can support this service, please contact the Ellen G. White Estate stitutes true education in its broadest sense, the author of this book points the way to their. How to read the book Education for yourself. In her writings on this subject, Ellen White presented the great, guiding principles that make up true education in. Education. Home · EGW Writings · Books; Education. Read; Contents; Details · Foreword · First Principles · Illustrations · The Master Teacher · Nature Teaching.
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LibriVox recording of Education by Ellen G. White. Read in Her idea of creating a Christian educational system is detailed in this book. About the Ellen G. White Estate. End User License Agreement. The viewing, printing or downloading of this book grants you only a limited, nonexclusive and. Early in Ellen G. White published the book Education. It was widely circulated and read with appreciation. For decades, the fundamental principles clearly.
But the fall and its effects have perverted these gifts. Sin has marred and well-nigh obliterated the image of God in man. It was to restore this that the plan of salvation was devised and a life of probation was granted to man. To bring him back to the perfection in which he was first created is the great object of life—the object that underlies every other.
All Capabilities to Be Developed—All the varied capabilities that men possess—of mind and soul and body—are given them by God to be so employed as to reach the p.
But this cannot be a selfish and exclusive culture; for the character of God, whose likeness we are to receive, is benevolence and love. Every faculty, every attribute, with which the Creator has endowed us is to be employed for His glory and for the uplifting of our fellowmen. And in this employment is found its purest, noblest, and happiest exercise.
True Education Is Broad—True education means more than taking a certain course of study. It is broad. It includes the harmonious development of all the physical powers and the mental faculties.
All-round Development for Every Duty—And those who would be workers together with God must strive for perfection of every organ of the body and quality of the mind. True education is the preparation of the physical, mental, and moral powers for the performance of every duty; it is the training of body, mind, and soul for divine service.
This is the education that will endure unto eternal life. All Powers to Reach Their Highest Potential—God designs that the college at Battle Creek shall reach a higher standard of intellectual and moral culture than any other institution of the kind in our land. The youth should be taught the importance of cultivating their physical, mental, and moral powers that they may not only reach the highest attainments in science, but through a knowledge of God may be educated to glorify Him; that they may develop symmetrical characters, and thus be fully prepared for usefulness in this world and obtain a moral fitness for the immortal life.
In a special manner our schools are a spectacle unto angels and to men. The truth is to go to the remotest bounds of the earth, through agents trained for the work. But while the knowledge of science is a power, the knowledge which Jesus in person came to impart to the world was the knowledge of the gospel.
The light of truth was to flash its bright rays into the uttermost parts of the earth, and the acceptance or rejection of the message of God involved the eternal destiny of souls.
Fundamentals of Christian Education, Youth to Be Thinkers—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. 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. 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.
True Education Develops Character—The education and training of the youth is an important and solemn work. The great object to be secured should be the proper development of character, that the individual may be p. Eternity will reveal the manner in which the work has been performed.
If ministers and teachers could have a full sense of their responsibility, we should see a different state of things in the world today. But they are too narrow in their views and purposes.
They do not realize the importance of their work or its results. They are gaining in strength of nerve and in solidity as well as activity of muscles. This is the proper education which will bring forth from our schools young men who are not weak and inefficient, who have not a one-sided education, but an all-round physical, mental, and moral training.
The builders of character must not forget to lay the foundation which will make education of the greatest value.
This will require self-sacrifice, but it must be done. The physical training will, if properly conducted, prepare for mental taxation. But the one alone always makes a deficient man. The physical taxation combined with mental effort keeps the mind and morals in a more healthful condition, and far better work is done. Under this training students will come forth from our schools educated for practical life, able to put their intellectual capabilities to the best use.
Physical and mental exercise must be combined if we would do justice to our students. We have been working on this plan here [Australia] with complete satisfaction, notwithstanding the inconvenience under which students have to labor.
Testimonies to Ministers and Gospel Workers, Many Fail to Understand True Principles—Many students are in so great haste to complete their education that they are not thorough in anything which they undertake. Few have sufficient courage and self-control to act p.
Most students fail to understand the true object of education, and hence fail to take such a course as to secure this object. They apply themselves to the study of mathematics or the languages, while they neglect a study far more essential to the happiness and success of life.
Many who can explore the depths of the earth with the geologist or traverse the heavens with the astronomer show not the slightest interest in the wonderful mechanism of their own bodies. Others can tell just how many bones there are in the human frame and correctly describe every organ of the body, and yet they are as ignorant of the laws of health and the cure of disease as though life were controlled by blind fate instead of definite and unvarying law.
Fundamentals of Christian Education, 71, Education Is Not of Brain Alone—Students who have gained book knowledge without gaining a knowledge of practical work cannot lay claim to a symmetrical education. The energies that should have been devoted to business of various lines have been neglected. Education does not consist in using the brain alone. Physical employment is a part of the training essential for every youth.
An important phase of education is lacking if the student is not taught how to engage in useful labor. Physical and Mental to Be Equally Taxed—Much has been said and written in regard to the importance of training the mind for its highest service. This has sometimes led to the opinion that if the intellect is educated to put forth its highest powers, it will strengthen the physical and moral nature for the development of the whole man.
Time and experience have proved this to be an error. We have seen men and women go forth as graduates from college who were in no way qualified to make a proper use of the wonderful physical organism with which God had provided them. The whole body is designed for action, not for inaction. Unless every part of the human machinery performs its allotted tasks, the mental powers cannot be used to their highest capability for any length of time.
Natural powers must be governed by natural laws, and the faculties must be educated to work harmoniously and in accord with these laws.
The teachers in our schools can disregard none of these particulars without shirking responsibility. Pride may lead them to seek for a high worldly standard of intellectual attainment that students may make a brilliant show; but when it comes to solid acquirements—those which are essential to fit men and women for any and every emergency in practical life—such students are only partially prepared to make life a success.
Their defective education often leads to failure in whatever branch of business they undertake. We are not to do brain work and stop there, or make physical exertion and stop there; we are to make the best use of the various parts that compose the human machinery—brain, bone, muscle, head, and heart.
Schools should be established that, in addition to the highest mental and moral culture, shall provide the best possible facilities for physical development and industrial training. Instruction should be given in agriculture, manufactures,--covering as many as possible of the most useful trades,--also in household economy, healthful cookery, sewing, hygienic dressmaking, the treatment of the sick, and kindred lines.
Gardens, workshops, and treatment rooms should be provided, and the work in every line should be under the direction of skilled instructors. Instead of dwelling on the exploits of the Alexanders and Napoleons of history, let the pupils study the lives of such men as the apostle Paul and Martin Luther, as Moffat and Livingstone and Carey, and the present daily-unfolding history of missionary effort.
Instead of burdening their memories with an array of names and theories that have no bearing upon their lives, and to which, once outside the schoolroom, they rarely give a thought, let them study all lands in the light of missionary effort and become acquainted with the peoples and their needs.
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