It is the nicest work
ever assumed by men and women to deal with youthful minds.
The greatest care
should be taken in the education of youth to vary the manner of instruction so
as to call forth the high and noble powers of the mind. Parents and teachers of
schools are certainly disqualified to educate children properly, if they have
not first learned the lessons of self-control, patience, forbearance, gentleness,
and love. What an important position for parents, guardians, and teachers!
There are very few who realize the most essential wants of the mind, and how to
direct the developing intellect, the growing thoughts and feelings of
youth. p. 5, Para. 2, [CE].
There is a
period for training children, and a time for educating youth. And it is essential
that both of these be combined in a great degree in the schools. Children may
be trained for the service of sin or for the service of righteousness. The
early education of youth shapes their character in this life, and in their
religious life. Solomon says: "Train up a child in the way he should go: and
when he is old, he will not depart from it." This language is positive.
The training which Solomon enjoins is to direct, educate, and develop. In order
for parents and teachers to do this work, they must themselves understand the
way the child should go. This embraces more than merely having a knowledge of
books. It takes in everything that is good, virtuous, righteous, and holy. It
comprehends the practice of temperance, godliness, brotherly kindness, and love
to God, and to each other. In order to attain to this object, the physical,
mental, moral, and religious education of children must have attention. p. 5, Para. 3, [CE].
In households and in
schools the education of children should not be like the training of dumb
animals; for children have an intelligent will, which should be directed to
control all their powers. The dumb animals need to be trained; for they have
not reason and intellect. The human mind must be taught self-control. It must
be educated to rule the human being, while the animal is controlled by the master.
The beast is trained to be submissive to his master. The master is mind,
judgment, and will for his beast. A child may be so trained as to have, like
the beast, no will of his own. His individuality may even be submerged in the
one who superintends his training, and the will is, to all intents and
purposes, subject to the will of the teacher.
p. 6, Para. 1, [CE]. Children who are thus educated will ever be
deficient in moral energy and individual responsibility. They have not been
taught to move from reason and principle. Their will was controlled by another,
and the mind was not called out, that it might expand and strengthen by exercise.
They were not directed and disciplined with respect to their peculiar constitution
and capabilities of mind, to put forth their strongest powers when required.
Teachers should not stop here, but give special attention to the cultivation of
the weaker faculties, that all the powers may be brought into exercise, and
carried forward from one degree of strength to another, that the mind may
attain to due proportions. p. 6, Para. 2, [CE].
Children should be
taught to respect experienced judgment, and be guided by their parents and
teachers. They should be so educated that their minds will be united with the
minds of their parents and teachers, and so instructed that they can see the
propriety of heeding their counsel. Then when they shall go forth from the
guiding hand of their parents and teachers, their characters will not be like
the reed trembling in the wind.
p. 6,
Para. 3, [CE].
God never designed that one human mind should be under the complete
control of another human mind. And those who make efforts to have the individuality
of their pupils submerged in themselves, and they be mind, will, and conscience
for their pupils, assume fearful responsibilities. These scholars may, upon
certain occasions, appear like well-drilled soldiers. But when the restraint is
removed, there will be seen a want of independent action from firm principle,
existing in them. But those who make it their object so to educate their pupils
that they may see and feel that the power lies in themselves to make men and women
of firm principle, qualified for any position in life, are the most useful and
permanently successful teachers. Their work may not show to the very best advantage
to careless observers, and their labors may not be valued as highly as the
teacher who holds the will and mind of his scholars by absolute authority, but
the future lives of the pupils will show the fruits of the better plan of
education. p. 7, Para. 1, [CE].
There is danger of both parents and teachers commanding and
dictating too much, while they fail to come sufficiently into social relation
with their children, or their scholars. They often hold themselves too much reserved,
and exercise their authority in a cold, unsympathizing manner, which cannot win
the hearts of their children and pupils. If they would gather the children close
to them, and show that they love them, and manifest an interest in all their
efforts, and even in their sports, and sometimes be even a child among them,
they would make the children very happy, would gain their love, and win their
confidence. And the children would sooner respect and love the authority of their
parents and teachers. p. 7, Para. 2,
[CE].
The principles and habits of the teacher should be considered
of greater importance than even his literary qualifications. If the teacher is
a sincere Christian, he will feel the necessity of having an equal interest in
the physical, mental, moral, and spiritual education of his scholars. In order
to exert the right influence, he should have perfect control over himself, and
his own heart should be richly imbued with love for his pupils, which will be seen
in his looks, words, and acts. He should have firmness of character; then he
can mould the minds of his pupils, as well as instruct them in the
sciences. p. 8, Para. 1,[CE].
CHRISTIAN EDUCATION
BY ELLEN G. WHITE
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