Teach your Children to Ponder; Teach your Children to Think

Teach your Children to Ponder; Teach your Children to Think

“Search, Ponder and Pray, are the things that I must do…” These are the words to a children’s hymn sung by children in our church. For many people, pondering is not something that comes with birth. Pondering needs to be taught.
teach your children to ponder

Thinking is asking questions, many questions. Pondering involves asking many questions, meditating on the answers and asking more questions. Because pondering is so closely linked to prayer, pondering and prayer go naturally together.

In our family study we read recently a chapter in the book about how to ponder the scriptures. We turned one scripture verse into an extensive twenty minute discussion. We went phrase by phrase asking questions of how we can apply this scripture to us.

 

This morning, I asked my eldest son remake a bed. I explained that the sheet was on backwards and then quizzed him as to how he could tell that it was on backwards. He gave small, generic responses that were highly inadequate. I then coached him through a thorough explanation asking him to look at each detail of the sheet and describe it thoroughly. This was very difficult for him at first. That queued me into his thought processes a little. He isn’t observing well. If you can’t explain something simply, then you don’t know it well enough. More observing, thinking, pondering needs to happen. It needs to happen in all things educational, spiritual (which go together), and temporal.

This reminds me of a story of Louis Agassiz when he was a Professor in the Scientific School as he mentored Samuel H. Scudder (1). The story is as follows:

 

It was more than fifteen years ago that I entered the laboratory of Professor Agassiz, and told him I had enrolled my name in the Scientific School as a student of natural history. He asked me a few questions about my object in coming, my antecedents generally,[1] the mode in which I afterwards proposed to use the knowledge I might acquire, and, finally, whether I wished to study any special branch. To the latter I replied that, while I wished to be well grounded in all departments of zoology, I purposed to devote myself specially to insects.

“When do you wish to begin?” he asked.

“Now,” I replied.

This seemed to please him, and with an energetic “Very well!” he reached from a shelf a huge jar of specimens in yellow alcohol. “Take this fish,” he said, “and look at it; we call it a haemulon; by and by I will ask what you have seen.”

With that he left me, but in a moment returned with explicit instructions as to the care of the object entrusted to me.

“No man is fit to be a naturalist,” said he, “who does not know how to take care of specimens.”

I was to keep the fish before me in a tin tray, and occasionally moisten the surface with alcohol from the jar, always taking care to replace the stopper tightly. Those were not the days of ground-glass stoppers and elegantly shaped exhibition jars; all the old students will recall the huge neckless glass bottles with their leaky, wax-besmeared corks, half eaten by insects, and begrimed with cellar dust. Entomology was a cleaner science than ichthyology, but the example of the Professor, who had unhesitatingly plunged to the bottom of the jar to produce the fish, was infectious; and though this alcohol had a “very ancient and fishlike smell,” I really dared not show any aversion within these sacred precincts, and treated the alcohol as though it were pure water. Still I was conscious of a passing feeling of disappointment, for gazing at a fish did not commend itself to an ardent entomologist. My friends at home, too, were annoyed when they discovered that no amount of eau-de-Cologne would drown the perfume which haunted me like a shadow.

In ten minutes I had seen all that could be seen in that fish, and started in search of the Professor—who had, however, left the Museum; and when I returned, after lingering over some of the odd animals stored in the upper apartment, my specimen was dry all over. I dashed the fluid over the fish as if to resuscitate the beast from a fainting fit, and looked with anxiety for a return of the normal sloppy appearance. This little excitement over, nothing was to be done but to return to a steadfast gaze at my mute companion. Half an hour passes—an hour—another hour; the fish began to look loathsome. I turned it over and around; looked it in the face—ghastly; from behind, beneath, above, sideways, at a three-quarters’ view—just as ghastly. I was in despair; at an early hour I concluded that lunch was necessary; so, with infinite relief, the fish was carefully replaced in the jar, and for an hour I was free.

On my return, I learned that Professor Agassiz had been at the Museum, but had gone, and would not return for several hours. My fellow-students were too busy to be disturbed by continued conversation. Slowly I drew forth that hideous fish, and with a feeling of desperation again looked at it. I might not use a magnifying-glass; instruments of all kinds were interdicted. My two hands, my two eyes, and the fish: it seemed a most limited field. I pushed my finger down its throat to feel how sharp the teeth were. I began to count the scales in the different rows, until I was convinced that that was nonsense. At last a happy thought struck me—I would draw the fish; and now with surprise I began to discover new features in the creature. Just then the Professor returned.

“That is right,” said he; “a pencil is one of the best of eyes. I am glad to notice, too, that you keep your specimen wet, and your bottle corked.”

With these encouraging words, he added, “Well, what is it like?”

He listened attentively to my brief rehearsal of the structure of parts whose names were still unknowns to me: the fringed gill-arches and movable operculum; the pores of the head, fleshy lips and lidless eyes; the lateral line, the spinous fins and forked tail; the compressed and arched body. When I finished, he waited as if expecting more, and then, with an air of disappointment, “You have not looked very carefully; why,” he continued more earnestly, “you haven’t even seen one of the most conspicuous features of the animal, which is a plainly before your eyes as the fish itself; look again, look again!” and he left me to my misery.

I was piqued; I was mortified. Still more of that wretched fish! But now I set myself to my tasks with a will, and discovered on new thing after another, until I saw how just the Professor’s criticism had been. The afternoon passed quickly; and when, towards its close, the Professor inquired, “Do you see it yet?”

“No,” I replied, “I am certain I do not, but I see how little I was before.”

“That is next best,” said he, earnestly, “but I won’t hear you now; put away your fish and go home; perhaps you will be ready with a better answer in the morning. I will examine you before you look at the fish.”

This was disconcerting. Not only must I think of my fish all night, studying, without the object before me, what this unknown but most visible feature might be; but also, without reviewing my discoveries, I must give an exact account of them the next day. I had a bad memory; so I walked home by Charles River in a distracted state, with my two perplexities.

The cordial greeting from the Professor the next morning was reassuring; here was a man who seemed to be quite as anxious as I that I should see for myself what he saw.

“Do you perhaps mean,” I asked, “that the fish has symmetrical sides with paired organs?”
His thoroughly pleased “Of course! of course!” repaid the wakeful hours of the previous night. After he had discoursed most happily and enthusiastically—as he always did-—upon the importance of this point, I ventured to ask what I should do next.

“Oh, look at your fish!” he said, and left me again to my own devices. In a little more than an hour he returned, and heard my new catalogue.

“That is good, that is good!” he repeated; “but that is not all; go on”; and so for three long days he placed that fish before my eyes, forbidding me to look at anything else, or to use any artificial aid. “Look, look, look,” was his repeated injunction.

This was the best entomological lesson I ever had—a lesson whose influence has extended to the details of every subsequent study; a legacy the Professor had left to me, as he has left it to many others, of inestimable value, which we could not buy, with which we cannot part.
A year afterward, some of us were amusing ourselves with chalking outlandish beasts on the Museum blackboard. We drew prancing starfishes; frogs in mortal combat; hydra-headed worms; stately crawfishes, standing on their tails, bearing aloft umbrellas; and grotesque fishes with gaping mouths and staring eyes. The Professor came in shortly after, and was as amused as any at our experiments. he looked at the fishes.

“Haemulons, every one of them,” he said; “Mr. —- drew them.”

True; and to this day, if I attempt a fish, I can draw nothing but haemulons.”

We need to be cautious not to assume we know everything and brush off what is there for us to learn. There is so much to learn by studying, asking questions, pondering. To pick everything apart by asking multiple questions of their meanings and how we can apply it to ourselves.

In the Agency Approach to Education, or Christlike Approach, I have adopted for our family, I remind our children that ALL truth comes from God and can be in many places; but in order to find the truth, to discern the truth from error we need to be humble, open, and ponder, and pray.

1. Reading for Philosophical Inquiry: A Brief Introduction to Philosophical Thinking, “In the Laboratory With Agassiz,” by Samuel H. Scudder

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Married with 11 children, she feels she's living the fairy tale life in Germany. She is an author, speaker, trainer, energy therapist, and mentor. Homeschooling, reading books, herbs and essential oils, antiquing and flea markets, and red lipstick are just a few of her passions.

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