Rooted in Mission: The Legacy and Influence
of Self-Supporting Education

The history of self-supporting education in the Seventh-day Adventist Church is one of innovation, resilience, and dedication to mission and service. From the establishment of Madison College in 1904 to the global reach of lay ministry organizations today, this unique educational model has inspired countless individuals to combine faith, work, and learning in transformative ways. Central to its success is the enduring tradition of sharing ideas, experiences, and encouragement through gatherings like ASI’s annual conventions, which provide fertile ground for collaboration and growth.

“It’s about creating an environment where service becomes second nature, and the tools and support to make it happen are shared freely,” Harold Lance, a retired lawyer, former president of ASI, and former board chairman for ASI Missions Inc., explained. “The Madison legacy lives on because people are encouraged to replicate it, and those ideas continue to spread.”

The Madison Foundation: Where It All Began

In the early 20th century, pioneers E.A. Sutherland and P.T. Magan left Emmanuel Missionary College (now Andrews University) to establish a new educational institution: Madison College. Their goal was to integrate academics, practical labor, and health ministry into a cohesive model that prepared students for careers and service-oriented lives.

“Sutherland and Magan left denominational employment because of philosophical differences about what Adventist education should be,” Lance said. “They implemented a program that emphasized agriculture, practical labor, and evangelistic service. It was controversial but profoundly effective.”

At Madison College, students split their days between classes and hands-on work, such as farming or maintaining the campus sanitarium. This approach helped students fund their education and ingrained the values of responsibility and service. Madison quickly became a training ground for missionaries who would go on to establish similar schools, health centers, and ministries.

By the 1940s, there were approximately 50 institutions following the Madison model. These organizations combined education and labor, encouraging self-reliance and a spirit of evangelistic outreach.

The Role of ASI in Expanding the Vision

As Madison-inspired schools proliferated, the Adventist Church faced challenges in coordinating with these independently-run institutions. This led to the formation of ASI in 1947. “ASI was created as a way to give the church and lay organizations a method of liaising and working together,” Lance explained. “It was also a continuation of Madison’s practice of annual reunions, where people could come together, share their experiences, and be inspired to start something similar.”

The annual ASI conventions became a cornerstone of the movement, nurturing a spirit of collaboration and mutual support. These gatherings mirror Madison’s early model of bringing together students, staff, and alumni to exchange ideas and inspire new initiatives.

“These conventions are like the glue that holds the vision together,” Lance said. “People learn and grow and are motivated to take the next step in ministry.”

Through ASI, lay members and institutions gained a structured platform to share resources and successes, making the model replicable and sustainable on a broader scale.

The Madison Legacy Lives On

While Madison College closed in 1964, its principles continued to thrive through institutions like Wildwood Health Institute and Fletcher Academy, both of which have direct ties to the Madison model. Wildwood, for instance, was established in 1942 by Madison graduate Neil Martin, who envisioned a health-focused training school near Chattanooga, Tennessee. “Wildwood’s focus has always been on short-term training for medical missionaries,” Lance noted. “They’ve trained hundreds of people to go out and replicate what Madison started.”

Similarly, Fletcher Academy, established in 1910, remains a model of self-supporting education. Founded by Madison-inspired leader G.W. Brown, Fletcher initially included a sanitarium and a school of nursing alongside its agricultural programs. Although the hospital and nursing school no longer operate, the academy has preserved its emphasis on work-study programs, practical training, and community engagement.

These institutions have stayed true to their roots, continuing to offer students a wholistic education that integrates academics, spiritual development, and practical skills.

International Impact

Madison’s influence is not confined to North America. Wildwood played a pivotal role in expanding the model internationally, beginning with Riverside Farm in Zambia in the 1980s. There, the Madison-style education was replicated with a banana plantation, agricultural schools, and lay evangelism training programs.

“At Riverside, they replicated the Madison-style education,” Lance explained. “Kibidula Farm in Tanzania took it further with programs for at-risk girls, teaching them practical skills like sewing and farming to help them succeed.”

Today, organizations like Outpost Centers International (OCI) carry this vision forward, coordinating more than 60 schools in 80 countries. These institutions focus on agricultural training, medical missionary courses, and evangelism, offering practical solutions to community needs.

“These schools follow the same principles: work-study programs, agricultural training, and short-term health courses,” Lance said. “The model has scaled globally, and its impact is tremendous.”

Modern Challenges

Despite its successes, the self-supporting model has faced challenges, particularly regarding accreditation and legal issues. Some institutions have struggled to balance their autonomy with the need to meet state and federal regulations. Lance highlighted key cases, such as Laurelbrook Academy’s successful defense against labor law violations, which reaffirmed the legitimacy of their work-study program.

“The court recognized that it was an educational curriculum rooted in character building,” Lance explained. “That outcome was a huge affirmation for self-supporting schools.”

Lance also addressed the tension some schools face over pursuing accreditation. “The ones who resist are concerned about compromising their standards,” he said. “But accreditation can ensure credibility and protect schools from legal risks.”

This adaptability and willingness to navigate challenges have allowed the Madison model to remain relevant and effective in changing times.

Why Self-Supporting Schools Matter Today

For families seeking a spiritually focused education, self-supporting schools offer something unique. “They’ll learn how to work, take responsibility, and pursue a life of service,” said Lance.

The emphasis on service and practical training not only prepares students for meaningful lives but also inspires them to replicate the model. Graduates have gone on to establish schools and ministries worldwide, from Thailand to South America.

“This repetition of the program by students is one of the biggest things I’ve seen,” Lance said. “The Adventist Church is supported by thousands of missionaries produced by this model.”

A Living Legacy

Madison College may no longer exist, but its influence is as strong as ever. Through ASI’s annual conventions, dozens of schools like Wildwood and Fletcher, and international initiatives, the principles of self-supporting education continue to thrive.

“The concepts are bigger than ever,” Lance said. “Madison was just the beginning. Today, there are thousands of lay missionaries and hundreds of schools carrying the torch.”

The enduring legacy of Madison College exemplifies the transformative power of faith, work, and education—a combination that continues to inspire change in lives and communities across the globe. Anchored by a tradition of collaboration and support and a commitment to service, the self-supporting model remains poised for sustained growth and far-reaching impact.

Inside ASI editorial team.