PERIOD OF EARLY CHILDHOOD—Continued.

As we come to consider the soul of the child, using this term not in its religious sense, but to include all of life but the physical, we understand that in reality it is indivisible. There are no separate parts or faculties possessing unique powers such as reasoning, remembering, feeling or willing. The whole soul remembers, feels and wills. However, for the sake of clearness and convenience, when it is reasoning, we are accustomed to speak of soul power in that direction as reason, or imagining as imagination or willing as will.

We must understand, also, that the soul of the child is as complete in its possibilities as the soul of the adult, only they are undeveloped. As life and environment grow more complex, new needs arise and these new needs awaken soul power in a new direction. The expression "I didn't know he had it in him," is frequently heard, as some one has shown unexpected ability under sudden pressure of circumstances. Every brain has millions of undeveloped cells, scientists affirm, signifying that every life is infinitely poorer than it might be. The need is something to arouse its latent power.

CURIOSITY

The little child is at first in a world of total mystery. Sights, sounds, sensations from contact come to him and all are unintelligible. As they are carried to his brain, somewhere, somehow, they awaken a desire to know their meaning, and as the tiny fingers are extended toward objects the soul is reaching also. This soul reaching is curiosity, one of God's most gracious and wonderful provisions for the life, but so often its significance is misunderstood. If there were no curiosity, there would never be any eager attempt to explore the field of knowledge. The disciplined spirit of inquiry that makes for the world's progress, is only a fuller development of the untutored and disastrous effort of the child to find out about things. We forget that before there can be a flower there must be a bud. Before there can be a scientist who shall pick the rock to pieces to learn its secret, there must be a child who picks a doll to pieces to see what is inside. The pathos of childhood is its bowed head and mute lips under the blow and the stinging word, because judgment is passed, not on motives, as the parent demands for himself, but on the external appearance of the act. We look into our Heavenly Father's face, out of the wreckage and mistakes of a day, and say, "I meant to do it aright, but I am so ignorant," and we are comforted that He looks at the heart and understands. Can we be less pitifully tender toward His little ones?

There are three marked manifestations of curiosity during this period of childhood.

1. Questions.

   In the wordless years of earliest life, mysteries around the child can receive only partial solution. But the day comes when language gives him a key whereby to unlock the doors, and he begins to ask, "What is it," then "Why," and "Where," and "How." This questioning period commences about the age of three, and is in strong evidence for some time. The answers involve for the most part nouns and verbs, not adjectives nor adverbs, signifying that the child is not yet ready for abstract qualities and characteristics. Simple facts only are sought at first. Questions concern the names of things, activities connected with them, causes and ends and the age-long mystery of origins.

   Passing by reluctantly any further discussion of this most fascinating subject of children's questions, four great facts bearing upon nurture must be noted.

   1. Repression of the sincere questioning of a child tends to weaken his effort to acquire knowledge.

   2. Questions reveal a need felt by the child, and are a guide to the kind of instruction he is ready to receive.

   3. A question not only reveals a need, but is also an assurance that the instruction given will be received, for what the mind wants to learn, it will learn.

   4. A sincere question demands a sincere answer.

      This statement would seem superfluous, if its need were not apparent in questions dealing with the origin of life. God gives to the mother, first, the sacred privilege of investing these most holy mysteries with purity and sanctity, and through this confidence drawing the life of the child into closer fellowship with her own. If the opportunity be cast away through the evasive or untruthful answer, the facts may come with a taint upon them which can never be wholly removed.

2. Mischief.

3. Destructiveness.

A word must suffice upon these other manifestations of curiosity. When truly understood, they reveal only an eager mind trying to obtain new experiences to add to knowledge. It is not total depravity that leads a child to pull the articles from the workbasket, or tear the book, or demolish the toy. He merely wants to see the object under as great a variety of conditions as possible, to find out all he can about it. It is identical with the spirit of the scientist who essays new combinations to see what the results may be, only in its inception it is crude and unskilled.

Assuredly, instead of dealing harshly with an instinct which in later years may make the whole world richer, it would be wiser to give it legitimate outlet. Toys and blocks which admit of being taken apart and readjusted may begin the training of an Edison or a Stephenson.

INTERESTS

Just as in the realm of the physical, appetite for one sort of food may be greater than for another, even in hunger, so a varying appetite appears in connection with the soul hunger of curiosity. It is strongest in the direction of that in which the life is naturally interested at any given time.

The interests of early childhood are primarily in things which exhibit or suggest activity and in simplest relationships, found in the little world bounded by home, neighborhood, Kindergarten and Sunday School. Nature makes strong appeal, not on the aesthetic side of tint and shadow, but through the charm of her multiform movements and family life akin to the child's. The bird's nest fascinates because there is connected with it the story of the building and the hungry little brood it sheltered. Tales of animals, fairies and real folk, busy in simple and familiar occupations hold him entranced, and he will watch with rapt attention the performance of most common tasks. It is noteworthy that his interest in all this is not so much in the end to be accomplished, as in the activity itself. Even in his play, the preparations are often more delightful and satisfying than the game which follows.

All this has a deep meaning for one who is trying to help the little life in its unfolding.

1. "Wise education takes the tide at the flood," says James. These interests reveal the fact that in this period, instruction should deal with things, not with statements of ideas, apart from things, or, in other words, with the concrete, not the abstract.

2. The greater the knowledge of things gained while interest attaches to them, the greater the resources for clear, broad thinking as life matures.

3. When instruction is in line with interests, attention and consequent learning are assured.

4. The child's religious interests will be identical in character with the other interests of this period. He will not be interested in the Being or attributes of God, but God in His great activities as Creator and Wonder-Worker, and in His relation as Father. Jesus will make appeal, not in His discourses, but in His acts of helpfulness and power, and His love.

The great law of teaching is here involved, that interest in and knowledge of the unknown can come only through interest in and knowledge of something which is like it. Paul says in Romans, "For the invisible things of Him since the world began are clearly seen, being perceived