Molding Young Minds Quotes

What young men will be, in all probability depends on what they are now, and they seem to forget this. Youth is the planting time of full age, the molding season in the little space of human life, the turning point in the history of man's mind.

Must we believe those who tell us that a hand foul with the filth of a shameful life is the only one a young girl cares to be caressed by? That is the teaching that is bawled out day by day from between those yellow covers. Do they ever pause to think, I wonder, those devil's lady-helps, what mischief they are doing crawling about God's garden, and telling childish Eves and silly Adams that sin is sweet, and that decency is ridiculous and vulgar? How many an innocent girl do they not degrade into an evil-minded woman? To how many a weak lad do they not point out the dirty by-path as the shortest cut to a maiden's heart? It is not as if they wrote of life as it really is. Speak truth, and right will take care of itself. But their pictures are coarse daubs painted from the sickly fancies of their own diseased imaginations. We want to think of women not--as their own sex would show them--as Loreleis luring us to destruction, but as good angels beckoning us upward. They have more power for good or evil than they dream of. It is just at the very age when a man's character is forming that he tumbles into love, and then the lass he loves has the making or marring of him. Unconsciously he molds himself to what she would have him, good or bad. I am sorry to have to be ungallant enough to say that I do not think they always use their influence for the best. . . . And yet, women, you could make us so much better, if you only would. It rests with you more than with all the preachers, to roll this world a little nearer heaven. Chivalry is not dead; it only sleeps for want of work to do. It is you who must wake it to noble deeds. You must be worthy of knightly worship. You must be higher than ourselves. [1886]

Evolution is largely a temporal phenomenon, Merrill. The environment changes, and populations in that environment change in turn, or they languish. Individual organisms don't evolve; populations do. Nature doesn't give a damn about individuals. The only role we play in evolution is surviving long enough to give birth to offspring who are slightly different from us. Some of our offspring will prosper in a changing environment, and some of them will not. As for us individuals, once we've reproduced, nature has no more use for us. We perish along with our ill-adapted young. Death has always been an essential factor in species survival. Now consider the human race. We are a partial exception to the rule. Unlike other species, we have developed culture. Instead of adapting to a changing environment biologically, we can sometimes adapt to it culturally. If an Ice Age comes along, we don't need to grow fur on our bodies if we invent the fur coat. Culture allows us to adapt to almost any environment, including the harshest, like space. In fact, our cultural adaptation is so robust that it all but obviates the need to evolve biologically. We are so good at adapting to changing conditions with our knowledge and technology that we may deceive ourselves into believing that we are above nature. But only a fools believes that. Nature always has the last word. A star in our neighborhood could go supernova and wipe out all life in our solar system, and no amount of culture could save us from that. That, I believe, is the main reason you want to seed humanity throughout the galaxy. So as not to have all our eggs in one basket... The chief difference between biological and cultural adaptation is that while biological evolution doesn't care about individuals, cultural evolution does, often at the expense of the species. Look at how many times we've nearly wiped ourselves out through cultural means: the nuclear bomb, pollution, climate change, the Outrage. We can't seem to help ourselves. Look at what we've done: we've made individuals all but immortal, even when it means we can have no more children. In one stroke, we've eliminated the two key ingredients of evolution: offspring and death. From a biological perspective, we're skating on mighty thin ice. ... ...as long as the individual reigns supreme, there's a finite limit to our survival. ... We need a means for the individual, not just the species, to participate in biological evolution, and that's what my project is all about. We need to be able to let our biological bodies die, to have offspring that are molded by the changing needs of the environments we find ourselves in, and yet to serially inhabit these bodies as the same individual. That means we need to be able to move our minds from one body to the next. ... Mine is a singularity in which the obsolete individual is invited to cross over to the new, not simply to die out. The existing person need not die to make room for the newcomer. Anyone can play.

Just for a moment, imagine that you live in a magnificent ethereal world of indescribable beauty—a world consisting of subtle energies, where every thought you create instantly molds and shapes the immediate environment around you. Imagine a perfect world where your thoughts instantly create any reality you choose. Whatever your heart desires is suddenly made manifest before you. It is a glorious land overflowing with living light, a land where death, disease, and limitations are nonexistent. Imagine yourself in an ideal world where everyone is free to explore and develop their creative pursuits and experience their unlimited potential. Does this sound like heaven? Just think what an immature or undisciplined being could and would do in this ideal thought-responsive world. Picture the chaos and destruction that a single primitive mind could create. One undisciplined mind would wreak complete havoc, destroying the perfection of the subtle environments and the privacy of all the inhabitants. Now for a moment imagine what kind of educational environment would be the perfect training ground for this undisciplined mind. What kind of school would you create to educate this primitive state of consciousness? What kind of lessons would effectively train this disruptive mind to coexist in the thought-responsive heavenly dimensions? Welcome to the slowed-down molecular training ground of consciousness. Welcome to the dense training ground of matter, where focused thoughts are required in order to create and prosper. Welcome to the ideal environment where the young and undisciplined mind can learn by trial and error without contaminating the pure realm of spirit. Welcome to your life. This is one of the primary spiritual lessons we are here to learn. The unaware remain in the dense outer dimensions of the universe until they learn to exercise complete responsibility for their thoughts and actions. They then must learn to escape from the dense gravity field consisting of matter, form, and emotion. Eventually they recognize and break free from the illusions of form and to consciously pursue and experience their spiritual essence.

Children’s minds are cast in much the same mold as our own. Sternness and severity of manner chill them and set them back. It shuts up their hearts, and you will weary yourself to find the door. But let them see that you have an affectionate feeling towards them and that you really desire to make them happy and do them good, so that if you punish them, they know it is intended for their well-being. As they see that you, like the pelican, would give your heart’s blood to nourish their souls, they will soon be submitted and devoted to you.[2] But they must be wooed with kindness, if their attention is ever to be won. And surely, reason itself might teach us this lesson. Children are weak and tender creatures, and they need patient and considerate treatment. We must handle them delicately, like frail machines, for fear that by rough fingering we do more harm than good. They are like young plants and need gentle watering – often, and only a little at a time. We must not expect all things at once. We must remember what children are and teach them as they are able to bear. Their minds are like a lump of metal – not to be forged and made useful all at once but only by a succession of little blows. Their understanding is like narrow-necked vessels: we must pour in the wine of knowledge gradually, or much of it will be spilled and lost. Precept upon precept; line upon line, line upon line; here a little, and there a little must be our rule (Isaiah 28:10). The whetstone does its work slowly, but frequent rubbing will bring the scythe to a fine edge. Truly, patience is needed in training a child, but without it, nothing can be done. Nothing will compensate for the absence of this tenderness and love. A minister may speak the truth as it is in Jesus – clearly, forcibly, and unanswerably; but if he does not speak it in love, few souls will be won. Likewise, you must set before your children their duty – command, threaten, punish, and reason – but if affection is lacking in your treatment, your labor will be all in vain. Love is one grand secret of successful training. Anger and harshness may frighten, but they will not persuade the child that you are right. If he often sees you lose your temper, you will soon cease to have his respect. A father who speaks to his son as Saul did to Jonathan when his anger was kindled against him and he called him the son of the perverse rebellious woman (1 Samuel 20:30), can’t expect to retain his influence over that son’s mind. Try hard to maintain your child’s affections. It is a dangerous thing to make your children afraid of you. Anything is almost better than reserve and insecurity between your child and you, but hesitancy will result from fear. Fear puts an end to openness; fear leads to secrecy; fear sows the seed of much hypocrisy and leads to many lies. There is a mine of truth in the apostle’s words to the Colossians: Fathers, do not exasperate your children, so that they will not lose heart (Colossians 3:21). Be sure not to overlook the advice this verse contains.

Without thinking, she delivered a stinging slap, all her hurt and disappointment behind the impact. The imprint of her hand on his cheek shocked her. And though she immediately regretted her childish action, pride forbade her to own up to it. "Mind your manners, next time, Sinclair!" Across the yard, Luter Hicks halted and burst into guffaws. "Guess she told you, lapdog! Hey, honey," he called to Willow, "if he ain't satisfying you, how 'bout lettin' me warm your bed tonight?" An angry growl rolled out of Rider's throat. He pulled Willow up on her tiptoes, mashing her breasts against his hard chest. His fingers plowed through her thick tresses, knocking her bonnet off and scattering her hair pins. Then clasping her chin between his thumb and fingers, he tipped her head back and took fierce possession of her mouth. When he finally released her lips, he set her down a little harder than necessary. "I'll kill the first man who even blinks at you," he ground out loud enough for Hicks to hear. Then in a low, no-nonsense voice,meant for her ears alone, he ordered, "Kiss me and make it look good!" Willow glanced over at Hick's eager face and cringed. Her pride be damned! Sinclair was by far the lesser evil. She swept her arms around his neck. "Whatever you say...lover," she hissed in his ear. Standing on tiptoe again, she slowly brought his head down and pasted her lips to his. But he would have none of her stiff-lipped kiss and increased the pressure on her mouth until she opened to his brazen tongue. As the kiss deepened, he spread one big hand at the base of her spine and molded her stomach against his hard, hot need. Willow's blood sang, her anger instantly gone in the heat of the moment. "Mr. Sinclair!" Miriam interrupted in a berating tone. "You degrade this young lady with your public display. Unhand her at once!" Without his supporting arms, Willow's weak knees barely held her upright. She stumbled backwards, thoroughly stunned by her backfiring emotions. A loud crash snapped her to her senses when Luther threw his plate against the house and stomped off to the bunkouse. Rider collected himself and stooped to pick up Willow's discarded bonnet. Carefully brushing the dust off, he handed it to her without a word. Willow took her hat, gave him a perfunctory nod, and ground her heel into his toe as she pivoted to enter the house. Unaware of the young man's pained expression, Miriam followed on the girl's heels. "Talk about circuses!" she exclaimed, closing the door behind them. "It was just an act for Hick's benefit," Willow defended. Feeling the need to escape Miriam's all-too-knowing glance,she headed down the hall to her room. A heavy boot kicked at the door. Miriam opened it and Rider limped in. "Where do you want these?" he growled testily from behind a tower of packages. "Put them on the settee for now, thank you," Miriam said. "I'd have you carry them back to Willow's room but it isn't a healthy place for you right now." Rider only grunted,dumped the bundles, and returned to the wagon for another armload.

After the CCP gained power, it sealed China off from information beyond its borders, and imposed a wholesale negation of China’s traditional moral standards. The government’s monopoly on information gave it a monopoly on truth. As the center of power, the party Center was also the heart of truth and information. All social science research organs endorsed the validity of the Communist regime; every cultural and arts group lavished praise on the CCP, while news organs daily verified its wisdom and might. From nursery school to university, the chief mission was to inculcate a Communist worldview in the minds of all students. The social science research institutes, cultural groups, news organs, and schools all became tools for the party’s monopoly on thought, spirit, and opinion, and were continuously engaged in molding China’s youth. People employed in this work were proud to be considered “engineers of the human soul.” In this thought and information vacuum, the central government used its monopoly apparatus to instill Communist values while criticizing and eradicating all other values. In this way, young people developed distinct and intense feelings of right and wrong, love and hate, which took the shape of a violent longing to realize Communist ideals. Any words or deeds that diverged from these ideals would be met with a concerted attack. The party organization was even more effective at instilling values than the social science research institutes, news and cultural organs, and schools. Each level of the party had a core surrounded by a group of stalwarts, with each layer controlling the one below it and loyal to the one above. Successive political movements, hundreds and thousands of large and small group meetings, commendation ceremonies and struggle sessions, rewards and penalties, all served to draw young people onto a single trajectory. All views diverging from those of the party were nipped in the bud.

Age is a gift that reveals our true beauty. It allows us to become the teachers we love, to mold young minds, and step into the future with light and laughter.

We must not be naive. The legitimization of same-sex marriage will mean the de-legitimization of those who dare to disagree. The sexual revolution has been no great respecter of civil and religious liberties. Sadly, we may discover that there is nothing quite so intolerant as tolerance.6 Does this mean the church should expect doom and gloom? That depends. For conservative Christians the ascendancy of same-sex marriage will likely mean marginalization, name-calling, or worse. But that’s to be expected. Jesus promises us no better than he himself received (John 15:18–25). The church is sometimes the most vibrant, the most articulate, and the most holy when the world presses down on her the hardest. But not always—sometimes when the world wants to press us into its mold, we jump right in and get comfy. I care about the decisions of the Supreme Court and the laws our politicians put in place. But what’s much more important to me—because I believe it’s more crucial to the spread of the gospel, the growth of the church, and the honor of Christ—is what happens in our local congregations, our mission agencies, our denominations, our parachurch organizations, and in our educational institutions. I fear that younger Christians may not have the stomach for disagreement or the critical mind for careful reasoning. Look past the talking points. Read up on the issues. Don’t buy every slogan and don’t own every insult. The challenge before the church is to convince ourselves as much as anyone that believing the Bible does not make us bigots, just as reflecting the times does not make us relevant.

This fear of the upheld mirror in the hand of genius extends to the teaching profession and perhaps to the primary and secondary school teacher most of all. The teacher occupies a particularly anomalous and exposed position in a society subject to rapid change or threatened by exterior enemies. Society is never totally sure of what it wants of its educators. It wants, first of all, the inculcation of custom, tradition, and all that socializes the child into the good citizen. In the lower grades the demand for conformity is likely to be intense. The child himself, as well as the teacher, is frequently under the surveillance of critical, if not opinionated, parents. Secondly, however, society wants the child to absorb new learning which will simultaneously benefit that society and enhance the individual's prospects of success. Thus the teacher, in some degree, stands as interpreter and disseminator of the cultural mutations introduced by the individual genius into society. Some of the fear, the projected guilt feelings, of those who do not wish to look into the mirrors held up to them by men of the Hawthorne stamp of genius, falls upon us. Moving among innovators of ideas as we do, sifting and judging them daily, something of the suspicion with which the mass of mankind still tends to regard its own cultural creators falls upon the teacher who plays a role of great significance in this process of cultural diffusion. He is, to a degree, placed in a paradoxical position. He is expected both to be the guardian of stability and the exponent of societal change. Since all persons do not accept new ideas at the same rate, it is impossible for the educator to please the entire society even if he remains abjectly servile. This is particularly true in a dynamic and rapidly changing era like the present. Moreover, the true teacher has another allegiance than that to parents alone. More than any other class· in society, teachers mold the future in the minds of the young. They transmit to them the aspirations of great thinkers of which their parents may have only the faintest notions. The teacher is often the first to discover the talented and unusual scholar. How he handles and encourages, or discourages, such a child may make all the difference in the world to that child's future- and to the world. Perhaps he can induce in stubborn parents the conviction that their child is unusual and should be encouraged in his studies. If the teacher is sufficiently judicious, he may even be able to help a child over the teetering planks of a broken home and a bad neighborhood. It is just here, however--in our search for what we might call the able, all-purpose, success-modeled student--that I feel it so necessary not to lose sight of those darker, more uncertain, late-maturing, sometimes painfully abstracted youths who may represent the Darwins, Thoreaus, and Hawthornes of the next generation.

While in Kolkata, India, for this book, I stayed at the iconic Oberoi Grand. The concierge explained to me the hotel’s hiring philosophy: “You can’t bend mature bamboo. But if you get it as a young shoot, you can bend it, mold it. We hire them between the ages of 18 and 21 so we can mold them.” The concierge was one of only 15 double golden key (Clef d’Or) concierges in India, and he knew that sometimes having no experience is a huge advantage. Age doesn’t matter; an open mind does.

Instead of trying to fit this day into a preconceived mold, relax and be on the lookout for what I am doing. This mind-set will free you to enjoy Me and to find what I have planned for you to do. This is far better than trying to make things go according to your own plan. Don

From the shameful part, I meditated on receiving and getting connected with the true self’s assurance and understanding. I was able to direct my true self to ask this trait if it needed anything else and how it wanted to release the degradation it held in. It wanted the disgraceful memories erased, as well as removing the chill and sickness in its gut when they flashed instinctively and uncontrollably in its mind. It sought to have all the unmanageable sexual images of its imagination controlled and reprogrammed with normal thoughts. It wanted to feel like it was not a consenting party to the abnormal sexual perversions that were forced upon a young child. The shameful part within me wanted reassurance that the creature I thought I had become was the result of a young mind being molded from wickedness thrust upon it during peak developmental years. It wanted to stop having to always look over its shoulder thinking it had done something wrong. It wanted to wake up in the morning at peace, not immediately expecting the worst. The shame within wanted to stop feeling like bad things were going to happen in life because it was not a good person. It wanted to feel it deserved to be happy and worthy of receiving the good things of this life. After relinquishing all the burdens of the shameful part and communicating what it wanted from the true self, I continued meditating on the connection of the true self’s understanding and the shameful part’s acceptance of that understanding. I visualized unburdening the shame like the outer tarnished skin being removed from a banana, envisioning the negative self-perceptions of myself peeling away and exposing the true clean, white, sweet goodness within. CHAPTER

MARCH 16 IT IS GOOD THAT YOU RECOGNIZE YOUR WEAKNESS. That keeps you looking to Me, your Strength. Abundant life is not necessarily health and wealth; it is living in continual dependence on Me. Instead of trying to fit this day into a preconceived mold, relax and be on the lookout for what I am doing. This mind-set will free you to enjoy Me and to find what I have planned for you to do. This is far better than trying to make things go according to your own plan. Don’t take yourself so seriously. Lighten up and laugh with Me. You have Me on your side, so what are you worried about? I can equip you to do absolutely anything, as long as it is My will. The more difficult your day, the more I yearn to help you. Anxiety wraps you up in yourself, trapping you in your own thoughts. When you look to Me and whisper My Name, you break free and receive My help. Focus on Me, and you will find Peace in My Presence. I have strength for all things in Christ Who empowers me [I am ready for anything and equal to anything through Him Who infuses inner strength into me; I am self-sufficient in Christ’s sufficiency]. —PHILIPPIANS 4:13 AMP A cheerful heart is good medicine, but a crushed spirit dries up the bones. —PROVERBS 17:22

While at university, I served as the Youth League’s branch secretary and joined the Communist Party in May 1964. At that time young people like me were considered very naïve and simple, and it was true: our minds contained only the beliefs imbued by the public opinion apparatus, and nothing else. In this way the party molded the generation growing up under the new regime into its loyal disciples. If no major events had occurred during these decades, our generation would have retained those beliefs for our entire lives.

Moreover, the true teacher has another allegiance than that to parents alone. More than any other class in society, teachers mold the future in the minds of the young. They transmit to them the aspirations of great thinkers of which their parents may have only the faintest notions. The teacher is often the first to discover the talented and unusual scholar. How he handles and encourages, or discourages, such a child may make all the difference in the world to that child’s future—and to the world. Perhaps he can induce in stubborn parents the conviction that their child is unusual and should be encouraged in his studies. If the teacher is sufficiently judicious, he may even be able to help a child over the teetering planks of a broken home and a bad neighborhood. Like a responsible doctor, he knows that he will fail in many instances—that circumstances will destroy, or genes prove defective beyond hope. There is a limit, furthermore, to the energy of one particular man or woman in dealing individually with a growing mass of students.

The first possible objection to childhood suffrage might be the obvious lack of knowledge in the child-voter, whether that knowledge be acquired through experience or study. This objection is obviously valid, but it cannot be the objection that the proponents of democracy, as we hear them in the streets, have in mind. For if the problem was one of intelligence, then we'd be led down a very uncomfortable road since there are quite a few adults whose judgment and intelligence is arguably not much better than that of a boy of, say, 15-years-old—and in addition we can say that there are some young men of 15 whose judgment is quite sound, even without many years of experience to mold it. And so, if we accepted the qualification of intelligence, we'd be no better off, because we'd either have to admit that not all children ought to be disqualified, but we have to also admit that many adults ought to be.