Training the Teacher Part 30

#30. General Characteristics of the Senior Age.#--The Senior age includes the two periods technically known as middle adolescence, from about sixteen to eighteen, and later adolescence, from eighteen to full maturity, about twenty-four. Of these, the earlier period is the climax of the "tempest-tossed" years. The later period witnesses the final adjustment of the pupil to life and its problems. These years are marked by uncertainty because the pupil does not understand himself, by emotional upheaval connected with the development of the deeper feelings of the soul, and by a struggle between the old ideal of selfishness and the new ideal of service.

#31. Special Characteristics of the Senior Age.#

(1) _Continued development of the higher feelings._ The power of the soul to feel for others, appearing in the Intermediate age, has grown stronger if properly nurtured. In addition there comes a new love for the beauties of Nature and a reverence for her laws, a love of the arts and the great causes that men espouse. There is the thrill of awakening love between man and woman. Highest of all, the soul is now able to give response to the right simply because it is the right.

Duty has real meaning and conviction becomes a motive power.

As the large vision of what life may be dawns upon the soul, unbounded enthusiasm and courage possess it. There are no heights too dizzy to be reached, no obstacles too difficult to overcome. But enthusiasm often alternates with depression and self-distrust, leading to indifference, apathy, or recklessness. This is the explanation of the vacillating conduct almost universal during the early part of this period.

A critical spirit toward others is common, as merciless scrutiny reveals how far the majority come from the high standards of life so newly appreciated. The frank openness of childhood has been succeeded by a tendency to shut the deeper thoughts and feelings away from others, and while there is an unspeakable longing to share problems and perplexities, the veil is not easily drawn aside.

(2) _The rapid development of the reasoning power of the mind._ This crowning expression of the intellectual power of the mind has not been wanting before, but it comes to full flower in this period. In the first delight of being able to see inner relations.h.i.+ps, to argue, to relate cause and effect, reason is given the place of honor and everything must pa.s.s in review before it. This very often precipitates a conflict between reason and faith through failure to see that a thing is not necessarily opposed to reason even if it cannot be understood by reason; and a period of doubt in religious matters may ensue.

(3) _Maturing of the will power._ This makes possible self-control, gives power to act independent of the impulse and influence which always determines a child's actions, power to hold steadily to a certain course even against strong opposition. This is the kingly possession of the soul with which Almighty G.o.d has chosen to leave freedom. But the soul tends to act as it has formed the habit of acting through the years under the direction of others. In the light of this fact, the importance of the earlier work of the teacher is emphasized.

#32. Opportunities of the Senior Age.#--The opportunities discussed in the Intermediate age still obtain in this period, but to them may be added three peculiarly favorable at this time.

(1) _The opportunity to give help in choice of life vocation._ The choice of that place where each shall invest his life is one of the most serious and complex problems that the pupil has to meet. Loving and sympathetic counsel often stimulates a young man or woman to aspire in the choice instead of settling down into easy mediocrity.

The call of the ministry, the mission field, settlement work, every vocation involving the setting aside of selfish ambitions, is most loudly heard at this time, and often a word is sufficient to turn the decision in that direction.

(2) _To strengthen foundations of faith._ The questioning of this period makes it possible to ground belief in the verities of the Christian religion. Faith need not be blind. G.o.d gives a reasonable basis for all he asks us to accept. The careful study of facts which are the starting-point of faith will help the doubting soul to trust beyond the point of sight, and enable him to give a reason for the hope that is in him.

(3) _To establish broad interests._ If the pupil is narrow and circ.u.mscribed in his thought at this time, the fault lies in large measure at the teacher's door, for every impulse is to stretch in interest to the farthest limit in every direction. There will never again be such an opportunity to establish the world-wide interests begun in the Intermediate age, for life settles in a groove in adulthood and new interests do not readily appeal.

#33. Needs of the Senior Age.#

(1) _The influence of lives that will bear the test._ In this doubting, critical period of life, the daily life of others is the unanswerable argument for or against the power of the gospel. If for no other reason than to establish the faith of her young people, the church ought to walk in white.

(2) _Sympathy and confidence toward the pupil._ Some one has said that the word "hunger" will express the period of adolescence, and for nothing is the pupil so hungry as to be understood, appreciated, and trusted. The teacher is privileged to live into the life of the pupil at every point, and be the sympathetic friend who shall help him to work out his high calling in Christ Jesus.

#34. Difficulties of the Senior Age.#--The very things that const.i.tute the strength of this period present many of its difficulties. The greater mental power coming with increased reason and will is apt to give rise to self-sufficiency and the doubt already mentioned.

Opinions are readily and dogmatically launched, and to reverse them wounds pride. Advice may be secretly welcomed and outwardly scorned.

This is the period when there is danger that wisdom may perish if the youth meet an untimely end. But far more dangerous is the tendency toward the sowing of wild oats which is so often evident. A certain recklessness easily grows out of the disturbed emotional nature and excesses lie not far beyond. For all of these difficulties, faith and prayer, an att.i.tude of helpfulness at every point, and the love that never fails, afford the only solution.

#35. Results to be Expected.#--As the pupil emerges from the period of development into maturity, he ought to be "strong in the grace that is in Christ Jesus," with interest and love as broad as that of his Master, and "thoroughly furnished unto every good work."

Test Questions

1. What are the general characteristics of the Senior Age? The years included?

2. Name three special characteristics.

3. How would you explain vacillating conduct during the early part of this period?

4. Name three opportunities of the Senior Age.

5. How may doubters be helped in this period?

6. What are two special needs of this period?

7. The chief difficulties?

8. What the results to be expected?

Lesson 10

Maturity.

The limited s.p.a.ce of a single chapter permits only a suggestive discussion of this important period, so often neglected in the study of the pupil.

#36. General Survey.#--(1) _Keyword, "Service."_ As childhood's task is absorption, and the task of youth adjustment, so the task of maturity is service. That which has been taken in must be given out again, enriched and enlarged by its stay in the soul. This is "the last of life for which the first was made," and to fail here means to miss the meaning of living.

All the factors necessary for service are now ready. Experience and study have supplied something to give, mental discipline and unimpaired physical strength supply the power for service, the broad outlook reveals the need and place of service, and the soul's awakening toward G.o.d and the neighbor have supplied the motives for service.

(2) _Physical and mental power at the height._ Waste and repair in bodily tissues are balanced during the prime of life. If development has been normal, the will is resolute, and judgment and reason are dominating and wise, for experience has given large data from which to draw conclusions. While the "Golden Age of Memory" is far in the past, the power of retaining new knowledge through the old is strong. To enter upon unfamiliar lines of thought, however, at this time and achieve any mastery is a mark of genius at least for hard work. The soul has capacity now for the highest feelings that can stir the heart of man, yet the character of those it really experiences is determined by what life has been feeding upon. The love, joy, and peace which give glory to maturity and old age grow alone out of thought upon true and pure and lovely things and those of good report.

(3) _Development specialized, not general._ Out of the many calls and lines of interest, each life has made choice of one or more, according to taste and circ.u.mstances. Along these lines growth and development proceed. It is not that life could not continue the many-sided expansion of adolescence, but growth demands nourishment, development demands activity. The need for the expert, the multiplicity of cares and the force of habit make it difficult to "keep up" along many avenues.

(4) _Time of achievement._ Achievement may or may not be that service which manhood owes. The purpose in the task determines that. To souls especially endowed and favorably environed come the riches of intellectual research, of creation in the arts, of successes in the business world. To the many, achievement means only struggle here, but waiting treasures laid up with G.o.d.

(5) _Time of soul hunger._ The teacher of men and women always faces hungry hearts. If the soul has not found satisfaction in G.o.d, the pangs of starvation are inevitably there. If the soul does know G.o.d, there is unspeakable longing for a clearer revelation and a deeper consciousness that in the midst of life's weakness and aspiring

"G.o.d's goodness flows around our incompleteness, Round our restlessness His rest."

#37. Opportunities Presented in Maturity.#--But three great opportunities out of the many can be suggested:

(1) _The opportunity to be somebody's ideal._ Every successful life is the pattern for some eager, ambitious boy or girl. Did not Paul's exhortation to Timothy look toward this as well, when he besought him to "be an ensample in word, in manner of life, in love, in faith, in purity"?

(2) _The opportunity to count for the kingdom._ There are two lines of Christian work which call loudly to-day to men and women--personal evangelism and the missionary enterprise. These are the doors most imperative for the soul in possession of power, experience, and resources to enter. Beyond these doors lies the solution of every one of the world's problems.

(3) _The opportunity to grasp the doctrines of Christianity._ The relation of truth to truth cannot come until the mind can deal with the abstract. The little child grasps some of the facts of Christianity, but the adult mind has the power to deal with infinite reaches of truth, interdependent and self-illuminating. This is the "solid food for full-grown men."

#38. Needs of Maturity.#--(1) _Adequate spiritual nourishment._

The time of disillusionment has come, much of the optimism and buoyancy of youth have gone. Life is found to be a struggle even with its victories, and responsibilities and sorrows weigh. The teaching must present a Saviour and a salvation sufficient for great heart needs. It is for the deep things of G.o.d that life's experiences have made mature souls hungry, and there is pathos in the superficial dole meted out by so many teachers--superficial because they themselves have never lived "down deep."

(2) _The broad outlook._ To busy men and burdened women, the cla.s.s ought to be a place of vision. Absorbed in one's tiny corner through six toiling days, the seventh should give opportunity to lift up the eyes and look on fields glorious in their incoming harvest. There is refreshment and inspiration and incentive now in the news from China and j.a.pan and the islands of the sea. The teacher must bring the world-view to the cla.s.s if he believes that world service is G.o.d's thought for manhood.

(3) _Emphasis on personal responsibility._ This is the pivotal point upon which a life of service turns, and it ought to be the focal point of teaching. Long enough has stress been laid on the conditions in the world and what ought to be done. The need now is for a prophet to say, "Thou art the man!"

#39. Difficulties.#

(1) _Pre-occupied soil._ "The cares of the world and the deceitfulness of riches choke the word and it becomes unfruitful."