Part 18

The elder brothers, from whom Samuel would have chosen, did not possess the qualifications that God saw to be essential in a ruler of His people. Proud, self-centered, self-confident, they were set aside for the one whom they lightly regarded, one who had preserved the simplicity and sincerity of his youth, and who, while little in his own sight, could be trained by God for the responsibilities of the kingdom. So to-day, in many a child whom the parents would pass by, God sees capabilities far above those revealed by others who are thought to possess great promise.

And as regards life’s possibilities, who is capable of deciding what is great and what is small? How many a worker in the lowly places of life, by setting on foot agencies for the blessing of the world, has achieved results that kings might envy!

Let every child, then, receive an education for the highest service. “In the morning sow thy seed, and in the evening withhold not thine hand; for thou knowest not which shall prosper, whether this or that.”[393]

[Sidenote: _Choosing an Occupation_]

The specific place appointed us in life is determined by our capabilities. Not all reach the same development or do with equal efficiency the same work. God does not expect the hyssop to attain the proportions of the cedar, or the olive the height of the stately palm. But each should aim just as high as the union of human with divine power makes it possible for him to reach.

[Sidenote: _Cause of Failure_]

Many do not become what they might, because they do not put forth the power that is in them. They do not, as they might, lay hold on divine strength. Many are diverted from the line in which they might reach the truest success. Seeking greater honor or a more pleasing task, they attempt something for which they are not fitted. Many a man whose talents are adapted for some other calling, is ambitious to enter a profession; and he who might have been successful as a farmer, an artisan, or a nurse, fills inadequately the position of a minister, a lawyer, or a physician. There are others, again, who might have filled a responsible calling, but who, for want of energy, application, or perseverance, content themselves with an easier place.

We need to follow more closely God’s plan of life. To do our best in the work that lies nearest, to commit our ways to God, and to watch for the indications of His providence,—these are rules that insure safe guidance in the choice of an occupation.

He who came from heaven to be our example spent nearly thirty years of His life in common, mechanical labor; but during this time He was studying the word and the works of God, and helping, teaching, all whom His influence could reach. When His public ministry began, He went about healing the sick, comforting the sorrowful, and preaching the gospel to the poor. This is the work of all His followers.

[Sidenote: _Example in Service_]

“He that is greatest among you,” He said, “let him be as the younger; and he that is chief, as he that doth serve. For ... I am among you as he that serveth.”[394]

Love and loyalty to Christ are the spring of all true service. In the heart touched by His love, there is begotten a desire to work for Him. Let this desire be encouraged and rightly guided. Whether in the home, the neighborhood, or the school, the presence of the poor, the afflicted, the ignorant, or the unfortunate, should be regarded, not as a misfortune, but as affording precious opportunity for service.

In this work, as in every other, skill is gained in the work itself. It is by training in the common duties of life and in ministry to the needy and suffering, that efficiency is assured. Without this the best-meant efforts are often useless and even harmful. It is in the water, not on the land, that men learn to swim.

[Sidenote: _Church Relationship_]

Another obligation, too often lightly regarded,—one that to the youth awakened to the claims of Christ needs to be made plain,—is the obligation of church relationship.

Very close and sacred is the relation between Christ and His church,—He the bridegroom, and the church the bride; He the head, and the church the body. Connection with Christ, then, involves connection with His church.

The church is organized for service; and in a life of service to Christ, connection with the church is one of the first steps. Loyalty to Christ demands the faithful performance of church duties. This is an important part of one’s training; and in a church imbued with the Master’s life, it will lead directly to effort for the world without.

[Sidenote: _Young People’s Societies_]

There are many lines in which the youth can find opportunity for helpful effort. Let them organize into bands for Christian service, and the co-operation will prove an assistance and an encouragement. Parents and teachers, by taking an interest in the work of the young people, will be able to give them the benefit of their own larger experience, and can help them to make their efforts effective for good.

[Sidenote: _Foreign Missions_]

It is acquaintance that awakens sympathy, and sympathy is the spring of effective ministry. To awaken in the children and youth sympathy and the spirit of sacrifice for the suffering millions in the “regions beyond,” let them become acquainted with these lands and their peoples. In this line much might be accomplished in our schools. Instead of dwelling on the exploits of the Alexanders and Napoleons of history, let the pupils study the lives of such men as the apostle Paul and Martin Luther, as Moffat and Livingstone and Carey, and the present daily-unfolding history of missionary effort. Instead of burdening their memories with an array of names and theories that have no bearing upon their lives, and to which, once outside the schoolroom, they rarely give a thought, let them study all lands in the light of missionary effort, and become acquainted with the peoples and their needs.

[Sidenote: _Workers from the Common People_]

In this closing work of the gospel there is a vast field to be occupied; and, more than ever before, the work is to enlist helpers from the common people. Both the youth and those older in years will be called from the field, from the vineyard, and from the workshop, and sent forth by the Master to give His message. Many of these have had little opportunity for education; but Christ sees in them qualifications that will enable them to fulfil His purpose. If they put their hearts into the work, and continue to be learners, He will fit them to labor for Him.

He who knows the depths of the world’s misery and despair, knows by what means to bring relief. He sees on every hand souls in darkness, bowed down with sin and sorrow and pain. But He sees also their possibilities; He sees the height to which they may attain. Although human beings have abused their mercies, wasted their talents, and lost the dignity of godlike manhood, the Creator is to be glorified in their redemption.

[Sidenote: _The Saviour’s Choice_]

The burden of labor for these needy ones in the rough places of the earth Christ lays upon those who can feel for the ignorant and for such as are out of the way. He will be present to help those whose hearts are susceptible to pity, though their hands may be rough and unskilled. He will work through those who can see mercy in misery, and gain in loss. When the Light of the world passes by, privilege will be discerned in hardship, order in confusion, success in apparent failure. Calamities will be seen as disguised blessings; woes, as mercies. Laborers from the common people, sharing the sorrows of their fellow-men as their Master shared the sorrows of the whole human race, will by faith see Him working with them.

“The great day of the Lord is near, it is near, and hasteth greatly.”[395] And a world is to be warned.

With such preparation as they can gain, thousands upon thousands of the youth and those older in years should be giving themselves to this work. Already many hearts are responding to the call of the Master Worker, and their numbers will increase. Let every Christian educator give such workers sympathy and co-operation. Let him encourage and assist the youth under his care in gaining a preparation to join the ranks.

[Sidenote: _Opportunity for Education_]

There is no line of work in which it is possible for the youth to receive greater benefit. All who engage in ministry are God’s helping hand. They are co-workers with the angels; rather, they are the human agencies through whom the angels accomplish their mission. Angels speak through their voices, and work by their hands. And the human workers, co-operating with heavenly agencies, have the benefit of their education and experience. As a means of education, what “university course” can equal this?

[Sidenote: _Our Children’s Heritage_]

With such an army of workers as our youth, rightly trained, might furnish, how soon the message of a crucified, risen, and soon-coming Saviour might be carried to the whole world! How soon might the end come,—the end of suffering and sorrow and sin! How soon, in place of a possession here, with its blight of sin and pain, our children might receive their inheritance where “the righteous shall inherit the land, and dwell therein forever;” where “the inhabitant shall not say, I am sick,” and “the voice of weeping shall be no more heard.”[396]

_THE UNDER-TEACHER_

“_As My Father hath sent Me, even so send I you_”

_Preparation_

“STUDY TO SHOW THYSELF APPROVED UNTO GOD”

[Sidenote: _The Mother’s Opportunity_]

The child’s first teacher is the mother. During the period of greatest susceptibility and most rapid development his education is to a great degree in her hands. To her first is given opportunity to mould the character for good or for evil. She should understand the value of her opportunity, and, above every other teacher, should be qualified to use it to the best account. Yet there is no other to whose training so little thought is given. The one whose influence in education is most potent and far-reaching is the one for whose assistance there is the least systematic effort.

[Sidenote: _Lack of Preparation_]

Those to whom the care of the little child is committed are too often ignorant of its physical needs; they know little of the laws of health or the principles of development. Nor are they better fitted to care for its mental and spiritual growth. They may be qualified to conduct business or to shine in society; they may have made creditable attainments in literature and science; but of the training of a child they have little knowledge. It is chiefly because of this lack, especially because of the early neglect of physical development, that so large a proportion of the human race die in infancy, and of those who reach maturity there are so many to whom life is but a burden.

[Sidenote: _Education for Parents_]

Upon fathers as well as mothers rests a responsibility for the child’s earlier as well as its later training, and for both parents the demand for careful and thorough preparation is most urgent. Before taking upon themselves the possibilities of fatherhood and motherhood, men and women should become acquainted with the laws of physical development,—with physiology and hygiene, with the bearing of prenatal influences, with the laws of heredity, sanitation, dress, exercise, and the treatment of disease; they should also understand the laws of mental development and moral training.

This work of education the Infinite One has counted so important that messengers from His throne have been sent to a mother that was to be, to answer the question, “How shall we order the child, and how shall we do unto him?”[397] and to instruct a father concerning the education of a promised son.

Never will education accomplish all that it might and should accomplish until the importance of the parents’ work is fully recognized, and they receive a training for its sacred responsibilities.

[Sidenote: _The Teacher; Broad Training_]

The necessity of preparatory training for the teacher is universally admitted; but few recognize the character of the preparation most essential. He who appreciates the responsibility involved in the training of the youth, will realize that instruction in scientific and literary lines alone can not suffice. The teacher should have a more comprehensive education than can be gained by the study of books. He should possess not only strength but breadth of mind; should be not only whole-souled but large-hearted.

[Sidenote: _Essential Qualifications_]

He only who created the mind and ordained its laws can perfectly understand its needs or direct its development. The principles of education that He has given are the only safe guide. A qualification essential for every teacher is a knowledge of these principles, and such an acceptance of them as will make them a controlling power in his own life.

Experience in practical life is indispensable. Order, thoroughness, punctuality, self-control, a sunny temper, evenness of disposition, self-sacrifice, integrity, and courtesy are essential qualifications.

Because there is so much cheapness of character, so much of the counterfeit all around the youth, there is the more need that the teacher’s words, attitude, and deportment should represent the elevated and the true. Children are quick to detect affectation or any other weakness or defect. The teacher can gain the respect of his pupils in no other way than by revealing in his own character the principles which he seeks to teach them. Only as he does this in his daily association with them can he have a permanent influence over them for good.

[Sidenote: _Physical Vigor_]

For almost every other qualification that contributes to his success, the teacher is in great degree dependent upon physical vigor. The better his health, the better will be his work.

So wearing are his responsibilities that special effort on his part is required to preserve vigor and freshness. Often he becomes heart-weary and brain-weary, with the almost irresistible tendency to depression, coldness, or irritability. It is his duty not merely to resist such moods but to avoid their cause. He needs to keep the heart pure and sweet and trustful and sympathetic. In order to be always firm and calm and cheerful, he must preserve the strength of brain and nerve.

Since in his work quality is so much more important than quantity, he should guard against overlabor,—against attempting too much in his own line of duty; against accepting other responsibilities that would unfit him for his work; and against engaging in amusements and social pleasures that are exhausting rather than recuperative.

[Sidenote: _Outdoor Labor_]

Outdoor exercise, especially in useful labor, is one of the best means of recreation for body and mind; and the teacher’s example will inspire his pupils with interest in and respect for manual labor.

In every line the teacher should scrupulously observe the principles of health. He should do this not only because of its bearing upon his own usefulness, but also because of its influence upon his pupils. He should be temperate in all things; in diet, dress, labor, recreation, he is to be an example.

[Sidenote: _Literary Attainments_]

With physical health and uprightness of character should be combined high literary qualifications. The more of true knowledge the teacher has, the better will be his work. The schoolroom is no place for surface-work. No teacher who is satisfied with superficial knowledge will attain a high degree of efficiency.

[Sidenote: _A High Standard_]

But the teacher’s usefulness depends not so much upon the actual amount of his acquirements as upon the standard at which he aims. The true teacher is not content with dull thoughts, an indolent mind, or a loose memory. He constantly seeks higher attainments and better methods. His life is one of continual growth. In the work of such a teacher there is a freshness, a quickening power, that awakens and inspires his pupils.

The teacher must have aptness for his work. He must have the wisdom and tact required in dealing with minds. However great his scientific knowledge, however excellent his qualifications in other lines, if he does not gain the respect and confidence of his pupils, his efforts will be in vain.

[Sidenote: _Administrative Ability_]

Teachers are needed who are quick to discern and improve every opportunity for doing good; those who with enthusiasm combine true dignity; who are able to control, and “apt to teach;” who can inspire thought, arouse energy, and impart courage and life.

A teacher’s advantages may have been limited, so that he may not possess as high literary qualifications as might be desirable; yet if he has true insight into human nature; if he has a genuine love for his work, an appreciation of its magnitude, and a determination to improve; if he is willing to labor earnestly and perseveringly, he will comprehend the needs of his pupils, and, by his sympathetic, progressive spirit, will inspire them to follow as he seeks to lead them onward and upward.

[Sidenote: _Difficulties_]

[Sidenote: _Sympathy and Insight_]

The children and youth under the teacher’s care differ widely in disposition, habits, and training. Some have no definite purpose or fixed principles. They need to be awakened to their responsibilities and possibilities. Few children have been rightly trained at home. Some have been household pets. Their whole training has been superficial. Allowed to follow inclination and to shun responsibility and burden-bearing, they lack stability, perseverance, and self-denial. These often regard all discipline as an unnecessary restraint. Others have been censured and discouraged. Arbitrary restraint and harshness have developed in them obstinacy and defiance. If these deformed characters are reshaped, the work must, in most cases, be done by the teacher. In order to accomplish it successfully, he must have the sympathy and insight that will enable him to trace to their cause the faults and errors manifest in his pupils. He must have also the tact and skill, the patience and firmness, that will enable him to impart to each the needed help,—to the vacillating and ease-loving, such encouragement and assistance as will be a stimulus to exertion; to the discouraged, sympathy and appreciation that will create confidence and thus inspire effort.

[Sidenote: _Social Relation_]

Teachers often fail of coming sufficiently into social relation with their pupils. They manifest too little sympathy and tenderness, and too much of the dignity of the stern judge. While the teacher must be firm and decided, he should not be exacting or dictatorial. To be harsh and censorious, to stand aloof from his pupils or treat them indifferently, is to close the avenues through which he might influence them for good.

[Sidenote: _Partiality_]

Under no circumstances should the teacher manifest partiality. To favor the winning, attractive pupil, and be critical, impatient, or unsympathetic toward those who most need encouragement and help, is to reveal a total misconception of the teacher’s work. It is in dealing with the faulty, trying ones that the character is tested, and it is proved whether the teacher is really qualified for his position.

* * * * *

[Sidenote: _Responsibility_]

Great is the responsibility of those who take upon themselves the guidance of a human soul. The true father and mother count theirs a trust from which they can never be wholly released. The life of the child, from his earliest to his latest day, feels the power of that tie which binds him to the parent’s heart; the acts, the words, the very look of the parent, continue to mould the child for good or for evil. The teacher shares this responsibility, and he needs constantly to realize its sacredness, and to keep in view the purpose of his work. He is not merely to accomplish the daily tasks, to please his employers, to maintain the standing of the school; he must consider the highest good of his pupils as individuals, the duties that life will lay upon them, the service it requires, and the preparation demanded. The work he is doing day by day will exert upon his pupils, and through them upon others, an influence that will not cease to extend and strengthen until time shall end. The fruits of his work he must meet in that great day when every word and deed shall be brought in review before God.

The teacher who realizes this will not feel that his work is completed when he has finished the daily routine of recitations, and for a time his pupils pass from under his direct care. He will carry these children and youth upon his heart. How to secure for them the noblest standard of attainment will be his constant study and effort.

[Sidenote: _Self-Improvement_]

He who discerns the opportunities and privileges of his work will allow nothing to stand in the way of earnest endeavor for self-improvement. He will spare no pains to reach the highest standard of excellence. All that he desires his pupils to become, he will himself strive to be.

* * * * *

The deeper the sense of responsibility, and the more earnest the effort for self-improvement, the more clearly will the teacher perceive and the more keenly regret the defects that hinder his usefulness. As he beholds the magnitude of his work, its difficulties and possibilities, often will his heart cry out, “Who is sufficient for these things?”

[Sidenote: _Our Source of Help_]

Dear teacher, as you consider your need of strength and guidance,—need that no human source can supply,—I bid you consider the promises of Him who is the wonderful Counselor.

“Behold,” He says, “I have set before thee an open door, and no man can shut it.”[398]

“Call upon Me, and I will answer thee.” “I will instruct thee and teach thee in the way which thou shalt go; I will guide thee with Mine eye.”[399]

“Even unto the end of the world” “I am with you.”[400]

[Sidenote: _The Highest Preparation_]

As the highest preparation for your work, I point you to the words, the life, the methods, of the Prince of teachers. I bid you consider Him. Here is your true ideal. Behold it, dwell upon it, until the Spirit of the divine Teacher shall take possession of your heart and life.

“Reflecting as a mirror the glory of the Lord,” you will be “transformed into the same image.”[401]

This is the secret of power over your pupils. Reflect Him.

_Co-operation_

“WE ARE MEMBERS ONE OF ANOTHER”

In the formation of character, no other influences count so much as the influence of the home. The teacher’s work should supplement that of the parents, but is not to take its place. In all that concerns the well-being of the child, it should be the effort of parents and teachers to co-operate.

[Sidenote: _Co-operation of Parents_]

The work of co-operation should begin with the father and mother themselves, in the home life. In the training of their children they have a joint responsibility, and it should be their constant endeavor to act together. Let them yield themselves to God, seeking help from Him to sustain each other. Let them teach their children to be true to God, true to principle, and thus true to themselves and to all with whom they are connected. With such training, children when sent to school will not be a cause of disturbance or anxiety. They will be a support to their teachers, and an example and encouragement to their fellow-pupils.

[Sidenote: _Sustaining the Teacher_]