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− | :: strove for ways to reduce time spent studying, because long periods of respite could save the mind from injury. Hence the elimination of Saturday classes, the shortening of the school day, and the lengthening of vacation—all of which occurred over the course of the nineteenth century. Teachers were cautioned that 'when [students] are required to study, their bodies should not be exhausted by long confinement, nor their minds bewildered by prolonged application.' Rest also presented particular opportunities for strengthening cognitive and analytical skills. As one contributor to the ''Massachusetts Teacher'' suggested, 'it is when thus relieved from the state of tension belonging to actual study that boys and girls, as well as men and women, acquire the habit of thought and reflection, and of forming their own conclusions, independently of what they are taught and the authority of others." | + | :: strove for ways to reduce time spent studying, because long periods of respite could save the mind from injury. Hence the elimination of Saturday classes, the shortening of the school day, and the lengthening of vacation—all of which occurred over the course of the nineteenth century. Teachers were cautioned that 'when [students] are required to study, their bodies should not be exhausted by long confinement, nor their minds bewildered by prolonged application.' Rest also presented particular opportunities for strengthening cognitive and analytical skills. As one contributor to the ''Massachusetts Teacher'' suggested, 'it is when thus relieved from the state of tension belonging to actual study that boys and girls, as well as men and women, acquire the habit of thought and reflection, and of forming their own conclusions, independently of what they are taught and the authority of others."<ref>Malcolm Gladwell, ''Outliers: The Story of Success'' (New York: Little, Brown, and Co., 2008), 253–254.</ref> |
For an extensive analysis of Brigham's positive views on education, see {{Nibley13_1|start=chapter 15-16}} {{link1|url=http://farms.byu.edu/publications/books/?bookid=49&chapid=313}} {{link1|url=http://farms.byu.edu/publications/books/?bookid=49&chapid=314}} | For an extensive analysis of Brigham's positive views on education, see {{Nibley13_1|start=chapter 15-16}} {{link1|url=http://farms.byu.edu/publications/books/?bookid=49&chapid=313}} {{link1|url=http://farms.byu.edu/publications/books/?bookid=49&chapid=314}} | ||
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Beating John W. Dawson | A FAIR Analysis of: One Nation Under Gods A work by author: Richard Abanes
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Conception of Christ |
We should never crowd and force the minds of our children beyond what they are able to bear. If we do we ruin them for life."
Brigham was giving instruction on the building of schools. He then said:
Brigham was highly in favor of education; he was not, however, in favor of "whipping," "forcing" or "confining" young minds and bodies "beyond what they are able to bear."
In this sense, he was well in line with what educational thinkers and reformers of the 19th century were saying:
For an extensive analysis of Brigham's positive views on education, see Hugh W. Nibley, Brother Brigham Challenges the Saints (Vol. 13 of the Collected Works of Hugh Nibley), edited by Don E. Norton, (Salt Lake City, Utah : Deseret Book Company ; Provo, Utah : Foundation for Ancient Research and Mormon Studies, 1994), chapter 15-16. ISBN 0875798187. direct off-site direct off-site
Notes
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