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]