Rabbits tender and rabbits tough,”—
no doubt those children had enough—of apples anyway. This “apple” course is most instructive to us as emphasising the tendency in the human mind to accept and rejoice in any neat system which will produce immediate results, rather than to bring every such little course to the test of whether it does or does not further either or both of our great educational principles.
Whither? Our “whence” opens to us a “whither” of infinitely delightful possibilities. Seeing that each of us is labouring for the advance of the human race through the individual child we are educating, we consider carefully in what directions this advance is due, and indicated, and we proceed of set purpose and, endeavour to educate our children so that they shall advance with the tide. “Can ye not discern the signs of the times?” A new Renaissance is coming upon us, of unspeakably higher import than the last; and we are bringing up our children to lead and guide, and, by every means help in the progress—progress by leaps and bounds—which the world is about to make. But “whither” is too large a question for the close of a chapter.
FOOTNOTES:
[19] “Studies of Childhood,” by Professor Sully (Longmans, 10s. 6d.).
CHAPTER XXV
WHENCE AND WHITHER
Part II
The morphologist, the biologist, leave many without hesitation in following the great bouleversement of thought, summed up in the term evolution. They are no longer able to believe otherwise than that man is the issue of processes, ages long in their development; and what is more, and even more curious, that each individual child, from the moment of his conception to that of his birth, appears in his own person to mark an incredible number of the stages of this evolutionary process. The realisation of this truth has made a great impression on the minds of men. We feel ourselves to be part of a process, and to be called upon, at the same time, to assist in the process, not for ourselves exactly, but for any part of the world upon which our influence bears; especially for the children who are so peculiarly given over to us. But there comes, as we have seen, a point where we must arise and make our protest. The physical evolution of man may admit of no doubt; the psychical evolution, on the other hand, is not only, not proven, but the whole weight of existing evidence appears to go into the opposite scale.
The age of materialism has run its course: we recognise matter as force, but as altogether subject force, and that it is the spirit of a man which shapes and uses his material substance, in its own ways to its own ends. Who can tell the way of the spirit? Perhaps this is one of the ultimate questions upon which man has not yet been able to speculate to any purpose; but when we consider the almost unlimited powers of loving and of trusting, of discriminating and of apprehending, of perceiving and of knowing, which a child possesses, and compare these with the blunted sensibilities and slower apprehension of the grown man or woman of the same calibre, we are certainly not inclined to think that growth from less to more, and from small to great, is the condition of the spiritual life: that is, of that part of us which loves and worships, reasons and thinks, learns and applies knowledge. Rather would it seem to be true of every child in his degree, as of the divine and typical Child, that He giveth not the Spirit by measure to him.