with opportunity for much

 

161’. I. Christian, “A Report on handel “Missionary College,“
Lake Union Herald, nm (February 15, 1955), 8.

17m1etin 1259-;955, pp. 28, 29.
"on. four states are: Illinois, Indiana, Michigan, and Wisconsin.

101

student participation. there is a high interest at the school in
training for foreign mission service. An example of this interest us
shown in 19% when in response to a call, one hundred and fifty young
men and women signed cards indicating their desire to serve God in
some foreign field.19 Each year the students of the College raise
thousands of dollars in the Ingathering campaign (the church's yearly
drive) for missions. The students carry on a definitely planned mis-
siomry program in the surrounding commnitie s, sponsoring such ac-
tivities as temperance teams, sunshine bands to hospitals, Jails, and
homes for the aged. Bach year the students have a special week dur-
ing which they conduct a “Quest Ber Christ.“ The whole program of the
College is carried on in such a ny as to make mlristianity appealing
to youth.

So far in this study on the Seventh-day Adventist lducational
System, most of the attention has been focused on Battle Creek Col-
lege and its successor Manuel llissionary College. be reason for
this emphasis is not that Adventists place more importance on higher
education, for such is not the case since, the whole syst- has been
developed. Rather the story of the College is stressed for the follow-
ing reasons: for several years the College was the only school con-
alctod by Adventists in Hichigan: the struggles for developing a school
like the “blueprint“ were first and more clearly worked out in the

College; the general sponsorship of the elementary and secondary

 

19-g.u.c..r.r.ign llissions,“ m. Union Herald, mun (July
2: 19%): 8’

102
schools came from the College and its training school: and, the “blue-
print“ principles are very similar for the entire educational systmn,
so that much repetition would be given if the complete stories were
told of all the schools. However, the entire history of the systas
met include something of the other schools.

The distinctive features of Enamel Missionary College are very
similar to the distinctive features of all Seventh-day Adventist schools
of every level and in any country. The following distinctions are
given as seen by a Seventh-day Adventist educator. Seventh-day Advent-
ists are by no means unique in those distinctions, yet put all together
in one system they bear the stamp of the “blueprint“ and hence are
mined as a separate and distinct organisation.

Immanuel Missionary College is distinctive in its industrial and
self-help program. This feature has drawn favorable consent from edu-
cators outside of the denomination's ranks. One of the benefits de—
rived from this program is that students leave the school already ac-
quainted with the meaning of work. 'fho employment program also con-
tributes to the democratic ideals of the campus, and lends emphasis
to the dignity of labor.

A second distinctive feature of B.M.C. is its attitude toward
intercollegiate athletics. Uith the heavy denmnds for time in the
industrial program, there is no opportunity for developing teams for
intercollegiate competition. Then too, it is felt by the administra-
tors that toc much emphasis on competitive sports deters from the main
objectives of the school. The College leaders plan for a physical ed-

uoation and recreation program including as many of the student body

103
as possible, thus mking athletic activity available to may instead
of narrowing the program to a few as would be the case in intercolleg-
iate sports. 'nley conduct an intra-mral sports schedule with free
participation.

i'he all inclusive character of the social program is another dis-
tinctive feature of 1.11.0. campus life. more are no fraternal organ-
igations, and the extra- curricular activities are planned to foster
participation by the greatest number of the student body.

Other distinctive features are: a strong educational program
to build a systas of honors work, placing character building as a
paramount obJectivo, and inculcating in its students a desire to excel
not for personal min or glory but for the benefit of others: and,
finally, the devotion of the faculty to the principles of Christian
education. As an enminer of the College once rmnarked, “It would re-
quire no great effort on the part of the examiners to call the ac-
tivities of the devoted faculty of this institution 'contributed ser-
vices.”20 It should be remembered that those distinctions were
pointed out by a president of the College, and possibly his evalua-
tions are biased, but at least those appraisals serve to show how
Adventists view their own system of education and why they conduct

it as they do.

 

203. J. Ilooster, figmonhwewrald, XXII (Angst l, 1939), l.

CHAPTER II
ADVERTISE SECONDARY EWCATION IN MICHIGAN

i'he Seventh-day Adventist educational system, like that of my
other churches began at the top with the college. In Battle Creek
College at first there was little or no distinction between the college
level classes and the secondary level. For sometime the classes which
would ordimrily be called secondary courses were carried on as make-
up work for those students whose former training was deficient in prep-
aration for college.

Many of the early Adventist schools which started between 1882
and 1900 were called academies, but later they grew into colleges.
fhey were not prinmrily designed for secondary work, but rather to
serve their own local areas, far removed from the College at Battle
Creek. Ihose schools were called upon to supply teachers, ministers,
and other professional workers, so that it was necessary to offer work
above the secondary level as soon as possible. Examples of this were
the first two denominational schools organised after Battle Creek Col-
lege in the spring of 1882. The first of these schools, Healdsburg,
California, became a college three months after it was founded, the
second, South Lancaster Academy in Massachusetts, several years later,

became Atlantic Union College.1

 

J'L‘rflmr w. Spalding, main. _o_f_’ 11;. 110.: (Iashington, n. c.,
1919), 1:. W51.

105

Sometime prior to 1896, the Battle Creek College had developed a
separate curriculum for its secondary students up to the twelfth grade.
i‘his work was under the leadership of Professor Frederick Griggs. his
school, located in the College plant, was simply separated for admin-
istrative purposes, and served as a preparatory course for the more
advanced work.

he elalentary school movement among Adventists, which began in
earnest in 1897, brought with it a need for intemediate schools cover-
ing the tenth grade, and academies giving work equivalent to the high
schools. hese schools were hpt at the tenth grade level as long as
possible by the edncatioml leaders as a favor to the College at her-
rien Springs, because a large proportion of its students were on the
secondary level.

The system of secondary schools in Hichigan began with the found-
ing of Cedar Lab Acadaw, and today there are four such schools in
this Itate. more are also several intermediate schools in Hichipn,
but since they are carried on in connection with local elementary
schools, and sponsored by the churches where they are located, they
will be covered in the next chapter.

he first of these Seventh—day Adventist secondary schools was
located in an Adventist conunity at Cedar Lake Michigan. nu.
schools were called I'acadanies" from the first, and this is the term
used for all Seventh-day Adventist secondary schools since.a fhe word

 

ZClinton I. Lee, Outcomes of Seventh—g Adventist Secongrl
Education in Michi Master's 'l‘hesis written for the Department of
Educat'icn,TJ’une 19% University of Michigan, Ann Arbor, p. 23.

106
"acadeq‘I was a term used to designate a certain type of school which
was established in this country early in its national history, “in op-
position to the formalised Latin gramar school. . . It sought to
give life, meaning, and practical utility to edneation by placing em-
phasis upon the vernacular, the sciences, and the social studies, as
well as upon classical languages. '3 It may be significant to note
that these academies in the United States had to a large extent given
way to the public hid: schools Just at the time when the Adventist
academies were beginning.

Education for their childr- was first started by the Adventist
families living at Cedar Lake, Michigan in the 1880's with Professor
6. I. aviness and his wife as the first teachers.M Villiam 8. Nelson,
an Adventist lumber-an, was one of the leading liaits in founding the
Acadeq. for economic reasons, because work was not easy to bbtain
where the seventh-day Sabbath was kept, may Adventist families lad
moved to Cedar Lake to work for llr. llelson. lhen it became known that
the Adventists were planning te start a secondary school, the Cedar
Lake school district voted to sell a large school building with two
acres of land to the Michigan Conference for the purposes of an Acadw
fer the sum of five dollars and other considerations.5 Professor J.

G. Lamson, the first principal of the school, arrived at Cedar Lake

3lilliam I. Drake, 'l'h__e_ American School i; Transition (new York,
1955). Do 1‘5.

llCaptains.“ of the Host, p. 661.

5:. o. Lomson, In. Story of Cedar Lake Acadasy," Lake Union
_H______,erald m1 (flay 114.1930), 1.

 

 

If.

f.

I‘ll

107
on December 28, 1898, and the final transactions for the transfer of
the property were made. {the first term of school opened January 16,
1899 with thirty students present. A few of the students were Cedar
Lake residents, but most of them came from away.

The first years at Cedar Lake Academy were not easy, and school
was carried on under the most primitive conditiens, but step by step
progress was made in acquiring buildings until a few years later a
fine institution emerged. he educational leaders of the school were
familiar with the 'blueprint" and they endeavored to profit by some
of the obvious mistakes mde at Battle Creek College. the school was
located in pleasant rural surroundings where land for farming was
secured and the work- study program was begun at once.

Cedar Lake Acadew was founded in faith, and from the beginning
the pioneers of this educational adventure had confidence in its event-
ual success. !he advantages its founders saw in the Cedar Lake school
were enumerated in the 1902-1903 bulletin; "he retired location of
the school insures freedom from the corrupting influences of the city.
There is no saloon or ambling hall within three miles. be high and
dry elevation, abundance of pure water, clean neighborhood and. frequent
mails, all make this a desirable location for a school."6

hnamel Missionary College Academy began when the school was lo-
cated in Berrien Springs in 1901. At first the naJority of the students
were on the secondary level, and little attention was given to setting

up a curriculum on the accepted standards of secular education. Later

 

6Golden Anniversary Number of Cedar Memories - 19148.

108
on as the school began to take shape as a college, the secondary school
was separated from the higher levels, and became a part of the teacher
training program.and in 1922 was accredited by the north Central Ae-
sociation.7 '

Because of the large church membership in.mnd.around.Dattle Creek;
school work was continued there after the College moved to Berrien
Springs in 1901. This institution took the name of Battle Creek Acad-
emy and carried on its functions in the old.Dattle Creek College ad.
ministrationzbuilding until Dr. Kellogg revived the College in 1903.8
She next year a small building was erected at 2H5 Kendall Street, and
the school moved in September 6, 190”, where classes were held until
it burned on April 11. 1945. i'he church then started a movement to
locate the school out of the city area on a tract of fertyhfive acres
ef land, where there was rccmnto erect a school plant with.ample ream
fer emphasis on vocational training. After two years in temporary
quarters at the airport, the school moved into its new home at 180
'elch Avenue in the fall of 19%.9

fhe fourth of the llichign Adventist aoadaaies was established
at Belly. though it was the smallest to begin.with it has become the
largest and best equipped today. On September 22, 1901}, the net Mich.-
igan-Conference of Seventh-day Adventists at their annual session in

 

7Lee Ihesis, p. 27.
3Lee Thesis, pp. 23, 25.
9Dattle Creek loadg Bulletin 1352.351, 1). 5.

109

Flint adopted unanimously the following resolution: “That we take im-
mediate steps to raise $5,000 for the purpose of establishing an acad-
emy in the East Michigan Conference. '10 Four days later the president
and superintendent of education, llder E. I. Slade and Professor J. G.
Lamson, were authorized to look for a suitable location for the school.
Their search led them to a farm near Holly. After looking over the
grounds and buildings, the two men knelt in prayer across the road
from the farm, and asked for guidance. It is recorded that, “They
arose from prayer convinced that this was the place for the school."n
The necessary arrangements were ads to purchase the farm, and the
first term of school was opened in the big farmhouse on January 17,
1905 with six students. Later the enrollment reached seventeen. Pro-
fessor and Ilrs. J. G. Lamson, the founders of Cedar Lake Academy, were
the teachers.

The founders of the new acad-y, anon was named Adelphian, set
a good emample in following the "blueprint“. In the first prospectus
a balanced education was promised those who might attend. 'As rapidly
as arrange-cents can be made thorough instruction will be given in
several trades and first-class teaching in the texts. . . The school
was planned to take the place of High School in the Seventh-day Ade-
ventist school system and has been set to do special work in teaching,

moral and manual as well as the mental phase of the bum being."12

 

mAdelgian _Ac_a__demlllakes Pregess (Holly, Michipn, 1959), p. 2.
”Same as above, p. 3.

12;Prospectus of the rirst Term at Adolph-“n WW0" (JM
3. 1905 .

110
Here can be noticed that the school was planned from the beginning as
a secondary school, and the three-fold education of the "blueprint'I
was the paramount goal.

True to the promise, the second prospectus displayed a minus-
with three departments: uanual Training, with subjects listed as:
agriculture, blacksmithing, carpentry, domestic arts, floriculture,
masonry, printing, and sewing; Mental Training, with subjects listed
as academic courses, comercial courses, ausic,and nomal courses;
floral Training, with various courses in the study of the Bible.”
This curriculun becomes all the more interesting den it is learned
that Adolphian Acaduy was only a ten grade school until 191%, when
the eleventh grade was added and it reached full twelve grade status
in 1917.

Since each of the four Michigan deadenies have their own indi-
vidual experiences and are illustrative of various trends and ideals,
the rest of this chapter will deal with comparisons and contrasts.
first, attention will be given to the two boarding academies, which
have so Inch in ecu-on: both were founded under the leadership of Pro-
fessor and Mrs. Lanson; both were located on fans with a definite
aim at following the 'bluepri'at" in education; and since 1931, both
schools have been under the direction of the same Board of Trustees.

Irons the very beginning cedar Labs Loads-w was a boarding school
drawing its students minly from snall rural comunities in western

and northern Michigan. Taming was the basic industry. The big

 

13.1110 Second Prospectus of Adelphii-n MW.‘ (Holly. Inchi-
sum. 1905).

lll
problem was to obtain suitable buildings for living quarters. In 1910,
the original school building, which had been.purchased from.the town
for five dollars, was burned down. But the courageous pioneers laid
the cornerstone ferns new building the very next year. Later on a
second tragedy struckzthe school when.another fire destroyed.the boy's
dormitory. Again the leaders showed their courage by building a lar-
ger and better dormitory on the same site, which was given to the
girl‘ .. In 1927, a brick dormitory was built for the boys, and about
1950 a new gmsnasium‘was erected.

One of the big problems at Cedar Lake during the years has been
the matter of student employaent. There were the usual needs around
the school to be cared for, such.as Janitor service, grounds, laundry,
and cafeteria. Dairying, and general fans work, with a few students
in the print shop and food factory, constituted all the available em-
ployment. not only was eaploynent necessary from.the standpoint of
the 'blueprint', but also because of the economic needs of the students.
In the late thirties there so. much talk of closing the .ohooi.1h It
weathered the depression, however, and in the 1990's had.a very large
enrollment increase. The problem of employment was solved about five
years ago with the opening of a furniture factory.

Adelphian.ioademy, situatedsaLmost halfiay between flint and.Pon-
tiac, and only about forty-five miles from Detroit, drew most of its
students from the urban districts of eastern.lichigan. The growth.of

the school was very slow for the first twenty-five years of its

 

“wean: Labs,” Lake Union Herald, mm (by 9. 1939). so

112
existence. Several inhstries were tried, none of which was very suc-
cessful. The farn, originally about seventy-seven acres, us added to
gradually, and served as the min inchastry until about twenty years
ago. In the early years of the depression there was a great deal of
talk in administrative circles of closing Adelphian as an ecomosw
leasure. In 1931, the last and Iest nichigan Conferences were Joined
together under one administration,” and it was then thoth that
Cedar Labs could easily be enlarged to care for the enrollment of both
schools. However, as a result of some efficient promoting by the fac-
ulty and students, the constituency held out for the continuance of

“Clmue 16

It was the industrial program which finally aided in the rapid
development of Adelphian during the 19140' a, so that today it is one
of the largest and best equipped academics in the entire Adventist
school system. The year 1927-1928 mrloed the beginning of the Adel-
phian lill, a woodworking inhstry, which grew into the largest trel-
lis manufacturing plant in the world.17 It began with a mall invest-
aent in an unused chicken house. Later a wood structure was erected
for the industry, and finally a large cement block, two-story nill

building was constructed with 35,000 square feet of floor space. In

 

15fl__ Years _o__f Progress wi____th Michi chig Seventh-gall Adventists,a
brochure published by the llichigan Conference of Seventh-Day 1d-
ventists, p. 1.

16Facts learned from an interview with Hr. I. P. Ieaver, Jan-
uary 2, 1956.

"Adolphian Acadgg lakes hog... (Holly, lichigan, 19149), p. 7.

113
1953 a sisable addition was built on one side. Under~ the capable man-
agement of I. P. leaver the mill has for several years had a gross bus—
iness around the $Moo,ooo mark. nth the prosperity of tho .111, the
school's enrollment incrdased from about a hundred before the War te
three hundred in recent years. To accomodate this increased student
body several new buildings have been constructed including two large
fireproof dormitories and a central heating plant, which houses a mod-
ern laundry. This past year an auditorium seating fifteen hundred
people has been added, thus making a very attractive campus. The key-
word in Adelphian's progress has been industry.

Both Adelphian and Cedar Lake Acadanies, are accredited by the
University of Hichigan. The curriculum contains the essentials re-
quired by the secular secondary schools, plus a rather wide assort-
aent of practical arts courses and four years of Bible, The social
programs include a variety of lyceum numbers, msic recitals, group
socials and parties. Each school provides for sports recreation with
outdoor courts and fields besides first-class msiums for indoor
activities. The "blueprint" standard of keeping athletic participa-
tion on a wide scale, taking it available to all students, is held to
quite generally and there are no intercsholastic sports. music is pro-
meted and each school has a strong department. In some ways musical
activities occupy the prominence enched by sports in secular schools.
In msic there is some intersohcol activity among the Adventist schools,
however, instead of contests and prises, the competition is lospt at a
ainimum, and cooperation is aphasized by the schools as they train

delegates to participate in Joint choruses and instrumental groups.

11h

At both schools there has been, since their opening, a strong ee-
plmsis on the work-study program. During the past few years, because
of the larger enrollments and the strong industrial programs of the
mills, there has been instituted.a whole day schedule of classes, with
half of the student body in school in the morning while the other’half
is working’and then reversing the situation in the afternoon. Nearly
every student is a working student, thus the balanced.program is pre-
meted.

Battle Creek:and.lmmanuel Hissionary College Academies are both
day schools, and with few exceptions the students live in their own
homes. Both schools attempt to carry on.musical activities like the
boarding schools, and sponsor several social activities, but are defin-
itely handicapped by not having the close association that is possible
in the boarding schools. Both schools have fine modern buildings and
are accredited by the university of Michigan. There is some difference
between the schools in purpose. Battle CreeknAcadsmy is much.the same
as the boarding schools, in that its main purpose is to give a Christ-
ian education on the secondary level, while henna Ilissionary 0.11.5.
acadw has the added obJective of serving as a teacher-training school
for the College students.

Battle Creek.icadamy, in.planning for the new school, secured land
enough to carry on a strong vocational training. Plans for school gar-
dens, shop, auto mechanics, printing, home nursing, and home economics
were all included in laying out the new school building. All of these

plans have not been fulfilled, yet it is important to notice that a

115
noble attempt was made to follow'the “blueprint" in contrast to the

early days of Battle Creek College.

CHAPTER I
EDITH AND HEWMNT OF THE ELEMENTARY SCHOOL 335 TEN

The Seventh-day Adventists elementary school system began in
Hichigan, in 1897. From this humble beginning, Adventist elmnentary
schools have been established on every continent, and in most of the
198 countries where the denomination is working. The latest public
figures on Adventist schools, published in 1955, reveal that through-
out the world Adventists conduct 15568 elementary schools with an en.-
rollment of 222,190 students.1 This rapid aowth in elementary edu-
cation sponsored by Adventists becomes significant to this study,
since it bspn in Michigan less than sixty years ago.

Another significant fact about the Seventh-day Adventist elementary
school program is that it began at a time when the national trend for
chruch-sponsored schools of that level as in the opposite direction.
Iilliam 1. Brake in his recent work states: “From our study it will be
gathered that during the past century church control of formal educa-
tion has been on the wane. This is true for all school levels-u-olsmen-
tary, secondary and higher. Except for the Catholic and Lutheran
schools, church schools, on the lower levels have tended to disappear.
Public schools now enroll about 90 per cent of the elementary school
children. hrollmnts decreased rapidly in privately supported elm

tary schools after 1890; however, since 1920 numerous private elementary

 

)I'Annual Ingathering Appeal," These Times, LXIV (September 15,
1955 s 2'

117

2

schools have been established.“ At the time when the church-sponsored

elementary schools were disappearing, the Adventi sts began their ele-
mentary school system, and the growth of their schools is undoubtedly
recognised by Drake as part of the increase in this field after 1920.
The rapid development in Adventist elementary education cannot
be wholly attributed to the widespread mission school program. 3. R.
Nelson, Secretary of the Department of Education for the nichim Con-
feronco of Seventh-day Adventists, in his biennial report in April,
1955, referring to the elementary and intermediate3 schools, stated:
"During the past biennial period two new records have been set. The
enrollment in our church schools has passed the 2000 mark and the num-
ber of schools has reached 50.” The trend toward acquiring new school
buildings, modernly equipped for efficiency, was indicated in the re-
port as it stated that “almost an average of one new room every month“
had been added for the past two years. Professor Nelson further stated
in his ,report, 'At the 1951! Michigan State Fair the State of Michign
gave recognition to the educational program of the uichigan Conference

of Seventh-day Adventists.'5

 

ZVilliam s. Drab, an; American School _i_n Tmnsition (New no}?
1955)s pp. 129 13°

3'l'he term I'intermsdiato" school as used by Seventh-day Adventists
usually applies to an elementary school which includes grades 9 and 10.

“H. R. Nelson, Biennial Report of the Michigan Conference of Seven-
th-day Adventists Department of Education 1953-1955, p. 2.

5Professor Nelson, along with eleven other educators, were pro-
sonted awards in "appreciation for civic devotion, sense of responsi-
bility, and devoted connmnity leadership in the field of education
exhibited in behalf of the children of Hichigan.‘

118
larlier in this paper it was noted that Adventists were giving
attention to the nutter of Giristian education for their children as
long aw as 1853. These early efforts were sporadic and were carried
on as private ventures. About three weeks after the first denomination-
al school was started at Battle Creek a significant article appeared

in the Review and Herald under the caption, "Our School,“ in which the

 

development of the elementary school system was predicted as followsl
'Although the heart of the work will be at Battle Creek, I confidently
expect it will quickly assume proportions that will enable it to ex-
tend branches into all our churches of large membership, for the in.-
struction of children and such as cannot avail themselves of a course
of study at Battle Creek. . . I do not know why young ladies could not
qualify themselves by a course of study at Battle Creek, to serve as
teachers of select schools in our large churches, giving instruction
in the comes and higher branches of English, and in the principles of
our faith and hope."6 It was not until twenty-five years later that
these suggestions materialized and the Adventist elementary system be-
come a reality.

As in the other branches of the Adventist emicational systu, the
messages from Ire. White paved the way for the beginning of the elemen-
tary work. As early as 1885 she had written in a letter, We should

have primary schools in different localities to prepare our youth for
our higher schools. '7 During the next few years much instruction was

 

5A. Smith, Ian:- School,“ Review as; Herald, 1:. (June 25, 1872),10:3.

71311» G. lhite, Testimonies to Ministers (Hountain View, Cali-
fornia, 1923)s P‘ 2990

119
given by Mrs. Vhite concerning the opening of schools for elementary
education. In 1891} she urged each church to start its own school even
if there were only six children. She foresaw the country dotted with
Seventh—day Adventist school buildings.8 three years later, while
still in Australia, she wrote: “In all our churches there should be
schools, and teachers in these schools should be missionaries.“ “The
character of the work done in our schools should be of tin very hiat-
est order."9 The accumulation of these urgent oomunications bore
fruit in the opening of a teacher-training school at Battle Creek Col-
lege and the laying of the foundations for the elementary school sys-
tem of the church.

The messages from Mrs. Ihite concerning the need for elementary
schools were taken seriously by many of the Adventist leaders. ‘rhey
recognised the need for specially trained teachers for these schools,
but as yet none of the Adventist colleges were offering such a course.
After a careful study of Mrs. lhite's cannmnications on church schoels,
Il'rederick Criggs, then principal of the preparatory school at Battle
Creek College, strongly advocated establishing a Normal Training De-
partment at the College. President 0. I. Caviness and members of the
College Staff and Board freely discussed the matter. It was decided
to send Professor Griggs to the Buffalo School of Pedagogy for the

necessary preparation to become the head of the new department which

 

Gillan 0. hits, Testimonies 1'91; 1h; Church (Mountain View,
California, 1946), pp. 105-109.

1} 9Counsels 29 teachers (Mountain View, California, 1913). PP- 155.
17 .

120
opened in the fall of 1897.10 However, the College changed presidents
in the wring of 1897, and the new administrator, I. A. Sutherland,
who was a product of the Adventists' educational system and a firm be-
liever in the “blueprint“, tool: such interest in the training school
program that he is usually credited with being the father of the
Seventh-day Adventist elementary school system.n

Ehe sumer before the Normal Department was officially opened at
3.9.29.9. £13335 College, President Sutherland received a letter from Al-
bert Alkire who lived on a farm near Bear Lake, Michigan. Mr. Alkire
wanted a teacher for his five children and others in his church who
might be interested. Spalding, in his account of this experience, gave
such a vivid picture of the typical conditions under which Adventist
church schools began that it may be well to quote: “President Suther-
land answered the letter, and sought to provide a teacher. . . toward I
fall a teacher was secured, and the Alkires were informed that she
was coming. Instead, she wrote inquiring about conditions. there did
they intend to hold school? Would the teacher have a private, comfort-
able room? Was there a bathroom? How far was it to town?“

“he mother replied. . . Their house was small: two rooms and a
shed on the first floor, a stairway out of the kitchen to the upstairs,
which was divided by board partitions into two rooms for the family

and a null one for the teacher. The school not be held in the front

 

1cgfiains g; 9;; Host, p. 653.

nCaptains 9_r_ the Host, 1). 393.

121

“12 The teacher

room. Their baths they took in a washtub by the stove.
decided not to go under the circumstances, yet this was the way may
of the first schools began. .

When the College cpened in the fall of 1897, there was a great
deal of interest shown in the Norml Department. Professor Griggs,
back from Buffalo, with President Sutherland and Miss M. Bessie De-
!raw to help, started a strong teacher-training program. However, soon
after the opening of school, calls began coming in from churches in
Michigan, Indiana, Pennsylvania, and Wisconsin for teachers to start
new schools. when these calls were presented to the normal training
students at Battle Creek College, seven responded even though they
had had less than three months teaching instruction. One of these
teacher volunteers, Miss Maud Welcott, went to answer the appeal from
Bear mike."3 Before the year ended, there were thirteen churches
which had opened schools. l'he report of Adventist educational work
in 1897, showed that besides the thirteen church schools, there were
five colleges and five advanced acadellxiesfl’)4

i'he first Adventist educators felt inadequate to the task of
founding an educational system, yet their sense of responsibility
spurred them on. This attitude was shown in an article in the £9191
aa_;_d M. Announcing a teacher's conference for the sumer of 1900,

the writer said, “low as never before we need to understand the true

 

 

12Captains 9; 3h; Hgst, p. 653.
130aptains of _th; Host, p. 655.

“hex-my A. Morrison, “Historical Sketch,“ Review and Herald, cxv
(December.39. 1933). Walt].

122
science of education. If we fail to understand this, we shall never
have a place in the Kingdom of 0od.“15 The teachers' conference was
held with an enrollment of 110. Ii'he leading instructors were A. 1'.
Jones, Dr. J. H. Kellogg, and President I. A. Sutherland of the Col-
legs at Battle Creek. hphasis was given to the theory and practice
of teaching, At the close of the conference plans were made to
publish a report of about 300 pages and the teachers attending ordered
1300 copies before it was printed.

i'he discussion period was one of the most important parts of the
conference. A knowledge of the questions discussed gives an inter-
esting glimpse of the thoughts which were going through the minds of
these educators. Among the questions discussed warez:l6

1. my should Seventh-day Adventists have an educatioml system?
Vhat should it be?

2. lhat is Christian education? lherein does it differ from the
popular school systu.

3. Is the Seventh-day Adventist amrch in danger of repeating the
mistakes made by the popular churches in educational work?

1‘. l‘hat are the duties of the school board?

5. Manual training in church and preparatory schools.

the importance of these conferences, which were very much like
the later sumer sessions, may be seen in the fact that the next sum-

mer the teachers' conference was held and over two hundred attended,

 

”Review 9; Herald, (July 17, 1900). 159:2.

163. 0. Olson, AHistogz qf_ Battle Creek Collggg and it; gag-
cessor Manuel Missionary Collegg (unpublished nmuuscript, written
1952-19535, section on elementary education.

12}
despite the fact that the College moved to Berrien Springs during that
time.

The growth of the Adventist educational system made it necessary
for the General Conference to formally organise a Department of Educa-
tion in 1902, to supervise and promote the work. By 1903, six years
after the opening of the Normal Department at the College, and the
beginning of the church school movement there were 600 elementary schools.
Spalding cements, “Their supervision was as yet asbryonic. Some con-
ferences had appointed eucational secretaries, who usually had other
duties also; otherwise the care and promotion of the schools devolved
upon Manuel Missionary College. . . and upon other colleges which
were beginning the training of church school teachers.“17

The rapid increase in the numbers of these new schools raises the
question: How could the new training schools furnish so many teachers
in so short a time? The answer is, that many of the teachers in the
six hundred elementary schools were recruited from the public school
system. Olsen stated that: “Earnest efforts were made to stir up the
churches to a realisation of their need of denominational teaching for
their children, in order that they might be willing to furnish the
needed moral and financial support. At the same time a movement as
set on foot to gather in Seventh-day Adventist teachers employed in
the public schools, and imbued with a true missionary spirit, so that
they would be willing to take charge of church schools and work hard
to mks them a success at a salary considerably less than they had

 

”Christ's Lag; Legion, p. 93.

12!}

been receiving."18 This is the reason why the training institutes

were so important to these new teachers, who had to adapt their past
experience and training to a different and untried system.

In the years which followed the organization of the Department
of Education, in 1902, rapid strides were taken in devdloping the
Adventist school system. New textbooks were prepared by Miss De (Raw
and other pioneer educators of the church. Every college and Junior
college operated normal departments for the purpose of teacher-train-
ing. At flannel liissionary College the sumsr school became a reg-
ular feature after 1908, with the main offerings being given in teacher-
training.” Through the intervening years the whole systan has devel-
oped ever pointing toward the goals set for it in the “blueprint".

‘i‘he Adventists' goal and ideal in mistian education has been
ably expressed by L. H. Christian in these words: ”Our goal and ideal
as a church taught of the Lord is that every Adventist child should
have a training in which morals and religion go hand in hand with com-
mon branches of secular education. i'hough we know that the public
schools should not teach religion, we gladly pay our taxes to support
them, but we also exercise the right to educate our own children not
only to become useful loyal citisens of our country but to prepare
them for the kingdom of God."20

 

13M. Ellsworth Olsen, A History 2; 5.132. on n a; Proggess g;
Seventh-gal Adventists, (Iashington, D. C., 1925 , p. 593.

19!. Joyce, Imac. Divinely Founded, Ideally Located." 9;;
Student Movement, m1 (March 15, 1939), 1+, 5.

201‘qu of §piritual 01m. (Washington, D. c.. 19137), pp.
333. 3313'. '—

135

In accordance with the purpose expressed above, Adventists have
recognised the importance of their elementary educational program by
supporting it with their own finances. In contrast with the conditions
which existed when the church school program began, as characterized
by the Dear Lake school, today in Michigan Adventists conduct about
50 schools, many of which are in modern, well-equipped school rooms.
The Adventist elementary school system in Michigan is operated in har-
mony with the standards of the State Department of Dducation. The
curriculum of the Seventh-day Adventists‘ elementary schools includes
the same lineup of subjects as taught in the public schools, plus
daily Bible lessons and moral training. The church program for its
youth in moral and civic training is called The llissienary Volunteer
Society. Progressive Classes in connection with this program are also
given in the schools as a means of training the youth in Christian
leadership and wholesome fellowship.

Another reason why Adventists are willing to sacrifice my per-
senal comforts, if necessary, to place their youth in their own schools
is expressed in Professor Nelson's report at the 1955 Conference Ses-
sion. "The primary purpose of our schools is to save the boys and girls
for Christ. During the last two years for which we have records, 316
were baptised, an increase of 2M.” percent over the previous two years.
his means that each year we have raised up a church about the size
of the Saginaw congregation. In the past four years 570 were baptized
er a church larger than the Grald Rapids church. De church schools

pay? lhere will these boys and girls be a few years from new? You

126
will find them in our churches as teachers, ministers, conference 8d-
ministraters, Yes, you will find them in .11 parts. of the world pre-
claiming the gospel."21 The above report may be accepted as an of.
ficial appraisal of the value of the Adventist elementary schools to
the church program.

Finance and organisation are an important part of any educational
system. The Adventists elementary and intermediate schools in Michigan
are operated by a school board, chosen by the church members. The
school board works in cooperation with the church pastor and the edun-
oatienal superintendent of the Michigan Conference. These schools re-
ceive financial assistance from the following sources: tuition paid
for each student; the church treasury, and the Michigan Conference.
The Conference pays for the educational superintendent whose duties
include; securing suitable teachers, ce-ordinating the church school
program with the denominational standards and the State regulations,
besides the regular duties of supervision. A very important organiza-
tion, promoted in connection with the local church school program, is
the "Home and School." This organisation is used to co-erdinate the
mposes and plans of the school, and to promote good understanding
and ce-operatien between teachers and parents.

De Seventh-day Adventists feel completely satisfied with their
elementary school system? The answer to that question may be found

in a look at the Educational Convention held at Blue Ridge, Berth

 

21H. R. Nelson, Biennial Report of the Michigan Conference of
Seventh-day Adventists Department of Education 19534955, p. 2.

127
Carolina, in August, 1937. At this Convention, a special curriculum
committee was appointed “to correct inequalities and omissions in the
present elementary curriculum, to the end that the Blueprint for Christ-
2
ian Education may be followed more carefully." 2 Among the problems
which the cemittee studies were the following:

1. The "blueprint“ stated that nature study was next to import-
ance to the study of the Bible, yet it had almost disappeared
from the elementary course of study.

2. Practical arts and vocational training should be given in the
threefold develepnent of the 'blueprint' yet very little was
being done on the elementary level.

3. Physiology and health training should be offered, yet in the
present curriculum a somewhat technical course in the seventh
grade was about all that was being given.

1%. Citisenship and social studies in present curriculum piled up
in the last few grades, yet some of these things should be
taught earlier.

The chosen cemittee worked for several months on these problems
but some of them probably never will be solved satisfactorily for all
concerned. The important thing from the standpoint of this study is
that Seventh-day Adventists are still trying to reach the ideals of
the “blueprint” and. the requirements of the State. They want the best
in education for their children and are willing to pay for it.

The other side of the church—sponsored school may here be consid-
ered. The ideals are not always attained because of lack of finance
or the best of teaching conditions. Some may question the wisdom of
of the divisive tendencies of the church-supported schools which tend

to isolate children in little groups instead of training them all in

22.1.3. Weaver, "The Blueprint for momentary Education,“ Lab

Qnien Herald, mu (October 2%, 1939), p. 3.

128
the public school. ht if democracy teaches one thing, it teaches the
inherent rigst of the individual to choose to follow the dictates of
his conscience. Would not this apply to education as well as to am-
thing else? Some my feel that keeping the church school children
isolated with those of their own faith, might not be good social train-
ing. maybe that could be best answered by looking at the social life
in America, which tends to group people together in clubs and society
strata. The supporter of the church school program would answer: "by

not church groups if the other groups are considered all right?“

CHAPTER II
AN APPRAISAL OF THE srsm AND ITS VALUE

wroughout this paper attempts have been made to evaluate the
Seventh-day Adventist system of education. In this fiml chapter the
system will be viewed from various angles in an effort to fill in any
vacancies in the evaluation along the way». lhat contribution has
this system made to floristian education? Are‘its leaders consciously
aware of the place which Christian education should fill today? In
general the answer to both questions is yes.

Godfrey T. Anderson, a former dean and president in Adventist
liberal arts colleges, quite lilnely expressed the eencensus among the
doneminatien's educators when he said, "The (hristian college should
equip its students with a basic philosophy of life tint will be ade-
quate for every cexigency that may arise.“ 'Christian education must
mean more than a kind of acadmsic culture mixed with good intentions.‘
'A Christian college should build in every young person a solid core
of spiritual life that will enable him to withstand the corroding in-
fluences of our materialistic age. '1

Adventist educators, like Dr. Andersen, realise to a degree at
least that they have a serious responsibility in the matter of build-
ing character as well as holding high intellectual standards. be

big preblmss in Adventist education today are not the manual training

lGedfrey T. Anderson, Wm. Role of the Christian College,"
Review 22.4 Herald, arm (January 1, 1951:), k.

130
or industrial programs, or the matter of graduatiens and the granting
of degrees. They are more deeply rooted than these problems which
were quite generally settled years ago. The itmns which challenge
Adventist educators new deal more subtly in the realm of the spirit.
Such matters as keeping the spiritual vision of the teachers so clear
that they may lead their students through the mass of this materialis-
tic age and develop in them a keen perception of rid1t and wrong.

Adventist educators face serious challenges from within their
own ranks. The requirements for accrediting their schools has made
it necessary to send their teachers to secular schools for advanced
training. The influence of these schools and the teaching which the
instructors receive there has in may instances had the effect of
gradually diluting the Adventist "blueprint“ with the philosophy of
John Dewey and others. his statement should not be tahsn to mean
that there are schisms of magnitude among Adventist educators, but
rather an imperceptible leavening process of which many of the older
educators are keenly aware. Another change, which my be contrasted
with the self-sacrificing spirit of the pioneer educators, is the
professionalism which tends to weaken the personal interest that
teachers once took in their students.

The problems which Adventist leaders in education face today
are not the problmss of introducing educational reform with which
they have had little experience, but rather their task is one of
demonstrating the principles which they profess. The proof of the
value of their educational system will beaseen best in the product

of their schools. Adventists, in spite of the modern trends toward

131
secularism, are endeavoring to give their youth the best education
possible. They are aware of the challenges of changing times, and
sems to be attempting the necessary adJustnents. ihe above can be
seen in the recent advancunents in their educational systan. Among
these advancements have been: the broadening of the curriculum at
the Theological Seminary by giving courses in guidance and counseling:
the founding of a dental college at Lona Linda, California, in con-
nection with the College of Medical lvangelists, and the action taken
at the Educatioml Convention at Kansas City, Missouri, in March 1956
to set up graduate schools in education at two of their senior colleges.

Another trend in the Adventist educational. systu is the uphasie
placed on broadening the curriculum to give a wider selection of courses.
'i'here was a tine when the denominational work absorbed nest of the col-
lege graduates. low, the situation has changed and with the exception
of elementary teachers and a few specialised fields the needs of the
church are more than not by the enlarged class of graduates in recent
years. ‘i'o meet these changed conditions other professional fields have
been entered. An ample of this is the engineering course being of-
fered at Manuel Missionary College the past few years. Since the
College was not fully equipped or staffed to offer a complete course
in engineering they entered into a working agreement with the Univer.
sity of Michigan whereby the first part of the course is given at Ber-
rien Springs and the last year or two at Ann Arbor.

As shown in this study the Adventist educational system may
rightly be called a Michigan contribution, since it had iteorigin and

a major portion of its development in this State. The contribution

132
which Michign has made through Adventist education has been spread
to many areas far removed from its source. 'i'his is true in the sense
that other schools in the Adventist echicational system have been bene-
fited in different ways by the work which started in Michigan. It is
also true in the contribution which Adventist education has mde to
the denomination's world-wide mission progrms. In 1953. Professor H.
0. Olson made a careful study of the graduates and undergraduates fron
Battle Creek College and Emnuel Missionary College who had once
entered denominational work in overseas countries and mission fields.
Olson discovered that nearly six hundred had at soae time entered this
service, and that many had spent a major portion of their lifetime in
this work.2 Surely this is a noteworthy contribution and is in harmony
with the basic objectives of these schols.

A primary reason given by the Adventists for starting their edu-
cational work was for the purpose of training church workers. The
nest recent survey of Enamel Missionary College graduates who have
entered denominational employment was made ever fifteen years ago.
i'his study showed that from 1909 to 1937 there were 738 four-year
paduates. Of this number 528 or 71.5 per cent entered denominational
work.3 This would seem to show that the original goal was being reached

in a reasonable proportion.

 

 

2m from H. o. Olson's unpublished history of Battle Creek
College and Innuel Missionary College. Thks manuscript is kept
at the library at hanuel Missionary College.

3mess figures were received from Dr. I. I. Vande Vere and were
first published in the Student Movement in June, 1939.

133

To save the Adventist youth for the church was another obJective
given for establishing the first denominational school at Battle Creek.
In the fall of l9ll9 the General Conference Departments of Education
and Young People's Missionary Volunteers, with the assistance of samp-
ling specialists from the United States Bureau of Census made a care-
ful sampling of the Seventhpday Adventist population in the United
States. The results of this survey were later published and were
very revealing. The survey showed that 88 per cent of Adventist youth
who received all their education in denominational schools from the
elementary grades throng: college retained in the church; while only
32 per cent of the Adventists who graduated from college with no train-
ing in the denominational schools continued in the church. The pre-
pared tables showed that the percentage changed with each class level.
Twelfth grade graduates, who went no farther in school, showed by the
survey that of those who had had all Adventist training 70 per cent
retained membership in the church as against 36 per cent of those who
had never attended an Adventist school. Of those who had finished only
the eigxth grade the survey showed that with all Adventist training
1&8 per cent remained in the church, while 28 per cent of the youth
without any church school training rennined.

These figures tend to show that the Adventist youth who go on
through college stay in the church better than those who stop at the
lower levels of education. In all cases the tendency of those who are
educated in Adventist schools to stay in the. faith is mch greater
than the youth who have public school training. Another interesting

nu
observation revealed by the survey is that Adventist young people have
a tendency to go farther in school than the national average of other
youth. Adventist youth smrry younger and live with their partners long-
er. One reason for this fact my be the early friendships formed in
Adventist coeducational schools.“

An appraisal of the Seventh-day Adventist educational system must
consider the role played by the “blueprint“ contained in Mrs. Ihite's
instruction on education. The Adventist evaluation of her work is
found in the following words by Spalding: “That such an apostle of
true education should be evolved from a child unschoolcd, frail, timid,
self-effacing, is a miracle of divine grace and guidance. She was not
the product of school, college, or university, yet she molded the edu-
cation of childhood, youth, and nturity with bold strokes and infin-
ite art because she saw and adhered to the pattern God set in the be-
ginning. And she brought forth to the educational world a form of
service, beauty, and grandeur unapproached by any other scholastic
system since the world began, save for her model, the Eden school's
Possibly all Adventists would not be as lavish in their praise of the
'blueprint' as Spalding was, but it is certain that Adventists in
general believe these instructions were divinely given.

The tendency of the church is to accept the “blueprint" in theory,

but the application of that theory greatly varies. The fact that

A

 

l‘§eventh—-g_ay ventist Youth A; The gig-gem (Washington, D.
0., 1951 , pp. 20-2 .

5Arthur I. -Spalding, There Shines a mat (Nashville, Tennessee,
1953). p. 66- '

135
Adventists, the are not a rich people, mintain so may schools at
personal expense speaks for itself. In the early days of their educa-
tional work Adventists strayed from the "blueprint“ because they fail-
ed to grasp its full importance or to comprehend its meaning. Today
Adventists leaders are apt to try to make the “blueprint” fit their
plans and to feel the need of Justifying each new plan with quotations
from Mrs. white. This my indicate a tendency to compromise on some
points, but it also shows that Adventists still believe in the impor-
tance of the "blueprint”.

The value of the 'blueprint' to the denominational work is un-
questioned. The extreme interpretations of the instructions at times
probably hindered the development of their school systma. Undoubtedly
some of the instruction was given before the people were ready to re-
ceive it, but even so it my have accelerated their readiness. The
value of Seventh-day Adventist education to those not of that faith
may be measured in the by-products of citizens and friends turned out
by it.

BIBLIOGRAPHY

Primry Sources:

Most of the nterial for this paper came from Seventh-day Advent-
ist sources. l'he m 9935 1_)_a_i_ll Journal which the Public Library
has on microfilm was the min primary non-Adventist source which I
studied covering the early period of Battle Creek College. In so many
instances, it read like the Adventist church paper that I wondered if
the accounts were not written by an Adventist. here were articles
which I felt were important because they showed how the citisens of
Battle Creek viewed the work of the College. I found some eminent
material on Dr. Kellogg and the later experience of the revived Battle
Creek College in 3313 B_a_t_t_l_e_ 93295 M and 1121;. These articles
were special papers which a friend has saved.

Photostatic copies of the minutes of the lichign Conference of
Seventh-day Adventists' business sessions from the time that the Con-
ference was organised in 186l until 1902 are bound in a volume and were
lent ~ to me by Elder G. I. Hutches, President of the lichign Confer-
ence. He -l-ent; me a similar set of photestatic copies of the minutes
of the General Conference Comittee from 1563-1886.

Emanuel Kissionary College has a m M containing the min-
utes of the meetings of the Seventh-day Adventist Educational Society
and Board of l'rustees from Septuber 23, 1877 to January 8, 1890. This
M 29315 is in the handwriting of Uriah Smith, secretary of the
Board. I used this book on one of aw trips to the College for material.

 

137
1h: Advent Review and Sabbath Herald, the official church paper
was especially useful since it was an excellent sounding board for the

opinions of the church leaders. 1h; General Conference Bulletins had

 

important information because during the early part of the educational
work many of the official transactions for the school were made at the
General Conference Sessions. £131 W m is a compile-
tion of articles nitten by the pioneer leaders in Adventist education.
It was published by the Department of Education of the General Confer-
ence (Iashingten. D. 0., 1936). his book is available at the James
'hite Library at flannel Missionary College.

Ewe other papers were used quite extensively in this study: 1.32
£2133 £9113, the official organ of the Lake Union Conference, and
9;; Student Movement, sponsored by the Student Association of tunnel
Missionary College. both of these papers are published weekly by the
College Press at Berrien Springs. The back issues of these papers,
like the m aa_;__d M. are in bound volumes at tb lanes 'hite
Library at the College.

Nearly a complete set of the annual bulletins. called m
Acadfl $222!. in recent years and the early issues were called
Prcgpectus 1'93; m _Y_e__ar_.---, were secured from the Acadew. These
proved valuable in learning the history of that school. Bulletins
from the other lichian academies and from Manuel Missionary Col-
legs were used.

)tuch attention is given in this thesis to the writings of lire.

I. G. Shite. Ihese writings are comonly referred to by Adventists as

138
the |‘blunprint". The main part of the "blueprint“ is contained in
the following books: Education (Mountain View, California, 1903),
Counsels 1e; Parents, Teachers, a_n_<_i_ Students Regarding Christian 9L1»-
m (Mountain V1... California, 1913), Fundamentals 93; Christian
Education (Nashville, Tennessee, 1923), and Testimonies For _T_h_e_
Church, 9 volumes (Mountain View, California, 19%). A helpful
volume in the use of the “blurprint' is Clifton quor' s, Outline
Studies 1293 T_h_g_ Testimonies (Washington, D. 0., 1955).

Since Adventists have not been careful to record events or to
keep what they have recorded, it has been necessary to nab several
interviews and to write letters to individuals who had first hand in.
formation on certain phases of the Adventist school system. These
are too numerous to record here except for a few examples. I have
interviewed Professor H. R. Nelson, Educational Secretary for the
Michigan Conference of Seventh—day Adventists, any times in reprd
to information of the elementary and intermediate schools in Hichim.
He has loaned me nmterial from his office files. Elder A. I. Phillips,
former pastor of the Adventist Church at Battle Creek, has given me
much information about the work there. Hr. Ned Collins, one of the
first students at Cedar Lake Academy, and Mr. I. P. Ieaver, a former
student at Adelphian Acadany, and for the past twenty-two years con-
nected with the school in an official capacity, supplied me with in.-
formation which otherwise might be unobtainable.

Material from two theses was used. ”Trends in the Development of
the College Curriculum Iithin The Area of the North Central Association

139
from 1830 to 1930'. was suhnitted by Harry Elmo Edwards for his Doctor's
degree at the Graduate School of Indiana University, 1933. This thesis
gave a clear picture of the transitions which took place in the cur-
riculun at the colleges and universities in the mid-west during the
period covered in this paper. A Master's Thesds ”Outcomes of Seventh-
day Adventist Secondary Education in Michigan," was written by Clinton
W. Lee for the Department of Education (June, 1949) at the University
of Michigan, Ann Arbor. Mr. Lee made a detailed study of the pur-
poses of Adventists' secondary schools with special attention given
to the results found in the lives of the students from these schools.
Both of the so studies may be) obtained at the library at Enamel Mis-
sionary College.

Two other sources directly on the subject of this paper wero used
extensively. H. 0. Olson's "A History of Battle Creek College and its
Successor Emanuel Missionary College“ is an unpublished manuscript
which was written about 1952-1953. It is valuable for the detailed
tables which were compiled on former faculties and students at these
schools. The manuscript is very good in its handling of the transi-
tion period when the school was moved. Dr. Vande Vere who is now on-
gaged in finishing the task started by Olson, has given me invaluable
help especially on the development of the industries. O__u_r_ Academies-
Their Purpose, grganization, Administration, and Curriculum by Harry
Elmo Edwards was published in 3 volumes (Berrien Springs, Michigan,
192M). The purpose of this work was to furnish mterial for special

summer school courses in Adventist education. The part most appreciated

lho

and used in this paper dealt in a clear manner with the special comman-
ications given by Mrs. White to the educational leaders to aid them in
dealing with specific problems. Both of these sources may be obtained
at Manuel Missionary College.

Before dealing with the comon Adventist secondary sources, men-
tion should be made of the three main publishing houses of the denom-
ination in the United States. These three were: The Review and Herald
Publishing Association, formerly at Battle Creek, which was moved to
Washington, D. C. in 1903; Pacific Press Publishing Association, Mount-
ain View, California; and Southern Publishing Association, Nashville,
Tennessee. Mention has been made here of these publishing houses since
they have been omitted in the footnotes and bibliograziiy.

There are several denominational histories available. A History
o_f_ the 91251.}; and Progess 93. Seventh-Lay. Adventists (Washington, D.
C., 1925) is a very comprehensive work by M. E. Olsen. This book was
used for may years as the textbook for denominational history in Ad-
ventist academies. A very popular history was written by Matilda
Erickson Andreas especially for young people under the simple title
M of; .t_h_e_A_d_1_r_e_n_t_ Meow (Washington, D. C., 1926). The best writ-
ten donominational history and probably the most accurate is Arthur
I. Spalding's two volume work published under the titles Captains of
£113 1222.9. (Washington, D. 0., 1919) and Christ's 14933 m (Washing-
ten, 1). 0., 1919). Spalding's books could emu be called a primary
source on the Adventist educational system in Michigan since he had a

very intimte acquaintance with it and with many of early educators.

11a

Among the non-Adventist sources used in this study the clearest
presentation of the existing conditions in the field of education was
Filliam r. Drake's 1.1th American M g; Transition (New York, 1955).
Several good articles on Michigan's educational problems were given
in Ellwood P. Cubberly's Headings i_n_ the History 9_f_ Education (Chicago,
19%). I found {I}: MM District (Ithaca, New York, 1950), by
Whitney H. Cross a most interesting depiction of the conditions in
the territory in New York where may of the early leaders among the
Adventists lived. The spirit of Oberlin College, which had a marked
influence on Battle Creek College, is very well described by James
H. rairchild in grierlin: The CM and the Collggg Eli-1‘8}; (Oberlin,
Ohio, 1883). Dr. Robert N. Hutchins, 1h; Coflict in Education _i_n ;
Democratic Society (New York, 1953), gave a careful delineation of the
problems faced by secular education in attanpting to fulfill the needs
of society in an atomic age. The objective presentation of Adventist
activities in Battle Creek by Horace 3. Powell was greatly appreciated.
Powell's £13 gin-351% Has This Siflture-Jl. g. Hello“ (Englewood
Cliffs, New Jersey, 1956), shows a great deal of research, much of it

the same kind that has been used in producing this paper.

T

USEs "7’ ELY

Demco-293

Date Due

3) ,7.
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