A little babe is not a mere3 bit of child-material, to be worked up by outside efforts and influences[Pg 72] into a child-reality; but he is already a living organism, with all the possibilities of his highest manhood working within him toward their independent development. Here is the difference, on a lower plane, between a mass of clay being molded by the sculptor’s hands into a statue of grace and beauty, and a seed of herb or tree containing within itself the germ of a new and peculiar4 individual specimen of its own unchanging species. An acorn5 is more than the fruit of the oak that bore it; it is the germ of another oak, like, and yet unlike, all the oaks that the world has known before the growth of this one. So, also, a child is more than the mere child of his earthly parents; he is, in embryo6, a man with characteristics and qualities such as his parents could never attain7 to, and which, it may be, the world has never before seen equaled.
The possibilities of Moses, who was to put his impress upon the world’s character, were in the Hebrew babe, as his loving mother laid him tenderly in the pitch-daubed basket of papyrus8, to[Pg 73] hide him away among the flags of the Nile-border, as they were not in any native babe of the household of Pharaoh; and if his mother had any intuitive womanly sense of his grand future in the providence9 of God, her zeal10 and faith in his behalf were quickened and inspired accordingly. And so it has been all along the ages; the germs of power and achievement were already in the babe, who was afterward11 known as Plato, or C?sar, or Muhammad, or Charlemagne, or Columbus, or Shakespeare, or Washington. And who will doubt that many a germ of such possibility in a young child has been quickened or repressed, according as that child’s parents have perceived and honored, or have failed to realize and to foster, the best that was involved in the child’s individuality?
It was to the credit of the high-priest Eli, that he perceived that the child Samuel was capable of receiving communications from the Lord, such as were denied to the possessor of Urim and Thummim; and that he honored the child’s individuality so far as to encourage him to declare the message[Pg 74] that God had sent by him; instead of treating the child as one who could receive nothing from God, save as it came to him through the medium of his guardians12 and seniors. This spirit it was that prompted Trebonius to bare his head as he entered the school-room where he was looked up to as the teacher; because, as he suggested, he recognized in every child before him there the possibility of lofty attainment13 in his developed individuality. And it can hardly be doubted that this attitude of the teacher Trebonius had its measure of influence in bringing to its fruition the germinal power in his pupil Martin Luther. Trebonius and Eli are—so far, at least—a pattern to the parents of to-day.
It is not merely that the child is to be the possessor of a marked and distinctive14 individuality, and that therefore he is to be honored for his possibilities in that direction; but it is that he already is the possessor of such an individuality, and that he is worthy15 of honor for that which he has and is at the present time. Many a child, while a child, is[Pg 75] the superior of his parents in the basis and scope of character, in the attributes of genius, and in the instincts of high spiritual perception. This is the true order of things in the progress of God’s plans for the race; the better is in the coming generations, not in the past. But even where the child is not the superior, he is always the peer in individuality of those to whom he looks up with honoring reverence16 as his parents, and he is entitled to recognition by them in that peership.
Every one who recalls clearly his child-time thoughts and feelings, remembers that even in his earliest days he had his own standpoint of observation and reflection; that he was conscious of his individual relations to others and to God; and that, in a sense, his independent outlook and his independent uplook as an individual were the same then as now, in kind, although not in degree. He also remembers that, as a child, he was often made to feel that his individuality was not fully17 recognized by others, but that it was frequently ignored or trenched upon by those who took it for granted[Pg 76] that, because he was still a child, he had as yet no truly individual position, attitude, and rights in the world. Yet it is not an easy thing for a parent of to-day to bear always in mind that every child of his is as truly an individual as he was when he was a child.
In little things, as in larger, a child’s individuality is liable to be overlooked, or to be disregarded. A little boy was taken alarmingly ill one day. For several hours his loving mother watched him anxiously. The next day he was in his accustomed health again. His mother, with the evident thought that a child could have no comprehension like a parent’s of such a state of things as that, said to him, tenderly: “My dear boy, you don’t know how sick you were yesterday.” “Oh, yes! I do, dear mamma,” he answered; “I know a great deal better than you do; for I was the one that was sick.” And many a child has the thought that was in that child’s mind, when he is spoken to as though he must get all his ideas of his own feelings and conditions and needs from some one who is[Pg 77] supposed to represent him better than he can represent himself—while he is still in childhood.
It is much the same in the matter of personal rights, as in the matter of personal feelings. A child finds that his individuality is constantly lost sight of, because he is a child; as it ought not to be. A little fellow who had been given a real watch, was conscious of an advance in his relative position by that possession. His uncle, having taken his own watch to the watchmaker’s, asked the loan of the little fellow’s watch for the time being, saying that he could not get along without one. “Can’t you get along without a watch?” asked the nephew. “No, I cannot,” replied the uncle. “If I had mine at the watchmaker’s, would you lend me yours till mine came back?” was the little fellow’s searching inquiry18. “Why, no; I don’t suppose I would,” replied the other. “But then, you know, I’m a man, and you are a boy.” “Well, then,” said the individual boy to the individual man; “if you can’t get along without a watch, and you wouldn’t lend me yours if I needed[Pg 78] it, I can’t get along without a watch, and I can’t let you have mine.”
Now, the trouble in that case was that the boy’s individuality was not sufficiently19 recognized and honored by the manner of that request for his watch. It seemed to be taken for granted that, because he was a child, he had no such rights in his own possessions as a man has in his, and that he put no such value on that which he had, as a man would be sure to put on his belongings20. Against that assumption the child quite naturally, and with a good show of logic21, resolutely22 asserted himself. If, on the other hand, the boy had been appealed to as an equal, to render a favor to the other because of a special and a clearly explained need, there is no reason to doubt that he would have been prompt to respond to it, with a feeling of satisfaction in being able to render that favor.
Just here is where so many children are deprived of their rights as individuals, by inconsiderate parents or others. When seats are lacking for new comers in a room or a street-car, and two[Pg 79] or three children are seated together by themselves in absorbing chat, the temptation is to speak quickly to the little ones, telling them to vacate those seats for their elders, in a tone that seems to indicate that a child has no rights in comparison with a grown person; instead of showing by the very manner of address that the children’s attention is called to their privilege of showing courtesy to their elders. In the one case, every child of that party feels aggrieved23 through being made to feel that his rights are not recognized as rights. In the other case, he is gratified by the implied confidence in his gentlemanliness, and in his readiness to yield his rights gracefully24. A child’s rights as an individual are as positive and as sacred as a man’s; and it is never proper to ignore these rights in a child, any more than it would be in a man.
When a child shows an unexpected interest in a subject of conversation between adults, it is not fair for the adults to brush aside the child’s questions or comments in a way that seems to say, “Oh! you are only a child. Your opinions are of no[Pg 80] account. This is a matter for real people to think and talk about.” Yet how common a thing it is for parents to treat their children in this way; and what a mistake it is! If, indeed, the subject be one that is fairly beyond a child’s grasp, it is quite proper to give the child to understand this fact, without any lack of respect for his individuality; but under no circumstances is it right to ignore that individuality at such a time.
The deeper the theme of converse25, and the profounder the thought involved in it, the greater the probability of a child’s freshness and life in its considering, if he indicates an appreciative26 interest in its discussion. It is not merely in the story of the child Samuel that there is a gleam of childhood’s possibilities in the direction of closer communion with God than is granted to ordinary manhood; but all the teachings of Scripture27 and of human experience tend to the disclosure and confirmation28 of this same truth. “Verily I say unto you,” says our Lord, “Except ye turn, and become as little children, ye shall in no wise enter into the kingdom[Pg 81] of heaven.” And again: “See that ye despise not one of these little ones; for I say unto you, that in heaven their angels do always behold29 the face of my Father which is in heaven.” And there is an echo of these Divine words in the familiar teachings of the Christian30 poet of nature:
“Heaven lies about us in our infancy31!
Shades of the prison-house begin to close
Upon the growing Boy,
But he beholds32 the light, and whence it flows,—
He sees it in his joy;
The Youth, who daily farther from the East
Must travel, still is Nature’s priest,
And by the vision splendid
Is on his way attended;
At length the Man perceives it die away,
And fade into the light of common day.”
There is, indeed, a possibility of retaining the child-freshness of acquaintance with spiritual truths even into manhood and through all one’s life. That possibility every parent ought to strive to attain to. “Whosoever therefore shall humble33 himself as this little child,” said our Lord, as he[Pg 82] pointed34 to a veritable human little one, “the same is the greatest in the kingdom of heaven.” And he who is greatest through being most child-like, will be readiest to recognize the individuality and the glorious possibilities of each and every child committed to his charge. Even while training a child, he will learn from the child; and so he and his child will grow together toward the measure of the stature35 of the fulness of Christ.
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1
specimen
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| n.样本，标本 | |
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thereby
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| adv.因此，从而 | |
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mere
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| adj.纯粹的；仅仅，只不过 | |
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peculiar
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| adj.古怪的，异常的；特殊的，特有的 | |
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acorn
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| n.橡实，橡子 | |
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embryo
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| n.胚胎，萌芽的事物 | |
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attain
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| vt.达到，获得，完成 | |
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papyrus
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| n.古以纸草制成之纸 | |
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providence
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| n.深谋远虑，天道，天意；远见；节约；上帝 | |
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zeal
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| n.热心，热情，热忱 | |
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afterward
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| adv.后来；以后 | |
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guardians
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| 监护人( guardian的名词复数 )； 保护者，维护者 | |
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attainment
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| n.达到，到达；［常pl.］成就，造诣 | |
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distinctive
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| adj.特别的，有特色的，与众不同的 | |
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worthy
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| adj.(of)值得的，配得上的；有价值的 | |
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reverence
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| n.敬畏，尊敬，尊严；Reverence:对某些基督教神职人员的尊称；v.尊敬，敬畏，崇敬 | |
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fully
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| adv.完全地，全部地，彻底地；充分地 | |
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inquiry
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| n.打听，询问，调查，查问 | |
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sufficiently
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| adv.足够地，充分地 | |
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belongings
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| n.私人物品，私人财物 | |
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logic
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| n.逻辑(学)；逻辑性 | |
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resolutely
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| adj.坚决地，果断地 | |
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aggrieved
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| adj.愤愤不平的，受委屈的；悲痛的；（在合法权利方面）受侵害的v.令委屈，令苦恼，侵害( aggrieve的过去式)；令委屈，令苦恼，侵害( aggrieve的过去式和过去分词) | |
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gracefully
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| ad.大大方方地；优美地 | |
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converse
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| vi.谈话，谈天，闲聊；adv.相反的，相反 | |
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appreciative
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| adj.有鉴赏力的，有眼力的；感激的 | |
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scripture
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| n.经文，圣书，手稿；Scripture:(常用复数)《圣经》，《圣经》中的一段 | |
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confirmation
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| n.证实，确认，批准 | |
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29
behold
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| v.看，注视，看到 | |
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Christian
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| adj.基督教徒的；n.基督教徒 | |
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31
infancy
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| n.婴儿期；幼年期；初期 | |
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32
beholds
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| v.看，注视( behold的第三人称单数 )；瞧；看呀；（叙述中用于引出某人意外的出现）哎哟 | |
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33
humble
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| adj.谦卑的，恭顺的；地位低下的；v.降低，贬低 | |
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pointed
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| adj.尖的，直截了当的 | |
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stature
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| n.（高度）水平，（高度）境界，身高，身材 | |
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