The Christian Home / As it is in the Sphere of Nature and the Church; Showing the Mission, Duties, Influences, Habits, and Responsibilities of Home, its Education, Government, and Discipline; with Hints on "Match Making," and the Relation of Parents to the Marriage Choice of their Children; together with a consideration of the Tests in the Selection of a Companion, Etc.

by Samuel Philips

Section II—Neglect And Abuse Of Home-Education.

"Accomplishments have taken virtue’s place,

And wisdom falls before exterior grace;

We slight the precious kernel of the stone,

And toil to polish its rough coat alone.

A just deportment, manners graced with ease,

Elegant phases, and figure formed to please,

Are qualities that seem to comprehend

Whatever parents, guardians, schools intend;

Hence all that interferes, and dares to clash

With indolence and luxury, is trash!"

Home-education in all its parts is most sadly neglected and abused at the present day. Many parents think that the office of teacher is not included in the parental character and mission. The neglect of home-training seems to arise out of an existing-prejudice against it. Some think that education will unfit their children for industry,—will make them indolent and proud. They regard mental culture as an enemy to both industry and virtue. Strange delusion! The mind is given to use, not to abuse; and its abuse is no argument against its proper use. God has given the mind, and intends it to be developed and cultivated. If, therefore, its training has made it indolent and dissipated, it only proves its education to be spurious. You might, by a parity of reasoning, blindfold the eye that it might not he covetous, or tie up the hand lest it pick a man’s pocket, or hobble the feet lest they run into evil ways, as to keep the mind in ignorance lest it become wicked.

Besides, we find more real indolence and wickedness among the ignorant than among the educated; for man will be educated in something. If you do not educate your child in the truths of nature and religion, be assured he will become trained in falsehood and in the ways of Satan. "Uneducated mind is uneducated vice." A proper education is a divine alchemy which turns all the baser parts of man’s nature into gold. Without it all is discord and darkness within and without. Besides, ignorance leads to misery because it leads to wickedness. Dr. Johnson was once asked, "Who is the most miserable man?" He replied, "That man who cannot read on a rainy day!" It has well been said by Edmund Burke that "Education is the cheap defense of nations." Why? Because it prevents vice, poverty, misery, and relieves the state of the support of paupers and criminals. "A good education," says Miss Sedgwick, "is a young man’s best capital." Says Governor Everett to parents, "Sow the seed of instruction in your son’s and daughter’s minds. It will flourish when that over-arching heaven shall pass away like a scroll, and the eternal sun which lightens it, shall set in blood." Says the Rev. Robert Hall, "I am persuaded that the extreme profligacy, improvidence, and misery, which are so prevalent among the laboring classes in many countries, are chiefly to be ascribed to the want of education."

What indeed can we look for but wretchedness and guilt from that child that has been left by its cruel parents to grow up "darkening in the deeper ignorance of mankind, with all its jealousies, and its narrow-mindedness, and its superstitions, and its penury of enjoyments, poor amid the intellectual and moral riches of the universe; blind in this splendid temple which God has lighted up, and famishing amid the profusions of Omnipotence?" And, parents, let me ask you, if you thus neglect the proper education of your children, and as a consequence, such pauperism of estate, of mind, and of morals, come upon them, will you not have to answer for all this to God?

"Oh, woe for those who trample on the mind,

That fearful thing! They know not what they do,

Nor what they deal with!"

Your children, thus neglected, will become victims to inordinate passion, without power to discern between reality and illusion, ignorant of what is true happiness, living for mere sense, with their moral nature enclosed in the iron mail of superstition, while the good seeds of truth sown upon their hearts "wither away, because they have no depth of earth."

Parents cannot, therefore, neglect the education of their children without incurring disgrace and guilt before God and man. They will meet a merited retribution both here and hereafter. The justice of this is forcibly illustrated in a law of the Icelanders, which makes the court inquire, when a child is accursed, whether the parents have given the offender a good education? And if not, the court inflicts the punishment on the parents. This but expresses the higher law of God which holds parents responsible for the training of their children. Listen to the threatening voice of God in history. Crates, an ancient philosopher, used to say that if he could reach the highest eminence in the city, he would make this proclamation: "What mean ye, fellow-citizens, to be so anxious after wealth, but so indifferent to your children’s education? It is like being solicitous about the shoe, but neglecting entirely the foot that is to wear it!"

We would reiterate that proclamation in this age of superior intelligence. To the pious parent there is a pleasure in training the young and tender heart for God. What a beautiful tribute did Thompson yield to this pleasure in the following lines:

"Delightful task! to rear the tender thought,

To teach the young idea how to shoot,

To pour the fresh instruction o’er the mind,

To breathe enlivening spirit, and to fix

The generous purpose in the glowing breast!"

But home-education, at the present day, is as much abused as it is neglected. The criminality of the former is perhaps greater than that of the latter. This may have more reference to the female than to the male portion of the family. The abuse here consists of the want of a training up to wisdom. We see this in what is called the fashionable, instead of the Christian, education, received at some of our fashionable boarding schools. Here the child is sent with no home-training whatever, to be trained up a fashionable doll, fit to be played with and dandled upon the arms of a whining and heartless society, with no preparation for companionship in life, destitute of substantial character, with undoctrinated feelings of aversion to religion, fit only for a puppet show in some gay and thoughtless circle; kneeling before fashion as her God, and giving her hand in marriage only to a golden and a gilded calf.

According to this abuse of home-education, "a young maiden is kept in the nursery and the school room, like a ship on the stocks, while she is furbished with abundance of showy accomplishments, and is launched like the ship, looking taut and trim, but empty of everything that can make her useful." Thus one great abuse of home-education is to substitute the boarding school for home-culture,—to send our children to such school at an age when they should he trained by and live under the direct influence of the parent. This generally ends in initiated profligacy, and alienation from home, while at best but a dunce after his course of training is ended.

"Would you your son should be a sot and a dunce,

Lascivious, headstrong, or all these at once?

Train him in public with a mob of boys,

Childish in mischief only and in noise."

Too often is it the case that the artifices and refinements of our fashionable boarding-schools, have a most withering influence upon body, mind and soul, enfeebling and distorting the body, producing depraved stomachs, whimsical nerves, peevish tempers, indolent minds, and depraved morals. They become but wrecks of what they were when they first entered the school. This has been called "the stiff and starched system of muslin education," and is the nursery of pale, sickly, listless, peevish children.

But this is not the only abuse of home-education. Even when the training is begun at home, the very idea of education is often abused, because inefficient, destitute of true moral elements, and partial both as to the mode and as to the substance of it. The true resources of life are not developed; there is no instruction given in the principles and conditions of temporal and eternal well-being; there is no discipline of the mind, or body or morals. But the great idea and aim of education with many parents now, is to teach the child to read and write and cipher as a means of making money and getting along in this world,—not, of course, to prevent them from cheating others, but others from cheating them. All is prostituted to money and business. Character and happiness are left out of view. What have our schools now to do with the propensities, appetites, temperaments, habits and character of the pupils? And how are the parents who send their children to school to have them trained up with reference to these! All that is now looked at, is that learning which will fit the child for business. As a consequence most of our schools are a disgrace to the very name of education. More evil actually results from them than good. The mind and heart are injured,—the one but half trained; the other corrupted. Mental and moral training are divorced; hence one-sided, and the very end of education defeated. The child has no incentive to a virtuous and a noble life, and sinks down to the groveling drudgery of money-making. It is educated for nature, but not for God,—for this, but not for the next life.

If we would not abuse home-education we must not separate the moral from the mental,—the secular from the religious; for in doing so, we expose the child to rationalism and infidelity on the one hand, and to superstition and spiritualism on the other. This course is generally taken by parents when they educate their children for mere worldly utility and fashion, when they have not the welfare of the soul in view, and look only to the advantage of the body.

The duty then of Christian parents to give their children a true home-education may be seen from the consequences of its neglect and abuse on the one hand, and from its value and importance on the other. They should furnish them with all the necessary means, opportunities, and directions, of a Christian education. Give them proper books. "Without books," says the quaint Bartholin, "God is silent, justice dormant, science at a stand, philosophy lame, letters dumb, and all things involved in Cimmerian darkness." Bring them up to the habit of properly reading and studying these books. "A reading people will soon become a thinking people, and a thinking people must soon become a great people." Every book you furnish your child, and which it reads with reflection is "like a cast of the weaver’s shuttle, adding another thread to the indestructible web of existence." It will be worth more to him than all your hoarded gold and silver. Make diligent use of those great auxiliaries to home-education, which the church has instituted, such as Sabbath schools, bible classes and catechisation.

Home-education does not imply a system of parental training isolated from the educational ministrations of the church; but is churchly in its spirit and in all its parts, and should in all respects be connected with the church. Home training is a duty you owe to the church. By virtue of your relation to her, she has the authority to demand of you such a training of your child; and by virtue of your relation to the child, he has a right to such an education, and can demand it from you. It stands on the basis of parental duty imposed on you by God Himself. It is a prime necessity. It is your children’s birthright, which they themselves cannot sell with impunity, for the pottage of gold or silver or pleasure: neither can you neglect or abuse it without guilt before God.

It is, therefore, a duty which you cannot shake off, and which involves both for you and for your child, the most momentous consequences. Christian parents! be faithful to this duty. Magnify your office as a teacher; be faithful to your household as a school. Diligently serve your children as the pupils that God has put under your care. Educate them for Him. Teach them to "walk by faith, not by sight." Cultivate in them a sense of the unseen world,—the feeling of the actual influence of the Spirit of God, the guardianship of his holy angels, and of the communion of saints. Teach them how to live and how to die; and by the force of your own holy example allure them to the cross, and lead them onward and upward in the living way of eternal life. You are encouraged to do so by the assurance of God that "when they grow old they will not depart from it."

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