THE TRAINING OF CHILDREN ___OR,
The GOSPEL TRUTH
HOW TO MAKE THE CHILDREN INTO
SAINTS AND SOLDIERS OF JESUS CHRIST
GENERAL OF THE SALVATION ARMY
1888 -- SECOND EDITION
TABLE OF CONTENTS
PREFACE TO SECOND EDITION.
CHAPTER I: THE DUTY OF PARENTS. 1. What is the supreme duty of parents with regard to their children?
2. Can such a course of conduct be followed with children as may be reasonably expected to make them good and Christ-like?
3. But do not many who have not been thus trained get converted In mature life, and become both good and useful?
CHAPTER II: THE POSSIBILITY OF GIVING A SUCCESSFUL TRAINING. 1. Do I understand you then to say positively that if children are rightly trained, it may with certainty be expected that they will become such Christians as have been described?
2. Do not the Scriptures teach that right training will make right--that is, "righteous" children?
3. But do facts support this statement? That is, do the children of Christian parents always turn out devoted saints?
4. Then what becomes of the statement that Christian training will make Christians?
5. Can you show in what respect the religious training is likely to have been at fault in the instances of failure referred to?
6. Can you name any other cause of the failure of such supposed religious training?
7. Is there any other cause for the deplorable break. downs to which reference has been made?
8. Do you maintain, then, that if a suitable training be given to children, they will, if spared, always grow up to be holy men and women?
9. This is a most important subject, then, to all who are charged with the care of children?
10. But is not this task of training children very difficult and troublesome?
11. Ought not parents earnestly to seek that guidance and strength from God, which will enable them to give their children the training that will qualify them to fulfil the high purpose He has formed concerning them?
CHAPTER III: CONDITIONS OF SUCCESSFUL TRAINING. 1. In the last Chapter you say there are certain conditions of successful training. What do you mean?
2. Will you please name what these conditions are? I want very carefully to consider them.
CHAPTER IV: GODLY PARENTAGE. 1. You say that a godly parentage is the first condition of that training which will be successful in making the children true servants and good Soldiers of Jesus Christ. Will you explain what you mean?
2. Does not this notion contradict the doctrine of inbred depravity, or the indwelling sinfulness of children?
3. Is there anything in the Bible which seems to teach that the children of godly parents have any special advantage over the children of the ungodly?
4. Is it absolutely necessary, then, that children should be born of holy parentage, in order to their becoming holy?
5. Should not the consideration of the advantages flowing from a godly parentage be a great encouragement to young people to serve God early in life, and then, if in The Army, only to enter into marriage relationships with Salvationists, whose whole souls, like their own, are filled with the love of God and man?
CHAPTER V: THE RESPONSIBILITY OF PARENTS. 1. What is the second condition of successful training?
2. Why are parents held responsible for this training, more than any other persons?
3. Are these the feelings with which parents ordinarily regard their children?
4. But do not all professedly Christian parents desire that their children shall be really religious?
5. But do not such parents in all their plans desire that their children shall grow up to be the servants of God?
6. Then you think those parents are wrong who regard their children with these interested and selfish feelings?
7. Can you give any other reason why parents are held responsible for giving this training?
8. Is there any further reason why the parents should be held responsible for this training?
9. What further can be said to show that parents are held responsible for giving that training which is calculated to secure the Salvation of their children?
10. Do parents sometimes admit their responsibility for thus training their children for God?
11. In what other way is the responsibility of parents for the training of their children made manifest?
12. Is there any other argument which goes to show the responsibility of parents for imparting this training?
13. Are parents the only persons responsible for giving this training?
CHAPTER VI: DEDICATION. 1. What is the third condition of successful training?
2. What is to be understood by this?
3. Do you recommend that this presentation should take any definite, outward form?
4. Will you name some of the advantages likely to result from such a Ceremony?
5. Is there any scriptural justification for such a ceremony?
6. Can you name any form by which strangers to the ways of The Salvation Army can be guided in carrying out the ceremony in public?
GIVING CHILDREN TO THE LORD: EXPLANATORY REMARKS.
7. Ought not such a ceremony to be regarded as very solemn and important?
CHAPTER VII: PARENTAL EXAMPLE. 1. What is the fourth I condition of successful training?
2. In view of what has been said about the evil of parents professing religion without the power of it, is it not better to have no form at all than to have forms without corresponding power?
3. Wherein does the importance of this example consist?
4. Can you account for the enormous influence for good or evil which the example of parents has over children?
5. Does this love and reverence and admiration for parents continue as the children grow in years?
6. Should not the sight of their children daily stir every parent's heart to see to it that theirs is a thoroughly God-like example?
7. If a holy example, then, exerts so great an influence over the hearts of children, why is it that so many who have had this great advantage are not saved in childhood?
8. Is it not a great calamity when parents are divided in example, purpose, and effort, with regard to the training of their children?
9. What is best to be done in the painful event of one parent being saved and fully given up to God, and the other not?
CHAPTER VIII: FAMILY GOVERNMENT. 1. What is a further condition of the successful training of children?
2. Is family government an important matter?
3. Will you name some of the characteristics of a wise and godly family government?
4. Are there not practices and customs In some houses which are greatly opposed to the good training of children?
5. Will you name some of these things which you consider hindrances to good training?
6. On what grounds is favouritism exercised towards children?
7. Are not these preferences injurious and disastrous?
8. Why should this principle of favouritism or partiality act thus on the hearts of children?
9. But do not some children possess qualities both of mind and person which render them naturally more loveable than others?
10. Name another evil spirit which haunts many homes, greatly hindering the good effect of teaching, otherwise most commendable.
11. What is that?
12. Are children able to distinguish between that religion which is only an outward form, and that which is a genuine principle in the heart?
13. Is there any other spirit which makes against the good effect and right success of the training of children?
14. Can you name any other usage or disposition which spoils the atmosphere of home for the training of children?
15. Is there any other spirit in the home which hinders the successful training of children?
16. Can you name any other prevalent home hindrance to the successful training of children?
17. Is there not another spirit, very nearly related to the last-named, which specially hinders the training of children to be Soldiers?
18. Is there any other spirit which would interfere with the successful training of children?
CHAPTER IX: TEACHING. 1. What is the next condition of the successful training of children?
2. But are children capable of understanding spiritual truths?
3. At what age would you recommend that this religious instruction of children should commence?
4. But will not such training as that which is proposed be calculated to make children melancholy?
5. But will not this teaching make children forward, destroy their simplicity, and fill them with conceit and unnatural self-importance?
CHAPTER X: WHAT IS TO BE TAUGHT. What course of religious instruction do you recommend should be given to children?
CHAPTER XI: TRAINING. 1. Is there anything further of importance to be said on this subject?
2. Is there a difference, then, between TEACHING and TRAINING?
3. Is it common for parents to train their children in this way for the service of God?
4. Then it is very important that parents and others who have the charge of children, should carefully observe the distinction between TEACHING and TRAINING?
5. But does not this training of children, of which you are speaking, call for great exertion and self-denial on the part of the parents?
CHAPTER XII: OBEDIENCE. 1. Having explained in the last chapter the difference between training and teaching, will you show more particularly in what respect this training is to be given?
2. What do you mean by habit?
3. Are people very much influenced in their conduct by habit?
4. Is there any one habit in a child which you consider of greater importance than any other?
5. What do you mean by obedience?
6. What is intended by training in obedience?
7. Is not the training of children in this habit of ready and joyful obedience very important?
8. Is it not surprising that in many families where there is so much religious teaching and prayer, and real devotion, all parental authority is set at naught, or nearly so?
9. But does not the absence of obedience to the authority of parents lead to much misery?
10. How to all this to be remedied; or rather, how is this misery to be prevented?
11. I presume, then, you mean that before the child comes to understand his duty to obey GOD, he must be made to obey his PARENTS and those in authority over him?
12. But is it not very difficult to create in the minds of little children, or big ones either, this habit of always doing as they are wished?
CHAPTER XIII: CREATION OF HABITS OF OBEDIENCE. 1. What counsels do you give on this matter? Or rather, how is this habit of obedience to be created and strengthened in the children?
2. But do you recommend that the wills of children should be actually broken and destroyed?
3. Are there not occasional outbursts in children when they will seek to have their own way, in spite of everybody?
4. May it not be thought from what we have said, that a strict and firm government of children would be likely to destroy their affection for their parents?
5. But is there not a great difference in children in this respect; that is, are not some children much more difficult to subdue and bring into habits of obedience than others?
6. What can parents do in case of continued rebellion against their authority?
7. But is it not desirable that both parents should be united in training the children in obedience?
8. What course is to be taken under such circumstances?
9. Is not controversy between parents with regard to any command they may give to their children, specially disastrous when carried on in the presence of the children?
10. But what are those parents to do who have been converted late in life, and only had their eyes opened to these things after their children have partly grown up, and grown up, so far, in self-will and ignorance of God?
11. Can you give any counsel to such persons?
CHAPTER XIV: TRUTHFULNESS. 1. What other habit should be promoted, with all care and at all cost, in children?
2. Is it possible to train children so that they shall be always true and real?
3. How is this habit of truthfulness to be created?
4. Do not many parents, and others in charge of children, act altogether contrary to the counsel just given, by speaking and acting that which they know to be false in the presence of the children almost as soon as they can understand them?
5. Is it wrong to deceive children when such deceit seems likely to lead to a good result?
6. In dealing with children, is it not wise to avoid that sensational way of talking, and that exaggeration of facts which so largely prevails, in order to make what is said appear more interesting?
7. Is not much injury done to the love and appreciation of truthfulness in the minds of children by the appalling difference they often see between the profession and practice of parents and others with respect to religion?
8. Is it not very objectionable to use those exclamations so commonly employed by many in conversation, such as, "Oh, Lord!" "My goodness!" "My gracious!"?
9. Can any other course be taken with children in order to lay the foundations of truth in their minds?
CHAPTER XV: SELF-DENIAL. 1. What other habit is it important to establish in the hearts and lives of children?
2. Is this possible?
3. What training should be given to children to create and cultivate in them this habit of self-denial?
4. Is not the course generally taken just the opposite of this?
5. Is not such a course of treatment calculated to cultivate in children a spirit totally opposite to that life of submission and self-denial which is the very essence of godliness?
CHAPTER XVI: HUMILITY. 1. In what further habit is it important that children should be established?
2. Why is this important?
3. Then it follows that nothing should be practised in your dealings with children calculated to engender or foster pride?
4. Is it possible for parents to deal with their children so as to encourage this injurious spirit?
5. Is not this course most irrational?
6. Will you explain by what conduct parents create and foster the spirit of pride in their children?
7. What kind of training is calculated to destroy this spirit?
CHAPTER XVII: CHASTISEMENT. 1. Is it not necessary on some occasions for parents or those in charge of children to chastise them?
2. But ought not parents to seek to make their children obey them and be good from motives of love rather than fear?
3. What are the principal motives that are likely to influence children to obedience?
4. But is there not a danger of parents using too much severity in the management of their children?
5. Is it a mistake to threaten children with chastisement without any serious intention of inflicting it?
6. Ought not parents to be fully satisfied in their own minds that the child is really guilty before the infliction of any punishment?
7. Will you name some of the most important considerations that should be borne in mind by parents in inflicting punishment?
8. Do not children sometimes, under such circumstances, refuse to confess that they are wrong and to promise amendment?
9. Ought parents, at such times of conflict with their children, or in the administration of punishment, to read the Bible and pray with them?
10. In administering chastisement, ought not parents carefully to distinguish between the faults and the misfortunes of their children?
11. Then children should not be punished for misfortunes or accidents?
12. What occasions, then, do you think are sufficiently serious to call for punishment?
13. You think it necessary, then, that punishment should be inflicted in such a manner as to carry with it, to the mind of the child, the idea that it is necessary for you to administer it?
14. Will you name some forms of punishment that are objectionable because likely to be injurious?
15. What modes of punishment do you recommend?
16. Is it not important that the quarrels and disagreements which unavoidably arise among children should be dealt with according to the strict principles of truth and justice?
CHAPTER XVIII: COMPANIONSHIPS. 1. Have not companions and other people who are round about children, a vast influence upon them for good or for evil?
2. To what class of the associations of children do these remarks specially apply?
3. From what has been said, I can easily see that the influence of servants upon children must be very great. Can you state any particulars in which such influence is likely to be exerted in a wrong direction?
4. Seeing that servants have so powerful an influence in moulding the character of children, ought not parents to exercise great care in their selection?
5. Ought parents, when they act thus, to be surprised to find all manner of false, mean, and unclean habits generated and practised amongst their children?
6. Then do you recommend the employment of godly servants only?
7. Ought parents, in seeking servants, to be satisfied with the bare assertion that the parties seeking the situation are "religious"?
8. What other companionships have intimately to do with the formation of character in children?
9. But do not parents see this, and exercise every possible care in the selection of companions for their children?
10. What course do parents ordinarily take to discover the moral character of the companions of their children?
11. But how are parents to know the real character of those whom they allow to be companions with their children?
12. What then is to be done to find companions for the children?
13. But what about sending children to schools?
14. Then you do not approve of boarding schools?
15. How then is a suitable education to be obtained, supposing parents think it desirable, and can pay for it?
16. But if this mode of education be impossible, or will not enable the children to reach the standard of culture desired for them, what then?
17. Should not godly parents be willing to make any reasonable sacrifice in order to reside where they can have the advantage of association with real spiritual and godly people?
18. Will not all these prudent and careful arrangements to prevent evil communications and influences tend to make the children weak, insipid, men and women?
19. But is not a training in the society of unconverted boys and girls, even though some of them should be very naughty, likely to make the children strong in love and goodness?
20. Do not many of the foregoing observations apply with equal force to the companionships into which children may be brought in visiting or in receiving visits from relatives and friends?
21. Does not the last question equally apply to children paying visits to relatives and friends?
22. But may not parents ask the question," Where are we to send our children for change, if not to those of our own relatives and personal friends who will be pleased to see them, take care of their health, do it without charge to us, and, moreover, be offended if we refuse to allow them to do so? "
23. But would not such fears and timidity prove that the training given the children was not very thorough if its effect could be so readily endangered? In other words, would not such fears prove the religion of the children to be of a very gingerbread kind, if a few days' or weeks, intercourse with those not equally decided could endanger or destroy it?
CHAPTER XIX: AMUSEMENTS AND RECREATIONS. 1. Is it allowable that children should be merry and have a certain part of their time set apart for play?
2. Ought due consideration to be given this subject?
3. What do you recommend with regard to the amusements and recreations of children?
4. Have you any practical suggestions to make on the subject of amusements?
5. The questions may here be asked, "How, then, are children to be amused? How are they to pass their time away?"
6. But will you please explain more particularly how this is to be done, with all the restrictions and reservations which you have laid down, seeing that this is a very serious question to those who have the charge of children?
7. But ought we not to teach children at as early an age as possible the same sentiments that we teach grown-up people-that they are not to live for HAPPINESS, but for USEFULNESS?
8. Do you think, then, that children can find pleasure in Salvation services?
9. But may it not be objected that to sell "War Crys" would be beneath the position and respectability of some children?
10. Is not the question as to how children are to be amused on the Sabbath often a perplexing one to parents?
CHAPTER XX: SAVING THE CHILDREN. 1. What other important form of training is necessary in order to secure the Salvation of the children?
2. How is this to be brought about, or what measures can a parent adopt in order to secure the Salvation of his children?
3. May not children grow up into Salvation without knowing the exact moment of conversion?
4. How can parents best help to keep their children stedfast?
5. Is there not sometimes a difficulty in forming a correct judgment as to whether children are really converted, even when they profess to be?
6. What should be done with children who, after making a profession of Salvation, backslide and fall into sin?
7. Is it surprising that of the small number of children who make any profession of religion, so few endure to the end?
8. But do not these counsels go on the assumption that the Salvation of the children is very much a human affair?
CHAPTER XXI: LITTLE SOLDIERS. 1. Is it right and desirable that children should be allowed to take any personal and active part in the warfare God is carrying on against sin and the devil?
2. Can you give any reason for this?
3. Can you give any other reason why children should be trained up as Soldiers, and allowed to take a public part in the work of God?
4. But can little children be made into Soldiers, and be taught and trained to do fighting of any value to the Kingdom of God?
5. But what can the little ones do?
6. Then you think real and abiding good comes from the Salvation work of little children?
7. But is there not another very important consideration which should induce us to train children as Little Soldiers?
CHAPTER XXII: HOW TO MAKE LITTLE SOLDIERS.
How must Salvationists go about the work of giving their children the home training necessary to make them Little Soldiers?
CHAPTER XXIII: OBJECTIONS TO LITTLE SOLDIERS. 1. Are not many good Christian people very much opposed to children taking any public part in effort for the Salvation of souls?
2. Will you name some of the objections these persons bring against children speaking and praying publicly?
CHAPTER XXIV: DRESS. 1. Is the subject of dress of sufficient importance to be considered in connexion with the training and instruction of children?
2. Is it important, then, that children should have correct views on this topic imparted to them very early in life?
3. In dressing children, ought not parents to keep in view the sort of men and women they desire them to become in after life?
4. How are children to be dealt with on this question?
5. What ought Christian children to be taught with regard to the wearing of jewellery?
6. Why should Christian children be taught to avoid worldly conformity in dress?
CHAPTER XXV: EDUCATION. 1. Is the subject of education intimately connected with the right training of children?
2. What are parents to do? The children must be educated; surely you do not advocate that they should be allowed to grow up in ignorance?
3. But cannot something be said to guide Salvation parents more particularly as to the kind of education which it is lawful and desirable to seek for their children?
4. Having said so much on the subject of education could you not give us some suggestions as to the best method of imparting it?
5. Is it not important that simple illustrations should be freely used in teaching children?
CHAPTER XXVI: READING. 1. Ought not some care to be exercised with regard to the books which children read?
2. What class of books do you recommend for the children?
3. Would you forbid little children to read the storybooks ordinarily got up for them, and generally thought necessary for their entertainment?
4. But is it not desirable that there should be books which meet the love of the wonderful and strange, which is so strong in children?
5. Then you are opposed to novel-reading by children?
6. Ought parents to acquaint themselves with the character of the books their children read?
CHAPTER XXVII: STRONG DRINK. 1. Ought not children to be instructed in the evils attendant on the use of intoxicating liquors?
2. How can children be trained up most effectively in total abstinence?
CHAPTER XXVIII: TOBACCO. 1. Is it necessary to warn the children against the common habit of using tobacco?
CHAPTER XXIX: INDUSTRY. 1. Ought all children to be alike trained in habits of industry?
2. Do not many children grow up with the opinion that hard work is in itself an evil, only to be tolerated, even in saving the souls of men, when it is necessary for the purpose of earning daily bread?
3. Ought children to be taught to work hard?
4. But may it not be asked whether such an expenditure of anxiety and time will allow of that devotion to the interests of their earthly trade or profession, necessary to gain support for themselves and the families that may be dependent on them?
5. Do you teach that all children should forego secular labour and become entirely engaged in soul-saving work, and thus dependent upon the contributions of others for their support?
6. Can anything be done with children In early life calculated to assist the formation of good business habits In the future?
7. Ought not children to be taught to carry out the highest principles of truth and honour in whatever business relations they may fulfil?
CHAPTER XXX: HEALTH. 1. Are parents responsible for the health of their children?
2. Ought not parents to qualify themselves to develope and improve the health of their children?
3. Will you please name a few of the conditions on which the maintenance of health very much depends?
CHAPTER XXXI: FOOD. 1. Has the character of food anything to do with the health and vigour of children?
2. What is meant by a proper supply of food?
3. What is meant by the food being suitable in kind?
4. What is the second thing to be attended to in the right feeding of children?
5. What is the third rule of importance with regard to the food of children?
CHAPTER XXXII: SOME OTHER CONDITIONS OF HEALTH. 1. Will you name another important condition or health?
2. What is the next condition of health which is of importance?
3. What other condition of health is worthy of being considered here?
4. What is the next condition of health?
5. What other condition of health have you to name?
CHAPTER XXXIII: RESTORATION OF HEALTH. Can you give any instructions as to how parents may restore the health of their children when lost?
CHAPTER XXXIV: HINTS ON THE WATER TREATMENT. BY MRS. BOOTH. COLD BATH.
WET SHEET PACK. (For fevers in general.)
RHEUMATIC OR GASTRIC FEVER.
A BODY PACK
DIFFICULTIES OF THE BLADDER OR URINE,
A VAPOUR BATH
SOAKING THE FEET IN HOT WATER.
ABSCESSES AND GATHERINGS.
CHAPTER XXXV: WILL YOU GIVE THIS TRAINING? 1. THE WELFARE OF THE CHILDREN THEMSELVES.
2. THE HAPPINESS OF PARENTS THEMSELVES.
3. TRAIN THE CHILDREN FOR THE WORLD'S SAKE. MAKE YOUR CHILDREN GOOD.
MAKE YOUR CHILDREN WILLING TO DIE.
MAKE YOUR CHILDREN WARRIORS.
4. FOR YOUR LORD'S SAKE.
SOME time back, I wrote a few papers on the Training of Children, which were inserted in the "War Cry," and which, I have reason to believe, were read with interest and profit by many friends and Soldiers in different parts of the world. Many having, by letter and otherwise, expressed their desire for something further on the same lines, I have been induced to write the following pages. Those who may be disposed to criticise this book on its literary demerits, I have no doubt will find ample opportunity, for it has been put together in snatches of time, often at long intervals-in many instances in railway carriages, and in times of sickness-mostly through a shorthand writer, and under all manner of disadvantages. In this War we have not time either for the cultivation of the courtesies of life or the elegancies of literature. The great aim with us, in all things, is to do the largest amount of good by the readiest me...
Above all, I would fain impress upon every reader that the beat way to test the correctness of my theories is to practise them. We think we can show abundant ground for confidence in their correctness; and we are certain that twenty years hence the proofs of their value will abound all over the world. God grant it I
Although it will be seen that the bulk of the teaching contained in this volume has been specially designed for Salvationists, by whom alone we have any expectation of seeing it fully carried out, yet nevertheless some of our counsels-such as those on pages 135 to 137-have had in view the benefit of those children whose parents may reside at a distance from The Salvation Army, or who may not have fully given themselves up to this War.
PREFACE TO SECOND EDITION.
I AM thankful to God that the demand for this book continues and increases all round the world; and I am especially glad of this because I know that such demand arises chiefly from the steadily increasing number of parents who are determined, not only to train their children in the knowledge of God, and the practice of righteousness, but who are seeking with all their might to qualify them to efficiently take part in the great enterprise of conquering the world for God.
Seeing that the Salvation Army is now considerably more than twice the size it was when, three years ago, this book was issued, I feel more than ever the responsibility of sending forth this directory for the heads of its families. Still, I am greatly encouraged in doing so by the experience of past years, all of which goes slowly to confirm every conviction which is herein expressed.
Every parent, who in the strength of God carries out the teachings of this book, may confidently expect that their children will become what so many thousand Salvationists' children already are - holy devotees to God and the world's salvation; and yet who, whilst spending their whole lives to extend His kingdom, are not only free from the gloom of stiffness too often associated in the past with " a strictly religious education," but full of the joy and love of the great Father of us all.
INTERNATIONAL HEADQUARTERS OF THE SALVATION ARMY,
101, QUEEN VICTORIA STREET, LONDON, E.C.,
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