How much ambition would one be able to arouse in a school girl coming from this home in Burma?
The home of one of the mission school girls is described in this way: “It is a large teakwood house, and we walk right in, for there is no door bell. The large hall is half filled with piles of wood, for the family lives on the second floor. A servant tells us to go up, and we climb the long stairs. At the top we find the lady of the house sitting on a mat smoking. She motions us to be seated. In the large room are two mats, two chairs, and two tables.”[18]
Absence of innocence.
Innocent childhood, modesty, purity can hardly be counted on in the unnumbered homes of Africa, India, Persia, Korea, and other lands where the whole family lives in one room, where sons bring their brides to swell the number of those whose every act and word is seen or heard by the whole patriarchal family. If further evidence is needed of the inter-relation of the physical home surroundings and the formation of character, study the history of those savage communities that have come under the power of the Gospel, as for instance the New Hebrides Islands, and it will be very evident that “godliness is profitable for all things,” even for introducing a comfortable, tidy home in which one can stand upright and enjoy some degree of privacy!
Moral influences.
In order to learn what should be done for little children in non-Christian lands, we must know in addition to their physical needs something of the moral and spiritual influences that surround them. Of the spiritual influences we shall speak in a later chapter, and, though the moral effects on life and character have already been touched on in various ways, it seems wise to sum up briefly some of the special home influences that affect child life in the lands of which we are studying. We must be humble and teachable too, for it is true that we Americans could well be learners when it comes to the lessons in filial piety taught to Chinese children, and the careful attention to etiquette and social graces which form an important part of the training of Japanese girls.
The Chinese Mother Ideal.
In a most interesting and enlightening study of “The Chinese Mother Ideal”[19] Mrs. Gammon shows that “even a cursory glance through Chinese literature reveals teachings which if carried into effect might transform the whole empire.” But alas! “to the majority of the women of China the printed page is a sealed book,” and in many of the moral as well as the spiritual teachings we find minute instructions for outward observances, but no life-principles upon which true character may be built.
Evil influences surrounding the children.
Immodesty, shocking impurity, dishonesty, lying, disobedience, foul and abusive language, quarrelsomeness, bad habits, cruelty, anger, jealousy,—we might go on with the long terrible list of influences that surround the child from babyhood up, that are a part of his heritage, and are not treated as evils to be uprooted by careful training and wholesome example, but as qualities to be emulated. One of the “Sacred Books” of Burma says, “A statement constitutes a lie when discovered by the person to whom it is told to be untrue!” In the same way millions of children are today being taught that sin is sin only when it is found out or when it inconveniences a superior avenging power. How to teach the mothers so that their example and precepts may produce different children, that is our great problem. We hear of a convert in India who told a missionary that she “often prays for power to forget the words she heard and the things she saw and the games she played when she was a little child in her mother’s room.” I often recall an impromptu mothers’ meeting held on the mud roof of a village home in Persia, where the text was furnished by a self-righteous mother whose child had misbehaved at the afternoon service conducted by my husband. The mother boasted that she had dragged her child out of the meeting and beaten him on the head till his nose bled.