Illustration of Goodloe Harper Bell
A look at the church’s first educational efforts in the late 19th century reveals both sincere progress and significant growing pains.
In the summer of 1868, Goodloe Harper Bell began his “select school,” which, as James White later noted, proved “a success.” 1 Students appreciated Bell’s creative and varied teaching methods, and the school continued for several years. In June 1872, the Seventh-day Adventist Church adopted the school as an official institution, beginning with 12 students. 2
That same year, at Christmas, James White announced that Testimony for the Church, no. 22 (now Testimonies for the Church, vol. 3, pp. 131–160) was ready for publication. He described its opening section, “Proper Education,” as guidance for preparing young men and women to become efficient workers in proclaiming the third angel’s message. 3 While this goal was certainly present, the section focused far more broadly on the principles of educating children and youth.
In this testimony, Ellen White emphasized that “self-control, patience, forbearance, gentleness, and love” were essential qualities for anyone involved in education. True education, she argued, involved more than academic learning; it was a balanced development of physical, mental, moral, and spiritual powers. Children were to be taught how to think and choose for themselves, guided by moral principle.
She warned against two extremes. On one hand were children strictly controlled by parents and teachers, who faltered when that control was removed. On the other were children left so independent that they never learned to value wise counsel. Ellen White also stressed the importance of physical activity, cautioning against confining young children in small, poorly ventilated rooms for long periods.
In April 1873, the church expanded the Select School to prepare workers for the global mission, though George I. Butler’s descriptions of its curriculum remained vague. 4 In February 1874, Uriah Smith announced that the school would be called Battle Creek College, largely for convenience and distinction. 5 Its charter allowed instruction “from primary to the highest,” yet for decades Adventists lacked well-developed schools for children and youth. Moreover, the college curriculum leaned heavily toward classical studies, with Greek and Latin emphasized and no required courses in Bible or doctrine. 6
In hindsight, Ellen White’s counsel on “proper education” was only partially understood and unevenly applied. Principles are often easier to affirm than to implement. The early Adventist educational story reminds us that faithful growth takes time—and calls each generation to reflect anew on what true, holistic Christian education should look like.
Denis Kaiser is an associate professor of church history at the Seventh-day Adventist Theological Seminary at Andrews University.
