Character-Building

“See that thou make all things according tothe pattern showed to thee in the mount”

“See that thou make all things according to

the pattern showed to thee in the mount”

Education and Character

“THE STABILITY OF THYTIMES SHALL BE WISDOM ANDKNOWLEDGE”

“THE STABILITY OF THY

TIMES SHALL BE WISDOM AND

KNOWLEDGE”

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.

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.

Perils in the Schools

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 theselfish 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.

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 tostudy 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!

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.

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.

“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?

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?

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.

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 thecharacter 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.

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 THESIMPLE, TO THE YOUNG MANKNOWLEDGE AND DISCRETION”

“TO GIVE PRUDENCE TO THE

SIMPLE, TO THE YOUNG MAN

KNOWLEDGE AND DISCRETION”

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.

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 withoutdanger, 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.

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]

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.

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.

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.

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.

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 shouldknow 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.

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.

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.

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.

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.

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]

Expletive, Exaggeration

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

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

Innuendo

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

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

Hasty Speech

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

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

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

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

Cherish Self-Forgetfulness

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

Humility; Dignity

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

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

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

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

History

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

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

From the Divine Point of View

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

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

Accounts

A Useful Training

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

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

Deportment

“LOVE DOTH NOT BEHAVEITSELF UNSEEMLY”

“LOVE DOTH NOT BEHAVE

ITSELF UNSEEMLY”

Courtesy

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

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

Rules of Etiquette

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

Overestimating Conventionalities

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

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

Consideration for Others

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

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

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

Best Treatise on Etiquette

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

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

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

“Love suffereth long, and is kind;

Love envieth not;

Love vaunteth not itself,

Is not puffed up,

Doth not behave itself unseemly,

Seeketh not its own,

Is not provoked,

Taketh not account of evil;

Rejoiceth not in unrighteousness,

But rejoiceth with the truth;

Beareth all things,

Believeth all things,

Hopeth all things,

Endureth all things.

Love never faileth.”[353]

Reverence

For God’s Presence

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

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

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

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

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

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

“The Lord is a great God,

And a great King above all gods....

O come, let us worship and bow down;

Let us kneel before the Lord our Maker.”

“It is He that hath made us, and not we ourselves;

We are His people, and the sheep of His pasture.

Enter into His gates with thanksgiving,

And into His courts with praise;

Be thankful unto Him, and bless His name.”[357]

For His Name

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

Reverence for God’s Word

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

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

Respect for Superiors

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

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

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

Interpreters of God

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

Happy the child in whom such words as these awaken love and gratitude and trust; the child to whom the tenderness and justice and long-suffering of father and mother and teacher interpret the love and justice and long-suffering of God; the child who by trust and submission and reverence toward his earthly protectors learns to trust and obey and reverence his God. He who imparts to child or pupil such a gift has endowed him with a treasure more precious than the wealth of all the ages,—a treasure as enduring as eternity.

Relation of Dress to Education

“IN MODEST APPAREL.” “THEKING’S DAUGHTER IS ALLGLORIOUS WITHIN”

“IN MODEST APPAREL.” “THE

KING’S DAUGHTER IS ALL

GLORIOUS WITHIN”

The Teacher’s Rival

No education can be complete that does not teach right principles in regard to dress. Without such teaching, the work of education is too often retarded and perverted. Love of dress, and devotion to fashion, are among the teacher’s most formidable rivals and most effective hindrances.

A Burden in the Home

Fashion is a mistress that rules with an iron hand. In very many homes the strength and time and attention of parents and children are absorbed in meeting her demands. The rich are ambitious to outdo one another in conforming to her ever-varying styles; the middle and poorer classes strive to approach the standard set by those supposed to be above them. Where means or strength is limited, and the ambition for gentility is great, the burden becomes almost insupportable.

With many it matters not how becoming, or even beautiful, a garment may be, let the fashions change, and it must be remade or cast aside. The members of the household are doomed to ceaseless toil. There is no time for training the children, no time for prayer or Bible study, no time for helping the little ones to become acquainted with God through His works.

There is no time and no money for charity. And often the home table is stinted. The food is ill selected and hastily prepared, and the demands of nature are but partially supplied. The result is wrong habits of diet, which create disease or lead to intemperance.

Source of Temptation

The love of display produces extravagance, and in many young people kills the aspiration for a nobler life. Instead of seeking an education, they early engage in some occupation to earn money for indulging the passion for dress. And through this passion many a young girl is beguiled to ruin.

In many a home the family resources are overtaxed. The father, unable to supply the demands of the mother and the children, is tempted to dishonesty, and again dishonor and ruin are the result.

Fashion and Public Worship

Even the day and the services of worship are not exempt from fashion’s domination. Rather they afford opportunity for the greater display of her power. The church is made a parade-ground, and the fashions are studied more than the sermon. The poor, unable to meet the demands of custom, stay away from church altogether. The day of rest is spent in idleness, and by the youth often in associations that are demoralizing.

At school, the girls are by unsuitable and uncomfortable clothing unfitted either for study or for recreation. Their minds are preoccupied, and the teacher has a difficult task to awaken their interest.

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