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“God has given men talents which He means that they should use.
He has given them minds and He means that they should become
thinkers, and do their own thinking and planning rather than depend
upon others to think and plan for them.” – Christian Leadership, 38
Psychologists tell us that less than half the population are even
capable of the highest level of thinking skills, and only about 5% of
the population actually think for themselves.
“Moral purity depends on right thinking….” – Gospel Workers, 126
“Every human being, created in the image of God, is endowed with
a power akin to that of the Creator — individuality, power to think
and to do. The men in whom this power is developed are the men
who bear responsibilities, who are leaders in enterprise, and who
influence character. … It is the work of true education to develop
this power, to train the youth to be thinkers, and not mere reflectors
of other men’s thought.” – Education, 17
“When you control a man’s thinking you do not have to worry about
his actions.” – Carter G. Woodson
“How fortunate for leaders, that men do not think.” – Adolph Hitler
10 Thought-Destroying Tactics
Research is now telling us that, for the young child, physical activity
is actually more important than time spent studying.
The Cerebellum…
“Young persons are naturally active, and if they find no legitimate scope
for their pent-up energies after the confinement of the schoolroom, they
become restless and impatient of control; they are thus led to engage in
the rude, unmanly sports that disgrace so many schools and colleges,
and even to plunge into scenes of dissipation. And many who leave their
homes innocent, are corrupted by their associations at school. Much
could be done to obviate these evils, if every institution of learning would
make provision for manual labor on the part of the students,—for actual
practice in agriculture and the mechanic arts. Competent teachers
should be provided to instruct the youth in various industrial pursuits, as
well as in their studies in the school room. While a part of each day is
devoted to mental improvement and physical labor, devotional exercises
and the study of the Scriptures should not be overlooked. Students
trained in this manner would have habits of self-reliance, firmness, and
perseverance, and would be prepared to engage successfully in the
practical duties of life. They would have courage and determination to
surmount obstacles, and moral stamina to resist evil influences.” (Signs
of the Times , August 26, 1886)
“The monotony of continual study wearies the mind, and they take but
little interest in their lessons; and to many the application to books
becomes painful.” Child Guidance . P. 333
GARDENING BENEFITS:
• self-confidence
• self-esteem
• patient
• persevering
• improved science understanding
• better test scores
• overall better learners.
“ If possible, the home should be out of the city, where the children can have
ground to cultivate. Let them each have a piece of ground of their own; and
as you teach them how to make a garden, how to prepare the soil for seed,
and the importance of keeping all the weeds pulled out, teach them also how
important it is to keep unsightly, injurious practices out of the life. Teach
them to keep down wrong habits as they keep down the weeds in their
gardens.”—The Adventist Home, 146.1. https://m.egwwritings.org/en/book/
128.616
“compared to those that did not ingest the bacterium, the M.vaccae mice
“navigated the maze twice as fast and exhibited half of the anxiety behavior.”
Serotonin is also thought to play a role in learning, so it may have helped the
mice not just by making them less anxious but by facilitating greater
concentration. Once the bacterium was removed from their diet, they
continued to perform better than the control group for about three weeks. As
the bacterium left the system, the superhero effects tapered off and by the
third week, the difference was no longer statistically significant.”-Naomi A.
Sachs, It’s In The Dirt! Bacteria In Soil May Make Us Happier, Smarter.
“Students who are actively engaged in garden projects tend to enjoy learning
and show improved attitudes towards education.”-Canaris, 1955;Dirks and
Orvis, 2005
“…..being around plants helps children learn faster, improve health, reduce
crime, enhance the natural environment and greatly reduce the stress of
everyday life.”-Charlie Hall , Taxes A&M University.
“Research shows that kids learn faster when they are in green environment.
Those with attention deficit disorders have longer attention spans when they
are in a natural gardenlike environment as to a sterile, concrete classroom.”-
Charlie Hall, Taxes A&M University.
• Photosynthesis
• Meteorology
• Solar system
• Responsibility
• Cause to effect
• Industry
• Economy
• Diligence
Tactic 2. Overstimulation
• stress
• danger response
• over-activity
• frustration
• irritability
• superficial thinking
“The bell will ring just when they’re engulfed in learning about the
solar system to tell them it is time to start learning how to dissect a
sentence. A child learns that no subject is truly meaningful or
interesting, and therefore learns not to be truly interested in
anything meaningful.” – Elizabeth Walling. Ten ways public school
destroys free thinking. naturalnews.com
Study is good, but we can have too much of a good thing. The time
should be divided between study and practical work.
Effects of Too Much Study…
• “learned helplessness”
• “shutting off”
• superficial learning
• burn out
• illnesses
• learning disabilities
•
Tactic 4: Testing
At the start of the year the squirrel was first in his class in climbing
and running and was second only to the duck at flying. But he
developed serious frustration issues in the flying class because his
teacher made him start from the ground up instead of from the tree
top down. He developed “Charley Horses” from over exertion and
caught pneumonia in swimming class, so missed so much school
that he got a C in climbing and a D in running. To make matters
even worse, because the squirrel constantly squirmed and
chattered in class, and had difficulty paying attention, he was
diagnosed with a learning disorder. The squirrel eventually was
placed in remedial classes and had to be medicated in order to
continue with his school work.
The rabbit started at the top of the class in running, but had a
nervous break-down because of so much make-up work in
swimming.
The fox was a natural in his running class and scored well in
climbing and swimming, but became so frustrated at his inability to
get good grades in flying that he began assaulting his classmates.
He even tried to eat the duck. His behavior was so disruptive he
was expelled from school. He fell in with a rough crowd and
eventually wound up in a center for animal delinquents.
The eagle was a problem child and was disciplined severely. In the
climbing class he beat all the others to the top of the tree, but he
insisted on using his own way to get there.
At the end of the year, an abnormal eel that could swim exceedingly
well, and also run, climb, and fly a little had the highest average and
was Valedictorian. The prairie dogs stayed out of school and fought
the tax levy because the administration would not add digging and
burrowing to the curriculum. They apprenticed their children to a
badger and later joined the groundhogs and gophers to start a
successful private school.
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. . . . The system of education
generations back has been destructive to health and even life itself.
Five hours each day many young children have passed in school
rooms not properly ventilated, nor sufficiently large for the healthful
accommodation of the scholars. The air of such rooms soon
becomes poison to the lungs that inhale it. Little children, whose
limbs and muscles are not strong, and their brains undeveloped,
have been kept confined indoors to their injury. Many have but a
slight hold on life to begin with. Confinement in school from day to
day makes them nervous and diseased. Their bodies are dwarfed
because of the exhausted condition of the nervous system.
-The Health Reformer, September 1, 1872 .
“And if the lamp of life goes out, the parents and teachers do not
consider that they had any direct influence in quenching the vital
spark. When standing by the graves of their children, the afflicted
parents look upon their bereavement as a special dispensation of
Providence. By inexcusable ignorance, their own course had
destroyed the life of their children. Then to charge their death to
Providence is blasphemy. God wanted the little ones to live and be
disciplined, that they might have beautiful characters, to glorify Him
in this world, and praise Him in the better world. In order to be in
accordance with fashion and custom, many parents have sacrificed
the health and life of their children. . . .”
-The Health Reformer, September 1, 1872.
Many children have been ruined for life by urging the intellect, and
neglecting to strengthen the physical. Many have died in their
childhood because of the course pursued by injudicious parents,
and teachers of the schools, in forcing their young intellect, by
flattery or fear, when they are too young to see the inside of a
school room. Their minds have been taxed with lessons, when they
should not have been called out, but kept back until the physical
constitution was strong enough to endure mental effort. small
children should be left free as lambs to run out of doors, to be free
and happy, and be allowed the most favorable opportunities to lay
the foundation for sound constitutions. Parents should be their only
teachers, until they have reached eight or ten years of age. They
should open before their children God’s great book of nature as fast
as their minds can comprehend it.
-The Health Reformer, September 1, 1872.
Many mothers feel that they have not time to instruct their children,
and in order to get them out of the way, and get rid of their noise
and trouble, they send them to school. The schoolroom is a hard
place for children who have inherited enfeebled constitutions.
Schoolrooms generally have not been constructed in reference to
health, but in regard to cheapness. The rooms have not been
arranged so that they could be ventilated as they should have been
without exposing the children to severe colds.
And the seats have seldom been made so that the children could sit
with ease, and keep their little, growing frames in a proper posture
to ensure healthy action of the lungs and heart. Young children can
grow into almost any shape, and can, by habits of proper exercise
and positions of the body, obtain healthy forms.
It is destructive to the health and life of young children for them to
sit in the schoolroom, upon hard ill-formed benches, from three to
five hours a day, inhaling the impure air caused by many breaths.
The weak lungs become affected, the brain, from which the nervous
energy of the whole system is derived, becomes enfeebled by being
called into active exercise before the strength of the mental organs
is sufficiently matured to endure fatigue. . . .
-Selected Messages, book 2, pages 426–439 [1865].
And not only has the physical and mental health of children been
endangered by being sent to school at too early a period, but they
have been the losers in a moral point of view. They have had
opportunities to become acquainted with children who were
uncultivated in their manners. They were thrown into the society of
the coarse and rough, who lie, swear, steal, and deceive, and who
delight to impart their knowledge of vice to those younger than
themselves. Young children if left to themselves learn the bad more
readily than the good. Bad habits agree best with the natural heart,
and the things which they see and hear in infancy and childhood
are deeply imprinted upon their minds, and the bad seed sown in
their young hearts will take root, and will become sharp thorns to
wound the hearts of their parents. During the first six or seven years
of a child’s life special attention should be given to its physical
training, rather than the intellect.
“…never in history until the 20th century have young people been
largely separated from the ongoing productive activities of society.”
– Gunhild O. Hagestad and Peter Uhlenberg. The Social Separation
of Old and Young: A Root of Ageism. Journal of Social Issues, Vol.
61, No. 2, 2005, pp. 343–360
“…society’s survival depends on raising new generations in close
proximity with adults who are engaged in their central roles.
Institutional age segregation creates a situation in which parents’
productive work—indeed, major portions of their adult lives—are
carried out in settings where there are no children. …children do not
get to know a variety of adults and observe their lives….” – Gunhild
O. Hagestad and Peter Uhlenberg. The Social Separation of Old
and Young: A Root of Ageism. Journal of Social Issues, Vol. 61, No.
2, 2005, pp. 343–360
“When you are little and just with kids your own age, the range of
possible activities is restricted by the knowledge and abilities of
those in your age group; but in collaboration with older kids there is
almost no limit to what you might do!” – Dr. Peter Grey. Freedom to
learn. www.psychologytoday.com
“A close study of what big people were up to was always the most
exciting occupation of youth….” – John Taylor Gatto. Dumbing Us
Down, 27
Tactic 7: Media
“More than 50% of parents said the most important reasons their
children watched TV was because they have them watch programs
that will help teach their children something, that it’s good for the
children’s brain development, or because watching TV is something
their children really enjoy doing.” — http://
www.urbanchildinstitute.org/articles/research-to-policy/practice/tv-
can-be-too-stimulating-for-babies-toddlers
Here’s a recent article from the New York Times, titled, “In
classroom of future, stagnant scores.”
So…how’s it going?
“Since 2005, scores in reading and math have stagnated in Kyrene,
even as statewide scores have risen.”
“It is the work of true education to develop this power, to train the
youth to be thinkers, and not mere reflectors of other men's
thought. Instead of confining their study to that which men have
said or written, let students be directed to the sources of truth, to
the vast fields opened for research in nature and revelation. Let
them contemplate the great facts of duty and destiny, and the mind
will expand and strengthen.Let them contemplate the great facts of
duty and destiny, and the mind will expand and strengthen. Instead
of educated weaklings, institutions of learning may send forth men
strong to think and to act, men who are masters and not slaves
of circumstances, men who possess breadth of mind, clearness
of thought, and the courage of their convictions.” -Education by
Ellen G White. Page, 17.2
“It is not so very important for a person to learn facts. For that he
does not really need a college. He can learn them from books. The
value of an education in a liberal arts college is not the learning of
many facts, but the training of the mind to think something that
cannot be learned from textbooks.” - Albert Einstein
1947, Einstein: His Life and Times by Philipp Frank, Translated from
German by George Rosen, Edited and Revised by Shuichi Kusaka,
Quote Page 185, Published by Alfred A. Knopf, New York. (Verified
with scans)
“Few people think more than two or three times a year ; I have
made an international reputation for myself by thinking once or
twice a week.” George Bernard Shaw
“God has given men talents which He means that they should use.
He has given them minds and He means that they should become
thinkers, and do their own thinking and planning rather than depend
upon others to think and plan for them.” -Christian Leadership
38 https://m.egwwritings.org/en/book/12.237
“The best soldiers are those who are trained, who are intelligent,
faithful, courageous, true. A soldier needs to think. ..The warfare in
which we are engaged is largely mental, and the mind that is the
most thoroughly trained will do the most acceptable work.” -Signs of
the Times, September 7, 1891 par. 3,4 https://m.egwwritings.org/
en/book/820.10607
“[God]He knows that they will have to battle against the powers of
darkness that strive to gain control of the human mind…”
-Messages to Young People ,pages 163 https://m.egwwritings.org/
en/book/76.805
Tactic 10:???
https://m.egwwritings.org/en/book/820.1260
“Never before was there so much at stake; never were there results
so mighty depending upon a generation as upon these now
coming upon the stage of action….” Gospel Workers ,page 68
https://m.egwwritings.org/sk/book/35.310
“The greatest want of the world is the want of men--men who will
not be bought or sold, men who in their inmost souls are true and
honest, men who do not fear to call sin by its right name, men
whose conscience is as true to duty as the needle to the pole, men
who will stand for the right though the heavens fall.” Education , p.
57 https://m.egwwritings.org/en/book/29.236