This pathetic incident is told by Dr. J. Wilbur Chapman:
Mr. Moody told me that he was once invited to luncheon in one of the great homes in the city of New York. He noticed that his hostess was continually rising and leaving the room. He said to himself, “She must be in trouble. If she goes again I will follow her.” She did go out again and our great evangelist rose from the table and went out into the next room. When the mother saw him she was plunged into confusion. Her face flushed a fiery red. Seated upon the couch in the room was a boy with dishevelled hair, with bloodshot eyes, with clothing in rags. The mother recovered herself in a moment, walked across the room as if she had been a queen, threw her arms around her boy. Then, walking over to our great preacher, she said: “Mr. Moody, I do not think you have ever met my son. This is my boy, Mr. Moody; he is a prodigal, but I love him.” Mr. Moody said she put her lips up against the boy’s cheek and he suddenly burst into a flood of tears, dropt on his knees and, after Mr. Moody had spoken to him, he came to Christ. (Text.)
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PRODIGY, A
Professor Boris Sidis has given, in response to requests, an authentic account of the scope and aims of his son’s intellectual career. “I do not believe in the prevailing system of education for children,” writes Professor Sidis. “I have educated my son upon a system of my own, based to some extent upon principles laid down by Professor William James.” This system, Professor Sidis insists, has justified itself by its results in the case of the boy prodigy of Harvard. He knows as much at eleven, the father says, “as a gifted professor of mature years,” and when he grows up “he will amaze the world.” Nor is the result due to heredity or to abnormality of the child’s brain. The results achieved in the case of this eleven-year-old lad are due wholly to the methods of training pursued. To quote the father’s words as given the New York American:
“As the baby grows more rapidly after birth than at any other time, so his brain develops most rapidly then and becomes less sensitive to impressions as he grows older. The process of education can not begin too soon.
“I began to train my boy in the use of his faculties immediately after his birth. He was bound to use them anyway, and therefore I took care that he used them properly. I taught the child to observe accurately, to analyze and synthesize and make sound deductions. Neither his mother nor myself confused him with baby talk, meaningless sounds or foolish gestures, and thus, altho he learned to reason so early, his mind was no more burdened than that of the ordinary child.
“I knew that as soon as he began to speak his first interest would be in the sounds he was uttering, and so I trained him to identify the elements of sound. Taking a box of large alphabet blocks I named each to him day after day.
“In this way he learned to read and spell correctly before he was two years old. What was still more important, he learned to reason correctly.”