steps - 4e Ange

Fundamentals of Christian Education
Ellen G. White [pic]
Chapter 1
Proper Education 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 so vary the manner of instruction as to call forth the high and noble
powers of the mind. Parents and school-teachers are certainly disqualified
to properly educate children, if they have not first learned the lesson 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.
There is a time for training children and a time for educating youth;
and it is essential that in school both of these be combined in a great
degree. Children may be trained for the service of sin or for the service
of righteousness. The early education of youth shapes their characters both
in their secular 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 one another. In order to attain this object, the physical, mental,
moral, and religious education of children must have attention.
The education of children, at home or at school, should not be like
the training of dumb animals; for children have an intelligent will, which
should be directed to control all their powers. Dumb animals need to be
trained; for they have not reason and intellect. But the human mind must be
taught self-control. It must be educated to rule the human being, while
animals are controlled by a master, and are trained to be submissive to
him. 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. Even his
individuality may be merged in the one who superintends his training; his
will, to all intents and purposes, is subject to the will of the teacher.
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 wills have been controlled by another, and the
mind has not been called out, that it might expand and strengthen by
exercise. They have not been directed and disciplined with respect to their
peculiar constitutions and capabilities of mind, to put forth their
strongest powers when required. Teachers should not stop here, but should
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 due proportions.
There are many families of children who appear to be well trained,
while under the training discipline; but when the system which has held
them to set rules is broken up, they seem to be incapable of thinking,
acting, or deciding for themselves. These children have been so long under
iron rule, not allowed to think and act for themselves in those things in
which it was highly proper that they should, that they have no confidence
in themselves to move out upon their own judgment, having an opinion of
their own. And when they go out from their parents to act for themselves,
they are easily led by others' judgment in the wrong direction. They have
not stability of character. They have not been thrown upon their own
judgment as fast and as far as practicable, and therefore their minds have
not been properly developed and strengthened. They have so long been
absolutely controlled by their parents that they rely wholly upon them;
their parents are mind and judgment for them.
On the other hand, the young should not be left to think and act
independently of the judgment of their parents and teachers. Children
should be taught to respect experienced judgment, and to 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 go
forth from the guiding hand of their parents and teachers, their characters
will not be like the reed trembling in the wind.
The severe training of youth, without properly directing them to think
and act for themselves as their own capacity and turn of mind will allow,
that by this means they may have growth of thought, feelings of self-
respect, and confidence in their own ability to perform, will ever produce
a class who are weak in mental and moral power. And when they stand in the
world to act for themselves, they will reveal the fact that they are
trained, like the animals, and not educated. Their wills, instead of being
guided, were forced into subjection by the harsh discipline of parents and
teachers.
Those parents and teachers who boast of having complete control of the
minds and wills of the children under their care, would cease their
boastings, could they trace out the future lives of the children who are
thus brought into subjection by force or through fear. These are almost
wholly unprepared to share in the stern responsibilities of life. When
these youth are no longer under their parents and teachers, and are
compelled to think and act for themselves, they are almost sure to take a
wrong course, and yield to the power of temptation. They do not make this
life a success, and the same deficiencies are seen in their religious life.
Could the instructors of children and youth have the future result of their
mistaken discipline mapped out before them, they would change their plan of
education. That class of teachers who are gratified that they have almost
complete control of the wills of their scholars, are not the most
successful teachers, although the appearance for the time being may be
flattering.
God never designed that one human mind should be under the complete
control of another. And those who make efforts to have the individuality of
their pupils merged in themselves, and to be mind, will, and conscience for
them, 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. Those who make it their object to so 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 are those of the teacher who holds
the minds and wills of his scholars by absolute authority; but the future
lives of the pupils will show the fruits of the better plan of education.
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 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 would manifest an
interest in all their efforts, and even in their sports, sometimes even
being a child among children, they would make the children very happy, and
would gain their love and win their confidence. And the children would
sooner respect and love the authority of their parents and teachers.
The habits and principles of a teacher should be considered of even
greater importance than his literary qualifications. If he 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, and then he can mold the minds of his pupils, as well as
instruct them in the sciences. The early education of youth generally
shapes their characters for life. Those who deal with the young should be
very careful to call out the qualities of the mind, that they may better
know how to direct its power so that they may be exercised to the very best
account.
Close Confinement at School
The system of education carried out for generations back has been
destructive to health and even life itself. Many young children have passed
five hours each day in schoolrooms not properly ventilated, nor
sufficiently large for th