These are legends, superstitions, will you say? But, in casting aside the shell, have we retained the kernel? The image of the child Jesus is not seen in the open street; does his spirit find other means to express itself there? Protestantism did not mean, we suppose, to deaden the spirit in excluding the form?
The thought of Jesus, as a child, has great weight with children who have learned to think of him at all. In thinking of him, they form an image of all that the morning of a pure and fervent life should be and bring. In former days I knew a boy artist, whose genius, at that time, showed high promise. He was not more than fourteen years old; a slight, pale boy, with a beaming eye. The hopes and sympathy of friends, gained by his talent, had furnished him with a studio and orders for some pictures. He had picked up from the streets a boy still younger and poorer than himself, to take care of the room and prepare his colors; and the two boys were as content in their relation as Michael Angelo with his Urbino. If you went there you found exposed to view many pretty pictures: a Girl with a Dove, the Guitar Player and such subjects as are commonly supposed to interest at his age. But, hid in a corner, and never, shown, unless to the beggar page, or some most confidential friend, was the real object of his love and pride, the slowly growing work of secret hours. The subject of this picture was Christ teaching the doctors. And in those doctors he had expressed all he had already observed of the pedantry and shallow conceit of those in whom mature years have not unfolded the soul; and in the child, all he felt that early youth should be and seek, though, alas! his own feet failed him on the difficult road. This one record of the youth of Jesus had, at least, been much to his mind.
In earlier days, the little saints thought they best imitated the Emanuel by giving apples and coats; but we know not why, in our age, that esteems itself so enlightened, they should not become also the givers of spiritual gifts. We see in them, continually, impulses that only require a good direction to effect infinite good. See the little girls at work for foreign missions; that is not useless. They devote the time to a purpose that is not selfish; the horizon of their thoughts is extended. But they are perfectly capable of becoming home missionaries as well. The principle of stewardship would make them so.
I have seen a little girl of thirteen,—who had much service, too, to perform, for a hard-working mother,—in the midst of a circle of poor children whom she gathered daily to a morning school. She took them from the door-steps and the ditches; she washed their hands and faces; she taught them to read and to sew; and she told them stories that had delighted her own infancy. In her face, though in feature and complexion plain, was something, already, of a Madonna sweetness, and it had no way eclipsed the gayety of childhood.
I have seen a boy scarce older, brought up for some time with the sons of laborers, who, so soon as he found himself possessed of superior advantages, thought not of surpassing others, but of excelling, and then imparting—and he was able to do it. If the other boys had less leisure, and could pay for less instruction, they did not suffer for it. He could not be happy unless they also could enjoy Milton, and pass from nature to natural philosophy. He performed, though in a childish way, and in no Grecian garb, the part of Apollo amid the herdsmen of Admetus.
The cause of education would be indefinitely furthered, if, in addition to formal means, there were but this principle awakened in the hearts of the young, that what they have they must bestow. All are not natural instructors, but a large proportion are; and those who do possess such a talent are the best possible teachers to those a little younger than themselves. Many have more patience with the difficulties they have lately left behind, and enjoy their power of assisting more than those farther removed in age and knowledge do.
Then the intercourse may be far more congenial and profitable than where the teacher receives for hire all sorts of pupils, as they are sent him by their guardians. Here he need only choose those who have a predisposition for what he is best able to teach. And, as I would have the so-called higher instruction as much diffused in this way as the lower, there would be a chance of awakening all the power that now lies latent.
If a girl, for instance, who has only a passable talent for music, but who, from the advantage of social position, has been able to gain thorough instruction, felt it her duty to teach whomsoever she knew that had such a talent, without money to cultivate it, the good is obvious.
Those who are learning receive an immediate benefit by an effort to rearrange and interpret what they learn; so the use of this justice would be twofold.
Some efforts are made here and there; nay, sometimes there are those who can say they have returned usury for every gift of fate. And, would others make the same experiments, they might find Utopia not so far off as the children of this world, wise in securing their own selfish ease, would persuade us it must always be.