The Ascent of the Soul

by Amory H. Bradford

Next to atmosphere as an element in nurture I place ideals. For these children are usually dependent on their elders. They reverence what they are taught to revere. Ideals are placed before them by example and by precept. Children grow like those whose deeds attract them, and they seek those ideals toward which they are most wisely directed. Laws are never as potent in the formation of character as examples. Men are made brave by the sight of bravery, and honorable by contact with those who will swear to their own hurt and change not. There is deep philosophy in the saying that the songs of a people influence their institutions and history more than legal enactments, for songs are usually of bravery, of love, of victory. They create ideals; they excite enthusiasm. The Marseillaise and The Watch on the Rhine send thrills through the blood of those who hear them because in the most vivid way they suggest patriotism and heroism. A good man inspires goodness. Philanthropy makes others philanthropic. One courageous act sometimes makes heroes of a hundred common men. If a father would have his son physically brave, and he is a wise parent, he will not waste time in urging him to undertake some forlorn hope, but he will read to him the story of the Greeks at Thermopylæ, of Marshal Ney at Waterloo, of Nathan Hale and his holy martyrdom, of Nelson at Trafalgar. If he would have that son a helper and servant of his fellow-men he will tell him the story of Pastor Fliedner and his work at Kaiserwerth, of Florence Nightingale at the Crimea, of Wilberforce and Buxton, Whittier and Garrison in their efforts to awaken their fellow-men to the enormity of human slavery. The strongest force for making a young man brave and generous, honorable and Christian, is the example of a father possessing such qualities. Men are usually like their ideals, and their ideals in large part are created by the examples of those who are most admired and loved.

But example is not all. Training also does much. Conduct is but the expression of thought. If one can determine what shall be the subject of another's thinking, he will have gone a long way toward fixing his character. This is a fact which deserves more attention than it has yet received in plans for the education of the people. Parents have no holier privilege than that of directing the thought of their children. By their own conversation, by the friends whom they invite to their homes, by the books which are given a place on their tables, by the amusements to which they take their families, they determine for them the channels in which their minds shall run. As a man thinketh in his heart so is he. Boys usually dwell upon the same subjects as their fathers, unless the fathers by skilful conversation are able to hide the subjects to which they give most time. Children usually admire what their parents admire, and shun what they shun. The organic unity of the household is a large factor in individual and social progress. Both by direct effort, and by the indirect operation of example, it furnishes subjects for the youthful mind. The personality, whose seat is in the will, is never determined, but it is very largely influenced both by the example of those who are admired and by the thoughts which they suggest.

Environment in large part is composed of atmosphere, example, and ideals. All these are provided for the growing child by others. He has little or no voice in saying what they shall be. And environment has more to do with the progress of the soul toward full and free self-expression even than what is called education. Education is more by atmosphere, example, and mental suggestion than by teachers and text-books. When we speak of nurture we usually think of the period of discipline in school and church; but we often make the mistake of not taking into account the fact that the most effective training is seldom that which comes directly from teachers. It is rather that which is derived indirectly from the atmosphere, example, and ideals by which the child is surrounded in his home. If I could determine those for a child I should dread very little any malign force in the shape of an incompetent teacher. Schools, in reality, are only for the unfinished work of the homes. They may make the child better than his home, and they may undo the good work which it has done; but, usually, what the home is the child will be some time.

The agencies of nurture, by which a soul is helped on its upward pathway, are atmosphere, example, ideals, and direct training. Of these the least important is the last, although the value of that is self-evident. By the intellectual and spiritual air that we breathe, by the sight of heroic and consecrated service, by the possibilities of noble achievement the best that is in a man or a boy is usually drawn out. Afterward the teacher may take him in hand and, by training, remove the impediment and bias and thus make a balance in the faculties, or take out of his way the obstacles which oppose his progress; but he seldom does very much toward determining the direction in which the child will move. That is decided by others in the years which are most plastic. The soul naturally, and inevitably, grows toward truth and God. How could it be otherwise, since its being is derived from Him? But a part of the mystery of growth is the influence of environment, and early environment is almost altogether composed of the circumstances and influences into which one is born.

The question of nurture, therefore, is of vital importance. What shall one generation do for those which are to come after it? Each soul may hinder or help the growth of countless other souls. The influence of those nearest is always most potent for good or ill. Impediment is increased, and bias exaggerated, by evil example. The effort to rise becomes easy when the way is seen to be full of those whom we love and honor going before us toward the heights, and it is difficult when no familiar face is seen. Nurture is not so much a matter of teacher and text-book, of church and catechism, as of atmosphere, example, and inspiration. It is the effect of the contact of one pure and noble soul upon another; it is something which father, mother, and friends give to the child; it is the result of the spirit in which they impart instruction and of the reverence and consecration which shine from their lives.

The best and only enduring nurture is that of a sweet, serene, optimistic, and thoroughly Christian environment. With that, inherited tendencies toward weakness and evil will go of themselves,—indeed will seem never to have had existence.

But all too soon the time comes in which the soul faces its own responsibility, and realizes that it must choose for itself what its course shall be. It has learned, if it has observed, that there is ever with it an unseen leadership, and it has heard, faint and far, the call of a noble destiny. What shall it now do for itself? Shall it choose simply to exist? Shall it yield to the limitations and solicitations of the body? or, shall it seek to prepare itself by discipline, and the cultivation of right choices, for the goal whose intimations it has heard? Nurture, if it has been wise, has been the forerunner of culture. Atmosphere and example have inspired lofty ideals, but those ideals, if they are to be realized, will require training. Matthew Arnold, quoting Bishop Wilson, has said that culture "is a study of perfection." In other words, it is the means which are used for the perfection of the soul. Shall we choose to leave ourselves to grow like trees in a forest, however they may, or shall we seek those conditions which will make progress sure and swift? Culture is always a matter of choice; and it is vastly more than anything which can be taught in the college or university. The cultured man is he who has learned so to use the forces and conditions of life as to make them minister to his perfection. The one most cultured may come out of a factory, and the man of least culture may be found in a university. Indeed colleges and universities, not infrequently, are haunts of provincialism and of dread of enthusiasm. The object of culture is the perfection of the spirit to the end that all that hinders, or limits, may disappear and only pure power, clear vision, and full self-realization remain. Those whose growth is most evident are ever eager to use all experiences as means of progress. They study books in order that they may better understand what others have thought concerning the mystery of existence; they discipline their minds in order that they may the better serve their fellow-men; they seek fineness of manner and beauty of expression to the end that their utterance of truth may be more persuasive and convincing. Culture and the discipline of life are identical. Consequently, the wise man chooses to put himself where he will best be taught by the events through which he passes, by what he sees, and by what he may learn from others. It matters little who have been the teachers, or what have been the schools,—the real teacher is always life, and the real university is the human experience.

I do not make light of the benefit which may be derived from books and institutions of learning, but I do insist on the recognition of the deeper fact that the lessons which no one can afford to neglect are those which can be taught only by overcoming obstacles. We can learn how to live only in the school of life. The most vital books are always those which tell us what others have done, and of the paths by which they have been led to power. What shall the soul do for itself in order that it may promote its own growth? It must first recognize where the sources of knowledge and strength are to be found, and then put itself where it will feel the touch of the vitality which can come only from other souls. Quickly enough every man reaches the time in which he may determine his own environment. When we are young others choose our circumstances for us, but when we become older we select them for ourselves. That means much. No monarch is mighty enough to compel me to associate with those who will hinder my progress. He only is a slave whose mind and will are in bondage. My body may be with boors but, at the same time, my spirit may be holding companionship with seers and sages. I may be compelled to work in a mine like John the Apostle, but I, too, like him may hear One speaking whose voice is as the sound of many waters, and whose eyes are like a flame of fire. Our real associates are ever our spiritual companions; and no one can force another to hold fellowship with those who are either intellectually or spiritually uncongenial.

And we also select our own subjects of thought. Who can govern the thinking of another? At the very moment when one, who is stronger, is rejoicing in what seems his supremacy, our thoughts may be ranging through the spaces, and finding companionships among the stars. And we choose our own examples. In youth they were put before us according to the will of others, but later our heroes come to us at our bidding, and no one can shut the gates against them. Whom shall we admire? Let them be men of the spirit, who have sought truth and hated lies, "who have fought their doubts and gathered strength," who would rather suffer wrong than do wrong. The perfection of being is the end of effort, therefore we will read what will best help our growth in vision, in moral earnestness, in spiritual sensibility; therefore our books shall treat of subjects which will ennoble; our amusements shall be pure and clean; and our chief companionships shall be with the prophets and masters, the noble and the good, because by associating with them we shall become like them.

Intellectual acuteness, mastery of faculty, elegance of expression, are something very different from insight into the meaning of life. The cultured man is he who has learned his relations to his fellow-men, who recognizes his obligations toward them; and his relations to the unseen and his duty toward it.