116
Child Guidance
and lay the foundation in such a way that their habits shall be free from
all taint of corruption. If they would stand in a position where they
shall influence others, they must be self-reliant
Prepare Children to Meet Problems Bravely—Beyond the dis-
cipline of the home and the school, all have to meet the stern discipline
of life. How to meet this wisely is a lesson that should be made plain
to every child and to every youth. It is true that God loves us, that
He is working for our happiness, and that, if His law had always been
obeyed, we should never have known suffering; and it is no less true
that, in this world, as the result of sin, suffering, trouble, burdens,
come to every life. We may do the children and the youth a lifelong
good by teaching them to meet bravely these troubles and burdens.
While we should give them sympathy, let it never be such as to foster
self-pity. What they need is that which stimulates and strengthens
rather than weakens.
They should be taught that this world is not a parade ground, but a
battlefield. All are called to endure hardness, as good soldiers. They
are to be strong and quit themselves like men. Let them be taught that
the true test of character is found in the willingness to bear burdens,
[158]
to take the hard place, to do the work that needs to be done, though it
bring no earthly recognition or reward
Strengthen the Sense of Honor—The wise educator, in dealing
with his pupils, will seek to encourage confidence and to strengthen
the sense of honor. Children and youth are benefited by being trusted.
Many, even of the little children, have a high sense of honor; all desire
to be treated with confidence and respect, and this is their right. They
should not be led to feel that they cannot go out or come in without
being watched. Suspicion demoralizes, producing the very evils it
seeks to prevent.... Lead the youth to feel that they are trusted, and
there are few who will not seek to prove themselves worthy of the
trust
[159]
[160]
4
The Youth’s Instructor, January 5, 1893
.
5
Education, 295
.
6
Education, 289, 290
.