Chapter VII: Part 7

Exercise in a gymnasium, however well conducted, can not supply the place of recreation in the open air, and for this our schools should afford better opportunity. Vigorous exercise the pupils must have. Few evils are more to be dreaded than indolence and aimlessness. Yet the tendency of most athletic sports is a subject of anxious thought to those who have at heart the well-being of the youth. Teachers are troubled as they consider the influence of these sports both on the student’s progress in school and on his success in after-life. The games that occupy so much of his time are diverting the mind from study. They are not helping to prepare the youth for practical, earnest work in life. Their influence does not tend toward refinement, generosity, or real manliness.

[Sidenote: _Football and Boxing_]

Some of the most popular amusements, such as football and boxing, have become schools of brutality. They are developing the same characteristics as did the games of ancient Rome. The love of domination, the pride in mere brute force, the reckless disregard of life, are exerting upon the youth a power to demoralize that is appalling.

Other athletic games, though not so brutalizing, are scarcely less objectionable, because of the excess to which they are carried. They stimulate the love of pleasure and excitement, thus fostering a distaste for useful labor, a disposition to shun practical duties and responsibilities. They tend to destroy a relish for life’s sober realities and its tranquil enjoyments. Thus the door is opened to dissipation and lawlessness, with their terrible results.

[Sidenote: _Parties of Pleasure_]

As ordinarily conducted, parties of pleasure also are a hindrance to real growth, either of mind or of character. Frivolous associations, habits of extravagance, of pleasure-seeking, and too often of dissipation, are formed, that shape the whole life for evil. In place of such amusements, parents and teachers can do much to supply diversions wholesome and life-giving.

[Sidenote: _Simple Habits in Earlier Ages_]

In this, as in all things else that concern our well-being, Inspiration has pointed the way. In early ages, with the people who were under God’s direction, life was simple. They lived close to the heart of nature. Their children shared in the labor of the parents, and studied the beauties and mysteries of nature’s treasure-house. And in the quiet of field and wood they pondered those mighty truths handed down as a sacred trust from generation to generation. Such training produced strong men.

In this age, life has become artificial, and men have degenerated. While we may not return fully to the simple habits of those early times, we may learn from them lessons that will make our seasons of recreation what the name implies,—seasons of true upbuilding for body and mind and soul.

[Sidenote: _Outdoor Occupations_]

With the question of recreation the surroundings of the home and the school have much to do. In the choice of a home or the location of a school these things should be considered. Those with whom mental and physical well-being is of greater moment than money or the claims and customs of society, should seek for their children the benefit of nature’s teaching, and recreation amidst her surroundings. It would be a great aid in educational work could every school be so situated as to afford the pupils land for cultivation, and access to the fields and woods.

[Sidenote: _The Teacher’s Co-operation_]

In lines of recreation for the student, the best results will be attained through the personal co-operation of the teacher. The true teacher can impart to his pupils few gifts so valuable as the gift of his own companionship. It is true of men and women, and how much more of youth and children, that only as we come in touch through sympathy can we understand them; and we need to understand in order most effectively to benefit. To strengthen the tie of sympathy between teacher and student there are few means that count so much as pleasant association together outside the schoolroom. In some schools the teacher is always with his pupils in their hours of recreation. He unites in their pursuits, accompanies them in their excursions, and seems to make himself one with them. Well would it be for our schools were this practise more generally followed. The sacrifice demanded of the teacher would be great, but he would reap a rich reward.

No recreation helpful only to themselves will prove so great a blessing to the children and youth as that which makes them helpful to others. Naturally enthusiastic and impressible, the young are quick to respond to suggestion. In planning for the culture of plants, let the teacher seek to awaken an interest in beautifying the school-grounds and the schoolroom. A double benefit will result. That which the pupils seek to beautify they will be unwilling to have marred or defaced. A refined taste, a love of order, and a habit of care-taking will be encouraged; and the spirit of fellowship and co-operation developed will prove to the pupils a lifelong blessing.

[Sidenote: _Encourage Helpfulness_]

So also a new interest may be given to the work of the garden or the excursion in field or wood, as the pupils are encouraged to remember those shut in from these pleasant places, and to share with them the beautiful things of nature.

The watchful teacher will find many opportunities for directing pupils to acts of helpfulness. By little children especially the teacher is regarded with almost unbounded confidence and respect. Whatever he may suggest as to ways of helping in the home, faithfulness in the daily tasks, ministry to the sick or the poor, can hardly fail of bringing forth fruit. And thus again a double gain will be secured. The kindly suggestion will react upon its author. Gratitude and co-operation on the part of the parents will lighten the teacher’s burden and brighten his path.

[Sidenote: _A Safeguard against Evil_]

Attention to recreation and physical culture will at times, no doubt, interrupt the regular routine of school work; but the interruption will prove no real hindrance. In the invigoration of mind and body, the fostering of an unselfish spirit, and the binding together of pupil and teacher by the ties of common interest and friendly association, the expenditure of time and effort will be repaid a hundredfold. A blessed outlet will be afforded for that restless energy which is so often a source of danger to the young. As a safeguard against evil, the preoccupation of the mind with good is worth more than unnumbered barriers of law and discipline.

_Manual Training_

“STUDY TO WORK WITH YOUR
OWN HANDS”

[Sidenote: _Labor a Blessing_]

At the creation, labor was appointed as a blessing. It meant development, power, happiness. The changed condition of the earth through the curse of sin has brought a change in the conditions of labor; yet though now attended with anxiety, weariness, and pain, it is still a source of happiness and development. And it is a safeguard against temptation. Its discipline places a check on self-indulgence, and promotes industry, purity, and firmness. Thus it becomes a part of God’s great plan for our recovery from the fall.

[Sidenote: _Dignity of Labor_]

The youth should be led to see the true dignity of labor. Show them that God is a constant worker. All things in nature do their allotted work. Action pervades the whole creation, and in order to fulfil our mission we too must be active.

In our labor we are to be workers together with God. He gives us the earth and its treasures; but we must adapt them to our use and comfort. He causes the trees to grow; but we prepare the timber and build the house. He has hidden in the earth the gold and silver, the iron and coal; but it is only through toil that we can obtain them.

[Sidenote: _Co-workers with God_]

Show that, while God has created and constantly controls all things, He has endowed us with a power not wholly unlike His. To us has been given a degree of control over the forces of nature. As God called forth the earth in its beauty out of chaos, so we can bring order and beauty out of confusion. And though all things are now marred with evil, yet in our completed work we feel a joy akin to His, when, looking on the fair earth, He pronounced it “very good.”

As a rule, the exercise most beneficial to the youth will be found in useful employment. The little child finds both diversion and development in play; and his sports should be such as to promote not only physical but mental and spiritual growth. As he gains strength and intelligence, the best recreation will be found in some line of effort that is useful. That which trains the hand to helpfulness, and teaches the young to bear their share of life’s burdens, is most effective in promoting the growth of mind and character.

[Sidenote: _An Essential Discipline_]

The youth need to be taught that life means earnest work, responsibility, care-taking. They need a training that will make them practical,—men and women who can cope with emergencies. They should be taught that the discipline of systematic, well-regulated labor is essential, not only as a safeguard against the vicissitudes of life, but as an aid to all-round development.

[Sidenote: _Idleness Degrading_]

Notwithstanding all that has been said and written concerning the dignity of labor, the feeling prevails that it is degrading. Young men are anxious to become teachers, clerks, merchants, physicians, lawyers, or to occupy some other position that does not require physical toil. Young women shun housework, and seek an education in other lines. These need to learn that no man or woman is degraded by honest toil. That which degrades is idleness and selfish dependence. Idleness fosters self-indulgence, and the result is a life empty and barren,—a field inviting the growth of every evil. “The earth which drinketh in the rain that cometh oft upon it, and bringeth forth herbs meet for them by whom it is dressed, receiveth blessing from God; but that which beareth thorns and briers is rejected, and is nigh unto cursing; whose end is to be burned.”[328]

Many of the branches of study that consume the students’ time are not essential to usefulness or happiness; but it is essential for every youth to have a thorough acquaintance with every-day 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.

[Sidenote: _Knowledge of Common Duties_]

To the health and happiness of the whole family nothing is more vital than skill and intelligence on the part of the cook. By ill-prepared, unwholesome food she may hinder and even ruin both the adult’s usefulness and the child’s development. Or by providing food adapted to the needs of the body, and at the same time inviting and palatable, she can accomplish as much in the right as otherwise she accomplishes in the wrong direction. So, in many ways, life’s happiness is bound up with faithfulness in common duties.

Since both men and women have a part in home-making, boys as well as girls should gain a knowledge of household duties. To make a bed and put a room in order, to wash dishes, to prepare a meal, to wash and repair his own clothing, is a training that need not make any boy less manly; it will make him happier and more useful. And if girls, in turn, could learn to harness and drive a horse, and to use the saw and the hammer, as well as the rake and the hoe, they would be better fitted to meet the emergencies of life.

[Sidenote: _Honor to the Toiler_]

Let the children and youth learn from the Bible how God has honored the work of the every-day toiler. Let them read of the “sons of the prophets,”[329] students at school, who were building a house for themselves, and for whom a miracle was wrought to save from loss the ax that was borrowed. Let them read of Jesus the carpenter, and Paul the tent-maker, who with the toil of the craftsman linked the highest ministry, human and divine. Let them read of the lad whose five loaves were used by the Saviour in that wonderful miracle for the feeding of the multitude; of Dorcas the seamstress, called back from death, that she might continue to make garments for the poor; of the wise woman described in the Proverbs, who “seeketh wool and flax, and worketh willingly with her hands;” who “giveth meat to her household, and their task to her maidens;” who “planteth a vineyard, ... and strengtheneth her arms;” who “stretcheth out her hand to the poor; yea, ... reacheth forth her hands to the needy;” who “looketh well to the ways of her household, and eateth not the bread of idleness.”[330]

Of such a one, God says: “She shall be praised. Give her of the fruit of her hands; and let her own works praise her in the gates.”[331]

[Sidenote: _First Industrial School_]

For every child the first industrial school should be the home. And, so far as possible, facilities for manual training should be connected with every school. To a great degree such training would supply the place of the gymnasium, with the additional benefit of affording valuable discipline.

[Sidenote: _Schools for Manual Training_]

Manual training is deserving of far more attention than it has received. Schools should be established that, in addition to the highest mental and moral culture, shall provide the best possible facilities for physical development and industrial training. Instruction should be given in agriculture, manufactures,—covering as many as possible of the most useful trades,—also in household economy, healthful cookery, sewing, hygienic dressmaking, the treatment of the sick, and kindred lines. Gardens, workshops, and treatment-rooms should be provided, and the work in every line should be under the direction of skilled instructors.

[Sidenote: _Learning a Trade_]

The work should have a definite aim, and should be thorough. While every person needs some knowledge of different handicrafts, it is indispensable that he become proficient in at least one. Every youth, on leaving school, should have acquired a knowledge of some trade or occupation by which, if need be, he may earn a livelihood.

[Sidenote: _Financial Outlay_]

The objection most often urged against industrial training in the schools is the large outlay involved. But the object to be gained is worthy of its cost. No other work committed to us is so important as the training of the youth, and every outlay demanded for its right accomplishment is means well spent.

Even from the view-point of financial results, the outlay required for manual training would prove the truest economy. Multitudes of our boys would thus be kept from the street-corner and the groggery; the expenditure for gardens, workshops, and baths would be more than met by the saving on hospitals and reformatories. And the youth themselves, trained to habits of industry, and skilled in lines of useful and productive labor,—who can estimate their value to society and to the nation?

[Sidenote: _Agriculture_]

As a relaxation from study, occupations pursued in the open air, and affording exercise for the whole body, are the most beneficial. No line of manual training is of more value than agriculture. A greater effort should be made to create and to encourage an interest in agricultural pursuits. Let the teacher call attention to what the Bible says about agriculture: that it was God’s plan for man to till the earth; that the first man, the ruler of the whole world, was given a garden to cultivate; and that many of the world’s greatest men, its real nobility, have been tillers of the soil. Show the opportunities in such a life. The wise man says, “The king himself is served by the field.”[332] Of him who cultivates the soil the Bible declares, “His God doth instruct him to discretion, and doth teach him.” And again, “Whoso keepeth the fig-tree shall eat the fruit thereof.”[333] He who earns his livelihood by agriculture escapes many temptations and enjoys unnumbered privileges and blessings denied to those whose work lies in the great cities. And in these days of mammoth trusts and business competition, there are few who enjoy so real an independence and so great certainty of fair return for their labor as does the tiller of the soil.

[Sidenote: _The Teaching to be Practical_]

In the study of agriculture, let pupils be given not only theory, but practise. While they learn what science can teach in regard to the nature and preparation of the soil, the value of different crops, and the best methods of production, let them put their knowledge to use. Let teachers share the work with the students, and show what results can be achieved through skilful, intelligent effort. Thus may be awakened a genuine interest, an ambition to do the work in the best possible manner. Such an ambition, together with the invigorating effect of exercise, sunshine, and pure air, will create a love for agricultural labor that with many youth will determine their choice of an occupation. Thus might be set on foot influences that would go far in turning the tide of migration which now sets so strongly toward the great cities.

[Sidenote: _For the Unemployed_]

Thus also our schools could aid effectively in the disposition of the unemployed masses. Thousands of helpless and starving beings, whose numbers are daily swelling the ranks of the criminal classes, might achieve self-support in a happy, healthy, independent life if they could be directed in skilful, diligent labor in the tilling of the soil.

[Sidenote: _Training for Professional Men_]

The benefit of manual training is needed also by professional men. A man may have a brilliant mind; he may be quick to catch ideas; his knowledge and skill may secure for him admission to his chosen calling; yet he may still be far from possessing a fitness for its duties. An education derived chiefly from books leads to superficial thinking. Practical work encourages close observation and independent thought. Rightly performed, it tends to develop that practical wisdom which we call common sense. It develops ability to plan and execute, strengthens courage and perseverance, and calls for the exercise of tact and skill.

[Sidenote: _Benefit to the Physician_]

The physician who has laid a foundation for his professional knowledge by actual service in the sick-room will have a quickness of insight, an all-round knowledge, and an ability in emergencies to render needed service,—all essential qualifications, which only a practical training can so fully impart.

[Sidenote: _To Minister, Missionary, Teacher_]

The minister, the missionary, the teacher, will find their influence with the people greatly increased when it is manifest that they possess the knowledge and skill required for the practical duties of every-day life. And often the success, perhaps the very life, of the missionary, depends on his knowledge of practical things. The ability to prepare food, to deal with accidents and emergencies, to treat disease, to build a house, or a church if need be,—often these make all the difference between success and failure in his life-work.

[Sidenote: _Students Self-Sustaining_]

In acquiring an education, many students would gain a most valuable training if they would become self-sustaining. Instead of incurring debts, or depending on the self-denial of their parents, let young men and young women depend on themselves. They will thus learn the value of money, the value of time, strength, and opportunities, and will be under far less temptation to indulge idle and spendthrift habits. The lessons of economy, industry, self-denial, practical business management, and steadfastness of purpose, thus mastered, would prove a most important part of their equipment for the battle of life. And the lesson of self-help learned by the student would go far toward preserving institutions of learning from the burden of debt under which so many schools have struggled, and which has done so much toward crippling their usefulness.

Let the youth be impressed with the thought that education is not to teach them how to escape life’s disagreeable tasks and heavy burdens; that its purpose is to lighten the work by teaching better methods and higher aims. Teach them that life’s true aim is not to secure the greatest possible gain for themselves, but to honor their Maker in doing their part of the world’s work, and lending a helpful hand to those weaker or more ignorant.

[Sidenote: _Accuracy and Thoroughness_]

One great reason why physical toil is looked down on is the slipshod, unthinking way in which it is so often performed. It is done from necessity, not from choice. The worker puts no heart into it, and he neither preserves self-respect nor wins the respect of others. Manual training should correct this error. It should develop habits of accuracy and thoroughness. Pupils should learn tact and system; they should learn to economize time, and to make every move count. They should not only be taught the best methods, but be inspired with ambition constantly to improve. Let it be their aim to make their work as nearly perfect as human brains and hands can make it.

[Sidenote: _Masters of Labor_]

Such training will make the youth masters and not slaves of labor. It will lighten the lot of the hard toiler, and will ennoble even the humblest occupation. He who regards work as mere drudgery, and settles down to it with self-complacent ignorance, making no effort to improve, will find it indeed a burden. But those who recognize science in the humblest work will see in it nobility and beauty, and will take pleasure in performing it with faithfulness and efficiency.

A youth so trained, whatever his calling in life, so long as it is honest, will make his position one of usefulness and honor.

_CHARACTER-BUILDING_

“_See that thou make all things according to
the pattern showed to thee in the mount_”

_Education and Character_

“THE STABILITY OF THY
TIMES SHALL BE WISDOM AND
KNOWLEDGE”

[Sidenote: _Character the Highest Aim_]

True education does not ignore the value of scientific knowledge or literary acquirements; but above information it values power; above power, goodness; above intellectual acquirements, character. The world does not so much need men of great intellect as of noble character. It needs men in whom ability is controlled by steadfast principle.

“Wisdom is the principal thing; therefore get wisdom.” “The tongue of the wise useth knowledge aright.”[334] True education imparts this wisdom. It teaches the best use not only of one but of all our powers and acquirements. Thus it covers the whole circle of obligation,—to ourselves, to the world, and to God.

[Sidenote: _Outlook for the Youth_]

Character-building is the most important work ever entrusted to human beings; and never before was its diligent study so important as now. Never was any previous generation called to meet issues so momentous; never before were young men and young women confronted by perils so great as confront them to-day.

[Sidenote: _Perils in the Schools_]

[Sidenote: _Rivalry_]

At such a time as this, what is the trend of the education given? To what motive is appeal most often made?—To self-seeking. Much of the education given is a perversion of the name. In true education the selfish ambition, the greed for power, the disregard for the rights and needs of humanity, that are the curse of our world, find a counter-influence. God’s plan of life has a place for every human being. Each is to improve his talents to the utmost; and faithfulness in doing this, be the gifts few or many, entitles one to honor. 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.” Whatever we do is to be done “as of the ability which God giveth.” It is to be done “heartily, as to the Lord, and not unto men; knowing that of the Lord ye shall receive the reward of the inheritance; for ye serve the Lord Christ.”[335] Precious the service done and the education gained in carrying out these principles. 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.

Thus is created strife for supremacy; and there is encouraged the system of “cramming,” which in so many cases destroys health and unfits for usefulness. In many others, emulation leads to dishonesty; and by fostering ambition and discontent, it embitters the life, and helps to fill the world with those restless, turbulent spirits that are a continual menace to society.

Nor does danger pertain to methods only. It is found also in the subject-matter of the studies.

[Sidenote: _Pagan Authors_]

What are the works on which, throughout the most susceptible years of life, the minds of the youth are led to dwell? In the study of language and literature, from what fountains are the youth taught to drink?—From the wells of paganism; from springs fed by the corruptions of ancient heathendom. They are bidden to study authors, of whom, without dispute, it is declared that they have no regard for the principles of morality.

And of how many modern authors also might the same be said! With how many are grace and beauty of language but a disguise for principles that in their real deformity would repel the reader!

[Sidenote: _Fiction_]

Besides these there is a multitude of fiction-writers, luring to pleasant dreams in palaces of ease. These writers may not be open to the charge of immorality, yet their work is no less really fraught with evil. It is robbing thousands upon thousands of the time and energy and self-discipline demanded by the stern problems of life.

[Sidenote: _False Science_]

In the study of science, as generally pursued, there are dangers equally great. Evolution and its kindred errors are taught in schools of every grade, from the kindergarten to the college. Thus the study of science, which should impart a knowledge of God, is so mingled with the speculations and theories of men that it tends to infidelity.

[Sidenote: “_Higher Criticism_”]

Even Bible study, as too often conducted in the schools, is robbing the world of the priceless treasure of the word of God. The work of “higher criticism,” in dissecting, conjecturing, reconstructing, is destroying faith in the Bible as a divine revelation; it is robbing God’s word of power to control, uplift, and inspire human lives.

As the youth go out into the world, to encounter its allurements to sin,—the passion for money-getting, for amusement and indulgence, for display, luxury, and extravagance, the overreaching, fraud, robbery, and ruin,—what are the teachings there to be met?

[Sidenote: _Perils in the World_]

Spiritualism asserts that men are unfallen demigods; that “each mind will judge itself;” that “true knowledge places men above all law;” that “all sins committed are innocent;” for “whatever is, is right,” and “God doth not condemn.” The basest of human beings it represents as in heaven, and highly exalted there. Thus it declares to all men, “It matters not what you do; live as you please, heaven is your home.” Multitudes are thus led to believe that desire is the highest law, that license is liberty, and that man is accountable only to himself.

With such teaching given at the very outset of life, when impulse is strongest, and the demand for self-restraint and purity is most urgent, where are the safeguards of virtue? what is to prevent the world from becoming a second Sodom?

[Sidenote: _Anarchy_]

At the same time anarchy is seeking to sweep away all law, not only divine, but human. The centralizing of wealth and power; the vast combinations for the enriching of the few at the expense of the many; the combinations of the poorer classes for the defense of their interests and claims; the spirit of unrest, of riot and bloodshed; the world-wide dissemination of the same teachings that led to the French Revolution,—all are tending to involve the whole world in a struggle similar to that which convulsed France.

Such are the influences to be met by the youth of to-day. To stand amidst such upheavals they are now to lay the foundations of character.

[Sidenote: _Foundation of Character_]

In every generation and in every land the true foundation and pattern for character-building have been the same. The divine law, “Thou shalt love the Lord thy God with all thy heart, ... and thy neighbor as thyself,”[336] the great principle made manifest in the character and life of our Saviour, is the only secure foundation and the only sure guide.

“The stability of thy times and the strength of thy happiness shall be wisdom and knowledge,”[337]—that wisdom and knowledge which God’s word alone can impart.

[Sidenote: _God’s Commandments_]

It is as true now as when the words were spoken to Israel of obedience to His commandments: “This is your wisdom and your understanding in the sight of the nations.”[338]

Here is the only safeguard for individual integrity, for the purity of the home, the well-being of society, or the stability of the nation. Amidst all life’s perplexities and dangers and conflicting claims, the one safe and sure rule is to do what God says. “The statutes of the Lord are right,” and “he that doeth these things shall never be moved.”[339]

_Methods of Teaching_

“TO GIVE PRUDENCE TO THE
SIMPLE, TO THE YOUNG MAN
KNOWLEDGE AND DISCRETION”

[Sidenote: _Memory Training_]

For ages education has had to do chiefly with the memory. This faculty has been taxed to the utmost, while the other mental powers have not been correspondingly developed. Students have spent their time in laboriously crowding the mind with knowledge, very little of which could be utilized. The mind thus burdened with that which it can not digest and assimilate is weakened; it becomes incapable of vigorous, self-reliant effort, and is content to depend on the judgment and perception of others.

Seeing the evils of this method, some have gone to another extreme. In their view, man needs only to develop that which is within him. Such education leads the student to self-sufficiency, thus cutting him off from the source of true knowledge and power.

[Sidenote: _Inability to Discriminate_]

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.

It is a fact widely ignored, though never without danger, that error rarely appears for what it really is. It is by mingling with or attaching itself to truth that it gains acceptance. The eating of the tree of knowledge of good and evil caused the ruin of our first parents, and the acceptance of a mingling of good and evil is the ruin of men and women to-day. The mind that depends upon the judgment of others is certain, sooner or later, to be misled.

[Sidenote: _Reason and Faith_]

The power to discriminate between right and wrong we can possess only through individual dependence upon God. Each for himself is to learn from Him through His word. Our reasoning powers were given us for use, and God desires them to be exercised. “Come now, and let us reason together,”[340] He invites us. In reliance upon Him we may have wisdom to “refuse the evil, and choose the good.”[341]

[Sidenote: _Individual Development_]

In all true teaching the personal element is essential. Christ in His teaching dealt with men individually. It was by personal contact and association that He trained the twelve. It was in private, often to but one listener, that He gave His most precious instruction. To the honored rabbi at the night conference on the Mount of Olives, to the despised woman at the well of Sychar, He opened His richest treasures; for in these hearers He discerned the impressible heart, the open mind, the receptive spirit. Even the crowd that so often thronged His steps was not to Christ an indiscriminate mass of human beings. He spoke directly to every mind and appealed to every heart. He watched the faces of His hearers, marked the lighting up of the countenance, the quick, responsive glance, which told that truth had reached the soul; and there vibrated in His heart the answering chord of sympathetic joy.

Christ discerned the possibilities in every human being. He was not turned aside by an unpromising exterior or by unfavorable surroundings. He called Matthew from the toll-booth, and Peter and his brethren from the fishing boat, to learn of Him.

[Sidenote: _A Present Need_]

The same personal interest, the same attention to individual development, are needed in educational work to-day. Many apparently unpromising youth are richly endowed with talents that are put to no use. Their faculties lie hidden because of a lack of discernment on the part of their educators. In many a boy or girl outwardly as unattractive as a rough-hewn stone, may be found precious material that will stand the test of heat and storm and pressure. The true educator, keeping in view what his pupils may become, will recognize the value of the material upon which he is working. He will take a personal interest in each pupil, and will seek to develop all his powers. However imperfect, every effort to conform to right principles will be encouraged.

[Sidenote: _Application_]

Every youth should be taught the necessity and the power of application. Upon this, far more than upon genius or talent, does success depend. Without application the most brilliant talents avail little, while with rightly directed effort persons of very ordinary natural abilities have accomplished wonders. And genius, at whose achievements we marvel, is almost invariably united with untiring, concentrated effort.

The youth should be taught to aim at the development of all their faculties, the weaker as well as the stronger. With many there is a disposition to restrict their study to certain lines, for which they have a natural liking. This error should be guarded against. The natural aptitudes indicate the direction of the life-work, and, when legitimate, should be carefully cultivated. At the same time it must be kept in mind that a well-balanced character and efficient work in any line depend, to a great degree, on that symmetrical development which is the result of thorough, all-round training.

[Sidenote: _Simplicity_]

The teacher should constantly aim at simplicity and effectiveness. He should teach largely by illustration, and even in dealing with older pupils should be careful to make every explanation plain and clear. Many pupils well advanced in years are but children in understanding.

[Sidenote: _Enthusiasm_]

An important element in educational work is enthusiasm. On this point there is a useful suggestion in a remark once made by a celebrated actor. The Archbishop of Canterbury had put to him the question why actors in a play affect their audiences so powerfully by speaking of things imaginary, while ministers of the gospel often affect theirs so little by speaking of things real. “With due submission to your grace,” replied the actor, “permit me to say that the reason is plain: it lies in the power of enthusiasm. We on the stage speak of things imaginary as if they were real, and you in the pulpit speak of things real as if they were imaginary.”

The teacher in his work is dealing with things real, and he should speak of them with all the force and enthusiasm which a knowledge of their reality and importance can inspire.

Every teacher should see to it that his work tends to definite results. Before attempting to teach a subject, he should have a distinct plan in mind, and should know just what he desires to accomplish. He should not rest satisfied with the presentation of any subject until the student understands the principle involved, perceives its truth, and is able to state clearly what he has learned.

[Sidenote: _Mastery of Fundamentals_]

So long as the great purpose of education is kept in view, the youth should be encouraged to advance just as far as their capabilities will permit. But before taking up the higher branches of study, let them master the lower. This is too often neglected. Even among students in the higher schools and the colleges, there is great deficiency in knowledge of the common branches of education. Many students devote their time to higher mathematics, when they are incapable of keeping simple accounts. Many study elocution with a view to acquiring the graces of oratory, when they are unable to read in an intelligible and impressive manner. Many who have finished the study of rhetoric fail in the composition and spelling of an ordinary letter.

A thorough knowledge of the essentials of education should be not only the condition of admission to a higher course, but the constant test for continuance and advancement.

[Sidenote: _Language_]

And in every branch of education there are objects to be gained more important than those secured by mere technical knowledge. Take language, for example. More important than the acquirement of foreign languages, living or dead, is the ability to write and speak one’s mother-tongue with ease and accuracy; but no training gained through a knowledge of grammatical rules can compare in importance with the study of language from a higher point of view. With this study, to a great degree, is bound up life’s weal or woe.

[Sidenote: _The Chief Requisite_]

The chief requisite of language is that it be pure and kind and true,—“the outward expression of an inward grace.” God says: “Whatsoever things are true, whatsoever things are honest, whatsoever things are just, whatsoever things are pure, whatsoever things are lovely, whatsoever things are of good report; if there be any virtue, and if there be any praise, think on these things.”[342] And if such are the thoughts, such will be the expression.

[Sidenote: _Habits of Speech_]

The best school for this language-study is the home; but since the work of the home is so often neglected, it devolves on the teacher to aid his pupils in forming right habits of speech.

The teacher can do much to discourage that evil habit, the curse of the community, the neighborhood, and the home,—the habit of backbiting, gossip, ungenerous criticism. In this no pains should be spared. Impress upon the students the fact that this habit reveals a lack of culture and refinement and of true goodness of heart; it unfits one both for the society of the truly cultured and refined in this world and for association with the holy ones of heaven.

[Sidenote: _Gossip; Cannibalism_]

We think with horror of the cannibal who feasts on the still warm and trembling flesh of his victim; but are the results of even this practise more terrible than are the agony and ruin caused by misrepresenting motive, blackening reputation, dissecting character? Let the children, and the youth as well, learn what God says about these things:—

“Death and life are in the power of the tongue.”[343]

In Scripture, backbiters are classed with “haters of God,” with “inventors of evil things,” with those who are “without natural affection, implacable, unmerciful,” “full of envy, murder, debate, deceit, malignity.” It is “the judgment of God, that they which commit such things are worthy of death.”[344] He whom God accounts a citizen of Zion is he that “speaketh the truth in his heart;” “that backbiteth not with his tongue,” “nor taketh up a reproach against his neighbor.”[345]

[Sidenote: _Expletive, Exaggeration_]

God’s word condemns also the use of those meaningless phrases and expletives that border on profanity. It condemns the deceptive compliments, the evasions of truth, the exaggerations, the misrepresentations in trade, that are current in society and in the business world. “Let your speech be, Yea, yea; Nay, nay; and whatsoever is more than these is of the evil one.”[346]

“As a madman who casteth firebrands, arrows, and death, so is the man that deceiveth his neighbor, and saith, Am not I in sport?”[347]

[Sidenote: _Innuendo_]

Closely allied to gossip is the covert insinuation, the sly innuendo, by which the unclean in heart seek to insinuate the evil they dare not openly express. Every approach to these practises the youth should be taught to shun as they would shun the leprosy.

In the use of language there is perhaps no error that old and young are more ready to pass over lightly in themselves than hasty, impatient speech. They think it a sufficient excuse to plead, “I was off my guard, and did not really mean what I said.” But God’s word does not treat it lightly. The Scripture says:—

[Sidenote: _Hasty Speech_]

“Seest thou a man that is hasty in his words? there is more hope of a fool than of him.”[348]

“He that hath no rule over his own spirit is like a city that is broken down, and without walls.”[349]

In one moment, by the hasty, passionate, careless tongue, may be wrought evil that a whole lifetime’s repentance can not undo. Oh, the hearts that are broken, the friends estranged, the lives wrecked, by the harsh, hasty words of those who might have brought help and healing!

“There is that speaketh like the piercings of a sword; but the tongue of the wise is health.”[350]

[Sidenote: _Cherish Self-Forgetfulness_]

One of the characteristics that should be especially cherished and cultivated in every child is that self-forgetfulness which imparts to the life such an unconscious grace. Of all excellences of character this is one of the most beautiful, and for every true life-work it is one of the qualifications most essential.

[Sidenote: _Humility; Dignity_]

Children need appreciation, sympathy, and encouragement, but care should be taken not to foster in them a love of praise. It is not wise to give them special notice, or to repeat before them their clever sayings. The parent or teacher who keeps in view the true ideal of character and the possibilities of achievement, can not cherish or encourage self-sufficiency. He will not encourage in the youth the desire or effort to display their ability or proficiency. He who looks higher than himself will be humble; yet he will possess a dignity that is not abashed or disconcerted by outward display or human greatness.

It is not by arbitrary law or rule that the graces of character are developed. It is by dwelling in the atmosphere of the pure, the noble, the true. And wherever there is purity of heart and nobleness of character, it will be revealed in purity and nobleness of action and of speech.

“He that loveth pureness of heart, for the grace of his lips the King shall be his friend.”[351]

As with language, so with every other study; it may be so conducted that it will tend to the strengthening and upbuilding of character.

[Sidenote: _History_]

Of no study is this true to a greater degree than of history. Let it be considered from the divine point of view.

As too often taught, history is little more than a record of the rise and fall of kings, the intrigues of courts, the victories and defeats of armies,—a story of ambition and greed, of deception, cruelty, and bloodshed. Thus taught, its results can not but be detrimental. The heart-sickening reiteration of crimes and atrocities, the enormities, the cruelties portrayed, plant seeds that in many lives bring forth fruit in a harvest of evil.

[Sidenote: _From the Divine Point of View_]

Far better is it to learn, in the light of God’s word, the causes that govern the rise and fall of kingdoms. Let the youth study these records, and see how the true prosperity of nations has been bound up with an acceptance of the divine principles. Let him study the history of the great reformatory movements, and see how often these principles, though despised and hated, their advocates brought to the dungeon and the scaffold, have through these very sacrifices triumphed.

Such study will give broad, comprehensive views of life. It will help the youth to understand something of its relations and dependencies, how wonderfully we are bound together in the great brotherhood of society and nations, and to how great an extent the oppression or degradation of one member means loss to all.

[Sidenote: _Accounts_]

[Sidenote: _A Useful Training_]

In the study of figures the work should be made practical. Let every youth and every child be taught, not merely to solve imaginary problems, but to keep an accurate account of his own income and outgoes. Let him learn the right use of money by using it. Whether supplied by their parents or by their own earnings, let boys and girls learn to select and purchase their own clothing, their books, and other necessities; and by keeping an account of their expenses they will learn, as they could learn in no other way, the value and the use of money. This training will help them to distinguish true economy from niggardliness on the one hand and prodigality on the other. Rightly directed it will encourage habits of benevolence. It will aid the youth in learning to give, not from the mere impulse of the moment, as their feelings are stirred, but regularly and systematically.

In this way every study may become an aid in the solution of that greatest of all problems, the training of men and women for the best discharge of life’s responsibilities.

_Deportment_

“LOVE DOTH NOT BEHAVE
ITSELF UNSEEMLY”

[Sidenote: _Courtesy_]

The value of courtesy is too little appreciated. Many who are kind at heart lack kindliness of manner. Many who command respect by their sincerity and uprightness are sadly deficient in geniality. This lack mars their own happiness, and detracts from their service to others. Many of life’s sweetest and most helpful experiences are, often for mere want of thought, sacrificed by the uncourteous.

Cheerfulness and courtesy should especially be cultivated by parents and teachers. All may possess a cheerful countenance, a gentle voice, a courteous manner, and these are elements of power. Children are attracted by a cheerful, sunny demeanor. Show them kindness and courtesy, and they will manifest the same spirit toward you and toward one another.

[Sidenote: _Rules of Etiquette_]

True courtesy is not learned by the mere practise of rules of etiquette. Propriety of deportment is at all times to be observed; wherever principle is not compromised, consideration of others will lead to compliance with accepted customs; but true courtesy requires no sacrifice of principle to conventionality. It ignores caste. It teaches self-respect, respect for the dignity of man as man, a regard for every member of the great human brotherhood.

[Sidenote: _Overestimating Conventionalities_]

There is danger of placing too high a value upon mere manner and form, and devoting too much time to education in these lines. The life of strenuous effort demanded of every youth, the hard, often uncongenial work required even for life’s ordinary duties, and much more for lightening the world’s heavy burden of ignorance and wretchedness,—these give little place for conventionalities.

Many who lay great stress upon etiquette show little respect for anything, however excellent, that fails of meeting their artificial standard. This is false education. It fosters critical pride and narrow exclusiveness.

[Sidenote: _Consideration for Others_]

The essence of true politeness is consideration for others. The essential, enduring education is that which broadens the sympathies and encourages universal kindliness. That so-called culture which does not make a youth deferential toward his parents, appreciative of their excellences, forbearing toward their defects, and helpful to their necessities; which does not make him considerate and tender, generous and helpful toward the young, the old, and the unfortunate, and courteous toward all, is a failure.

Real refinement of thought and manner is better learned in the school of the divine Teacher than by any observance of set rules. His love pervading the heart gives to the character those refining touches that fashion it in the semblance of His own. This education imparts a heaven-born dignity and sense of propriety. It gives a sweetness of disposition and a gentleness of manner that can never be equaled by the superficial polish of fashionable society.

The Bible enjoins courtesy, and it presents many illustrations of the unselfish spirit, the gentle grace, the winsome temper, that characterize true politeness. These are but reflections of the character of Christ. All the real tenderness and courtesy in the world, even among those who do not acknowledge His name, is from Him. And He desires these characteristics to be perfectly reflected in His children. It is His purpose that in us men shall behold His beauty.

[Sidenote: _Best Treatise on Etiquette_]

The most valuable treatise on etiquette ever penned is the precious instruction given by the Saviour, with the utterance of the Holy Spirit through the apostle Paul,—words that should be ineffaceably written in the memory of every human being, young or old:—

“As I have loved you, that ye also love one another.”[352]

“Love suffereth long, and is kind;
Love envieth not;
Love vaunteth not itself,
Is not puffed up,
Doth not behave itself unseemly,
Seeketh not its own,
Is not provoked,
Taketh not account of evil;
Rejoiceth not in unrighteousness,
But rejoiceth with the truth;
Beareth all things,
Believeth all things,
Hopeth all things,
Endureth all things.
Love never faileth.”[353]

[Sidenote: _Reverence_]

[Sidenote: _For God’s Presence_]

Another precious grace that should be carefully cherished is reverence. True reverence for God is inspired by a sense of His infinite greatness and a realization of His presence. With this sense of the Unseen the heart of every child should be deeply impressed. The hour and place of prayer and the services of public worship the child should be taught to regard as sacred because God is there. And as reverence is manifested in attitude and demeanor, the feeling that inspires it will be deepened.

Well would it be for young and old to study and ponder and often repeat those words of Holy Writ that show how the place marked by God’s special presence should be regarded.

“Put off thy shoes from off thy feet,” He commanded Moses at the burning bush; “for the place whereon thou standest is holy ground.”[354]

Jacob, after beholding the vision of the angels, exclaimed, “The Lord is in this place; and I knew it not.... This is none other but the house of God, and this is the gate of heaven.”[355]

“The Lord is in His holy temple; let all the earth keep silence before Him.”[356]

“The Lord is a great God,
And a great King above all gods....
O come, let us worship and bow down;
Let us kneel before the Lord our Maker.”
“It is He that hath made us, and not we ourselves;
We are His people, and the sheep of His pasture.
Enter into His gates with thanksgiving,
And into His courts with praise;
Be thankful unto Him, and bless His name.”[357]

[Sidenote: _For His Name_]

Reverence should be shown also for the name of God. Never should that name be spoken lightly or thoughtlessly. Even in prayer its frequent or needless repetition should be avoided. “Holy and reverend is His name.”[358] Angels, as they speak it, veil their faces. With what reverence should we, who are fallen and sinful, take it upon our lips!

[Sidenote: _Reverence for God’s Word_]

We should reverence God’s word. For the printed volume we should show respect, never putting it to common uses, or handling it carelessly. And never should Scripture be quoted in a jest, or paraphrased to point a witty saying. “Every word of God is pure;” “as silver tried in a furnace of earth, purified seven times.”[359]

Above all, let children be taught that true reverence is shown by obedience. God has commanded nothing that is unessential, and there is no other way of manifesting reverence so pleasing to Him as obedience to that which He has spoken.

[Sidenote: _Respect for Superiors_]

Reverence should be shown for God’s representatives,—for ministers, teachers, and parents who are called to speak and act in His stead. In the respect shown to them He is honored.

And God has especially enjoined tender respect toward the aged. He says, “The hoary head is a crown of glory, if it be found in the way of righteousness.”[360] It tells of battles fought, and victories gained; of burdens borne, and temptations resisted. It tells of weary feet nearing their rest, of places soon to be vacant. Help the children to think of this, and they will smooth the path of the aged by their courtesy and respect, and will bring grace and beauty into their young lives as they heed the command to “rise up before the hoary head, and honor the face of the old man.”[361]

* * * * *

Fathers and mothers and teachers need to appreciate more fully the responsibility and honor that God has placed upon them, in making them, to the child, the representatives of Himself. The character revealed in the contact of daily life will interpret to the child, for good or for evil, those words of God:—

[Sidenote: _Interpreters of God_]

“Like as a father pitieth his children, so the Lord pitieth them that fear Him.”[362] “As one whom his mother comforteth, so will I comfort you.”[363]