MH page 449

Our Saviour did not encourage any to attend the rabbinical schools of His day, for the reason that their minds would be corrupted with the continually repeated, “They say,” or, “It has been said.” Why, then, should we accept the unstable words of men as exalted wisdom, when a greater, a certain, wisdom is at our command?

Believers are discouraged from relying on human traditional teachings when divine wisdom is available. Presents a spiritual and educational preference for divine revelation over traditional human scholarship.

That which I have seen of eternal things, and that which I have seen of the weakness of humanity, has deeply impressed my mind and influenced my lifework. I see nothing wherein man should be praised or glorified. I see no reason why the opinions of worldly-wise men and so-called great men should be trusted in and exalted. How can those who are destitute of divine enlightenment have correct ideas of God's plans and ways? They either deny Him altogether and ignore His existence, or they circumscribe His power by their own finite conceptions.

Human opinions without divine enlightenment are viewed as unreliable regarding God's plans due to human weakness. Expresses a theological perspective on the limitation of human intellect apart from divine enlightenment.

Let us choose to be taught by Him who created the heavens and the earth, by Him who set the stars in their order in the firmament and appointed the sun and the moon to do their work.

Instruction should be sought from the Creator of the universe rather than human sources. A devotional call to look to the Creator for guidance and instruction.

It is right for the youth to feel that they must reach the highest development of their mental powers. We would not restrict the education to which God has set no limit. But our attainments avail nothing if not put to use for the honor of God and the good of humanity.

Youth should attain the highest mental development, provided their attainments are used to honor God and benefit humanity. Encourages mental education and development directed toward moral and religious purpose.

It is not well to crowd the mind with studies that require intense application, but that are not brought into use in practical life. Such education will be a loss to the student. For these studies lessen his desire and inclination for the studies that would fit him for usefulness and enable him to fulfill his responsibilities. A practical training is worth far more than any amount of mere theorizing. It is not enough even to have knowledge. We must have ability to use the knowledge aright.

Education should focus on practical usefulness and responsibility rather than intense application to impractical studies. The text discusses educational philosophy and the value of practical versus theoretical learning.