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Chapter 4: The Waldenses


think about...

1. As a motive in studying with patient detail the historical facts regarding the Waldenses, note the closing sentence of the chapter. The work which they began is to be carried to a glorious conclusion by their successors.

2. “By the beginning of the seventh century Christian Europe had reached a very low intellectual level. . . . Only in England and Ireland . . . and in a few Italian cities, was there anything of consequence of the old Roman learning.”—”History of Education,” Ellwood P. Cubberly, p. 127. Consider the relation of this fact to the statements i History of n 62:3 [70:3] Education and intellect are accompaniments of true Christianity. The corruption of Christianity was associated with a great decline in learning. So in the reformation of Christianity, true education is restored.

3. Facing as we do the testing issues before us, it is well to note how the parental training and education given to the youth, prepared them for fortitude and fidelity under persecution. 67:1-3 [76:1-3]

4. What motives led to the attendance by some of these youth at the universities of Italy and France? What was the secret of their steadfastness? What work was uppermost in their minds while there? Were they leaders, or were they led away from their principles? “Tes- timonies,” Vol. V, pp. 583, 584. 69:3 to 70:1 [78:3 to 79:1]

5. What thought brought to them a realization of their solemn responsibility to let their light shine? 70:2 [79:2]

6. What outstanding issue distinguished the true from the apos- tate religion? 73:1. what place should the doctrine of “righteousness by faith” occupy in our experience, and work? 73:5 [81:3]