Training the Teacher

by A. F. Schauffler; Martin Grove Brumbaugh; Antoinette Abernethy Lamoreaux; Marion Lawrance

The Senior Age—Sixteen to Maturity

30. General Characteristics of the Senior Age.—The Senior age includes the two periods technically known as middle adolescence, from about sixteen to eighteen, and later adolescence, from eighteen to full maturity, about twenty-four. Of these, the earlier period is the climax of the "tempest-tossed" years. The later period witnesses the final adjustment of the pupil to life and its problems. These years are marked by uncertainty because the pupil does not understand himself, by emotional upheaval connected with the development of the deeper feelings of the soul, and by a struggle between the old ideal of selfishness and the new ideal of service.

31. Special Characteristics of the Senior Age.

(1) Continued development of the higher feelings. The power of the soul to feel for others, appearing in the Intermediate age, has grown stronger if properly nurtured. In addition there comes a new love for the beauties of Nature and a reverence for her laws, a love of the arts and the great causes that men espouse. There is the thrill of awakening love between man and woman. Highest of all, the soul is now able to give response to the right simply because it is the right. Duty has real meaning and conviction becomes a motive power.

As the large vision of what life may be dawns upon the soul, unbounded enthusiasm and courage possess it. There are no heights too dizzy to be reached, no obstacles too difficult to overcome. But enthusiasm often alternates with depression and self-distrust, leading to indifference, apathy, or recklessness. This is the explanation of the vacillating conduct almost universal during the early part of this period.

A critical spirit toward others is common, as merciless scrutiny reveals how far the majority come from the high standards of life so newly appreciated. The frank openness of childhood has been succeeded by a tendency to shut the deeper thoughts and feelings away from others, and while there is an unspeakable longing to share problems and perplexities, the veil is not easily drawn aside.

(2) The rapid development of the reasoning power of the mind. This crowning expression of the intellectual power of the mind has not been wanting before, but it comes to full flower in this period. In the first delight of being able to see inner relationships, to argue, to relate cause and effect, reason is given the place of honor and everything must pass in review before it. This very often precipitates a conflict between reason and faith through failure to see that a thing is not necessarily opposed to reason even if it cannot be understood by reason; and a period of doubt in religious matters may ensue.

(3) Maturing of the will power. This makes possible self-control, gives power to act independent of the impulse and influence which always determines a child's actions, power to hold steadily to a certain course even against strong opposition. This is the kingly possession of the soul with which Almighty God has chosen to leave freedom. But the soul tends to act as it has formed the habit of acting through the years under the direction of others. In the light of this fact, the importance of the earlier work of the teacher is emphasized.

32. Opportunities of the Senior Age.—The opportunities discussed in the Intermediate age still obtain in this period, but to them may be added three peculiarly favorable at this time.

(1) The opportunity to give help in choice of life vocation. The choice of that place where each shall invest his life is one of the most serious and complex problems that the pupil has to meet. Loving and sympathetic counsel often stimulates a young man or woman to aspire in the choice instead of settling down into easy mediocrity. The call of the ministry, the mission field, settlement work, every vocation involving the setting aside of selfish ambitions, is most loudly heard at this time, and often a word is sufficient to turn the decision in that direction.

(2) To strengthen foundations of faith. The questioning of this period makes it possible to ground belief in the verities of the Christian religion. Faith need not be blind. God gives a reasonable basis for all he asks us to accept. The careful study of facts which are the starting-point of faith will help the doubting soul to trust beyond the point of sight, and enable him to give a reason for the hope that is in him.

(3) To establish broad interests. If the pupil is narrow and circumscribed in his thought at this time, the fault lies in large measure at the teacher's door, for every impulse is to stretch in interest to the farthest limit in every direction. There will never again be such an opportunity to establish the world-wide interests begun in the Intermediate age, for life settles in a groove in adulthood and new interests do not readily appeal.

33. Needs of the Senior Age.

(1) The influence of lives that will bear the test. In this doubting, critical period of life, the daily life of others is the unanswerable argument for or against the power of the gospel. If for no other reason than to establish the faith of her young people, the church ought to walk in white.

(2) Sympathy and confidence toward the pupil. Some one has said that the word "hunger" will express the period of adolescence, and for nothing is the pupil so hungry as to be understood, appreciated, and trusted. The teacher is privileged to live into the life of the pupil at every point, and be the sympathetic friend who shall help him to work out his high calling in Christ Jesus.

34. Difficulties of the Senior Age.—The very things that constitute the strength of this period present many of its difficulties. The greater mental power coming with increased reason and will is apt to give rise to self-sufficiency and the doubt already mentioned. Opinions are readily and dogmatically launched, and to reverse them wounds pride. Advice may be secretly welcomed and outwardly scorned. This is the period when there is danger that wisdom may perish if the youth meet an untimely end. But far more dangerous is the tendency toward the sowing of wild oats which is so often evident. A certain recklessness easily grows out of the disturbed emotional nature and excesses lie not far beyond. For all of these difficulties, faith and prayer, an attitude of helpfulness at every point, and the love that never fails, afford the only solution.

35. Results to be Expected.—As the pupil emerges from the period of development into maturity, he ought to be "strong in the grace that is in Christ Jesus," with interest and love as broad as that of his Master, and "thoroughly furnished unto every good work."