Out of This World Education

—
Educating for Eternity

“Balancing a checkbook, comprehending newspaper articles, and

calculating the cost of gas are just a few tasks that many college
seniors cannot handle…. [D]ata revealed that over 75% of 2-year
college students and 50% of 4-year college students are incapable
of completing everyday tasks.” – Morisi, S. (2012) Study Finds
College Students Remarkably Incompetent.

Current educational status in US

• Children are full-time schooled for 13 years

• 15,000 hours in school and on school work by the age of 18
• An average of $156,000 per public school child for 13 years of
schooling
•
Between 1940 and 2000:

• black illiteracy doubled

• white illiteracy QUADRUPLED.
• In 1997, nearly 50% of the population was either illiterate or
functioning at low levels of
literacy. Only 18-21% were fully functionally literate.

Between 1975 and 2000:

• There was a 37-percent decline in the number of those scoring

above 600 on the SAT(even as the test was becoming easier).
• American students (who used to rank at the top internationally)
now rank 23rd out of 65 industrialized countries in math.
• In all subjects, the longer American kids are in school, the worse
they measure up to other countries.
• Finland, who ranks near or at the top of all categories – their kids
spend almost 50% fewer hours in school as our kids.
Meanwhile:

• Teachers’ salaries rose 50 percent,

• Class sizes dropped 40 percent,
• And money spent on public education increased 3-fold.
• Kids now spend longer in school than ever before.
• Young adults are getting college degrees at higher rates than ever
before.
• Only 31% of college-educated Americans can fully comprehend a
newspaper story

(National Commission on the Future of Higher Education, August,

2006)

Purpose and goal of education

1. Redemption: restoring the image of God in the soul.

2. Harmonious development of physical, mental, spiritual/emotional.
3. Preparation for service here and throughout eternity.

#1– Real education develops good thinking skills.

A good education should teach a person to think, to reason from

cause to effect, to consider the consequences of decisions, not to
simply obey without thinking, moving as a machine.

“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

“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

“…..in their ability to think, children schooled at home seem to be

five or even ten years ahead of their formally trained peers.” -John
Taylor Gatto, Dumbing Us Down,22

“Whatever an education is, it should make you a unique individual,

not a conformist….” John Taylor Getto. Dumbing Us Down 67

“The education that consists in the training of the memory,

tending to discourage independent thought, has a moral
bearing which is too little appreciated. As the student sacrifices
the power to reason and judge for himself, he becomes incapable of
discriminating between truth and error, and falls an easy prey to
deception. He is easily led to follow tradition and custom.”
-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)

“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
“In times of discouragement and darkness, how important to have
calm, thinking men, who are not dependent on circumstances, but
who trust God, and labor on in the darkness as well as in the light.
Men who serve God from principle, although their faith may be
severely tried, will be seen leaning securely upon the never-failing
arm of Jehovah.” -1892 Gospel Workers , page, 143.3
https://m.egwwritings.org/en/book/34.580

“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

#2– Real education teaches independent thinking, not

conformity.

“Whatever an education is, it should make you a unique individual,

not a conformist…” — John Taylor Gatto – Dumbing Us Down, 67

Not only should good education teach general good thinking skills,
but it should train independent thinkers – people who have their
own beliefs and thoughts, not just going with the flow of everyone
else. Yet, conventional education is very calculated to destroy free
and independent thought.

Quotes from those who helped design the current educational

systems:

“Education should provide the means to destroy free will. … If you

want to influence the student at all, you must do more than merely
talk to him; you must fashion him, and fashion him in such a way
that he simply cannot will otherwise than what you wish him to will.”
– Johann Gottlieb Fichte, Address to the German Nation, 1807

This was the beginning of Prussian-style education, which soon

found its way into American and British systems of education, which
is now found all over the world.

“How fortunate for leaders, that men do not think.” – Adolph Hitler

“The school reorganized its teaching along lines dictated by the new
psychology of instruction which had come to us from abroad…
Beginning about 1880 to 1885 our schools began to experience a
new but steady change in purpose…” — Elwood Cubberly, Public
Education in the United States, 1934

“The U.S. Bureau of Education referred to “the problem of

educational schooling,” decrying the fact that “inculcating
knowledge” enables the masses to be able to “perceive and
calculate their grievances… Such an enabling is bound to retard the
growth of industry.” — Circular of Information, April, 1872

“In our dreams, we have limitless resources and the people yield
themselves with perfect docility to our molding hands. The present
education conventions fade from their minds, and unhampered by
tradition, we work our own good will upon a grateful and responsive
rural folk. We shall not try to make these people or any of their
children into philosophers or men of learning, or men of science.
We have not to raise up from among them authors, editors, poets or
men of letters. We shall not search for embryo great artists,
painters, musicians nor lawyers, doctors, preachers, politicians,
statesmen, of whom we have an ample supply.” — Rockefeller
General Education Board, Occasional Paper Number One, p. 6,
1913

“Ninety-nine [students] out of a hundred are automata, careful to

walk in prescribed paths, careful to follow the prescribed custom.
This is not an accident but the result of substantial education …” —
William Torrey Harris, The Philosophy of Education, 1906
“In the past, man has been first. In the future the system must be
first… What I demand of the worker is not to produce any longer by
his own initiative, but to execute punctiliously the orders given down
to their minutest details.” — Frederick Winslow Taylor, Principles of
Scientific Management, 1911

“To collect little plastic lumps of human dough from private

households and shape them on the social kneading board.” —
Edward Ross, Social Control, 168

“The child passes more and more into the custody of community
experts who are qualified to perform the more complex functions of
parenthood…” — Calhoun, A Social History of the American Family,
175

“… the attitude toward control of the child is likely to change. Each

year the child is coming to belong more to the State and less and
less to the parent… The plea in defense that ‘the child is my child’
will not be accepted much longer by society.” — Ellwood Cubberley,
Changing Conceptions of Education, 1909

“We, then, who are engaged in the sacred cause of education, are
entitled to look upon all parents as having given hostages to our
cause.” — Horace Mann, Lectures and Annual Reports (1867) p
210

“It is to be expected that advances in physiology and psychology

will give governments much more control over individual mentality
than they now have even in totalitarian countries. Fichte laid it down
that education should aim at destroying free will, so that, after pupils
have left school, they shall be incapable, throughout the rest of their
lives, of thinking or acting otherwise than as their schoolmasters
would have wished.” — Bertrand Russell, The Impact of Science on
Society, 1952, p. 61-62

#3 -Real education values the unique capabilities and

strengths of each individual.
Rather than making every child learn the same things and in the
same way, we should allow for more flexibility in education, working
with the strengths and weaknesses of each individual. Refer to the
animal school story…

“Everybody is a genius. But if you judge a fish by its ability to climb

a tree, it will live its whole life believing that it is stupid.” –― Author
Unknown

The Question of Grading—

“The system of grading is a hindrance to the pupil's real progress.

Some pupils are slow at first, and the teacher needs to exercise
great patience. But these pupils may, after a short time, learn so
rapidly as to astonish him. Others may appear to be very brilliant,
but time may show that they have blossomed too suddenly. The
system of confining children rigidly to grades is not wise. 2MR 215.3

Alonzo T. Jones: The sooner grades are done away with, so that the
teacher can get close to the children, the better. 2MR 215.4
Mrs. E. G. White: I know that some better system can be found just
as soon as our instructors learn the true principles of education….”
2MR 215.5 -Manuscript Releases, vol. 2 [ pages 215]
https://m.egwwritings.org/en/book/73.1094

#4 -Real education allows and encourages creativity.

“…we don’t grow into creativity, we grow out of it. Or rather, we get
educated out of it.” — Sir Ken Robinson

“We are now running national education programs where mistakes

are the worst thing you can make. …we are educating people out of
their creative capacities.” – Sir Ken Robinson
“Let the child and the youth be taught that every mistake, every
fault, every difficulty conquered becomes a steppingstone to better
and higher things. It is through such experiences that all who have
ever made life worth the living have achieved success.” -Child
Guidance ,p. 130.1
https://m.egwwritings.org/en/book/8.572

A study on creative abilities:

– Age 3-5 – 98%
– Five years later – 32%
– Ten years later – 10%
– Adults over 25 – 2%

Story of the little boy who went to school

Once a little boy went to school. He was quite a little boy, and it was
quite a big school.

One morning when the little boy had been in school awhile, the
teacher said:

“Today we are going to make a picture.”

“Good!” thought the little boy.
He liked to make all kinds; lions and tigers, chickens and cows,
trains and boats;
And he took out his box of crayons and began to draw.
But the teacher said, “Wait! It is not time to begin!”
And she waited until everyone looked ready.
“Now,” said the teacher, “We are going to make flowers.”
“Good!” thought the little boy, he liked to make beautiful ones with
his pink and orange and blue
crayons.
But the teacher said “Wait! And I will show you how.”
And it was red, with a green stem.
“There,” said the teacher, “Now you may begin.”
The little boy looked at his teacher’s flower then he looked at his
own flower.
He liked his flower better than the teacher’s but he did not say this.
He just turned his paper over, and made a flower like the teacher’s.
It was red, with a green stem.
On another day when the little boy gone to school,
The teacher said: “Today we are going to make something with
clay.”

“Good!” thought the little boy; he liked clay.

He could make all kinds of things with clay – snakes and snowmen,
elephants and mice, cars and trucks.
And he began to pull and pinch his ball of clay.
But the teacher said, “Wait! It is not time to begin!”
And she waited until everyone looked ready.
“Now,” said the teacher, “We are going to make a dish.”
“Good!” thought the little boy, he liked to make dishes.
And he began to make some that were all shapes and sizes.
But the teacher said “Wait! And I will show you how.”
And she showed everyone how to make one deep dish.
“There,” said the teacher, “Now you may begin.”
The little boy looked at the teacher’s dish; then he looked at his
own.

He liked his better than the teacher’s but he did not say this.
He just rolled his clay into a big ball again and made a dish like the
teacher’s.
It was a deep dish.

And pretty soon the little boy learned to wait, and to watch, and to
make things just like the teacher.
And pretty soon he didn’t make things of his own anymore.
Then it happened that the little boy and his family moved to another
house, in another city, and the
little boy had to go to another school.
And the very first day he was there, the teacher said: “Today we are
going to make a picture.”
“Good!” thought the little boy.
And he waited for the teacher to tell what to do.
But the teacher didn’t say anything – She just walked around the
room.
When she came to the little boy She asked, “Don’t you want to
make a picture?”

“Yes,” said the little boy, “What are we going to make?”

“I don’t know until you make it,” said the teacher.
“How shall I make it?” asked the little boy.
“Why, anyway you like,” said the teacher.
“And any color?” asked the little boy.
“Any color,” said the teacher.

“If everyone made the same picture, and used the same colors,
how would I know who made what, and
which was which?”
“I don’t know,” said the little boy.
And he began to make a red flower with a green stem.

• Conventional school dictated the process by which children

learn.
Schooling “…..rears disciple, imitators , and routinists, not pioneers
of new ideas and creative geniuses.”-Ludwig Von Mises

“It is a miracle that curiosity survives a formal education.” — Albert

Einstein

#5 Real education includes physical activity

“Higher-fit children showed greater bilateral hippocampal volumes

and superior relational memory task performance compared to
lower-fit children.” — Abstract, A neuroimaging investigation of
the association between aerobic fitness, hippocampal volume, and
memory performance in preadolescent children. Brain Research
Journal, 2010 , 172-83

“In order for the brain to have clearness and strength of thought,
retentive memory and mental power, the muscles of the body should
have exercise a portion of each day.” Signs of the Times April 29, 1875,
par. 5
https://m.egwwritings.org/ro/book/820.90

“Adam was in glorious Eden. He was perfectly developed, and then set
to work by his Maker that by exercise all his muscles should preserve
their elasticity. Many young men and ladies are too proud, or too lazy,
to engage in useful labor in the house or in the garden.” Signs of the
Time April 29, 1875, par. 6
https://m.egwwritings.org/ro/book/820.90

“No one muscle of the body, no one set of muscles can be

continuously used, without an eventual paralysis, or total loss of
power, until restored by rest. But if one class of muscles be
employed for a time, then another while the former is at rest, the
two thus alternating may be kept in motion, without the slightest
fatigue, for hours together... The rector of the training college of
Glasgow says, from long and extensive observation, that he “will
undertake to teach a hundred children in three hours a day as
much as they can possibly receive; that is, when a child has been
kept at study three hour, its brain becomes incapable of pursuing it
further advantageously, until rested. These things show that unless
mind and body both have rest, both will be destroyed; and to save
both Divine wisdom issued the precept “in the beginning,“” On the
seventh day thou shalt rest.” It was no arbitrary command; it was
an injunction fraught with wisdom and benevolence.” - Hall’s
Journal of Health. ARSH October 7, 1862, p. 150.23

Physical Activity
• improve overall mental health and quality of life
• enhance brain function and cognition
• improve behavior
• improve concentration
• increase blood and oxygen flow to the brain
• increase levels of norepinephrine and endorphins resulting in a
reduction of stress and an improvement of mood
• increase growth factors that help to create new nerve cells and
support synaptic plasticity

– Physical Activity and Performance at School. Journal of the

American Medical Association of Pediatrics, Jan. 2012
“…exercise provides an unparalleled stimulus, creating an
environment in which the brain is ready, willing, and able to learn.”
— Ratey & Hagerman (2008) Spark: The Evolutionary New Science
of Exercise and the Brain

“…both mental and spiritual vigor are in great degree dependent

upon physical strength and activity; whatever promotes physical
health, promotes the development of a strong mind and a well-
balanced character.”Child Guidance 360
https://m.egwwritings.org/en/book/8.1688

“The whole body is designed for action; and unless the physical
powers are kept in health by active exercise, the mental powers
cannot long be used to their highest capacity. The physical inaction
which seems almost inevitable in the schoolroom--together with
other unhealthful conditions--makes it a trying place for children,
especially for those of feeble constitution.” Education, p. 207

“Students should not be permitted to take so many studies that they

will have no time for physical training. The health cannot be
preserved unless some portion of each day is given to muscular
exertion in the open air. Stated hours should be devoted to manual
labor of some kind,..”Child Guidance ,p. 342

We desire that our children should study to the best advantage. In

order to do this, employment should be given them which would call
into exercise the muscles. Daily, systematic labor should
constitute a part of the education of youth even at this late
period. Much can now be gained in connecting labor with schools.
The students will acquire, in following this plan, elasticity of
spirit and vigor of thought, and can accomplish more mental
labor, in a given time, than they could by study alone. And they
can leave their schools with their constitutions unimpaired, with
strength and courage to persevere in any position in which the
providence of God may place them. (Christian Education p. 22)
“In order for man to succeed in life, God provided him with two
means, education and physical activity. Not separately, one for the
soul and the other for the body, but for the two together. With these
two means, man can attain perfection.” (Plato, as cited in “Plato
Quotable Quotes,” 2014, p. 1)



The idea of the mind and the body working together to achieve
success is an essential part of life. Aristotle (as cited in Brügemann
& Gerds-Ploeger, 2013, p. 427) once said, “Life is movement.” 

Both Plato and Aristotle recognized the relationship between

physical activity and the mind. 



The examination of the connection between physical activity and
cognitive function is a more recent topic of research (Koch &
Hasbrouck, 2013). 



Connections between the brain and bodily movements comprise a
popular topic of study. New brain growth and development, referred
to as neurogenesis, is a product of recent studies as researchers
find commonalities between brain growth/efficiency of function and
increased levels of exercise. Benefits of exercise do not stop at the
muscular level but integrate connections within the brain to
stimulate new pathways, which inevitably speed up the learning
process (Ratey, 2008).

“Researchers found that students who had 20 minutes of exercise

immediately preceding a test or giving a speech had higher
academic performance and better focus than those who did not
exercise. Exercise has proven to make us more clearheaded.”

“Emerging research shows that allows the brain to function at its

best through a combination of biological reactions. First , exercise
increases blood flow to the brain, providing oxygen, glucose ,and
other nutrients and improving the removal of metabolic waste
products. The increased blood and oxygen flow also prompt the
release of the protein Brain Derived Neurotrophic Factor (BDNF).
This protein works by strengthening connections between
brain cells and repairing any damage within them. BDNF also
stimulates the growth of new neurons in the hippocampus, the
portion of the brain involved in memory, planning, learning, and
decision making. The hippocampus is one of only two parts of
the adult brain where new cells can be generated. The
Connections strengthened by BDNF are critical for learning to take
place and for memories to be stored. Exercise provides the
necessary stimulus for the brain neurons to interconnect, creating
the perfect environment in which the brain is ready and able to
learn. ”

“Exercise also increases the neurotransmitters dopamine,

glutamate, norepinephrine, and serotonin, all of which are vital in
the generation of thought and emotions. Low levels of serotonin
have been linked to depression, and exercise has repeated been
shown to be effective in treating depression.”
-Lifetime Physical Fitness and Wellness By Wener W.K. Hoeger,
Sharon A. Hoeger, Cherie I Hoeger, Amber L. Fawson ,pg. 14

"It was already known that exercise increases levels of serotonin,

norepinephrine, and dopamine—important neurotransmitters that
traffic in thoughts and emotions. You’ve probably heard of
serotonin, and maybe you know that a lack of it is associated with
depression, but even many psychiatrists I meet don’t know the rest.
They don’t know that toxic levels of stress erode the connections
between the billions of nerve cells in the brain or that chronic
depression shrinks certain areas of the brain. 



And they don’t know that, conversely, exercise unleashes a
cascade of neurochemicals and growth factors that can reverse this
process, physically bolstering the brain’s infrastructure. In fact, the
brain responds like muscles do, growing with use, withering with
inactivity. 



The neurons in the brain connect to one another through “leaves”
on treelike branches, and exercise causes those branches to grow
and bloom with new buds, thus enhancing brain function at a
fundamental level. Neuroscientists have just begun studying
exercise’s impact within brain cells—at the genes themselves. Even
there, in the roots of our biology, they’ve found signs of the body’s
influence on the mind. 



It turns out that moving our muscles produces proteins that travel
through the bloodstream and into the brain, where they play pivotal
roles in the mechanisms of our highest thought processes. They
bear names such as insulin-like growth factor (IGF-1) and vascular
endothelial growth factor (VEGF), and they provide an
unprecedented view of the mind-body connection. It’s only in the
past few years that neuroscientists have begun to describe these
factors and how they work, and each new discovery adds awe-
inspiring depth to the picture.



...the front of your brain is firing signals about what you’re reading,
and how much of it you soak up has a lot to do with whether there is
a proper balance of neurochemicals and growth factors to bind
neurons together. Exercise has a documented, dramatic effect on
these essential ingredients. It sets the stage, and when you sit
down to learn something new, that stimulation strengthens the
relevant connections; with practice, the circuit develops definition,
as if you’re wearing down a path through a forest.”



—"Spark: The Revolutionary New Science of Exercise and the
Brain" by John J. Ratey, Eric Hagerman

Manual occupation for the youth is essential. The mind is not to be

constantly taxed to the neglect of the physical powers. The ignorance of
physiology, and a neglect to observe the laws of health, have brought many
to the grave who might have lived to labor and study intelligently. The proper
exercise of mind and body will develop and strengthen all the powers. Both
mind and body will be preserved, and will be capable of doing a variety of
work. Ministers and teachers need to learn in regard to these things, and
they need to practice as well. The proper use of their physical strength, as
well as of the mental powers, will equalize the circulation of the blood, and
keep every organ of the living machinery in running order. Minds are often
abused; they are goaded on to madness by pursuing one line of thought; the
excessive employment of the brain power and the neglect of the physical
organs create a diseased condition of things in the system. Every faculty of
the mind may be exercised with comparative safety if the physical powers
are equally taxed, and the subject of thought varied. We need a change of
employment, and nature is a living, healthful teacher. FE 321.1

When students enter the school to obtain an education, the instructors

should endeavor to surround them with objects of the most pleasing,
interesting character, that the mind may not be confined to the dead study of
books. The school should not be in or near a city, where its extravagance, its
wicked pleasures, its wicked customs and practices, will require constant
work to counteract the prevailing iniquity, that it may not poison the very
atmosphere which the students breathe. All schools should be located, as
far as possible, where the eye will rest upon the things of nature instead of
clusters of houses. The ever-shifting scenery will gratify the taste, and
control the imagination. Here is a living teacher, instructing constantly. FE
321.2

I have been troubled over many things in regard to our school. In their work
the young men are associated with the young women, and are doing the
work which belongs to women. This is nearly all that can be found for them
to do as they are now situated; but from the light given me, this is not the
kind of education that the young men need. It does not give them the
knowledge they need to take with them to their homes. There should be a
different kind of labor opened before them, that would give opportunity to
keep the physical powers taxed equally with the mental. There should be
land for cultivation. The time is not far distant when the laws against Sunday
labor will be more stringent, and an effort should be made to secure grounds
away from the cities, where fruits and vegetables can be raised. Agriculture
will open resources for self-support, and various other trades also could be
learned. This real, earnest work calls for strength of intellect as well as of
muscle. Method and tact are required even to raise fruits and vegetables
successfully. And habits of industry will be found an important aid to the
youth in resisting temptation. FE 322.1

Here is opened a field to give vent to their pent-up energies, that, if not
expended in useful employment, will be a continual source of trial to
themselves and to their teachers. Many kinds of labor adapted to different
persons may be devised. But the working of the land will be a special
blessing to the worker. There is a great want of intelligent men to till the soil,
who will be thorough. This knowledge will not be a hindrance to the
education essential for business or for usefulness in any line. To develop the
capacity of the soil requires thought and intelligence. Not only will it develop
muscle, but capability for study, because the action of brain and muscle is
equalized. We should so train the youth that they will love to work upon the
land, and delight in improving it. The hope of advancing the cause of God in
this country is in creating a new moral taste in love of work, which will
transform mind and character. FE 322.2

-Fundamentals of Christian Education, p. 321-322

https://m.egwwritings.org/es/book/32.1247#1315

Agriculture is one of the best forms of whole-body activity,

especially for children.

Why Agriculture?

“No nation will long survive the decay of its agriculture.” – Thomas
Jefferson

GARDENING BENEFITS:
• self-confidence
• self-esteem
• patient
• persevering
• improved science understanding
• better test scores
• overall better learners.
•
“… the experimental group (the gardening students) out-performed
the control group (the non-gardening students) in all areas: general
information, reading recognition, reading comprehension, total
reading, mathematics, spelling and written language.” — Sheffield
1992, pp. 116–117. The affective and cognitive effects of an
interdisciplinary garden-based curriculum on underachieving
elementary students.

“Substantial data suggests that outdoor activities have positive

effects on self-esteem, … and mental health.” — Community
College Enterprise Vol 10, No. 1. A. J. Hoffmann, D. Thompson, A.
Cruz
Mycobacterium Vaccae – found in the soil
• reduce depression
• improve lung health
• boost the immune system
• fight cancer
• strengthen the digestive system
• treat arthritis
• improve emotional and mental health
• lower stress and anxiety
• reduce allergies
• make you smarter!

“[M. Vaccae] …had the exact same effect as antidepressant drugs.”

— http://discovermagazine.com/2007/jul/raw-data-is-dirt-the-new-
prozac

“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 behaviors.”

“These data support the idea that the greater diversity of microbial
exposure among children who live on farms is associated with
protection from the development of asthma.” – Exposure to
Environmental Microorganisms and Childhood Asthma. New
England Journal of Medicine, 2011

“These studies help us understand how the body communicates

with the brain and why a healthy immune system is important for
maintaining mental health. They also leave us wondering if we
shouldn’t all be spending more time playing in the dirt.“ – Dr. Chris
Lowry, University of Bristol

“Students who are actively engaged in garden projects tend to

enjoy learning and show improved attitudes towards education” —
Canaris, 1995; Dirks & 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, Texas A&M University.
“Research shows that kids learn faster when they are in a green
environment. Those with attention deficit disorders have longer
attention spans when they are in a natural gardenlike environment
as opposed to a sterile …classroom.” — Charlie Hall, Texas A&M
University

Math
• counting seeds or plants
• measuring rows and figuring out how many seeds to plant
• measuring how far apart to plant seeds
• measuring the height of a seedling
• counting how many vegetables harvested

Science
• observing and predicting growth of plants
• parts of a plant and the purpose of each
• photosynthesis
• meteorology
• solar system
• bugs and other critters through real-life observation
• cycle of plant life through composting

Country Living
• awareness of the world and environment
• helps develop the power of attention
• responsibility
• cause to effect
• industry
• economy
• diligence

#6- Real education applies what is learned

• Real education is the acquisition of knowledge for a purpose.

• Schooling often gives students information but fails to give them a
reason to use the information and a real-life application for it.

"The Papal system of education makes them content to repeat set

lessons to their students, as they themselves learned them in
school, with no thought of making practical application. The
students, in turn, go out to teach others the same rote they have
learned, and thus the endless treadmill goes on, ever learning, but
never getting anywhere."
-Studies in Christian Education – E.A Sutherland

“Christ imparted only that knowledge which could be utilized.” -

Ministry of Healing , p. 448

“It is not well to crowd the mind with studies that require intense
application, but that are not brought into use in practical life. Such
education will be a loss to the student… It is not enough even to
have knowledge. We must have ability to use the knowledge aright.”
-Ministry of Healing , p.449

“It is the use they make of knowledge that determines the value of
their education.” -Ministry of Healing , p. 402

#7 – Real education prepares a student for real life

Education should be preparation for real life – like how to take care
of a home, how to manage ones’ finances, etc.

“What do students carry with them when they leave school? Where
are they going? What are they to do? Have they the knowledge that
will enable them to teach others? Have they been educated to be
true fathers and mothers? Can they stand at the head of a family as
wise instructors? The only education worthy of the name is that
which leads young men and young women to be Christlike, which
fits them to bear life's responsibilities, fits them to stand at the head
of their families. Such an education is not to be acquired by a study
of heathen classics.” -Ministry of Healing , p. 444.3
“Even in seeking a preparation for God's service, many are
turned aside by wrong methods of education. Life is too
generally regarded as made up of distinct periods, the
period of learning and the period of doing—of preparation
and of achievement. In preparation for a life of service the
youth are sent to school, to acquire knowledge by the study
of books. 

Cut off from the responsibilities of everyday life, they

become absorbed in study, and often lose sight of its
purpose. The ardor of their early consecration dies out, and
too many take up with some personal, selfish ambition.
Upon their graduation, thousands find themselves out of
touch with life. 

They have so long dealt with the abstract and theoretical

that when the whole being must be roused to meet the
sharp contests of real life, they are unprepared. Instead of
the noble work they had purposed, their energies are
engrossed in a struggle for mere subsistence. 

After repeated disappointments, in despair even of earning

an honest livelihood, many drift into questionable or criminal
practices. The world is robbed of the service it might have
received; and God is robbed of the souls He longed to uplift,
ennoble, and honor as representatives of Himself.”
Education, p. 265.1
https://m.egwwritings.org/pt/book/29.1387
“ Many of the branches of study that consume the student’s
time are not essential to usefulness or happiness; but it is
essential for every youth to have a thorough acquaintance
with everyday duties. If need be, a young woman can
dispense with a knowledge of French and algebra, or even
of the piano; but it is indispensable that she learn to make
good bread, to fashion neatly-fitting garments, and to
perform efficiently the many duties that pertain to home-
making.”—Education., 216.

#8- Real education encourages cooperation, not competition

“We destroy the love of learning in children, which is so strong when

they are small, by encouraging and compelling them to work for
petty and contemptible rewards, gold stars, or papers marked 100
and tacked to the wall, or A’s on report cards, or honor rolls, or
dean’s lists, or Phi Beta Kappa keys…in short, for the ignoble
satisfaction of feeling that they are better than someone else.” –
John Holt

“The primary, almost exclusive mode of relationship fostered by

schools among children in the same class is competition! Cut-throat
competition. The pecking order is the all-in-all. Who is better than
whom, who smarter, faster, taller, handsomer – and, of course, who
is worse, stupider, slower, shorter, uglier.” — Dan Greenberg.
Sudbury Valley School

“The children I teach are cruel to each other; they lack compassion
for misfortune; they laugh at weakness; they have contempt for
people whose need for help shows too plainly.” — John Taylor
Gatto. Dumbing Us Down, 27

• Replace honors and grading with genuine accomplishment

• Replace competitive sports with useful work
“I hold and always have held it too unchristian to place two children
in such relation to each other that if one wins the other must lose.
So placed, what scholars gain in intellect, yes, and a thousand
times more, they lose in virtue.“ –Horace Mann

"The Jesuits made much of emulation. He who knows how to excite

emulation has found the most powerful auxiliary in his teaching.
Nothing will be more honorable than to outstrip a fellow student,
and nothing more dishonorable than to be outstripped. Prizes will
be distributed to the best pupils with the greatest solemnity...

It sought showy results with which to dazzle the world; a well-

rounded development was nothing... The Jesuits did not aim at
developing all the faculties of their pupils, but merely the receptive
and reproductive faculties." 

When a student "could make a brilliant display from the resources

of a well-stored memory, he had reached the highest points to
which the Jesuits sought to lead him." Originality and independence
of mind, love of truth for its own sake, the power of reflecting and
forming correct judgments were not merely neglected, they were
suppressed in the Jesuit system." (Painter, pp. 172-173).

“In God's plan there is no place for selfish rivalry. Those who
measure themselves by themselves, and compare themselves
among themselves, are not wise………. But how widely different is
much of the education now given! From the child's earliest years it
is an appeal to emulation and rivalry; it fosters selfishness, the root
of all evil.” Child Guidance 294

“Co-operation should be the spirit of

the schoolroom, the law of its life…
Let the older assist the younger, the strong the weak..”
-Education ,p. 285
The Question of Grading

“The system of grading is a hindrance to the pupil’s real

progress. Some pupils are slow at first, and the teacher
needs to exercise great patience. But these pupils may
after a short time learn so rapidly as to astonish him.
Others may appear to be very brilliant, but time may show
that they have blossomed too suddenly. The system of
confining children rigidly to grades is not wise.
Ms69-1903.12

Alonzo T. Jones: The sooner grades are done away with, so

that the teacher can get close to the children, the better.
Ms69-1903.13

Mrs. E. G. White: I know that some better system can be

found just as soon as our instructors learn the true
principles of education.” Ms69-1903.14

“The basis on which students should be encouraged to

earnest work in securing an education is an important
matter. You know to what extent it is coming to be a
practice in educational institutions in almost every line.
The marking [credit/grading] system very generally
encourages a feeling of rivalry. The basis of the work is
thus made to be personal ambition. It is not so much to
personal excellence, nor to reach any certain ideal, but to
be above a neighbor. Of two students, with different
capacities, one may by much less hard work take the
higher rank, and yet his fellow student may do better work
and be a better student.
“The true basis seems to me to be this: Every one is
endowed with certain capacities and faculties. God has for
him a certain ideal which he can reach by the proper use
of time and opportunities. He is not to be satisfied with
the fact that he outstrips his neighbor. His effort should be
to get what God would have him, and success is to meet
the ideal the Lord has for him in view of his capacity and
opportunity. His neighbor, who may have only half the
capacity will reach the same degree of success and will be
worthy of the same commendation if he reaches the ideal
that God has for him in view of his capacity and his
opportunity.

“The true basis of credit is not by comparing one with

another to see if one secures better standing or more
prizes than his neighbor, but to compare the actual
standing of every student with the ideal which God intends
he should gain in view of the capacities with which he was
endowed and the opportunities God’s providence has given
him.

“This is a very different basis than simply the idea of

personal ambition to excel another. It is very much easier
for a teacher to impel one to earnest work by appealing to
personal ambition, because it is a trait of human nature
easily cultivated. So many teachers, as being the easiest
method to get work (as they say) out of students, appeal
to them on the basis of their standing as compared with
another; but that trait of human nature needs no
cultivation. It is the same old self.
When the mind of Christ is brought into our plans of
education, the purpose will not be to draw out and
strengthen elements of self; but it will be, as in all other
parts of the work, to empty one’s self, to take a humble
position, and yet by that very means to attain to an
exaltation impossible in any other way.”—W.W. Prescott,
1893 General Conference Bulletin, pp. 357-358.

#9- True education is age-integrated, not age-segregated.

1. Allows younger children to engage collaboratively in activities that

they could not do just with age-mates
2. Promotes non-competitive, creative forms of play that are ideal
for acquiring new skills
3. Allows those who are ahead of or behind their age-mates in
certain realms to find others who are at their level
4. Permits younger children to be inspired by the activities of older
ones, and vice versa
5. Allows younger children to receive help and advice without giving
up their own autonomy
6. Allows older children to learn through teaching
7. Allows older children to practice caring for younger ones and to
develop a sense of responsibility and maturity, empathy and
compassion.
8. Teaches children to relate to those of different age groups in a
meaningful way – an essential ingredient for true life
– Dr. Peter Grey. Psychologist and Research Professor at Boston
University. Freedom to Learn.

“When we segregate children by age, in schools and in other

settings, we deprive them… We rob them of the opportunity to use
fully their natural and joyful ways of learning from one another.” —
Dr. Peter Grey. Psychologist and Research Professor at Boston
University. Freedom to Learn.
“Does such division take place naturally anywhere? In industry, do
all twenty-one year old laborers work separately from twenty years
olds or twenty-three year olds? In business, are there separate
rooms for thirty year old executives and thirty-one year executives?
Where , where on earth was this idea conceived? Is anything more
socially damaging than segregating children by year for fourteen –
often eighteen—years?”-Dan Greenburg. Back to Basics.
www.sudval.org

“The placement of the children in separate classes with others of

the same age is a fairly recent phenomenon. Age segregation did
not occur in full force until the 1930s, when the advent of
compulsory education laws brought a large influx of children to the
public school system. Until then, the main source of formal
education for most children was the one-room schoolhouse , which
on average contained approximately 25 children ranging in age
from 5-15.”-Jay fieldman and Peter Gray. Some educational
benefits of freely chosen age mixing among Children and
adolescents. Phi Delta Kappan ; March 1999, vol.80 issue 7, p.507,
512

“…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.

“…Societies survival depends on raising new generations in close

proximity with adults who are engaged in their central role.
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.
“It is absurd and anti-life to be part of a system that compels you to
sit in confinement with people of exactly the same age and social
class. That system effectively cuts you off from the immense
diversity of life and the synergy of variety; indeed, it cuts you off
from your own past and future, sealing you in a continuous present
much the same way television does.”-John Taylor Getto. Dumbing
Us Down, p.24.

Zone of Proximal Development {ZPD}

“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 Gray. Freedom To
Learn, www.psychologytoday.com

“Any child who can spend an hour or two a day, or more if he wants,
with the adults that he likes, who are interested in the world and like
to talk about it, will on most days learn far more from their talk than
would learn in a week of school.”-John Holt

“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

#10- Real education works with the natural schedule of

development.

(Refer to Better Late Than Early session.)

“True education is not the forcing of instruction on an unready and

unreceptive mind. The mental powers must be awakened, the
interest aroused.” -Education 41
“Living in a culture that esteems achievement and speed, parents
naturally want to hurry the development of their offspring. We
discovered, however, that one of the core philosophies of
Revolutionary Parents was to advance their children at a pace that
was natural for the child. They held on to this position even when
teachers, family members, or friends expressed disapproval.”
-Barna, George. Revolutionary Parenting: What the Research
Shows Really Works ,page 44

“ In our studies of what takes ….we often have encountered the

alarming trend of identifying what children “should” be like at a
given age, along with the institutional push to make sure they reach
that stage at the appointed time.

“ In countless cases it has seemed as if children’s development is

being rushed to satisfy some ambiguous goal, robbing them of the
delights of childhood in an effort to usher them into the
responsibilities of adulthood prematurely. We hurry to get them
there, then wonder why they seem discontent or unfulfilled.
Sometimes we inadvertently “fast-track” personal development,
eliminating the joy of growing at the pace God ordained for the
person. ” “ -Barna, George. Revolutionary Parenting: What the
Research Shows Really Works ,page 44-45

“Unfortunately, rather that creating a generation of “super geniuses”

there are emerging reports that although modern students are quite
adept at memorizing and regurgitating facts presented in class or in
reading materials, the ability to reason, think critically, and problem
solve has actually been dramatically reduced in recent years.” –
The Emerging Crisis in Critical Thinking – Psychology Today
article https://www.psychologytoday.com/blog/the-intuitive-parent/
201703/the-emerging-crisis-in-critical-thinking
“Parents should be the only teachers of their children until they
have reached eight or ten years of age.  As fast as their minds can
comprehend it, the parents should open before them God’s great
book of nature…. The only schoolroom for children until eight or ten
years of age should be in the open air, amid the opening flowers
and nature’s beautiful scenery, and their most familiar textbook the
treasures of nature….” – Christian Education, 8

“The popular method of filling the student’s mind with that which is
not practical and hurrying him through a certain course, in order that
he may obtain a diploma, is not true education. True education
begins on the inside, at the core, with that which is practical. It
builds up and strengthens a symmetry of character that by and by,
in this life, will show itself in some grand, good, and noble work for
the world.” —G.H. Bell, Review December 26, 1882.

#11- True education sets spiritual training and character

development as its ultimate goal.

“So God created man… in His own image.” – Genesis 1:27

“The fear of the Lord is the beginning of wisdom; and the

knowledge of the holy is understanding.” – Proverbs 9:10

Real education sets spiritual training and character development as

its ultimate goal.

“The great object to be secured should be the proper development

of character, that the individual may be fitted to rightly discharge
the duties of the present life, and to enter at last upon the future,
immortal life.” –

Christian Education p.24

“…Any effort that exalts intellectual culture above moral training is

misdirected.”-Child Guidance p.296

“The first great lesson in all education is to know and understand

the will of God. We should bring into every day of life the effort to
gain this knowledge.” -Child Guidance 293

#12- Real education is family based

“The system of education instituted at the beginning of the world

was to be a model for man throughout all aftertime. As an
illustration of its principles a model school was established in Eden,
the home of our first parents. The Garden of Eden was the
schoolroom, nature was the lesson book, the Creator Himself was
the instructor, and the parents of the human family were the
students.” -Education ,p. 20.1
https://m.egwwritings.org/en/book/29.62#64

• The home-educated typically score 15 to 30 percentile points

above public-school students on standardized academic
achievement tests.
• Homeschool students score above average on achievement tests
regardless of their parents’ level of formal education or their family’s
household income.
• Whether homeschool parents were ever certified teachers is not
related to their children’s academic achievement.
• The home-educated are typically above average, on measures of
social, emotional, and
psychological development. Research measures include peer
interaction, self-concept,
leadership skills, family cohesion, participation in community
service, and self-esteem.
• participate in local community service more frequently than does
the general population,
• vote and attend public meetings more frequently than the general
population
• go to and succeed at college at an equal or higher rate than the
general population
• by adulthood, internalize the values and beliefs of their parents at
a high rate
“Education is what remains after one has forgotten what one has
learned in school.”- Albert Einstein

#13- School takes children away from community and family

involvement.

“Our modern school system weighs down children with homework

and endless projects, making it impossible for them to find time to
learn from parents and community members outside of school.
This denies children what they need to become whole people that
can function as productive members of their own community and
of society as a whole.”-Elizabeth Walling. Ten ways public school
destroys free thinking. Naturalnews.com

“Community service provides the critical missing link for many

students…..”Researcher Diane Hedin

#14- Real education encourages students to pursue their

unique interests.

"While teachers seek to prepare their pupil to take a specific career

path, the overall concept of true education is not provided. There is
a tendency to view job preparation as the primary goal of
education, ignoring the vital role of ‘education’ to prepare well-
rounded individuals."

(False Education overlooks God's specific purpose of creation for

the individual student and instead try to fit himself into a system or
Job which he has never ben been called to fulfilled.)

-STS MAGAZINE , April 8, 2018 :PITFALLS OF PUBLIC SCHOOLS

BY JOSÉ AND SHEREECE SANCHEZ

http://media.prophesyagain.org/…/
April%208th%202018%20STS%2…

“It is absurd and anti-life to be part of a system that compels you

to listen to a stranger reading poetry when you want to learn to
construct building, or to sit with a stranger discussing the
construction of buildings when you want to read poetry.”-John
Taylor Gatto.Bestselling author and New York State teacher of the
year

"The first great lesson in all education is to know and understand

the will of God. We should bring into every day of life the effort to
gain this knowledge." -Child Guidance 293

individuals should be considered with reference to what God wants

him to be, and, noticing the defects that exist, noticing what is
lacking in his make-up as an individual, that he may meet the idea
that God has in that particular person, in view of the talents that he
has given to him, that the effort of every teacher should be to open
the way, or to assist him to reach God’s remedy for these defects,
and that will develop not simply the mind, or simply the body, but
will develop the man, will develop the whole being.

And the aim will not be to make every one fit the same mold, it will
not be expected that every one will be able to meet the same
standard, but the ideal for each individual should be the highest
point of excellence that he is able to reach, in view of his talents
with which God has endowed him, and the opportunities afforded
him. God holds us responsible for the light we receive in religious
matters. We are responsible, first, in view of the talents we have;
second, for the opportunities afforded for the development of those
talents. GCDB March 3, 1897, p. 223.2

Now, this calls for an experience on the part of instructors such as

is not required to carry on the ordinary and somewhat mechanical
routine of book study and recitation.

GCDB March 3, 1897, p. 223.4

Sweeping aside the question of technical courses of study, as

though a certain length of time spent in the study of certain
subjects would educate one, I just turn to the idea of
development, the idea of bringing to each individual the remedy
that he needs, presented to him in such a way that he can avail
himself of it in developing, building up; and if that does not bring
to him the technical knowledge of certain branches of study, yet,
if he is growing, building up, developing in the right lines toward
the ideal that God has in mind for him, it seems to me that that is
the best thing that can be done for him.

And the test should not be, Have you studied this? have you
studied that? have you passed an examination, with a certain per
cent., in such subjects? have you a diploma from such a course for
such a course? but, What are you? what are you? That should be
the constant test. The examination should be the application of
God’s ideal for that individual, to him personally. Then his ability
to meet that, or his failure to meet that, would decide what he is,
and would decide his fitness for God’s work. GCDB March 3, 1897,
p. 223.3

“To each human being God has assigned an individuality and a

distinct work.” Spalding and Magan Collection — Ellen G. White ,
p. 175.6

"We were brought into existence because we were needed. How

sad the thought that if we stand on the wrong side, in the ranks of
the enemy, we are lost to the design of our creation. We are
disappointing our Redeemer; the powers He designed for His
service are used to oppose His grace and matchless love.” -ST
April 22, 1903, par. 5



“Every man has his place in the eternal plan of heaven. Whether we
fill that place depends upon our own faithfulness in co-operating
with God.” -Ministry of Healing, page 476.1

“Every man has his place in the eternal plan of heaven” -Ministry of
Healing, page 476. 

“We were brought into existence because we were needed” The
Signs of the Times, April 22, 1903.

“A distinct work is assigned to every Christian."—The Southern

Watchman, August 2, 1904. ChS 9.

#15- Real education happens all the time , through everyday

life.

In real education, “there is no such thing as “extracurricular”….all

life , every minute of everyday , counts as learning time, and there
is no separate time set aside for education.”Pam Sorooshian

“Even in seeking a preparation for God's service, many are turned

aside by wrong methods of education. Life is too generally regarded
as made up of distinct periods, the period of learning and the period
of doing--of preparation and of achievement.” Education 265

“The things we learn, remember, and use are the things we seek
out or meet in the daily, serious, non-school parts of our lives.”-John
Holt

“Whatever one's business or calling, it always pays to be…

continually learning and improving. Those who do this, will be
retained by their employers when others, who are less capable and
efficient, are discharged.” Review and Herald , OCT 26,1886

“Incidental education, taking part in the on-going activities of

society, must again be made the chief means of learning and
teaching.” -Paul Goodman

“Children learn what they live.” –John Taylor Gatto.Bestselling

author and New York State teacher of the year

#16.Real education is broad; schooling is limited

“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. It teaches the love and fear of God and is a
preparation for the faithful discharge of life's duties.”--Mind ,Character and
Personality , Volume 1, p, 360.1

“Our ideas of education take too narrow and too low a range.. …True
education ……has to do with the whole being, and with the whole period of
existence possible to man.” -Counsels for the Church , p. 202.2

https://m.egwwritings.org/en/book/19.1538

“Our ideas of education take too narrow and too low a range. There is need
of a broader scope, a higher aim. True education means more than the
perusal of a certain course of study. It means more than a preparation for the
life that now is. It has to do with the whole being, and with the whole period
of existence possible to man. It is the harmonious development of the
physical, the mental, and the spiritual powers. It prepares the student for the
joy of service in this world and for the higher joy of wider service in the world
to come.” -Counsels for the Church , p. 202.2

https://m.egwwritings.org/en/book/19.1538

"Education," says Webster, "is properly to draw forth, and implies not so
much the communication of knowledge as the discipline of the intellect, the
establishment of the principles, and the regulation of the heart." By a
misconception of the true nature and objects of education, many have been
led into serious and even fatal errors. Such a mistake is made when the
regulation of the heart or the establishment of the principles is neglected in
the effort to secure intellectual culture, or when eternal interests are
overlooked in the eager desire for temporal advantage." Review and Herald,
July 11, 1882 par. 1

#16.Real education is integrated; schooling is

compartmentalised.

“The first lesson I teach is confusion. Everything I teach is out of

context. I teach the un-relating of everything .I teach disconnection.-
John Taylor Gatton. Dumbing Us Down.3

“I teach too much: the orbiting of planets , the law of large numbers,
slavery, adjectives, architectural drawing, dance, gymnasium, choral
singing, assemblies, surprise guests, fire drills, computer
languages, parent’s nights, staff-development days, pull-out
programs, guidance with strangers my students may never see
again, standardized tests, age-segregation unlike anything seen in
the outside world….What do any of these things have to do with
each other?”-John Taylor Gatto. Dumbing Us Down p.3

“Think of the great natural sequences-like learning to walk and

learning to talk; the progression of light from sunrise to sunset; the
ancient procedures of the ancient farmer, a smithy, or a shoemaker;
or the preparation of Thanksgiving feast. All of the parts are in
perfect harmony with each other, each action justifying itself and
illuminating the past and the future. Schools sequences aren’t like
that, not inside a singe class and not among the total menu of daily
classes….” ?”-John Taylor Gatto. Dumbing Us Down p.3

• Human beings seek meaning, not disconnected facts.

• When placed in an environment like this, children soon learn to
accept confusion as their destiny and they stop trying to make
meaning out of education .

#17.Real education cultivates interest in learning and

understanding concepts intricately , schooling cultivates
indifference and a surface knowledge of any given subject.

The third lesson I teach is indifference. I teach children not to care

too much about anything….When the bell rings I insist they drop
whatever it is we have been doing and proceed quickly to the next
station. They must turn on and off like a light switch. .-John Taylor
Gatton. Dumbing Us Down.5

“School teaches children to never become too deeply involved. The

bell will ring just when they 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 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
“Students never have a complete experience except on the
installment plan.” John Taylor Gatton. Dumbing Us Down.5

“School teaches children to never become too deeply involved. The

bell will ring just when they 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 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

Because real education applies what is learned, prepares for real

life, pursues the child’s unique interest, happens through everyday
activities, and is integrated, it will not cultivate indifference, but
rather intense interest.

#18.Real education is learning by doing.

“Skill to do comes of doing”-Ralph Waldo Emerson.
“What we call education and culture is for the most part nothing
but the substitute of reading for experience, of literature for life, of
the obsolete fictitious for the contemporary real.” George Bernard
Shaw

#19.True Education does not only come from books.

“An education derived chiefly from books leads to superficial

thinking. Practical work encourages close observation and
independent thought.” -Education, p. 220

“True education embraces not merely a training of the intellect, but

is a symmetrical development of all the powers—physical, mental,
and moral. It is the inculcation of those ideas which will impress the
mind and heart with the knowledge of God the Creator and Jesus
Christ the Redeemer. It should ever be kept before the students in
our schools that higher education is an experimental knowledge of
the plan of salvation, and that knowledge is secured by earnestly
and diligently searching the Scriptures. 
Such an education will renew the mind and transform the character,
restoring the image of God in the soul. This is the education which
will strengthen and fortify the mind against the deceptive
whisperings of the adversary of souls, and enable us to understand
the voice of God. 

It will fit the learner to become a co-worker with Jesus Christ,

dispelling the moral darkness and bringing light and knowledge into
the world. It is the simplicity of godliness—our passport from the
preparatory school of earth to the higher school above.”
- Australasian Union Conference Record July 12, 1899, par. 11
https://m.egwwritings.org/it/book/498.2000041

“His [Jesus’] education was gained directly from the Heaven-

appointed sources; {1}from useful work, {2}from the study of the
Scriptures and {3}of nature, {4}and from the experiences of life--
God's lesson books, full of instruction to all who bring to them the
willing hand, the seeing eye, and the understanding heart.”
Education ,P. 77

#20.Real education trains good social skills.

“Research shows that your child’s ultimate success in life depend

more on personal characteristics like motivation, creativity, and the
ability to communicate effectively with other people [than on
academics] ”-John Healy, Your Child’s Growing Mind.93

True socialization is being able to communicate with persons of

any age and ability. Conventional schooling hinders this by
grouping children only with those of their own age and ability.

“Home schooled children ,”scored in the 84th percentile while the

matching sample of public school children only in the 27th
percentile.”-Socialization assessments .

“In the public school system, children are socialized horizontally ,

and temporarily, into conformity with their immediate peers.-study
by Thomas Smedley

#21.Real education never stops; schooling does.

“The purpose of learning, is growth and our minds, unlike our bodies, can
continue growing as long as we live.”-Mortimer Adler

“In the school of Christ, students are never graduated.”-Mind,Character and

Personality ,Volume 1, p. 367

“The education begun here will not be completed in this life; it will be going
forward through all eternity--ever progressing, never completed.” Child
Guidance 298

“Education is what remains after one has forgotten what one learned in
school”-Albert Einstein

“It is my wish that the children study and write some each day.
If they improve their moments they can acquire considerable
knowledge of the sciences so that when they shall attend school in
the winter they will not be behind children of their age. If the
children have a purpose and a will they can advance in knowledge
daily. If they really want to learn they need not depend upon
excitement of school to stimulate them to obtain an education.

If the children would practice in writing following closely the copy

books and making use of the instruction they have had in writing
they can by practice become good writers. But patience is required
in this, as well as other things. This skill of writing correctly will not
come to them without an effort on their part.

. . . If the moments were employed by the children in study that

they spend in reading with no particular object in view of benefiting
the mind, of obtaining useful knowledge, very many could obtain
a good education without ever entering a schoolroom.”

Manuscript Releases, vol. 5, 429 [1871].

Fifty times as much might be accomplished in self-education

than now is if the minds of men and women were awake to their
own possibilities and privileges. Education of self means more
than the colleges can give you. Men of true education are scarce.
Men of talent are numerous, but they do not improve their
opportunities, and their talents do not increase. When men and
women hunger after knowledge for the purpose of blessing their
fellow men, God will bless them. He will prepare the new bottles for
the new wine.

There will be an expansion, a development of the higher

faculties, so that men will become deep thinkers. If the men
who have talents would not settle down satisfied that they have
sufficient for the great work; if they would dig deeper, there would
not be such a dearth of laborers. We should have more spiritual
teaching and the hidden treasure would by diligent effort be
brought to the surface.—Manuscript 104, 1898. 3MR 363.2

Examples of Self Educated Persons

• Ben Franklin

• George Washington

• Malcolm X

a one-time Black Muslim minister who late in his shortened life

rejected that philosophy and became an adherent of the Sunni Islam
branch of Islam, public speaker, and human rights activist, taught
himself about subjects from genetics to sociology to philosophy. He
also copied a dictionary word-for-word while in prison for seven years,
thus expanding his vocabulary himself.[

• Steve Jobs

Steve Jobs dropped out of Reed College after a year and eventually
started Apple.

• Albert Einstein

• Ellen G White

• John N. Andrews

• Alonzo T. Jones

• Henry Ford,

billionaire founder of Ford Motor Company. Did not attend college.

• Thomas Alva Edison

was an American inventor and businessman, who has been

described as America's greatest inventor. He developed many
devices that greatly influenced life around the world, including the
phonograph, the motion picture camera, and the long-lasting,
practical electric light bulb.

• Abraham Lincoln
-Few months of schooling.

Mastered the bible, Shakespeare , poetry, English history and

American History. while still young

-He couldn’t afford law school law school, but that was no problem
for him. He bought books, taught himself and became a successful
lawyer.

-He rose to the ranks of legislature and a congressman and

eventually became the 16th president of the United States Of
America

-Known for his honesty, was a talented politician, a remarkable

leader, spell bounding orator,.

-Considered by many as the greatest US president

-Not schooled, but highly educated

“Whatever one's business or calling, it always pays to

be..continually learning and improving. Those who do
this, will be retained by their employers when others,
who are less capable and efficient, are discharged.”
Review and Herald, OCT 26,1886