Part 15

[Sidenote: _The Teaching to be Practical_]

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

[Sidenote: _For the Unemployed_]

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

[Sidenote: _Training for Professional Men_]

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

[Sidenote: _Benefit to the Physician_]

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

[Sidenote: _To Minister, Missionary, Teacher_]

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

[Sidenote: _Students Self-Sustaining_]

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

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

[Sidenote: _Accuracy and Thoroughness_]

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

[Sidenote: _Masters of Labor_]

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

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

_CHARACTER-BUILDING_

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

_Education and Character_

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

[Sidenote: _Character the Highest Aim_]

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

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

[Sidenote: _Outlook for the Youth_]

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

[Sidenote: _Perils in the Schools_]

[Sidenote: _Rivalry_]

At such a time as this, what is the trend of the education given? To what motive is appeal most often made?—To self-seeking. Much of the education given is a perversion of the name. In true education the selfish ambition, the greed for power, the disregard for the rights and needs of humanity, that are the curse of our world, find a counter-influence. God’s plan of life has a place for every human being. Each is to improve his talents to the utmost; and faithfulness in doing this, be the gifts few or many, entitles one to honor. In God’s plan there is no place for selfish rivalry. Those who “measure themselves by themselves, and compare themselves among themselves, are not wise.” Whatever we do is to be done “as of the ability which God giveth.” It is to be done “heartily, as to the Lord, and not unto men; knowing that of the Lord ye shall receive the reward of the inheritance; for ye serve the Lord Christ.”[335] Precious the service done and the education gained in carrying out these principles. But how widely different is much of the education now given! From the child’s earliest years it is an appeal to emulation and rivalry; it fosters selfishness, the root of all evil.

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

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

[Sidenote: _Pagan Authors_]

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

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

[Sidenote: _Fiction_]

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

[Sidenote: _False Science_]

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

[Sidenote: “_Higher Criticism_”]

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

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

[Sidenote: _Perils in the World_]

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

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

[Sidenote: _Anarchy_]

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

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

[Sidenote: _Foundation of Character_]

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

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

[Sidenote: _God’s Commandments_]

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

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

_Methods of Teaching_

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

[Sidenote: _Memory Training_]

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

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

[Sidenote: _Inability to Discriminate_]

The education that consists in the training of the memory, tending to discourage independent thought, has a moral bearing which is too little appreciated. As the student sacrifices the power to reason and judge for himself, he becomes incapable of discriminating between truth and error, and falls an easy prey to deception. He is easily led to follow tradition and custom.

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

[Sidenote: _Reason and Faith_]

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

[Sidenote: _Individual Development_]

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

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

[Sidenote: _A Present Need_]

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

[Sidenote: _Application_]

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

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

[Sidenote: _Simplicity_]

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

[Sidenote: _Enthusiasm_]

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

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

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

[Sidenote: _Mastery of Fundamentals_]

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

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

[Sidenote: _Language_]

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

[Sidenote: _The Chief Requisite_]

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

[Sidenote: _Habits of Speech_]

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

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

[Sidenote: _Gossip; Cannibalism_]

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

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

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

[Sidenote: _Expletive, Exaggeration_]