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diff --git a/old/13533-h.zip b/old/13533-h.zip Binary files differnew file mode 100644 index 0000000..3e60e57 --- /dev/null +++ b/old/13533-h.zip diff --git a/old/13533-h/13533-h.htm b/old/13533-h/13533-h.htm new file mode 100644 index 0000000..62c70dc --- /dev/null +++ b/old/13533-h/13533-h.htm @@ -0,0 +1,3777 @@ +<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN"> +<html> +<head> +<meta http-equiv="Content-Type" content="text/html; charset=ISO-8859-1"> +<title>The Project Gutenberg eBook of The Unfolding Life, by Antoinette Abernethy Lamoreaux, et al</title> + <style type="text/css"> +/*<![CDATA[ XML blockout */ +<!-- + P { margin-top: .75em; + text-align: justify; + margin-bottom: .75em; + } + H1,H2,H3,H4,H5,H6 { + text-align: center; /* all headings centered */ + } + HR { width: 33%; + margin-top: 1em; + margin-bottom: 1em; + } + BODY{margin-left: 10%; + margin-right: 10%; + } + .linenum {position: absolute; top: auto; left: 4%;} /* poetry number */ + .note {margin-left: 2em; margin-right: 2em; margin-bottom: 1em;} /* footnote */ + .blkquot {margin-left: 4em; margin-right: 4em;} /* block indent */ + + .poem {margin-left:10%; margin-right:10%; text-align: left;} + .poem br {display: none;} + .poem .stanza {margin: 1em 0em 1em 0em;} + .poem span {display: block; margin: 0; padding-left: 3em; text-indent: -3em;} + .poem span.i2 {display: block; margin-left: 2em;} + .poem span.i4 {display: block; margin-left: 4em;} + hr.full { width: 100%; + height: 5px; } + a:link {color:blue; + text-decoration:none} + link {color:blue; + text-decoration:none} + a:visited {color:blue; + text-decoration:none} + a:hover {color:red} + pre {font-size: 9pt;} + // --> + /* XML end ]]>*/ + </style> +</head> +<body> +<h1>The Project Gutenberg eBook, The Unfolding Life, by Antoinette Abernethy +Lamoreaux, et al</h1> +<pre> +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at <a href = "https://www.gutenberg.org">www.gutenberg.org</a></pre> +<p>Title: The Unfolding Life</p> +<p>Author: Antoinette Abernethy Lamoreaux</p> +<p>Release Date: September 26, 2004 [eBook #13533]</p> +<p>Language: English</p> +<p>Character set encoding: ISO-8859-1</p> +<p>***START OF THE PROJECT GUTENBERG EBOOK THE UNFOLDING LIFE***</p> +<br><br><h3>E-text prepared by Stephen Schulze<br> + and the Project Gutenberg Online Distributed Proofreading Team</h3><br><br> +<hr class="full" noshade> +<br /><br /> + +<h1>THE UNFOLDING LIFE</h1> + +<h2>A STUDY OF DEVELOPMENT</h2> + +<h2>WITH REFERENCE TO</h2> +<h2> +RELIGIOUS TRAINING</h2> + +<h4><i>BY</i></h4> + +<h3>ANTOINETTE ABERNETHY LAMOREAUX</h3> + + +<h4>WITH INTRODUCTION BY</h4> + +<h3>MARION LAWRANCE</h3> + + +<h4>1907</h4> + +<p style='text-align: center;'>TO +<br /> +<i>My Precious Father and Mother,<br /> +in whose daily ministry<br /> +I have seen the beauty and learned the meaning<br /> +of Christian Nurture,<br /> +this book is affectionately dedicated</i>.<br /></p> + + + +<hr style='width: 65%;' /> +<h2>CONTENTS</h2> + + +<div style='margin-left: 30%;'> <a href='#INTRODUCTION'><b>INTRODUCTION</b></a><br /> + <a href='#FOREWORD'><b>FOREWORD</b></a><br /> + <a href='#CHAPTER_I'><b>CHAPTER I - FUNDAMENTAL PRINCIPLES OF DEVELOPMENT</b></a><br /> + <a href='#CHAPTER_II'><b>CHAPTER II - EARLY CHILDHOOD</b></a><br /> + <a href='#CHAPTER_III'><b>CHAPTER III - EARLY CHILDHOOD—Continued</b></a><br /> + <a href='#CHAPTER_IV'><b>CHAPTER IV - EARLY CHILDHOOD—Concluded</b></a><br /> + <a href='#CHAPTER_V'><b>CHAPTER V - CHILDHOOD—SIX TO TWELVE</b></a><br /> + <a href='#CHAPTER_VI'><b>CHAPTER VI - THE JUNIOR AGE—NINE TO TWELVE</b></a><br /> + <a href='#CHAPTER_VII'><b>CHAPTER VII - ADOLESCENCE</b></a><br /> + <a href='#CHAPTER_VIII'><b>CHAPTER VIII - MIDDLE AND LATE ADOLESCENCE</b></a><br /> +</div> + +<br /><br /> + +<hr style='width: 65%;' /> +<a name='INTRODUCTION'></a><h2>INTRODUCTION</h2> +<br /> + +<p>Having read with much care the proof sheets of this book, I am prepared +to say three things about it, and it gives me pleasure to say them here.</p> + + +<ol> +<li><p><b>THE BOOK IS WELL NAMED.</b> "THE UNFOLDING LIFE." Turn which +way we will, we see life unfolding all about us, and yet how faintly are +its mysteries understood! And is it not the one thing above all others, +which teachers, mothers, fathers and all of us, need to understand? It +is well that our attention has been called to this most vital of all +themes by a book, whose very name compels attention to its content, and +whose content is but its name in fuller treatment.</p></li> + +<li><p><b>THE BOOK IS WELL WRITTEN.</b> Such books as this should be read slowly +and pondered well; but this book by its fascination will tempt one to +read too rapidly. Its line of argument is logical; its diction is as +pure as the bubbling stream; its truths are evident and compelling. It +presents the purest psychology stripped of all mystifying +technicalities, and clothed in language which even a child can +understand. The reason for this is plain. It is the "Beaten +Oil" drawn from the rich and ripe experience of one of the best +students of childhood and teachers of children in our land.</p></li> + +<li><p><b>THE BOOK IS WELL TIMED.</b> Teachers are seeking now as never before to +understand the soil in which the living seed of God's Word is to be +cast. Nothing can be more important than this. The author deals largely +with the every day problems of the average home and Sunday School, thus +rendering the highest service to the great army of ordinary teachers and +mothers. While this book will be hailed with joy by all such, it will +nevertheless command a place by the side of the highest grade books on +the subject. There never was a time when any book on any subject was +more greatly needed than this book is needed now. It would be a boon +indeed to every home, and to every Sunday School as well, if all +teachers, mothers, yes, and fathers too, would read and re-read +"THE UNFOLDING LIFE."</p></li> +</ol> + + + + +<p>MARION LAWRANCE.</p> + +<p>Chicago, March, 1908.</p> + + + +<hr style='width: 65%;' /> +<a name='FOREWORD'></a><h2>FOREWORD</h2> +<br /> + +<p>The greatest thing in the world is a human life. The greatest work in +the world is the helpful touch upon that life. Here and there an artist +in soul culture is found at the task, but the many are unskilled and the +product of the labor is far from a manhood "perfect in Christ."</p> + +<p>In dealing with things, the vessel marred in the making can be set aside +or fashioned anew, but a life is for eternity. The faulty work can not +be undone. The mistake can never be wholly rectified, for life never +yields up what is given it. The look, the word, the invisible atmosphere +of the home and church, the sights and sounds of all the busy days enter +the super-sensitive and retentive soul of the child and are woven into +life tissue. Character has no other from which to fashion itself. +Therefore its final beauty and worth will be determined in large +measure by the quality of the material which entered in.</p> + +<p>It is with earnest desire to help some parent or teacher in the divine +work of soul nurture, that this volume is offered. There is no attempt +to add to knowledge in Child Study or Psychology, but rather to +interpret certain of their fundamental facts and principles with +reference to Religious Training.</p> + + + +<hr style='width: 65%;' /> +<a name='CHAPTER_I'></a><h2>CHAPTER I</h2> + +<h3>FUNDAMENTAL PRINCIPLES OF DEVELOPMENT.</h3> +<br /> + +<p>Row upon row they stretched, fifteen acres of regal chrysanthemums, +roses pink, yellow, white and red, fragile lilies of the valley, +carnations and vivid orchids, no two alike, yet all expressions of plant +life. Skilled gardeners from England and Germany were busy with these +exquisite flower children, watering, pruning and training upon slender +cords, that every bud might come to perfect unfolding. The laws of the +plant world and the law of each individual flower were well known to +them. They knew that all required sunshine and soil, warmth and +moisture, but in varying amount. The chrysanthemums grew in the +sunlight, while only a few days before cutting could the lilies of the +valley be released from their darkened beds. All needed cultivation but +not in the same way. Some were massed, while yonder were thousands of +carnations, and every one sole monarch of its own little garden plot. +Painstakingly and completely, day after day, the needs of each frail +life were met, until the flowers grown in this greatest of Canadian +greenhouses have become renowned far across the border for their +unsurpassed beauty, coloring and size.</p> + +<p>The quiet walk between the glorious masses of bloom that October +afternoon brought a vision of a greater Child garden, with an infinite +variety of human plants to be tended, every one with its own +individuality, needs, possibilities and a divine purpose for it +cherished in the heart of the Heavenly Gardener. The work of nurture He +has given to parents and teachers, longing unspeakably that it shall be +so wise and tender that His plan for every life may be realized.</p> + +<p>But as the earnest soul takes up the task, it seems so bewildering. +"Three little ones in the home, and every one different! Ten boys in the +Sunday School class and no two alike! Where does nurture begin? How is +it carried on?"</p> + +<p>Though the differences in human lives are countless, there are certain +great likenesses. All have life, needs, possibilities; they all grow and +develop in the same general way. From these common likenesses have been +formulated a few principles which are as helpful to a child gardener as +a knowledge of the laws of plant life to one who nurtures roses and +carnations. Their understanding is not dependent upon physical +parenthood. God will interpret the meaning to any one whom He calls into +fellowship with Himself in the matchless work of soul culture.</p> + +<ol style="list-style: upper-roman; margin-bottom: 1em;"> +<li><p>The First Principle deals with the nature of life—What is it? Some +answer must be given in order to arrive at an aim, a method, and an +inspiration for work. If a child is only a beautiful figure upon which +to display dainty garments, the mother has a plain pathway marked out +for her. If a boy is a capacity to be filled, or a machine to grind out +facts or dollars, the teacher's course of action is clear.</p> + +<p>God's conception of life is surely greater than these, yet He never +gave a definition. Jesus said it is more than meat, that it is worth +more than all the world, that it does not consist in abundance of +things, that it is eternal, but He nowhere tells us what it is, for He +can not. It is a part of God. He can only make us understand it in any +wise by giving its characteristics and values. Perhaps these may come to +us more clearly through considering first what life is not.</p> + +<ol style="list-style: decimal; margin-bottom: 1em;"><li><p>Life is not merely "plastic clay" to be moulded, or a "block of +marble" to be hewn according to the will of the sculptor.</p> + +<p>This poetic conception emphasizes rightly the tremendous power of +environment and personality in shaping character, but it is really a +dangerous half truth. If the child were a block of marble, he would be +no different from the dead, inert lump that lies in the studio awaiting +the will of the sculptor. They would both be things. But a child has +life, and the difference between life and thing lies in an inner power +or activity which life possesses and uses when and as it will. This +activity has to be reckoned with. Sun and rain and earth can not make a +plant grow if it does not use its own mysterious inner force upon them. +No sort of influence can affect a life, if the life does not respond to +it. This response will be either receiving or rejecting the influences +that come, working with or against them. Assuredly this is a condition +very different from "plastic clay." Two great tasks, therefore, are +included in the work of nurture: the first, to see that all that comes +to plastic life from the outside is what it ought to be; the second, to +somehow arouse the power within to vigorous effort upon the best things.</p></li> + +<li><p>Life is not a "pure white page," even in its beginning.</p> + +<p>There is here also a half truth, and an error. Life is unstained by +guilt in its early years. It comes innocent from the hand of God, but +fingers long since vanished have traced lines that mar the perfect +whiteness. There are tendencies away from God as well as toward Him, and +these are not the result of environment. Environment will cultivate +tendencies but can not implant them. Favoring conditions will make an +apple tree produce magnificent apples, but they will never implant in it +any tendency to bear roses or produce thorns. Failure to recognize the +fact of two sets of tendencies in the life will lead to a fatal mistake +in nurture. Christ will be presented only as an Example and not as a +Savior also, thus setting before a life its pattern and leaving it +impotent to reach it.</p></li> + +<li><p>A life in its beginning is not a "little man."</p> + +<p>The element of truth in this conception is perhaps less than in either +of these preceding. It is indeed true that child life is that out of +which man life is to come, but the difference is more vital than that of +inches or strength. The bulb shelters a lily life, but the difference is +greater than size. The chrysalis will bring forth the butterfly, but the +two are not identical. Childhood will unfold into manhood, but each has +its own characteristics and needs, differing in largest degree.</p> + +<p>The physiologist tells us that it would be hard to find many important +points beyond the most fundamental laws in which the infant and the +adult exactly resemble each other. (Oppenheim.) In bodily proportions, +in actual composition of bones, muscles, blood and nerves, in size and +development of the organs, the differences are wide.</p> + +<p>The psychologist proves that there is equal variance in mental +conditions. The man has a sense of responsibility to his neighbor and to +God, unknown to child life. He thinks and reasons and judges as the +child mind can not. His whole outlook upon life is opposite from that of +the child.</p> + +<p>We recognize this difference in caring for the body, and the babe is fed +on milk and the boy on meat. But the difference must be recognized as +equally important in caring for the soul. Just as meat is meat, whether +minced or uncut, and therefore unsuited for a tiny life, so doctrine is +doctrine, whether stated in words of one syllable or four, and equally +unsuited to a beginning life. Paul refers to those who need milk and not +solid food, spiritually, because they are "without experience of the +word of righteousness," clearly indicating a difference in the kind of +instruction, not the amount. The subject matter must be adapted to the +life, not merely the number of syllables, the method of teaching, as +well as the length of the lesson. Without this careful adaptation of +food and method, the developing life will be under-nourished, and the +most vigorous maturity be impossible.</p> + +<p>But these negative statements only safeguard against mistakes by telling +us what to avoid. A real working basis must be found in a positive +principle.</p> + +<p>The study of an unfolding life at any time in its development always +reveals two supreme facts, possibilities peculiar to that period, and +self activity. The First Principle of development combines these two +facts and gives us our nearest approach to a definition.</p> + +<p>"Life is a bundle of possibilities and self activity."</p> + +<p>The block of marble has possibilities, so has molten metal and a tube of +paint; but life has possibilities plus inner power. The three +imperative "Oughts" for the parent or teacher are herein suggested.</p> + +<ul style='list-style: none; margin-bottom: 1em;'><li><p>First, he ought to be able to recognize each possibility as it appears.</p></li> + +<li><p>Second, he ought to know how best to deal with it.</p></li> + +<li><p>Third, he ought to know how to stimulate the activity to greatest +endeavor.</p></li></ul></ol> + +<li><p>The Second Principle states the relation of nurture to the unfolding +of these possibilities.</p> + +<p>"The direction and degree of development are largely determined by +nurture."</p> + +<p>Every possibility in a life, unless it die out, must develop either +upward or downward, toward the best or worst. This development, whether +in a plant or a boy, depends on what is given the life to work with and +the use that is made of it, or, stated in more dignified terms—the +development is a result of influences that come to a life and the +response made to them by activity. The sort of influences and the sort +of response given will determine the sort of development. When some one +is consciously endeavoring to make both outer influences and the inner +working of the life the best possible, it is called nurture.</p> + +<p>The responsibility that grows out of this thought of nurture is almost +crushing, yet its opportunity is sublime. To make a boy strong for his +life work, because the right word was spoken at the critical moment, the +encouragement given just when his purpose was faltering, to help a girl +reach glorious young womanhood because the inspiration came as she stood +at the parting of the ways—surely this, in a very real sense, is +working with God. The story of almost every life of marked power, +reveals a human touch at the cross roads. Is this one meaning in the +Master's words, "Inasmuch as ye did it," or "Inasmuch as ye did it not?" +"I would have been on the foreign mission field seven years ago," said a +splendid young man, "had not my Sunday School teacher laughed at me when +I told him my new born desire. I expect to go now, but what of those +seven years?"</p> + +<p>If the home and the church should begin at once to obey God's command +to nurture the children "In the chastening and admonition of the Lord," +with all that means, the next generation would see the kingdoms of this +world given to Christ and the advent of the King.</p></li> + +<li><p>The Third Principle defines the work of nurture.</p> + +<p>"Nurture must care for both nourishment and activity."</p> + +<ol style="list-style: decimal; margin-bottom: 1em;"><li><p>The Watch Care over Nourishment.</p> + +<p>Nourishment is the general term for all that upon which the life feeds. +It is given both consciously and unconsciously and is absorbed in like +manner, but in its effect upon the life, the unconscious nourishment has +greater power.</p> + +<ol style="list-style: upper-alpha; margin-bottom: 1em;"><li><p>Unconscious Nourishment.</p> + +<ol style="list-style: lower-alpha; margin-bottom: 1em;"><li><p>The first factor in unconscious nourishment is personality.</p> + +<p>Just as truly as the physical life is nourished by life, so is the +mental and the spiritual. Standards of living, ideas, a sense of values, +opinions, do not come from text-books but fathers and mothers. The +lesson from the printed page may fail to gain entrance, but the lesson +from the teacher's life, never. This explains the success of many a +humble mother and the failure of many an intellectual teacher. It is at +the very heart of all work for another.</p> + +<p>Its first message is a personal one. It tells the worker that his life +is more compelling than his voice; that the Word must again become flesh +to give it authority. It tells him further that if he is to be the bread +of life to growing souls, his own pasturage must not be things, but in +reality, the living Christ.</p> + +<p>The other message applies to his work. While every life that touches his +will always carry away something from the contact, the most helpful +human life can never suffice for another's nourishment. Each soul needs +the complete Christ for itself. The amazing thing among parents and +teachers is their unconcern over His absence from the lives of the +children. Years pass, and precept, lesson and admonition are given, +while Christ, the Life, is not definitely and personally offered. +"According to their pasture so were they filled." Is not this the +explanation of so many meagre lives?</p></li> + +<li><p>The second factor of unconscious nourishment is environment with +its subtle atmosphere.</p> + +<p>The importance of environment is found in this great law, that life +tends to become like that which is around it. So strong is the tendency +that the only escape from conformity lies in real struggle. This a +little child rarely puts forth, and an adult not always, for it is far +easier to follow the line of least resistance and "be like other +people."</p> + +<p>Growing out of this power of environment comes the problem of all +philanthropic and religious work—how to overcome the influence of +harmful surroundings. The need is obvious when the surroundings are +vicious, yet the home does not need to be in the slums to injure a +growing life. It only needs to be Christless. This may seem a very +radical statement, but it is nevertheless true. Arresting the highest +development is as truly an injury as giving to life wrong direction. Has +not a plant been positively injured when its most beautiful +possibilities are unrealized because of unfavoring conditions? Is not a +body, undersized and stunted because of lack of fresh air and food, as +truly deformed as though the back were bent? Has not that soul received +the most cruel of all injuries, when its divinest possibilities can +never be attained either because of spiritual starvation or +misdirection? The Church and the Sunday School attempt to furnish a +counteracting environment, but it is infrequent and brief. The only +power which can render this temporary, religious environment mote +effective in influencing character than a harmful, permanent one, is the +Divine. A church building or a Sunday School session of itself, can +accomplish little, placed over against a home. Methods of grading and +forms of worship are impotent in themselves. It is only a living Christ, +actually vitalizing the lesson and the sermon and the plan of work Who +makes them efficacious.</p> + +<p>If this be so, then the teacher who goes to the home itself to press the +claims of a personal Savior on the father and mother, has after all +reached the heart of the problem of environment.</p></li> + +<li><p>The third factor of unconscious nourishment is the Superhuman +Power.</p> + +<p>This thought has been suggested in connection with personality and +environment, but it demands separate emphasis. It is not an easy thing +in the stress of the visible to remember the greater power of the +Invisible. The most earnest Christian worker is sometimes overwhelmed by +discouragement or, again, unduly confident because of the perfection of +system and method, forgetting that God knows no obstacle, and that He +alone can put life into a plan of work.</p> + +<p>But though God uses men and methods, He does not always so approach a +life He deals directly with a soul through the influence of the Holy +Spirit, and life receives its most holy nurture in those sacred hours. +Therefore, the highest service permitted a Sunday School teacher is to +pray effectually for the brooding Spirit to rest upon the pupils in his +class. The mother can do nothing which shall mean so much for the +precious life in her arms as learning, herself, the secret of prevailing +prayer, for, "If we ask anything according to His Will, He heareth us; +and if we know that He heareth us, whatsoever we ask, we know that we +have the petitions which we have asked of Him." Therefore, O Lord, +"Teach us to pray."</p></li></ol> + +<li><p>Conscious Nourishment.</p> + +<p>This is definite instruction so given to a life that it is appropriated. +A large part of attempted instruction is never taken in. "I have told +you over and over again," says the despairing mother, but telling does +not always involve receiving. Placing nourishing food before the boy +does not necessarily mean stronger muscle and purer blood. He must eat +and digest it. Teaching, to be nourishment, requires first, careful +adaptation of the subject matter, then presentation in such a way that +the mind will voluntarily reach out, lay hold upon and assimilate it. +God again gives the key to real teaching in the word "engraft." Its +process in the physical and mental world is identical. First, the +delicate adjustment, then a vital union, and lastly, new life resulting.</p></li></ol> + +<li><p>The Watch Care over Activity.</p> + +<p>We have considered nurture in its work of supplying the best +nourishment to growing souls, and now its care for activity must be +noted. Since the subject will be discussed more fully in a succeeding +chapter, only the necessity for the nurture will be considered here. +This necessity appears in the four-fold result of activity.</p> + +<ol style="list-style: upper-alpha; margin-bottom: 1em;"><li><p>New Experiences.</p> + +<p>This is the first result to the child from ceaseless movement of hands +and feet and eager eyes. In early life he is not conscious of seeking +the new experience, he only wants to be in motion. In later life, energy +is definitely put forth for some desired end. But whatever the motive, +experiences helpful or harmful, according to the sort of activity, +result, and they enter character at par value.</p></li> + +<li><p>Growth or Increase in Size.</p> + +<p>Activity is necessary before anything given to the body or the soul can +become a part of life. Food must be acted upon by the digestive, +circulatory and assimilative organs to make it bone and muscle and +nerve. The mind must think upon the fact in order to add it to the store +of knowledge. The heavenly vision must be obeyed before Christian +experience is enlarged by it.</p> + +<p>But there is another aspect of this same thought. Just as truly as +activity must precede assimilation, so truly does assimilation follow +activity. It may be stated more simply in this way. Nothing can become a +part of the life until it has been acted upon; when it has been acted +upon it can not be taken out of the life. When digestion is finished and +the food is bone and muscle, it can not be withdrawn. When the idea has +been thought in or acted upon, it has by that process become a part of +the life, and though it may fade from memory its influence is abiding.</p></li> + +<li><p>Development or Increase of Power and Skill.</p> + +<p>Every muscle exercised gains greater freedom. Every knotty problem +mastered means increased mental ability. Every victory means greater +power in resisting temptation. Whatever the action, whether good or bad, +helpful or harmful, greater skill and power in that direction follows +it.</p> + +<p>This other very important fact needs to be clear, that no amount of +energy put forth for another will mean development for him. He must +exercise his own arm for strength and solve his own problem. Development +only comes through the effort of each individual for himself; hence the +best teacher is the one who can rouse the pupil to the greatest +endeavor.</p></li> + +<li><p>Habit Formation.</p> + +<p>It is impossible to act, physically, mentally or spiritually, without +making it easier to repeat the action, and soon ease passes to tendency, +then tendency to compulsion, and life is in the grip of a habit. This is +the inevitable outcome of activity, until "nine-tenths of life is lived +in the mould of habit."</p> + +<p>If it be true that habit is "ten times second nature," the importance of +directing activity toward the formation of right habits needs no +discussion.</p></li></ol></ol> + +<li><p>The Fourth Principle of unfolding life deals with its crises. "The +crucial points in development are those times when new possibilities +begin to unfold."</p> + +<p>The life comes from God complete in its possibilities, but at the +beginning all is in germ. As life progresses, development of these +possibilities proceeds, but it is not uniform. The body acquires ability +to control the larger muscles before it can adjust the finer and more +complex ones, as instanced in the child's ability to walk before he can +thread a needle. The mind is able to imagine before it can reason +clearly. The feelings center on self before they reach out to the world +around. As every new possibility begins to develop, two serious facts +must be remembered:</p> + +<ol style="list-style: decimal; margin-bottom: 1em;"><li><p>Direction must be given in the beginning before tendencies are +fixed.</p> + +<p>A beginning is always a time of easy adjustment and flexibility. +Business corporations can readily alter a course of action before a +policy has been established. The nurseryman can easily secure the +straight trunk of the mature tree in the yielding sapling. The law is +just as true when it touches human life. The trend of any possibility is +determined largely in the beginning of its unfolding. After that time +has gone by, conditions are practically fixed, and he that is unjust +will be unjust still, and he that is holy will be holy still.</p></li> + +<li><p>Future strength and vigor are largely determined in the beginning of +development.</p> + +<p>It is well nigh impossible to overcome the effect of early neglect. If +the culture of the growing stalk is passed over, the corn in the ear can +not be full. If the bodily needs of the boy are unmet, he can not reach +his full development as a man. If his budding intellectual life, his +awakening feeling life, or the delicate unfolding of his spiritual life +is neglected, a complete, rounded out maturity is impossible. A starved +childhood is always the prophecy of a stunted manhood, while life +nourished in its beginning foretells vigorous maturity.</p></li></ol> + +<li><p>The very important question now arises, "How may these crucial times +be recognized?" The answer is given in the Fifth Principle. "A new +interest always accompanies an awakening possibility."</p> + +<p>The increasing love of a story discloses a growing imagination. The +passionate hero worship of a boy's heart reveals the fact of a budding +ideal. The interest in clubs and desire for companionship tell of +awakening social feelings. Life is always the exponent of its own need +to one who cares to know, and it further reveals what should be given +it, and how.</p></li> + +<li><p>The Sixth Principle has already been touched upon in the preceding +discussion, but it needs the emphasis of special statement, because of +its importance. "Development is from within, out, through what is +absorbed, not from without, in, through external application without +absorption."</p> + +<p>If development were a matter of external application, the post would +grow and the stone and the stick, because they have earth and air and +moisture around them. If it came from without, in, the most admonished +child would be the best, the most talked to pupil the wisest, but the +reverse is usually true. That which adheres simply to the surface of +rock and child is veneer, which the testing circumstance will rub off. +Only that which is assimilated is of any value to the life.</p> + +<p>These are the great principles revealed in the development of life from +infancy to maturity. The factor of human contact appears in every one. +The question, "What is my touch upon this unfolding life?" can not be +evaded. The stonecutter takes the marble and hews out the rough block; +the sculptor finds its hidden soul. The artisan takes the canvas and the +common sign appears; the artist makes it immortal. But God gives life to +parents and teachers to fashion. Will hands clumsy and unskilled, miss +the perfect beauty, or the touch of master workmanship bring forth a +likeness to the Christ?</p></li> +</ol> + + + + +<hr style='width: 65%;' /> +<a name='CHAPTER_II'></a><h2>CHAPTER II</h2> + +<h3>EARLY CHILDHOOD</h3> +<br /> + +<p>The first period of life, Early Childhood, includes the years from birth +to about six or, in Sunday School phraseology, the "Cradle Roll," from +birth to three, and the "Beginners," from three to six.</p> + +<p>It is a temptation to note at length the marvelous achievements of a +little life in its earliest years, as it comes,</p> + +<div class='poem'><div class='stanza'> +<span>"Out from the shore of the great unknown,<br /></span> +<span>Blind and wailing and alone,<br /></span> +<span>Into the light of day.<br /></span> +<span>* * * * * *<br /></span> +<span>From the unknown sea that reels and rolls,<br /></span> +<span>Specked with the barks of little souls,<br /></span> +<span>Barks that were launched on the other side,<br /></span> +<span>And slipped from Heaven on an ebbing tide."<br /></span> +</div></div> + +<p>The wealth of material, however, clustering around each period of +developing life is so great that selection must be made. Therefore only +those facts illuminating the chosen theme of religious nurture will be +considered.</p> + +<p>The baby's world is a "big, blooming, buzzing confusion," according to +James, but gradually, cosmos emerges from chaos. The senses, clouded at +first, become clear and active. Adjustment and voluntary control of the +larger muscles are secured. The art of walking is mastered, and the +great feat of learning a language practically unaided, is well under +way. The awakening mind learns to know certain objects and simplest +relationships within a very limited sphere, and through ceaseless +activity, new experiences are constantly coming in to the soul.</p> + +<p>Guided by instinct and impulse, responding to any wind that blows, +sensitive and retentive as the plate of a camera,</p> + +<div class='poem'><div class='stanza'> +<span>"Just a-yearning<br /></span> +<span>To be learning<br /></span> +<span>Anything at all,"<br /></span> +</div></div> + +<p>can any religious nurture be given to this tiny little bundle of +possibilities? Manifestly, it will not be through precept and +admonition, for they are meaningless, yet never will life be more open +to the influences of impression and atmosphere than at this time. The +child can not understand their import as they come, but he will feel +them. He does not understand love, but he feels it. He can not +comprehend personality, but his restless little body grows quiet in the +tender arms of a strong father. He responds to the fretfulness or +gentleness of the mother, the noisy confusion or peace of the home. +These multitudinous impressions become his life, though he can not grasp +their meaning.</p> + +<p>Just as surely does he drink in impressions which have the Divine +element. What they speak to him only God knows, but some message is +theirs. The picture of the "Good Shepherd," of "Jesus Blessing Little +Children," of the "Madonna and Child," perform their silent ministry to +his soul. He is peculiarly sensitive to the reverence and worship in +lofty music. In the evening tide of a Sabbath day, a father was seated +at the piano, while the two older children stood near, and a wee one of +two and a half years listened from his mother's arms. The songs used in +Sunday School were sung one after the other, and then came the baby +voice, "Papa, sing about Dod." "Do you mean, 'Holy, Holy, Holy is the +Lord'?" he asked. "Yes," was the answer, and in the hush of the +twilight, the worship of the children blended with the worship of the +angels, and who shall say they did not all behold the Father's face?</p> + +<p>The nurture of these years is as silent as that of the dewdrop upon the +blade of grass, but it is as real. God's voice is the still, small voice +that ever speaks in quietness. The stillness of the moment at the +mother's knee, the prayer repeated in the reverent, low tone of the +mother's voice, the earnest prayer for him offered in his presence, the +Christ-like living in the home, all carry their holy influence to his +soul. He feels God, without knowing Him. But there shall come a day when +the Voice that has gently called him will be recognized, and he will +say, "Speak, Lord, for thy servant heareth."</p> + +<p>But general nurture must be supplemented by the definite nurture of +each growing possibility. Though the principles underlying this careful +watch care and training are stated in connection with Early Childhood, +they are applicable to every succeeding period where the same power is +developing.</p> +<br /> +<p><b>PHYSICAL ACTIVITY</b></p> + +<p>The most marked characteristic of the entire period of early childhood +is physical activity, manifesting itself largely in restlessness. The +nervous force which later will be used in complex mental processes, now +seeks expression through hands and feet and tireless body.</p> + +<p>In early infancy activity is entirely purposeless and unwilled, merely +the instinctive movement of every part of the body. Gradually, however, +through the contact with different objects brought about by his +restlessness, the baby learns to reach out for what he wants, and +purpose in the activity begins to appear. Later, play affords an outlet +for the constant flow of this pent-up power, and the child lives over +again those activities of the busy life around which appeal to him.</p> + +<p>From the previous discussion of activity, we know that the child is +bringing about far-reaching results, all unconscious to himself, through +this never ceasing restlessness of every waking moment. He is growing, +through the kneading process of constant movement; he is developing +freer use of his muscles; he is building new experiences into character, +and he is forming habits of life. How then may this great force be +nurtured so that greatest results shall follow?</p> + +<p>The law of activity must first be understood. It has been very +succinctly stated, "Activity must act, explode or cease to generate."</p> + +<p>If it cease to generate entirely it means death, for every organ of the +body is using it. If it lessen in amount, it means lowered vitality, and +indicates illness or abnormal conditions in some way. The over-strained +mother who says to a little one of this age, "I wish you could keep +still for five minutes," does not realize what she is expressing. It has +been demonstrated in scientific tests, that the perfectly normal child +under six can keep absolutely still but few consecutive seconds, +therefore the desire could only be fulfilled through some disturbed +physical condition which would lessen the amount of life itself. Any +diminution is everywhere felt, for the same activity which impels hands +and feet, impels also the hungry senses, the eager curiosity and every +part of a growing mental life. Fortunately for the child, God's finger +is on the dynamo of his life, and as long as He wills the activity can +not cease to generate.</p> + +<p>There are but two alternatives left, an action or an explosion, for +activity can no more be confined than steam in an engine. If the +explosion has occurred, it has resulted from successful repression. The +stopper, "Don't," has been inserted in the last opening through which +the nervous force could expend itself, and after a moment of dangerous +calm, the inevitable occurs, and the happiness and peace of the entire +home is for the time destroyed. The result is just as sure as that of +confining an expanding gas, while its disaster is wrought in the mental +and moral as well as the physical realms. Fortunately again for the +well-being of the child, it is difficult to secure the last outlet, so +fertile is his busy brain.</p> + +<p>But without the explosion, the results that come to a child from a +policy of repression are very serious. Briefly stated, they are first, +irritability and nervousness. The refinement of cruelty is dealt to a +little child, compelled by superior force to act contrary to God's law +for him and "Keep quiet." Activity which should normally be expended, +when confined, reacts upon the cells of the body so that soon there are +physical reasons beyond the child's control for his nervousness and +crossness.</p> + +<p>Second, Friction, in which defiance and stubbornness appear. The +severest test which could be imposed upon adults would be a constant and +apparently arbitrary thwarting of their desires. Is it to be wondered at +that a little, unreasoning life which hears "don't" by the scores of +times from morning till night, grows rebellious, vindictive and +obstinate?</p> + +<p>Third, Unhappiness and a sense of alienation. Sympathy between two +persons is impossible when they are at cross purposes, and happiness +which is God's gift to childhood can never be realized when souls are +out of touch. Further, discouragement and consequent loss of incentive +to effort must inevitably overwhelm a little life that never does +anything right.</p> + +<p>Fourth, weakened will and character. This is the most serious result of +all. One of the great principles already stated makes it clear that +development can come only through the activity of the individual +himself. If the child is constantly withheld from doing by the word +"don't," he can not reach the fullest development of character. +Furthermore, character is not built negatively but positively. A +building can never be erected by merely keeping out of it all unworthy +material. There must be an actual putting together of brick and mortar, +and the great truth is evident that whenever a place is filled by the +good, the bad is in that very act kept out, whether in buildings or +character. The motive back of many a "don't" is worthy, and often there +may be no alternative but to instantly check an action, but for the +effect on character building there is a more excellent way than +repression. It lies in the expression suggested in the law of activity, +but expression under direction.</p> + +<p>Some parents realize the necessity of allowing the child's activity to +be expended, but fail to see the other side of the matter, namely, that +while activity means development, the sort of development that follows +will depend on the character of the activity. It is important that a +boy's energy be given an outlet, but it is more important whether it +make of him a gentleman or a hoodlum. The guidance or neglect of the +activity will determine which it is to be.</p> + +<p>Too frequent emphasis can not be put upon the fact that every outgoing +activity traces a little deeper some pathway that tends toward a habit. +The mistake is often made of thinking that habits can be formed only by +"taking thought." It is true that some of the finest habits of life are +built into character with painstaking effort, but untidiness and +selfishness and irreverence and all their kin reach fullest unfolding in +the thoughtless outflow of activity, when no one is attending.</p> + +<p>But activity, untrammeled, means more than wrong habits. It means +lawlessness and undisciplined character. The child who has learned no +higher authority for his acts than his own erratic whims, has laid good +foundation for future disregard of the laws of man and God.</p> + +<p>The converse of all that has been said concerning both repression and +neglect of activity characterizes its wise direction. When the child, +ignorant and unskilled, hears a voice saying, "This is the way, walk ye +in it," his willing response means activity going out in right channels +or the formation of right habits. It means a dual joy for him, the joy +of activity itself and also the joy from the approval and sympathy of +the parent or teacher. Under encouragement he puts forth greater +effort, which means constant development of greater power. Yet more than +all, it means that he is learning the greatest lesson of early life, +obedience.</p> + +<p>Obedience is only activity under law. It begins with submission to the +will of the parent, but when at last it is a response of the whole life +to the will of God and rendered of voluntary and loving choice, it has +reached its highest unfolding. This is the goal toward which all nurture +of activity must be directed, else no life is safe after it goes out +from the restraints of the home. In the heart of the parent who is a +seer, the mere closing of the door or putting away of the toy in +response to a request is not the thing most desired, for that is +external and true obedience is internal. The father, possessing insight, +wants the heart as well as the hand of the boy to close the door or put +away the toy. Without this, no victory is gained. The act itself is the +least of all. "Sacrifice and offering thou didst not desire. ... Then +said I, Lo, I come. ... I delight to do Thy will, O my God; yea, Thy law +is within my heart." This attitude of voluntary heart acquiescence to +the will of another is never the product of compelling power, else God +would force His children to obey, since obedience is the thing He most +desires. Force can sway the hand but not the heart. Paul, whose tireless +activity spent itself out under the direction of his Master, discloses +the great secret when he says, "The love of Christ constraineth us." The +eternal Father says to His child, "I have loved thee with an everlasting +love; therefore with loving kindness have I drawn thee."</p> + +<p>It is by love, by words of approval, by patient encouragement and help, +and also by experiencing the consequences of each act, whether joyous or +painful, that the child is led to follow the one who points out the path +for his activity. Soon he faces the words, "right," and "wrong," and +though knowing only at first that "right" is the thing permitted, and +"wrong," the thing denied, he feels the difference in the results of +each. Then he learns that the pathway of the thing called "right," is +not an arbitrary one laid down by mother or teacher, but the pathway +traced by God Himself, wherein we all must walk, parent and child, +teacher and pupil alike. When with dimmest understanding but loving +heart, he first sets faltering foot in that path, because he catches +glimpse of its shining light, that "shineth more and more unto the +perfect day," the one who has nurtured him will hear God's voice +speaking to his soul, "Well done, good and faithful servant."</p> +<br /> + +<p><b>HUNGRY SENSES</b></p> + +<p>Hungry senses, directed in their quest by a hungrier mind, mark the +second great characteristic of early childhood. These are the channels +through which the world around comes into the life of the child. The +sights and sounds of the physical realm, when carried beyond the portals +of the senses, under the marvelous transmutation of God's touch, become +ideas. The process, in so far as its secret has been revealed, will not +be discussed at this point, but rather the relation of these impressions +to character.</p> + +<p>In early years the senses are undiscriminating as far as the real worth +of an impression is concerned. The vulgar picture will be admired as +quickly as the beautiful one, if its colors are attractive. The impure +word is caught as readily as the pure. There is no standard of values; +even taste is not yet formed, and eyes and ears hungrily reach out for +anything to satisfy their voracious appetite. Each sensation which is +reported to the mind through the senses and intricate nervous system, +supplies an idea, embodying itself. It is with these that all the +thinking of the child is done, these rouse his feelings and prompt his +actions and, finally, mean character. Manifestly, then, his life can be +no better than the things he sees and hears, handles and tastes, for he +lives in a world of sensations and not of ideas. This was the thought of +the mother who said, "I never wash my little children's faces at night, +and put them to bed all sweet and clean on the outside, that I don't +think that I would give all the world if I could somehow get inside and +wash that too." But the inner cleansing from the influence of sight and +sound no hand can perform. God forgives sin, but even His touch does not +remove the impression of the picture or the word which memory has put +away. The only hope of beautiful character lies in bringing to the +unfolding life helpful influences which shall be stronger in their power +than the vitiating. When some definite counteracting impression is +needed, it is in the sacred confidences of the twilight hour, and at the +confessional of a mother's knee, that it can be most effectively given.</p> + +<p>Aside from the moral import of the impressions, there is a vital +relationship between the senses and the quality of the intellectual +life. Since knowledge can come to the child only through his senses, the +amount of knowledge, as well as its sort, depends upon the story the +senses tell. If they be dull, the knowledge is meagre and life has +little with which to build. If they be defective, the impression is +either falsely reported or not at all. Tests have revealed the amazing +fact that over fifty per cent of children have imperfect sight and +hearing. This means that the first idea given through eye or ear may be +wrong; consequently each subsequent idea growing out of it is wrong, at +least in part, and ultimately, false conceptions and mistaken courses of +action appear, all traceable directly to the ear that did not hear +accurately and the eye that told a false tale.</p> + +<p>There is also a direct connection between defective senses and conduct. +Naturally, the boy who can't see the blackboard, pays no attention to +the work placed upon it, and the child partially deaf, disregards the +words of the teacher. The overwhelming number of personally observed +cases of difficult discipline, disclosed the unvarying fact of defect, +either in the senses or the body itself. Therefore a teacher or parent +should be very sure that the "bad boy problem" is not physical rather +than moral, lest cruel injustice be done.</p> + +<p>While the dull senses call for limitless patience, that life be not +pitifully narrow, and the defective senses call for wise and remedial +attention, the normal, keen, wide-awake senses exact the most from the +conscientious parent or teacher. Eternal vigilance is the price of +beautiful building material for the character in such an unfolding life. +Each day adds to the store put away in the brain, to reappear later. "We +must soon be careful what we do before the baby," says the mother who +half grasps the connection between impressions and character building, +not realizing that the work is already far under way, that foundations +are in. Nurture of the senses must begin with the first dim reaching out +for impressions, that only the best may enter, that right tastes may be +formed, and self control in this fiercest battle-field of life be +learned.</p> + + + +<hr style='width: 65%;' /> +<a name='CHAPTER_III'></a><h2>CHAPTER III</h2> + +<h3>THE PERIOD OF EARLY CHILDHOOD—Continued.</h3> +<br /> + +<p>As we come to consider the soul of the child, using this term not in its +religious sense, but to include all of life but the physical, we +understand that in reality it is indivisible. There are no separate +parts or faculties possessing unique powers such as reasoning, +remembering, feeling or willing. The whole soul remembers, feels and +wills. However, for the sake of clearness and convenience, when it is +reasoning, we are accustomed to speak of soul power in that direction as +reason, or imagining as imagination or willing as will.</p> + +<p>We must understand, also, that the soul of the child is as complete in +its possibilities as the soul of the adult, only they are undeveloped. +As life and environment grow more complex, new needs arise and these new +needs awaken soul power in a new direction. The expression "I didn't +know he had it in him," is frequently heard, as some one has shown +unexpected ability under sudden pressure of circumstances. Every brain +has millions of undeveloped cells, scientists affirm, signifying that +every life is infinitely poorer than it might be. The need is something +to arouse its latent power.</p> +<br /> + +<p><b>CURIOSITY</b></p> + +<p>The little child is at first in a world of total mystery. Sights, +sounds, sensations from contact come to him and all are unintelligible. +As they are carried to his brain, somewhere, somehow, they awaken a +desire to know their meaning, and as the tiny fingers are extended +toward objects the soul is reaching also. This soul reaching is +curiosity, one of God's most gracious and wonderful provisions for the +life, but so often its significance is misunderstood. If there were no +curiosity, there would never be any eager attempt to explore the field +of knowledge. The disciplined spirit of inquiry that makes for the +world's progress, is only a fuller development of the untutored and +disastrous effort of the child to find out about things. We forget that +before there can be a flower there must be a bud. Before there can be a +scientist who shall pick the rock to pieces to learn its secret, there +must be a child who picks a doll to pieces to see what is inside. The +pathos of childhood is its bowed head and mute lips under the blow and +the stinging word, because judgment is passed, not on motives, as the +parent demands for himself, but on the external appearance of the act. +We look into our Heavenly Father's face, out of the wreckage and +mistakes of a day, and say, "I meant to do it aright, but I am so +ignorant," and we are comforted that He looks at the heart and +understands. Can we be less pitifully tender toward His little ones?</p> + +<p>There are three marked manifestations of curiosity during this period of +childhood.</p> + +<ol style="list-style: upper-roman; margin-bottom: 1em;"> +<li><p>Questions.</p> + +<p>In the wordless years of earliest life, mysteries around the child can +receive only partial solution. But the day comes when language gives +him a key whereby to unlock the doors, and he begins to ask, "What is +it," then "Why," and "Where," and "How." This questioning period +commences about the age of three, and is in strong evidence for some +time. The answers involve for the most part nouns and verbs, not +adjectives nor adverbs, signifying that the child is not yet ready for +abstract qualities and characteristics. Simple facts only are sought at +first. Questions concern the names of things, activities connected with +them, causes and ends and the age-long mystery of origins.</p> + +<p>Passing by reluctantly any further discussion of this most fascinating +subject of children's questions, four great facts bearing upon nurture +must be noted.</p> + +<ol style="list-style: decimal; margin-bottom: 1em;"><li><p>Repression of the sincere questioning of a child tends to weaken his +effort to acquire knowledge.</p></li> + +<li><p>Questions reveal a need felt by the child, and are a guide to the +kind of instruction he is ready to receive.</p></li> + +<li><p>A question not only reveals a need, but is also an assurance that +the instruction given will be received, for what the mind wants to +learn, it will learn.</p></li> + +<li><p>A sincere question demands a sincere answer.</p> + +<p>This statement would seem superfluous, if its need were not apparent in +questions dealing with the origin of life. God gives to the mother, +first, the sacred privilege of investing these most holy mysteries with +purity and sanctity, and through this confidence drawing the life of the +child into closer fellowship with her own. If the opportunity be cast +away through the evasive or untruthful answer, the facts may come with a +taint upon them which can never be wholly removed.</p></li></ol> + +<li><p>Mischief.</p></li> + +<li><p>Destructiveness.</p></li></ol> + +<p>A word must suffice upon these other manifestations of curiosity. When +truly understood, they reveal only an eager mind trying to obtain new +experiences to add to knowledge. It is not total depravity that leads a +child to pull the articles from the workbasket, or tear the book, or +demolish the toy. He merely wants to see the object under as great a +variety of conditions as possible, to find out all he can about it. It +is identical with the spirit of the scientist who essays new +combinations to see what the results may be, only in its inception it is +crude and unskilled.</p> + +<p>Assuredly, instead of dealing harshly with an instinct which in later +years may make the whole world richer, it would be wiser to give it +legitimate outlet. Toys and blocks which admit of being taken apart and +readjusted may begin the training of an Edison or a Stephenson.</p> + + +<br /> + +<p><b>INTERESTS</b></p> + +<p>Just as in the realm of the physical, appetite for one sort of food may +be greater than for another, even in hunger, so a varying appetite +appears in connection with the soul hunger of curiosity. It is strongest +in the direction of that in which the life is naturally interested at +any given time.</p> + +<p>The interests of early childhood are primarily in things which exhibit +or suggest activity and in simplest relationships, found in the little +world bounded by home, neighborhood, Kindergarten and Sunday School. +Nature makes strong appeal, not on the aesthetic side of tint and +shadow, but through the charm of her multiform movements and family life +akin to the child's. The bird's nest fascinates because there is +connected with it the story of the building and the hungry little brood +it sheltered. Tales of animals, fairies and real folk, busy in simple +and familiar occupations hold him entranced, and he will watch with rapt +attention the performance of most common tasks. It is noteworthy that +his interest in all this is not so much in the end to be accomplished, +as in the activity itself. Even in his play, the preparations are often +more delightful and satisfying than the game which follows.</p> + +<p>All this has a deep meaning for one who is trying to help the little +life in its unfolding.</p> + +<ol style="list-style: upper-roman; margin-bottom: 1em;"> +<li><p>"Wise education takes the tide at the flood," says James. These +interests reveal the fact that in this period, instruction should deal +with things, not with statements of ideas, apart from things, or, in +other words, with the concrete, not the abstract.</p></li> + +<li><p>The greater the knowledge of things gained while interest attaches to +them, the greater the resources for clear, broad thinking as life +matures.</p></li> + +<li><p>When instruction is in line with interests, attention and consequent +learning are assured.</p></li> + +<li><p>The child's religious interests will be identical in character with +the other interests of this period. He will not be interested in the +Being or attributes of God, but God in His great activities as Creator +and Wonder-Worker, and in His relation as Father. Jesus will make +appeal, not in His discourses, but in His acts of helpfulness and power, +and His love.</p></li> +</ol> + + +<p>The great law of teaching is here involved, that interest in and +knowledge of the unknown can come only through interest in and knowledge +of something which is like it. Paul says in Romans, "For the invisible +things of Him since the world began are clearly seen, being perceived +through the things that are made, even His everlasting power and +divinity." Therefore the first definite religious instruction which the +child receives, must be upon spiritual truths illustrated in his own +known world of interests.</p> +<br /> + +<p><b>IMITATION</b></p> + +<p>The result of the efforts of curiosity, senses and activity is a +constantly increasing store of ideas in the child's mind, relating to +these things in which he is interested. As these ideas enter his mind, +applying this term to the "intellectual function of the soul," he +immediately wants to act upon them, according to a law inborn that an +idea always tends to go out into action, unless it is held back. Adults +have fixed habits of expressing ideas that come to them, but not so the +child. An interesting activity is always a suggestion to him to +reproduce it exactly, if possible. This difference between habit and +suggestion in action is illustrated in the case of a long-suffering +kitten in the hands of a resourceful child. The sight will arouse in +another child an irresistible impulse to try the same experiment, while +it always leads his mother to attempt a rescue.</p> + +<p>This tendency to exact reproduction of activity is the instinct of +imitation, and is a marked characteristic of childhood. As these words +are written, a glance through the window discloses surveyors at work +with tape and red chalk. Following in their wake is a five year old with +diminutive string and piece of red crayon, laying out distances and +taking measurements, in exact copy of his predecessors, a genuine +"pocket edition" of the original.</p> + +<p>While such elaborate exactness characterizes imitation in this period of +childhood alone, the impulse to conform is never entirely lost. The +desire grows more complex and general as the years go on, and from +reproduction of definite acts, the life tries to emulate the spirit and +achievements of its hero, and later to be in some harmony, at least, +with public opinion. Brave, indeed, is the soul that dares to be a +nonconformist in regard to the standards "they" have established.</p> + +<p>The results of imitation are profoundly important in character +building.</p> + +<ol style="list-style: upper-roman; margin-bottom: 1em;"> +<li><p>When a child re-enacts what he sees, he comes to a better +understanding of its meaning. This is one purpose of the imitation of +common activities in Kindergarten games.</p></li> + +<li><p>The idea which is acted upon becomes an inseparable part of the life.</p></li> + +<li><p>Habit is the outcome of repeated imitation.</p></li> + +<li><p>Life grows like what it imitates.</p></li> +</ol> + + +<p>With these facts in view, the application to the work of nurture is too +obvious for discussion.</p> +<br /> + +<p><b>IMAGINATION</b></p> + +<p>The child is not content alone to imitate activities. He likes to +transform objects and make over familiar situations. This he does +through that power of his soul called imagination.</p> + +<p>The imagination of this period is "fancy-full," crude, and unbridled by +reason or will. The child lives in a world of make believe. He sees +whole menageries in the back yard, and performs exploits worthy of a +David or Samson. He gives soul to inanimate objects, and endows them +with feelings like his own. He plays with companions of his own +creation, and peoples the dark with weird forms. Things are changed at +will to suit his whims, the stick becoming the untamed steed and the +rocking chair the storm-tossed boat. The magic of his alchemy may extend +to himself, and make him for days another person, or even an animal.</p> + +<p>This world of make believe is as real to him as the world which is seen +through his eyes, and often he can not distinguish between the two. Many +a little heart has quivered over the punishment inflicted for "lying", +when willful misrepresentation was not in his thoughts. However, harsh +treatment of a vivid imagination may result in real deception later on, +for the child can not help "seeing things," too wonderful to be enjoyed +alone, and then, perforce, there must be deliberate planning to escape +the punishment.</p> + +<p>This harshness also begins to raise an invisible barrier between the +child and parent. It was felt by a little maiden of rare fancy, who +said in a whisper at the conclusion of one of these marvellous tales, +"But don't tell Mamma." The impassable wall between many a mother and +daughter in later years, once consisted of but a scattered stone here +and there.</p> + +<p>Passing by the play life of the child where the imagination has fullest +scope, the question arises as to the meaning of this power in character +building. One purpose stands paramount over every other. It is the +"ideal making factory" of the life. From transforming sticks and chairs, +the soul will one day pass to transforming memories and thoughts, +putting away the unattractive features and investing the attractive with +even more charm, through dreams of what might be. From constructing +houses out of blocks, the soul will begin to construct ideals out of its +experiences and visions, according to a pattern shown on some mount.</p> + +<p>As childhood recedes and manhood beckons, the soul unveils this ideal, +fashioned in its secret workshop out of all that appeared most +desirable, and with strange, magnetic power, it begins to draw the life +after it. Worthy or unworthy, the years to come will see some part, at +least, of the ideal, a reality. The character of the imagination, +therefore, becomes a matter of supreme concern to nurture. It will be +healthy or diseased morally, according to the quality of the material +supplied for its use. The two great sources of this material are every +day experiences and the story. The meaning of these experiences to the +child's life has already been emphasized in various connections, and +repetition is unnecessary, but the story holds a unique place in point +of influence. Since it comes with deepest significance to the child in +the next period of development, when imagination is less mixed with +fancy, its discussion will be reserved for that time.</p> +<br /> + +<p><b>MEMORY</b></p> + +<p>The child has an unfortunate experience with a hot stove and tender +fingers bear the cruel scar. Must some one always watch him, year after +year, to save him from a succession of burns? He is taken to school by +his mother; must she forever accompany him to insure his safe arrival? +Is there no way of understanding a present experience except by passing +through it? Life would be an unsatisfactory thing indeed, if this were +true, but the soul has the power of retaining past experiences in order +that they may throw light upon the present. The business man does not +deliberately do again that which was disastrous before, for he remembers +the past misfortune. The child will not tomorrow press his little burned +hand against the heated iron, for he recalls the pain of yesterday. This +gracious gift of God to life, we call memory. Without it, there could be +no understanding, no reasoning, no imagination, no knowledge, no growth.</p> + +<p>The physical side of memory is most interesting. On the covering of the +brain, each in its own place, the images or impression brought in by the +senses and the activity are registered. So sensitive and susceptible are +the brain cells during childhood, that these impressions are received as +clay receives the touch of the sculptor's finger, and under right +conditions, they are ineffaceable. When the soul acts upon these images, +they live again, and we say, "We remember."</p> + +<p>Two important questions are suggested by these facts. First, what kind +of impressions should we attempt to store in the memory during +childhood? Second, how may these impressions be made permanent?</p> + +<p>To the first question, the child himself makes answer through what he +most easily retains and through his needs.</p> + +<p>Since he is interested and curious in regard to things, since he spends +all his physical activity upon them, since he desires them and thinks +about them, we would expect that things, together with experiences and +ideas associated with them, would naturally fill his memory. Any +observer of childhood knows that this is true. The memory of a little +child is overwhelmingly for the concrete, the impressions through the +senses and from what he does being far more easily retained than ideas +alone. A child will recall the story of the Good Samaritan more readily +than the isolated verse, "Thou shalt love thy neighbor as thyself." The +reward or punishment of an act makes a more lasting impression than the +dissertation upon it. Since the concrete must be the starting point of +thinking, it must come to his soul at some time, and, judged by every +condition, this is God's time for it.</p> + +<p>The child's needs are also a guide in this matter. The soul is growing +in every direction, intellectually, emotionally, and spiritually if +properly nurtured, and memory holds the constantly increasing food for +its growth. Is it to be treated as a stockroom, where packages +unavailable for the present are to be laid away until needed, or as a +store-house supplied with nourishing food for the present? If memory is +a stockroom, then it should be filled with definitions, statements, +terms, facts, anything which may be needed sometime. This can be done, +for the brain will retain the sound of the words, but meantime, what +shall the child feed on? What shall he use? The soul can feed on or make +use of only that which is at least partially understood. This means +largely the concrete, for abstract statements can be understood only +through the experience or reason, and the child has meagre resources in +either direction. Only when a thought embodies what he has experienced, +can he grasp and use it.</p> + +<p>Is it not the work of nurture to see that memory is provided with that +out of which it can supply every need of the developing life today? +That, "Faith is the assurance of things hoped for, the evidence of +things not seen," may mean much to his mature heart, but what if the +child should be frightened tomorrow and need to have his budding faith +strengthened from memory? Would not the story of God's care over the +baby Moses, Jesus' care for the disciples in the blackness of the storm, +with the words, "He careth for you," if these were stored in memory, +quiet more quickly the beating heart, and more surely increase his +faith? True nurture will not starve life in the present to hoard for the +future. Memory now requires all its store for immediate use. Later, +after growth is well under way in every direction, memory not only can +supply present needs, but it will also demand a surplus for future use.</p> + +<p>The second question, relating to the permanency of these impressions, is +answered in meeting the following conditions:</p> + +<ol style="list-style: upper-roman; margin-bottom: 1em;"> +<li><p>A healthy, non-fatigued brain when the impression is made.</p></li> + +<li><p>Close attention.</p></li> + +<li><p>A clear, easily understood and forceful presentation of the thing to +be remembered.</p></li> + +<li><p>The use of as many senses as possible. When an impression has been +given through eye and ear and touch, for example, it is more definite in +the mind than when it has come only through the sense of hearing.</p></li> + +<li><p>A natural association of the new impression with others well known +and interesting to the child.</p></li> + +<li><p>Immediate and frequent recall.</p></li> +</ol> + + + + +<hr style='width: 65%;' /> +<a name='CHAPTER_IV'></a><h2>CHAPTER IV</h2> + +<h3>THE PERIOD OF EARLY CHILDHOOD—Concluded</h3> + +<h3>THE FEELINGS</h3> +<br /> + +<p>A child receives a coveted toy and his face is aglow with delight. He is +sharply reproved and anger or grief appears. Another child comes to play +with him, and he may assert that all his guest desires "is mine," and +tears, and even blows ensue before amicable adjustment can be made. And +so through the hours of a kaleidoscopic day, the emotional pendulum +keeps swinging from love to anger, from pride to humility, from +selfishness to sporadic and angelic bits of generosity. What is the +significance of it all in the life of the child?</p> + +<p>Before considering this vital question, shall we note some +characteristics of the feelings in Early Childhood?</p> + +<p>They center about self, and instinctive feelings, such as hunger and +thirst, pain and pleasure, fear, pride and anger, are strongest. Love +is present in its first stages, not the self sacrificing sort, but love +given in response to love and attention. The child's feelings are easily +aroused, fleeting, and usually more or less superficial. Abstractions, +such as beauty, duty, responsibility, and relationships in general have +but slight effect upon his soul, and the lack of feeling in these +directions is commonly expressed by saying that the higher feelings are +not yet developed.</p> + +<p>The child's feelings in response to religious truth can not, therefore, +be those of the adult. He will feel love for God as he feels it for his +mother, because of His love, provision and care for him. God's power and +the mystery that envelops Him will awaken a response of awe and wonder +in his soul, and absolute confidence that He can do anything. But this +same power and majesty, carelessly presented, may call out fear, not the +godly sort that is afraid of grieving Him by sin, but the physical fear +that casts out love. He does not have the sense of moral obligation to +God, for that again goes into the abstraction of thought. His religious +life begins in feeling, pure and simple, and his creed is in I John, "We +love Him because He first loved us."</p> + +<p>Most interesting lines of discussion open out from the subject, but they +are not pertinent to the chosen theme of this book. The only legitimate +question is, "What is the work of nurture in connection with the +feelings?"</p> + +<p>Before this can be answered, the purpose of the feelings in character +building must be clear. Then we shall know what nurture must do.</p> + +<p>No feeling has a right to exist for itself. There is a task for it to +perform, namely, to lead the soul to action. If unhindered it will +always do this. The careful analysis of any action will reveal a motive +power in some feeling, ranging from the lowest desires for self +gratification to the sublime heights of love that denies self for the +Master's sake. Knowledge alone does not suffice for action. A man may be +familiar with the claims of Jesus and even acknowledge them, but until +he feels a great need of Him, he will not become a Christian. The +sermon may compel the admiration of the mind, but unless it move the +heart no man will practice it. Jesus summed up his commands in "Love," +not "Know," for He knew that loving meant God-like living. It is +significant that the fruitage of the Spirit appears in the feelings of +"love, joy, peace," before it can be manifest in the acts of +"long-suffering, kindness, goodness, faithfulness, meekness, self +control."</p> + +<p>This indissoluble relation between feeling and action gives deep meaning +to the words of Dr. W.H. Payne, "At least the half, and perhaps the +better half of education consists in the formation of right feelings."</p> + +<p>The work of nurture in connection with the feelings is now apparent. It +must endeavor to develop right feelings in order to secure right actions +and consequent strong character. This development is secured through +repeatedly arousing the feelings, and giving them expression in action +until they are habitual.</p> + +<ol style="list-style: upper-roman; margin-bottom: 1em;"><li> +<p>How may the Feelings be Aroused? Passing by all the physiological and +psychological processes involved, and using the term, feeling, as it is +popularly understood, the law that governs its appearance may be stated +thus: "A feeling is occasioned by the touch of an impression upon the +soul." With older people, these impressions may come from without or +from a thought within, but with little children they come almost +entirely from without. The sort of feeling aroused will evidently depend +upon the sort of impression that comes, as well as the condition of the +soul that receives it. This difference in conditions, or difference in +lives as we ordinarily say, explains why the Sunday School lesson has +such varied effects in the same class, or even upon the same child at +different times.</p> + +<p>Keeping in mind the law that some impression must precede a feeling, +true nurture asks, "In what way can these impressions best be given, +that desired feelings may be aroused?"</p> + +<ol style="list-style: decimal; margin-bottom: 1em;"><li> +<p>They are not given through command.</p> + +<p>Common sense would recognize the absurdity of attempting to awaken +anger by saying to a group of happy children, "Be angry." But why is +the absurdity not equally apparent in saying, "Be loving," "Be sorry," +"Be reverent?" Yet this is a method on which countless teachers and +parents place their dependence. Suppose, for instance, reverence be the +feeling desired; a thought of God's greatness and power and holiness +must be given. If, to the sensitive soul of the child, the teacher bring +the story of Sinai, or the story of Majestic Power as it is set forth in +the 104th Psalm, or the glory of the Heavenly throne with the adoring +multitudes, following with the words, softly sung,</p> + +<div style='margin-left: 2em;'> +"Holy, Holy, Holy, Lord God of Hosts,<br /> +Heaven and earth are full of Thee,<br /> +Heaven and earth are praising Thee,<br /></div> +<span style='margin-left: 4em;'>Oh Lord, most high."</span><br /> + +<p>the result will be true reverence.</p></li> + +<li><p>Suggestion is a most effective way of conveying these impressions.</p> + +<p>Instead of saying to the child, "This is the thought you should have, +and this is what you should feel, and this is what you ought to do," he +is allowed to draw meanings and have feelings of his own, for then they +are genuinely a part of his soul, not something foisted upon him.</p> + +<p>But even though the application is not made, nurture will consciously +present impressions intended to suggest certain feelings. The Sunday +School lesson, the missionary story, the visit to the poor family, the +song carefully selected, all fall in this class. Special mention should +be made of the great effect upon the child in making attractive in +another, the feeling desired for him. A single incident will illustrate +this: A frightened little candidate for the Beginners' Class and his +stern mother stood one Sunday morning before the Primary superintendent. +"He's got to stay in here by himself today," she said; "I won't have +such nonsense. Look at him, with his first trousers on! I'm ashamed of +him!" The superintendent did look and saw the new trousers, and in them +the trembling little body, and a soul speechless with terror at facing +for the first time, alone, the unknown experience of a great world, even +though it was enclosed in four walls. There was no trace of relenting +in the mother's face, and any plea for pity was useless. But the new +trousers gave a possible key to the situation. "Why, so he has new +trousers on!" the superintendent said. "I want to see them," and very +thoroughly and enthusiastically they were inspected. "I didn't know that +he was so nearly a man that he could wear trousers instead of dresses. I +am sure he will stay alone today because men do and are not at all +afraid." She waited. Gradually the little head lifted as the thought of +bravery began to make its appeal. He put his hand into the hand of the +superintendent, and without hesitation started on the perilous journey +across the room to the Beginners' section, where no punishment could +have driven him a few moments earlier, and proud and heroic sat by +himself through the hour. Such is the power of suggestion.</p> + +<p>Two points, however, must be carefully guarded in deliberate effort to +arouse a feeling.</p> + +<ol style="list-style: upper-alpha; margin-bottom: 1em;"><li> +<p>Care must be exercised not to over stimulate feeling, as an excess +beyond that which can be expended in action has an after weakening and +reactionary effect. This has its illustration in certain methods of +evangelistic work with children, where results are measured by their +hysterical condition when the meeting concludes. Contrast with this the +gentleness which breathes through the story of the Master's touch, as He +took them in His arms and blessed them, laying His hands upon them, when +He had said, "Suffer the little children to come unto Me."</p></li> + +<li><p>It is as injurious to a child to attempt to force a feeling before +its normal time, as to a bud, to pry open its petals to hasten God's +processes. Even the Divine Child "grew." "That is not first which is +spiritual, but that which is natural, then that which is spiritual," is +God's law of unfolding life.</p> + +<p>But these consciously presented impressions form only a small part of +the sources of suggestion to the child. The countless sights and +circumstances of his everyday life all have a voice for him, and a +feeling follows their message.</p> + +<p>Every mother who has suffered mortification over the unaccountable +behavior of her child toward a guest, knows the sometimes untoward as +well as helpful working of suggestion from personality. Atmosphere has +the same power. "I don't know what there is in your home," said a +visitor to her hostess; "I can't define it, but it makes me want to be +good." Music may be suggestive, aside from what it actually says. It +would seem as if no sane superintendent would prepare for prayer by a +two step song, or follow the lesson on, "The Washing of the Disciples' +Feet", by, "Columbia, the Gem of the Ocean," but it was done. It would +seem as though no primary teacher could be so insensible to suggestion +from objects, as to try to teach worship in giving by taking the +offering through a hole in the tail of a jointed tin rooster, but that +self-same rooster is no myth.</p> + +<p>The subject expands into endless ramifications. True nurture essays the +difficult task of analyzing the impressions that come from +suggestion—guarding against the harmful, and multiplying the helpful.</p></li></ol> + +<li><p>Impressions may be given and feelings aroused through doing the act +which would naturally result from the feeling.</p> + +<p>This is the reason why a reverential attitude helps to arouse real +reverence, and a smiling face and cheery tone actually bring +cheerfulness in a case of the blues. Little children are so imitative +that they quickly copy the outward manifestations of a feeling, and the +inner state tends to follow. This is further a reason for leading them +into acts of loving service, that love and kindred gracious feelings may +gain strength through the reflex influence of the action upon the soul.</p> + +<p>One word should be spoken on the negative side. Since each recurrence of +a feeling strengthens its power, nurture will seek to avoid the +conditions which would arouse wrong feelings. "But should not the child +control himself?" some one asks. Instinctive feelings are stronger than +the power of self control in the beginning, and life needs shielding +more than testing. God says, "Fathers, provoke not your children to +anger," or, literally, "Fathers, irritate not your children beyond +measure, but nourish them fully in the instruction and admonition of the +Lord."</p></li></ol> + +<li><p>The Expression of the Feelings.</p> + +<p>Every normal feeling tends irresistibly to express itself in action +unless it is held in leash. The story of the poor family needs the +addition of no impassioned appeal; the child is already wondering +whether he can empty his bank for their help. If expression is denied to +the feeling, it tends to die out, and continual repression means a +lessening either in power to act or power to feel. "Sentimentalists" +have lost power to act except in tears or ejaculations when their +emotions are stirred, and "hardened" people have lost the power to feel +under ordinary stimulation. Therefore nothing is more fatal to vigorous +development of the feelings of the child than to allow them to be +dissipated without expression in the action they naturally suggest.</p> + +<p>But nurture will see that little hands are allowed to hinder by +"helping" to make the beds, or dust the room or carry the package, not +simply that love may grow stronger, but that in after years there may +be the desire to lift the burdens in reality from wearied shoulders, for +the higher feelings of life develop from the instinctive feelings, if +they have proper expression in the beginning. Love that is almost barter +in early years, since it is bestowed for value received, if given +constant expression in acts of helpfulness, will become the self-denying +love of later years. Love for self, which is so strong in a child, can +be developed toward its manifestation of self respect, by using it at +first in childhood, "to help this good body grow both strong and tall." +Childish hate may be directed against wrong things, in preparation for +indignation against sin of future years. It must not be forgotten, +however, that in God's economy every feeling, if properly used, has its +work to do in character building in every stage of its development, so +that even the foundation stones may be laid in beauty and strength.</p> +<br /></li></ol> + +<p><b>THE WILL</b></p> + +<p>The power of the soul to make deliberate choice of action, and +unwaveringly to execute it, is undeveloped in this period of Early +Childhood. The child does not balance reasons or desires. Instead, he +acts impetuously and unthinkingly, as the feeling of the passing moment +impels him. Often one desire so completely absorbs his mind as to +obscure everything else, and he will make any effort to gain his end. +His case is like that of a man who "sets his heart" on a thing, or who +harbors an alluring temptation too long, until it overpowers him. This +is the explanation of most cases of obstinacy and strong will, as is +proven by the disappearance of the "will" when the mind is diverted.</p> + +<p>One of the deepest desires of every parent and teacher is that there +shall in truth be a strong will as the life matures, and so its training +is sought. But just what is meant by it? We know there is no separate +faculty to be strengthened as the arm is strengthened. What can be +trained? The only training possible is in helping the soul to form the +habit of choosing to do the right thing, or, analyzing still more +closely, of following the promptings of the noblest feelings of the +heart.</p> + +<p>The inseparable relation between feeling and action has been noted. If +the noblest feelings can be made the strongest, they will be followed. +The previous discussion shows that their strength is increased every +time they are aroused and acted upon, and this leads to habit in both +feeling and action. The nurture of the will or executive power of the +soul is seen, therefore, to be most intimately connected with the +nurture of the feelings, and its work will consist in making the right +course of action so appealing that the child will desire and choose it +for himself, until it becomes habitual, and consequently, undebatable. +Forcing him to follow it, secures the action; it does not arouse the +feelings that would lead him to choose to do the act himself.</p> + +<p>An act compelled is like an apple tied to a fruit tree; it did not grow +there and has no connection with the life of the tree. A fruit tree that +can not bear its own fruit is worthless, and a life that does not reach +the point of producing its own right actions, independent of human +coercion, is a failure. The comparison may be pressed still further. No +quantity of apples tied upon a tree will ever make it produce apples, +and even so, no number of right acts imposed upon a child will, in +itself, make him do right things voluntarily. This can only come through +strengthening in his own soul the processes that lead to right action. +The truth of this is proven in the case of thousands of boys who did the +right things at home because they were compelled to do so, but when they +left home they went wrong. The one who should have nurtured was too +busy, or too thoughtless, to take the time to lead into strength and +uprightness the thinking and feeling and choosing of the soul while it +was developing. It was easier to say peremptorily, "Do this," with the +inevitable result, that when compulsion was removed character gave way +because it was weak.</p> + +<p>But some one is saying, "That is a very questionable doctrine; 'Let the +child do as he pleases, if he don't want to do the right, don't force +him.'"</p> + +<p>Such a deduction from the argument entirely misses the point. The child +must do the right, but, in a nutshell—which is the stronger +constraint—outer or inner? Which makes character surer, the voice +without, saying, 'You must,' or the voice within which says it? No +external power could have made Paul's record of service, or Brainerd's +or Paton's. All the force of the Russian government was powerless to +obtain that which each Japanese soldier poured out upon his country's +altar in the fight for supremacy in Manchuria. These deeds are the +soul's response to the most irresistible power in the world—a consuming +passion. It was such a passion, intense beyond earthly fathom, that led +the Savior through Gethsemane to Calvary.</p> + +<p>Because this is so, the Heavenly Father's effort to secure right action +from His children is not evident in external compulsion. Through His +favor and fellowship, the joy of His approval, the peace that passeth +understanding, the "Well done," the eternal reward, He endeavors to +arouse love for Himself and what He desires, in order that His will may +be chosen.</p> + +<p>According to this Divine pattern human nurture labors. At the very +first, the parent must make choice for the child, but earlier than is +usually appreciated, definite training may be begun. The loving smile of +the mother and her known wish, her approval or disapproval, her +recognition and encouragement, the knowledge that, "Whatsoever a man +soweth that must he also reap," gained through bearing the penalty or +enjoying the reward of each choice, the right course made attractive in +the story of some one who chose it, or, most magnetic of all, in the +life of the one who is nurturing, all these will begin to arouse the +inner constraint that compels, and with glad acquiescence the soul will +say, "Necessity is laid upon me."</p> + +<p>When the life shall learn that the most blessed joy that inheres in +right actions is not human approval but God's favor, and for His sake, +with face steadfastly set, the right is followed, even though shorn of +all external attractiveness, the highest development possible for a +soul has been realized.</p> +<br /> + +<p><b>APPLICATION TO SUNDAY SCHOOL WORK</b></p> + +<p>The Sunday School is such an important factor in religious training that +a special application of the foregoing discussion to its methods and +work seems wise. It is evident that plans can not be detailed, but only +some principles underlying the methods be suggested.</p> +<br /> + +<p><b>THE CRADLE ROLL</b></p> + +<p>In the first department known as the Cradle Roll, nurture can be given +by the Sunday School only as it touches the parents. Any Cradle Roll +work that culminates in the sentiment of securing the babies' names and +calling them, "Our Sweet Peas", has missed its purpose. A peculiar +opportunity comes with the flood tide of new parental love. "If I had +not been a Christian when my boy was born, I could very easily have been +led to Christ, my heart was so tender and full of gratitude," said the +father of an only son.</p> + +<p>The Sunday School will nurture its babes through choosing as Cradle +Roll Superintendent, a consecrated Christian woman, trained in the +school of life's experience, who can come close to other mothers because +she, too, has known the valley of the shadow and the sacred joy of a new +born life in her arms. A unique opportunity is hers to lead the parents +to Christ or into closer fellowship with Him, and to help them +understand the meaning of the life He has lent them.</p> +<br /> + +<p><b>THE BEGINNERS' DEPARTMENT</b></p> + +<p>The Beginners' Department will care for the years between three and six. +Nurture will be concerned first with the teacher.</p> + +<p>The Teacher.—The child's conception of Christ will be what he sees in +the teacher. He can not conceive of any love or tenderness or gentleness +greater than appears in her. A mother came to the teacher of her little +boy one day and said, "John was playing on the floor this afternoon, and +all at once he stopped and watched me, and then said, 'Mamma, I wish you +were as much like Jesus as my teacher is'" The lesson, the music, the +prayer and all the differentiation of the day and place tend to elevate +the teacher above those who share his daily life, and envelop her with +an atmosphere more mystic and holy. She is connected not with clothes +and bread and butter episodes, but wholly with the thought of Jesus, and +stands by His side in the child's thought and love, and if he love not +the teacher whom he has seen, he can not love God whom he has not seen. +Even the physical charm of the teacher will make his picture of the +Christ more beautiful. Nurture demands above all else that the teacher +of a Beginners' Class suggest "One altogether lovely," to the sensitive, +imaginative and imitative soul of the child, for her message to him is +ever silently, but irresistibly, "Be ye imitators of me as I am of +Christ."</p> + +<p>The Place.—The place of meeting must fulfill certain conditions to give +proper nurture.</p> + +<p>Because of the restlessness of these years, it ought to afford +opportunity for physical movement. Even if a separate room is not +available, screens or curtains should make it possible for the children +to change their position frequently. The separation will also remove the +temptation for curiosity to obtain satisfaction through roving eyes. The +place should provide comfortable seating arrangements, for impressions +carried within from strained muscles and tired limbs are far stronger +than from ideas that the teacher gives, and these will consequently +receive the attention.</p> + +<p>But it is not sufficient to plan for seclusion and comfort. Nurture +thinks beyond and deeper than this. The child is gaining his first +impressions of religious things during these years, and his ideas will +be derived from what his senses give him. There is no way to give him +the thought of the beauty of holiness, and the joy that the religion of +Jesus Christ brings, except to make every thing associated with it as +glad and beautiful as may be. Choice pictures, flowers, sunshine, order, +all mysteriously transmit their beauty to the child's thought of God. +The more attractive the visible things, the more magnetic the charm of +the invisible. "Out of Zion, the perfection of beauty, God hath +shined."</p> + +<p>The Equipment.—The equipment is not to be a heterogeneous collection of +things, and yet the child must be taught through his senses. A Bible +which can be kept before the children and reverently handled, to teach +reverence by suggestion, is of first importance. Little chairs, or an +equally comfortable substitute, a blackboard and an instrument, if +possible, will give good working capital.</p> + +<p>Since taste is forming at this time and every thing has an influence in +determining its direction, the beautiful pictures in black and white are +gaining favor through their artistic execution and subdued coloring. To +this equipment may be added special objects designed to make the facts +of special lessons clearer—the sand table occasionally, or models. +Thoughtful teachers are more and more convinced that while Kindergarten +principles should obtain, the Kindergarten should not be moved bodily +into the Sunday School. Values must be balanced, and over against the +reasons which might be given for bringing in all the equipment of the +week-day environment, there is this great fact:—the child is to be +taught that religion is the supreme thing in the world, and he can learn +it only by differentiating it in a tangible way from other things. This +means that the methods, music, material and beauty associated with it +ought to make it distinctive, and more attractive than any of the +week-day surroundings.</p> + +<p>After he learns that it is the chief thing in the world, he can learn +how to bring it down to the common things of life without sacrificing +its supremacy, instead of dragging the every-dayness into it.</p> + +<p>The Program.—The program must be varied, because self control is weak, +and attention will be given to one thing only so long as interest is +active. Music should have a prominent place, provided it is meaningful, +choice, and suggestive of the thought desired, in music as well as +words. Since this is the rhythmic and imitative period of life, motion +songs can be occasionally used, provided the motions are not mechanical +and artificial. The foot notes which say that at I the hands should be +clasped, at 2 they should wave, and at 3 be raindrops, miss the point of +a motion song. Unless the child spontaneously expresses the thought +which the song suggests to him, the motions have no value, aside from a +rest exercise.</p> + +<p>The entire program should be planned around the thought of leading the +child into a genuine love for God. Nature is beautiful, but its place in +Sunday School is subordinate to Him. The most exquisite song that ends +with birds and flowers falls below the highest nurture. Love must be +both aroused and expressed during the hour's session. Music, Scripture, +the enumeration of His blessings, the joy over birthdays and new +scholars He has sent, the lesson, the carefully selected pictures and +stories of what His love has done for other boys and girls unlike them, +an atmosphere of gladness and reverence will kindle it; the offering +service, the prayer, Scripture and music will express it. The suggestion +from teacher, place, program and lesson combined, should be a great, +wonderful God who loves little children, as well as a Christ who took +the children in His arms.</p> + +<p>The Lesson.—The course known as "The Two Years' Course for Beginners" +affords the best subject matter for the lessons for the following +reasons:</p> + +<ol style="list-style: upper-roman; margin-bottom: 1em;"> +<li><p>Bible truths needed first in the life of a little child have been +carefully selected and arranged in their logical order.</p></li> + +<li><p>As many lessons as are needed to make each truth clear and to fix it +in memory are devoted to it.</p></li> + +<li><p>The setting for the truths to be taught is given in stories, not +abstract statements.</p></li> + +<li><p>The same Golden Text is used for all the lessons teaching one truth, +is simple, intelligible and, by repetition in connection with several +lessons, can be fixed.</p></li> + +<li><p>The pictures accompanying the lessons are very choice both in theme +and execution.</p></li> +</ol> + + +<p>Since the only ideas the child will receive of the lesson must come +through his senses and bodily activity, and since, of his senses, sight +and touch make a clearer impression than hearing, large use should be +made of them. Further, as this is the period of imitation of definite +acts, the lesson should present forcibly and fascinatingly, an activity +within his power to imitate.</p> + +<p>The end sought, as a result of the nurture of this period, is that the +child may become truly a child of God, and never know a time when he did +not love Him.</p> + +<p>This may be achieved, for the heart of a little child is open and +peculiarly sensitized to the matchless story of Jesus Christ. When it is +presented to him aright, he always responds in faith and love. In this +response, the conditions upon which spiritual sonship is conferred are +met, for, "As many as received Him, to them gave He the right to become +children of God, even to them that believe on His name."</p> + + + +<hr style='width: 65%;' /> +<a name='CHAPTER_V'></a><h2>CHAPTER V</h2> + +<h3>CHILDHOOD—SIX TO TWELVE</h3> +<br /> + +<p>No abrupt change marks the transition from the period of Early Childhood +to Childhood, but development is continuous and rapid in every +direction. The larger social world, entered through school life, and the +new intellectual world, revealed through ability to read, widen the +child's vision and develop possibilities hitherto latent, because +unneeded.</p> + +<p>The Sunday School divides the period of Childhood into the "Primary +Age," from six to nine, and the "Junior Age," from nine to twelve, +basing the division as accurately as is possible upon the awakening of +these latent possibilities. The development of this period will +therefore be considered according to this classification.</p> +<br /> + +<p><b>THE PRIMARY AGE—SIX TO NINE</b></p> + +<p>During these years the characteristics of Early Childhood remain in more +or less modified form. Physical growth is still rapid in all parts of +the body, the brain reaching almost full size by the ninth year. +Parallel with this vigorous physical growth is a mental growth and +development equally rapid and many sided. Curiosity is as hungry as +ever, still more eager concerning things than abstract ideas, and still +a goad to active senses. The mind has increased power to retain what is +given it, and about the ninth year enters upon its "Golden Memory +Period." The ability to reason is gradually increasing, though it is +used more upon relationships between things than between ideas.</p> + +<p>The child's feelings are still self-centered, yet development of the +social and altruistic feelings is apparent. Children enjoy companionship +more than in earlier years, but the longing for others does not reach +the intensity which demands the club and gang until later. A feeling of +sympathy and desire to help must still be awakened by definite cases of +need, plus the influence of parent or teacher, as the child does not yet +know life's hard experiences well enough to read their meaning and give +response to them of himself.</p> + +<p>If nurture has met its opportunity in the preceding period, the child's +love for God and confidence in Him have grown stronger. The Heavenly +Father will be as real to him as an earthly friend, and His help a +living experience. "How is it that you always have a perfect spelling +lesson at school?" a primary teacher asked of one of her boys. "Why, +don't you know that Jesus sits in the seat with me every day and helps +me?" he replied. The teacher's face betokened her surprise, and the +child emphatically reiterated, "He truly does sit with me and help me." +Would that God's older children could live as actually in the Presence +that was promised for "all the days."</p> + +<p>Actions continue to be largely impulsive, carried out according to the +strongest present desire, and though right and wrong are more clearly +understood than formerly, they do not often determine an act unsupported +by other considerations. This is evident in the matter of obedience, +whose strengthening into a habit is one of the most imperative tasks of +nurture during childhood. Abstract laws and principles of right, so +weighty in middle adolescence, have but slight influence over the child, +unless joined with them is a strong personality whom the child loves or +fears, and whose favor he desires to win through obeying.</p> + +<p>There are certain modifications of earlier characteristics, which demand +more than a passing notice, because they necessitate greater change in +the methods of nurture.</p> +<br /> + +<p><b>ACTIVITY</b></p> + +<p>Though the restlessness of the preceding period is still in evidence, +more and more activity is becoming purposeful and willed. While the +child continues to love activity for itself, he is more interested in +what it will accomplish than formerly, but an end is not yet +sufficiently attractive in itself to hold him to an unpleasant activity +for its achievement. For example, he enjoys both the weaving and the +basket, the pasting and the scrap-book, but if pasting and weaving were +laborious and difficult, he would not voluntarily go through them to +obtain the basket or the scrap-book.</p> + +<p>It must be noted further, that activity still expends itself more +readily in the realm of the physical than the mental, though there is +increasing pleasure in the quest for knowledge, if wisely directed. The +Sunday School is beginning to recognize what the day school has learned, +that the child both enjoys and masters a lesson which can be approached +through physical as well as mental avenues. In consequence, hand work is +being introduced to aid in religious instruction, as manual work in the +public schools for secular education, with most gratifying results in +both cases.</p> +<br /> + +<p><b>THE SENSES</b></p> + +<p>More skill, more accuracy and more discrimination characterize the work +of the senses than in Early Childhood. The impressions are richer in +detail and meaning, because of the increased knowledge possessed by the +child. It is a commonplace that we receive from anything in proportion +to what we bring to it. The ear of the musician hears in an orchestra +what the child or the adult without the knowledge of music could never +detect, because he listens with more than they. The child can see in a +picture or circumstance, and hear in a conversation or a song, what once +he could not, because he brings a larger experience to bear upon it. +Criticism of others in the home, the lapses from Christ-like living, the +scenes of the street, things pernicious as well as helpful have greater +significance in character building than ever before. This gives still +graver emphasis to the work of nurture in guarding these wide-open +doorways to a hungry soul.</p> + +<p>Growing out of the fact that the senses are the greatest source of +information to the child's mind, the method of teaching by means of +objects has arisen. Rightly used, there is great value in this mode of +instruction, but a serious perversion of its legitimate use has +developed in connection with religious instruction of little children. +Though the discussion of this may be a possible digression, it seems +necessary in order to safeguard nurture from a mistake.</p> + +<p>There are two helpful methods of using an object with children in the +Beginners' and Primary age. The first is to explain an unfamiliar fact, +or make it clear. A model of an oriental house or curios from a mission +field are examples of this. The second use is to illustrate a fact. The +flower is the visible expression of God's loving care; the table, heaped +high with grains and fruits and vegetables at the Thanksgiving service, +teaches as no mere words could the fact of God's provision for our need. +Objects used in this way require no reasoning power to make their +meaning clear. It is only a matter of perception.</p> + +<p>The use of an object, however, in order to deduce spiritual truth +therefrom for children with reasoning powers undeveloped, is a mistake. +Instead of making the thought clearer to their minds it obscures it. +Close examination reveals the reason for this. A child is both +imaginative and literal. Through his imagination he can transform one +object into another object, as we have already observed, but in this +case he is asked to transform an object into an abstract idea. This he +does not easily do, since such transformation is made by reason, not by +imagination. Further, the spiritual teachings are drawn from the +abstract idea which the object is supposed to represent, not from the +object itself. Manifestly, therefore, if he does not get the idea he +will not get the deductions from it. His mind does not follow beyond the +point where he can understand, consequently, his thought remains with +the object as it literally is.</p> + +<p>To illustrate, take the familiar object lesson of a cup overflowing with +water, used to teach the thought of God's manifold blessings in the +life. The child is asked to change the cup into the abstract thought of +life, and water into the thought of blessing. This is difficult, for it +involves reason and deals with resemblances which are artificial, not +real. The child's literalism, therefore, asserts itself, and the cup +remains a cup and the water is still water, and while the teacher is +drawing conclusions, the child is probably wondering whether her dress +will get wet or how he can get a drink.</p> + +<p>The same principle obtains in regard to certain types of blackboard +illustrations. The child is asked to change a cross into suffering, a +crown into victory, a red cardboard heart into life, and a picture of +Jesus Christ pinned upon it into regeneration. He does not make these +transformations until reason is more fully developed than in this +period. Lines remain lines, cardboard is still cardboard and spiritual +deductions do not reach his understanding.</p> + +<p>The fact that an object or drawing is always interesting does not alter +the principle at all, for being interested and being instructed are not +necessarily equivalent terms. The lesson must always be interesting, but +it must also gain entrance according to the laws of the mind to be +instructive.</p> +<br /> + +<p><b>INTERESTS</b></p> + +<p>The interests of this period include those of the preceding period, but +they are more diverse and far-reaching than in Early Childhood. They +still center around the concrete, and especially physical activity. +Crude and amazingly heterogeneous collections begin to make their +appearance in boys' pockets and girls' treasure boxes. Dolls are never +so dear to their fond mothers as in this period. Games and active +outdoor sports appeal to both boys and girls, those games being +particularly enjoyable which give the individual an opportunity to +shine. Real team play is impossible at this time, since in honor each +prefers himself. Any scepticism upon this point will be dispelled by +listening to the modest aspirants for office when the positions in a +football game are being assigned. The explanation for this lies +partially in the instinct of rivalry, which arrays individual against +individual, all through the early years of life. When the social +feeling which welds individuals into groups becomes strong, rivalry will +appear between gangs and clubs rather than between individuals.</p> + +<p>A significant change occurs in connection with that which the child +desires to imitate. At first, definite acts focused the most of his +interest and aroused imitation, now, interest begins to attach itself to +the actor as well, and the child not only desires to imitate the deed +but also to emulate the doer. Out of this a little later comes real hero +worship, an incentive to action than which life holds no greater. +Another fact in connection with this is also significant; those whom he +desires to resemble need not be in the home circle nor in his +environment, as at first, but may be distant in time and place. This new +interest in people whom he can not see lends added charm and value to +Bible stories and, if told aright, they will do for his life what can be +done in no other way so effectively.</p> + +<p>Surely Agur, the son of Jakeh, saw no eager little faces upturned to +his, pleading, "Tell me another," or he would have added to the things +that are never satisfied, nor say, "It is enough," the hunger of a child +for a story. Since hunger is always indicative of a need in the +developing life, there must be a reason for this craving. It is found in +connection with the rapid development and requirements of the +imagination.</p> + +<p>There are two ways in which a truth may be taught. One is through an +abstract statement, such as, "Intemperance destroys the happiness of a +home." The other is through the concrete, or the story of a home +blighted by liquor. The first appeals to reason, and can be understood +only in the light of experience; the second requires simply the exercise +of a vivid imagination. Of reasoning power, the child at this time has +little, but he has an imagination vivid, strong and hungry, eagerly +reaching out for something to feed upon. The well-told story fully +satisfies his hunger, and at the same time meets the greatest need of +the whole soul, namely, the placing of right ideals before it in such a +way that they will be worked out into character.</p> + +<p>To accomplish this result three things are necessary: first, the thought +suggesting the ideal must be understood; second, it must rouse the +feelings; third, it must lead to action. The story meets every demand.</p> + +<ol style="list-style: upper-roman; margin-bottom: 1em;"> +<li><p>It makes the truth concrete. The statement, "Love will endure +hardships for the sake of Jesus Christ," is only a thought in the brain. +The story of Paul or Livingston brings the truth out of that intangible +world, puts flesh upon it and the breath of life within, and the child +can in imagination exercise his sense of sight, of hearing and of touch +upon it.</p></li> + +<li><p>It makes the truth visible, and therefore to be grasped through the +senses or imagination.</p> + +<p>A thought can not be seen by itself, but if lived out in the life of a +person it may be seen by the physical eye, or, if mountains and +centuries intervene, still by the eye of the soul—the imagination. +When it is seen, the fact itself is understood, though the reasons for +it may not be comprehended. While no man may ever know why God so loved +the world that He gave His only begotten Son, we understand that He does +love us, as we see the Babe in the manger and the blessed Savior upon +the cross. Only when a truth is so seen does it become real and, +consequently, of any worth to the life. Herein lies the need and the +power of "Living Epistles," not only in the material world, but also in +the world of the imagination.</p></li> + +<li><p>When the truth is seen it always arouses feeling.</p> + +<p>A thought which is merely known does not move men. It is possible to +read of a terrible tragedy with measured pulse and indifferent heart, +but if the reader was an eye witness, or allows imagination to picture +it for him, his soul quivers in its presence. One of the greatest needs +of our teachers is to see the Master among the hills and by the blue +waters of Gennesaret, to look into His face, to hear His voice till +hearts burn. Then they will not repeat words, but, "Looking upon Jesus +as He walked," say, "Behold Him!" in such a way that the children will +see Him also, and a great love for Him be born in their hearts, and a +longing to follow.</p></li> + +<li><p>The truth that is seen and felt impels to action.</p> + +<p>This has already been discussed in connection with the feelings, and an +illustration will suffice at this time.</p> + +<p>A mission Sunday School was listening to a talk on the fixedness of +habits formed in youth, and to make it clearer the speaker said, "Boys, +do they ever lay cement walks in this neighborhood?" Every eye was +riveted on him, as they answered, "Yes!" "Did you know," he continued, +"that if you were to take a sharp-pointed stick and write your name in +the cement while it was soft, it would harden and remain there as long +as the walk lasted?" "Of course," he hastily added, as a significant +expression appeared on their faces, "no boy here would be mean enough +to do such a thing," but it was too late—the picture had done its work +and the purpose of handing autographs down to posterity would be +executed at the first opportunity.</p> + +<p>Such is the power of the image or picture to lead to action. Only the +Father knows how many sons have come home from the far country because +of the matchless story of the prodigal. Only He knows how many +consecrated men and women are in Africa and China and Japan because they +saw the heroes in God's Hall of Fame. Surely this is why the Holy Spirit +inspired Paul to write, "Whatsoever things are true, whatsoever things +are honorable, whatsoever things are just, whatsoever things are pure, +whatsoever things are lovely, whatsoever things are of good report, if +there be any virtue, if there be any praise, think on these things."</p></li> + +<li><p>If the imagination steadily hold the picture, some day the life will +be like it.</p> + +<p>It is impossible for the soul to look day after day upon anything +without unconsciously being changed into its likeness. Hawthorne has +exquisitely portrayed the transformation of Ernest into the image of the +Great Stone Face, and, in so doing, has told the story of every life +that gazes fixedly on its ideal. Herein lies the blessed secret of +Christ-likeness: "We all, with unveiled face reflecting as a mirror the +glory of the Lord, are transformed into the same image, from glory to +glory even as from the Lord, the Spirit."</p> + +<p>In the light of these wonderful possibilities growing out of "seeing the +invisible," the oft-quoted words of Stanley Hall are most significant, +"Of all the things that a teacher should know how to do, the most +important, without any exception, is to know how to tell a story."</p></li> +</ol> + +<br /> + +<p><b>APPLICATION TO SUNDAY SCHOOL WORK</b></p> + +<p>The requirements of the Primary department in regard to teacher, place +and equipment are similar to those in the Beginners' class, save that a +song roll may now be helpfully added, since the children are learning to +read. In the matter of instruction, however, some variation from +preceding methods is necessary, owing to the rapid mental development of +the children.</p> +<br /> + +<ol style="list-style: upper-roman; margin-bottom: 1em;"> +<li><p>General Program.</p> + +<p>In addition to the thought of making the service worshipful and joyous, +the program must be planned with reference to three important things:</p> + +<ol style="list-style: decimal; margin-bottom: 1em;"> +<li><p>The Truth to be presented in the lesson.</p> + +<p>This should be a guide to program building in the preceding department +as well, but it becomes imperative in this and the Junior departments, +since the truth to be taught changes weekly, and therefore must be +fastened during one hour's work. Memory in this period depends upon the +force of the impression rather than upon association, as in later +periods, hence all songs and exercises should emphasize the one thought +to be given in the lesson. This does not require new songs and services +weekly. It merely requires that the old songs and exercises be +approached from the standpoint of the lesson, that which is pertinent to +it being developed in each.</p> + +<p>The results of this plan are two-fold: first, a freshness in the program +each week, even with familiar features, and second, cumulative emphasis +upon one truth, thus fulfilling the conditions of memory, and therefore +of nurture.</p></li> + +<li><p>The Activity of the children.</p> + +<p>The increased mental ability will permit interesting exercises to take +the place of some of the physical outlets for activity necessary in the +preceding period, but they must be brief and compelling in their +attractiveness.</p> + +<p>The use of motion songs is outgrown, especially with boys. During many +years there has remained in memory the expression in the face of a boy, +head and shoulders taller than any other child in the primary +department, as he stood pointing to pedal extremities, not less than +number fours, and singing, "Little feet, be very careful where you take +me to." The sentiment could not possibly have been wrung from him had +not the superintendent been his mother.</p> + +<p>Hand work suggestive of the lesson, such as pasting, coloring, tearing, +cutting and simplest writing for the older ones, is growing in favor as +a means of utilizing the activity and impressing the lesson. An outline +of the methods of this work is impossible here, but three words of +caution must be spoken.</p> + +<ul> +<li><p>First: Choose the time for hand work carefully.</p> + +<p>While it will give wise outlet for activity and aid memory, if used in +the wrong place it will tend to dissipate the influence of the lesson. +Even the pasting of a picture when the feelings are deeply stirred could +give them sufficient expression so that they would be satisfied without +further action. They ought to impel to imitation of the action in the +story with all the intensity that has been aroused, instead of being +expended in a mechanical way. In view of this fact, the proper subject +of the hand work would seem to be the lesson of the week preceding, and +the best time for it, just prior to the beginning of the session, if +that be of the usual hour length. This time is practicable even where +the session immediately follows the church service, and it has three +advantages. It will counteract lack of punctuality, will utilize +activity at its most disastrous stage—the unoccupied minutes before the +program proper begins—and will not crowd out from the hour any other +training equally important.</p></li> + +<li><p>Second: Remember that valuable as the hand work is in clarifying and +impressing the lesson, it is only a shell containing the truth. +Therefore, a teacher who occupies a large part of the hour in this way +is not giving the child sufficient spiritual nourishment.</p></li> + +<li><p>Third: This work must be raised above the level of similar week-day +occupations.</p> + +<p>This may be done through emphasizing the fact that the child is making a +book of Bible stories, and special care must be used to make it +beautiful and worthy. A mission of help or cheer to some one else may +also be held out as a climax to its completion.</p></li></ul></li> + +<li><p>The program must be planned with reference to training in habit +formation.</p> + +<p>Though the latter part of Childhood is the habit forming period of life, +pre-eminently, yet habits of Christian activity must be begun during +these earlier years. The children in this department are not too young +to lay the foundations of regular and punctual attendance, bringing of +Bibles, giving to church expenses and benevolences, interest in and +gifts for missionary work, daily prayer and, under proper conditions, +church attendance.</p></li></ol> + +<li><p>Instruction.</p> + +<p>While special teaching must be given in connection with each habit to be +formed, the supplemental work and the lesson constitute the principal +subjects of instruction.</p> + +<ol style="list-style: decimal; margin-bottom: 1em;"> +<li><p>Supplemental Work.</p> + +<p>Scripture for memorization in this period should be chosen primarily to +help the children in habit formation. Information about the Bible and +storing for future use belong in the next period of "Golden memory." +Verses that give the thought of God's love, and incite loving obedience +to Him and to their parents, and loving service to others, are +fundamental and should predominate. The Twenty-third Psalm and Lord's +Prayer will have real meaning, and therefore help for the child at this +time, if carefully taught. A few of the great stories of the Bible, +including those of Christmas and Easter, may be added, and some of the +hymns of the church expressing God's majesty and the thought of service.</p></li> + +<li><p>The Lesson.</p> + +<p>Every principle of nurture already discussed bears upon the presentation +of the lesson.</p> + +<ol style="list-style: upper-alpha; margin-bottom: 1em;"><li> +<p>The lesson must bring an ideal to the child in concrete form. This +will be the truth connected in some way with a person. Where the lesson +gives the negative side, or the absence of the truth in life, the +positive side must also be presented and made more attractive, since +the child's impulse to imitate, even when warned against it, is stronger +than the warnings. He must always be sent away with something to do, +rather than not to do.</p></li> + +<li><p>This ideal must always be given in a story. When the lesson material +is abstract, like the Epistles or Psalms, a truth to be taught should be +selected from it, and then made concrete and living in some Bible story.</p></li> + +<li><p>The story itself is the mainspring to action, not the application.</p> + +<p>The forceful, vivid and realistic presentation of the story, made +possible as the teacher lives in it, impels the child to imitation; the +application, or "ought," appeals to his reason and compels him, and +action is always more hearty when impelled than when compelled. The only +after touch upon the story which is helpful to little children lies in +plans for imitating the activity which has been pictured. Even this is +not always to be done. Jesus left the most wonderful story He ever told +with no words of application, for they were unnecessary. He knew that +every prodigal would feel a tug at the heartstrings and an impulse to go +home. At the conclusion of the story of the Good Samaritan He merely +said, "Go thou and do likewise." Allowing the children to suggest what +they would like to do if they so desire, or making the suggestion +indirectly by song, or prayer, or the teacher's announcement of her own +purpose will carry far more weight than any injunction to act, for, "The +deepest spring of action in us is the sight of action in another."</p> +</li></ol></li></ol></li></ol> + + + +<hr style='width: 65%;' /> +<a name='CHAPTER_VI'></a><h2>CHAPTER VI</h2> + +<h3>THE JUNIOR AGE—NINE TO TWELVE</h3> +<br /> + +<p>The years we are now to consider are among the most interesting in all +the period of development, and among the most exacting, as well, in the +problems they present. These problems are related, in the main, to the +"new invoice of energy" which has come into the life, the social +feelings, habit formation and hero worship, and knowledge and patience +are almost exhausted in their solution.</p> + +<p>A general survey of the period reveals much that we are already familiar +with, together with certain new conditions. We find that some of the +winsomeness and much of the demonstrativeness and dependency of earlier +childhood are gone. The sense of approaching manhood or womanhood is +beginning to stir in the soul and, coincident with it, a growing +independence is manifest. While the child must still be under authority, +the wisest nurture will consult his feelings and wishes as far as +possible, for just beyond this period lies life's crisis, and every bond +of sympathy and confidence must unite the helper to the one to be helped +as the stormy passage is entered upon.</p> + +<p>With all this growing independence, however, life is very far from +possessing the marks of maturity. It is careless and care free, +irresponsible in general, yet proud to carry definite responsibilities. +There is delight in anything which suggests pre-eminence over others, +such as badges, buttons and regalia of any kind, or public recognition +and reward. Frankness almost to the point of brutality is a frequent +trait, particularly of boys of this age, for they do not lend themselves +as easily as the girls to the polite usages and subterfuges of society. +This characteristic must have its counterbalance in genuineness and +freedom from any affectation, especially a pious one, on the part of +those dealing with the children, in order to win their love and respect.</p> + +<p>A marked literalism is also apparent, and instead of the delicately +imaginative child of earlier years a matter of fact young person stands +out with a desire for exact statement and, if need be, under such oath +as, "Upon your word," or "Cross your heart and hope to die." There is a +strong sense of honor connected with such asseverations, and woe betide +the one who swears falsely or tinkers with the truth.</p> + +<p>There are certain conspicuous characteristics which demand a more +detailed consideration, and the first to be noted is the energy.</p> +<br /> + +<p><b>ENERGY</b></p> + +<p>The very sound of the word is indicative of the nervous force that +dominates the life during these years. It is well nigh impossible for +action to be noiseless or measured in this period, especially during the +latter part. The energy continues to be more vigorous in the physical +realm, and active sports of all kinds are attractive. One of the +greatest problems of nurture at this time, as has already been +suggested, centers around the wise use of this energy in the home, the +day school, the Sunday School and, most important of all, in the hours +unoccupied with definite tasks, for habits are forming through its +outgoing.</p> +<br /> + +<p><b>THE SOCIAL FEELINGS</b></p> + +<p>Another striking characteristic of this period appears in the rapid +development of the social feelings. No longer is the child content with +one or two playmates, but he craves the companionship of several of the +same age and sex. This desire finds expression in the coterie of bosom +friends, the gang and the club so prevalent between the ages of ten and +fourteen. The bonfire with its circle of kindred spirits, the cave with +its password and dark plottings, the street corner and recruiting +whistle have almost irresistible fascination. What one boy does not +dare, the gang will attempt, and the composite conscience may fall far +below that of the individual. The sense of honor already mentioned is +very strong among the members, and in absolute loyalty to one another +they stand or fall.</p> + +<p>These organizations exist among the girls as well as boys, but differ in +the purpose for which they are formed, the girls organizing more as +adults, while the boys' clubs are overwhelmingly to expend energy, +lawfully or otherwise.</p> + +<p>The dangers and opportunities growing out of this strong tendency toward +segregation can not be overestimated. A walk along a city street in the +evening reveals the fact that the nurture of the sidewalk and the ice +cream parlor has largely supplanted the nurture of the home on the +social side. The table with the evening lamp—"the home's +lighthouse"—and the family circle complete about it, are an almost +unknown experience in the life of the average American child. In a +recent convention a speaker, who is in charge of a great penal +institution filled with human derelicts, said he believed it to be as +much a duty of the church to preserve at least one evening a week sacred +to the home, as to designate another for the prayer meeting or preaching +service.</p> + +<p>The home ought to be the center of the child's social life. Why can not +the lights and music and companionship there be made as attractive as +the lights of the corner store, or billiard hall, or the sound of the +street piano, which pave the way to the saloon and the dance hall later? +That boys and girls will congregate during this period and the next is a +law unchangeable as the laws of the Medes and Persians. Nurture asks +whether the home does not furnish a better environment during this +energetic, habit forming and irresponsible period than the corner store +or the "gang?" It asks whether the society of those invited within its +doors for a good time, under the sympathetic and watchful eye of the +father and mother, is not apt to be more conducive to true character +building than the society of the chance acquaintance with no credentials +save his skill in story telling and initiation into fascinating +mysteries? It asks still further, in this age of hero worship, whether +the home should not erect the ideals of manhood and womanhood through +example, through books, through honored guests who have achieved true +distinction instead of delegating this privilege to the group around the +bonfire or the man who gathers the admiring circle to listen to the +salacious tale? The home which provides for this social craving within +its sheltering walls, blending the faces of father and mother with those +of companions in the most joyous of good times, and, after the evening +altar, when the lights are darkened, knows that each pillow is pressed +by its own pure face, that home is a bulwark of the nation and the ante +chamber to one of God's many mansions.</p> + +<p>May God have pity on the thousands of children who live in houses, but +are homeless.</p> +<br /> + +<p><b>HERO WORSHIP</b></p> + +<p>In this new interest in his fellows, all figures do not stand out in +equal proportion against the child's horizon. Some loom very high, and +in the inner chamber of the soul, incense is burning at their shrine. +Out of the earlier interest in people, and desire to imitate their +actions, there begins to emerge the great passion of hero worship with +all its power in shaping ideals and determining character. If it be +true, indeed, that life grows like what it gazes fixedly upon, then +nurture has here an important work.</p> + +<p>The hero of any period must inevitably embody that which the life most +admires at the time, hence physical strength and skill, courage and +daring will be prominent factors in a boy's hero in this period. This +hero may be, perchance, the physical director of the Y.M.C.A., the +champion baseball or football player, an explorer or adventurer, a +desperado, or—happy case—a father who has not forgotten how to swim +and fish and hunt and play ball. A boy always longs to place his father +on the throne of his heart, if he is given a chance, but the fathers who +covet that place enough to pay the price for it are too few.</p> + +<p>A hard working mechanic said to a friend, "I made up my mind I would +rather have a backache when my boys were little than a heartache later +on," and so no day's task was so heavy, up toil so exhausting that when +he came home at night his two boys could not claim him. The cramped +muscles would unlimber behind the bat, the tired limbs would forget +their weariness in the jaunt that had been planned with father, and +during the hours of freedom the three were chums in sports, in +interests, in confidence. They say there is no more beautiful sight in +that town today than two stalwart, manly fellows arm in arm with the +father, who counts it the joy and pride of his life to have mounted the +hero's throne in the hearts of his sons.</p> + +<p>While boys always choose a man as their hero, girls may choose either +the masculine or feminine character. They are still near enough Nature's +heart to glory in wildness and abandon, and the subtle delicacy of true +womanhood has not the charm for them now it will have later. Yet it is +part of the priceless dower of motherhood to so share in the daughter's +life through sympathy and understanding that, to "be like mother" will +embody all the aspirations of a girlish heart.</p> +<br /> + +<p><b>"THE READING CRAZE"</b></p> + +<p>The flame of hero worship is fed from two sources—the life of some one +near to the child and the passionate delight in reading which +characterizes the years from about ten to fifteen and is especially +marked from twelve to fourteen. The choice of books will naturally be +governed by the strongest interests. We are not surprised, therefore, +that every page must teem with life and chronicle some achievement, +preferably in the physical realm, for in the thought of the junior, +"Greater is he that taketh a city than he who ruleth his own spirit."</p> + +<p>Toward the latter part of this period the sentimental novel, with all of +its froth and perverted ideals of life, appeals to the girl, and it is +an open question which is more pernicious, "Deadwood Dick and the +Indians" or "Love at Sight."</p> + +<p>When it is remembered that during these years the desire for reading is +so great that it will be satisfied, surreptitiously if not openly, that +the heroes and heroines strengthen ideals of their own type in the soul +of the child, that these are the years in which taste is being formed, +not only in reading but in living, nurture again has a great task +outlined. "What is the best way to keep a boy from eating green apples?" +a prominent Sunday School worker often asks in a convention. The answer +never varies: "Give him ripe ones to eat." The child who has plenty of +well-selected, wholesome literature will have no appetite for the +baneful. Biography of the heroic type, exploration, adventure and +charming romances like the "Waverley Novels" will help to lay sane and +pure foundations of character. The missionary boards are now putting out +books as thrilling and stirring in their situations as any yellow-backed +novel. These the children devour and the spiritual heroism makes its +silent appeal along with the physical.</p> + +<p>This delight in reading makes comparatively easy the formation of the +habit of daily Bible reading. If the life is more than meat, then the +time taken by the father or mother to select fascinating Bible +biographies and stories, and tactfully to supervise the reading, is at +least as wisely expended as that used in training a grape vine or sewing +a lace edge on a ruffle. Is it not strange that there is such distorted +perspective and false balance of values in regard to what is worth +while? The cares of this world crowd out so many supreme things. Many a +temptation in later life would have its antidote if the Holy Spirit +could bring the needed Scripture to mind, but because some one +substituted the lesser for the greater, solicitude for external +appearance instead of inner furnishing, the Word is not there to be +recalled.</p> +<br /> + +<p><b>HABIT FORMATION</b></p> + +<p>The discussion of these marked characteristics of the life is given +added import when we realize that these years are in the height of the +habit forming period. All through Early Childhood and Childhood every +act has left its faint tracing upon the plastic cells of the brain, and +some of the markings are deep ere now. Just as water will follow its +channel rather than cut a new course, so activity will expend itself in +the well-traced pathways unless prevented from so doing, and the same +thought or stimulus will always tend to go out in the same action. No +thinking is necessary upon these habitual acts which constitute "nine +tenths of life"—they have become mechanical. Not only in the body does +life acquire fixed habits, but also in the soul, in thinking, feeling +and choosing.</p> + +<p>The seriousness as well as the value of a habit lies in its tenacity. No +harder task ever confronts a life than to break up one habit and +substitute another after the brain cells grow hard. The process requires +not only that activity be directed away from the pathway that +irresistibly draws it, but at the same time a new groove be traced upon +the hard, unyielding cells. The task is difficult beyond expression. +This is why reformed men always have a hidden fear of lapsing into the +former life. It is the call of the old pathway, traced so deeply in the +brain.</p> + +<p>A mature woman, brought up to the strictest Sabbath observance, came to +believe that "the Sabbath was made for man and not man for the Sabbath," +and therefore essayed to act on that day according to her reason and +judgment. The attempt was soon abandoned. "There is no pleasure in it," +she said. "I am constantly fighting the old habits of my girlhood life, +and they will not cease their call to me." This is what the wise king +meant when he said, "Train up a child in the way he should go, and when +he is old he will not depart from it." The whole tendency is to "ask for +the old paths," that there "may be rest to the soul." A part of the +miracle of conversion in later life appears in God's power to trace new +pathways when the brain is hardened, and to keep life in them, moment by +moment, against the tug of the old.</p> + +<p>Three statements will crystallize the discussion.</p> + +<ul> +<li><p>First: The years up to twelve present two conditions for habit +formation—plastic brain cells and action easily secured—as +no succeeding years present them.</p></li> + +<li><p>Second: Habit formation, either right or wrong, is constantly going on, +for every action leaves its impress and makes repetition easier.</p></li> + +<li><p>Third: Right habits may be formed as easily as wrong, if the task is +definitely undertaken.</p></li></ul> + +<p>Since the importance of these years is clearly evident, the method of +habit formation may be briefly stated. First, secure the desired action; +second, secure its successive repetition without a lapse, as far as +possible.</p> + +<p>We have already learned that action is the natural result of an aroused +feeling; therefore, nurture will endeavor to make the act attractive and +appealing where it can be done, that the cordial co-operation of the +child may be had. Hero worship may aid here, the example in the home is +imperative and future considerations begin to carry weight. +Encouragement, recognition, new interest and new motives will all +contribute toward securing repetition, until unconsciously the action +carries its own constraint and outer influence is unnecessary.</p> +<br /> + +<p><b>THE "GOLDEN MEMORY PERIOD"</b></p> + +<p>During the years from about nine to fifteen memory is in its most +glorious period for storing away. In early life a fact is retained +chiefly through its impress on the soft brain cells, for the power of +association is little developed. In later life a fact is retained almost +wholly through association with other facts, for the cells grow hard and +an imprint therefore is faint. In the "Golden Memory Period" the fact +has the double hold of impress and association, for the cells are still +plastic and associative powers are developed. The task and its haste are +evident, for this dual condition never recurs.</p> + +<p>The brain will now receive everything, the abstract, that which is not +understood, the uninteresting, as well as that which is pleasing. This +is the drill period, when mechanical repetition will fix anything, +regardless of the child's desire to learn, and full comprehension is +unnecessary. It is also the period of verbal memory, and that which +ought to be memorized exactly should be given now.</p> +<br /> + +<p><b>RELIGIOUS LIFE</b></p> + +<p>If nurture has cared for the spiritual life of the child, he will +probably desire during this period to publicly confess his love for +Jesus Christ. Even if he has not been so nurtured, every condition in +his life makes it easier now than it ever will be later to lead him to +acceptance of Christ. Though there comes a great spiritual awakening in +adolescence, there is at the same time more in the life to oppose the +decision for Christ than in childhood. The Christian life has not the +meaning for him that it will have later on, spiritual vision is not +broad nor deep, but if the child genuinely loves the Savior and wants to +use his energy for Him, he is laying at the Master's feet all he has +now to give, and if Christ accepts the gift, the church ought to accept +the giver. There is no greater crime against childhood than to bar the +doors to these babes in Christ, nor, assuredly, can any act bring keener +pain to the Passionate Lover of little children, who said, "Let them +come unto me, and forbid them not."</p> +<br /> + +<p><b>APPLICATION TO SUNDAY SCHOOL WORK</b></p> + +<p>Perhaps a resume of the conditions which the Sunday School must meet in +this period will make the situation more definite.</p> + +<p>The child is increasingly independent and outspoken, but easily won by +love and confidence. He responds to responsibility, craves recognition, +glories in show and regalia, wants to know the truth about things. He is +a hero worshipper, abounds with energy and considers it his inalienable +right to have fun with his chums. He devours books and magazines, +retains what he reads and memorizes as never before. He is forming +habits of life. He ought to be a sincere child Christian before he +leaves the Junior department.</p> + +<p>Manifestly, in dealing with this period, the problem of nurture must +find a large part of its solution in the teacher himself. Three things +must be vitally true of the one holding this responsible office: first, +an abiding touch with God that shall mean Divine wisdom, moment by +moment, for the exegencies of Junior work far outnumber the tread mill +experiences; second, an understanding of and genuine sympathy with the +life of the children; third, a personality that shall meet the +conditions of hero worship. Some day the church will give to every boys' +class, in this and succeeding periods, a trained Christian man to be +hero first, and then teacher, for no boy aspires to be like a woman, no +matter how much he may love her. But, though a woman may not reach up to +a boy's ideals along physical lines, nor should she attempt it, there is +abundant opportunity through outings, tramps, picnics and genuine +interest in their sports to touch even that side of the life of both +boys and girls.</p> + +<p>The social needs must be met through frequent class and department +gatherings, preferably in the homes, for the habit of reverence in God's +house will receive almost fatal counteraction in the average social +gathering of this age held in the church. Organizations like the +"Knights of King Arthur," for boys, and the "Sunshine Club," for girls, +are to be highly commended because of their social features, their +appeal to the love of uniform, password and secrets, to hero worship and +to activity through the ideals of life and service they make concrete +and alluring.</p> + +<p>Discipline of these independent, outspoken boys and girls is easy if the +teacher will only lay hold of the heart instead of the coat collar, but, +alas, the latter method takes less time. The world holds nothing truer +and sweeter than the love of a child at this age, free as it is from all +affectation and policy, and it is there in every heart, awaiting the +touch of the teacher who can find the hidden spring. The contact on +Sunday is not sufficient, however, to reveal it. The child must know +through the letter, the call, the invitation to the teacher's home, the +loving sympathy in his life and interests that the teacher wants him, +not his Golden Text and offering, and in this knowledge the magic spring +is found.</p> + +<p>Besides the social life, the teacher should feel a responsibility in +regard to what the children are reading. Papers like the Youth's +Companion circulated among the members, suggestions as to books in the +Sunday School or public library, books loaned to the children and +questions as to their reading may save many a soul from the slimy trail +of the serpent coiled in the dime novel.</p> + +<p>A few suggestions may be added relative to the work in the School +itself.</p> +<br /> + +<p><b>PLACE</b></p> + +<p>The Juniors should have a separate department and place, for their work +is distinct in character and methods from the Primary and Intermediate +departments. Maps and charts should be added to the equipment, +individual and personally owned Bibles, and where they can be had, +tables for each class.</p> +<br /> + +<p><b>ORGANIZATION</b></p> + +<p>For two important reasons the department should be divided into classes +and the teaching done by the teachers, presupposing they have risen to +their privilege and are trained. First, the week-day shepherding becomes +an increasingly serious matter as the child is broadening in his +relationships, and no superintendent can give it alone. Second, the +recitation must give large opportunity for individual work on the part +of the pupil during the lesson, and this is impossible in a department +taught as a whole.</p> +<br /> + +<p><b>PROGRAM</b></p> + +<p>The program should give prominence to supplemental work taught largely +through drills, including—during the Golden Memory Period—the Books of +the Bible, passages, chapters, facts concerning the Bible and training +in its use, geography of the Holy Land, the catechism where used and the +hymns of the church. Public recognition in badges, certificates and roll +of honor will aid in securing the desired work along this and other +lines.</p> + +<p>Systematic and careful training in habits of Christian service ranks +with the lesson in importance. Responsibilities in various committees +through the week may be used to strengthen habits and utilize energy. +Missionary heroes should be made as familiar to the children as their +own personal friends, and there should be regular contributions to +definite objects, not abstractions like "Missions" or "Benevolences."</p> + +<p>Music of a martial type is greatly enjoyed by the children, also that +suggesting action, but never the meditative, introspective sort. Great +care should be taken to guard the voices from overstrain in loud +singing, as irreparable damage may be done for all time to come.</p> +<br /> +<p><b>THE LESSON</b></p> + +<p>The Junior lesson should be prepared to meet the children's interest in +facts and love of a hero. They are not ready yet for truth in the +abstract—it must be seen in a person. Instead of the story, as in the +Primary class, there must be a mingling of vivid word pictures by the +teacher and question and answer. The children should not be told to +"study the lesson," for they do not know how, but rather have assigned +to them one definite thing to prepare for the recitation. Make use of +their love of reading in this connection. Use energy and hold attention +by means of pad and pencil, written answers in the books they are making +on the current lessons, map drawing, looking up references and a +stereoscope if possible. Time before the session and in the social +gatherings of the class can be most fascinatingly and profitably used in +making pulp and sand maps and models of Oriental objects.</p> + +<p>Toward the latter part of this period, a questioning in regard to Divine +things may come, but a questioning unmixed with the doubt of later +years. "And when He was twelve years old, ... they found Him in the +temple, sitting in the midst of the doctors, both hearing them and +asking them questions." With this desire to know reasons for belief +comes the teacher's golden opportunity for strengthening the foundations +of faith through history and the testimony of ancient monuments, where +it can be adduced, through experience and through God's Word itself.</p> + +<p>May nurture be so true to God and the life that the child shall leave +his childhood and face the dawn of manhood as that One of old with the +eager heart and heavenly vision, "Wist ye not that I must be about my +Father's business?"</p> + + + +<hr style='width: 65%;' /> +<a name='CHAPTER_VII'></a><h2>CHAPTER VII</h2> + +<h3>ADOLESCENCE</h3> +<br /> + +<p>Between the quiet unfolding of childhood and the full development of +maturity, there lies a period so fraught with danger and so filled with +opportunity, that it is rightly considered life's crisis. A mistake at +this point is more disastrous than at any other, while wisdom in dealing +with the soul never has such rich reward.</p> + +<p>In a general way, this period, known as Adolescence, extends with boys +from about twelve to twenty-four, and with girls from about eleven to +twenty-one, or from the beginning of manhood and womanhood to full +maturing.</p> + +<p>A study of the conditions that obtain during these years clearly reveals +the reason for their crucial character.</p> + +<ol style="list-style: upper-roman; margin-bottom: 1em;"> +<li><p>It is an awakening time of new possibilities, physical, mental, moral +and spiritual.</p> + +<p>We are already familiar with the peril and opportunity that attend the +first stages of any development, because the future direction and +strength of the possibility are then so largely determined. When we +realize that the highest possibilities of the soul, as well as some of +the lowest, are now unfolding, the gravity of the period is apparent.</p> + +<p>The changes that come with the soul's awakening are so great, that often +the youth becomes a stranger to those who know him best. Ideals, +ambitions, feelings, thoughts and power only dimly, if ever, recognized +in childhood take possession of the life. A new conception of God is +born and a larger sense of responsibility to Him, to the neighbor and to +the world. In these awakening possibilities are heard the siren voices +of passion, society, wealth and fame and the clear call of +self-sacrifice and duty, and the soul is bewildered, not knowing which +to heed. Surely nurture is needed, for the choices of Adolescence are in +all probability the choices of eternity.</p></li> + +<li><p>These are the years of the greatest susceptibility to influence.</p> + +<p>Everything that comes to the life now has an impelling force that it +did not have in childhood. Life is in a state of unstable equilibrium, +and a touch may move it. The influence of one book, of one friend, of +one hasty word of criticism or passing word of encouragement may +determine the future of a soul.</p></li> + +<li><p>During this period habits become permanent.</p> + +<p>The pathways traced through childhood and adolescence become settled, +the cells gradually lose power to change, and by the close of +Adolescence, character is practically determined, unless a Divine power +"makes all things new."</p></li> + +<li><p>The influence of heredity is strongly felt during the early part of +Adolescence.</p> + +<p>A child may be defrauded of his inheritance in stocks and bonds and +estates, but the bequest of tendencies to which his parents and +grandparents and the long line back have made him heir, can not be +diverted.</p> + +<p>There is danger of over-emphasizing the doctrine of heredity and +lessening the sense of personal responsibility for conduct. There is +also danger of minimizing it, and consequently failing to give the help +that many a life needs in its effort to overcome an evil inheritance.</p> + +<p>Heredity means simply a pull upon the life in a certain direction, +because of the way those before have lived. It is easier to climb +upward, if "the hands of twenty generations are reached down from the +heights to help, than as if they reached up from below to drag down." +But whatever the inherited tendencies, any life may have the "antithetic +heredity," which is a part of its glorious inheritance in Jesus Christ.</p></li> + +<li><p>This period contains the largest number of first commitments for +crime.</p> + +<p>Three coincident facts demand serious and careful consideration.</p> + +<ul> +<li><p>First. The greatest number of first commitments occur from twelve to +sixteen.</p></li> + +<li><p>Second. The greatest spiritual awakenings occur between twelve and +sixteen.</p></li> + +<li><p>Third. "Girls are most susceptible to influence for good or evil between +eleven to seventeen, with the climax about fourteen, and boys from +twelve to nineteen, with the climax about sixteen." Is not the work of +nurture plain?</p></li></ul> + +<li><p>During the early part of this period, by far the heaviest losses from +church and Sunday School occur.</p> + +<p>"While thy servant was busy here and there, he was gone." Who was gone? +A soul in its crisis, making eternal choices, easily influenced by a +word, a look or a touch, in the grip of fierce temptations, but catching +sight of Divine possibilities, needing help as at no time before or +later, this is the soul that slipped away, in all probability, not to be +brought back. You who let it slip, "How will you go up to your Father +and the lad be not with you?"</p></li></ol> + +<p>In turning to a more detailed consideration of Adolescence, we find the +wealth of material so far exceeding the limitations of our space, that +the study must be selective, not analytic. Only those conditions in the +life, therefore, which seem most imperative in their demands upon +nurture will be chosen for discussion.</p> +<br /> +<p><b>EARLY ADOLESCENCE</b></p> + +<p>The first period of Adolescence covers about four years, approximately +from twelve to sixteen with boys and eleven to fifteen with girls, and +is perhaps the most trying of all to deal with.</p> + +<p>The crisis in these years is a physical one, arising in connection with +the functioning of new physical powers. Coincident with this the +passions are born, bringing to many lives the severest of temptations. +If ever a close intimacy is needed between father and son and mother and +daughter, it is at this time of mystery and question, when the life does +not understand itself nor the meaning of what God now gives it. The +sacred confidence between parent and child is infinitely better than the +best intended book upon the subject, which arouses further curiosity and +kindles the imagination. When the home fails in nurture at this point, +the Sunday School teacher must earnestly consider what of responsibility +falls upon him.</p> + +<p>The rapid physical growth of these years is often accompanied by +awkwardness, due to the fact that the muscles are developing faster +than the bones, making delicate adjustment impossible. There is painful +sensitiveness over this, especially with boys, as hands and feet must be +in the open, and they will easily construe any criticism or ridicule +into a desire to be rid of their presence.</p> + +<div style='margin-left: 4em;'>" ... And what if their feet,<br /> +Sent out of houses, sent into the street,<br /> +Should step round the corner and pause at the door<br /> +Where other boys' feet have paused often before;<br /> +Should pass through the gateway of glittering light,<br /> +Where jokes that are merry and songs that are bright<br /> +Ring out a warm welcome with flattering voice,<br /> +And temptingly say, 'Here's a place for the boys!'<br /> +Ah, what if they should! What if your boy or mine<br /> +Should cross o'er the threshold which marks out the line<br /> +'Twixt virtue and vice, 'twixt pureness and sin,<br /> +And leave all his innocent boyhood within?<br /> +Ah, what if they should, because you and I,<br /> +While the days and the months and the years hurry by,<br /> +Are too busy with cares and with life's fleeting toys<br /> +To make round our hearthstone a place for the boys."<br /></div> + +<p>There is a sense of pressure and nervous excitement throughout the whole +life, for the "invoice of energy" is not exhausted. Athletics afford +physical relief, and slang, which is at its height from about thirteen +to fifteen, offers somewhat of an emotional safety-valve. Experiences +are never commonplace during this period, nor any individual ordinary. +The strongest superlatives and most extravagant metaphors will scarcely +do a situation adequate justice, but nurture can afford to be patient, +for "this, too, will pass," and of itself, as life grows calmer.</p> + +<p>The feverish excitement is not at all to the distaste of the adolescent +but, on the contrary, he courts it. The "reading craze" is at its height +in this period, and books which give "thrills" are sought by both boys +and girls. There is increasing necessity of wise oversight in the choice +of reading when the mind is so inflammable and easily led, and the fact +that a book is on the shelf of the Sunday School library is unhappily +not always a guarantee against the need of further parental inspection.</p> + +<p>The abounding energy of this period, when brought into conjunction with +the enlarged vision of life, often gives rise to a restlessness and +desire, to leave school and go to work. This is augmented by the new +money sense, which is strong about the age of fourteen, and leads to an +effort to secure money to save as well as to spend. This desire ought to +be met by a regular allowance or an opportunity for earning a stipulated +sum. Its neglect is often the explanation for the breaking open of +Sunday School banks or theft from household funds.</p> + +<p>But even the satisfying of this desire will not allay restlessness, and +many a school-room seat becomes vacant in the early teens. If, instead +of the harsh measures so often used, the boy could know he had not only +the loving sympathy but also the pride of his parents in this harbinger +of approaching manhood; if, in place of force, he were given choice, +after all the considerations had been carefully weighed; if he could +feel the confidence of father and mother that he would do the manly +thing because he is almost a man, he would rarely fail to meet the +issue, for "at no time in life will a human being respond so heartily if +treated by older and wise people as if he were an equal." The result +will be not only renewed zest in the erstwhile hated task, but a new +bond between parents and son that will help to hold him true when +greater crises come.</p> + +<p>The strong appeal that sympathy and consideration now make to the +adolescent is due to the new consciousness of self that has come to the +life. It has many manifestations. There is a welcome external one that +is evident in care for the personal appearance. The days of maternal +solicitude for linen and ears come to an end in this period, and it is +well, for the new standard of correctness is so high as to be +unattainable by any one save the individual himself.</p> + +<p>A new sense of pride in one's family and position appears, and an +aristocracy based on the accidents of birth succeeds the democracy of +childhood. The girl who was sincerely thankful that she was not as +others and assumed Pharisaic superiority because she had been born a +Republican, an Allopath and, crown of all, a Baptist, lived in this +period some years ago.</p> + +<p>This consciousness of self and of approaching manhood and womanhood +tends to make the life independent, and "any attempt to treat a child at +Adolescence as an inferior is instantly fatal to good discipline." In +this super-sensitive state, a public reproof, even in the home circle, +carries with it humiliation beyond expression, and inevitably arouses +resentment and not penitence. "At no time in life does a word of +encouragement mean so much, or criticism leave such an ineffaceable +scar." If those who touch a life through its unfolding only realized +that what they sow of gentleness and consideration or of harshness and +neglect when that life is defenceless and they are strong will be reaped +when they in turn are without recourse and the child has become a man, +would there not be more tenderness and love in some homes? "For with the +same measure that ye mete, withal, it shall be measured to you again."</p> + +<p>Another condition of great import to nurture appears in the increasing +power of the social feelings over the life. Society begins to fascinate, +and the problem of a High School education is complicated with the +problem of secret societies and school dances. Friends are chosen not so +much for real worth as for clothes, position, attractive features or, +where there is no interchange of confidences between parents and +children, for sympathetic understanding. The longing for companionship +is God given and must be fostered, else the youth will enter maturity a +recluse and self-occupied, but nurture must carefully deal with it while +life is in a state of flux. The only course to be at all considered is a +substitutive, not prohibitory one, giving opportunity for social +intercourse under proper conditions.</p> + +<p>The development of the affectional side of the life during this period +must be briefly noted.</p> + +<p>Hero love and worship are more passionate than before. The object of +admiration is usually some one outside of the home, often a favorite +teacher who understands the heart of a boy and a girl. The patterning of +the life after its ideal is most seriously undertaken, even to imitation +of personal mannerisms. The privilege and responsibility of being the +lode star of an unresisting, unpoised life is tremendous, for this +influence overpowers all others at the time.</p> + +<p>Strange manifestations of that which will later be love, holy and +beautiful, between man and woman characterize these years. At first +there is a mutual repulsion between the sexes. The boys are "so rough +and horrid," and as for the girls—the masculine sentiment concerning +them was voiced by one young cavalier in the words, "Oh, mush!" when his +Sunday School class was asked if they would like to invite their "lady +friends" to the coming class party.</p> + +<p>But this stage does not continue, and soon nurture must deal with notes +written by foolish maidens and the first glamour of the great passion, +"sicklied o'er" with callowness and sentimentality. There is no more +perplexing problem in Adolescence than how to handle wisely this vernal +manifestation of love.</p> + +<p>Blessed is the home where there are congenial and sympathetic brothers +and sisters, and wholesome and absorbing occupations. It is the vacuous, +roaming soul which is a prey to the multi-temptations of this period. If +the tastes and wishes of the young people can be satisfied in the home, +and a hearty and natural companionship of the sexes be welcomed in this +healthy environment, nurture will be bringing sanest measures to bear +upon the situation.</p> + +<p>Against this complex background, the necessity of a personal +acquaintance with the Lord Jesus Christ stands out in startling relief. +Though God comes to a soul in a marked way during Adolescence, nurture +is taking a dangerous and often fatal risk in allowing life, as far as +human effort can go, to enter its crisis without Him. The spiritual +awakening of this period (to be considered in the succeeding chapter) +would seem to be God's call to larger service, rather than His first +summons to "Follow Me."</p> + +<p>With the Master's authority to let the children come, and with every +condition in child life God prepared for their coming, there is no +tenable position but belief that our Father meant every life to enter +its period of "storm and stress," in step with Jesus Christ.</p> +<br /> + +<p><b>APPLICATION TO SUNDAY SCHOOL WORK</b></p> + +<p>Sunday School work during Adolescence and maturity lays less emphasis +upon methods and equipment than in the earlier periods, and more +emphasis on the personal relation between teacher and pupil. For this +reason the preceding study, in so far as it interprets the lives of the +boys and girls, applies directly to Sunday School work, for a +sympathetic understanding is the key to the relationship. "There is no +greater blessing that can come to a boy (or girl) at this age when he +does not understand himself, than a good, strong teacher who +understands him, has faith in him, and will day by day lead him till he +can walk alone." Far more than a pedagogue, the adolescent needs a +friend in his Sunday School teacher, who shares his ambitions, knows his +temptations, sympathizes with his successes and failures and, through it +all, trusts him. This understanding and confidence, made long-suffering +and tender by the love that never fails, will be a binding cord that can +not be broken even by the most restless, wayward life.</p> + +<p>Because of the close relationship to be sought between teacher and +pupil, other things being equal, it is wise for a class of boys to be +taught by a man, and girls by a woman. The counsel of one who has passed +through the same experiences and known the same temptations and +difficulties always comes with especial helpfulness. But the question of +sex is not as vital as that of sympathy, nor the manner of previous +experience as the manner of present love.</p> + +<p>The new consciousness of distinction will make the class work difficult, +if there is any marked difference in the social standing of its +members. The leader must be won to the right attitude in private, the +appeal being based on personal feeling for the teacher and on the new +ideals of relationship to others, which are beginning to take form.</p> + +<p>An organization of the class in this and succeeding periods is necessary +for the best work. It should place definite responsibilities upon each +member, either as officer or committee-man, for habits of Christian +service must be solicitously nurtured during these days.</p> + +<p>Frequent social gatherings are very important. This is the age when the +young people begin to think that, "a Christian can not have any fun," +and it rests with the church and Sunday School to prove to them the +contrary. The only convincing proof is in experiencing the fact itself +that the best times have a religious association, therefore a class +party should be as carefully and as prayerfully planned as a Sunday +School lesson.</p> + +<p>As these years are included in the Golden Memory-period, supplemental +work of more advanced type should be continued. Note books are helpful +in amplifying and impressing the lesson, and brief essays upon pertinent +topics add interest.</p> + +<p>The teaching itself must deal more and more with the relationships of +life. To the majority of young people, the Bible belongs to an uncertain +and remote past. The goal of work in these unsettled years is to help +them see how the Book solves all problems of present-day living, and how +Jesus Christ meets every personal need of the life.</p> + + + +<hr style='width: 65%;' /> +<a name='CHAPTER_VIII'></a><h2>CHAPTER VIII</h2> + +<h3>MIDDLE AND LATE ADOLESCENCE</h3> +<br /> + +<p>The crisis of adolescence may be said to culminate about the years from +fifteen to seventeen with girls, and sixteen to eighteen with boys,or +the period of Middle Adolescence. During these years the feelings and +the imagination are a great storm center, largely because of the rapid +development of the altruistic feelings, and the enlarged conception of +life with the new ideals it has given.</p> + +<p>Divine Wisdom in the order of the soul's unfolding can be seen nowhere +more clearly than in connection with the growth of responsibility for +another. There must first be the self feelings in the little child, to +help him learn his own individuality. When that knowledge comes, his +life must be related to other lives, hence the social feelings awaken, +yet it is for his personal pleasure that contact with others is sought. +But God's plan for a life does not leave it self centered, and under +His touch through these lives a sense of responsibility toward them +begins to be felt, and the realization comes that "No man liveth unto +himself." Ideals which make the good of others first, enter into +conflict with childish ideals which made personal gain first. A new +impulse to forget self in loving service confronts the old self seeking +and self love. Then the truth that "No man can serve two masters," +fastens itself upon the soul and decision waits between self and +selflessness. In a struggle that often shakes a life to its foundations, +the great choice is made and the soul yields itself servant to obey. +Though a reversal of either choice is possible, it rarely occurs. This +decision usually determines destiny.</p> + +<p>A new meaning and value in early nurture is revealed in the light of +this struggle. If love for Jesus Christ has grown through the years in +the heart of the child and the youth, a decision that means fuller +allegiance to Him and greater blessing to the world is assured. If also +during these years nurture has traced pathways of service, as an +expression of child love to God and to others, habit adds the influence +of its tendencies to the choice of ministering life, and offers channels +already prepared for the outflow of sacrificial love.</p> + +<p>The years preceding have not been utterly devoid of altruistic feeling, +but adolescence presents marked difference in its manifestation, other +than that of intensity.</p> + +<p>In early life, the willingness to consider others before self was +usually aroused through the influence of some one else; now the longing +and constraint is within the individual himself. Again, in childhood, +these feelings were called out only by some definite, concrete object; +now they are stimulated by great ideas as well. Patriotism, humanity, +suffering, duty, art and science have power to kindle flame on the altar +of sacrifice. The more difficult the task suggested, the greater the +power of its wooing. It is doubtful whether any Christian life ever +passes through this period without considering the ministry or the +mission field, or whether every life does not at some moment long to go +in quest of a Holy Grail.</p> + +<p>The issues growing out of this crisis are too momentous to leave with +even the wisest human nurture. God Himself must deal with the soul face +to face, and lead it to this higher love and complete surrender.</p> + +<p>In early years He revealed Himself as Creator, Heavenly Father and +Friend to the loving, trusting heart of the little child. Now the time +has come to make His glory pass before the soul. The marvels of creation +in Nature, in constellation and atom, the infinities of eternity and +space, the mysteries of life and death, His own holiness and justice and +all the attributes of His matchless character, the unspeakable love that +gave a Bethlehem and a Calvary to a sin sick race are revealed in new +light and meaning, and the revelation is overwhelming. Existence that +had been accepted without question now becomes complex and baffling. God +is no longer the gentle Lover and strong Protector of childhood days, +but the great "I AM," and in the terrible crystal of His presence the +soul is prostrate. With deep, added meaning the Cross stands out. Its +message of salvation, not only to this soul conscious of its need, but +to a sinning world, is heard anew; but with it comes the voice of the +crucified and risen Lord, "If any man will come after Me, let him deny +himself, and take up his cross and follow Me."</p> + +<p>The answer cannot be returned in emotional love. It must be the love of +all the heart, soul, mind and strength, born in self surrender. If this +be the soul's response, the final triumph and glory of the life of self +losing is pledged, not in the fluctuating efforts of a human will, but +in the changeless strength of the Son of God.</p> + +<p>It is not to be wondered at that when a soul is in the throes of such +experiences as these, it is a time of storm and stress. Yet often the +struggle is carried on alone, in silence, for life becomes secretive. +The open frankness of childhood is gone, and only to one in close +sympathy will thoughts and feelings which sound foundation depths be +revealed. It does not at all follow that because there is a physical tie +between two lives, that there will be union of spirit in this time of +need. The tragedy of so many homes is disclosed in the distance between +father and son, and mother and daughter, that has widened almost +imperceptibly through the years from lack of sympathy and confidence.</p> + +<p>This close relationship which admits to the Holy Place of the soul in +its crisis cannot be lightly cast away, and as easily renewed at will. +It is a growth of the years, to be nurtured patiently, prayerfully, +watchfully, steadily. A guest in the home of a busy physician noted the +peculiarly tender and close relationship which existed between the +father and his son, a splendid boy of about ten years of age. In answer +to her comment upon it, the father said with moist eyes, "We are very +close to one another. I know there is a time coming in his life when he +will need a father as he has never needed him before, and I mean to be +ready. I never take a long drive in the country, that I do not have him +excused from school to go with me. He wants to be a surgeon, so whenever +I have to perform an operation, I always have him help me in some way. +Up to this time there is nothing that weighs for a minute with him over +against an opportunity to be with me, and I am trying to keep his life +so close to mine that nothing can ever come between us." When that boy +reaches his crisis and life closes up, his father will be shut inside +with him. Is there any question as to the outcome, with a father and a +father's God within?</p> + +<p>If, in the busy cares of life, the intimacy that God intended in the +home has been lost, it may be found again if the price of its recovery +be paid, but it is often a dear price, payable in the coin of self +humiliation, sacrifice and tears.</p> + +<p>The need of this close touch with another is apparent in the unspeakable +longing of the adolescent heart for understanding and sympathy, for +appreciation and recognition, for help in choosing the life work, and +for love that is patient and deep. Perhaps the greatest longing of all +is to be trusted, to feel the strong grip of a hand and hear a voice +vibrant with encouragement and assurance say, "I know you can do it." If +the greatest successes in reformatory work come today through loving +confidence in the one who has started wrong, who can measure the +energizing power of such confidence in a life already striving toward +the best?</p> + +<p>The pathetic side of this craving for confidence appears in the distrust +of self which is almost universal at times during these years. A great +wave of ambition and enthusiasm will sweep over the soul, and nothing +seems too great to be attained, nor any obstacles unsurmountable. As +suddenly it will recede, the ideals become impossible, the individual +but an atom in God's great universe, the sky grows gray and hope dies +out. In the vacillation between energy and indifference, enthusiasm and +apathy, self loving and self hating, goodness and badness, confidence +and despair, the ebb and flow of the tide in the soul is revealed to +understanding eyes.</p> + +<p>For this fluctuation of purpose and failure to reach its high ideals, +stern sentence is passed at the inner bar of judgment, and though the +censure of another is resented, the soul bears great scars of +flagellation, self inflicted. The standard of measurement by which the +life tests itself and others is a new consciousness that there is +absolute right and absolute wrong apart from all external coverings. The +statements of others are examined, their actions are stripped of all +veneer, profession and practice are balanced, and death sentence is +passed upon the influence of any life that fails to meet the test. The +compassion that remembers that we are but dust has no place in the heart +as yet. Suffering will call out sympathy, but not failure to reach the +mark. A life must ring true to God, true to its fellow men and true to +the ideals conceived as belonging to it by these self-appointed judges, +if it is to be of any help to them. It is therefore not a question +whether the professing Christian, be he parent, teacher or church +member, can indulge in doubtful amusements or uncertain practices +without injury to himself. It is rather, "Are these things included in +the ideal of a Christian life, as it is held by those whom I want to +touch?" If they who bear the name of Christ exemplified more completely +the ideals by which they are measured, would there be so many who +question the reality of divine things?</p> + +<p>It is during the closing period of Adolescence, ending with young men +about twenty-four and with young women about twenty-one, that doubt most +frequently appears. It comes rather as a questioning and bewilderment to +the Christian, and scepticism to the one who has had no experience of +divine things. Spiritual truth is not accepted because another has said +it is so, but each desires to know for himself the foundation upon which +he stands, that he may have a reason for the hope that is in him. +Investigation seems to show that at least two out of three pass through +this period of intellectual unrest, young men being in the majority.</p> + +<p>Many causes contribute to this condition, but chief among them is the +maturing strength of reason and will. The new power to think God's +thoughts after Him, to trace cause and effect, to understand subtle +relationships, intoxicates the soul. Everywhere in the world around, the +pre-eminence of reason is acknowledged. The atmosphere of the university +and the college which surrounds the favored young men and women is an +atmosphere of scientific accuracy, where reason applies the tests. The +world of business, of finance and of statecraft all bow to reason,—why +not the spiritual world, and then by searching, the soul attempts to +find out God. As in the wisdom of God divine things do not yield up +their treasures in intellectual investigation but in revelation, the +thick darkness gathers. Even that which had been once known by faith +seems strange and unreal from this new view point. It is a critical time +for a soul when it is learning that in one realm reason does not go +before, but faith. Any harshness or lack of sympathy on the part of +another or evident disappointment in the life is very serious at this +point. The will asserts itself under such measures and from the pliant +attitude, "I cannot believe what I cannot explain," it takes the defiant +attitude, "I will not believe what I cannot explain."</p> + +<p>The marvelous dealing of our Lord with Thomas is a picture of His +gracious dealing with every doubting heart, and ought to be the +perpetual model for every one who attempts to give help at this time. +When the Master stood before that disciple who said he would not believe +unless he had the indubitable proof of a physical testing, He spoke no +words of censure, no words of His pain that Thomas had been so long time +with Him and yet did not know Him in faith. "Jesus said, 'Peace be unto +you. Reach hither thy finger, and see My hands, and reach thither thy +hand and put it into My side and be not faithless but believing,' and +Thomas answered and said unto Him, 'My Lord and my God!'"</p> + +<p>With like patience and infinite tenderness, the Spirit deals with the +troubled heart today. He makes the past days with God live again in +memory, if the life has known Him, and the soul can not deny in its +reason the reality of what it has lived through in its experience. He +uses every Christian life that can bear the search light as an +irrefutable argument of the verity of the unseen. He brings the peace of +God that passeth understanding, yet fills and thrills the soul as every +service for Him is rendered even in the darkness. He calls through hard +experience where reason can bring no comfort and the will is palsied, +through the abiding unrest and longing of a heart that is feeling after +God in its own way, instead of His, and through the drawing of childhood +habits of love and trust. When at last, spent out with struggle and +longing, the soul is willing to come back to the Heavenly Father as the +little child who used to be, asking only to walk hand in His, in dark or +light, a new consciousness dawns, clear, sure and absolute that, "Thus +saith the Lord," is more than reason, and the triumphant song rings +out, "I know whom I have believed, My Lord and My God!"</p> +<br /> + +<p><b>APPLICATION TO SUNDAY SCHOOL WORK</b></p> + +<p>The Sunday School touches a life just entering maturity at the focal +point toward which all nurture has been tending. Enriched by years of +absorption, with ideals defined and channels of expression traced, the +soul faces an open door, bearing the inscript "Service." It is that each +soul may enter the door and give back to a waiting world its best, that +nurture has brooded and guarded through the years.</p> + +<p>The great work of the Sunday School is to impel the soul to take this +step, and taking it, say, "I am debtor." This can not be done through +any system of methods, neither are narrow interests or unexacting tasks +sufficient to arouse all that the soul has now to give. The great sweep +and mighty force of world movements are alone adequate for a soul in +touch with God and infinities.</p> + +<p>There has never been a time in the history of Sunday School work when +there were such far reaching, thrilling movements through which to +appeal to manhood and womanhood as at the present time, and God's Hand +is not hidden in the matter.</p> + +<p>The Adult Bible Class movement, enlisting the greatest company of +thinking men and women ever gathered for the study of the Word, is a +call to open loyalty to the Book and to the church, that is winning +recruits by the thousands.</p> + +<p>The great Teacher Training movement, with its exacting standards and +high ideals of preparation, is leading the choicest young people to seek +the holy service of teaching.</p> + +<p>The world encircling Missionary movements, the definite plan to give the +gospel to every man, woman and child in this generation, the marvellous +ingatherings already reported from the foreign field, the unparalleled +opportunities to make richest investment of life in the waking Orient, +these arouse the enthusiasm and conviction which issue in prayers and +gifts and pledge of Student Volunteers.</p> + +<p>In our own land, the ethical awakening with its triumphs for Temperance +and civic righteousness, the great conventions and conferences held for +the Kingdom, the sweeping evangelistic campaigns with their trophies for +Christ, and the new life stirring in the church, movements all, God +initiated, God directed, throbbing with His Almighty power and revealing +the oncoming of His triumph, these give the challenge and the +inspiration to men and women, and response is coming in ever swelling +volume, "Here am I, send me!"</p> + +<p>It is the crowning mission of the Sunday School to relate these great +interests to individual lives, and interpret for them the meaning in +terms of love and service. To whom shall the task be given? To the +teacher of transparent life, who can hold the world and the one in his +heart, who can read the signs of the times and the signs of the soul, +and who has nurtured with the Divine One through the years, to him shall +be given God's crowning task with an Unfolding Life.</p> +<br /><br /> +<hr class="full" noshade> +<p>***END OF THE PROJECT GUTENBERG EBOOK THE UNFOLDING LIFE***</p> +<p>******* This file should be named 13533-h.txt or 13533-h.zip *******</p> +<p>This and all associated files of various formats will be found in:<br /> +<a href="https://www.gutenberg.org/1/3/5/3/13533">https://www.gutenberg.org/1/3/5/3/13533</a></p> +<p>Updated editions will replace the previous one--the old editions +will be renamed.</p> + +<p>Creating the works from public domain print editions means that no +one owns a United States copyright in these works, so the Foundation +(and you!) can copy and distribute it in the United States without +permission and without paying copyright royalties. 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For +example an eBook of filename 10234 would be found at: + +https://www.gutenberg.org/dirs/1/0/2/3/10234 + +or filename 24689 would be found at: +https://www.gutenberg.org/dirs/2/4/6/8/24689 + +An alternative method of locating eBooks: +<a href="https://www.gutenberg.org/dirs/GUTINDEX.ALL">https://www.gutenberg.org/dirs/GUTINDEX.ALL</a> + +*** END: FULL LICENSE *** +</pre> +</body> +</html> diff --git a/old/13533.txt b/old/13533.txt new file mode 100644 index 0000000..5375fb9 --- /dev/null +++ b/old/13533.txt @@ -0,0 +1,3662 @@ +The Project Gutenberg eBook, The Unfolding Life, by Antoinette Abernethy +Lamoreaux, et al + + +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + + + + +Title: The Unfolding Life + +Author: Antoinette Abernethy Lamoreaux + +Release Date: September 26, 2004 [eBook #13533] + +Language: English + +Character set encoding: ISO-646-US (US-ASCII) + + +***START OF THE PROJECT GUTENBERG EBOOK THE UNFOLDING LIFE*** + + +E-text prepared by Stephen Schulze and the Project Gutenberg Online +Distributed Proofreading Team + + + +THE UNFOLDING LIFE + +A Study of Development with Reference to Religious Training + +by + +ANTOINETTE ABERNETHY LAMOREAUX + +With Introduction by Marion Lawrance + +1907 + + + + + + + +TO + +My Precious Father and Mother, +in whose daily ministry +I have seen the beauty and learned the meaning +of Christian Nurture, +this book is affectionately dedicated. + + + + +CONTENTS + + CHAPTER + + I FUNDAMENTAL PRINCIPLES OF DEVELOPMENT + II EARLY CHILDHOOD + III EARLY CHILDHOOD--Continued + IV EARLY CHILDHOOD--Concluded + V CHILDHOOD--SIX TO TWELVE + VI THE JUNIOR AGE--NINE TO TWELVE + VII ADOLESCENCE +VIII MIDDLE AND LATE ADOLESCENCE + + + + +INTRODUCTION + + +Having read with much care the proof sheets of this book, I am prepared +to say three things about it, and it gives me pleasure to say them here. + +1. THE BOOK IS WELL NAMED. "THE UNFOLDING LIFE." Turn which way we will, +we see life unfolding all about us, and yet how faintly are its +mysteries understood! And is it not the one thing above all others, +which teachers, mothers, fathers and all of us, need to understand? It +is well that our attention has been called to this most vital of all +themes by a book, whose very name compels attention to its content, and +whose content is but its name in fuller treatment. + +2. THE BOOK IS WELL WRITTEN. Such books as this should be read slowly +and pondered well; but this book by its fascination will tempt one to +read too rapidly. Its line of argument is logical; its diction is as +pure as the bubbling stream; its truths are evident and compelling. It +presents the purest psychology stripped of all mystifying +technicalities, and clothed in language which even a child can +understand. The reason for this is plain. It is the "Beaten Oil" drawn +from the rich and ripe experience of one of the best students of +childhood and teachers of children in our land. + +3. THE BOOK IS WELL TIMED. Teachers are seeking now as never before to +understand the soil in which the living seed of God's Word is to be +cast. Nothing can be more important than this. The author deals largely +with the every day problems of the average home and Sunday School, thus +rendering the highest service to the great army of ordinary teachers and +mothers. While this book will be hailed with joy by all such, it will +nevertheless command a place by the side of the highest grade books on +the subject. There never was a time when any book on any subject was +more greatly needed than this book is needed now. It would be a boon +indeed to every home, and to every Sunday School as well, if all +teachers, mothers, yes, and fathers too, would read and re-read "THE +UNFOLDING LIFE." + +MARION LAWRANCE. + +Chicago, March, 1908. + + + + +FOREWORD + + +The greatest thing in the world is a human life. The greatest work in +the world is the helpful touch upon that life. Here and there an artist +in soul culture is found at the task, but the many are unskilled and the +product of the labor is far from a manhood "perfect in Christ." + +In dealing with things, the vessel marred in the making can be set aside +or fashioned anew, but a life is for eternity. The faulty work can not +be undone. The mistake can never be wholly rectified, for life never +yields up what is given it. The look, the word, the invisible atmosphere +of the home and church, the sights and sounds of all the busy days enter +the super-sensitive and retentive soul of the child and are woven into +life tissue. Character has no other from which to fashion itself. +Therefore its final beauty and worth will be determined in large +measure by the quality of the material which entered in. + +It is with earnest desire to help some parent or teacher in the divine +work of soul nurture, that this volume is offered. There is no attempt +to add to knowledge in Child Study or Psychology, but rather to +interpret certain of their fundamental facts and principles with +reference to Religious Training. + + + + +CHAPTER I + +FUNDAMENTAL PRINCIPLES OF DEVELOPMENT. + + +Row upon row they stretched, fifteen acres of regal chrysanthemums, +roses pink, yellow, white and red, fragile lilies of the valley, +carnations and vivid orchids, no two alike, yet all expressions of plant +life. Skilled gardeners from England and Germany were busy with these +exquisite flower children, watering, pruning and training upon slender +cords, that every bud might come to perfect unfolding. The laws of the +plant world and the law of each individual flower were well known to +them. They knew that all required sunshine and soil, warmth and +moisture, but in varying amount. The chrysanthemums grew in the +sunlight, while only a few days before cutting could the lilies of the +valley be released from their darkened beds. All needed cultivation but +not in the same way. Some were massed, while yonder were thousands of +carnations, and every one sole monarch of its own little garden plot. +Painstakingly and completely, day after day, the needs of each frail +life were met, until the flowers grown in this greatest of Canadian +greenhouses have become renowned far across the border for their +unsurpassed beauty, coloring and size. + +The quiet walk between the glorious masses of bloom that October +afternoon brought a vision of a greater Child garden, with an infinite +variety of human plants to be tended, every one with its own +individuality, needs, possibilities and a divine purpose for it +cherished in the heart of the Heavenly Gardener. The work of nurture He +has given to parents and teachers, longing unspeakably that it shall be +so wise and tender that His plan for every life may be realized. + +But as the earnest soul takes up the task, it seems so bewildering. +"Three little ones in the home, and every one different! Ten boys in the +Sunday School class and no two alike! Where does nurture begin? How is +it carried on?" + +Though the differences in human lives are countless, there are certain +great likenesses. All have life, needs, possibilities; they all grow and +develop in the same general way. From these common likenesses have been +formulated a few principles which are as helpful to a child gardener as +a knowledge of the laws of plant life to one who nurtures roses and +carnations. Their understanding is not dependent upon physical +parenthood. God will interpret the meaning to any one whom He calls into +fellowship with Himself in the matchless work of soul culture. + +I. The First Principle deals with the nature of life--What is it? Some +answer must be given in order to arrive at an aim, a method, and an +inspiration for work. If a child is only a beautiful figure upon which +to display dainty garments, the mother has a plain pathway marked out +for her. If a boy is a capacity to be filled, or a machine to grind out +facts or dollars, the teacher's course of action is clear. + +God's conception of life is surely greater than these, yet He never +gave a definition. Jesus said it is more than meat, that it is worth +more than all the world, that it does not consist in abundance of +things, that it is eternal, but He nowhere tells us what it is, for He +can not. It is a part of God. He can only make us understand it in any +wise by giving its characteristics and values. Perhaps these may come to +us more clearly through considering first what life is not. + +1. Life is not merely "plastic clay" to be moulded, or a "block of +marble" to be hewn according to the will of the sculptor. + +This poetic conception emphasizes rightly the tremendous power of +environment and personality in shaping character, but it is really a +dangerous half truth. If the child were a block of marble, he would be +no different from the dead, inert lump that lies in the studio awaiting +the will of the sculptor. They would both be things. But a child has +life, and the difference between life and thing lies in an inner power +or activity which life possesses and uses when and as it will. This +activity has to be reckoned with. Sun and rain and earth can not make a +plant grow if it does not use its own mysterious inner force upon them. +No sort of influence can affect a life, if the life does not respond to +it. This response will be either receiving or rejecting the influences +that come, working with or against them. Assuredly this is a condition +very different from "plastic clay." Two great tasks, therefore, are +included in the work of nurture: the first, to see that all that comes +to plastic life from the outside is what it ought to be; the second, to +somehow arouse the power within to vigorous effort upon the best things. + +2. Life is not a "pure white page," even in its beginning. + +There is here also a half truth, and an error. Life is unstained by +guilt in its early years. It comes innocent from the hand of God, but +fingers long since vanished have traced lines that mar the perfect +whiteness. There are tendencies away from God as well as toward Him, and +these are not the result of environment. Environment will cultivate +tendencies but can not implant them. Favoring conditions will make an +apple tree produce magnificent apples, but they will never implant in it +any tendency to bear roses or produce thorns. Failure to recognize the +fact of two sets of tendencies in the life will lead to a fatal mistake +in nurture. Christ will be presented only as an Example and not as a +Savior also, thus setting before a life its pattern and leaving it +impotent to reach it. + +3. A life in its beginning is not a "little man." + +The element of truth in this conception is perhaps less than in either +of these preceding. It is indeed true that child life is that out of +which man life is to come, but the difference is more vital than that of +inches or strength. The bulb shelters a lily life, but the difference is +greater than size. The chrysalis will bring forth the butterfly, but the +two are not identical. Childhood will unfold into manhood, but each has +its own characteristics and needs, differing in largest degree. + +The physiologist tells us that it would be hard to find many important +points beyond the most fundamental laws in which the infant and the +adult exactly resemble each other. (Oppenheim.) In bodily proportions, +in actual composition of bones, muscles, blood and nerves, in size and +development of the organs, the differences are wide. + +The psychologist proves that there is equal variance in mental +conditions. The man has a sense of responsibility to his neighbor and to +God, unknown to child life. He thinks and reasons and judges as the +child mind can not. His whole outlook upon life is opposite from that of +the child. + +We recognize this difference in caring for the body, and the babe is fed +on milk and the boy on meat. But the difference must be recognized as +equally important in caring for the soul. Just as meat is meat, whether +minced or uncut, and therefore unsuited for a tiny life, so doctrine is +doctrine, whether stated in words of one syllable or four, and equally +unsuited to a beginning life. Paul refers to those who need milk and not +solid food, spiritually, because they are "without experience of the +word of righteousness," clearly indicating a difference in the kind of +instruction, not the amount. The subject matter must be adapted to the +life, not merely the number of syllables, the method of teaching, as +well as the length of the lesson. Without this careful adaptation of +food and method, the developing life will be under-nourished, and the +most vigorous maturity be impossible. + +But these negative statements only safeguard against mistakes by telling +us what to avoid. A real working basis must be found in a positive +principle. + +The study of an unfolding life at any time in its development always +reveals two supreme facts, possibilities peculiar to that period, and +self activity. The First Principle of development combines these two +facts and gives us our nearest approach to a definition. + +"Life is a bundle of possibilities and self activity." + +The block of marble has possibilities, so has molten metal and a tube of +paint; but life has possibilities plus inner power. The three +imperative "Oughts" for the parent or teacher are herein suggested. + +First, he ought to be able to recognize each possibility as it appears. + +Second, he ought to know how best to deal with it. + +Third, he ought to know how to stimulate the activity to greatest +endeavor. + +II. The Second Principle states the relation of nurture to the unfolding +of these possibilities. + +"The direction and degree of development are largely determined by +nurture." + +Every possibility in a life, unless it die out, must develop either +upward or downward, toward the best or worst. This development, whether +in a plant or a boy, depends on what is given the life to work with and +the use that is made of it, or, stated in more dignified terms--the +development is a result of influences that come to a life and the +response made to them by activity. The sort of influences and the sort +of response given will determine the sort of development. When some one +is consciously endeavoring to make both outer influences and the inner +working of the life the best possible, it is called nurture. + +The responsibility that grows out of this thought of nurture is almost +crushing, yet its opportunity is sublime. To make a boy strong for his +life work, because the right word was spoken at the critical moment, the +encouragement given just when his purpose was faltering, to help a girl +reach glorious young womanhood because the inspiration came as she stood +at the parting of the ways--surely this, in a very real sense, is +working with God. The story of almost every life of marked power, +reveals a human touch at the cross roads. Is this one meaning in the +Master's words, "Inasmuch as ye did it," or "Inasmuch as ye did it not?" +"I would have been on the foreign mission field seven years ago," said a +splendid young man, "had not my Sunday School teacher laughed at me when +I told him my new born desire. I expect to go now, but what of those +seven years?" + +If the home and the church should begin at once to obey God's command +to nurture the children "In the chastening and admonition of the Lord," +with all that means, the next generation would see the kingdoms of this +world given to Christ and the advent of the King. + +III. The Third Principle defines the work of nurture. + +"Nurture must care for both nourishment and activity." + +1. The Watch Care over Nourishment. + +Nourishment is the general term for all that upon which the life feeds. +It is given both consciously and unconsciously and is absorbed in like +manner, but in its effect upon the life, the unconscious nourishment has +greater power. + +(1) Unconscious Nourishment. + +(a) The first factor in unconscious nourishment is personality. + +Just as truly as the physical life is nourished by life, so is the +mental and the spiritual. Standards of living, ideas, a sense of values, +opinions, do not come from text-books but fathers and mothers. The +lesson from the printed page may fail to gain entrance, but the lesson +from the teacher's life, never. This explains the success of many a +humble mother and the failure of many an intellectual teacher. It is at +the very heart of all work for another. + +Its first message is a personal one. It tells the worker that his life +is more compelling than his voice; that the Word must again become flesh +to give it authority. It tells him further that if he is to be the bread +of life to growing souls, his own pasturage must not be things, but in +reality, the living Christ. + +The other message applies to his work. While every life that touches his +will always carry away something from the contact, the most helpful +human life can never suffice for another's nourishment. Each soul needs +the complete Christ for itself. The amazing thing among parents and +teachers is their unconcern over His absence from the lives of the +children. Years pass, and precept, lesson and admonition are given, +while Christ, the Life, is not definitely and personally offered. +"According to their pasture so were they filled." Is not this the +explanation of so many meagre lives? + +(b) The second factor of unconscious nourishment is environment with +its subtle atmosphere. + +The importance of environment is found in this great law, that life +tends to become like that which is around it. So strong is the tendency +that the only escape from conformity lies in real struggle. This a +little child rarely puts forth, and an adult not always, for it is far +easier to follow the line of least resistance and "be like other +people." + +Growing out of this power of environment comes the problem of all +philanthropic and religious work--how to overcome the influence of +harmful surroundings. The need is obvious when the surroundings are +vicious, yet the home does not need to be in the slums to injure a +growing life. It only needs to be Christless. This may seem a very +radical statement, but it is nevertheless true. Arresting the highest +development is as truly an injury as giving to life wrong direction. Has +not a plant been positively injured when its most beautiful +possibilities are unrealized because of unfavoring conditions? Is not a +body, undersized and stunted because of lack of fresh air and food, as +truly deformed as though the back were bent? Has not that soul received +the most cruel of all injuries, when its divinest possibilities can +never be attained either because of spiritual starvation or +misdirection? The Church and the Sunday School attempt to furnish a +counteracting environment, but it is infrequent and brief. The only +power which can render this temporary, religious environment mote +effective in influencing character than a harmful, permanent one, is the +Divine. A church building or a Sunday School session of itself, can +accomplish little, placed over against a home. Methods of grading and +forms of worship are impotent in themselves. It is only a living Christ, +actually vitalizing the lesson and the sermon and the plan of work Who +makes them efficacious. + +If this be so, then the teacher who goes to the home itself to press the +claims of a personal Savior on the father and mother, has after all +reached the heart of the problem of environment. + +(c) The third factor of unconscious nourishment is the Superhuman +Power. + +This thought has been suggested in connection with personality and +environment, but it demands separate emphasis. It is not an easy thing +in the stress of the visible to remember the greater power of the +Invisible. The most earnest Christian worker is sometimes overwhelmed by +discouragement or, again, unduly confident because of the perfection of +system and method, forgetting that God knows no obstacle, and that He +alone can put life into a plan of work. + +But though God uses men and methods, He does not always so approach a +life He deals directly with a soul through the influence of the Holy +Spirit, and life receives its most holy nurture in those sacred hours. +Therefore, the highest service permitted a Sunday School teacher is to +pray effectually for the brooding Spirit to rest upon the pupils in his +class. The mother can do nothing which shall mean so much for the +precious life in her arms as learning, herself, the secret of prevailing +prayer, for, "If we ask anything according to His Will, He heareth us; +and if we know that He heareth us, whatsoever we ask, we know that we +have the petitions which we have asked of Him." Therefore, O Lord, +"Teach us to pray." + +(2) Conscious Nourishment. + +This is definite instruction so given to a life that it is appropriated. +A large part of attempted instruction is never taken in. "I have told +you over and over again," says the despairing mother, but telling does +not always involve receiving. Placing nourishing food before the boy +does not necessarily mean stronger muscle and purer blood. He must eat +and digest it. Teaching, to be nourishment, requires first, careful +adaptation of the subject matter, then presentation in such a way that +the mind will voluntarily reach out, lay hold upon and assimilate it. +God again gives the key to real teaching in the word "engraft." Its +process in the physical and mental world is identical. First, the +delicate adjustment, then a vital union, and lastly, new life resulting. + +2. The Watch Care over Activity. + +We have considered nurture in its work of supplying the best +nourishment to growing souls, and now its care for activity must be +noted. Since the subject will be discussed more fully in a succeeding +chapter, only the necessity for the nurture will be considered here. +This necessity appears in the four-fold result of activity. + +(1) New Experiences. + +This is the first result to the child from ceaseless movement of hands +and feet and eager eyes. In early life he is not conscious of seeking +the new experience, he only wants to be in motion. In later life, energy +is definitely put forth for some desired end. But whatever the motive, +experiences helpful or harmful, according to the sort of activity, +result, and they enter character at par value. + +(2) Growth or Increase in Size. + +Activity is necessary before anything given to the body or the soul can +become a part of life. Food must be acted upon by the digestive, +circulatory and assimilative organs to make it bone and muscle and +nerve. The mind must think upon the fact in order to add it to the store +of knowledge. The heavenly vision must be obeyed before Christian +experience is enlarged by it. + +But there is another aspect of this same thought. Just as truly as +activity must precede assimilation, so truly does assimilation follow +activity. It may be stated more simply in this way. Nothing can become a +part of the life until it has been acted upon; when it has been acted +upon it can not be taken out of the life. When digestion is finished and +the food is bone and muscle, it can not be withdrawn. When the idea has +been thought in or acted upon, it has by that process become a part of +the life, and though it may fade from memory its influence is abiding. + +(3) Development or Increase of Power and Skill. + +Every muscle exercised gains greater freedom. Every knotty problem +mastered means increased mental ability. Every victory means greater +power in resisting temptation. Whatever the action, whether good or bad, +helpful or harmful, greater skill and power in that direction follows +it. + +This other very important fact needs to be clear, that no amount of +energy put forth for another will mean development for him. He must +exercise his own arm for strength and solve his own problem. Development +only comes through the effort of each individual for himself; hence the +best teacher is the one who can rouse the pupil to the greatest +endeavor. + +(4) Habit Formation. + +It is impossible to act, physically, mentally or spiritually, without +making it easier to repeat the action, and soon ease passes to tendency, +then tendency to compulsion, and life is in the grip of a habit. This is +the inevitable outcome of activity, until "nine-tenths of life is lived +in the mould of habit." + +If it be true that habit is "ten times second nature," the importance of +directing activity toward the formation of right habits needs no +discussion. + +IV. The Fourth Principle of unfolding life deals with its crises. "The +crucial points in development are those times when new possibilities +begin to unfold." + +The life comes from God complete in its possibilities, but at the +beginning all is in germ. As life progresses, development of these +possibilities proceeds, but it is not uniform. The body acquires ability +to control the larger muscles before it can adjust the finer and more +complex ones, as instanced in the child's ability to walk before he can +thread a needle. The mind is able to imagine before it can reason +clearly. The feelings center on self before they reach out to the world +around. As every new possibility begins to develop, two serious facts +must be remembered: + +(1) Direction must be given in the beginning before tendencies are +fixed. + +A beginning is always a time of easy adjustment and flexibility. +Business corporations can readily alter a course of action before a +policy has been established. The nurseryman can easily secure the +straight trunk of the mature tree in the yielding sapling. The law is +just as true when it touches human life. The trend of any possibility is +determined largely in the beginning of its unfolding. After that time +has gone by, conditions are practically fixed, and he that is unjust +will be unjust still, and he that is holy will be holy still. + +(2) Future strength and vigor are largely determined in the beginning of +development. + +It is well nigh impossible to overcome the effect of early neglect. If +the culture of the growing stalk is passed over, the corn in the ear can +not be full. If the bodily needs of the boy are unmet, he can not reach +his full development as a man. If his budding intellectual life, his +awakening feeling life, or the delicate unfolding of his spiritual life +is neglected, a complete, rounded out maturity is impossible. A starved +childhood is always the prophecy of a stunted manhood, while life +nourished in its beginning foretells vigorous maturity. + +V. The very important question now arises, "How may these crucial times +be recognized?" The answer is given in the Fifth Principle. "A new +interest always accompanies an awakening possibility." + +The increasing love of a story discloses a growing imagination. The +passionate hero worship of a boy's heart reveals the fact of a budding +ideal. The interest in clubs and desire for companionship tell of +awakening social feelings. Life is always the exponent of its own need +to one who cares to know, and it further reveals what should be given +it, and how. + +VI. The Sixth Principle has already been touched upon in the preceding +discussion, but it needs the emphasis of special statement, because of +its importance. "Development is from within, out, through what is +absorbed, not from without, in, through external application without +absorption." + +If development were a matter of external application, the post would +grow and the stone and the stick, because they have earth and air and +moisture around them. If it came from without, in, the most admonished +child would be the best, the most talked to pupil the wisest, but the +reverse is usually true. That which adheres simply to the surface of +rock and child is veneer, which the testing circumstance will rub off. +Only that which is assimilated is of any value to the life. + +These are the great principles revealed in the development of life from +infancy to maturity. The factor of human contact appears in every one. +The question, "What is my touch upon this unfolding life?" can not be +evaded. The stonecutter takes the marble and hews out the rough block; +the sculptor finds its hidden soul. The artisan takes the canvas and the +common sign appears; the artist makes it immortal. But God gives life to +parents and teachers to fashion. Will hands clumsy and unskilled, miss +the perfect beauty, or the touch of master workmanship bring forth a +likeness to the Christ? + + + + +CHAPTER II + +EARLY CHILDHOOD + + +The first period of life, Early Childhood, includes the years from birth +to about six or, in Sunday School phraseology, the "Cradle Roll," from +birth to three, and the "Beginners," from three to six. + +It is a temptation to note at length the marvelous achievements of a +little life in its earliest years, as it comes, + + "Out from the shore of the great unknown, + Blind and wailing and alone, + Into the light of day. + * * * * *. + "From the unknown sea that reels and rolls, + Specked with the barks of little souls, + Barks that were launched on the other side, + And slipped from Heaven on an ebbing tide." + +The wealth of material, however, clustering around each period of +developing life is so great that selection must be made. Therefore only +those facts illuminating the chosen theme of religious nurture will be +considered. + +The baby's world is a "big, blooming, buzzing confusion," according to +James, but gradually, cosmos emerges from chaos. The senses, clouded at +first, become clear and active. Adjustment and voluntary control of the +larger muscles are secured. The art of walking is mastered, and the +great feat of learning a language practically unaided, is well under +way. The awakening mind learns to know certain objects and simplest +relationships within a very limited sphere, and through ceaseless +activity, new experiences are constantly coming in to the soul. + +Guided by instinct and impulse, responding to any wind that blows, +sensitive and retentive as the plate of a camera, + + "Just a-yearning + To be learning + Anything at all," + +can any religious nurture be given to this tiny little bundle of +possibilities? Manifestly, it will not be through precept and +admonition, for they are meaningless, yet never will life be more open +to the influences of impression and atmosphere than at this time. The +child can not understand their import as they come, but he will feel +them. He does not understand love, but he feels it. He can not +comprehend personality, but his restless little body grows quiet in the +tender arms of a strong father. He responds to the fretfulness or +gentleness of the mother, the noisy confusion or peace of the home. +These multitudinous impressions become his life, though he can not grasp +their meaning. + +Just as surely does he drink in impressions which have the Divine +element. What they speak to him only God knows, but some message is +theirs. The picture of the "Good Shepherd," of "Jesus Blessing Little +Children," of the "Madonna and Child," perform their silent ministry to +his soul. He is peculiarly sensitive to the reverence and worship in +lofty music. In the evening tide of a Sabbath day, a father was seated +at the piano, while the two older children stood near, and a wee one of +two and a half years listened from his mother's arms. The songs used in +Sunday School were sung one after the other, and then came the baby +voice, "Papa, sing about Dod." "Do you mean, 'Holy, Holy, Holy is the +Lord'?" he asked. "Yes," was the answer, and in the hush of the +twilight, the worship of the children blended with the worship of the +angels, and who shall say they did not all behold the Father's face? + +The nurture of these years is as silent as that of the dewdrop upon the +blade of grass, but it is as real. God's voice is the still, small voice +that ever speaks in quietness. The stillness of the moment at the +mother's knee, the prayer repeated in the reverent, low tone of the +mother's voice, the earnest prayer for him offered in his presence, the +Christ-like living in the home, all carry their holy influence to his +soul. He feels God, without knowing Him. But there shall come a day when +the Voice that has gently called him will be recognized, and he will +say, "Speak, Lord, for thy servant heareth." + +But general nurture must be supplemented by the definite nurture of +each growing possibility. Though the principles underlying this careful +watch care and training are stated in connection with Early Childhood, +they are applicable to every succeeding period where the same power is +developing. + +PHYSICAL ACTIVITY + +The most marked characteristic of the entire period of early childhood +is physical activity, manifesting itself largely in restlessness. The +nervous force which later will be used in complex mental processes, now +seeks expression through hands and feet and tireless body. + +In early infancy activity is entirely purposeless and unwilled, merely +the instinctive movement of every part of the body. Gradually, however, +through the contact with different objects brought about by his +restlessness, the baby learns to reach out for what he wants, and +purpose in the activity begins to appear. Later, play affords an outlet +for the constant flow of this pent-up power, and the child lives over +again those activities of the busy life around which appeal to him. + +From the previous discussion of activity, we know that the child is +bringing about far-reaching results, all unconscious to himself, through +this never ceasing restlessness of every waking moment. He is growing, +through the kneading process of constant movement; he is developing +freer use of his muscles; he is building new experiences into character, +and he is forming habits of life. How then may this great force be +nurtured so that greatest results shall follow? + +The law of activity must first be understood. It has been very +succinctly stated, "Activity must act, explode or cease to generate." + +If it cease to generate entirely it means death, for every organ of the +body is using it. If it lessen in amount, it means lowered vitality, and +indicates illness or abnormal conditions in some way. The over-strained +mother who says to a little one of this age, "I wish you could keep +still for five minutes," does not realize what she is expressing. It has +been demonstrated in scientific tests, that the perfectly normal child +under six can keep absolutely still but few consecutive seconds, +therefore the desire could only be fulfilled through some disturbed +physical condition which would lessen the amount of life itself. Any +diminution is everywhere felt, for the same activity which impels hands +and feet, impels also the hungry senses, the eager curiosity and every +part of a growing mental life. Fortunately for the child, God's finger +is on the dynamo of his life, and as long as He wills the activity can +not cease to generate. + +There are but two alternatives left, an action or an explosion, for +activity can no more be confined than steam in an engine. If the +explosion has occurred, it has resulted from successful repression. The +stopper, "Don't," has been inserted in the last opening through which +the nervous force could expend itself, and after a moment of dangerous +calm, the inevitable occurs, and the happiness and peace of the entire +home is for the time destroyed. The result is just as sure as that of +confining an expanding gas, while its disaster is wrought in the mental +and moral as well as the physical realms. Fortunately again for the +well-being of the child, it is difficult to secure the last outlet, so +fertile is his busy brain. + +But without the explosion, the results that come to a child from a +policy of repression are very serious. Briefly stated, they are first, +irritability and nervousness. The refinement of cruelty is dealt to a +little child, compelled by superior force to act contrary to God's law +for him and "Keep quiet." Activity which should normally be expended, +when confined, reacts upon the cells of the body so that soon there are +physical reasons beyond the child's control for his nervousness and +crossness. + +Second, Friction, in which defiance and stubbornness appear. The +severest test which could be imposed upon adults would be a constant and +apparently arbitrary thwarting of their desires. Is it to be wondered at +that a little, unreasoning life which hears "don't" by the scores of +times from morning till night, grows rebellious, vindictive and +obstinate? + +Third, Unhappiness and a sense of alienation. Sympathy between two +persons is impossible when they are at cross purposes, and happiness +which is God's gift to childhood can never be realized when souls are +out of touch. Further, discouragement and consequent loss of incentive +to effort must inevitably overwhelm a little life that never does +anything right. + +Fourth, weakened will and character. This is the most serious result of +all. One of the great principles already stated makes it clear that +development can come only through the activity of the individual +himself. If the child is constantly withheld from doing by the word +"don't," he can not reach the fullest development of character. +Furthermore, character is not built negatively but positively. A +building can never be erected by merely keeping out of it all unworthy +material. There must be an actual putting together of brick and mortar, +and the great truth is evident that whenever a place is filled by the +good, the bad is in that very act kept out, whether in buildings or +character. The motive back of many a "don't" is worthy, and often there +may be no alternative but to instantly check an action, but for the +effect on character building there is a more excellent way than +repression. It lies in the expression suggested in the law of activity, +but expression under direction. + +Some parents realize the necessity of allowing the child's activity to +be expended, but fail to see the other side of the matter, namely, that +while activity means development, the sort of development that follows +will depend on the character of the activity. It is important that a +boy's energy be given an outlet, but it is more important whether it +make of him a gentleman or a hoodlum. The guidance or neglect of the +activity will determine which it is to be. + +Too frequent emphasis can not be put upon the fact that every outgoing +activity traces a little deeper some pathway that tends toward a habit. +The mistake is often made of thinking that habits can be formed only by +"taking thought." It is true that some of the finest habits of life are +built into character with painstaking effort, but untidiness and +selfishness and irreverence and all their kin reach fullest unfolding in +the thoughtless outflow of activity, when no one is attending. + +But activity, untrammeled, means more than wrong habits. It means +lawlessness and undisciplined character. The child who has learned no +higher authority for his acts than his own erratic whims, has laid good +foundation for future disregard of the laws of man and God. + +The converse of all that has been said concerning both repression and +neglect of activity characterizes its wise direction. When the child, +ignorant and unskilled, hears a voice saying, "This is the way, walk ye +in it," his willing response means activity going out in right channels +or the formation of right habits. It means a dual joy for him, the joy +of activity itself and also the joy from the approval and sympathy of +the parent or teacher. Under encouragement he puts forth greater +effort, which means constant development of greater power. Yet more than +all, it means that he is learning the greatest lesson of early life, +obedience. + +Obedience is only activity under law. It begins with submission to the +will of the parent, but when at last it is a response of the whole life +to the will of God and rendered of voluntary and loving choice, it has +reached its highest unfolding. This is the goal toward which all nurture +of activity must be directed, else no life is safe after it goes out +from the restraints of the home. In the heart of the parent who is a +seer, the mere closing of the door or putting away of the toy in +response to a request is not the thing most desired, for that is +external and true obedience is internal. The father, possessing insight, +wants the heart as well as the hand of the boy to close the door or put +away the toy. Without this, no victory is gained. The act itself is the +least of all. "Sacrifice and offering thou didst not desire. ... Then +said I, Lo, I come. ... I delight to do Thy will, O my God; yea, Thy law +is within my heart." This attitude of voluntary heart acquiescence to +the will of another is never the product of compelling power, else God +would force His children to obey, since obedience is the thing He most +desires. Force can sway the hand but not the heart. Paul, whose tireless +activity spent itself out under the direction of his Master, discloses +the great secret when he says, "The love of Christ constraineth us." The +eternal Father says to His child, "I have loved thee with an everlasting +love; therefore with loving kindness have I drawn thee." + +It is by love, by words of approval, by patient encouragement and help, +and also by experiencing the consequences of each act, whether joyous or +painful, that the child is led to follow the one who points out the path +for his activity. Soon he faces the words, "right," and "wrong," and +though knowing only at first that "right" is the thing permitted, and +"wrong," the thing denied, he feels the difference in the results of +each. Then he learns that the pathway of the thing called "right," is +not an arbitrary one laid down by mother or teacher, but the pathway +traced by God Himself, wherein we all must walk, parent and child, +teacher and pupil alike. When with dimmest understanding but loving +heart, he first sets faltering foot in that path, because he catches +glimpse of its shining light, that "shineth more and more unto the +perfect day," the one who has nurtured him will hear God's voice +speaking to his soul, "Well done, good and faithful servant." + + +HUNGRY SENSES + +Hungry senses, directed in their quest by a hungrier mind, mark the +second great characteristic of early childhood. These are the channels +through which the world around comes into the life of the child. The +sights and sounds of the physical realm, when carried beyond the portals +of the senses, under the marvelous transmutation of God's touch, become +ideas. The process, in so far as its secret has been revealed, will not +be discussed at this point, but rather the relation of these impressions +to character. + +In early years the senses are undiscriminating as far as the real worth +of an impression is concerned. The vulgar picture will be admired as +quickly as the beautiful one, if its colors are attractive. The impure +word is caught as readily as the pure. There is no standard of values; +even taste is not yet formed, and eyes and ears hungrily reach out for +anything to satisfy their voracious appetite. Each sensation which is +reported to the mind through the senses and intricate nervous system, +supplies an idea, embodying itself. It is with these that all the +thinking of the child is done, these rouse his feelings and prompt his +actions and, finally, mean character. Manifestly, then, his life can be +no better than the things he sees and hears, handles and tastes, for he +lives in a world of sensations and not of ideas. This was the thought of +the mother who said, "I never wash my little children's faces at night, +and put them to bed all sweet and clean on the outside, that I don't +think that I would give all the world if I could somehow get inside and +wash that too." But the inner cleansing from the influence of sight and +sound no hand can perform. God forgives sin, but even His touch does not +remove the impression of the picture or the word which memory has put +away. The only hope of beautiful character lies in bringing to the +unfolding life helpful influences which shall be stronger in their power +than the vitiating. When some definite counteracting impression is +needed, it is in the sacred confidences of the twilight hour, and at the +confessional of a mother's knee, that it can be most effectively given. + +Aside from the moral import of the impressions, there is a vital +relationship between the senses and the quality of the intellectual +life. Since knowledge can come to the child only through his senses, the +amount of knowledge, as well as its sort, depends upon the story the +senses tell. If they be dull, the knowledge is meagre and life has +little with which to build. If they be defective, the impression is +either falsely reported or not at all. Tests have revealed the amazing +fact that over fifty per cent of children have imperfect sight and +hearing. This means that the first idea given through eye or ear may be +wrong; consequently each subsequent idea growing out of it is wrong, at +least in part, and ultimately, false conceptions and mistaken courses of +action appear, all traceable directly to the ear that did not hear +accurately and the eye that told a false tale. + +There is also a direct connection between defective senses and conduct. +Naturally, the boy who can't see the blackboard, pays no attention to +the work placed upon it, and the child partially deaf, disregards the +words of the teacher. The overwhelming number of personally observed +cases of difficult discipline, disclosed the unvarying fact of defect, +either in the senses or the body itself. Therefore a teacher or parent +should be very sure that the "bad boy problem" is not physical rather +than moral, lest cruel injustice be done. + +While the dull senses call for limitless patience, that life be not +pitifully narrow, and the defective senses call for wise and remedial +attention, the normal, keen, wide-awake senses exact the most from the +conscientious parent or teacher. Eternal vigilance is the price of +beautiful building material for the character in such an unfolding life. +Each day adds to the store put away in the brain, to reappear later. "We +must soon be careful what we do before the baby," says the mother who +half grasps the connection between impressions and character building, +not realizing that the work is already far under way, that foundations +are in. Nurture of the senses must begin with the first dim reaching out +for impressions, that only the best may enter, that right tastes may be +formed, and self control in this fiercest battle-field of life be +learned. + + + + +CHAPTER III + +THE PERIOD OF EARLY CHILDHOOD--Continued. + + +As we come to consider the soul of the child, using this term not in its +religious sense, but to include all of life but the physical, we +understand that in reality it is indivisible. There are no separate +parts or faculties possessing unique powers such as reasoning, +remembering, feeling or willing. The whole soul remembers, feels and +wills. However, for the sake of clearness and convenience, when it is +reasoning, we are accustomed to speak of soul power in that direction as +reason, or imagining as imagination or willing as will. + +We must understand, also, that the soul of the child is as complete in +its possibilities as the soul of the adult, only they are undeveloped. +As life and environment grow more complex, new needs arise and these new +needs awaken soul power in a new direction. The expression "I didn't +know he had it in him," is frequently heard, as some one has shown +unexpected ability under sudden pressure of circumstances. Every brain +has millions of undeveloped cells, scientists affirm, signifying that +every life is infinitely poorer than it might be. The need is something +to arouse its latent power. + + +CURIOSITY + +The little child is at first in a world of total mystery. Sights, +sounds, sensations from contact come to him and all are unintelligible. +As they are carried to his brain, somewhere, somehow, they awaken a +desire to know their meaning, and as the tiny fingers are extended +toward objects the soul is reaching also. This soul reaching is +curiosity, one of God's most gracious and wonderful provisions for the +life, but so often its significance is misunderstood. If there were no +curiosity, there would never be any eager attempt to explore the field +of knowledge. The disciplined spirit of inquiry that makes for the +world's progress, is only a fuller development of the untutored and +disastrous effort of the child to find out about things. We forget that +before there can be a flower there must be a bud. Before there can be a +scientist who shall pick the rock to pieces to learn its secret, there +must be a child who picks a doll to pieces to see what is inside. The +pathos of childhood is its bowed head and mute lips under the blow and +the stinging word, because judgment is passed, not on motives, as the +parent demands for himself, but on the external appearance of the act. +We look into our Heavenly Father's face, out of the wreckage and +mistakes of a day, and say, "I meant to do it aright, but I am so +ignorant," and we are comforted that He looks at the heart and +understands. Can we be less pitifully tender toward His little ones? + +There are three marked manifestations of curiosity during this period of +childhood. + +(1) Questions. + +In the wordless years of earliest life, mysteries around the child can +receive only partial solution. But the day comes when language gives +him a key whereby to unlock the doors, and he begins to ask, "What is +it," then "Why," and "Where," and "How." This questioning period +commences about the age of three, and is in strong evidence for some +time. The answers involve for the most part nouns and verbs, not +adjectives nor adverbs, signifying that the child is not yet ready for +abstract qualities and characteristics. Simple facts only are sought at +first. Questions concern the names of things, activities connected with +them, causes and ends and the age-long mystery of origins. + +Passing by reluctantly any further discussion of this most fascinating +subject of children's questions, four great facts bearing upon nurture +must be noted. + +1. Repression of the sincere questioning of a child tends to weaken his +effort to acquire knowledge. + +2. Questions reveal a need felt by the child, and are a guide to the +kind of instruction he is ready to receive. + +3. A question not only reveals a need, but is also an assurance that +the instruction given will be received, for what the mind wants to +learn, it will learn. + +4. A sincere question demands a sincere answer. + +This statement would seem superfluous, if its need were not apparent in +questions dealing with the origin of life. God gives to the mother, +first, the sacred privilege of investing these most holy mysteries with +purity and sanctity, and through this confidence drawing the life of the +child into closer fellowship with her own. If the opportunity be cast +away through the evasive or untruthful answer, the facts may come with a +taint upon them which can never be wholly removed. + +(2) Mischief. + +(3) Destructiveness. + +A word must suffice upon these other manifestations of curiosity. When +truly understood, they reveal only an eager mind trying to obtain new +experiences to add to knowledge. It is not total depravity that leads a +child to pull the articles from the workbasket, or tear the book, or +demolish the toy. He merely wants to see the object under as great a +variety of conditions as possible, to find out all he can about it. It +is identical with the spirit of the scientist who essays new +combinations to see what the results may be, only in its inception it is +crude and unskilled. + +Assuredly, instead of dealing harshly with an instinct which in later +years may make the whole world richer, it would be wiser to give it +legitimate outlet. Toys and blocks which admit of being taken apart and +readjusted may begin the training of an Edison or a Stephenson. + + +INTERESTS + +Just as in the realm of the physical, appetite for one sort of food may +be greater than for another, even in hunger, so a varying appetite +appears in connection with the soul hunger of curiosity. It is strongest +in the direction of that in which the life is naturally interested at +any given time. + +The interests of early childhood are primarily in things which exhibit +or suggest activity and in simplest relationships, found in the little +world bounded by home, neighborhood, Kindergarten and Sunday School. +Nature makes strong appeal, not on the aesthetic side of tint and +shadow, but through the charm of her multiform movements and family life +akin to the child's. The bird's nest fascinates because there is +connected with it the story of the building and the hungry little brood +it sheltered. Tales of animals, fairies and real folk, busy in simple +and familiar occupations hold him entranced, and he will watch with rapt +attention the performance of most common tasks. It is noteworthy that +his interest in all this is not so much in the end to be accomplished, +as in the activity itself. Even in his play, the preparations are often +more delightful and satisfying than the game which follows. + +All this has a deep meaning for one who is trying to help the little +life in its unfolding. + +1. "Wise education takes the tide at the flood," says James. These +interests reveal the fact that in this period, instruction should deal +with things, not with statements of ideas, apart from things, or, in +other words, with the concrete, not the abstract. + +2. The greater the knowledge of things gained while interest attaches to +them, the greater the resources for clear, broad thinking as life +matures. + +3. When instruction is in line with interests, attention and consequent +learning are assured. + +4. The child's religious interests will be identical in character with +the other interests of this period. He will not be interested in the +Being or attributes of God, but God in His great activities as Creator +and Wonder-Worker, and in His relation as Father. Jesus will make +appeal, not in His discourses, but in His acts of helpfulness and power, +and His love. + +The great law of teaching is here involved, that interest in and +knowledge of the unknown can come only through interest in and knowledge +of something which is like it. Paul says in Romans, "For the invisible +things of Him since the world began are clearly seen, being perceived +through the things that are made, even His everlasting power and +divinity." Therefore the first definite religious instruction which the +child receives, must be upon spiritual truths illustrated in his own +known world of interests. + + +IMITATION + +The result of the efforts of curiosity, senses and activity is a +constantly increasing store of ideas in the child's mind, relating to +these things in which he is interested. As these ideas enter his mind, +applying this term to the "intellectual function of the soul," he +immediately wants to act upon them, according to a law inborn that an +idea always tends to go out into action, unless it is held back. Adults +have fixed habits of expressing ideas that come to them, but not so the +child. An interesting activity is always a suggestion to him to +reproduce it exactly, if possible. This difference between habit and +suggestion in action is illustrated in the case of a long-suffering +kitten in the hands of a resourceful child. The sight will arouse in +another child an irresistible impulse to try the same experiment, while +it always leads his mother to attempt a rescue. + +This tendency to exact reproduction of activity is the instinct of +imitation, and is a marked characteristic of childhood. As these words +are written, a glance through the window discloses surveyors at work +with tape and red chalk. Following in their wake is a five year old with +diminutive string and piece of red crayon, laying out distances and +taking measurements, in exact copy of his predecessors, a genuine +"pocket edition" of the original. + +While such elaborate exactness characterizes imitation in this period of +childhood alone, the impulse to conform is never entirely lost. The +desire grows more complex and general as the years go on, and from +reproduction of definite acts, the life tries to emulate the spirit and +achievements of its hero, and later to be in some harmony, at least, +with public opinion. Brave, indeed, is the soul that dares to be a +nonconformist in regard to the standards "they" have established. + +The results of imitation are profoundly important in character +building. + +1. When a child re-enacts what he sees, he comes to a better +understanding of its meaning. This is one purpose of the imitation of +common activities in Kindergarten games. + +2. The idea which is acted upon becomes an inseparable part of the life. + +3. Habit is the outcome of repeated imitation. + +4. Life grows like what it imitates. + +With these facts in view, the application to the work of nurture is too +obvious for discussion. + + +IMAGINATION + +The child is not content alone to imitate activities. He likes to +transform objects and make over familiar situations. This he does +through that power of his soul called imagination. + +The imagination of this period is "fancy-full," crude, and unbridled by +reason or will. The child lives in a world of make believe. He sees +whole menageries in the back yard, and performs exploits worthy of a +David or Samson. He gives soul to inanimate objects, and endows them +with feelings like his own. He plays with companions of his own +creation, and peoples the dark with weird forms. Things are changed at +will to suit his whims, the stick becoming the untamed steed and the +rocking chair the storm-tossed boat. The magic of his alchemy may extend +to himself, and make him for days another person, or even an animal. + +This world of make believe is as real to him as the world which is seen +through his eyes, and often he can not distinguish between the two. Many +a little heart has quivered over the punishment inflicted for "lying", +when willful misrepresentation was not in his thoughts. However, harsh +treatment of a vivid imagination may result in real deception later on, +for the child can not help "seeing things," too wonderful to be enjoyed +alone, and then, perforce, there must be deliberate planning to escape +the punishment. + +This harshness also begins to raise an invisible barrier between the +child and parent. It was felt by a little maiden of rare fancy, who +said in a whisper at the conclusion of one of these marvellous tales, +"But don't tell Mamma." The impassable wall between many a mother and +daughter in later years, once consisted of but a scattered stone here +and there. + +Passing by the play life of the child where the imagination has fullest +scope, the question arises as to the meaning of this power in character +building. One purpose stands paramount over every other. It is the +"ideal making factory" of the life. From transforming sticks and chairs, +the soul will one day pass to transforming memories and thoughts, +putting away the unattractive features and investing the attractive with +even more charm, through dreams of what might be. From constructing +houses out of blocks, the soul will begin to construct ideals out of its +experiences and visions, according to a pattern shown on some mount. + +As childhood recedes and manhood beckons, the soul unveils this ideal, +fashioned in its secret workshop out of all that appeared most +desirable, and with strange, magnetic power, it begins to draw the life +after it. Worthy or unworthy, the years to come will see some part, at +least, of the ideal, a reality. The character of the imagination, +therefore, becomes a matter of supreme concern to nurture. It will be +healthy or diseased morally, according to the quality of the material +supplied for its use. The two great sources of this material are every +day experiences and the story. The meaning of these experiences to the +child's life has already been emphasized in various connections, and +repetition is unnecessary, but the story holds a unique place in point +of influence. Since it comes with deepest significance to the child in +the next period of development, when imagination is less mixed with +fancy, its discussion will be reserved for that time. + + +MEMORY + +The child has an unfortunate experience with a hot stove and tender +fingers bear the cruel scar. Must some one always watch him, year after +year, to save him from a succession of burns? He is taken to school by +his mother; must she forever accompany him to insure his safe arrival? +Is there no way of understanding a present experience except by passing +through it? Life would be an unsatisfactory thing indeed, if this were +true, but the soul has the power of retaining past experiences in order +that they may throw light upon the present. The business man does not +deliberately do again that which was disastrous before, for he remembers +the past misfortune. The child will not tomorrow press his little burned +hand against the heated iron, for he recalls the pain of yesterday. This +gracious gift of God to life, we call memory. Without it, there could be +no understanding, no reasoning, no imagination, no knowledge, no growth. + +The physical side of memory is most interesting. On the covering of the +brain, each in its own place, the images or impression brought in by the +senses and the activity are registered. So sensitive and susceptible are +the brain cells during childhood, that these impressions are received as +clay receives the touch of the sculptor's finger, and under right +conditions, they are ineffaceable. When the soul acts upon these images, +they live again, and we say, "We remember." + +Two important questions are suggested by these facts. First, what kind +of impressions should we attempt to store in the memory during +childhood? Second, how may these impressions be made permanent? + +To the first question, the child himself makes answer through what he +most easily retains and through his needs. + +Since he is interested and curious in regard to things, since he spends +all his physical activity upon them, since he desires them and thinks +about them, we would expect that things, together with experiences and +ideas associated with them, would naturally fill his memory. Any +observer of childhood knows that this is true. The memory of a little +child is overwhelmingly for the concrete, the impressions through the +senses and from what he does being far more easily retained than ideas +alone. A child will recall the story of the Good Samaritan more readily +than the isolated verse, "Thou shalt love thy neighbor as thyself." The +reward or punishment of an act makes a more lasting impression than the +dissertation upon it. Since the concrete must be the starting point of +thinking, it must come to his soul at some time, and, judged by every +condition, this is God's time for it. + +The child's needs are also a guide in this matter. The soul is growing +in every direction, intellectually, emotionally, and spiritually if +properly nurtured, and memory holds the constantly increasing food for +its growth. Is it to be treated as a stockroom, where packages +unavailable for the present are to be laid away until needed, or as a +store-house supplied with nourishing food for the present? If memory is +a stockroom, then it should be filled with definitions, statements, +terms, facts, anything which may be needed sometime. This can be done, +for the brain will retain the sound of the words, but meantime, what +shall the child feed on? What shall he use? The soul can feed on or make +use of only that which is at least partially understood. This means +largely the concrete, for abstract statements can be understood only +through the experience or reason, and the child has meagre resources in +either direction. Only when a thought embodies what he has experienced, +can he grasp and use it. + +Is it not the work of nurture to see that memory is provided with that +out of which it can supply every need of the developing life today? +That, "Faith is the assurance of things hoped for, the evidence of +things not seen," may mean much to his mature heart, but what if the +child should be frightened tomorrow and need to have his budding faith +strengthened from memory? Would not the story of God's care over the +baby Moses, Jesus' care for the disciples in the blackness of the storm, +with the words, "He careth for you," if these were stored in memory, +quiet more quickly the beating heart, and more surely increase his +faith? True nurture will not starve life in the present to hoard for the +future. Memory now requires all its store for immediate use. Later, +after growth is well under way in every direction, memory not only can +supply present needs, but it will also demand a surplus for future use. + +The second question, relating to the permanency of these impressions, is +answered in meeting the following conditions: + +1. A healthy, non-fatigued brain when the impression is made. + +2. Close attention. + +3. A clear, easily understood and forceful presentation of the thing to +be remembered. + +4. The use of as many senses as possible. When an impression has been +given through eye and ear and touch, for example, it is more definite in +the mind than when it has come only through the sense of hearing. + +5. A natural association of the new impression with others well known +and interesting to the child. + +6. Immediate and frequent recall. + + + + +CHAPTER IV + +THE PERIOD OF EARLY CHILDHOOD--Concluded + +THE FEELINGS + + +A child receives a coveted toy and his face is aglow with delight. He is +sharply reproved and anger or grief appears. Another child comes to play +with him, and he may assert that all his guest desires "is mine," and +tears, and even blows ensue before amicable adjustment can be made. And +so through the hours of a kaleidoscopic day, the emotional pendulum +keeps swinging from love to anger, from pride to humility, from +selfishness to sporadic and angelic bits of generosity. What is the +significance of it all in the life of the child? + +Before considering this vital question, shall we note some +characteristics of the feelings in Early Childhood? + +They center about self, and instinctive feelings, such as hunger and +thirst, pain and pleasure, fear, pride and anger, are strongest. Love +is present in its first stages, not the self sacrificing sort, but love +given in response to love and attention. The child's feelings are easily +aroused, fleeting, and usually more or less superficial. Abstractions, +such as beauty, duty, responsibility, and relationships in general have +but slight effect upon his soul, and the lack of feeling in these +directions is commonly expressed by saying that the higher feelings are +not yet developed. + +The child's feelings in response to religious truth can not, therefore, +be those of the adult. He will feel love for God as he feels it for his +mother, because of His love, provision and care for him. God's power and +the mystery that envelops Him will awaken a response of awe and wonder +in his soul, and absolute confidence that He can do anything. But this +same power and majesty, carelessly presented, may call out fear, not the +godly sort that is afraid of grieving Him by sin, but the physical fear +that casts out love. He does not have the sense of moral obligation to +God, for that again goes into the abstraction of thought. His religious +life begins in feeling, pure and simple, and his creed is in I John, "We +love Him because He first loved us." + +Most interesting lines of discussion open out from the subject, but they +are not pertinent to the chosen theme of this book. The only legitimate +question is, "What is the work of nurture in connection with the +feelings?" + +Before this can be answered, the purpose of the feelings in character +building must be clear. Then we shall know what nurture must do. + +No feeling has a right to exist for itself. There is a task for it to +perform, namely, to lead the soul to action. If unhindered it will +always do this. The careful analysis of any action will reveal a motive +power in some feeling, ranging from the lowest desires for self +gratification to the sublime heights of love that denies self for the +Master's sake. Knowledge alone does not suffice for action. A man may be +familiar with the claims of Jesus and even acknowledge them, but until +he feels a great need of Him, he will not become a Christian. The +sermon may compel the admiration of the mind, but unless it move the +heart no man will practice it. Jesus summed up his commands in "Love," +not "Know," for He knew that loving meant God-like living. It is +significant that the fruitage of the Spirit appears in the feelings of +"love, joy, peace," before it can be manifest in the acts of +"long-suffering, kindness, goodness, faithfulness, meekness, self +control." + +This indissoluble relation between feeling and action gives deep meaning +to the words of Dr. W.H. Payne, "At least the half, and perhaps the +better half of education consists in the formation of right feelings." + +The work of nurture in connection with the feelings is now apparent. It +must endeavor to develop right feelings in order to secure right actions +and consequent strong character. This development is secured through +repeatedly arousing the feelings, and giving them expression in action +until they are habitual. + +1. How may the Feelings be Aroused? Passing by all the physiological and +psychological processes involved, and using the term, feeling, as it is +popularly understood, the law that governs its appearance may be stated +thus: "A feeling is occasioned by the touch of an impression upon the +soul." With older people, these impressions may come from without or +from a thought within, but with little children they come almost +entirely from without. The sort of feeling aroused will evidently depend +upon the sort of impression that comes, as well as the condition of the +soul that receives it. This difference in conditions, or difference in +lives as we ordinarily say, explains why the Sunday School lesson has +such varied effects in the same class, or even upon the same child at +different times. + +Keeping in mind the law that some impression must precede a feeling, +true nurture asks, "In what way can these impressions best be given, +that desired feelings may be aroused?" + +1. They are not given through command. + +Common sense would recognize the absurdity of attempting to awaken +anger by saying to a group of happy children, "Be angry." But why is +the absurdity not equally apparent in saying, "Be loving," "Be sorry," +"Be reverent?" Yet this is a method on which countless teachers and +parents place their dependence. Suppose, for instance, reverence be the +feeling desired; a thought of God's greatness and power and holiness +must be given. If, to the sensitive soul of the child, the teacher bring +the story of Sinai, or the story of Majestic Power as it is set forth in +the 104th Psalm, or the glory of the Heavenly throne with the adoring +multitudes, following with the words, softly sung, + +"Holy, Holy, Holy, Lord God of Hosts, +Heaven and earth are full of Thee, +Heaven and earth are praising Thee, + Oh Lord, most high." + +the result will be true reverence. + +2. Suggestion is a most effective way of conveying these impressions. + +Instead of saying to the child, "This is the thought you should have, +and this is what you should feel, and this is what you ought to do," he +is allowed to draw meanings and have feelings of his own, for then they +are genuinely a part of his soul, not something foisted upon him. + +But even though the application is not made, nurture will consciously +present impressions intended to suggest certain feelings. The Sunday +School lesson, the missionary story, the visit to the poor family, the +song carefully selected, all fall in this class. Special mention should +be made of the great effect upon the child in making attractive in +another, the feeling desired for him. A single incident will illustrate +this: A frightened little candidate for the Beginners' Class and his +stern mother stood one Sunday morning before the Primary superintendent. +"He's got to stay in here by himself today," she said; "I won't have +such nonsense. Look at him, with his first trousers on! I'm ashamed of +him!" The superintendent did look and saw the new trousers, and in them +the trembling little body, and a soul speechless with terror at facing +for the first time, alone, the unknown experience of a great world, even +though it was enclosed in four walls. There was no trace of relenting +in the mother's face, and any plea for pity was useless. But the new +trousers gave a possible key to the situation. "Why, so he has new +trousers on!" the superintendent said. "I want to see them," and very +thoroughly and enthusiastically they were inspected. "I didn't know that +he was so nearly a man that he could wear trousers instead of dresses. I +am sure he will stay alone today because men do and are not at all +afraid." She waited. Gradually the little head lifted as the thought of +bravery began to make its appeal. He put his hand into the hand of the +superintendent, and without hesitation started on the perilous journey +across the room to the Beginners' section, where no punishment could +have driven him a few moments earlier, and proud and heroic sat by +himself through the hour. Such is the power of suggestion. + +Two points, however, must be carefully guarded in deliberate effort to +arouse a feeling. + +1. Care must be exercised not to over stimulate feeling, as an excess +beyond that which can be expended in action has an after weakening and +reactionary effect. This has its illustration in certain methods of +evangelistic work with children, where results are measured by their +hysterical condition when the meeting concludes. Contrast with this the +gentleness which breathes through the story of the Master's touch, as He +took them in His arms and blessed them, laying His hands upon them, when +He had said, "Suffer the little children to come unto Me." + +2. It is as injurious to a child to attempt to force a feeling before +its normal time, as to a bud, to pry open its petals to hasten God's +processes. Even the Divine Child "grew." "That is not first which is +spiritual, but that which is natural, then that which is spiritual," is +God's law of unfolding life. + +But these consciously presented impressions form only a small part of +the sources of suggestion to the child. The countless sights and +circumstances of his everyday life all have a voice for him, and a +feeling follows their message. + +Every mother who has suffered mortification over the unaccountable +behavior of her child toward a guest, knows the sometimes untoward as +well as helpful working of suggestion from personality. Atmosphere has +the same power. "I don't know what there is in your home," said a +visitor to her hostess; "I can't define it, but it makes me want to be +good." Music may be suggestive, aside from what it actually says. It +would seem as if no sane superintendent would prepare for prayer by a +two step song, or follow the lesson on, "The Washing of the Disciples' +Feet", by, "Columbia, the Gem of the Ocean," but it was done. It would +seem as though no primary teacher could be so insensible to suggestion +from objects, as to try to teach worship in giving by taking the +offering through a hole in the tail of a jointed tin rooster, but that +self-same rooster is no myth. + +The subject expands into endless ramifications. True nurture essays the +difficult task of analyzing the impressions that come from +suggestion--guarding against the harmful, and multiplying the helpful. + +3. Impressions may be given and feelings aroused through doing the act +which would naturally result from the feeling. + +This is the reason why a reverential attitude helps to arouse real +reverence, and a smiling face and cheery tone actually bring +cheerfulness in a case of the blues. Little children are so imitative +that they quickly copy the outward manifestations of a feeling, and the +inner state tends to follow. This is further a reason for leading them +into acts of loving service, that love and kindred gracious feelings may +gain strength through the reflex influence of the action upon the soul. + +One word should be spoken on the negative side. Since each recurrence of +a feeling strengthens its power, nurture will seek to avoid the +conditions which would arouse wrong feelings. "But should not the child +control himself?" some one asks. Instinctive feelings are stronger than +the power of self control in the beginning, and life needs shielding +more than testing. God says, "Fathers, provoke not your children to +anger," or, literally, "Fathers, irritate not your children beyond +measure, but nourish them fully in the instruction and admonition of the +Lord." + +2. The Expression of the Feelings. + +Every normal feeling tends irresistibly to express itself in action +unless it is held in leash. The story of the poor family needs the +addition of no impassioned appeal; the child is already wondering +whether he can empty his bank for their help. If expression is denied to +the feeling, it tends to die out, and continual repression means a +lessening either in power to act or power to feel. "Sentimentalists" +have lost power to act except in tears or ejaculations when their +emotions are stirred, and "hardened" people have lost the power to feel +under ordinary stimulation. Therefore nothing is more fatal to vigorous +development of the feelings of the child than to allow them to be +dissipated without expression in the action they naturally suggest. + +But nurture will see that little hands are allowed to hinder by +"helping" to make the beds, or dust the room or carry the package, not +simply that love may grow stronger, but that in after years there may +be the desire to lift the burdens in reality from wearied shoulders, for +the higher feelings of life develop from the instinctive feelings, if +they have proper expression in the beginning. Love that is almost barter +in early years, since it is bestowed for value received, if given +constant expression in acts of helpfulness, will become the self-denying +love of later years. Love for self, which is so strong in a child, can +be developed toward its manifestation of self respect, by using it at +first in childhood, "to help this good body grow both strong and tall." +Childish hate may be directed against wrong things, in preparation for +indignation against sin of future years. It must not be forgotten, +however, that in God's economy every feeling, if properly used, has its +work to do in character building in every stage of its development, so +that even the foundation stones may be laid in beauty and strength. + + +THE WILL + +The power of the soul to make deliberate choice of action, and +unwaveringly to execute it, is undeveloped in this period of Early +Childhood. The child does not balance reasons or desires. Instead, he +acts impetuously and unthinkingly, as the feeling of the passing moment +impels him. Often one desire so completely absorbs his mind as to +obscure everything else, and he will make any effort to gain his end. +His case is like that of a man who "sets his heart" on a thing, or who +harbors an alluring temptation too long, until it overpowers him. This +is the explanation of most cases of obstinacy and strong will, as is +proven by the disappearance of the "will" when the mind is diverted. + +One of the deepest desires of every parent and teacher is that there +shall in truth be a strong will as the life matures, and so its training +is sought. But just what is meant by it? We know there is no separate +faculty to be strengthened as the arm is strengthened. What can be +trained? The only training possible is in helping the soul to form the +habit of choosing to do the right thing, or, analyzing still more +closely, of following the promptings of the noblest feelings of the +heart. + +The inseparable relation between feeling and action has been noted. If +the noblest feelings can be made the strongest, they will be followed. +The previous discussion shows that their strength is increased every +time they are aroused and acted upon, and this leads to habit in both +feeling and action. The nurture of the will or executive power of the +soul is seen, therefore, to be most intimately connected with the +nurture of the feelings, and its work will consist in making the right +course of action so appealing that the child will desire and choose it +for himself, until it becomes habitual, and consequently, undebatable. +Forcing him to follow it, secures the action; it does not arouse the +feelings that would lead him to choose to do the act himself. + +An act compelled is like an apple tied to a fruit tree; it did not grow +there and has no connection with the life of the tree. A fruit tree that +can not bear its own fruit is worthless, and a life that does not reach +the point of producing its own right actions, independent of human +coercion, is a failure. The comparison may be pressed still further. No +quantity of apples tied upon a tree will ever make it produce apples, +and even so, no number of right acts imposed upon a child will, in +itself, make him do right things voluntarily. This can only come through +strengthening in his own soul the processes that lead to right action. +The truth of this is proven in the case of thousands of boys who did the +right things at home because they were compelled to do so, but when they +left home they went wrong. The one who should have nurtured was too +busy, or too thoughtless, to take the time to lead into strength and +uprightness the thinking and feeling and choosing of the soul while it +was developing. It was easier to say peremptorily, "Do this," with the +inevitable result, that when compulsion was removed character gave way +because it was weak. + +But some one is saying, "That is a very questionable doctrine; 'Let the +child do as he pleases, if he don't want to do the right, don't force +him.'" + +Such a deduction from the argument entirely misses the point. The child +must do the right, but, in a nutshell--which is the stronger +constraint--outer or inner? Which makes character surer, the voice +without, saying, 'You must,' or the voice within which says it? No +external power could have made Paul's record of service, or Brainerd's +or Paton's. All the force of the Russian government was powerless to +obtain that which each Japanese soldier poured out upon his country's +altar in the fight for supremacy in Manchuria. These deeds are the +soul's response to the most irresistible power in the world--a consuming +passion. It was such a passion, intense beyond earthly fathom, that led +the Savior through Gethsemane to Calvary. + +Because this is so, the Heavenly Father's effort to secure right action +from His children is not evident in external compulsion. Through His +favor and fellowship, the joy of His approval, the peace that passeth +understanding, the "Well done," the eternal reward, He endeavors to +arouse love for Himself and what He desires, in order that His will may +be chosen. + +According to this Divine pattern human nurture labors. At the very +first, the parent must make choice for the child, but earlier than is +usually appreciated, definite training may be begun. The loving smile of +the mother and her known wish, her approval or disapproval, her +recognition and encouragement, the knowledge that, "Whatsoever a man +soweth that must he also reap," gained through bearing the penalty or +enjoying the reward of each choice, the right course made attractive in +the story of some one who chose it, or, most magnetic of all, in the +life of the one who is nurturing, all these will begin to arouse the +inner constraint that compels, and with glad acquiescence the soul will +say, "Necessity is laid upon me." + +When the life shall learn that the most blessed joy that inheres in +right actions is not human approval but God's favor, and for His sake, +with face steadfastly set, the right is followed, even though shorn of +all external attractiveness, the highest development possible for a +soul has been realized. + + +APPLICATION TO SUNDAY SCHOOL WORK + +The Sunday School is such an important factor in religious training that +a special application of the foregoing discussion to its methods and +work seems wise. It is evident that plans can not be detailed, but only +some principles underlying the methods be suggested. + + +THE CRADLE ROLL + +In the first department known as the Cradle Roll, nurture can be given +by the Sunday School only as it touches the parents. Any Cradle Roll +work that culminates in the sentiment of securing the babies' names and +calling them, "Our Sweet Peas", has missed its purpose. A peculiar +opportunity comes with the flood tide of new parental love. "If I had +not been a Christian when my boy was born, I could very easily have been +led to Christ, my heart was so tender and full of gratitude," said the +father of an only son. + +The Sunday School will nurture its babes through choosing as Cradle +Roll Superintendent, a consecrated Christian woman, trained in the +school of life's experience, who can come close to other mothers because +she, too, has known the valley of the shadow and the sacred joy of a new +born life in her arms. A unique opportunity is hers to lead the parents +to Christ or into closer fellowship with Him, and to help them +understand the meaning of the life He has lent them. + + +THE BEGINNERS' DEPARTMENT + +The Beginners' Department will care for the years between three and six. +Nurture will be concerned first with the teacher. + +The Teacher.--The child's conception of Christ will be what he sees in +the teacher. He can not conceive of any love or tenderness or gentleness +greater than appears in her. A mother came to the teacher of her little +boy one day and said, "John was playing on the floor this afternoon, and +all at once he stopped and watched me, and then said, 'Mamma, I wish you +were as much like Jesus as my teacher is'" The lesson, the music, the +prayer and all the differentiation of the day and place tend to elevate +the teacher above those who share his daily life, and envelop her with +an atmosphere more mystic and holy. She is connected not with clothes +and bread and butter episodes, but wholly with the thought of Jesus, and +stands by His side in the child's thought and love, and if he love not +the teacher whom he has seen, he can not love God whom he has not seen. +Even the physical charm of the teacher will make his picture of the +Christ more beautiful. Nurture demands above all else that the teacher +of a Beginners' Class suggest "One altogether lovely," to the sensitive, +imaginative and imitative soul of the child, for her message to him is +ever silently, but irresistibly, "Be ye imitators of me as I am of +Christ." + +The Place.--The place of meeting must fulfill certain conditions to give +proper nurture. + +Because of the restlessness of these years, it ought to afford +opportunity for physical movement. Even if a separate room is not +available, screens or curtains should make it possible for the children +to change their position frequently. The separation will also remove the +temptation for curiosity to obtain satisfaction through roving eyes. The +place should provide comfortable seating arrangements, for impressions +carried within from strained muscles and tired limbs are far stronger +than from ideas that the teacher gives, and these will consequently +receive the attention. + +But it is not sufficient to plan for seclusion and comfort. Nurture +thinks beyond and deeper than this. The child is gaining his first +impressions of religious things during these years, and his ideas will +be derived from what his senses give him. There is no way to give him +the thought of the beauty of holiness, and the joy that the religion of +Jesus Christ brings, except to make every thing associated with it as +glad and beautiful as may be. Choice pictures, flowers, sunshine, order, +all mysteriously transmit their beauty to the child's thought of God. +The more attractive the visible things, the more magnetic the charm of +the invisible. "Out of Zion, the perfection of beauty, God hath +shined." + +The Equipment.--The equipment is not to be a heterogeneous collection of +things, and yet the child must be taught through his senses. A Bible +which can be kept before the children and reverently handled, to teach +reverence by suggestion, is of first importance. Little chairs, or an +equally comfortable substitute, a blackboard and an instrument, if +possible, will give good working capital. + +Since taste is forming at this time and every thing has an influence in +determining its direction, the beautiful pictures in black and white are +gaining favor through their artistic execution and subdued coloring. To +this equipment may be added special objects designed to make the facts +of special lessons clearer--the sand table occasionally, or models. +Thoughtful teachers are more and more convinced that while Kindergarten +principles should obtain, the Kindergarten should not be moved bodily +into the Sunday School. Values must be balanced, and over against the +reasons which might be given for bringing in all the equipment of the +week-day environment, there is this great fact:--the child is to be +taught that religion is the supreme thing in the world, and he can learn +it only by differentiating it in a tangible way from other things. This +means that the methods, music, material and beauty associated with it +ought to make it distinctive, and more attractive than any of the +week-day surroundings. + +After he learns that it is the chief thing in the world, he can learn +how to bring it down to the common things of life without sacrificing +its supremacy, instead of dragging the every-dayness into it. + +The Program.--The program must be varied, because self control is weak, +and attention will be given to one thing only so long as interest is +active. Music should have a prominent place, provided it is meaningful, +choice, and suggestive of the thought desired, in music as well as +words. Since this is the rhythmic and imitative period of life, motion +songs can be occasionally used, provided the motions are not mechanical +and artificial. The foot notes which say that at I the hands should be +clasped, at 2 they should wave, and at 3 be raindrops, miss the point of +a motion song. Unless the child spontaneously expresses the thought +which the song suggests to him, the motions have no value, aside from a +rest exercise. + +The entire program should be planned around the thought of leading the +child into a genuine love for God. Nature is beautiful, but its place in +Sunday School is subordinate to Him. The most exquisite song that ends +with birds and flowers falls below the highest nurture. Love must be +both aroused and expressed during the hour's session. Music, Scripture, +the enumeration of His blessings, the joy over birthdays and new +scholars He has sent, the lesson, the carefully selected pictures and +stories of what His love has done for other boys and girls unlike them, +an atmosphere of gladness and reverence will kindle it; the offering +service, the prayer, Scripture and music will express it. The suggestion +from teacher, place, program and lesson combined, should be a great, +wonderful God who loves little children, as well as a Christ who took +the children in His arms. + +The Lesson.--The course known as "The Two Years' Course for Beginners" +affords the best subject matter for the lessons for the following +reasons: + +1. Bible truths needed first in the life of a little child have been +carefully selected and arranged in their logical order. + +2. As many lessons as are needed to make each truth clear and to fix it +in memory are devoted to it. + +3. The setting for the truths to be taught is given in stories, not +abstract statements. + +4. The same Golden Text is used for all the lessons teaching one truth, +is simple, intelligible and, by repetition in connection with several +lessons, can be fixed. + +5. The pictures accompanying the lessons are very choice both in theme +and execution. + +Since the only ideas the child will receive of the lesson must come +through his senses and bodily activity, and since, of his senses, sight +and touch make a clearer impression than hearing, large use should be +made of them. Further, as this is the period of imitation of definite +acts, the lesson should present forcibly and fascinatingly, an activity +within his power to imitate. + +The end sought, as a result of the nurture of this period, is that the +child may become truly a child of God, and never know a time when he did +not love Him. + +This may be achieved, for the heart of a little child is open and +peculiarly sensitized to the matchless story of Jesus Christ. When it is +presented to him aright, he always responds in faith and love. In this +response, the conditions upon which spiritual sonship is conferred are +met, for, "As many as received Him, to them gave He the right to become +children of God, even to them that believe on His name." + + + + +CHAPTER V + +CHILDHOOD--SIX TO TWELVE + + +No abrupt change marks the transition from the period of Early Childhood +to Childhood, but development is continuous and rapid in every +direction. The larger social world, entered through school life, and the +new intellectual world, revealed through ability to read, widen the +child's vision and develop possibilities hitherto latent, because +unneeded. + +The Sunday School divides the period of Childhood into the "Primary +Age," from six to nine, and the "Junior Age," from nine to twelve, +basing the division as accurately as is possible upon the awakening of +these latent possibilities. The development of this period will +therefore be considered according to this classification. + + +THE PRIMARY AGE--SIX TO NINE + +During these years the characteristics of Early Childhood remain in more +or less modified form. Physical growth is still rapid in all parts of +the body, the brain reaching almost full size by the ninth year. +Parallel with this vigorous physical growth is a mental growth and +development equally rapid and many sided. Curiosity is as hungry as +ever, still more eager concerning things than abstract ideas, and still +a goad to active senses. The mind has increased power to retain what is +given it, and about the ninth year enters upon its "Golden Memory +Period." The ability to reason is gradually increasing, though it is +used more upon relationships between things than between ideas. + +The child's feelings are still self-centered, yet development of the +social and altruistic feelings is apparent. Children enjoy companionship +more than in earlier years, but the longing for others does not reach +the intensity which demands the club and gang until later. A feeling of +sympathy and desire to help must still be awakened by definite cases of +need, plus the influence of parent or teacher, as the child does not yet +know life's hard experiences well enough to read their meaning and give +response to them of himself. + +If nurture has met its opportunity in the preceding period, the child's +love for God and confidence in Him have grown stronger. The Heavenly +Father will be as real to him as an earthly friend, and His help a +living experience. "How is it that you always have a perfect spelling +lesson at school?" a primary teacher asked of one of her boys. "Why, +don't you know that Jesus sits in the seat with me every day and helps +me?" he replied. The teacher's face betokened her surprise, and the +child emphatically reiterated, "He truly does sit with me and help me." +Would that God's older children could live as actually in the Presence +that was promised for "all the days." + +Actions continue to be largely impulsive, carried out according to the +strongest present desire, and though right and wrong are more clearly +understood than formerly, they do not often determine an act unsupported +by other considerations. This is evident in the matter of obedience, +whose strengthening into a habit is one of the most imperative tasks of +nurture during childhood. Abstract laws and principles of right, so +weighty in middle adolescence, have but slight influence over the child, +unless joined with them is a strong personality whom the child loves or +fears, and whose favor he desires to win through obeying. + +There are certain modifications of earlier characteristics, which demand +more than a passing notice, because they necessitate greater change in +the methods of nurture. + + +ACTIVITY + +Though the restlessness of the preceding period is still in evidence, +more and more activity is becoming purposeful and willed. While the +child continues to love activity for itself, he is more interested in +what it will accomplish than formerly, but an end is not yet +sufficiently attractive in itself to hold him to an unpleasant activity +for its achievement. For example, he enjoys both the weaving and the +basket, the pasting and the scrap-book, but if pasting and weaving were +laborious and difficult, he would not voluntarily go through them to +obtain the basket or the scrap-book. + +It must be noted further, that activity still expends itself more +readily in the realm of the physical than the mental, though there is +increasing pleasure in the quest for knowledge, if wisely directed. The +Sunday School is beginning to recognize what the day school has learned, +that the child both enjoys and masters a lesson which can be approached +through physical as well as mental avenues. In consequence, hand work is +being introduced to aid in religious instruction, as manual work in the +public schools for secular education, with most gratifying results in +both cases. + + +THE SENSES + +More skill, more accuracy and more discrimination characterize the work +of the senses than in Early Childhood. The impressions are richer in +detail and meaning, because of the increased knowledge possessed by the +child. It is a commonplace that we receive from anything in proportion +to what we bring to it. The ear of the musician hears in an orchestra +what the child or the adult without the knowledge of music could never +detect, because he listens with more than they. The child can see in a +picture or circumstance, and hear in a conversation or a song, what once +he could not, because he brings a larger experience to bear upon it. +Criticism of others in the home, the lapses from Christ-like living, the +scenes of the street, things pernicious as well as helpful have greater +significance in character building than ever before. This gives still +graver emphasis to the work of nurture in guarding these wide-open +doorways to a hungry soul. + +Growing out of the fact that the senses are the greatest source of +information to the child's mind, the method of teaching by means of +objects has arisen. Rightly used, there is great value in this mode of +instruction, but a serious perversion of its legitimate use has +developed in connection with religious instruction of little children. +Though the discussion of this may be a possible digression, it seems +necessary in order to safeguard nurture from a mistake. + +There are two helpful methods of using an object with children in the +Beginners' and Primary age. The first is to explain an unfamiliar fact, +or make it clear. A model of an oriental house or curios from a mission +field are examples of this. The second use is to illustrate a fact. The +flower is the visible expression of God's loving care; the table, heaped +high with grains and fruits and vegetables at the Thanksgiving service, +teaches as no mere words could the fact of God's provision for our need. +Objects used in this way require no reasoning power to make their +meaning clear. It is only a matter of perception. + +The use of an object, however, in order to deduce spiritual truth +therefrom for children with reasoning powers undeveloped, is a mistake. +Instead of making the thought clearer to their minds it obscures it. +Close examination reveals the reason for this. A child is both +imaginative and literal. Through his imagination he can transform one +object into another object, as we have already observed, but in this +case he is asked to transform an object into an abstract idea. This he +does not easily do, since such transformation is made by reason, not by +imagination. Further, the spiritual teachings are drawn from the +abstract idea which the object is supposed to represent, not from the +object itself. Manifestly, therefore, if he does not get the idea he +will not get the deductions from it. His mind does not follow beyond the +point where he can understand, consequently, his thought remains with +the object as it literally is. + +To illustrate, take the familiar object lesson of a cup overflowing with +water, used to teach the thought of God's manifold blessings in the +life. The child is asked to change the cup into the abstract thought of +life, and water into the thought of blessing. This is difficult, for it +involves reason and deals with resemblances which are artificial, not +real. The child's literalism, therefore, asserts itself, and the cup +remains a cup and the water is still water, and while the teacher is +drawing conclusions, the child is probably wondering whether her dress +will get wet or how he can get a drink. + +The same principle obtains in regard to certain types of blackboard +illustrations. The child is asked to change a cross into suffering, a +crown into victory, a red cardboard heart into life, and a picture of +Jesus Christ pinned upon it into regeneration. He does not make these +transformations until reason is more fully developed than in this +period. Lines remain lines, cardboard is still cardboard and spiritual +deductions do not reach his understanding. + +The fact that an object or drawing is always interesting does not alter +the principle at all, for being interested and being instructed are not +necessarily equivalent terms. The lesson must always be interesting, but +it must also gain entrance according to the laws of the mind to be +instructive. + + +INTERESTS + +The interests of this period include those of the preceding period, but +they are more diverse and far-reaching than in Early Childhood. They +still center around the concrete, and especially physical activity. +Crude and amazingly heterogeneous collections begin to make their +appearance in boys' pockets and girls' treasure boxes. Dolls are never +so dear to their fond mothers as in this period. Games and active +outdoor sports appeal to both boys and girls, those games being +particularly enjoyable which give the individual an opportunity to +shine. Real team play is impossible at this time, since in honor each +prefers himself. Any scepticism upon this point will be dispelled by +listening to the modest aspirants for office when the positions in a +football game are being assigned. The explanation for this lies +partially in the instinct of rivalry, which arrays individual against +individual, all through the early years of life. When the social +feeling which welds individuals into groups becomes strong, rivalry will +appear between gangs and clubs rather than between individuals. + +A significant change occurs in connection with that which the child +desires to imitate. At first, definite acts focused the most of his +interest and aroused imitation, now, interest begins to attach itself to +the actor as well, and the child not only desires to imitate the deed +but also to emulate the doer. Out of this a little later comes real hero +worship, an incentive to action than which life holds no greater. +Another fact in connection with this is also significant; those whom he +desires to resemble need not be in the home circle nor in his +environment, as at first, but may be distant in time and place. This new +interest in people whom he can not see lends added charm and value to +Bible stories and, if told aright, they will do for his life what can be +done in no other way so effectively. + +Surely Agur, the son of Jakeh, saw no eager little faces upturned to +his, pleading, "Tell me another," or he would have added to the things +that are never satisfied, nor say, "It is enough," the hunger of a child +for a story. Since hunger is always indicative of a need in the +developing life, there must be a reason for this craving. It is found in +connection with the rapid development and requirements of the +imagination. + +There are two ways in which a truth may be taught. One is through an +abstract statement, such as, "Intemperance destroys the happiness of a +home." The other is through the concrete, or the story of a home +blighted by liquor. The first appeals to reason, and can be understood +only in the light of experience; the second requires simply the exercise +of a vivid imagination. Of reasoning power, the child at this time has +little, but he has an imagination vivid, strong and hungry, eagerly +reaching out for something to feed upon. The well-told story fully +satisfies his hunger, and at the same time meets the greatest need of +the whole soul, namely, the placing of right ideals before it in such a +way that they will be worked out into character. + +To accomplish this result three things are necessary: first, the thought +suggesting the ideal must be understood; second, it must rouse the +feelings; third, it must lead to action. The story meets every demand. + +1. It makes the truth concrete. The statement, "Love will endure +hardships for the sake of Jesus Christ," is only a thought in the brain. +The story of Paul or Livingston brings the truth out of that intangible +world, puts flesh upon it and the breath of life within, and the child +can in imagination exercise his sense of sight, of hearing and of touch +upon it. + +2. It makes the truth visible, and therefore to be grasped through the +senses or imagination. + +A thought can not be seen by itself, but if lived out in the life of a +person it may be seen by the physical eye, or, if mountains and +centuries intervene, still by the eye of the soul--the imagination. +When it is seen, the fact itself is understood, though the reasons for +it may not be comprehended. While no man may ever know why God so loved +the world that He gave His only begotten Son, we understand that He does +love us, as we see the Babe in the manger and the blessed Savior upon +the cross. Only when a truth is so seen does it become real and, +consequently, of any worth to the life. Herein lies the need and the +power of "Living Epistles," not only in the material world, but also in +the world of the imagination. + +3. When the truth is seen it always arouses feeling. + +A thought which is merely known does not move men. It is possible to +read of a terrible tragedy with measured pulse and indifferent heart, +but if the reader was an eye witness, or allows imagination to picture +it for him, his soul quivers in its presence. One of the greatest needs +of our teachers is to see the Master among the hills and by the blue +waters of Gennesaret, to look into His face, to hear His voice till +hearts burn. Then they will not repeat words, but, "Looking upon Jesus +as He walked," say, "Behold Him!" in such a way that the children will +see Him also, and a great love for Him be born in their hearts, and a +longing to follow. + +4. The truth that is seen and felt impels to action. + +This has already been discussed in connection with the feelings, and an +illustration will suffice at this time. + +A mission Sunday School was listening to a talk on the fixedness of +habits formed in youth, and to make it clearer the speaker said, "Boys, +do they ever lay cement walks in this neighborhood?" Every eye was +riveted on him, as they answered, "Yes!" "Did you know," he continued, +"that if you were to take a sharp-pointed stick and write your name in +the cement while it was soft, it would harden and remain there as long +as the walk lasted?" "Of course," he hastily added, as a significant +expression appeared on their faces, "no boy here would be mean enough +to do such a thing," but it was too late--the picture had done its work +and the purpose of handing autographs down to posterity would be +executed at the first opportunity. + +Such is the power of the image or picture to lead to action. Only the +Father knows how many sons have come home from the far country because +of the matchless story of the prodigal. Only He knows how many +consecrated men and women are in Africa and China and Japan because they +saw the heroes in God's Hall of Fame. Surely this is why the Holy Spirit +inspired Paul to write, "Whatsoever things are true, whatsoever things +are honorable, whatsoever things are just, whatsoever things are pure, +whatsoever things are lovely, whatsoever things are of good report, if +there be any virtue, if there be any praise, think on these things." + +5. If the imagination steadily hold the picture, some day the life will +be like it. + +It is impossible for the soul to look day after day upon anything +without unconsciously being changed into its likeness. Hawthorne has +exquisitely portrayed the transformation of Ernest into the image of the +Great Stone Face, and, in so doing, has told the story of every life +that gazes fixedly on its ideal. Herein lies the blessed secret of +Christ-likeness: "We all, with unveiled face reflecting as a mirror the +glory of the Lord, are transformed into the same image, from glory to +glory even as from the Lord, the Spirit." + +In the light of these wonderful possibilities growing out of "seeing the +invisible," the oft-quoted words of Stanley Hall are most significant, +"Of all the things that a teacher should know how to do, the most +important, without any exception, is to know how to tell a story." + + +APPLICATION TO SUNDAY SCHOOL WORK + +The requirements of the Primary department in regard to teacher, place +and equipment are similar to those in the Beginners' class, save that a +song roll may now be helpfully added, since the children are learning to +read. In the matter of instruction, however, some variation from +preceding methods is necessary, owing to the rapid mental development of +the children. + + +I. General Program. + +In addition to the thought of making the service worshipful and joyous, +the program must be planned with reference to three important things: + +(1) The Truth to be presented in the lesson. + +This should be a guide to program building in the preceding department +as well, but it becomes imperative in this and the Junior departments, +since the truth to be taught changes weekly, and therefore must be +fastened during one hour's work. Memory in this period depends upon the +force of the impression rather than upon association, as in later +periods, hence all songs and exercises should emphasize the one thought +to be given in the lesson. This does not require new songs and services +weekly. It merely requires that the old songs and exercises be +approached from the standpoint of the lesson, that which is pertinent to +it being developed in each. + +The results of this plan are two-fold: first, a freshness in the program +each week, even with familiar features, and second, cumulative emphasis +upon one truth, thus fulfilling the conditions of memory, and therefore +of nurture. + +(2) The Activity of the children. + +The increased mental ability will permit interesting exercises to take +the place of some of the physical outlets for activity necessary in the +preceding period, but they must be brief and compelling in their +attractiveness. + +The use of motion songs is outgrown, especially with boys. During many +years there has remained in memory the expression in the face of a boy, +head and shoulders taller than any other child in the primary +department, as he stood pointing to pedal extremities, not less than +number fours, and singing, "Little feet, be very careful where you take +me to." The sentiment could not possibly have been wrung from him had +not the superintendent been his mother. + +Hand work suggestive of the lesson, such as pasting, coloring, tearing, +cutting and simplest writing for the older ones, is growing in favor as +a means of utilizing the activity and impressing the lesson. An outline +of the methods of this work is impossible here, but three words of +caution must be spoken. + +First: Choose the time for hand work carefully. + +While it will give wise outlet for activity and aid memory, if used in +the wrong place it will tend to dissipate the influence of the lesson. +Even the pasting of a picture when the feelings are deeply stirred could +give them sufficient expression so that they would be satisfied without +further action. They ought to impel to imitation of the action in the +story with all the intensity that has been aroused, instead of being +expended in a mechanical way. In view of this fact, the proper subject +of the hand work would seem to be the lesson of the week preceding, and +the best time for it, just prior to the beginning of the session, if +that be of the usual hour length. This time is practicable even where +the session immediately follows the church service, and it has three +advantages. It will counteract lack of punctuality, will utilize +activity at its most disastrous stage--the unoccupied minutes before the +program proper begins--and will not crowd out from the hour any other +training equally important. + +Second: Remember that valuable as the hand work is in clarifying and +impressing the lesson, it is only a shell containing the truth. +Therefore, a teacher who occupies a large part of the hour in this way +is not giving the child sufficient spiritual nourishment. + +Third: This work must be raised above the level of similar week-day +occupations. + +This may be done through emphasizing the fact that the child is making a +book of Bible stories, and special care must be used to make it +beautiful and worthy. A mission of help or cheer to some one else may +also be held out as a climax to its completion. + +(3) The program must be planned with reference to training in habit +formation. + +Though the latter part of Childhood is the habit forming period of life, +pre-eminently, yet habits of Christian activity must be begun during +these earlier years. The children in this department are not too young +to lay the foundations of regular and punctual attendance, bringing of +Bibles, giving to church expenses and benevolences, interest in and +gifts for missionary work, daily prayer and, under proper conditions, +church attendance. + +II. Instruction. + +While special teaching must be given in connection with each habit to be +formed, the supplemental work and the lesson constitute the principal +subjects of instruction. + +1. Supplemental Work. + +Scripture for memorization in this period should be chosen primarily to +help the children in habit formation. Information about the Bible and +storing for future use belong in the next period of "Golden memory." +Verses that give the thought of God's love, and incite loving obedience +to Him and to their parents, and loving service to others, are +fundamental and should predominate. The Twenty-third Psalm and Lord's +Prayer will have real meaning, and therefore help for the child at this +time, if carefully taught. A few of the great stories of the Bible, +including those of Christmas and Easter, may be added, and some of the +hymns of the church expressing God's majesty and the thought of service. + +2. The Lesson. + +Every principle of nurture already discussed bears upon the presentation +of the lesson. + +(1) The lesson must bring an ideal to the child in concrete form. This +will be the truth connected in some way with a person. Where the lesson +gives the negative side, or the absence of the truth in life, the +positive side must also be presented and made more attractive, since +the child's impulse to imitate, even when warned against it, is stronger +than the warnings. He must always be sent away with something to do, +rather than not to do. + +(2) This ideal must always be given in a story. When the lesson material +is abstract, like the Epistles or Psalms, a truth to be taught should be +selected from it, and then made concrete and living in some Bible story. + +(3) The story itself is the mainspring to action, not the application. + +The forceful, vivid and realistic presentation of the story, made +possible as the teacher lives in it, impels the child to imitation; the +application, or "ought," appeals to his reason and compels him, and +action is always more hearty when impelled than when compelled. The only +after touch upon the story which is helpful to little children lies in +plans for imitating the activity which has been pictured. Even this is +not always to be done. Jesus left the most wonderful story He ever told +with no words of application, for they were unnecessary. He knew that +every prodigal would feel a tug at the heartstrings and an impulse to go +home. At the conclusion of the story of the Good Samaritan He merely +said, "Go thou and do likewise." Allowing the children to suggest what +they would like to do if they so desire, or making the suggestion +indirectly by song, or prayer, or the teacher's announcement of her own +purpose will carry far more weight than any injunction to act, for, "The +deepest spring of action in us is the sight of action in another." + + + + +CHAPTER VI + +THE JUNIOR AGE--NINE TO TWELVE + + +The years we are now to consider are among the most interesting in all +the period of development, and among the most exacting, as well, in the +problems they present. These problems are related, in the main, to the +"new invoice of energy" which has come into the life, the social +feelings, habit formation and hero worship, and knowledge and patience +are almost exhausted in their solution. + +A general survey of the period reveals much that we are already familiar +with, together with certain new conditions. We find that some of the +winsomeness and much of the demonstrativeness and dependency of earlier +childhood are gone. The sense of approaching manhood or womanhood is +beginning to stir in the soul and, coincident with it, a growing +independence is manifest. While the child must still be under authority, +the wisest nurture will consult his feelings and wishes as far as +possible, for just beyond this period lies life's crisis, and every bond +of sympathy and confidence must unite the helper to the one to be helped +as the stormy passage is entered upon. + +With all this growing independence, however, life is very far from +possessing the marks of maturity. It is careless and care free, +irresponsible in general, yet proud to carry definite responsibilities. +There is delight in anything which suggests pre-eminence over others, +such as badges, buttons and regalia of any kind, or public recognition +and reward. Frankness almost to the point of brutality is a frequent +trait, particularly of boys of this age, for they do not lend themselves +as easily as the girls to the polite usages and subterfuges of society. +This characteristic must have its counterbalance in genuineness and +freedom from any affectation, especially a pious one, on the part of +those dealing with the children, in order to win their love and respect. + +A marked literalism is also apparent, and instead of the delicately +imaginative child of earlier years a matter of fact young person stands +out with a desire for exact statement and, if need be, under such oath +as, "Upon your word," or "Cross your heart and hope to die." There is a +strong sense of honor connected with such asseverations, and woe betide +the one who swears falsely or tinkers with the truth. + +There are certain conspicuous characteristics which demand a more +detailed consideration, and the first to be noted is the energy. + + +ENERGY + +The very sound of the word is indicative of the nervous force that +dominates the life during these years. It is well nigh impossible for +action to be noiseless or measured in this period, especially during the +latter part. The energy continues to be more vigorous in the physical +realm, and active sports of all kinds are attractive. One of the +greatest problems of nurture at this time, as has already been +suggested, centers around the wise use of this energy in the home, the +day school, the Sunday School and, most important of all, in the hours +unoccupied with definite tasks, for habits are forming through its +outgoing. + + +THE SOCIAL FEELINGS + +Another striking characteristic of this period appears in the rapid +development of the social feelings. No longer is the child content with +one or two playmates, but he craves the companionship of several of the +same age and sex. This desire finds expression in the coterie of bosom +friends, the gang and the club so prevalent between the ages of ten and +fourteen. The bonfire with its circle of kindred spirits, the cave with +its password and dark plottings, the street corner and recruiting +whistle have almost irresistible fascination. What one boy does not +dare, the gang will attempt, and the composite conscience may fall far +below that of the individual. The sense of honor already mentioned is +very strong among the members, and in absolute loyalty to one another +they stand or fall. + +These organizations exist among the girls as well as boys, but differ in +the purpose for which they are formed, the girls organizing more as +adults, while the boys' clubs are overwhelmingly to expend energy, +lawfully or otherwise. + +The dangers and opportunities growing out of this strong tendency toward +segregation can not be overestimated. A walk along a city street in the +evening reveals the fact that the nurture of the sidewalk and the ice +cream parlor has largely supplanted the nurture of the home on the +social side. The table with the evening lamp--"the home's +lighthouse"--and the family circle complete about it, are an almost +unknown experience in the life of the average American child. In a +recent convention a speaker, who is in charge of a great penal +institution filled with human derelicts, said he believed it to be as +much a duty of the church to preserve at least one evening a week sacred +to the home, as to designate another for the prayer meeting or preaching +service. + +The home ought to be the center of the child's social life. Why can not +the lights and music and companionship there be made as attractive as +the lights of the corner store, or billiard hall, or the sound of the +street piano, which pave the way to the saloon and the dance hall later? +That boys and girls will congregate during this period and the next is a +law unchangeable as the laws of the Medes and Persians. Nurture asks +whether the home does not furnish a better environment during this +energetic, habit forming and irresponsible period than the corner store +or the "gang?" It asks whether the society of those invited within its +doors for a good time, under the sympathetic and watchful eye of the +father and mother, is not apt to be more conducive to true character +building than the society of the chance acquaintance with no credentials +save his skill in story telling and initiation into fascinating +mysteries? It asks still further, in this age of hero worship, whether +the home should not erect the ideals of manhood and womanhood through +example, through books, through honored guests who have achieved true +distinction instead of delegating this privilege to the group around the +bonfire or the man who gathers the admiring circle to listen to the +salacious tale? The home which provides for this social craving within +its sheltering walls, blending the faces of father and mother with those +of companions in the most joyous of good times, and, after the evening +altar, when the lights are darkened, knows that each pillow is pressed +by its own pure face, that home is a bulwark of the nation and the ante +chamber to one of God's many mansions. + +May God have pity on the thousands of children who live in houses, but +are homeless. + + +HERO WORSHIP + +In this new interest in his fellows, all figures do not stand out in +equal proportion against the child's horizon. Some loom very high, and +in the inner chamber of the soul, incense is burning at their shrine. +Out of the earlier interest in people, and desire to imitate their +actions, there begins to emerge the great passion of hero worship with +all its power in shaping ideals and determining character. If it be +true, indeed, that life grows like what it gazes fixedly upon, then +nurture has here an important work. + +The hero of any period must inevitably embody that which the life most +admires at the time, hence physical strength and skill, courage and +daring will be prominent factors in a boy's hero in this period. This +hero may be, perchance, the physical director of the Y.M.C.A., the +champion baseball or football player, an explorer or adventurer, a +desperado, or--happy case--a father who has not forgotten how to swim +and fish and hunt and play ball. A boy always longs to place his father +on the throne of his heart, if he is given a chance, but the fathers who +covet that place enough to pay the price for it are too few. + +A hard working mechanic said to a friend, "I made up my mind I would +rather have a backache when my boys were little than a heartache later +on," and so no day's task was so heavy, up toil so exhausting that when +he came home at night his two boys could not claim him. The cramped +muscles would unlimber behind the bat, the tired limbs would forget +their weariness in the jaunt that had been planned with father, and +during the hours of freedom the three were chums in sports, in +interests, in confidence. They say there is no more beautiful sight in +that town today than two stalwart, manly fellows arm in arm with the +father, who counts it the joy and pride of his life to have mounted the +hero's throne in the hearts of his sons. + +While boys always choose a man as their hero, girls may choose either +the masculine or feminine character. They are still near enough Nature's +heart to glory in wildness and abandon, and the subtle delicacy of true +womanhood has not the charm for them now it will have later. Yet it is +part of the priceless dower of motherhood to so share in the daughter's +life through sympathy and understanding that, to "be like mother" will +embody all the aspirations of a girlish heart. + + +"THE READING CRAZE" + +The flame of hero worship is fed from two sources--the life of some one +near to the child and the passionate delight in reading which +characterizes the years from about ten to fifteen and is especially +marked from twelve to fourteen. The choice of books will naturally be +governed by the strongest interests. We are not surprised, therefore, +that every page must teem with life and chronicle some achievement, +preferably in the physical realm, for in the thought of the junior, +"Greater is he that taketh a city than he who ruleth his own spirit." + +Toward the latter part of this period the sentimental novel, with all of +its froth and perverted ideals of life, appeals to the girl, and it is +an open question which is more pernicious, "Deadwood Dick and the +Indians" or "Love at Sight." + +When it is remembered that during these years the desire for reading is +so great that it will be satisfied, surreptitiously if not openly, that +the heroes and heroines strengthen ideals of their own type in the soul +of the child, that these are the years in which taste is being formed, +not only in reading but in living, nurture again has a great task +outlined. "What is the best way to keep a boy from eating green apples?" +a prominent Sunday School worker often asks in a convention. The answer +never varies: "Give him ripe ones to eat." The child who has plenty of +well-selected, wholesome literature will have no appetite for the +baneful. Biography of the heroic type, exploration, adventure and +charming romances like the "Waverley Novels" will help to lay sane and +pure foundations of character. The missionary boards are now putting out +books as thrilling and stirring in their situations as any yellow-backed +novel. These the children devour and the spiritual heroism makes its +silent appeal along with the physical. + +This delight in reading makes comparatively easy the formation of the +habit of daily Bible reading. If the life is more than meat, then the +time taken by the father or mother to select fascinating Bible +biographies and stories, and tactfully to supervise the reading, is at +least as wisely expended as that used in training a grape vine or sewing +a lace edge on a ruffle. Is it not strange that there is such distorted +perspective and false balance of values in regard to what is worth +while? The cares of this world crowd out so many supreme things. Many a +temptation in later life would have its antidote if the Holy Spirit +could bring the needed Scripture to mind, but because some one +substituted the lesser for the greater, solicitude for external +appearance instead of inner furnishing, the Word is not there to be +recalled. + + +HABIT FORMATION + +The discussion of these marked characteristics of the life is given +added import when we realize that these years are in the height of the +habit forming period. All through Early Childhood and Childhood every +act has left its faint tracing upon the plastic cells of the brain, and +some of the markings are deep ere now. Just as water will follow its +channel rather than cut a new course, so activity will expend itself in +the well-traced pathways unless prevented from so doing, and the same +thought or stimulus will always tend to go out in the same action. No +thinking is necessary upon these habitual acts which constitute "nine +tenths of life"--they have become mechanical. Not only in the body does +life acquire fixed habits, but also in the soul, in thinking, feeling +and choosing. + +The seriousness as well as the value of a habit lies in its tenacity. No +harder task ever confronts a life than to break up one habit and +substitute another after the brain cells grow hard. The process requires +not only that activity be directed away from the pathway that +irresistibly draws it, but at the same time a new groove be traced upon +the hard, unyielding cells. The task is difficult beyond expression. +This is why reformed men always have a hidden fear of lapsing into the +former life. It is the call of the old pathway, traced so deeply in the +brain. + +A mature woman, brought up to the strictest Sabbath observance, came to +believe that "the Sabbath was made for man and not man for the Sabbath," +and therefore essayed to act on that day according to her reason and +judgment. The attempt was soon abandoned. "There is no pleasure in it," +she said. "I am constantly fighting the old habits of my girlhood life, +and they will not cease their call to me." This is what the wise king +meant when he said, "Train up a child in the way he should go, and when +he is old he will not depart from it." The whole tendency is to "ask for +the old paths," that there "may be rest to the soul." A part of the +miracle of conversion in later life appears in God's power to trace new +pathways when the brain is hardened, and to keep life in them, moment by +moment, against the tug of the old. + +Three statements will crystallize the discussion. First: The years up +to twelve present two conditions for habit formation--plastic brain +cells and action easily secured--as no succeeding years present them. + +Second: Habit formation, either right or wrong, is constantly going on, +for every action leaves its impress and makes repetition easier. + +Third: Right habits may be formed as easily as wrong, if the task is +definitely undertaken. + +Since the importance of these years is clearly evident, the method of +habit formation may be briefly stated. First, secure the desired action; +second, secure its successive repetition without a lapse, as far as +possible. + +We have already learned that action is the natural result of an aroused +feeling; therefore, nurture will endeavor to make the act attractive and +appealing where it can be done, that the cordial co-operation of the +child may be had. Hero worship may aid here, the example in the home is +imperative and future considerations begin to carry weight. +Encouragement, recognition, new interest and new motives will all +contribute toward securing repetition, until unconsciously the action +carries its own constraint and outer influence is unnecessary. + + +THE "GOLDEN MEMORY PERIOD" + +During the years from about nine to fifteen memory is in its most +glorious period for storing away. In early life a fact is retained +chiefly through its impress on the soft brain cells, for the power of +association is little developed. In later life a fact is retained almost +wholly through association with other facts, for the cells grow hard and +an imprint therefore is faint. In the "Golden Memory Period" the fact +has the double hold of impress and association, for the cells are still +plastic and associative powers are developed. The task and its haste are +evident, for this dual condition never recurs. + +The brain will now receive everything, the abstract, that which is not +understood, the uninteresting, as well as that which is pleasing. This +is the drill period, when mechanical repetition will fix anything, +regardless of the child's desire to learn, and full comprehension is +unnecessary. It is also the period of verbal memory, and that which +ought to be memorized exactly should be given now. + + +RELIGIOUS LIFE + +If nurture has cared for the spiritual life of the child, he will +probably desire during this period to publicly confess his love for +Jesus Christ. Even if he has not been so nurtured, every condition in +his life makes it easier now than it ever will be later to lead him to +acceptance of Christ. Though there comes a great spiritual awakening in +adolescence, there is at the same time more in the life to oppose the +decision for Christ than in childhood. The Christian life has not the +meaning for him that it will have later on, spiritual vision is not +broad nor deep, but if the child genuinely loves the Savior and wants to +use his energy for Him, he is laying at the Master's feet all he has +now to give, and if Christ accepts the gift, the church ought to accept +the giver. There is no greater crime against childhood than to bar the +doors to these babes in Christ, nor, assuredly, can any act bring keener +pain to the Passionate Lover of little children, who said, "Let them +come unto me, and forbid them not." + + +APPLICATION TO SUNDAY SCHOOL WORK + +Perhaps a resume of the conditions which the Sunday School must meet in +this period will make the situation more definite. + +The child is increasingly independent and outspoken, but easily won by +love and confidence. He responds to responsibility, craves recognition, +glories in show and regalia, wants to know the truth about things. He is +a hero worshipper, abounds with energy and considers it his inalienable +right to have fun with his chums. He devours books and magazines, +retains what he reads and memorizes as never before. He is forming +habits of life. He ought to be a sincere child Christian before he +leaves the Junior department. + +Manifestly, in dealing with this period, the problem of nurture must +find a large part of its solution in the teacher himself. Three things +must be vitally true of the one holding this responsible office: first, +an abiding touch with God that shall mean Divine wisdom, moment by +moment, for the exegencies of Junior work far outnumber the tread mill +experiences; second, an understanding of and genuine sympathy with the +life of the children; third, a personality that shall meet the +conditions of hero worship. Some day the church will give to every boys' +class, in this and succeeding periods, a trained Christian man to be +hero first, and then teacher, for no boy aspires to be like a woman, no +matter how much he may love her. But, though a woman may not reach up to +a boy's ideals along physical lines, nor should she attempt it, there is +abundant opportunity through outings, tramps, picnics and genuine +interest in their sports to touch even that side of the life of both +boys and girls. + +The social needs must be met through frequent class and department +gatherings, preferably in the homes, for the habit of reverence in God's +house will receive almost fatal counteraction in the average social +gathering of this age held in the church. Organizations like the +"Knights of King Arthur," for boys, and the "Sunshine Club," for girls, +are to be highly commended because of their social features, their +appeal to the love of uniform, password and secrets, to hero worship and +to activity through the ideals of life and service they make concrete +and alluring. + +Discipline of these independent, outspoken boys and girls is easy if the +teacher will only lay hold of the heart instead of the coat collar, but, +alas, the latter method takes less time. The world holds nothing truer +and sweeter than the love of a child at this age, free as it is from all +affectation and policy, and it is there in every heart, awaiting the +touch of the teacher who can find the hidden spring. The contact on +Sunday is not sufficient, however, to reveal it. The child must know +through the letter, the call, the invitation to the teacher's home, the +loving sympathy in his life and interests that the teacher wants him, +not his Golden Text and offering, and in this knowledge the magic spring +is found. + +Besides the social life, the teacher should feel a responsibility in +regard to what the children are reading. Papers like the Youth's +Companion circulated among the members, suggestions as to books in the +Sunday School or public library, books loaned to the children and +questions as to their reading may save many a soul from the slimy trail +of the serpent coiled in the dime novel. + +A few suggestions may be added relative to the work in the School +itself. + + +PLACE + +The Juniors should have a separate department and place, for their work +is distinct in character and methods from the Primary and Intermediate +departments. Maps and charts should be added to the equipment, +individual and personally owned Bibles, and where they can be had, +tables for each class. + + +ORGANIZATION + +For two important reasons the department should be divided into classes +and the teaching done by the teachers, presupposing they have risen to +their privilege and are trained. First, the week-day shepherding becomes +an increasingly serious matter as the child is broadening in his +relationships, and no superintendent can give it alone. Second, the +recitation must give large opportunity for individual work on the part +of the pupil during the lesson, and this is impossible in a department +taught as a whole. + + +PROGRAM + +The program should give prominence to supplemental work taught largely +through drills, including--during the Golden Memory Period--the Books of +the Bible, passages, chapters, facts concerning the Bible and training +in its use, geography of the Holy Land, the catechism where used and the +hymns of the church. Public recognition in badges, certificates and roll +of honor will aid in securing the desired work along this and other +lines. + +Systematic and careful training in habits of Christian service ranks +with the lesson in importance. Responsibilities in various committees +through the week may be used to strengthen habits and utilize energy. +Missionary heroes should be made as familiar to the children as their +own personal friends, and there should be regular contributions to +definite objects, not abstractions like "Missions" or "Benevolences." + +Music of a martial type is greatly enjoyed by the children, also that +suggesting action, but never the meditative, introspective sort. Great +care should be taken to guard the voices from overstrain in loud +singing, as irreparable damage may be done for all time to come. + +THE LESSON + +The Junior lesson should be prepared to meet the children's interest in +facts and love of a hero. They are not ready yet for truth in the +abstract--it must be seen in a person. Instead of the story, as in the +Primary class, there must be a mingling of vivid word pictures by the +teacher and question and answer. The children should not be told to +"study the lesson," for they do not know how, but rather have assigned +to them one definite thing to prepare for the recitation. Make use of +their love of reading in this connection. Use energy and hold attention +by means of pad and pencil, written answers in the books they are making +on the current lessons, map drawing, looking up references and a +stereoscope if possible. Time before the session and in the social +gatherings of the class can be most fascinatingly and profitably used in +making pulp and sand maps and models of Oriental objects. + +Toward the latter part of this period, a questioning in regard to Divine +things may come, but a questioning unmixed with the doubt of later +years. "And when He was twelve years old, ... they found Him in the +temple, sitting in the midst of the doctors, both hearing them and +asking them questions." With this desire to know reasons for belief +comes the teacher's golden opportunity for strengthening the foundations +of faith through history and the testimony of ancient monuments, where +it can be adduced, through experience and through God's Word itself. + +May nurture be so true to God and the life that the child shall leave +his childhood and face the dawn of manhood as that One of old with the +eager heart and heavenly vision, "Wist ye not that I must be about my +Father's business?" + + + + +CHAPTER VII + +ADOLESCENCE + + +Between the quiet unfolding of childhood and the full development of +maturity, there lies a period so fraught with danger and so filled with +opportunity, that it is rightly considered life's crisis. A mistake at +this point is more disastrous than at any other, while wisdom in dealing +with the soul never has such rich reward. + +In a general way, this period, known as Adolescence, extends with boys +from about twelve to twenty-four, and with girls from about eleven to +twenty-one, or from the beginning of manhood and womanhood to full +maturing. + +A study of the conditions that obtain during these years clearly reveals +the reason for their crucial character. + +1. It is an awakening time of new possibilities, physical, mental, moral +and spiritual. + +We are already familiar with the peril and opportunity that attend the +first stages of any development, because the future direction and +strength of the possibility are then so largely determined. When we +realize that the highest possibilities of the soul, as well as some of +the lowest, are now unfolding, the gravity of the period is apparent. + +The changes that come with the soul's awakening are so great, that often +the youth becomes a stranger to those who know him best. Ideals, +ambitions, feelings, thoughts and power only dimly, if ever, recognized +in childhood take possession of the life. A new conception of God is +born and a larger sense of responsibility to Him, to the neighbor and to +the world. In these awakening possibilities are heard the siren voices +of passion, society, wealth and fame and the clear call of +self-sacrifice and duty, and the soul is bewildered, not knowing which +to heed. Surely nurture is needed, for the choices of Adolescence are in +all probability the choices of eternity. + +2. These are the years of the greatest susceptibility to influence. + +Everything that comes to the life now has an impelling force that it +did not have in childhood. Life is in a state of unstable equilibrium, +and a touch may move it. The influence of one book, of one friend, of +one hasty word of criticism or passing word of encouragement may +determine the future of a soul. + +3. During this period habits become permanent. + +The pathways traced through childhood and adolescence become settled, +the cells gradually lose power to change, and by the close of +Adolescence, character is practically determined, unless a Divine power +"makes all things new." + +4. The influence of heredity is strongly felt during the early part of +Adolescence. + +A child may be defrauded of his inheritance in stocks and bonds and +estates, but the bequest of tendencies to which his parents and +grandparents and the long line back have made him heir, can not be +diverted. + +There is danger of over-emphasizing the doctrine of heredity and +lessening the sense of personal responsibility for conduct. There is +also danger of minimizing it, and consequently failing to give the help +that many a life needs in its effort to overcome an evil inheritance. + +Heredity means simply a pull upon the life in a certain direction, +because of the way those before have lived. It is easier to climb +upward, if "the hands of twenty generations are reached down from the +heights to help, than as if they reached up from below to drag down." +But whatever the inherited tendencies, any life may have the "antithetic +heredity," which is a part of its glorious inheritance in Jesus Christ. + +5. This period contains the largest number of first commitments for +crime. + +Three coincident facts demand serious and careful consideration. + +First. The greatest number of first commitments occur from twelve to +sixteen. + +Second. The greatest spiritual awakenings occur between twelve and +sixteen. + +Third. "Girls are most susceptible to influence for good or evil between +eleven to seventeen, with the climax about fourteen, and boys from +twelve to nineteen, with the climax about sixteen." Is not the work of +nurture plain? + +6. During the early part of this period, by far the heaviest losses from +church and Sunday School occur. + +"While thy servant was busy here and there, he was gone." Who was gone? +A soul in its crisis, making eternal choices, easily influenced by a +word, a look or a touch, in the grip of fierce temptations, but catching +sight of Divine possibilities, needing help as at no time before or +later, this is the soul that slipped away, in all probability, not to be +brought back. You who let it slip, "How will you go up to your Father +and the lad be not with you?" + +In turning to a more detailed consideration of Adolescence, we find the +wealth of material so far exceeding the limitations of our space, that +the study must be selective, not analytic. Only those conditions in the +life, therefore, which seem most imperative in their demands upon +nurture will be chosen for discussion. + +EARLY ADOLESCENCE + +The first period of Adolescence covers about four years, approximately +from twelve to sixteen with boys and eleven to fifteen with girls, and +is perhaps the most trying of all to deal with. + +The crisis in these years is a physical one, arising in connection with +the functioning of new physical powers. Coincident with this the +passions are born, bringing to many lives the severest of temptations. +If ever a close intimacy is needed between father and son and mother and +daughter, it is at this time of mystery and question, when the life does +not understand itself nor the meaning of what God now gives it. The +sacred confidence between parent and child is infinitely better than the +best intended book upon the subject, which arouses further curiosity and +kindles the imagination. When the home fails in nurture at this point, +the Sunday School teacher must earnestly consider what of responsibility +falls upon him. + +The rapid physical growth of these years is often accompanied by +awkwardness, due to the fact that the muscles are developing faster +than the bones, making delicate adjustment impossible. There is painful +sensitiveness over this, especially with boys, as hands and feet must be +in the open, and they will easily construe any criticism or ridicule +into a desire to be rid of their presence. + + " ... And what if their feet, + Sent out of houses, sent into the street, + Should step round the corner and pause at the door + Where other boys' feet have paused often before; + Should pass through the gateway of glittering light, + Where jokes that are merry and songs that are bright + Ring out a warm welcome with flattering voice, + And temptingly say, 'Here's a place for the boys!' + Ah, what if they should! What if your boy or mine + Should cross o'er the threshold which marks out the line + 'Twixt virtue and vice, 'twixt pureness and sin, + And leave all his innocent boyhood within? + Ah, what if they should, because you and I, + While the days and the months and the years hurry by, + Are too busy with cares and with life's fleeting toys + To make round our hearthstone a place for the boys." + +There is a sense of pressure and nervous excitement throughout the whole +life, for the "invoice of energy" is not exhausted. Athletics afford +physical relief, and slang, which is at its height from about thirteen +to fifteen, offers somewhat of an emotional safety-valve. Experiences +are never commonplace during this period, nor any individual ordinary. +The strongest superlatives and most extravagant metaphors will scarcely +do a situation adequate justice, but nurture can afford to be patient, +for "this, too, will pass," and of itself, as life grows calmer. + +The feverish excitement is not at all to the distaste of the adolescent +but, on the contrary, he courts it. The "reading craze" is at its height +in this period, and books which give "thrills" are sought by both boys +and girls. There is increasing necessity of wise oversight in the choice +of reading when the mind is so inflammable and easily led, and the fact +that a book is on the shelf of the Sunday School library is unhappily +not always a guarantee against the need of further parental inspection. + +The abounding energy of this period, when brought into conjunction with +the enlarged vision of life, often gives rise to a restlessness and +desire, to leave school and go to work. This is augmented by the new +money sense, which is strong about the age of fourteen, and leads to an +effort to secure money to save as well as to spend. This desire ought to +be met by a regular allowance or an opportunity for earning a stipulated +sum. Its neglect is often the explanation for the breaking open of +Sunday School banks or theft from household funds. + +But even the satisfying of this desire will not allay restlessness, and +many a school-room seat becomes vacant in the early teens. If, instead +of the harsh measures so often used, the boy could know he had not only +the loving sympathy but also the pride of his parents in this harbinger +of approaching manhood; if, in place of force, he were given choice, +after all the considerations had been carefully weighed; if he could +feel the confidence of father and mother that he would do the manly +thing because he is almost a man, he would rarely fail to meet the +issue, for "at no time in life will a human being respond so heartily if +treated by older and wise people as if he were an equal." The result +will be not only renewed zest in the erstwhile hated task, but a new +bond between parents and son that will help to hold him true when +greater crises come. + +The strong appeal that sympathy and consideration now make to the +adolescent is due to the new consciousness of self that has come to the +life. It has many manifestations. There is a welcome external one that +is evident in care for the personal appearance. The days of maternal +solicitude for linen and ears come to an end in this period, and it is +well, for the new standard of correctness is so high as to be +unattainable by any one save the individual himself. + +A new sense of pride in one's family and position appears, and an +aristocracy based on the accidents of birth succeeds the democracy of +childhood. The girl who was sincerely thankful that she was not as +others and assumed Pharisaic superiority because she had been born a +Republican, an Allopath and, crown of all, a Baptist, lived in this +period some years ago. + +This consciousness of self and of approaching manhood and womanhood +tends to make the life independent, and "any attempt to treat a child at +Adolescence as an inferior is instantly fatal to good discipline." In +this super-sensitive state, a public reproof, even in the home circle, +carries with it humiliation beyond expression, and inevitably arouses +resentment and not penitence. "At no time in life does a word of +encouragement mean so much, or criticism leave such an ineffaceable +scar." If those who touch a life through its unfolding only realized +that what they sow of gentleness and consideration or of harshness and +neglect when that life is defenceless and they are strong will be reaped +when they in turn are without recourse and the child has become a man, +would there not be more tenderness and love in some homes? "For with the +same measure that ye mete, withal, it shall be measured to you again." + +Another condition of great import to nurture appears in the increasing +power of the social feelings over the life. Society begins to fascinate, +and the problem of a High School education is complicated with the +problem of secret societies and school dances. Friends are chosen not so +much for real worth as for clothes, position, attractive features or, +where there is no interchange of confidences between parents and +children, for sympathetic understanding. The longing for companionship +is God given and must be fostered, else the youth will enter maturity a +recluse and self-occupied, but nurture must carefully deal with it while +life is in a state of flux. The only course to be at all considered is a +substitutive, not prohibitory one, giving opportunity for social +intercourse under proper conditions. + +The development of the affectional side of the life during this period +must be briefly noted. + +Hero love and worship are more passionate than before. The object of +admiration is usually some one outside of the home, often a favorite +teacher who understands the heart of a boy and a girl. The patterning of +the life after its ideal is most seriously undertaken, even to imitation +of personal mannerisms. The privilege and responsibility of being the +lode star of an unresisting, unpoised life is tremendous, for this +influence overpowers all others at the time. + +Strange manifestations of that which will later be love, holy and +beautiful, between man and woman characterize these years. At first +there is a mutual repulsion between the sexes. The boys are "so rough +and horrid," and as for the girls--the masculine sentiment concerning +them was voiced by one young cavalier in the words, "Oh, mush!" when his +Sunday School class was asked if they would like to invite their "lady +friends" to the coming class party. + +But this stage does not continue, and soon nurture must deal with notes +written by foolish maidens and the first glamour of the great passion, +"sicklied o'er" with callowness and sentimentality. There is no more +perplexing problem in Adolescence than how to handle wisely this vernal +manifestation of love. + +Blessed is the home where there are congenial and sympathetic brothers +and sisters, and wholesome and absorbing occupations. It is the vacuous, +roaming soul which is a prey to the multi-temptations of this period. If +the tastes and wishes of the young people can be satisfied in the home, +and a hearty and natural companionship of the sexes be welcomed in this +healthy environment, nurture will be bringing sanest measures to bear +upon the situation. + +Against this complex background, the necessity of a personal +acquaintance with the Lord Jesus Christ stands out in startling relief. +Though God comes to a soul in a marked way during Adolescence, nurture +is taking a dangerous and often fatal risk in allowing life, as far as +human effort can go, to enter its crisis without Him. The spiritual +awakening of this period (to be considered in the succeeding chapter) +would seem to be God's call to larger service, rather than His first +summons to "Follow Me." + +With the Master's authority to let the children come, and with every +condition in child life God prepared for their coming, there is no +tenable position but belief that our Father meant every life to enter +its period of "storm and stress," in step with Jesus Christ. + + +APPLICATION TO SUNDAY SCHOOL WORK + +Sunday School work during Adolescence and maturity lays less emphasis +upon methods and equipment than in the earlier periods, and more +emphasis on the personal relation between teacher and pupil. For this +reason the preceding study, in so far as it interprets the lives of the +boys and girls, applies directly to Sunday School work, for a +sympathetic understanding is the key to the relationship. "There is no +greater blessing that can come to a boy (or girl) at this age when he +does not understand himself, than a good, strong teacher who +understands him, has faith in him, and will day by day lead him till he +can walk alone." Far more than a pedagogue, the adolescent needs a +friend in his Sunday School teacher, who shares his ambitions, knows his +temptations, sympathizes with his successes and failures and, through it +all, trusts him. This understanding and confidence, made long-suffering +and tender by the love that never fails, will be a binding cord that can +not be broken even by the most restless, wayward life. + +Because of the close relationship to be sought between teacher and +pupil, other things being equal, it is wise for a class of boys to be +taught by a man, and girls by a woman. The counsel of one who has passed +through the same experiences and known the same temptations and +difficulties always comes with especial helpfulness. But the question of +sex is not as vital as that of sympathy, nor the manner of previous +experience as the manner of present love. + +The new consciousness of distinction will make the class work difficult, +if there is any marked difference in the social standing of its +members. The leader must be won to the right attitude in private, the +appeal being based on personal feeling for the teacher and on the new +ideals of relationship to others, which are beginning to take form. + +An organization of the class in this and succeeding periods is necessary +for the best work. It should place definite responsibilities upon each +member, either as officer or committee-man, for habits of Christian +service must be solicitously nurtured during these days. + +Frequent social gatherings are very important. This is the age when the +young people begin to think that, "a Christian can not have any fun," +and it rests with the church and Sunday School to prove to them the +contrary. The only convincing proof is in experiencing the fact itself +that the best times have a religious association, therefore a class +party should be as carefully and as prayerfully planned as a Sunday +School lesson. + +As these years are included in the Golden Memory-period, supplemental +work of more advanced type should be continued. Note books are helpful +in amplifying and impressing the lesson, and brief essays upon pertinent +topics add interest. + +The teaching itself must deal more and more with the relationships of +life. To the majority of young people, the Bible belongs to an uncertain +and remote past. The goal of work in these unsettled years is to help +them see how the Book solves all problems of present-day living, and how +Jesus Christ meets every personal need of the life. + + + + +CHAPTER VIII + +MIDDLE AND LATE ADOLESCENCE + + +The crisis of adolescence may be said to culminate about the years from +fifteen to seventeen with girls, and sixteen to eighteen with boys, or +the period of Middle Adolescence. During these years the feelings and +the imagination are a great storm center, largely because of the rapid +development of the altruistic feelings, and the enlarged conception of +life with the new ideals it has given. + +Divine Wisdom in the order of the soul's unfolding can be seen nowhere +more clearly than in connection with the growth of responsibility for +another. There must first be the self feelings in the little child, to +help him learn his own individuality. When that knowledge comes, his +life must be related to other lives, hence the social feelings awaken, +yet it is for his personal pleasure that contact with others is sought. +But God's plan for a life does not leave it self centered, and under +His touch through these lives a sense of responsibility toward them +begins to be felt, and the realization comes that "No man liveth unto +himself." Ideals which make the good of others first, enter into +conflict with childish ideals which made personal gain first. A new +impulse to forget self in loving service confronts the old self seeking +and self love. Then the truth that "No man can serve two masters," +fastens itself upon the soul and decision waits between self and +selflessness. In a struggle that often shakes a life to its foundations, +the great choice is made and the soul yields itself servant to obey. +Though a reversal of either choice is possible, it rarely occurs. This +decision usually determines destiny. + +A new meaning and value in early nurture is revealed in the light of +this struggle. If love for Jesus Christ has grown through the years in +the heart of the child and the youth, a decision that means fuller +allegiance to Him and greater blessing to the world is assured. If also +during these years nurture has traced pathways of service, as an +expression of child love to God and to others, habit adds the influence +of its tendencies to the choice of ministering life, and offers channels +already prepared for the outflow of sacrificial love. + +The years preceding have not been utterly devoid of altruistic feeling, +but adolescence presents marked difference in its manifestation, other +than that of intensity. + +In early life, the willingness to consider others before self was +usually aroused through the influence of some one else; now the longing +and constraint is within the individual himself. Again, in childhood, +these feelings were called out only by some definite, concrete object; +now they are stimulated by great ideas as well. Patriotism, humanity, +suffering, duty, art and science have power to kindle flame on the altar +of sacrifice. The more difficult the task suggested, the greater the +power of its wooing. It is doubtful whether any Christian life ever +passes through this period without considering the ministry or the +mission field, or whether every life does not at some moment long to go +in quest of a Holy Grail. + +The issues growing out of this crisis are too momentous to leave with +even the wisest human nurture. God Himself must deal with the soul face +to face, and lead it to this higher love and complete surrender. + +In early years He revealed Himself as Creator, Heavenly Father and +Friend to the loving, trusting heart of the little child. Now the time +has come to make His glory pass before the soul. The marvels of creation +in Nature, in constellation and atom, the infinities of eternity and +space, the mysteries of life and death, His own holiness and justice and +all the attributes of His matchless character, the unspeakable love that +gave a Bethlehem and a Calvary to a sin sick race are revealed in new +light and meaning, and the revelation is overwhelming. Existence that +had been accepted without question now becomes complex and baffling. God +is no longer the gentle Lover and strong Protector of childhood days, +but the great "I AM," and in the terrible crystal of His presence the +soul is prostrate. With deep, added meaning the Cross stands out. Its +message of salvation, not only to this soul conscious of its need, but +to a sinning world, is heard anew; but with it comes the voice of the +crucified and risen Lord, "If any man will come after Me, let him deny +himself, and take up his cross and follow Me." + +The answer cannot be returned in emotional love. It must be the love of +all the heart, soul, mind and strength, born in self surrender. If this +be the soul's response, the final triumph and glory of the life of self +losing is pledged, not in the fluctuating efforts of a human will, but +in the changeless strength of the Son of God. + +It is not to be wondered at that when a soul is in the throes of such +experiences as these, it is a time of storm and stress. Yet often the +struggle is carried on alone, in silence, for life becomes secretive. +The open frankness of childhood is gone, and only to one in close +sympathy will thoughts and feelings which sound foundation depths be +revealed. It does not at all follow that because there is a physical tie +between two lives, that there will be union of spirit in this time of +need. The tragedy of so many homes is disclosed in the distance between +father and son, and mother and daughter, that has widened almost +imperceptibly through the years from lack of sympathy and confidence. + +This close relationship which admits to the Holy Place of the soul in +its crisis cannot be lightly cast away, and as easily renewed at will. +It is a growth of the years, to be nurtured patiently, prayerfully, +watchfully, steadily. A guest in the home of a busy physician noted the +peculiarly tender and close relationship which existed between the +father and his son, a splendid boy of about ten years of age. In answer +to her comment upon it, the father said with moist eyes, "We are very +close to one another. I know there is a time coming in his life when he +will need a father as he has never needed him before, and I mean to be +ready. I never take a long drive in the country, that I do not have him +excused from school to go with me. He wants to be a surgeon, so whenever +I have to perform an operation, I always have him help me in some way. +Up to this time there is nothing that weighs for a minute with him over +against an opportunity to be with me, and I am trying to keep his life +so close to mine that nothing can ever come between us." When that boy +reaches his crisis and life closes up, his father will be shut inside +with him. Is there any question as to the outcome, with a father and a +father's God within? + +If, in the busy cares of life, the intimacy that God intended in the +home has been lost, it may be found again if the price of its recovery +be paid, but it is often a dear price, payable in the coin of self +humiliation, sacrifice and tears. + +The need of this close touch with another is apparent in the unspeakable +longing of the adolescent heart for understanding and sympathy, for +appreciation and recognition, for help in choosing the life work, and +for love that is patient and deep. Perhaps the greatest longing of all +is to be trusted, to feel the strong grip of a hand and hear a voice +vibrant with encouragement and assurance say, "I know you can do it." If +the greatest successes in reformatory work come today through loving +confidence in the one who has started wrong, who can measure the +energizing power of such confidence in a life already striving toward +the best? + +The pathetic side of this craving for confidence appears in the distrust +of self which is almost universal at times during these years. A great +wave of ambition and enthusiasm will sweep over the soul, and nothing +seems too great to be attained, nor any obstacles unsurmountable. As +suddenly it will recede, the ideals become impossible, the individual +but an atom in God's great universe, the sky grows gray and hope dies +out. In the vacillation between energy and indifference, enthusiasm and +apathy, self loving and self hating, goodness and badness, confidence +and despair, the ebb and flow of the tide in the soul is revealed to +understanding eyes. + +For this fluctuation of purpose and failure to reach its high ideals, +stern sentence is passed at the inner bar of judgment, and though the +censure of another is resented, the soul bears great scars of +flagellation, self inflicted. The standard of measurement by which the +life tests itself and others is a new consciousness that there is +absolute right and absolute wrong apart from all external coverings. The +statements of others are examined, their actions are stripped of all +veneer, profession and practice are balanced, and death sentence is +passed upon the influence of any life that fails to meet the test. The +compassion that remembers that we are but dust has no place in the heart +as yet. Suffering will call out sympathy, but not failure to reach the +mark. A life must ring true to God, true to its fellow men and true to +the ideals conceived as belonging to it by these self-appointed judges, +if it is to be of any help to them. It is therefore not a question +whether the professing Christian, be he parent, teacher or church +member, can indulge in doubtful amusements or uncertain practices +without injury to himself. It is rather, "Are these things included in +the ideal of a Christian life, as it is held by those whom I want to +touch?" If they who bear the name of Christ exemplified more completely +the ideals by which they are measured, would there be so many who +question the reality of divine things? + +It is during the closing period of Adolescence, ending with young men +about twenty-four and with young women about twenty-one, that doubt most +frequently appears. It comes rather as a questioning and bewilderment to +the Christian, and scepticism to the one who has had no experience of +divine things. Spiritual truth is not accepted because another has said +it is so, but each desires to know for himself the foundation upon which +he stands, that he may have a reason for the hope that is in him. +Investigation seems to show that at least two out of three pass through +this period of intellectual unrest, young men being in the majority. + +Many causes contribute to this condition, but chief among them is the +maturing strength of reason and will. The new power to think God's +thoughts after Him, to trace cause and effect, to understand subtle +relationships, intoxicates the soul. Everywhere in the world around, the +pre-eminence of reason is acknowledged. The atmosphere of the university +and the college which surrounds the favored young men and women is an +atmosphere of scientific accuracy, where reason applies the tests. The +world of business, of finance and of statecraft all bow to reason,--why +not the spiritual world, and then by searching, the soul attempts to +find out God. As in the wisdom of God divine things do not yield up +their treasures in intellectual investigation but in revelation, the +thick darkness gathers. Even that which had been once known by faith +seems strange and unreal from this new view point. It is a critical time +for a soul when it is learning that in one realm reason does not go +before, but faith. Any harshness or lack of sympathy on the part of +another or evident disappointment in the life is very serious at this +point. The will asserts itself under such measures and from the pliant +attitude, "I cannot believe what I cannot explain," it takes the defiant +attitude, "I will not believe what I cannot explain." + +The marvelous dealing of our Lord with Thomas is a picture of His +gracious dealing with every doubting heart, and ought to be the +perpetual model for every one who attempts to give help at this time. +When the Master stood before that disciple who said he would not believe +unless he had the indubitable proof of a physical testing, He spoke no +words of censure, no words of His pain that Thomas had been so long time +with Him and yet did not know Him in faith. "Jesus said, 'Peace be unto +you. Reach hither thy finger, and see My hands, and reach thither thy +hand and put it into My side and be not faithless but believing,' and +Thomas answered and said unto Him, 'My Lord and my God!'" + +With like patience and infinite tenderness, the Spirit deals with the +troubled heart today. He makes the past days with God live again in +memory, if the life has known Him, and the soul can not deny in its +reason the reality of what it has lived through in its experience. He +uses every Christian life that can bear the search light as an +irrefutable argument of the verity of the unseen. He brings the peace of +God that passeth understanding, yet fills and thrills the soul as every +service for Him is rendered even in the darkness. He calls through hard +experience where reason can bring no comfort and the will is palsied, +through the abiding unrest and longing of a heart that is feeling after +God in its own way, instead of His, and through the drawing of childhood +habits of love and trust. When at last, spent out with struggle and +longing, the soul is willing to come back to the Heavenly Father as the +little child who used to be, asking only to walk hand in His, in dark or +light, a new consciousness dawns, clear, sure and absolute that, "Thus +saith the Lord," is more than reason, and the triumphant song rings +out, "I know whom I have believed, My Lord and My God!" + + +APPLICATION TO SUNDAY SCHOOL WORK + +The Sunday School touches a life just entering maturity at the focal +point toward which all nurture has been tending. Enriched by years of +absorption, with ideals defined and channels of expression traced, the +soul faces an open door, bearing the inscript "Service." It is that each +soul may enter the door and give back to a waiting world its best, that +nurture has brooded and guarded through the years. + +The great work of the Sunday School is to impel the soul to take this +step, and taking it, say, "I am debtor." This can not be done through +any system of methods, neither are narrow interests or unexacting tasks +sufficient to arouse all that the soul has now to give. The great sweep +and mighty force of world movements are alone adequate for a soul in +touch with God and infinities. + +There has never been a time in the history of Sunday School work when +there were such far reaching, thrilling movements through which to +appeal to manhood and womanhood as at the present time, and God's Hand +is not hidden in the matter. + +The Adult Bible Class movement, enlisting the greatest company of +thinking men and women ever gathered for the study of the Word, is a +call to open loyalty to the Book and to the church, that is winning +recruits by the thousands. + +The great Teacher Training movement, with its exacting standards and +high ideals of preparation, is leading the choicest young people to seek +the holy service of teaching. + +The world encircling Missionary movements, the definite plan to give the +gospel to every man, woman and child in this generation, the marvellous +ingatherings already reported from the foreign field, the unparalleled +opportunities to make richest investment of life in the waking Orient, +these arouse the enthusiasm and conviction which issue in prayers and +gifts and pledge of Student Volunteers. + +In our own land, the ethical awakening with its triumphs for Temperance +and civic righteousness, the great conventions and conferences held for +the Kingdom, the sweeping evangelistic campaigns with their trophies for +Christ, and the new life stirring in the church, movements all, God +initiated, God directed, throbbing with His Almighty power and revealing +the oncoming of His triumph, these give the challenge and the +inspiration to men and women, and response is coming in ever swelling +volume, "Here am I, send me!" + +It is the crowning mission of the Sunday School to relate these great +interests to individual lives, and interpret for them the meaning in +terms of love and service. To whom shall the task be given? To the +teacher of transparent life, who can hold the world and the one in his +heart, who can read the signs of the times and the signs of the soul, +and who has nurtured with the Divine One through the years, to him shall +be given God's crowning task with an Unfolding Life. + + + +***END OF THE PROJECT GUTENBERG EBOOK THE UNFOLDING LIFE*** + + +******* This file should be named 13533.txt or 13533.zip ******* + + +This and all associated files of various formats will be found in: +https://www.gutenberg.org/1/3/5/3/13533 + + + +Updated editions will replace the previous one--the old editions +will be renamed. + +Creating the works from public domain print editions means that no +one owns a United States copyright in these works, so the Foundation +(and you!) can copy and distribute it in the United States without +permission and without paying copyright royalties. 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