Education at the Principia Selections from Letters, Messages, and Statements by Mary Kimball Morgan

Education at The Principia Selections from Letters, Messages, and Statements by Mary Kimball Morgan

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The Principia 13201 Clayton Road St. Louis, Missouri 63131 314.434.2100 iii

Introduction

his book contains selections from prepared messages and 1

letters as well as transcriptions of extemporaneous talks given Tat various meetings by Mrs. Mary Kimball Morgan, founder 3 and first president of The Principia. The ideas here expressed were shared impersonally with her fellow parents and with her school associates in order to encourage their understanding and more con- 6 sistent use of the fundamental ideas upon which Principia’s concept of education was established.

it is believed that these ideas do indeed express guidance by 9

Principle rather than by person. They were keystones at the time of the school’s establishment and have continued to guide the work during the last sixty-six years. 12 The greater portion of the material chosen for publication in this book was assembled by Frederic E. Morgan, to which were added certain items supplied by William E. Morgan, Eula T. Gertsch, 15 G. Eldredge Hamlin, and David K. Andrews. The Board of Trustees of The Principia appointed a committee to prepare and publish this material. The Board chose as members of this committee those who 18 had served on Principia’s staff during the period of Mrs. Morgan’s active leadership. Then with the assistance of Edwin S. Leonard, author of As the Sowing, a careful selection was made from the mass 21 of material available in order that significant examples from the full range of ideas evolved by Principia’s founder might be made available to the staff, the alumni, the parents, the trustees, and others actively 24 participating in Principia’s work. it is the expectation of the Board of Trustees that these examples of prayerful guidance by Principle, as expressed by Principia’s first 27 president, will be accepted and utilized at The Principia with ever increasing wisdom, sincerity, and selflessness as the years unfold. Demonstrated application of these basic ideals is essential if The 30 Principia is to make consistent progress in its primary purpose of serving the Cause of Christian Science. iv Education at The Principia

1 it is with gratitude for sixty-six years of growth and progress by

this institution that the committee authorized to publish this volume

3 reports the completion of its assignment.

G. Eldredge Hamlin, Chairman E. Olive Davis David K. Andrews Frederic E. Morgan v

Foreword:” “Lest We Forget”

he accomplishment of a holy purpose demands absolute 1

consecration of thought and endeavor. Mary Baker Eddy tells Tus in Science and Health with Key to the Scriptures (p. 426), 3 “The discoverer of Christian Science finds the path less difficult when she has the high goal always before her thoughts, than when she counts her footsteps in endeavoring to reach it.” 6

The Principia was founded for the express purpose of serving the Cause of Christian Science. To serve the Cause through the education of its young people is the school’s only reason for existence. In 9 every step that is taken in its development, this holy purpose must be kept clearly in view. Nothing less than this purpose must be deemed important. In serving the Cause through its young people, 12 we must offer them, as our first concern, an environment in which Principle is the basis of thought and action. This means that those who execute the plans as conceived must be able to carry out those 15 affairs in accordance with divine Principle. Principle, not person, must be the underlying motive in all that is undertaken and in all the relationships that are established. Thus through all our contacts with 18 these young people, they should be enabled to discern the importance of establishing thought and action on the basis of Principle. It is essential, then, that we bring to this work only those workers who 21 are sufficiently mature in their understanding of Christian Science to use it to guide these students in strong, correct thinking. The Principia is an independent and private philanthropy main- 24 tained and supported by its friends and alumni and directed by a self-perpetuating Board of Trustees. The upbuilding of The Principia can be accomplished only by con- 27 stantly enriching the quality of the work. On the part of the workers there must be a continual deepening of the meaning of Principia and of the reason for its being, and a clearer realization of the opportunity 30 it offers for service to the Cause of Christian Science. This service will vi Education at The Principia

1 be in exact proportion to the true consecration of each worker. This

consecration, in turn, will depend upon the degree to which each

3 worker understands the educational philosophy underlying the

establishment and maintenance of The Principia.

it is to set forth these fundamentals that this compilation of the

6 statements of Mary Kimball Morgan on education at The Principia

has been made. These statements were made at different times and under many different circumstances, as the occasion arose. Few

9 have been published previously; most of them exist as penciled

memoranda in Mrs. Morgan’s handwriting, as her notes of talks

which she gave, as minutes of meetings at which she spoke, taken 12 down by the individual appointed as secretary for the occasion, or as letters written or dictated by her. For the Principia student, faculty or staff member, trustee, alumnus, 15 patron, parent, or well-wisher, the bringing together of the educational writings of the founder of The Principia should serve as a reminder of ideas long since assimilated, as a clarification of points in the educa- 18 tional philosophy not before clearly understood, or — most of all — as a renewed incentive to serve the Cause of Christian Science through the activities of The Principia in a more dedicated fashion.

TRUSTEES OF THE PRINCIPIA October 1964 Table of Contents

Introduction ...... iii Foreword: “Lest We Forget”...... v

Section I — Of Special Interest to Parents Educational Reforms ...... 5 The Need for Principia...... 10 Scientific Discipline ...... 16 Foundational Trusts ...... 20 Good Discipline: Essential to Progress...... 25 “The Entire Education of Children . . .”...... 31 Proper Demands: An Important Tool in Education...... 35 Self-Sacrifice:I ts Place in the Educative Picture...... 38 Parents as Educators...... 41 Children: Parent-Child Relationship...... 46 Vacation Periods ...... 52 Right Relationship: Founded on Principle ...... 55

Section II — Primarily Intended for Teachers and other Members of the Staff Excerpts from the Prospectus of 1900...... 62 Excerpts from the Minutes of an Early Teachers’ Meeting...... 63 As a New School Year Begins...... 67 Our Real Vocation ...... 70 A Letter of Inspiration and Encouragement ...... 72 The Principia: What Is It to You?...... 74 The Purpose of Principia...... 77 Forty Years of Progress ...... 80 Developing Christian Character...... 92 Admonition...... 94 Education at The Principia

Section III — To Members of the Executives’ Committee Changing Customs and Ideas ...... 97 Get Rid of Person...... 98 The Conviction That Principle Governs...... 100 Meeting World Conditions with Wisdom...... 103 The Unfoldment of Character...... 107 Before the Move to the Elsah Campus ...... 108 Current Needs ...... 111 Maintaining Basic Values...... 117 Comments on Pressure ...... 120 Are We Putting “First Things First”?...... 122 Avoid Personal Thinking ...... 125

Section IV — To Members of the Board of Trustees Our Trust as Trustees ...... 128 Guidance by Principle, Not Person ...... 130 Spiritual Intuition ...... 131 Responsibilities of a Board of Trustees...... 136 A Heart-to-Heart Talk...... 147 Counsel and Advice...... 150 Specific Forms of Supply Essential to Principia’s Progress. . . . . 156

Section V — To Students and Alumni Commencement Address – 1923 ...... 160 A Letter to the Student Body...... 165 A Letter to the Graduating Class of the Junior College – 1928. . . . 168 Commencement Address – 1934 ...... 170 A Talk to the Alumni and Graduating Classes – 1935...... 176 A Letter to the Graduating Class of the College – 1941...... 185 A Letter on World War II...... 187 Dedication of the College Chapel ...... 189 To Our Alumni ...... 192 A Talk with the College Men ...... 195 Table Of Contents

Section VI — Concerning Development Concerning Expansion...... 198 No Useless Luggage...... 199 To Field Secretaries...... 200 There Is One Giver...... 202 You Are Not Out for Money ...... 203 “Enter into His Gates with Thanksgiving” ...... 204 “Let Patience Have Her Perfect Work”...... 205 “If the Lord Build Not the House” ...... 206 Doubt Hampers Demonstration ...... 210 Principia Is, and Always Will Be, One ...... 212 Welcome Home ...... 214 The Real Significance of the Move to Elsah...... 216 Gratitude for Fifty Years of Service...... 217

Section VII — Letters to Members of the Staff Wisdom’s Guidance...... 220 A Testing Time ...... 221 Spiritually Light-Hearted...... 222 No Lack of Unity ...... 223 Policy No. 8 ...... 224

Appendix Purpose and Policies...... 227

Word Index...... 239

Section I

Of Special Interest to Parents

Of Special Interest to Parents 5

Educational Reforms

Mrs. Morgan’s paper “Educational Reforms” was written about the same time as “Scientific Discipline.” It was first published inThe Principia Alumnus of January 25, 1910. Mrs. Morgan’s sense of the continuing value of the address as an exposition of the objectives of The Principia is evidenced by a comment on a copy of the paper, initialed by her under the date of July 9, 1945: “This is a definite, clear, accurate statement of what we are striving for. M.K.M.”

he problem of education is ever before our thought, 1

demanding successful solution. It is a demand we shall Tcontinue to have with us as human thought and experience 3 unfold. To be progressive, education must constantly adjust itself to meet these changing conditions. Yet it must be possible to establish some basis of operation that will offer an unchanging foundation 6 upon which may be erected a perfect educational structure which will afford opportunity for variation to meet all conditions of progress and individual growth. 9

The motive of every true educator has been culture — that broad culture which makes for efficiency.I do not mean that every super- intendent of a school board, every college professor or member of 12 a school faculty works from this motive, keeps it before him, or will even admit that it is the motive of education. I speak rather of those rare men and women who have, in every age of the world’s history, 15 stood for the highest, most impersonal thought of education; whose aim has been to develop the truest and best in the individual. one hears a great deal today about educational reforms. Our 18 periodicals keep the subject quite constantly before the public. Since self-satisfaction must always be a bar to progress, it is a most wholesome indication of future growth in this direction that modern 21 educators are becoming alive to the fact that present methods are not accomplishing desired results. Not every writer on the subject offers valuable suggestions as to how these reforms are to be brought 24 about, but it means something that there is a great unrest, which indicates a reaching out for better methods. To begin with, the commonly accepted thought that education is 27

6 Educational Reforms

1 a matter pertaining to youth only and that it means a period of

wrestling with school textbooks, is erroneous. Education is that

3 which means the unfolding of individual capabilities along all right

lines, physical, mental, moral, and spiritual. It should begin with

infancy and go on eternally.

6 The kindergarten affords the first opportunity in school life for

this great work. Right here is possibly the most important and delicate part of the whole educational plan. To study child life, to

9 draw out the free expression of thought, and to lead the little one

into new and wonderful paths of knowledge without destroying

the child’s naturalness or fostering a false sense of self, is a piece 12 of work not to be lightly undertaken. a kindergarten teacher needs to be thoroughly awake to the true spirit as well as to the letter of Froebel’s teaching. Too often the 15 spirit of this great teacher’s words is buried in a mass of material sentimentality. The kindergarten then becomes a foundation of shifting, glittering sand, which offers no substance upon which to base the 18 work of subsequent years. it is generally thought that almost any bright young girl who needs to earn her own living can succeed as a kindergartner. But to 21 be truly a teacher-mother to these little ones who are just beginning to face the little problems of life demands a quality of wisdom far beyond that usually displayed by a young girl or even by the average 24 teacher of many years’ experience. If more judgment were used in the selection of kindergarten teachers, our grammar and high schools would turn out better products. 27 True education is learning to look away from self, thus constantly broadening one’s mental horizon. Consequently, under right educational methods there can be no fostering of self-conceit, no developing 30 of self-consciousness. Our children can have the opportunity to grow into natural and beautiful characters exempt from artificiality. a school should offer to its students the best possible advantages in 33 the way of instruction and equipment. A teacher should be selected not only because of his scholarship, character, general culture, ability to impart knowledge and to implant an earnest love of study, but also 36 because of such a love for and understanding of children that his contact with the girls and boys committed to his charge will necessarily mean their growth into pure womanhood and manhood. Of Special Interest to Parents 7

one of the chief difficulties encountered with pupils who enter 1 a school above the primary grade is a false sense of relationship between teacher and pupil. This is one of the first obstacles to suc- 3 cessful teaching and successful learning. When a school succeeds in proving to a child that all its efforts are in his behalf, that all the teachers are his friends and helpers, half the battle is won. Upon the 6 basis of friendship, a teacher can gain ground rapidly. The majority of children have no idea of the real meaning of study. The mistake is too commonly made of giving children lessons 9 to study, without giving them any intelligent idea of how that studying is to be done. Many a high school graduate has never learned this fundamental. And yet we wonder at the superficial work produced 12 by our schools! The chief aim of the greater percentage of pupils seems to be to get through school as quickly as possible, even if that means the expert 15 concealing of gross ignorance. When the pursuit of knowledge becomes a joy because the desire has been awakened to know more, to broaden the outlook; when the 18 classroom is found to be the place where ignorance may be healed, children will be eager to uncover what they do not know, that knowledge may take the place of ignorance. 21 The experiences of school life are merely the infant steps in the long journey of human experience. But it is the early sowing from which is reaped either a crop of tares or a crop of wheat. The life 24 which follows is merely the continuance of a way of life established in school years. Carelessness in school work and in the duties imposed in school means later neglect of home and business responsibilities. 27 Habits of inaccuracy formed during childhood will become obstacles to success in business. To permit indifference regarding the perfect performance of tasks 30 undertaken is to allow the child to harbor a thought which, if not uprooted, colors the whole life of an individual and adds one more to the great army of people who wonder why success is ever evading 33 them and who blame the world because of its hard usage of them. “Victims of circumstance,” they consider themselves. Efficiency is the watchword of the effective teacher. The subjects taught, while in 36 themselves necessary to a proper education, must be considered as a means to this end. 8 Educational Reforms

1 Teaching is the opportunity afforded a teacher to enter into that

intimate relation with a child which enables him to study the child’s

3 peculiar needs with a view to the rounding out of the mental and

moral character in a way that is consistent with the pupil’s normal

development at that point.

6 The subject taught is, to that extent, of secondary consideration

but becomes a staff in the hands of a wise teacher. The grammar school is not merely a place in which to prepare

9 for high school, nor is the high school to be considered simply in

the light of preparation for college. The training, from the very

beginning, should be the fitting of the child for the experiences of 12 life, whatever these experiences may be. Training, not cramming, is what our young people need. The lack of training is what causes such a deplorable dearth of material from 15 which to meet the need, not only in the business world, but in every department of life where dependable, efficient service is demanded. Because children have been trained along lines of least resistance 18 from babyhood to college years, we find turned loose from grammar and high schools upon the business and social world, a lot of inefficient, self-assertive youths and maidens, who become simply a part 21 of the mediocre crowd, who stand for nothing in the world but self-amusement, self-will, and love of ease. Self-control; concentration of thought; steady, continuous 24 application to a certain line of work; clear, logical reasoning from a given basis; quickness of perception; and a keen joy in the overcoming of obstacles are some of the results for which a wise teacher 27 is working. A mere mechanical study of textbooks can never produce such fruits. To train a child to honest thinking, unselfish consideration for others, intelligent reasoning, prompt recognition 30 of and obedience to Principle is to lay the foundation of a successful, happy manhood. Sentiment is very far removed from foolish sentimentality. The 33 latter is weakening in its effects, while the cultivation of true sentiment means mental power and moral efficiency. The aim of the true teacher, then, is to cultivate in the minds of his young charges 36 higher ideals of life. This he does by constantly feeding the thought with all that makes for strength and beauty, until that which is weakly ordinary fails to satisfy. Of Special Interest to Parents 9

in the realm of literature, art, history, and science, he has unlimited 1 resources at his command, and the wise teacher will make good use of this great storehouse of wealth. 3

it goes without saying that the teacher himself must be that which he would teach his pupils. The best teaching is the living of the truth one would impart. It is not that one must have already attained to that 6 perfect ideal, but the daily growth toward perfection, the constant reaching out for and utilization of the highest and best, makes one fit to be numbered amongst the educators of youth. 9

To know God aright is “life eternal,” the Scriptures tell us. If it is life eternal for which we are fitting our children in this great educational movement, then every effort will be toward the establishment 12 of right thinking, the conquest over evil desire, the overcoming of every obstacle to pure manhood and womanhood. Such work will be blessed of the Father, and teaching truly may be accepted as a 15 divine calling.

This paper was also published in As the Sowing, both editions. 10 Education at The Principia

The Need for Principia

An undated address, obviously delivered to a meeting of parents and faculty members, takes up the reasons for the existence of The Principia.

1 Why is there a need for Principia?

3 he Christian Science parent who has caught more

than a glimpse of the availability of Truth in the solution of Tthe problems that confront one in the establishment of the 6 home on a scientific basis finds that when the little ones in that

home reach the school age, new perplexities arise and new conditions which require a clearer vision of the guiding hand of Wisdom

9 present themselves.

at the age of five or six years, a child who has been closely sheltered

in an atmosphere of thought from which have been excluded beliefs of 12 sin, sickness, and death (according to the understanding and demonstration of parents) is suddenly plunged for one half of each day into the usual kindergarten. Here the little one finds delightful occupation 15 and companionship. His teachers he regards as superior beings. While he is under their care, they take the place of mother to him. He looks to them for protection, for knowledge, and for comfort when in trouble. 18 one of the first things which puzzles our baby is the very different conversation he hears. Words which formed no part of his vocabulary at home are of frequent occurrence, and many of these words prove 21 most interesting acquaintances. He learns about colors, form, direction, etc. Many beautiful songs and stories about nature and family life are unfolded. He can tell a great deal about his own home and 24 what happens there. But he doesn’t understand some of the things that are told by the other children, who evidently are privileged in the possession of certain things of which he knows nothing. They often 27 remain away from school because they have something which he has never had. There is quite a distinction in being “sick,” and there is much talk about it. 30 Finally, one day, his own head droops, and he wants to go home so that mamma may “know the Truth” for him, and the wrong thought may be corrected. He doesn’t know what to say about it except that Of Special Interest to Parents 11

“error is trying to talk” to him. It is the teacher’s turn to wonder. Then 1 possibly she remembers that the parents are “those queer Christian

Scientists.” At any rate, the baby is sick, she decides, and so tells him. 3

Perhaps she even attempts to give him something to cure him, telling him that if he will swallow it, it will make him well.

and sometimes the suggested error seems more attractive, and it 6 becomes rather agreeable to have much pity shown when there is a fall and a bump. And the oftener these things are seen and heard, the less strange and wrong they become to the little lad. As he grows 9 older and plays on the campus with boys who know nothing of the

Principle so familiarly talked about in our boy’s home, he finds that his parents’ views are queer, and he begins to take care not to express 12 his own convictions, for fear of ridicule. After a while he becomes so accustomed to the expressions of error heard around him that he astonishes his parents by falling into the same methods of expression, 15 and he feels a sense of irritation because they are so particular. He is a little ashamed of thought which is too scientific for practical purposes. Of course, he still wants treatment when beset with a 18 claim of pain, but there is not much demand made upon Christian Science at any other time. Parents are distressed and wonder why their children do not love Christian Science. Is it to be wondered 21 at, when three-fourths of the day is spent in an atmosphere opposed to the Truth which you have so earnestly been trying to inculcate, and when all your child’s companions ridicule that which you hold 24 most dear? Many Christian Scientists say, “Well, they will have to meet the thought of the world sooner or later. I believe it is better to start them 27 out with other children and let them get used to it.” Yes, they get used to it and too often fall in with it. Principia was founded to meet the need of those parents who 30 consider it wise to surround their children with an environment of scientific thought until such time as they should be sufficiently mature to take their stand on Principle through a certain amount of 33 working knowledge of its operation. it stands to reason that if I wish my child to learn a language, I should place him, if possible, where he will hear that language 36 spoken. Some people will not learn music even if given every possible musical opportunity. But it is the part of wisdom to provide such 12 The Need For Principia

1 opportunity for my child if I strongly desire him to make the best

progress in music.

3 in a school which has an enrollment representing all sections of

the country, including large cities and out-of-the-way hamlets, there

are children from various kinds of environment. There are some who

6 have only recently known of Christian Science, and they come here

expecting that everyone else has demonstrated far beyond their own knowledge and ability. Sometimes they are shocked to find that chil-

9 dren who have been “born in Science” (to use a common expression)

have far less desire to study and show less of a Christian Science spirit

than they themselves feel. But children who want to know more of 12 the Truth have every opportunity here to receive the loving help which they crave. And we keep closely in touch with our children, keeping before their thoughts the practical value of right, scientific 15 thinking. Sooner or later this will bear fruit if the children remain here long enough. The fact that many of our pupils come for one year only makes a constantly changing family. But we are thankful to 18 have a child for one year, as, in even that length of time, much good seed may be sown. We are in receipt of many letters from former pupils expressing gratitude for the lasting good derived from one year 21 in Principia. For this privilege of freedom in directing our children’s steps Godward, we are grateful. Principia has many other opportunities above and beyond those 24 of other schools. It is a school founded on faith in God. That faith has always been honored. We have no body of people directing the movements of the school who have anything to gain financially by 27 its success. All that comes into its treasury is used to strengthen the school in providing equipment and the best instruction possible. The good of the school is the one motive in all that is done. With a faculty 30 animated by this unselfish purpose, there is a united thought for right, which must be reflected in the student body. No sordid, selfish motive can find nourishment in the mental soil of Principia. 33 More may be taught by example than by precept. Our faculty, knowing that “progress is the law of infinity” (MaryB aker Eddy, Miscellaneous Writings, p. 15), are inspired to reach out for all that 36 means advancement. Many are spending their vacations in earnest work for their own growth and, consequently, for their pupils’ good. They feel that there must be no standing still in Principia. I feel that Of Special Interest to Parents 13

when we came together in September this year, we were better 1 prepared to feed the young thought than at any time before in the history of our school. This should be true of each year. We must take 3 the best of what is offered us in the educational world, using that best as thought instructed in metaphysics should use it.

are you a better mother or father because of your working knowl- 6 edge of Christian Science? As a businessman, can you not use the best business methods and improve upon them because you know with what intelligence you work? Why, then, is it not reasonable that 9 our young people, more than any body of young people anywhere, should be able to accomplish great things for themselves and others? They are held in less limitation by parents and teachers; they are 12 learning of the impartiality of divine Love in bestowing ability, intelligence, strength, and wisdom; they know where to look for a solution to every problem; no belief of physical pain hampers them in their work 15 for any length of time; and they know how to rise above temptation in any direction when it assails them. Given all the tools necessary to the accomplishment of a work, 18 we must see that these tools do not rust for lack of use. As parents and teachers, we must so train the thought of our youth that they may readily detect for themselves the right from the wrong, the real 21 from the unreal, and we must inspire them with a love for that which lifts thought above the sordid, material view of life. Do you not see that one of the greatest opportunities in this school 24 is that of frequent meetings between teachers and parents, where the needs of children may be considered from one basis of thought? We speak the same tongue, and all of our children know it to be their 27 mother tongue. We meet together in an understanding that there is but one Mind. What teamwork may be done under such conditions, which exist 30 in no other school save in one in which the parents, teachers, and pupils are students of Christian Science! When we see a universal need amongst youth of today and together 33 set about correcting the erroneous condition, seeking guidance of the one Mind, which is divine wisdom, shall we not accomplish the work? Work with and for children at this present time reveals unmistak- 36 ably the fact that we are, today, rearing a body of young people who have taken the reins of government quite into their own hands. 14 The Need For Principia

1 Instead of the quiet, submissive child of fifty years ago, we have self-

sufficient, independent youths and maidens who feel that anything

3 like a curtailing of personal whims or pleasures is an infringement of

their rights, and they demand to know why this is done. There is but

little of the old-fashioned deference which we used to think was due

6 parents and others of deeper experience. While there is a new sense

of freedom in child life, which means great progress to the human race, the pendulum has swung beyond freedom to license, and it is

9 with this condition that we have to deal today. What are Christian

Science parents and teachers doing to correct this extreme liberation

of the child thought? 12 as a result of overindulgence, there has come a lack of training in the essentials of good breeding. Children do not want to be trained in anything, and parents and teachers have yielded to their insistence 15 on having their own way. The Spartan mothers may have gone to an extreme in the heroic training of their offspring, but that training produced men of 18 indomitable courage and endurance. It developed women who denied themselves all indulgence of the natural mother affection in family life, for the sake of duty to their country. We are in no danger 21 of erring in this direction. It is, today, the lack of training which is to be deplored. Unless we awaken out of this sleep, what will it mean to the next 24 generation? What can Christian Scientists do to stay this wave of insubordination? The danger we encounter is the temptation to say they are God’s 27 children and shift the responsibility. There is something to do besides declaring that “there is but one will.” It is necessary to demand that the will of Principle, not person, be done, and to see that all training 30 tends in this direction. The parents and teachers of Principia, seeing this need, are in a position to stem the tide of popular opinion and bring to the training 33 of our children, through concerted action, a clearer sense of Principle, which will enable the children to take their own stand for right thinking and right acting. May we not consider this to be one of the best oppor- 36 tunities offered us in Principia — that we can meet together, and prayerfully, scientifically find out how to give to our young people just the training needed to develop the strongest manhood and woman- Of Special Interest to Parents 15

hood? Our children should make efficient citizens — men and women 1 who will be called upon because of their nobility of character, their mental poise, their moral stamina, to fill positions of highest trust and 3 responsibility.

16 Education at The Principia

Scientific Discipline

Very early in the development of The Principia, Mrs. Morgan saw the need for a statement on discipline which should serve to guide the thinking of the members of her teaching staff and also to enable parents to understand the Principia point of view in this matter, so as to secure the closest possible rapport between the parents and the school. In 1910 she read such a statement at Commencement.

1 n the first place, to be scientific, discipline must have a true

basis — it must emanate from Principle. Instruction or training 3 Iwhich proceeds along the line of human will is in direct opposition to that which has as its basis of operation the divine will. The Christian Scientist who, through the teachings of Christ, has 6 discerned the great fact that intelligent action proceeds only from

divine Mind, ought to be in a position to govern his household wisely. But it is one thing to discern a great truth mentally, and

9 quite another to so comprehend that truth that, through demon-

stration, it becomes one’s own. But only at this point is it available

as a factor in daily living. Theory is valuable only to the extent that 12 it may be reduced to practice. Much that is heard in the educational world today — indeed, the best that is offered by educators on the subject of mental and moral 15 discipline — is based on psychology, which is another way of saying that it is based on the human mind. a basis that is changeable, uncertain, mortal, is unreliable, and 18 can never be depended upon. It cannot stand. Soon or late, it must be found to be unsatisfactory — insufficient as a foundation upon which to build our educational structure. 21 This is why it became necessary to establish The Principia. This is what makes The Principia different from other schools. If we had not felt that the best schools of today were built on a materialistic 24 foundation, there would have been no need for the birth of this school, and that birth would not have been attended with such heavy travail. 27 While The Principia can learn much that is of value from the older and more experienced educational institutions, it has a basis unsur-

Of Special Interest to Parents 17

passed by any school in the world, a foundation upon which may be 1 built an educational institution which shall glorify God as no other school has ever done. 3

Twelve years of work at Principia on a true basis shows some progress in the right direction. This, however, has been pioneer work.

The teachers and parents are only young students at best, each one 6 just taking his own infantile steps in establishing thought on a scientific basis. In the proportion that there has been strict adherence to the one

Mind, this structure has been solidly founded — permanently estab- 9 lished. While much of the work is on a good, solid footing, some of it is still crude. in the degree that the workmen become skilled laborers, the 12 building shows the outline and proportion of the master thought. The first work of the school is to get at the heart of things.I t is an easy task to go into the garden and take off the tops of the weeds 15 growing there. One may even be able to make a beautiful garden by so doing — beautiful for a time, at least. But alas, the weeds grow again when the gardener has been called away, and finally, our once- 18 beautiful plot becomes unsightly with the coarse leaves and thick stems of the burdock, plantain, and thistle. Which would you call the more orderly condition, the straight rows 21 with weed roots growing underneath (out of sight), or the holes left from the digging up of the roots, the unevenness caused by the upheaval of the soil and necessary in the cleansing process? Order, to 24 be true order, can come only through demonstration from a right basis. To so repress my child with rules and regulations that he becomes a machine will never teach him self-government. I must give him 27 some latitude, some opportunity for free, independent action, even though at first he may misuse his freedom.H e must learn through experience; he may even learn through some amount of suffering. To 30 stand by and watch this process is often exquisite torture to the parent or teacher, and it demands of us more patience than some of us have yet demonstrated. It is often easier to take the other course 33 and work things out by a hard and fast rule. But is that really “working out” the child’s salvation? No! It is but cutting off the weed tops, which grow again as soon as opportunity offers. 36 Sometimes the mistake is made, at this point, of giving too much license. There are teachers and parents who say, “My children must 18 Scientific Discipline

1 decide for themselves; I do not feel that I ought to interfere,” with

the result that an inexperienced youth is left to his own immature

3 judgment in matters of grave importance. He is told he must make

his own demonstration, when the poor lad has no idea what a

demonstration in Christian Science really means.

6 Such cases are deep tragedies. In our desire to avoid harsh

methods and the use of human willpower, we sometimes become sentimentally weak in our efforts to be loving. Love is firmness in

9 the right. Love is not a coward before a willful, angry, or resentful

child. Love is willing to bear patiently with the child, but love has

no patience with any claim of error. 12 here the fine distinction must be drawn between the error and its seeming victim — the person. No matter how annoying, how resentful, how malicious the error may be in its manifestations, and 15 how necessary it may be to deal with it externally in the severest way (and it should always be thoroughly handled), our attitude toward the person should be one of tenderness and love. If a particle of 18 pride, excitement, resentment, haughtiness, hurt personality, or anger enters into our thoughts, we are not in fit condition to handle the case. We are not truly disciplining. True discipline is entirely 21 impersonal. True discipline rarely creates a breach — it binds both parties closer together in the bonds of love. One of the earliest lessons taught 24 in infancy should be the lesson of obedience. Without obedience there can be little progress in any direction. That parent who sometimes exacts obedience and sometimes does not is committing a great 27 wrong. That parent who, through pride, will excuse or conceal his child’s mistake, protecting him from the just penalty due that mistake, may injure his child for life. Love should be stronger than pride, 30 broader than self-ease, and deeper than sentimentality or emotion. a child who manifests a belief of inconsideration and disobedience should be held to the right, even though he fails to see the necessity 33 or desirability of such action. In the doing of what is right, he will learn to love it. To hold the child to right action is not willpower, if it is done impersonally and without emotional upset on the part of 36 the parent or teacher, and as a demand of divine Mind. The result of discipline will depend almost entirely on the mental attitude of the parent or teacher administering that discipline. If his Of Special Interest to Parents 19

object is to bring healing to the false sense, and his standpoint is 1 loving interest in the child’s progress Godward, the teacher has caught the true spirit of teaching. This spirit will — must — bring out 3 an orderly, honorable, upright set of pupils, because the work has gone to the root of the evil.

With individual healing as our goal, rather than merely the estab- 6 lishment of an orderly school, we shall eventually find the result to be demonstrated order, honesty, and purity in the entire body of pupils, and we shall, as a school, become “every whit whole.” 9

This version of “Scientific Discipline,” first printed inA s the Sowing, 1st edition, pp. 474–76, is one which had been revised with Mrs. Morgan’s approval not long before the publication of that volume. 20 Education at The Principia

Foundational Trusts

For a parents’ meeting on June 2, 1931, Mrs. Morgan prepared a very significant paper on the basic educational philosophy of The Principia, especially as it relates to discipline. Through some untoward circumstance, this paper was lost sight of until rediscovered in the files several years ago.I t is a basic statement of the relationship of the parent and teacher to the child during the process of education. The readings presented were as follows:

Deut. 6:1, 2, 4–9, 18–25 Matt. 18:1–7 Prov. 22:4, 6

1 believe I speak with divine authority when I say there can be

no more important conference than one in which parents and 3 Iteachers unite for the purpose of seeking God’s guidance in the Christian education of children. Did not the blessed Master say,

“Suffer the little children to come unto me, and forbid them not:

6 for of such is the kingdom of God” (Mark 10:14)?

and let us see how our Leader, Mary Baker Eddy, regarded the Christian education of children. She says in The First Church of

9 Christ, Scientist, and Miscellany (p. 230), “It is a joy to know that they

who are faithful over foundational trusts, such as the Christian edu-

cation of the dear children, will reap the reward of rightness, rise in 12 the scale of being, and realize at last their Master’s promise, ‘And they shall be all taught of God.’” “Faithful over foundational trusts” — a sacred responsibility, 15 indeed! Sacred enough to have called forth from the Master a loving but strong rebuke to those disciples who reproved parents who had brought their little ones to Jesus in the hope that he might notice 18 and bless them. What a picture of tender compassion is that of Jesus, in his busy day, making way for the children, even taking them up in his arms 21 and blessing them! Not only did he do this, but he made very clear to adults that it would be necessary for them to “become as little children” if they were to be fit for the “kingdom of heaven” (Matt. 18:3). 24 We frequently hear this passage quoted, and many times with but

Of Special Interest to Parents 21

faint understanding of its real significance. Sometimes its meaning is 1 even perverted. There is often a sentimental attitude toward children that arises from a mistaken interpretation of this wonderful saying of 3 our Master — a saying that should receive our deepest consideration.

Jesus was speaking of children as symbols of innocence, purity, and faith. A naughty, willful thought manifested in a child as a result 6 of unwise training on the part of adults is not the type of thought which commands entrance into the Kingdom. And yet I have known parents, doting relatives, and even Sunday School teachers to refrain 9 from correcting children because they were such “loving little ideas of God” that they “couldn’t bear to grieve them.” In fact, some children are allowed to grow up with very little training. It is all left to God, or 12 to human associates, who instill poison into the immature thought unprepared to cope with the so-called carnal mind. There is a wide difference between being childish and being child- 15 like. Childlikeness is the type of thought that our Leader, Mrs. Eddy, speaks of in Miscellaneous Writings (ix: 19–20): “There is an old age of the heart, and a youth that never grows old….” The “natural man” 18 must give place to the man made in the image and likeness of “the One ‘altogether lovely’” (Science and Health, p. 3), and it is this child of God that we must seek to develop in our work with our children. 21 Only as we are intelligent and true to “the pattern shewed to [us] in the mount” (Heb. 8:5) are we faithful to these “foundational trusts.” in childhood, it is very essential that right habits of thought 24 become established — honesty, truthfulness, unselfishness, indus- try, thoroughness, perseverance, loving-kindness, and all noble qualities which make for Christian character. “The corner-stone of 27 all spiritual building is purity” (Science and Health, p. 241). Helping our children to love and express all that is pure and good requires us to keep very close to them and to seek divine wisdom constantly in 30 our association with them. Human life is much more complicated than it was even a few years ago, and the thoughts of children are much more exposed to claims of evil contagion. The indulgence 33 of the desire for constant entertainment is an active factor in the development of weak dispositional tendencies and the awakening of undesirable emotions. 36 The world may be no worse than it has always been, but its vile purposes and unholy methods have now been more successfully 22 FOUNDATIONAL TRUSTS

1 camouflaged with a veneer of “broad-mindedness,” “culture,”

“pleasure,” and so-called “freedom,” the latter especially designed

3 to make itself attractive to our young people. Thrills of all sorts are

invited because, as is the case with sugar-coated pills, the inner

poison is covered up and the taste is pleasant.

6 Principia would not advise putting children in glass cases, for

those cases would soon be broken. It does not believe in narrowing the restrictions of children until they feel that they have no liberty.

9 But it does believe in educating youth in the true meaning of

freedom, and it does believe in developing all those truly childlike

qualities which make for Christian character, even at the expense of 12 some material pleasures or the indulgence of willful human desires. Since childlikeness is requisite for entrance into God’s kingdom, is not the preservation of this most valuable quality one of the 15 “foundational trusts” referred to by our Leader? The world is doing its utmost to prevent this holy responsibility from being understood and demonstrated — even amongst 18 Christian Scientists. How often parents and teachers unwittingly play into the hands of that type of thought that is seeking to slay the innocent! Herod is abroad today, as in the time of the infant Jesus. 21 Principia is not “just another school.” The purpose of Principia is to serve those who are awake to the significance of our Master’s rebuke to his disciples. It is a rebuke and a precious guide to his 24 disciples today, and those who hear are “putting their armor on” to protect their dear ones from all that would blight their prospects of speedy entrance into their Father’s kingdom. 27 if, as we are told, children are to be “the bulwarks of freedom, the cement of society, the hope of our race!” (Mary Baker Eddy, Pulpit and Press, p. 9), it will be because those upon whom their education 30 depends have discerned the purpose of true education and are faithful to “foundational trusts.” it is a wise parent or teacher who realizes that a child is never 33 really disciplined until he learns to discipline himself. So education, to be true education, must come from within — for our Leader tells us that its “entire purpose…is to make one not only know the truth 36 but live it — to make one enjoy doing right, make one not work in the sunshine and run away in the storm, but work midst clouds of wrong, injustice, envy, hate; and wait on God, the strong deliverer, who will Of Special Interest to Parents 23

reward righteousness and punish iniquity” (Miscellany, p. 252). 1

This means that from infancy children should be taught obedience to Principle, forgetfulness of self, patience, endurance, courage in the 3 right, self-control, and faith in God.

Such qualities cannot be developed without constant, wise encouragement and training on the part of parents and teachers. 6

To be really faithful and truly successful in this important trust, one must love children too wisely to be willing to permit them to form habits which are adverse to the establishment of strong manhood 9 and womanhood. And one must reverence and love Principle too well to be willing to see it ignored or disobeyed. a weak indulgence of selfish desires, an unwillingness to see our 12 children corrected or to see them go through hard experiences, a careless ignoring of poor habits of thought or conduct, a submission to disrespect on their part toward ourselves and others, a failure to 15 correct self-will, or a weak excusing of any other undesirable qualities will prevent us from helping our loved ones to reap the reward promised only to “him that overcometh” (Rev. 2:7). 18 There is no greater unkindness that we can show our young people than that which arises from an intense desire to please them even at the sacrifice of their character building. To refrain from any correction 21 because the requirement demands some sacrifice on the part of a child or because the struggle entailed is a severe one and causes unpleasantness in the family life is a weakness and is disastrous to the 24 welfare of our loved ones. “Chasten thy son while there is hope, and let not thy soul spare for his crying” (Prov. 19:18). be brave enough to stand by and see even severe suffering if it is 27 the crucifixion of selfishness, willfulness, or any other error that would stand in the way of the establishment of right. better the suffering than the agony that inevitably comes sooner 30 or later to the one who has not been taught absolute obedience to and love for Principle. The most valuable gift we can leave with our children is the habit of self-training from a basis of Principle. 33 We have undertaken a sacred responsibility in bringing up children, and we have no more important duty than that of learning to carry out these “foundational trusts” wisely and faithfully. 36 i know of no more vital factor in this responsibility than the demonstration of a beautiful, strong, harmonious home life. There is 24 FOUNDATIONAL TRUSTS

1 too little real home life in evidence today. A home which is so full of

delightful interest that children find their joy in its attractiveness will

3 counteract the allurements of questionable entertainment elsewhere.

A home that is rich in love and Christian courtesy will develop a pure

childlikeness that is fit to inherit theK ingdom of Heaven.

6 Let the children feel their responsibility in making home the

dearest spot on earth. Do not be such unselfish parents that you make selfish children. Make it possible for them to do their part in

9 the homemaking.

a home in which criticism is never heard, discourtesy is unknown,

disrespect finds no place, and God is always reverenced is very sure 12 to send into the world strong men and women who will mean something in the communities in which they live. Principia is striving to help you to bring up your children “in the 15 nurture and admonition of the Lord” (Eph. 6:4). We are deeply interested in learning better how to be true to these “foundational trusts,” and together, under the guidance of divine wisdom, we pray that we 18 may achieve the “purpose of true education.”

Of Special Interest to Parents 25

Good Discipline: Essential to Progress

Because of the close relationship between Principia and the parents of its students — especially in the relatively early days when the patronage of the school was largely local, and parents could be frequently invited to meet with the members of the faculty and staff of the school — Mrs. Morgan considered it vital to make certain that the aims and objectives of The Principia were well understood by the parents. For this reason she addressed such groups quite frequently on topics having to do with education at Principia, the relationship of parents to the school, and to the upbringing of their own offspring, etc. Sometime in the interval between 1910 and 1917, when the organization of The Principia included a six-year program (later to be divided into Upper School and Junior College), Mrs. Morgan wrote a paper on the nature of true discipline for presentation at a parents’ meeting.

o some, the word discipline conveys a sense of severity, and 1

the more sympathetic mortal finds himself inclined to regard Tthe word as expressive of a harshness which is quite the 3 opposite of love. As in the case of many other important words in our language, the true meaning of this word has been obscured as a result of erroneous thinking concerning it. 6

Discipline is instruction through training, or training which instructs. To be true discipline, the instruction must be an emanation from Principle; its basis and demand must be impersonal; its 9 purpose must be right for right’s sake.

May it not be that a resistance to so-called discipline often arises because the demand is personal and arouses personal sense in the 12 one upon whom the demand is made? it is a rare thing to find one who is sufficiently sympathetic with the child nature to enter into childish experiences with understanding 15 and appreciation and who can yet maintain a sufficiently balanced attitude to train the child thought wisely into more mature and stronger growth. 18 Too often the sympathetic parent or teacher enjoys and entertains

26 GOOD DISCIPLINE: ESSENTIAL TO PROGRESS

1 but does not train. Discipline suggests nothing to him but unneces-

sary harshness. Such a one may desire very sincerely to instruct, and

3 does accomplish some good results if only from the influence of a

kindly, gentle example. It is true that courtesy wins the heart of a

child when sternness fails, but there is such a thing as arousing,

6 through scrupulously courteous dealing, a certain personal loyalty

which makes a child respond to such an appeal but which does not implant in his heart a loyalty to right itself, for right’s sake. My child

9 may be courteous to me simply because I am always courteous to

him. So far, so good. But unless I give him something even stronger

to impel him, what will he do when he encounters those who deal 12 more bluntly with him — those who have not learned the value of courteous thinking and acting? he will find that human will had been lulled to sleep only because 15 there had been nothing to arouse it. No self-discipline had been exacted; no training had been given which taught him the value of self-control, self-denial, and self-conquest. 18 This “government by love,” so-called, is a subtle error, because although it bears a resemblance to love, its results in the long run are weakening. The child eventually must work out for himself the error 21 which is possibly the subtlest of all errors — a belief in goodness. He has never gone to the bottom of anything, never has dug out error by the roots but has plastered it over with a false sense of demonstration 24 through “love,” as it is falsely called. Love does not permit a child to be disrespectful, disobedient, and willful. Love corrects. It is criminal to overlook anger, disobedience, 27 selfishness, and kindred claims in a child because we do not like to take a firm stand and meet mortal mind on its own ground, as it sometimes becomes necessary to do. It is not always sufficient to tell 30 a child that he “is God’s child and cannot be naughty.” He thinks he can be naughty if he wants to be, and right then he believes he does want to be naughty more than he wants anything else. He believes 33 there is pleasure to be gained from naughtiness, and he needs to know that only a belief of pain and discomfort can come from wrongdoing. 36 Why did Jesus drive the moneychangers out of the temple? He spoke most scathingly to error at times. He never coddled mortal mind. But on the other hand Jesus never made the mistake of person- Of Special Interest to Parents 27

alizing error. He always succeeded in separating the error from the 1 person when he denounced it. And that is what we must learn to do.

That instructor of youth who rules by system and whose methods 3 in the home or schoolroom are distinctly autocratic is making a griev- ous mistake. Children cannot be successfully raised by rule. The letter kills. Some children are trained to the point of being ruined, so far as 6 spontaneity, initiative, and originality of thought are concerned. The average child not only needs the joy of obedience presented to his thought, but he needs also to be shown the necessity of obedience, 9 and he needs to find out the sorrow of disobedience.I f I so shield my child from the natural results of disobedience to law that he comes to feel himself exempt from the logical consequences of wrongdoing, I 12 am removing “the waymarks of God” (Science and Health, p. 542) and doing my child a great injustice, for which he will someday rebuke me. But, on the other hand, if I keep the “Thou shalt not[s]” too constantly 15 before him, he will forget the joy of doing, and life will become a grind to him. There are children who present unusual problems because of 18 unusual eccentricities. They cannot be dealt with by any of the usual methods, and most unfortunate are these children if they are not understood. Indeed, scarcely any two children can be handled in 21 exactly the same way. There is always the individuality to be studied and the individual need to be met. Too strong an appeal cannot be made to parents and teachers to train the children in their care to live 24 for and with others. If there are eccentricities or strongly developed tastes, the instructor must study to prevent a one-sided growth. Broaden the child’s interests and develop new capabilities. If the child 27 seems diffident, with no self-confidence, help him to get out of himself by arousing an interest in helping others. Let him see that he can be of use to his fellowman. Help him to do things. 30 one of the most unfortunate claims of disposition is that ingrowing thought which comes as a result either of self-depreciation or self- satisfaction. Self-centeredness, in whatever form, is responsible for 33 much of the misery of the world. Then our most consecrated efforts should be given to that kind of discipline which will help our children to lose themselves in wholesome activities that tend to fit them for 36 unselfish responsibility. Teach them to mingle with others joyfully and helpfully — to give and take with a fine good nature. Show 28 GOOD DISCIPLINE: ESSENTIAL TO PROGRESS

1 them the value of a community spirit. Independence of a certain

kind is a good thing; however, that which is sometimes called

3 independence, but which is only human will and selfishness, should

be choked in its incipiency.

There are mothers who have high ideals for their children and

6 homes and who strive to live up to these ideals but who become so

engrossed in work for their own children and their own homes that they forget to train these young people for contact with the rest of

9 the world. They build up a sort of defense and shut out all that is not

in accord with their own notions of culture. There is a fine line to be

drawn between protection from undesirable conditions and selfish 12 exclusiveness which breeds snobbishness. True democracy strengthens character and is the outcome of unselfishness. The mother who is sensitive about criticism of her children is 15 doing them much injustice. She should recognize that while she may see more deeply into her child’s heart than others, it is possible that her very near viewpoint may not disclose some needs that a longer 18 perspective may bring into manifestation. others may see with a less partial eye, from a point outside the narrow circumference of home. What would be of inestimable value 21 to the child, if the mother would but listen, may be learned from the child’s associates and teachers. How wrong to regard these kindly criticisms with resentment! A parent sometimes knows much less 24 about his child than do those outside the family circle. it goes without saying that no one should interfere with the government of another’s household. But sometimes it is wise to listen to 27 the judgment of those who are deeply interested in the child’s welfare and who can observe his development from a slightly different angle. occasionally we are asked just why we consider it necessary to 30 have a school like Principia for the children of Christian Scientists, or the question is asked, “Is it not better to let our children mingle with children of other religious faiths? Sooner or later they will have 33 to learn to take their stand, and ought they not begin while young to meet the thought of the world?” To these questions I can only answer, out of our experience, that 36 in the beginning it seemed wise to provide a school, the atmosphere of which should be in keeping with those ideals which should be fostered in the homes of all true Christian Scientists, and our years Of Special Interest to Parents 29

of labor have confirmed this conviction. The school claims our chil- 1 dren for over one-half of their waking hours. If these hours are spent under the influence of teachers and companions who are opposed 3 to all that we hold most dear (even though they may be discreet enough to withhold adverse comment on the subject), should we be surprised that these little ones become somewhat weaned away 6 from the teachings of the parents? This tendency is not so noticeable in early childhood. But after a boy or girl reaches the high school age and becomes more or less 9 imbued with the thought of his school environment and cares more for the opinions of his associates, it is not unusual to find that his simple confidence in God has become clouded or that he is ashamed 12 to let his religious convictions be known. When he is preparing for a football game, he considers that he ought to go into just the same training that the others do; so he submits to the rubbing, dieting, 15 etc., and finally, when he is pulled out of the squirming heap of boys, with a bad bruise or some other erroneous condition, it would “look queer” to refuse the medical aid offered. He is apt to find it is not 18 considered “the thing” to talk about religion, and to certain young people nothing hurts so much as ridicule. So, our boy learns to be very reticent about the deeper things of life. 21 During the transitional time from little boyhood to youth there seems to be a tendency to live on the surface. At least, it is a time of physical activity; the spiritual nature seems more or less dormant, 24 or else it is something the boy doesn’t want to talk about. He shows a lack of interest in the study of his Bible Lessons and gradually expresses himself in the phraseology of his companions. He doesn’t 27 see why it isn’t just as well to talk about being “sick” as to consider that a “false claim” is talking to him. With our girl, too, there comes the same change of viewpoint. 30 Many a mother has asked me, “What can I do to keep my child interested in the Bible Lessons?” or, “How can I provide social life for my child that will not trample down all that I have tried to teach her? 33 Her friends are not Christian Scientists, and she is gradually being weaned away from church.” if we can keep our children in an atmosphere of Christian Science 36 until they have reached an age where they are mature enough to give “a reason of the hope that is in [them]” (I Pet. 3:15), we shall have 30 GOOD DISCIPLINE: ESSENTIAL TO PROGRESS

1 accomplished much for their spiritual manhood and womanhood.

in our smaller classes and more intimate relations with the pupils

3 we can lead thought more constantly to Principle and teach a love

for law which enables us to bring out a condition of self-government.

The mother or teacher who helplessly looks at her child when

6 perhaps he replies, in a moment of self-will, “I won’t,” to some demand

she has made upon him, and who fails to deal promptly with such error, commits a crime. There is no excuse for not teaching a child

9 obedience. A parent has no higher work than bringing up his child to

reflect good. The mission of a teacher is to find the real child by healing

any false or ignorant sense of what constitutes his individuality. What 12 nobler work can be undertaken by a Christian man or woman? These children in the world today should claim our most consecrated thought and effort in their behalf. They are not our playthings. 15 They are our future citizens, our lawmakers, our practitioners, readers, lecturers. What kind of a foundation are we helping them to establish? Are we condoning error? Are we helping to crystallize false habits of 18 thought? What kinds of examples are we of consistent, honest Christian living? if my child discerns that I am not always strictly frank and honest 21 with him, should I be shocked if he tells me a lie? If he discovers in my conversation or business dealings that I haven’t the highest sense of honor, need I be surprised if he slyly does something behind my 24 back that he would not do with my eye upon him? If I wish him to be courteous and respectful to me, I must show the courtesy that I demand of him. We should be courteous always toward our children. 27 But we should also be firm in that which we know is for their good. Expect the highest and best, but do not be blind to the methods of error in trying to undo your work in their behalf. Do not be suspicious 30 of your children, but be alert to the tricks of error to tempt them. Regard them as God’s children and yourself as their human guardian — responsible to God for their true education. Of Special Interest to Parents 31

“The Entire Education of Children…” (Science and Health, p. 62)

The following is from an undated manuscript in Mrs. Morgan’s handwriting, evidently the notes for a talk which she gave to parents relatively early in the growth of the school.

ithout question, we are all fairly well agreed upon 1

the subject of education in general. We know that, as our W Leader says, “The entire purpose of true education is to 3 make one not only know the truth but live it — to make one enjoy doing right…” (Miscellany, p. 252). At first glance that seems a very broad statement, but as we begin to analyze it, we are amazed at its 6 comprehensiveness. Even from the standpoint of the average man, education is not only the acquisition of knowledge or truth but the ability to use that knowledge intelligently in a practical way for one’s 9 own good and for the good of his fellowman.

The deeper import of the statement is the purpose underlying the work which Principia is striving to do. For that reason, every step of the 12 way must be demonstrated on the basis of Principle. It is not a simple matter to establish any thorough, well-regulated educational institu - tion, but to build a school upon a metaphysical basis running counter 15 to the consensus of mortal mind opinions means that all who are in any way factors in its growth — parents, teachers, pupils — must be convinced of its need and of its God-given right to existence. If we 18 know a thing to be of God, it deserves our most heartfelt cooperation. The loyal, impersonal support of our parents has made this work a joy when at times it might otherwise have seemed rather heavy 21 sledding. Together we are working out this idea of Principia, and we must keep very close together in our work, which aims to uplift the standard of education and manifest to the world the highest sense 24 we can gain of our Leader’s scientific thought of true education. We, ourselves, are in the process of being educated, and we must be so obedient to our teaching that we can be channels through 27 which our divine Teacher can speak to those who have been commit - ted to our care — our children and our pupils. It is the most sacred 32 “THE ENTIRE EDUCATION OF CHILDREN”

1 trust, this work of helping others to find the Truth which makes free

and which brings man into his true heritage as a son of God.

3 Correct material knowledge is essential; therefore, we must have

the most efficient instructors that we can find — those who are

capable of presenting the usual subjects to be found in the curricula

6 of our best schools, in a manner which will enable the pupils to

master those subjects and make the best practical use of the knowledge gained. The children of Christian Scientists should be encouraged to

9 desire and to make their own the highest and truest reflection of

good in every line of endeavor.

a boy who works persistently and patiently with his mathematics 12 until he solves his problems is not apt to give up easily when the problems of life are presented for solution. The girl who so loves beauty and symmetry that she will work for hours over a written 15 theme until she is able to express her thoughts in finished, strong, and appropriate English will find that not only has she thereby gained scholastic credit but that such work, continued, will enable 18 her to so clothe her God-given thoughts that she will be a power for good in presenting to others the great Truth of being. These young people who are in school today, learning mathematics, 21 English, history, physics, etc., are our future men and women. In a few years the children today in Principia will find the world’s problems theirs to solve. These girls and boys will be the ones upon whom the 24 work of the Cause of Christian Science will devolve, in their several communities. What kind of training are we giving them for that sacred responsibility? Are we training them to be sentimentalists, or are we 27 arousing their budding capabilities and awakening their dawning spiritual natures to take hold of life’s lessons with vigor and authority? Are we helping them to rise superior to the demands of the flesh, or 30 are we, with mistaken kindness, indulging those demands, thus forging the chains about our own children’s ankles, so that in the race which all must run they fall by the wayside, outstripped by those who 33 have learned to deny the material self? The methods or processes by which we arrive at our goal must be as God-given as the purpose itself. Knowing the wise thing to say — 36 the sane thing to do — demands a very close companionship with our Father, the source of all wisdom. Too many times, when one’s desire is to help, he misses his opportunity because he says or does Of Special Interest to Parents 33

just the wrong thing. He may even influence the child in a way 1 opposite to his intentions and help to bring about undesirable results. It takes unselfish love and interminable patience to live with 3 children. When they entertain us, we think we love children, but the one who really loves them is the one who can stand by under the most trying circumstances, when mortal mind shows itself at its worst and, 6 with a combined tenderness and firmness, wait for the real healing to take place. I do not mean that sentimental waiting which permits disobedience and discourtesy while we wait. I mean a love and 9 patience which never permit us to give in to mortal mind but make us wait until God’s will (not ours) is done. What right have I, as a mother, to permit my child to indulge in 12 habits which will make him a nuisance to himself and to others later in life? If he is willful and discourteous with me or with his playmates, he will grow into a disagreeable, self-willed man, shunned by those 15 whom he would make his friends. If I truly love my boy, I shall correct these things before they crystallize into habits. Who does not love a gentlemanly boy? Not every manly boy is a 18 gentleman, but he is good material out of which to make a gentleman — and there is no gentleman who is not manly. It is a pity to spoil a fine stone by setting it in tin or copper. The setting should have some 21 consideration. Would you not make it as beautiful and fitting as possible? Our children are too fine not to be given every possible help, not only in the things of the mind and heart but in the cultivation of 24 a graciousness of manner which properly expresses true manhood and womanhood. if a youth is taught deference toward his parents through the 27 example shown by his parents’ attitude toward each other, he has been well taught. If, however, there is faultfinding, discourtesy, pee- vishness, and personal sense in the relationship between father and 30 mother, no amount of talking about “respect” will bring about filial deference. if a pupil is taught to use correct English in the classroom and yet 33 in conversation with his teachers on the campus, or socially, hears a careless or crude use of the mother tongue, which do you think will be the lasting influence?… 36 We are very grateful for the girls and boys of Principia. But we are praying to be alert and wise in meeting the need of these dear young 34 “THE ENTIRE EDUCATION OF CHILDREN”

1 people. They are splendid material to work with, and we want to

help in strengthening the excellent qualities we find as well as in

3 eliminating the undesirable tendencies that sometimes show them-

selves. And out of Principia should grow a type of Christian manhood

and womanhood which will be an influence for righteousness

6 throughout the world.

Of Special Interest to Parents 35

Proper Demands: An Important Tool in Education

In an undated paper apparently prepared for presentation to a parents’ meeting, Mrs. Morgan stressed the need for parents to support the school in making demands on the young people.

e are told that “training is the act of bringing one into 1

a fit condition,” physically, mentally, or morally. Fitness W of condition, then, is the result of a process of education. 3 This process, through the elimination of all seeming handicaps and the development of all necessary constituent elements, brings mastery of the object desired. 6

The type of training necessary depends upon the specific end to be gained. If a boy shows marked ability as an athlete and desires to excel in this direction, he must place himself under instructors and 9 follow obediently all rules laid down for his training. It means much hard work and many sacrifices of time and self-indulgent habits to accomplish the desired end. The successful athlete is usually the 12 earnest, obedient pupil — the one who willingly practices what he is told, and who uses every opportunity to gain mastery over any sense of physical weakness or limitation. His object is the complete mastery 15 of his body in some specific line of work. Devotion to this purpose generally ultimates in success. We are told by Mrs. Eddy that “there is no excellence without labor” (Science and Health, p. 457). 18 Every art must be developed through its own specific method of training. One may in early childhood show marked ability as an artist. The first childish sketches may give signs of great promise. Toaccept 21 the gift as something already complete, needing no further develop - ment, would be to waste the talent bestowed by divine Love and would forfeit divine help. A musician, no matter how gifted, needs system - 24 atic instruction and discipline in order to perfect the wonderful art with which he has been endowed. A boy may have unusual business ability, but what father would be satisfied to place grave responsibili - 27 ties upon the untrained thought, no matter what natural ability may be there? 36 PROPER DEMANDS: AN IMPORTANT TOOL IN EDUCATION

1 it is a cruel thing to permit a girl or boy to waste any God-given

talent. A gifted girl gives up her music because she is not willing to

3 sacrifice her social pleasure to the time necessary for practice.

Mother thinks it is too difficult a task to keep her at her work, and so

the child throws away her precious gift, and the home — possibly the

6 world — is deprived of the joy which might have been given through

an appreciation of God-bestowed ability. Why is it that we find only an occasional artist in any line?I do

9 not believe it is so much a question of lack of talent as it is an unwill-

ingness to take the training that develops the talent.

The same is true of the seeming lack of efficiency in every walk of 12 life. So many men and women are spoiled in the making. Good material to begin with, they fail to make the most of what they have and are, because of resistance to the discipline necessary to success. 15 Not only is there a resistance to the discipline given by parents and teachers, but there often is little or no attempt at self-discipline. and yet, can we blame the girl or boy who takes the line of least 18 resistance? Training should begin with birth. A child is never too young to begin to learn. Watch a young mother with her baby. See how soon that baby learns how to wheedle his mother into coddling 21 or playing with him when he should go to sleep. Or if Mother is firm, that fact is soon discerned, and the wiles are hereafter turned in Father’s direction. Father has to be heroic indeed if he can withstand 24 such personal popularity. It requires great fortitude to hold to Principle when the tempter is a winning baby, a fascinating half-grown girl, or a clever, manly boy. 27 Why are we so weak where our children are concerned? Why are we willing to indulge them in the very things which will spoil their manhood and womanhood? It takes courage to train our children in 30 the things which most thoroughly make for happiness. Obedience, unselfishness, consideration, self-sacrifice, thoroughness, accuracy, and honesty are not acquired without real striving. And yet they are 33 essential to successful living. When a child is born, no one knows what his talents may be. His career is not unfolded in advance. But there is one position in life for 36 which he should be fitted — no matter what may be his special gifts. Every girl and boy should be trained for Christian citizenship. abraham Lincoln did not become President of the United States Of Special Interest to Parents 37

by chance. Through a peculiar fitness to meet the great need of his 1 country, he rose to the highest point of honor it could bestow upon him. How was he fitted to do this great work? Through severe self- 3 discipline, through improvement of every opportunity to learn, through obedience to Principle, through appreciation of every God- given ability, a steadfast purpose to keep himself pure, unselfish, and 6 strong, an abiding love for God, and a deep love for his fellowman, Abraham Lincoln trained himself for service.

isn’t this what we should bear in mind every day that we are 9 privileged to deal with these children entrusted to our care? How dare we permit them to be willful, insubordinate to instruction, indolent in the carrying out of their duties, careless about their studies, disrespect- 12 ful to their parents, heedless of their own character building, and irreverent toward their Father-Mother God! The parent who loves too much to countenance inaccuracy, 15 insincerity, subterfuge, laziness, frivolity, selfishness, and irreverence will reap the fruit of such training in the well-ordered lives of the young men and women who will take their places in the community 18 trained for service to God and man. our whole duty to our children is to loosen the bondage which false belief would place upon them and to help them to find themselves 21 possessed of only those qualities derived from their relationship to their Father-Mother God. 38 Education at The Principia

Self-Sacrifice: Its Place in the Educative Picture

At one of the frequent parents’ meetings held on the campus during the early years of the school, Mrs. Morgan presented a paper discussing the subject of self-sacrifice and its place in the educative picture. The manuscript, undated, is in Mrs. Morgan’s handwriting.

1 his week I have had impressed anew upon my thought the

value of self-sacrifice. Too often we pity the one who makes 3 Tsome sacrifice of self in order to bless others. We are prone to magnify the thing sacrificed and minimize the spiritual growth

which is bound to result from real selflessness. Those of us who have

6 been learning such lessons would not, if we could, eliminate from

our lives the deep joy of those experiences. Let us see what we mean by self-sacrifice, and then we can talk

9 more intelligently about its value. If we find it to be something that

should be outgrown, something that narrows thought and limits

one’s experience, then it should be avoided. If, on the other hand, it 12 enriches and develops character, we want to cultivate it in our own and in our children’s lives. We frequently hear a parent say, in excusing himself for some 15 overindulgence to his child, “Well, I have had such a hard life, I want my child to have a good time.” If that man looks back upon a life of labor for others and regards it as hardship, then one can understand 18 why he doesn’t wish his child to duplicate his experience, because he has missed the joy of his sacrifice. To him sacrifice has been a deprivation, not a gain. 21 Mary Baker Eddy says, “Self-sacrifice is the highway to heaven” (No and Yes, p. 33). The yielding up of something counted dear, for the sake of others, is true love — a reflection of the Christ spirit, and 24 such a losing of self in love brings the kingdom of heaven to earth. The claim of a carnal mind makes great demands for satisfaction. It craves indulgence, wanting much for itself, regardless of others. 27 Every denial of this false self liberates thought and opens human consciousness to the divine.

Of Special Interest to Parents 39

Then why deprive our children of the joy that comes from genuine 1 self-sacrifice? It is a commonly accepted belief that having one’s own desires gratified results in happiness.A n unselfish parent is very apt 3 to bring up his child in extreme selfishness.H e sacrifices everything for his child but will permit his child to sacrifice nothing for him nor for anyone else. If the child succeeds in denying self for the sake of 6 another, Father and Mother are so touched by his generous action that instead of letting the boy enjoy the real satisfaction that results from loving another more than oneself, the lad is loaded with praise 9 and has his lap piled high with goodies to make up for the loss of something or some pleasure he has given to another. The child has no opportunity to taste the real fruit of unselfishness. 12 Then can we justly blame the youth who feels that all material pleasures should be his? Can we blame him for being inconsiderate of others? Nothing hard has ever been demanded of him. How can 15 he understand that happiness is won through forgetting self? A life of self-sacrifice is drab to him, and heaccepts as quite the correct thing his parents’ efforts to give him a good time at the sacrifice of 18 their own comfort and convenience. is it really love that makes a parent so blind to the spiritual needs of his child? No, love is not blind. Love is wide-awake to discern the 21 child’s need and to meet it, even at the expense of withholding indulgence in pleasures not earned. how can we teach gratitude if we will not permit self-sacrifice, 24 which is the basis of Christliness? Our Master’s life means nothing to the mentality that cannot grasp the joy of selflessness. Make demands upon your children. Let them give up some cher- 27 ished treasure for the sake of making another child happy. Teach them the delight of setting aside an anticipated pleasure if it conflicts with Mother’s convenience; let them feel the responsibility of self-control 30 when Father wants to rest. It may mean that the boys will have to postpone their fun to some future time, but isn’t it worth the sacrifice, to help Father? Oh, we are cheating our children of the real things of 33 life! We are robbing them of the richest of human experiences if we fail to teach them the blessedness of self-sacrifice. Without self- sacrifice there is no thanksgiving, for there can be no appreciation. 36 “Self-sacrifice is the highway to heaven.” Do we want to train our children in the way that leads to heaven? Do we love them well 40 SELF-SACRIFICE: ITS PLACE IN THE EDUCATIVE PICTURE

1 enough to teach them selflessness?

We are approaching America’s Thanksgiving season. Is it to be

3 a day of material feasting only, or can we make it an occasion of

genuine gratitude expressed in a forgetfulness of self that reaches out

to bless others?

6 Let us try to teach our children the true significance of these

anniversaries which we celebrate with so little thought of their deeper meaning. We have now a few weeks before the Christmas season, that

9 most blessed of all anniversaries, because it commemorates the birth

of the “highest human corporeal concept” (Science and Health, p. 589)

— that man who is our Way-shower, the most unselfish man who has 12 ever lived, the one whose whole life was a denial of a self apart from God, good. Through the greatest human sacrifice in the history of the world, heaven has been brought to earth. How may we realize and 15 teach our children the joy of self-sacrifice, which is the only road to happiness?

Of Special Interest to Parents 41

Parents as Educators

Several years later, in 1914 or 1915, it seemed again necessary to discuss with Principia parents the important and vital question of the relationship of parents to the education of their children — especially the necessity for parents to take careful thought about the educational environment in which the children spend so much of their day.

here is no subject more worthy of the thoughtful con- 1

sideration of parents than the intelligent education of their Tchildren. Yet it is a matter to which the majority of parents 3 give comparatively little thought, entrusting the child’s mental and moral development to those who, they think, know more about such things. It is the business of the school to educate, and therefore the 6 children are sent to the nearest school. If there are no complaints forthcoming from children or teachers, and monthly reports are fairly satisfactory, the average mother and father give no further thought 9 to the matter, except to congratulate themselves upon having so little bother with the children’s education. Too often the truth of the matter is that parents do not want to 12 burden themselves with anything that others can be paid to do for their children. We see this state of affairs in the homes where infants and small children spend nearly all of their waking hours under the 15 training or mistraining of nursemaids who as a rule are themselves ignorant and undisciplined. At best a nursemaid should not be made to bear the responsibility which should naturally rest upon the 18 shoulders and hearts of parents. Fathers and mothers, under the stress of business and social affairs, often remain comparative strangers to their own offspring. They haven’t time to spend with their babies, and 21 later, the sons and daughters should not be blamed if they seek only that companionship which they find outside the home. The experiences of the ordinary school day offer to the children 24 much diversion — some of it healthful, much of it undesirable. If parents kept in close touch with the school life, the unwholesome features might be entirely eliminated. Do you know enough of the 27 real fitness of the one who bears the relationship of teacher to your child to know that the influence surrounding your little girl or boy in 42 PARENTS AS EDUCATORS

1 the schoolroom is mentally, morally, and spiritually the atmosphere

best suited to the child’s growth? No? And yet you send your child

3 into that environment five days out of every week, for a period of

about six hours each day. Six precious hours a day, when the character

is being rapidly moulded for good or evil! You are responsible to God

6 that this child, whose training you have undertaken, should have

only that environment and those associates best fitted to bring him into his divine inheritance. Difficult as the problem sometimes seems,

9 the parent will find a way to the solution if he is as thoroughly awake

to its accomplishment as he is to the interests of his material business

and pleasure. 12 if parents kept themselves informed concerning the needs of their children and the qualifications of those provided by the schools to meet their needs, there would be a demand for a higher grade of 15 teacher. If we could step into the homes of some of the men and women upon whom devolves the duty of imparting knowledge and building the character of youth in our schools, we should find an 18 explanation of the ignorance and crudity which often astounds us in the manners of our young people because we cannot imagine where our children could have learned such things. 21 Children learn much in the schoolroom besides the prescribed textbook lessons. Indeed, the most indelible impressions are those that come from the mental atmosphere in which the children live 24 and observe day after day. on page 235 of Science and Health, we find in no uncertain words our Leader’s estimate of the qualifications necessary for teachers of 27 the young. The chief difficulty to be encountered lies in the general ignorance or misconception of what constitutes true education. In a broad sense, education is a leading of the human thought out of 30 ignorance into demonstrable knowledge. To train a child to think intelligently, to reason logically, and to clothe his thought properly demands the services of one who himself has learned what mental 33 culture means. To establish thought on a correct mental, moral, and spiritual basis requires on the part of the teacher a peculiar fitness for the 36 work to be done and unselfish consecration to the mission he has undertaken. The training of individual thought involves a close study of Of Special Interest to Parents 43

individual needs. No one can be a successful teacher unless he 1 understands human nature, as presented in that stage of experience called youth. There are as many separate problems as there are 3 individual children, and it requires the master hand to turn the key that opens the door for each child into the realm of Truth.

The too frequent massing of children in schools and the feeding 6 of them from the same dish and spoon savors very strongly of the method of Squeers in Dickens’ novel. What matters it that the process now is mental rather than physical? Is not the result just as harmful? 9

Too much thinking is done for children today. We seem to be afraid to let a child have any mental freedom. We not only tell him what he must think, but we stifle any individuality of thought by outlining 12 just how he shall think. We lose sight of the thing to be attained in a frenzied desire to have it done our way or according to the general consensus. 15 Granted that what is called the most advanced method of presenting a subject should receive due consideration and that those textbooks which are accepted in schools generally should be 18 thoroughly investigated, a true educator will dare to discard any or all which do not lead to independent, true thinking. If he is daring enough to hold to certain “old-fashioned” policies because 21 they develop thought and character better than the more modern methods, he will be dubbed “unprogressive.” To be unprogressive is to be ostracized by the powers that be. 24 a true educator is not afraid to let his pupils make mistakes if he can, through those mistakes, lead thought on to higher ground. If a child does a thing because he is told to do it and without under- 27 standing the reason, he may learn a lesson in obedience. But if he is to work out a problem intelligently, the principle underlying that problem must be made clear, and the child will then have all that he 30 needs for the solution. To present a cut-and-dried rule and insist upon its being mechanically followed before the principle governing that rule is discerned is fatal to true mental development. 33 There are many methods of arriving at correct conclusions. Let children feel their way after a clear presentation of the basic principles. Keep close to them, but do not hamper individual expression. 36 Our schools are too often responsible for the colorless, unthinking mass of “educated” humanity about which we hear so much 44 PARENTS AS EDUCATORS

1 complaint in the business and professional world today. How can

mechanical cramming produce intelligent business men and women,

3 inventors, statesmen, orators, or reformers?

our objects in education should be to bring out the highest possible

results with the material at hand; to lead the girl or boy by appealing to

6 the highest and best qualities he manifests; to arouse what seem to be

dormant possibilities and encourage him to put forth his strongest efforts to free himself from limitation; to show him that his divine right

9 is to manifest physical, mental, moral, and spiritual freedom.

one who has no sympathy for nor understanding of the child’s

mental processes should never undertake teaching. An instructor of 12 youth should be able to enter into the feelings and experiences of the young people whose education he attempts. Otherwise his efforts will be unavailing, for he cannot know the work that is his to 15 do; he may even unwittingly thwart the normal, natural growth into individual manhood and womanhood. It is a serious responsibility to accept the training of human thought out of the ignorance of 18 youth into the mature knowledge of manhood without injuring native simplicity, true childlikeness, and honesty, or deflecting the natural bent of the child. The delicate mechanism of the watch 21 presents no more difficulties to the hand that grasps the plow than does the education of a child to the man who knows nothing of the delicate sensibilities of child life. 24 Teaching offers a respectable occupation and a fair income to those who enter its realm. And frequently (I almost said generally) this is the real reason for its choice as a profession. Sometimes pupils 27 show a peculiar aptitude for textbook learning. Parents and teachers at once draw the conclusion that such pupils should prepare themselves for instructing the young, and they are turned out of college, 30 primed and full of facts, but with no more knowledge of child life nor of human nature in general than has the pen with which their examinations were written. Possibly those examinations were worthy 33 of highest praise from an academic standpoint, but academic education alone does not make a teacher. I have known men and women occupying positions on the staffs of schools highly regarded in the 36 community who hated teaching and to whom children were a bore. You will remember the stern rebuke of him who suffered little children to come unto him when he said, “It were better for him [the Of Special Interest to Parents 45

man through whom offenses should come] that a millstone were 1 hanged about his neck, and he cast into the sea, than that he should offend one of these little ones” (Luke 17:2). 3

There is another type of instructor (I use the word advisedly) who finds great satisfaction in imparting his own learning. Children appeal to him much as a target appeals to the lover of archery. He 6 loves the game because he loves his own skill as a marksman. The target is necessary to the game. Of course such a teacher thinks he likes children, but if his game could be played as much to his own 9 satisfaction and credit without the children, he would not miss them.

This incubator method of bringing up girls and boys may turn out a fair specimen of book-product learning, but do you want your child 12 to be raised by a machine? God forbid! a pedagogue is not an educator. Can we not demand of ourselves higher ideals in the education of our children and demand of the 15 schools that only those fitted to mould Christian character, elevate human thought, and grasp the needs of the young people committed to their care shall be placed on the staffs of our educational institutions? 18

46 Education at The Principia

Children: Parent-Child Relationship

Mrs. Morgan’s preoccupation with the problem of the parent-child relationship, especially as it bears on the manner in which Principia parents may reinforce and support the work being done for the Principia students by the school, is evidenced once more in a paper entitled simply “Children,” which she presented on November 1, 1920, apparently to a meeting of parents and staff members. The readings presented were as follows:

Science and Health with Key to the Scriptures, 582:28 Miscellaneous Writings, 240:11–12 The First Church of Christ, Scientist, and Miscellany, 252:10

1 he education of children is the leading out from

sensual and material beliefs regarding God’s creation into the 3 Tmanifestation of the true representatives of the Creator. an ignorant, willful, disobedient child is no more the work of the

heavenly Father than is the sick child. Both are the unlikeness of the

6 Creator. Both need to be educated out of a false sense of self in order

that the child of God’s creating may appear. Whatever helps to destroy this ignorance is true education, the establishment of true knowledge

9 in the place of false belief. This ultimates in freedom, the freedom of

the whole man.

False education begins with material birth. The senses testify 12 falsely, and the sense testimony is accepted as fact until the average human being becomes little else than an accumulation of material beliefs, unless there is set into operation an activity of mental and 15 spiritual understanding which counteracts the ignorance implanted by the material senses. To refute the false concept of man and to bring into manifestation 18 man endowed with divine faculties demands a constantly increasing understanding of the Creator and of man’s relation to Him. The sculptor cannot carve from his marble block a thing of beauty 21 unless his conception of beauty is true. If parents and teachers are educating themselves wisely, they are in a position to use properly the tools in their possession for the liberation of the real child from the Of Special Interest to Parents 47

mass of false evidence which seems to conceal him. With our own 1 eyes blinded, it would be difficult to lead another.

The world of belief is constantly changing, because there is no 3 fixed standard of thought in human reasoning until that reasoning becomes clarified through a higher concept of God and man.

We are told that perfect God and perfect man must be the basis 6 of scientific demonstration. Then it must be the basis of all true education. Thought must be measured by this perfect standard. It must learn to accept as real only that which may be deduced from 9 such a premise.

Starting with the scientific fact, by holding thought consistently in line with this fact, we shall be able to bring into outward manifestation 12 the real substance of all things. Why do we find it easier to think consistently about the child who manifests a false claim of boils than to think correctly when mortal belief claims that there is a naughty child? 15 If we were consistent in our thinking, we should have fewer cases of discipline to handle. A parent or teacher can often disarm mortal mind and change the sense testimony regarding a child by simply 18 destroying his own fear of and belief in disobedience or willfulness. At any rate, the duty is upon us to guard our own thinking and refuse to make personal or real anything that is unlike God. This does not mean 21 that we must ignore or fail to deal with a claim of naughtiness, should it present itself. But before doing so, one should see to it that there is no “naughtiness” in his own thought. Impatience, human will, pride, 24 anger, and resentment on the part of a parent will never bring healing to the same quality of thinking in his boy. Love antidotes hate. Calmness quiets anger. Honesty begets honesty. Consequently, it is important 27 that one who deals with children shall be ever alert to express in his own mentality those qualities which he would like to see reflected in the consciousness of those whom he is trying to educate. Example 30 is a stronger factor in education than precept. There is danger in making either too much or too little of sin. To be too greatly shocked at the errors of youth may have the effect of crys- 33 tallizing those errors, just as ignoring the apparent faults of children helps to establish careless or vicious habits of thinking and acting. Do we not blame our children for much that should be laid at our 36 own doors? If a child learns that favors are to be obtained by crying or coaxing (and that may be learned even in babyhood), who is to 48 CHILDREN: PARENT-CHILD RELATIONSHIP

1 blame if he develops into an argumentative, willful lad insistent ever

upon his own way? If a baby girl is petted, admired, and made the

3 center of attraction, whose fault is it if at sixteen years of age she is a

vain, selfish daughter, interested only in her own pleasure, forgetful

of Father and Mother, and failing to take any loving responsibility in

6 the home?

have you not seen good, conscientious women who have made failures as mothers? Possibly they were so conscientious that nothing

9 ever escaped their vigilance, or rather, having detected an error, they

never allowed it to be forgotten. Constant reminders of the error,

instead of correcting it, served to make it more personal and real, 12 until the culprit either sank into a state of self-depreciation or hard- ened into indifference. Some grown-ups have so thoroughly grown up that one wonders 15 if there ever has been a childhood. How can one forget his own youth and demand of girls and boys a mature judgment beyond the experience of childhood? 18 An ability to see the funny side of things and to enter into the joyousness of youth does away with the necessity of much severe correction and labored effort. Children are keen in catching a point, 21 and oftentimes a hearty laugh over the absurdity of a situation or a request restores harmony where discord has been threatening, and the sane viewpoint is regained. Encourage your children to laugh. 24 Laugh with them. Let all your criticisms be constructive. Never tear down until you have something better to put in the place of what you take away. Offer 27 your goods in the most attractive way. I do not mean to coax or bribe, but simply to make good appealing. It is often made unattractive by the way in which it is presented, just as a beautiful gown may be 30 made to look common if it is worn by someone who does not know how to put it on or has no appreciation of its beauty. Parents have no work so important as helping their children to 33 love good. If one is not succeeding in doing this, it should be made the subject of the most consecrated effort and unceasing prayer. You know that in doing such work you are doing the Father’s will 36 and therefore have His loving help. But it is a parent’s first duty, and nothing should take precedence. Father and mother should unite thoroughly in this trust which they have assumed. Let us Of Special Interest to Parents 49

regard our specific duty and privilege as parents and teachers to be 1 the unfolding of good to those little ones in our care. “The entire purpose of true education is to make one not only know the truth 3 but live it — to make one enjoy doing right…” (Miscellany, p. 252).

Systematic training which really instructs, causing the child to outgrow a false habit of thought or conduct and to establish in its 6 place better conditions, is true discipline. Discipline necessarily teaches. And to teach is to “cause to know.”

Much goes under the name of teaching which cannot be properly so 9 classified, anddiscipline, too, is a much abused word. Mere punishment which results in no conviction of the wrong of an action and no inspiration for higher ideals or better conduct, I should not regard 12 as discipline in the higher sense of the word. Much of what goes on in the intercourse between pupil and teacher, child and parent under the name of discipline is simply an 15 exercise of personal will and an outward response through fear, or it may be an apparent getting of results through bribery or overindulgence. If the heart remains untouched, and the child has 18 gained no deeper sense of Principle to guide him in future action, he has not been taught — or “caused to know” — and there has been no real discipline. 21 To be a good disciplinarian, one must first have learned how to discipline his own thought. The process is the same; the need is universal. A manifestation of temper on the part of parent or 24 teacher will destroy the effect of all that may have been said and well said on the subject of self-control. A father’s discourtesy toward his wife will do more to establish a lack of respect on the 27 part of a son toward his mother than any number of lectures on the subject of filial courtesy will accomplish in the right direction. Example is the most effective teacher, and only a well-disciplined 30 man or woman can know how to administer the training that heals. And the effect of all real training is to heal. it is often unfortunately true that children are under the direction 33 of too many people and that those people have quite diverse notions of how the children should be trained. Between them all, Johnnie gets a somewhat mixed view of life and its demands. Can you blame 36 him if he finally decides that his own will is the only one to follow? if there is one kind of discipline at home and the opposite kind in 50 CHILDREN: PARENT-CHILD RELATIONSHIP

1 the schoolroom, the result is negligible. On the other hand, if parents

and teachers can cooperate in the training of children and agree on

3 certain fundamentals, there will be a unity of action which will insure

quicker and more permanent results. To establish a relationship of

mutual confidence between the adult and the youth in his care

6 requires frankness, consideration, and respect. Frankness, coupled

with consideration, eliminates all harsh criticism, all hasty judgment, and the cherishing of personal resentment, which always brings

9 about a sense of separation.

Respect for elders is not so much a matter of “line upon line” as it

is the result of the respect — true and appropriate respect — felt by 12 elders toward their children or pupils. Consideration for a child is just as right and proper as consideration for one of maturer thought, although it should be appropriately given. Too often one thinks a 15 child needs no special consideration or courtesy shown him. He is told to do this or that, and possibly resents it, when it would have aroused a sense of chivalry had Mother courteously requested his 18 help and courteously thanked her son for his assistance when the task was ended. On the other hand, there is a sentimental consulting of the children’s wishes on all points — reluctance to tell a child to 21 do anything for fear of displeasing him, a coaxing for right action instead of demanding it — which is not courtesy at all but parental weakness, and which results in willful domination on the part of the 24 children. A genuine courtesy toward children is true discipline and eliminates much of the punishment which is sometimes called discipline. Unfailing courtesy begets courtesy. 27 Friction between parents and children shows that there is a false sense on the part of Father or Mother, and that false sense is reflected by the younger members of the family. The same is true 30 in the schoolroom in the relationship between teacher and pupils. Suspicion is a disturber of the peace and should never be permitted to rankle in the thought. Kindly frankness and direct, honest dealing 33 will generally correct any tendency toward subterfuge. The child who questions Father or Mother about subjects considered too mature or too wicked for his young thought should be wisely 36 answered. A brusque brushing aside of his question, a shocked, sanctimonious remark expressing wonder as to where he “could ever have heard such things,” or an explanation which is a lie told with Of Special Interest to Parents 51

intent to deceive is like giving a stone to the child who needs bread. 1

How splendid that your son or daughter should have honored you with his confidence, feeling sure that you could and would explain! 3

It was your opportunity. How did you meet it? Did you turn the boy aside and go on reading your paper? Did you find that the only way out of an embarrassing situation was a lie, which either failed to 6 deceive or, if believed at the time, served to shatter the boy’s faith in your word when he discovered it to be a lie? Or did you thank God the boy had come to you instead of talking the matter over with his 9 companions, who might have implanted in his heart seeds of evil that would have ruined his life? There is a time in the life of every girl and boy when the problems 12 of human existence present themselves for explanation. It is the privilege of parents — not only mothers, but fathers and mothers — to be ready, when this time comes, to meet the child’s questions fully 15 and fairly, seeking divine guidance wisely to direct the thought into the channels which will most wholesomely reveal the knowledge which he seeks. If there has been real companionship all the way 18 from babyhood, the experience will only be another tie that binds more closely in confidence and love. keep your child’s confidence. Cherish it as sacred. You will find 21 that the problem of discipline is minimized if the relation established is one of increasing love and respect. 52 Education at The Principia

Vacation Periods

In the light of the concern of The Principia for the whole man, it is not surprising that Mrs. Morgan should have had some quite concrete ideas about the vacation period as a factor in the educational process. In a paper dated May 2, 1921, apparently presented to a parents’ meeting on that day, she discusses the matter.

1 he year 1920–21 is fast drawing to a close. Again we are

brought face-to-face with the problem of vacation. What shall 3 Tbe done with the girl and the boy? That depends upon what the girl and boy have done for themselves during the school year.

If it has been a year of thorough work and accomplishment, a bit of

6 playtime has been earned and should intervene before another

school year. by playtime, I do not mean an idle time, for that can never bring

9 happiness. A change of activity is what is needed. Children will be

active in some direction; we should see that their activity is properly

directed. Both play and work should tend toward the same end — 12 the fuller development of the individual. The father and mother should never lose sight of the manhood and womanhood to be unfolded in their children. Too often little 15 children are treated as though they were dolls and had no mission in life but to look pretty and entertain adults. The little maiden who is thus pampered grows into a vain, shallow girlhood and adds one 18 more to the army of superficial women who live for pleasure and admiration. What are we doing with the responsibility we have taken upon 21 ourselves in presuming to direct the unfolding of another human life? How well have we disciplined ourselves or how wisely have we dealt with our own problems? Are we ready to lead another through 24 the mazes of human existence if we ourselves are lost in its complexity? A parent who is learning to let God govern is the only one fit to attempt the rearing of children. Unless a teacher is himself being 27 taught of God, he is not prepared to educate youth, no matter how many titles may be attached to his name. are you studying your child’s needs so that you may know what is

30 Of Special Interest to Parents 53

the next wise step to take, or are you doing something just because 1 some other parent decides on that “something” for his child and therefore you conclude that it is a good thing for yours? It may be 3 wise for your neighbor’s boy to have a summer of out-of-door sports, with books put far out of sight. Your boy may need to work, and work hard. How can you know whether or not this is so? By living close 6 enough to your boy to see just how he has utilized the year you have given him at school. Has he learned to appreciate your earnest efforts in his behalf and returned in good measure your investment 9 toward his education? Or has he played with his opportunity and accepted your sacrifice with indifference?I f so, he must be awakened. Possibly as a father you have been indifferent to his progress day after 12 day and left it all to Mother, until you have been aroused to action by a final report which registers failure for the boy.I f this is the case, it is not only the boy who needs to be awakened. 15 if a child has been indulged in material pleasure throughout the school year and no proper provision has been made at home for uninterrupted, quiet evening study, it is not the child’s fault if, with 18 the end of the year, there comes the sad news that some subjects must be repeated or made up during the summer. or it may be that your daughter has wheedled you into permitting 21 her to go frequently to parties and neighborhood movies instead of using her evenings for study. Not only has her time been wasted, but her thought has been filled with cheap, sensational pictures that 24 create an atmosphere not conducive to mental or moral culture. Do you take pains to inform yourself regarding the type of picture she is to see and to take her yourself, or do you allow her to go with other 27 girls and boys, to see whatever may be offered to the sensation-loving public? Are you helping to establish her ideals, or do you leave that to the theatre, to novels of the day, and to her youthful associates? 30 What do you really know of her friends? Only that they are well- dressed, jolly girls and boys, or do you take pains to know their tastes, their habits, their language, and their standards? Someone speaks of 33 the present-day training of children as the “painless method.” Let us hope the pain is not simply postponed. a summer camp, if wisely chosen, a bit of countryside, sea-shore, 36 or mountain air under right conditions may offer much that is wholesome and attractive for the young people’s summer experience. The 54 VACATION PERIODS

1 girl or boy remaining in the city during the summer months needs to

be helped to make those months contribute to strength of character

3 and to the unfolding into richer and happier womanhood and

manhood. The girl whose mother and father are wise enough to make

the summer a time of close companionship and happy outings with

6 their daughter will come to her school at the fall term with an open

thought and a wholesome enjoyment of her work which will make her school year a delight to herself and to her teachers. The daughter

9 of such parents will share the home responsibilities and see to it that

Father and Mother have a real vacation. A boy who is encouraged to take upon his young shoulders some of 12 the house duties assumed by Mother and Father during the school year will be more appreciative of his parents’ sacrifices in his behalf. And if he is old enough to take a business position and earn a small 15 salary under wise supervision, he will learn more of the value of striving and the joy of accomplishment. What he obtains through his own honest efforts will be far more than the money paid for his 18 services. When the weekend comes, help the boy to get the most out of his free days. Make yourself so companionable to him that his greatest 21 pleasure will be to include you in his fun. Let the weekends be happy family outings, inviting other young people occasionally to share your fun with you. 24 Let us all pray for wisdom and unselfishness in planning our summertime. Of Special Interest to Parents 55

Right Relationship: Founded on Principle

Much later still, at the time, actually, when the College had just made its move to the Elsah campus, and the Lower and Upper schools were adjusting to the greatly expanded space now available to them, the problem of the right relation ship between parent and student was still of major concern to Mrs. Morgan. At a parents’ meeting toward the end of the school year (June 4, 1935) she made another significant contribution to thinking along these lines.

n The Christian Science Monitor of May 17, 1935, there 1

appeared the first of a series of twelve articles, entitled Q“ uestioning IYouth.” I would recommend to every parent and teacher a careful 3 reading of each of these articles. No doubt most of you have read them as they have appeared.

There is much food for thought in youth’s viewpoint on vital 6 questions which are agitating the world today. The questions the young people ask! If they will only ask their questions of those wise enough to answer helpfully and courageously, 9 we may feel greatly encouraged, but what of the questions they ask themselves but find no one to whom they dare voice them? Parents and teachers who live close to the young people in their 12 care are given much food for thought in the type of questions stirring in the thoughts of youth today. if our relationship with these girls and boys is what it should be, 15 they will talk freely with us of the problems that present themselves and also of their own hopes and interests in life. At least, they will do so if they find in our response to their questioning something of suf- 18 ficient value to feed them or if they find in us an honest, intelligent, sympathetic readiness to consider with them these fundamental problems of human experience. 21 These questions include economic, political, social, marriage, and religious problems with which humanity is struggling — apparently in the dark — at present. 24 The mother or teacher who is shocked or embarrassed by some of these questions may answer somewhat in this fashion: “Why do you 56 RIGHT RELATIONSHIP: FOUNDED ON PRINCIPLE

1 think about such things? They are indecent and should not concern

you at your age. I knew nothing about such things when I was a girl.”

3 or if Dad is approached by his son while reading the morning

paper, with a demand to know what Dad thinks of our responsibility

in purifying politics, what is too often the reply the boy gets? Is it not

6 apt to be, “Oh, I don’t know. I haven’t had time to think much about

it. I’ve been too busy making a living. Things are in a frightful condition, but I guess they will work it out in some way.”

9 if this is your response to honest questioning, I’ll venture to say

you will not be troubled further. Your girl will turn to other sources

for satisfaction — generally to some older, more sophisticated young 12 person who is only too glad to give information, which information is likely to be of an unwholesome type. Your boy feels that he must have someone to talk with. He turns 15 elsewhere, and too often he encounters those who are most willing to talk of the “mistakes of our government,” “the corruption of the administration,” the “domination of capital,” etc. And so the sugges- 18 tions of suspicion and fear are sown because the boy has not been led to look at all sides of the question, and has accepted only an exaggerated, personal viewpoint which fosters the seeds of commu- 21 nism and revolution. Who is responsible for the boy’s failure to get a sane, strong sense of his responsibility as an American citizen and of his own opportu- 24 nity to serve his country? Let us look at the influences that are at work to undermine our children’s morals through a more intimate acquaintance with human 27 passion, social scandal, dishonesty masquerading as cleverness, and general unwholesomeness. Movies, novels, the press — all teem with that which feeds the lower nature. What are home, school, and college 30 doing to counteract such destructive influences? How much real home life is there in the world today? Have we ceased to provide a home atmosphere that is more attractive to our young people than are cheap 33 shows and questionable companions? Children will find something to do that interests them. If parents and teachers do not provide that something, the devil will. 36 We should not be dismayed because our children are wide-awake enough to see and hear what goes on in the world about them. Of course they ask questions. Why shouldn’t they? And we should be Of Special Interest to Parents 57

grateful if they ask those questions of us. Let us keep our relationship 1 so close and our own thought so alert to the live questions of the day that our children will naturally turn to us for honest information and 3 satisfaction. And may they find their questions wisely and frankly considered!

There seems to be a tendency to go to extremes in our human 6 relationships, particularly with our children. We take too much or too little responsibility. Too much, when we leave nothing for their

Father-Mother God to do. Too little, when we are not watchful 9 human stewards of the work which God expects of us, but are inclined to let God do our work for us. We have a most precious and sacred responsibility toward those for whom we have assumed the 12 relationship of parents. If we realize but feebly what human parent- age really means, how can we fulfill that relationship acceptably to our heavenly Parent? 15 No duty demands more consecration and wisdom than that of bringing up and educating our children. Meeting their physical needs is important and should be a matter of scientific demonstra- 18 tion — but how insignificant when compared with their moral and spiritual nourishment! Do we want our children to be thoroughly fortified to successfully 21 encounter and solve the world’s problems which every young man and woman will have to contact when he or she goes out from the shelter of home into broader activities? What can we do for them 24 that will best prepare them for real life — a life of useful service and strong purpose? in the first place, cannot we inspire them with a desire to serve? 27 Even our little children can learn the joy of serving — serving that means sacrifice of self. Do we let them learn the spirit of self-sacrifice, or do we take great pains to see that they do not have to sacrifice any 30 selfish pleasure?I f so, are we not depriving them of something that would be of great value to them? And what do they learn in the home about right government and respect for law? In a Lincoln’s Day 33 address, Mr. Charles Hughes once said a pertinent thing: “The first lesson in civics is that efficient government shall begin at home.” This generation falls heir to troubled world conditions. The solving 36 of these complicated problems will depend largely upon the wisdom and courage of the youth of today. Are we helping them to gain the 58 RIGHT RELATIONSHIP: FOUNDED ON PRINCIPLE

1 stamina, perseverance, and courage necessary to cope successfully

with such conditions? Or are we weakening their characters through

3 personal indulgence and unwise protection — doing their work for

them or shielding them from the consequences of their own willful

mistakes?

6 at Principia we are trying to help our girls and boys to stand on

their own feet — to think things through for themselves from the basis of unselfishness, to use their knowledge of Christian Science in

9 making decisions, and we try to help them to understand so clearly

and simply how to do this that they naturally turn to divine Principle

and find a solution for each problem that presents itself. When they 12 fail to utilize the knowledge they have, we think it wise to let them learn the result of wrong thinking. We have seen great character growth from this kind of training. 15 one of the important lessons learned at Principia is that of being only one of a large family. Consideration for each other, unselfishness, humility, group spirit, sportsmanship, and team play are some 18 of the valuable lessons learned in our family life. These are lessons that men and women need to make their own in all walks of life. We need to learn to live together — “to live and to let live.” The failure to 21 learn such lessons is responsible for the disunity of the nations today. how can we or our children aid in the establishment of permanent peace on earth unless we are learning those lessons that make for 24 peace? Our hymn tells us that “Peace [is] the fruit of conquered sin” (Christian Science Hymnal, No. 276); it is the result of overcoming selfishness, impatience, anger, envy, hatred, covetousness, and pride, 27 and replacing them by love to God and all mankind. If we would help to end war among the nations, we must learn to subdue a warlike spirit in our own consciousness. We must learn to love our 30 fellowman and to see in him our brother. Are we not all children of one heavenly Father?… When you do not entirely agree with something that has been 33 decided for Principia by its Board of Trustees or its administrative office, you can most effectively help by refraining from forming an opinion about the action until you have been thoroughly informed 36 as to its purpose. Then, if you still do not agree, is it too much to ask that you refrain from discussing the matter with anyone except with those who have the matter in charge? Constructive criticism is Of Special Interest to Parents 59

always welcome, but criticism that is not of a constructive nature 1 makes our work unnecessarily difficult and accomplishes no good for Principia. 3

We are earnestly striving to listen for God’s guidance and to be obedient to His will. We ask your metaphysical support in the demonstration of wisdom for the conduct of all the affairs of 6

Principia. It is our school, not “yours,” “mine,” nor “theirs,” and it is the privilege of every parent and faculty member to assist in this demonstration to the best of his scientific understanding. 9

We are very grateful to the many parents and friends whose strong metaphysical support we feel and who are effective in correcting misunderstandings and in establishing a correct estimate of Principia 12 and its work. There is vital — I may say desperate — need for loving, intelligent cooperation between teachers and parents today in the interest of 15 their children’s education for true leadership in those bigger life problems which only Christian Science can solve. Surely the parents and teachers who are active Christian Scientists 18 can find inspiration in their work together from the thoughtful study of Science and Health. That textbook elucidates the Principle and rules of Christian living and makes the Sermon on the Mount the 21 basis for true unity and world peace. “The Sermon on the Mount is the essence of this Science…” (Science and Health, p. 271). However, the work must begin with the individual, continue in the family, and 24 finally extend to the nation — all nations of the world — until true brotherhood is demonstrated and God’s word enriches “the affections of all mankind” (Manual of The Mother Church, p. 41). “And the work 27 of righteousness shall be peace; and the effect of righteousness quietness and assurance for ever” (Isa. 32:17). Therefore, right thinking will be the saviour of the world. The greatest good we can give our 30 children is the training in right thinking, the establishment of thought in Principle.

Section Ii

Primarily Intended for Teachers and Other Members of the Staff 62 Education at The Principia

Excerpts from the Prospectus of 1900

From the very beginning the general outlines of the Principia idea were clear in Mrs. Morgan’s thought. Following are excerpts from the 1900 Prospectus for the School, which she wrote.

1 ducation is not an accumulation of facts but an unfold-

ment of ideas. Gain the principle underlying any work, and 3 Eyou find it to be a reflection of infinite Principle, which is the foundation of all true Being…. Pupils are taught to do their own

thinking. They are assisted in this only by having the principle made

6 clear to them. From this foundation they must work to build the

superstructure…. To obtain a clear apprehension of basic principles — a perception

9 of logical unfoldment of idea — means searching, faithful work on the

part of both teacher and pupil. Nothing superficial nor mechanical

can stand against such work. 12 The question at The Principia is not only what to study but also how to study. Pupils are led to regard recitation as a place to bring ignorance to be healed, and the study room as the opportunity to 15 work out things uncovered in recitation. To sum it all up: The pupils of The Principia are taught to think, to reason, to perceive, to act. Whatever study, whatever textbook, 18 whatever research, whatever discipline will be conducive to this end, must be made a matter of constant looking to divine guidance on the part of the faculty. The results so far are clear evidence that the 21 way is true.

Primarily For Teachers and Other Staff Members 63

Excerpts from the Minutes of an Early Teachers’ Meeting

Of the early teachers’ meetings held at The Principia, there remain, usually, but minutes taken by one of the faculty members and representing only summaries of the remarks made by Mrs. Morgan and others. Excerpts of the minutes of meetings held in 1907, 1908, and 1909 include these summaries of comments made by Mrs. Morgan.

he Principal spoke of the mental work required in the 1

school and called attention to the ways in which the claim of Tmortal mind would try to affect the school’s methods and 3 standards. She spoke of Principia’s high purpose — to establish in its pupils right thinking and a love for and an understanding of the power of Truth — and of how the school differs from others. Error 6 will try to make us lose sight of this high purpose, will try to make the work mechanical, whereas our pupils should be taught to bring out the spirit of their work and its truthful meaning. Teachers must 9 get their own thoughts right, and they will then find that work with the pupils is not difficult.I f we have done and said all that we know, then we must know how to say more by living closer to God. We 12 should work more closely with each individual pupil and bring up the seemingly careless ones. Mrs. Morgan spoke of the necessity of never attaching error to person. We should work impersonally and 15 listen to the voice of divine wisdom. it lies with each individual to do his own thinking from a right basis; consistency is absolutely necessary. 18 We should not lose sight of the school as a whole; we should not just see our own little work, but must get a broad, comprehensive view of the whole work. To see the school grow, we must see it 21 from the right standpoint and retain this standpoint, not sometimes see it right and sometimes see it wrong. This work is absolutely necessary. 24 if we want to bring out certain things with the children, we must live them in our own lives. Their growth does not depend on ours, but we can’t be channels through which help comes to them unless 27

64 EXCERPTS FROM THE MINUTES OF AN EARLY TEACHERS’ MEETING

1 we manifest Truth in our own lives. To talk at children accomplishes

little. We should talk with them, out of our individual experiences. In

3 this way we will get close to them. We should have high ideals for them

and for ourselves and must quickly correct our thinking when it is not

right. Only those who have a certain amount of self-knowledge are

6 ready to teach children. Obedience to God’s will should be our motive.

We should plan as much as possible for the whole school, since we get a better grasp of the work this way. To consider everybody is

9 good discipline for us, broadens our thought. There is a necessity for

greater breadth of thought. Do not become narrowed within your

own immediate duties. The question of time often comes to us. No 12 work is given us unless we are at the same time given the opportunity to accomplish it. The work of the teachers in The Principia is not just that which 15 would be termed excellent work anywhere, but goes a great deal deeper. To be most helpful, we must know what our relationship to the school is. Principia belongs to one person as much as to another. 18 What we need most is to keep from being self-centered and from being personal with the children. We should not put legitimate requirements on a personal basis but make them attractive because 21 they are right and in accordance with Principle. There seems to be too much settled satisfaction among the pupils and not enough intelligent discontent. There seems to be too much 24 satisfied apathy and not enough activity. There is not the spirit of inquiry that there should be. Perhaps the pupils are not given enough praise and blame. If the work is good, tell them so. If poor, 27 show them why. Try hard to have the children feel at home and yet preserve a proper amount of formality. We can give more freedom in a small 30 school of this kind than in a large school. Bring more home life into the school. Avoid anything that makes a pupil afraid of his teacher. Avoid red tape, and hold closely to essential rules and methods. Put 33 certain requirements on the ground of courtesy, and not so much on system or order. Older people are apt to think less of the courtesy due to the children than of that due older people. We must be just as 36 courteous and punctilious in keeping appointments with children as with grown people. Pupils fail sometimes to express courtesy Primarily For Teachers and Other Staff Members 65

because the teacher does not expect or require it. They judge us not 1 by what we say, but by their contact with us. They are shrewd and see a great deal. 3

We should avoid speaking sharply to children. If, in correcting them, we are tender in our hearts toward them, we get better results.

We can always have obedience, but we want loving obedience and 6 must work for this. We can achieve it if we look to the right source for the wisdom we need. We have no right to demand obedience merely because we are older and are teachers but must demand it because 9

Principle requires it. Help the children to see that we strive to demand of them that which is the highest and best. Leave in their hearts a sense of joy that the better ways of doing things were asked for. 12 While teaching our various subjects, we should desire to uplift and help the student to grow in every way. Avoid mechanical teaching. We must know the individual members of each class. Work to know that 15 the need in each case will be supplied. The main purpose is to develop character, to bring out the real child, God’s child. To be successful with any plan, everybody must be faithful to it. 18 We must impress on ourselves the necessity for real cooperation. Here mortal mind tries to get in its work, and the teachers forget that there are certain plans everybody is asked to carry out. If we 21 think we have more than we can do, then we are taking on some work that God has not given us. To listen and obey is the chief lesson we need to learn. Lack of obedience to the established plan is our 24 trouble. Many things fit in harmoniously as we learn obedience. We teach through example. If we see selfishness, impatience, etc., manifested in those with whom we come in contact, we can help them 27 only as we overcome these errors in ourselves. In proportion as we grow in the understanding of what Love is, our healing work will be done. It isn’t emotional; it results from Principle in action. When we 30 think of the infinite patience of divine Love and then frankly face any impatience in our own thinking, we will see that there is much for us to do. 33 We have no right to interfere with the thought of the pupil through any metaphysical work for him unless asked for it. But we should keep our own thought right concerning each one. To go before a class 36 and make a reality of stupidity, etc., is nothing short of malpractice. 66 EXCERPTS FROM THE MINUTES OF AN EARLY TEACHERS’ MEETING

1 All we can properly do is to correct our own thought about the pupils.

Refuse to believe in stupidity, disorder, disagreeable disposition, etc.

3 This kind of impersonal work we have a right to do.

Primarily For Teachers and Other Staff Members 67

As a New School Year Begins

A talk to staff members, October 2, 1932, shortly after the staff had reassembled for the fall quarter.

n thinking about this homecoming, I have been asking God 1

to show us our special work for the coming year. And I feel sure Ithat all of you have been praying for wisdom to enable you to see 3 your work aright and to do it in the best possible way.

it is a matter for the deepest gratitude that we know not only that

God gives us our work but that He supplies the intelligence, the 6 strength, the wisdom, the power, and the grace to accomplish it. There are no “jobs” in Principia. Each worker is here to serve God in any way that He may direct, and each one takes his post (I like that use 9 of the English word post) with the assurance that God has placed him. I looked up the word one day in the Oxford Dictionary and found “post” to mean “one of a series of men stationed with horses along the road at 12 intervals, the duty of each being to ride forward with letters to the next stage,” also “a place where a soldier is stationed” — a “place of duty.” In defining obedience Mrs. Eddy said it means to be “Never absent from 15 your post, never off guard, never ill-humored, never unready to work for God” (Miscellaneous Writings, p. 116). In Principia each post is one of a series, demanding intelligent cooperation with every other, 18 absolute obedience to the plan of the whole, and joyous willingness to serve God, however He may direct. There can be nothing narrowing nor stilted in such work, as one post is just as important as another to 21 the whole plan. One’s particular duty will be just as big as his thought of it will permit. i wonder if the specific work for each of us this year may not be to 24 grow in bigness of thought — and in grace. at the beginning of each year, when I see our young people coming to us from far and near, I am impressed anew with the sacred respon - 27 sibility that God has vouchsafed to us in permitting us to undertake the training of these girls and boys. What have I to teach another? Only what I myself have learned. 30 My ability to impart will be in proportion to my own receptivity and utilization of that which is of value in my own experience. 68 AS A NEW SCHOOL YEAR BEGINS

1 Intellectual food can be imparted only by one who has achieved

scholarly attainments. Important as this phase of the work is, it is

3 only one phase of education. Spiritual culture is of greater impor-

tance and is regarded as first in value.

What is called intellectuality is not always intellectual culture.

6 We do not desire that our children shall become intellectual snobs —

the result of the cultivation of the intellect alone without the refining graces of Spirit.

9 if I have a precious stone and place it in a brass or tin setting, it

will have the appearance of colored glass. So, rich intellectual gifts,

unaccompanied by the graces of Spirit, lose their value. A “diamond 12 in the rough” is not as desirable as one that has been cut and polished by an artist. Sometimes we find people who rather scorn the cultivation of 15 refinement of speech and conduct, deeming it to be artificial and unnecessary. They feel the only important thing to be the attainment of sound intellectual knowledge. But a true scholar does not make 18 that mistake. His thought is bigger and more discerning and far- reaching. He knows that the possession of mere human learning, even though it is in itself of inestimable value, is greatly enhanced by 21 a beautiful setting. The dictionary says, “A scholar and a gentleman is a person of good education and breeding.” A true scholar is always a gentleman 24 or a gentlewoman. Refined speech, delicacy of thought, unobtrusive manners, unselfish consideration of others, and exquisite courtesy, the result of real love for others, are some of the graces of Spirit that 27 distinguish the scholarly individual from the crude person who has simply a fund of information to give out. at Principia let us treasure the manly and womanly graces and 30 impart them to our youth through our daily intercourse with them in the classroom and elsewhere. Christian courtesy is a beautiful asset in an individual. It comes 33 from a heart that responds to that Scriptural injunction implied by the words, “in honour preferring one another” (Rom. 12:10). It never intrudes, never wounds the delicate sensibilities of others, never fails 36 to feel another’s needs, never asserts itself to the discomfiture of others, always puts the awkward and diffident at ease, and brings out the best in individuals. Primarily For Teachers and Other Staff Members 69

a raucous laugh, strident tones in conversation, a crude sense 1 of humor bordering on the vulgar, as well as disregard of the other niceties of social intercourse may not be the most important errors 3 to correct in our children, but they brand the individual as only partially educated.

i have come in contact with Principia graduates who have con- 6 ducted themselves very well while at school, because they have been obedient to established rules of conduct. But through failure to see the importance of refinement of thought, manners, and speech at 9 all times, they have slipped into serious crudities after leaving

Principia. They seem to have left good breeding behind them with their school books. I occasionally have been shocked at some exhibi- 12 tions of common speech, meager attempts at expression of thought, discourteous and inconsiderate manners in the presence of their elders, and a general absence of any appreciation of the refined 15 amenities of life. Such cases are in the minority, I am glad to say, but how can we correct this tendency? Can it be that we teach these things only as a requirement of 18 Principia rather than as an essential of Christian manhood and womanhood — Christian breeding? Principia education should mean the education of the whole man — physically, mentally, 21 socially, and spiritually, as well as intellectually. This can be accomplished through athletics, sports of various kinds, academic training, association with each other under refined social conditions, and 24 above all, through the unfolding of the spiritual nature in the daily practical application of the teachings of the Master. Specific work needs to be done for bigness and fineness of thought. 27 In working to demonstrate bigness of thought, let us remember that it was the Master’s gentleness that made him great, and that gentleness consisted in his impersonal thought, his freedom from self — 30 his wonderful humility, always seeing his Father as over all, and All. Jesus was always listening, and therefore he met the human need of all who came to him. 70 Education at The Principia

Our Real Vocation

At a staff meeting on March 11, 1932, Mrs. Morgan introduced a discussion on vocation with the following comments. The reading was from the Bible:

Eph. 4:1–7, 11–16

1 hat is our vocation? St. Paul suggests that it is to

“grow up into him in all things, which is the head, even 3 W Christ” (Eph 4:15). Paul was speaking to men of divers occupations — fishermen, sailmakers, carpenters, merchants, etc.,

but he recognized but one vocation for all of them, regardless of

6 their occupation. Evidently he regarded all men as having the same

vocation, that suggested in the verse quoted: to “grow up into him in all things, which is the head, even Christ.”

9 The one important business is to find and express the real man.

All else is subordinate to this end, and this is being about our

Father’s business. Metaphysically, the avocation too often becomes 12 more important than the vocation, while it should be only one of the activities through which our vocation may find expression.I t is our business as Principians to bring into manifestation the true 15 education. This we can do through our various occupations as teachers, housemothers and masters, stenographers, bookkeepers, housekeepers, etc. — but let us never let the occupation or avocation 18 supersede the vocation in importance. It is quite necessary to keep our thoughts clear on this point. Fidelity to one’s occupation is most commendable, and the more 21 loyal one is to his Father’s business (which is man’s real vocation), the more successful he is apt to be in his avocation. Your avocation may change, but your vocation never changes, for 24 it is learning to live — to “grow up into him in all things.” Sometimes it may be wise to change one’s occupation. Because you have done one thing well for several years, do not fear to let go and take on other 27 duties when wisdom directs, for this may be the means of “enlarging your borders” and keeping you from getting into a rut. We must be careful not to let our tasks own us, for then they become a law of 30 limitation to us. Make it your business to serve God in any way He

Primarily For Teachers and Other Staff Members 71

may direct. Do not outline the way in which you may serve. Let your 1

Father do that. We “can never lack God’s outstretched arm so long as

[we] are in His service” (Mary Baker Eddy, Message to the Mother 3

Church for 1901, p. 1). If mankind understood what their real business is, there would not be so much fear today of losing jobs.

in our human experience with changing customs and conditions, 6 the time comes to all of us to change our viewpoints and demonstrate progress. Sometimes this can be effectively done right in one’s usual environment. Again, a change of occupation helps to enlarge one’s 9 vision. Never consider that one particular position belongs to you. It belongs to you only so long as you can do the work better than can anyone else and only so long as the work blesses you. When either 12 condition ceases to be, you may change your avocation, but hold on steadfastly to your vocation. 72 Education at The Principia

A Letter of Inspiration and Encouragement

In the early part of 1944 (February 12), when the Second World War was grinding on toward its conclusion, and war weariness was evident in many aspects of the general human picture, Mrs. Morgan sent out a letter of inspiration and encouragement to her “fellow Principians” — by which term she obviously meant her fellow workers on the faculty and staff of The Principia.

1 Elsah, Illinois

February 12, 1944

3 My dear fellow Principians,

i am thinking today of the wonderful opportunity that God is

offering to Principia at this time. What do you see as the great privilege

6 available to us today?

We stand at this moment on the threshold of glorious accomplishment for the Cause of Christian Science. It depends upon you and

9 me whether or not Principia is able to fulfill God’s purpose for this

work at this time.

are those of us now engaged in demonstrating true education for 12 the young Christian Scientists of this era big enough to lead thought into higher realms of thinking? The higher education demanded by Christian Science is based upon strict adherence to and practice of 15 the basic teaching of Christian Science — “perfect God and perfect man” (Science and Health, p. 259). There can be no demonstration of Truth on any other basis, and any failure to abide strictly by this 18 Truth weakens the demonstration of true education and is false to our declared purpose of being of service to the Cause of Christian Science in truly educating the young people of our Cause, for we 21 teach more by our lives than by what we say. how many times a day does error tempt you to think imperfection instead of perfection — to think person instead of man? How many 24 times a day do we fail to “judge righteous judgment” (John 7:24) when aggressive mental suggestion tempts us to think unlovingly or critically of our fellow workers? “Your influence for good depends upon the 27 weight you throw into the right scale. The good you do and embody

Primarily For Teachers and Other Staff Members 73

gives you the only power obtainable” (Science and Health, p. 192). 1

in Isaiah (26:9) we read, “…when thy judgments are in the earth, the inhabitants of the world will learn righteousness” (right thinking). 3

Is not this the true education which our Leader says is making one

“not only know the truth but live it” (Miscellany, p. 252)? When we, as

Christian Scientists, refuse to judge according to sense testimony but 6 rather base our judgments on spiritual evidence only, we shall be ready truly to educate the youth of our Cause. But not until then have we earned the right to claim for Principia that it is a service to the 9

Cause of Christian Science. When we establish our own thinking on a spiritual basis, we shall be prepared to engage in the real character building claimed for Principia. 12 “On earth peace, good will toward men” (Luke 2:14), sang the angels heralding the birth of the infant Messiah. What will post-war Principia offer the children of Christian Scientists that will insure for 15 them the peace which the angels proclaimed? Good will unto men must be first demonstrated in our relations with our fellow workers before it can reach out to the whole world and be instrumental in 18 bringing peace between nations. our Leader said prophetically in Miscellaneous Writings (p. 61):

The education of the future will be instruction, in spiritual Science, against 21

the material symbolic counterfeit sciences. All the knowledge and vain 21 strivings of mortal mind, that lead to death, — even when aping the

wisdom and magnitude of immortal Mind, — will be swallowed up by 24

the reality and omnipotence of Truth over error, and of Life over death. 24 i would not have you think that I am unmindful of the steps that have already been taken in preparation for the higher education that 27 Principle is now demanding of us, but what has been accomplished is not sufficient.O ur thoughts must be open for the greater demands that are upon us for deeper work and truer adherence to our basic teaching. 30 Let us not miss the reward of consistent scientific thinking and living. With sincere appreciation and gratitude for faithful work already accomplished, 33 Ever your friend, Mary Kimball Morgan 74 Education at The Principia

The Principia: What Is It to You?

At sometime in the year 1925–26 Mrs. Morgan prepared a talk to be given at a staff meeting. Following is the text of this paper as it appears in pencil notes in Mrs. Morgan’s handwriting in one of her notebooks.

1 t is true that each individual largely makes the little world in

which he lives. If your world is not satisfactory, it is you alone 3 Iwho can improve it. Your world is wholly mental. The outward experiences and environment are largely your own beliefs objectified.

It is not a matter of declaring the truth in so many words but declaring

6 it in the heart and daily living which enables one to bring harmony

into expression where a belief of discord and dissatisfaction seemed to reign.

9 What occupies your thought when you think of your brother

man? Do you think of him as a person, with agreeable and, possibly

more often, disagreeable traits? Are you critical of his ways, envious 12 of his success? Do you see him, at times, as your friend — more often as your enemy? Do you see man or person in your mental universe? You will have to live in the kind of a universe you make for yourself. 15 If your universe is God’s universe, it is governed by Love and filled with ideas of Love, who live together in perfect harmony, reflecting the Mind which is Love. 18 if consciousness is filled with a false sense of the universe and man, that false sense will be objectified, and such a one would make for himself a hell out of paradise. The most beautiful conditions 21 would seem to him hideous. Friends would appear to him as foes. God’s choicest blessings would be perverted in his false imagination until they would array themselves as visitations of wrath. For as a man 24 “thinketh in his heart, so is he” (Prov. 23:7). One can believe himself to be a martyr, an unfortunate sufferer at the hands of his fellowman, and live in that atmosphere outside the sunlight of God’s presence, 27 a miserable, unhappy, suspicious, envious human being, who shuts himself away from God’s tender love; or by refusing to accept such lies against God and His child, one can transform hell into heaven. 30 Principia — what is it to you? are you keeping the perfect model before your thought? Are you

Primarily For Teachers and Other Staff Members 75

insisting upon it — day and night — even when the suggestions of 1 malpractice hold before your senses possible unfriendliness on the part of other workers, inconsideration on the part of the administra- 3 tion, discouragement because of self-mesmerism, or any one of a hundred such lying suggestions? Do you recognize it as malpractice, or do you think of it as “person” or “conditions” — as “himself” or 6

“myself”? Principia is to each one just what he is accepting in his own thought as “Principia.”

You may say, “If I see mistakes made by workers in Principia, am 9

I to blame? Am I at fault because I see it?” Yes, if you see it as reality, if you gossip about it and hold up that mistake for others to look at and accept as reality. 12 if you love Principia as a work which is established to bring the Christ-consciousness to the thoughts of the children of Christian Scientists, you will help to demonstrate that high purpose by mini- 15 mizing every attempt of error and by magnifying good only. God has called us to a sacred mission. Shall we fall into the hands of malpractice and be hypnotized by the suggestions of the enemy, until we 18 become tools to undermine, all because we can be tempted to think personally? Learn to recognize what is talking. Learn to say promptly, “Get thee behind me, Satan” (Mark 8:33). 21 The Principia, as a divine idea of education, is already perfect, always has been, and always will be. As a human conception of that divine idea, it must be demonstrated by thought which is clear 24 enough and self-effacing enough to keep the perfect model always in consciousness, no matter what the attacks of malice and hatred of that divine conception may devise. 27 Many workers have fallen by the way; many have stood like grand and noble sentinels through the subtle and aggressive attacks of the foe. We are being tried and sifted. God grant that we may be 30 awake to hear the still, small voice of guidance. My daily prayer is that I may prove worthy to continue to have a helpful part in this demonstration, which should be of inestimable value to the Cause 33 of Christian Science. That The Principia has met with the measure of success to which it has attained today means that many have stood their ground well. 36 Many have loved God better than they have loved self. They have kept the vision before them. Each year “makes its demands upon us for 76 THE PRINCIPIA: WHAT IS IT TO YOU?

1 higher proofs rather than professions” of loyalty (Science and Health,

p. 233). If the idea “Principia” is to be more truly brought into mani-

3 festation each year, those upon whom the human demonstration

depends must rise into higher, holier consciousness of man and must

see their work to be reflection only. Primarily For Teachers and Other Staff Members 77

The Purpose of Principia

At some period after the establishment of the College, Mrs. Morgan felt a need for inculcating a greater willingness to make sharper demands on the college students than the faculty were at that time making. Her (undated) paper on the subject, “The Purpose of Principia,” follows.

he most important work that Principia has to do is the 1

development of character in the young people committed to Ther care. What makes a beautiful, strong character? Is it not the 3 elimination of those qualities which are unlike the One “altogether lovely” (Song 5:16), and the unfolding of the divine qualities — the image and likeness of God? In other words, it is the constant erasing 6 of the counterfeit and the bringing into expression of the real. Good demands of man obedience to the Principle of his being, in order that he may live and fulfill God’s purpose concerning him — which is, 9 that he shall reflect God, good.

There is no success in life outside this obedience to Principle. If our purpose is to teach these young people to live truly — to live 12 skillfully, that is, successfully — we must teach them to recognize and obey Principle. The mathematician knows that disaster is bound to follow a single 15 disobedience to the principle of mathematics. The same is true of disobedience to the Principle of all true being. Accuracy in thinking is the vital lesson to be learned in Principia, not only in the classroom 18 but on the campus and in the home life. If that purpose is not kept constantly before the thought, Principia is failing in its purpose, and our young people are being trained in carelessness, indifference, 21 and slipshod methods of thinking and living. if the teachers of mathematics are sometimes exact in their training and sometimes lax, their students will never develop into 24 mathematicians. If a pupil is not trained to understand the principle underlying his work and to base all his reasoning on that principle, he will be a poor exponent of that subject. 27 as Christian Scientists, we have been taught that all poor work must be “effaced or rectified” (Science and Health, p. 240). Every thought not in line with Principle must be corrected in order to 30 obtain scientific results. 78 THE PURPOSE OF PRINCIPIA

1 What excuse have we for any lack of earnestness in making clear

the demands of Principle and in holding our young people to them?

3 The teacher of mathematics does not say, “Now this is the way this

should be done, but I can’t insist upon these girls’ and boys’ doing

it, as they are old enough to work the problem out in their own way.”

6 Then if, having refused guidance, the students fail in the solution of

the problem, shall the instructor wash his hands of responsibility and refrain from making the necessary correction, because the

9 students happen to be college men and women?

The same purpose obtains throughout Principia — the purpose

of training in accordance with Principle, regardless of age or sex. 12 if the lesson of obedience to right has not been learned in infancy, it should be taught in the next stage of growth. If it has not been learned in the high school years, let us endeavor to teach it in the 15 College. Remember that the longer that lesson is postponed, the more severe is the lesson and the more difficult the accomplishment. What is not learned in youth as a simple duty becomes a hard task in later 18 years. What do we owe these youths — to indulge them in false habits, or to stand by, firmly holding them to that which makes for success and happiness in manhood? 21 The only difference between our training of the little child and of the college student is in our method of approach, our presentation of the matter. The same adherence to principle must be taught 24 whether the subject is lower school arithmetic or college algebra. We can use more mature methods, as a rule, in dealing with the older pupils. We can give them more rope and expect a more mature 27 response. But do not let go of your end of the rope, although you need not let that be as evident as with younger children. However, when occasion demands, or when there is a tendency to run away 30 with the rope, a sharp pull is quite essential to the training. Sometimes an adult thinks that girls and boys will like him better if he refrains from saying no to them. In other words, he prefers to 33 have someone else at the end of the rope to jerk it when necessary. Mrs. Eddy says that “…people like you better when you tell them their virtues than when you tell them their vices” (Pulpit and Press, p. 15). 36 But what is the purpose in our hearts as we work with these young people? Is it to train them to like us, or to train them to love and obey Principle? In later years — yes, and I believe now — they respect more Primarily For Teachers and Other Staff Members 79

the one who lovingly holds them to duty well done. In their self- 1 indulgence, they show fondness for those who are easy with them, but the lifelong friend is the one who loves them too well to excuse 3 error in them. We can never heal error in ourselves nor in others while excusing it. Our work in Principia must be a healing work. 80 Education at The Principia

Forty Years of Progress

A very important and comprehensive discussion of the progress of The Principia to date, and the areas in which improvement was needed, was presented in a paper which Mrs. Morgan read to a staff meeting held on the St. Louis campus May 21, 1937.

1 orty years ago this institution came into being. Little did I

realize at that time that forty years later I should be facing you 3 Fhere today or that I still should be engaged in the educational work which was then commenced. As I look back over that long period

of time, my heart is filled with gratitude for the constant evidences of

6 God’s guidance and protecting care that have sustained this work and

that have given me the courage and strength to carry on. as we realize that forty years have passed since this work began,

9 our thoughts will turn quite naturally to the fact that the children of

Israel were required to spend forty years in the wilderness before

they reached the Promised Land. As we read the history of those 12 seemingly tragic years when they so courageously pushed forward in obedience to God’s guidance, we marvel at their courage, their loyalty, and their consecration to their task. In that little band there must 15 have been many changes among the individual members that first set out to find the Promised Land. Children were born and reached maturity — and it is probable that some older men and women of 18 the original group found it impossible to complete their journey. Those who finally reached the Promised Land must have been quite different indeed from those who commenced the journey. Such indi- 21 vidual changes were important at that time, but the example that has inspired mankind for many hundreds of years is not to be found in the record of individual heroism and obedience but in the solidarity 24 of the group. For it is in their united loyalty to God, in their obedience to His leadership over so long a period of time and under such dis- tressing conditions that mankind today finds inspiration to noble 27 deeds in the example of the children of Israel. During those forty years, there undoubtedly were doubts, dissen- sions, and individual failures, and still the goal was ultimately 30 achieved. We think of the members of that band not as individuals

Primarily For Teachers and Other Staff Members 81

who deserve our praise and gratitude; we think of them impersonally 1 as the “children of Israel,” a faithful, loyal, united band. Their example does not lose its force for us because we do not know them all by 3 name and can never know of the individual sacrifices or the individual conquests over sense and self that made possible their great demonstration. But we do know that a substantial number of that group 6 must have held clearly and consistently to the conviction of the rightness of their task and to the meaning of true obedience and true loyalty. Through their examples and their unfaltering consistency, 9 they were able to communicate their great ideal to the less sturdy members of the group and especially to the younger people as they became old enough to understand and to bear their portion of 12 responsibility. The mere figure of forty years has no necessary significance for us. But as the one who has been responsible throughout these forty 15 years for the leadership of this great work of ours, I feel the time has come to talk to you quite frankly and to try to help you to see more deeply than some of you now see, the value of this work that we are 18 doing together. as in the days when Moses led the children of Israel, there are perhaps too many of our daily tasks that deteriorate into monotony 21 and routine and then lose significance. Words of advice and counsel are but partially received by some of us and are sometimes quite ignored, even though the importance of such counsel has been 24 emphasized. Perhaps circumstances such as these account for the fact that we still seem to lag behind our opportunities. There are too many individual demonstrations in our group that must move 27 forward more rapidly if those upon whom additional responsibilities should fall are to be ready to assume them intelligently when the call comes.… 30 Some of you have been here many years; quite a group of you who face me today have served Principia as members of its faculty and staff for a quarter of a century or more! An even larger group has 33 served for more than ten — a long life if measured in today’s terms for individual service in any one institution. And there are others of you who had your schooling at Principia and who have married 36 within our Principia family group and established your homes within the borders of our work. Through close association with each other 82 FORTY YEARS OF PROGRESS

1 and through unselfish give-and-take in support of our common task,

you have achieved a very fine spirit of group loyalty and of consecra-

3 tion to a common purpose. But, as in the days of the children of Israel,

there are those in our group who are readier than others to follow

guidance, to hear advice and counsel with the inner ear, and to bear

6 the seeming burdens of colleagues not quite so well prepared as they

themselves. but where is our Promised Land? What does it mean to us? Is it

9 merely a change that came to one part of our institution when it

moved to the high bluffs above the great river at Elsah? Will it be

further realized when the Lower and Upper Schools are situated 12 in what may be a more advantageous position than they now enjoy for the conduct of their work? Is it to be discovered in the further development of more progressive methods of teaching in the Lower 15 School, the Upper School, and the College? Is it to be found in improved methods of business procedure or in the establishment of large endowment funds? Yes, and no. All of these evidences of 18 progress indicate a closer approach to right activity. But if we can be satisfied at any point with such evidence, and can let such desirable improvements become to us final goals in and of themselves, then 21 we are indeed short-sighted and uncertain and confused. Such evidences of progress are, after all, only partial demonstrations that should inspire and encourage us to better things. And unless 24 we are alert and truly wise and thoughtful and close to God in our thinking, such things may come to have an exaggerated value for us that is a menace to the larger purposes of this work. 27 again let me say that we Principians as such will reach our Promised Land to the extent to which we are capable of fully contributing to God’s purpose for Principia. Principia’s purpose has been 30 clearly stated for all of us to read and understand if we will. It is that of serving the Cause of Christian Science through the work we do together on behalf of young Christian Scientists. One of us may teach 33 in the Mother School at the very beginning of the educational process, which is the frame around which our work is built; another may take the place of father or mother in the Home Department, in 36 guiding our young people through the difficult adjustments that accompany the change from childhood to youth; others may have responsibility for the care or expenditure of our material means or Primarily For Teachers and Other Staff Members 83

for the housing or feeding of our great family; and still others will 1 have the task of lifting and inspiring the mental outlook of the young men and women of our senior college, who most nearly represent 3 the finished product of our work.

Whatever our tasks may be, the level of our individual demonstration as Principians can be measured only by the extent to which we 6 individually accept the purpose of this work as the fundamental, inspiring influence of our association with Principia; by the extent to which we are able to subordinate self in response to what we believe 9 to be the larger demands of this work; by the extent to which we evaluate our individual success at Principia only in terms of unselfish and intelligent service. The evidence of our collective readiness for 12 the task we have chosen to accept cannot be measured as one would measure the mercury column in a thermometer. Our individual and group responses to daily needs as they arise can alone tell us 15 whether or not we see this work in a big way and whether or not we are ready to go forward with it. as an educational community we are in excellent condition. 18 Many weaknesses that were apparent in all our units have, in the past few years, been greatly strengthened. Educationally, I am convinced that our work is thorough and worthy of respect and 21 that the faculties of each unit are alert, as a whole, to the need for continued growth and improvement. To be sure, the rate of improvement can be more rapid, but nevertheless, we have cause for great 24 gratitude and confidence in the progress that has been and is being made. With regard to Principia’s educational progress, I can say, “Well done!” And I could not say this if such progress were not a 27 living, growing thing. As to the business and financial phases of our work, in the improvement of our business procedures, in the development of 30 better and more economical ways of doing things, and in the wiser handling of our financial resourcesI again can say, “Well done.” There is no question but that this phase of our work is in excellent 33 condition. as to the development of a better expression of home life on both campuses, I believe much progress has been made. The atmosphere 36 in all four units of our Home Department is wholesome, and, best of all, I believe that our young people are learning to be better 84 FORTY YEARS OF PROGRESS

1 Christian Scientists. For the great majority of the children who

come to us, the experience of living in our dormitories represents

3 a very great opportunity. Indeed, I think I might say it is a great

opportunity for all who come.

as to the administration of our institution, I again am happy in

6 the conviction that there is better, wiser planning; that individuals,

committees, and faculties responsible for control in various departments, or for the institution as a whole, are working more and more

9 impersonally, with less friction and as the result of more prayerful,

scientific thinking.

and now, at what points in our demonstration are we not keeping 12 pace with the growth that I have just mentioned? I want to mention these, confident that the loyal and sincere people who hear these comments will know me to be appreciative of their splendid efforts. 15 If you have listened to the first part of this paper, you will know that, as the one responsible for this work, I am not blind to the strong individual demonstrations that have been made, nor unmindful of 18 the unselfish spirit that inspires this group as a whole. Nor amI unconscious of the progress that some of you who have been here many years continue to make as you lift your thinking to constantly 21 increasing demands. Nor am I uninformed as to the rapid adjustment to Principia’s needs that is being made by many of those who are still relatively new in their association with this work. 24 We are all in educational work. You commend your classes and the individuals of your classes for their success in achieving the goals which you, as their leader, are responsible for establishing. But as 27 teachers you find it equally important to point out unused opportunities that may be made to yield a rich return, to call attention to seeming failures, and to criticize constructively any activity that does 30 not measure up to the desired standards. May I say at this point that administrative officers and department heads throughout the institution are responsible for leading their 33 groups in much the same way as that in which a really progressive teacher guides his classes. They will do for their smaller groups of workers what I am trying to do today for the entire faculty and staff. 36 Although our spirit and our procedures are democratic, and, although I hope they may always continue to be so, it is the function of the leader to inspire, to guide, to correct, and to criticize constructively as Primarily For Teachers and Other Staff Members 85

he helps the members of his group to bring their ways of doing things 1 and their thinking into harmony with the established policies and purposes of our work. That is why some of you have been asked to 3 occupy such positions; that is why I am here today; and it is through such leadership that a clearer understanding of Principia and its work, and of individual and group responsibility for the maintenance 6 of that work, is expected to pass from one to another of the members of this group.

and now may I make a few constructive criticisms. May I express 9 the hope that each one of you will hear what I have to say in the extent to which he needs to hear it; that each one may understand so clearly the purpose of my words that you will be neither overconscientious 12 nor unduly self-critical as you hear them, nor may you feel that my suggestions apply only to others rather than to you. I believe that each of us may gain something from what I have to say. All that is 15 necessary is to look within your own thinking and to see if there are in these suggestions any items which will bring release to you from limitation of any kind. 18 First, I feel you need a much clearer understanding that service to the Cause of Christian Science is the one underlying and vital purpose of Principia’s work! It is too frequently lost sight of in the 21 consumingly interesting business of running a school. We should not talk about this too freely, and certainly it should never be discussed sentimentally. However, if this purpose were sufficiently ever-present 24 in our thinking as the most important basis from which to work, the following would not, could not occur: (a) Science work and study would never be crowded out by the 27 press of unusual or routine duties. (b) our professional activities or personal hobbies would never seem more interesting and absorbing than the work necessary 30 to assure our own spiritual growth. (c) Even Principia itself, that is, the human organization through which we work, and its demands, could never absorb our atten- 33 tion at the expense of our growth as true Principians, which should be just another way of saying, as true Christian Scientists. (d) if we were working more spiritually, plans which we now strug- 36 gle to mature — and at the expense of some occasional friction — would slip into being as the result of the certain operation of 86 FORTY YEARS OF PROGRESS

1 the one divine Mind instead of representing the compromise

solution of a number of human minds.

3 (e) Physical illness and mental distress among the members of our

faculty and staff and student body would not be the problems

that they have been this year.

6 Second, I must again repeat most urgently the counsel which I

have given you so many times. You must be more impersonal in your work. In general, you are wonderfully cooperative in your work with

9 each other and in the work which one department does with another.

There is much unselfishness indicated, but this does not always result

in action in accordance with the one divine will. Sometimes it means 12 generous cooperation and great patience on the part of some, while others gradually release themselves from fixed viewpoints that express individual eccentricities. It is not enough to be big and generous and 15 to set one’s self aside temporarily in order to cooperate; we must seek that impersonally perfect self which is not even small enough to recognize its own generous action in working with others. When we are 18 all moved by the one infinite Mind, we shall not see bigness in the thought of one and smallness in the thought of another, tolerance here and intolerance there, indulgent action here or too rigid action 21 there; but we shall be conscious of the harmonious, unruffled movement of right activity. When we are all more clearly and consistently in tune with the one infinite Mind, we will not need either to crowd 24 aside or to indulge the seeming beliefs of human eccentricity and false individuality that claim to identify each one of us as human beings, but will prove that man is the identification of Deity. These 27 personal peculiarities will then be almost unconsciously destroyed, or else the good in them will be attuned to the will of God as He is free to speak through us. 30 We all know that in every great movement there are many people who live along with it, loving it, believing in it, and contributing to it insofar as it is not too inconvenient for them to do so. There are 33 others, regardless of their place or position in the movement itself, who accept the feeling of vital responsibility for its growth and protection. Such people, wherever they may be, are those who 36 rise quickly and without urging or coercion on the part of others to respond as needs arise. I think we need more of this in our work as a group…. Primarily For Teachers and Other Staff Members 87

and so, dear fellow members of the faculty and staff, I sometimes 1 wonder if you are really alert to the needs of today, if you are really ready, day in and day out, morning, noon, and night, to follow Christ 3

Jesus’ demand for consecrated and unselfish service, which he made upon those who would follow him. It takes strong thinking to do strong things. Self-indulgence, irrelevant or trivial activities, personal 6 convenience or comfort must actually become of secondary importance or even of no importance at all if really worthwhile work is to be accomplished. 9

although this institution has an earnest band of strong, frontline workers, some of whom served their apprenticeships at Principia in the early days, and although there are many, many here today who 12 are doing work of very superior quality, there still must be more clear- cut recognition of the sacredness and greatness of our task, more real, individual unselfishness in service, and more sensitive alertness to 15 Principia’s less obvious needs. in spite of the high quality of service in our group, there are not too many of our younger members, in particular, who can cheerfully 18 accept new or increased opportunities for service or who can meet the irregular emergencies that appear, if such circumstances bring demands that conflict with personal comfort, with social engage- 21 ments, with attendance at the movies, with home problems, or with living conditions, etc. Extra hours on duty with visitors who are not too interesting, travel or study or service for Principia away 24 from home and loved ones, or the transfer of duties from one department to another, are not always willingly accepted as opportunities for service in a worthwhile cause, even though the need 27 for such activities is made quite clear by the one through whom the opportunity comes. Willingness to serve is unmistakably present in this group. And I 30 do want you to understand that I am not unappreciative of this nor unmindful that it represents, in its high quality, a peculiarly superior demonstration. But we must reach higher. Some of us have served for 33 long terms of years, taking whatever duties came, whenever they came, with little if any regard for personal plans or convenience. Perhaps for the growth of the work itself and for the growth of some 36 of our colleagues, we have overdone this a bit. Perhaps, too, some of us have become accustomed to expecting the older members of our 88 FORTY YEARS OF PROGRESS

1 group to do such things. Whatever the cause, I do know that from the

Director to the most recent and most inconspicuous worker in our

3 group there needs to be a larger, more intuitive readiness to seize and

fully use each and every opportunity that comes to us and to this work.

if each of you will try to lift unexpected or heavy demands from

6 the shoulders of the officers of this institution or of colleagues who are

bearing heavier burdens than you are bearing, you not only will be lifting a load from the institution but will be preparing yourself, at the

9 same time, for the acceptance of new and increased responsibilities.

If each of you not only will be alert to accept the opportunities for

service that are offered you but will also seek to discover such needs 12 for yourselves, we shall be a more effective organization. And if the younger members of our group, the unmarried people, and those whose college days are five or ten years behind them, will show more 15 aggressive alertness and willingness to take on larger responsibilities for our school, regardless of personal convenience, I shall be greatly heartened and encouraged. 18 The members of this group who will be most helpful to this work in the future will be those who are capable of assuming a proprietary attitude in their relation to Principia and its work. To such individuals 21 Principia’s activities, all of them, will be vital, and its opportunities precious, regardless of their individual interests or the departments with which they are associated. There must be within our group a 24 larger number of such individuals, who not only are prepared, by training and experience, but sufficiently unencumbered by personal problems so that they will be ready to rise spontaneously and 27 unselfishly to the acceptance of larger responsibilities which they may need to assume, either temporarily or permanently. Only when such a condition exists can we feel that our work is well-done and 30 our future secure from the standpoint of personnel. There is still one more matter I want to bring to your attention. If there were an enemy to God’s work, it would try in every conceiv- 33 able way to frustrate our efforts to demonstrate individual or group progress. If such an enemy cannot tempt us in worldly or selfish ways, it will suggest inability or personal inferiority. 36 May we not use the summer in strengthening our thinking and in reducing our problems to the smallest possible importance. We all seem to have some personal problems, but we all have the Primarily For Teachers and Other Staff Members 89

same wonderful God-given solution that annuls and destroys 1 every suggestion of error that would deny the power and allness of infinite good. 3

With the progress that is the result of clear scientific demonstration, the methods of mortal mind in its attacks upon the work and workers assume changed forms. The old attempts are too obvious 6 and have too many times been met and mastered. We need to work for keener perception and for greater stamina under pressure, for greater power of endurance — more backbone. Webster defines 9 stamina as “power of endurance.”

and now, good friends, I have given you the points of constructive criticism with which I feel chiefly concerned. There are others of 12 a more specific nature that it would undoubtedly be helpful to pass on to you, but there is not time to do so today, nor is this the time and place for it. Such constructive criticism should come from the 15 executives in charge of your various departments. I have worked with them for years and have done my best to help them see and understand the needs of our work. They should now know what 18 we are working to achieve and why we think our policies are sound. They are also familiar with your departmental problems, and I must ask and expect that each and every executive or department head 21 shall make such good use of the relative quiet of the summer months that he will return to his work with a carefully worked out statement for his own guidance and for the guidance of his department, indi- 24 cating departmental needs and the avenues through which these may be met. I shall ask each member of the Executives’ Committee to request the full cooperation of the members of his department, to 27 the end that such a statement may be prepared. This has been a good year. You have done well! I am grateful that you are where you are, every one of you! I believe that if it were not 30 God’s will, you would not be here. And I do believe that you can remain in this work only as you are ready for the demands it makes and if it holds for you the widest opportunities for service of which 33 you are capable. But here you are — here we are — working shoulder to shoulder in support of an activity which we believe has been, is now, and will be in growing measure as years go on, a strong help to 36 the development of the Cause of Christian Science. Our greatest desire as Christian Scientists is to serve our Cause effectively. Each one of us 90 FORTY YEARS OF PROGRESS

1 must determine for himself his point of greatest service to our Cause.

If that lies elsewhere, we, individually, will have the courage and the

3 strength and wisdom to make an intelligent readjustment of our life

activities. If that work lies here, no considerations, however valuable

they may be, can shake our faith in what we are doing.

6 This work depends not on person — how many times we say that,

and how firmly we must believe it!A nd yet it is equally true that unless individuals can be found who love Christian Science enough

9 to put their work first, Principia as an activity in the service of our

Cause will cease to be efficient. MayI again remind you of the uncom-

promising words that Jesus addressed to those who wanted to join 12 him in his work but whose feet were shackled by other responsibilities (see Matt. 8:19–22). I do not believe that we need to take his statement too literally. 15 No one who comes to Principia is expected to lead an unhappy or unnatural life, although I not infrequently hear that statement made. May I say right now that any such statement is completely in error. 18 You may call it by whatever name you wish. I believe it to be an untruth! However, individuals who serve in any institution or with any organization in certain fixed positions and who wish to develop 21 those particular positions into careers of effective service must expect to adjust the balance of their living in accordance with the demands of that special post if it is to be their lifework. It would be worse than 24 foolish to undertake any really serious activity on any other basis. i trust I am making myself very clear. I am speaking more especially to the younger people in our community who have associated them- 27 selves with this work in recent years and who hope to be of increasing service in its future development. I would say to you that to be part of any really great activity, you and your husband or your wife or any 30 other members of your family who are dependent on you must expect to help you to fill your post in the biggest possible way. You must help those close to you to see the opportunities and significance of 33 Principia’s work as you see it. Their wholehearted support of you in your work is essential if you are to do your best. Those who hold our executive positions are now either approach- 36 ing or are past the period referred to as middle age. From within our own community a new group should be forming, as ready, as alert, as courageous, as unselfish as our present officers, as well prepared Primarily For Teachers and Other Staff Members 91

— yes even better prepared — to take over executive responsibility 1 whenever called upon to do so.

however, such individuals must recognize the sacred opportunities 3 that are associated with this work. They must be willing to organize their activities and adjust their living in ways that they feel quite certain will contribute to the work they wish to do. And in doing this, 6 they must find the inspiration and joy in the consciousness of work well-done that have been the reward of those who, for many years, have carried our heaviest responsibilities. 9

My dear friends, this is serious work, but it is also joyous work. As

I have indicated to you before, I am convinced that it is God’s work. Petty thinking, indulgent thinking, self-centered thinking, jealous 12 thinking, critical thinking, thinking that is not forehanded and demonstrated, can never pave the way for the growth of Principia. I invite you all to give it of your best, not only in the handling of your 15 immediate, fixed responsibilities, whatever they may be, but in your readiness to do the unexpected things that are not part of your fixed duties. You are all doing this to some extent at the present time. 18 Nevertheless, there is great variation among you as to the extent to which it is easy for you to meet unexpected demands and accept responsibility. That is not surprising. But as you individually release 21 your thinking from personal peculiarities, from overanxiety, from a false sense of pressure, from impulsiveness, from personal sense or fear or egotism or selfishness or any other outstandingly limiting 24 human beliefs, you will be better prepared to offer your best on the altar of Principia’s work. When this has been accomplished, you may rejoice in knowing that you will be entitled to the Master’s commen- 27 dation “Well done, good and faithful servant” (Matt. 25:23). 92 Education at The Principia

Developing Christian Character

In the archives are notes, in Mrs. Morgan’s hand, of a talk which she evidently gave at a meeting of the faculty and staff May 23, 1923. Following are excerpts from these notes.

1 find that progress is essential mentally before there can

be any externalization of real progress. If I excavate and lay the 3 Ifoundation for a bungalow, I cannot use that foundation for a skyscraper. I must think “skyscraper” and adjust my thought to its

size and demands.

6 When we speak of building a college, of what do we think?

Courses of study only? College sports chiefly? The buildings to be erected? What has been Principia’s chief aim in its unfoldment?

9 Character building!

our work is with the unfolding of true manhood and womanhood.

Every pupil who enters Principia has a right to our strongest work in 12 his behalf. That the work is slow or difficult makes no difference. It must be done if we are privileged to have the necessary time in which to do it. 15 There is danger of losing sight of the supreme demand upon us. In dealing with young men and women who will come to us with maturer habits of thought, we shall need greater understanding, 18 larger patience, and more love. As Principia workers we must grow in grace; we must let God reveal Himself to us in our work for His little ones. 21 a deeper draught of Life itself must freshen our thoughts, invigorate our purpose, and clarify our vision. “Where two or three are gathered together in my name, there am I in the midst of them” (Matt. 18:20). 24 Therefore it will be arranged for small or large groups to come together at stated intervals for conference and instruction in this great work of expanding thought on the necessity for developing 27 Christian character in Principia students and on the methods to be used in doing so. i trust that all will realize the importance of this work. It will be a 30 part of your duty to come to such conferences or classes when they are called. This is even more essential than that you shall take steps Primarily For Teachers and Other Staff Members 93

to progress in the subjects you are teaching, vital as that is. 1

You may know your subject far better than I do; you may have earned the required credits in education, but I should be able to 3 instruct you in the methods which will most effectually establish the ideals of Principia. That is our work here.

if I am not ready to do that work, I should step out and let another 6 take my place. But since I am here, and until God removes me, I shall do my best to bear His message to the workers.

This work must be genuine. The response must be genuine. Those 9 who return next September should come with the earnest desire to be instructed, with the humility that does not resist being instructed, and with the receptivity of thought which makes instruction possible. 12

94 Education at The Principia

Admonition

An undated admonition to the Principia faculty and staff.

1 f there were one admonition that I would like to leave to

Principia workers, it would be this — “Watch, and pray. Watch, 3 Iand pray — deeply, honestly, continuously. Honestly watch and honestly pray — so honestly that it would be impossible to be even

self-deceived.”

Mary Kimball Morgan Section Iii

To Members of the Executives’ Committee 96 Education at The Principia

The Executives’ Committee (not to be confused with the Executive Committee of the Board of Trustees) consisted of a group of school executives which met twice monthly with Mrs. Morgan for a period of years, beginning with 1926, to receive inspiration and guidance concerning the team play necessary to the harmonious operation of Principia’s affairs. In effect, the series of meetings constituted a course of instruction in the administration of the institution.

During the period of its greatest activity the Executives’ Committee was comprised of:

Mrs. Mary Kimball Morgan, President of the School (Chairman) Frederic E. Morgan, Director William E. Morgan Jr., Assistant Director and Headmaster of the Upper School George A. Andrews, Dean of the Junior College Garner E. Hubbell, Dean of Men in the Junior College E. Olive Davis, Dean of Women in the Junior College Garnet E. Morgan, Dean of Girls in the Upper School Chauncey B. Nelson, Dean of Boys in the Upper School Winnifred A. Hubbell, Supervisor of the Lower School Thomas E. Blackwell, Comptroller Edward B. Orr, Business Manager

See As the Sowing, Note 1, Chapter XIX, p. 442 To Members of the Executives’ Committee 97

Changing Customs and Ideas

A statement made to the Executives’ Committee by Mrs. Morgan on September 10, 1927. The readings were from the Bible: Prov. 3:1–7, 13–26; 4:23–26

n this day of rapidly changing ideas and customs, the man or 1

woman who persistently adheres to established convictions is Iregarded as old-fashioned and unprogressive. And it is sometimes 3 quite difficult to discriminate between a rigid adherence to one’s habit of thought and a firm stand for Principle.

holding to one’s convictions may be simply a narrow, set rigidity that 6 fears, or is too proud to give up, or is simply obstinacy or unprogressive - ness. On the other hand, there are certain things that must be retained because they are fundamental. It is well that we should consider what are 9 the ideals and customs which should be maintained in Principia, regard - less of the changing opinions or modern customs of the world about us. i should like to know that we all understand the importance of 12 preserving certain habits of conduct and certain characteristics that have made Principia what it is — those things which have helped to make Principia different and which will need to be preserved if it is 15 to continue to be different. i am not now speaking of the fundamental ideals but of the matters of conduct and habits of thought which indicate genuine 18 and unswerving loyalty to those ideals. This class of thing must not be changed by custom, no matter how widespread the custom, nor how queer our stand may be 21 regarded as being. There is only one way to act with decision and discretion in these matters, and that is to consider not what others are doing, but what 24 wisdom dictates. Thus we see that the administration of Principia requires a constant demonstration of wisdom — a day-by-day “waiting upon God.” 27 “Discretion shall preserve thee” (Prov. 2:11). “Lean not unto thine own understanding” (Prov. 3:5). But listen! When one is conscious of God’s leading, he can maintain his position in the face of public 30 opinion and aggressive opposition. Principia has dared to be different many times, when all human opinion opposed. God has never failed to justify His leading. 98 Education at The Principia

Get Rid of Person

A written statement presented to the Executives’ Committee in 1930.

1 What is the deepest need of every Principia executive at this time?

t seems to me that we stand at a critical point in our work today,

3 perhaps even more critical than ever before. Principia seems to Ibe on the threshold of prosperity. It is occupying a position com- manding the respect of educators and of the Christian Science field

6 in general. It is no longer an inconspicuous institution but has

attracted the attention of the public, and aroused public thought — both friendly and adverse.

9 We have now reached a stage of progress which demands the most

ripened, intelligent thinking. The usual forms of opposition have

failed to halt its progress, and the consistent metaphysical work of

12 trustees, staff members, parents, and even of the students themselves

has so built a wall of protection around it that its work has gone on quietly and safely. 15 What do you think would be the next ploy of mortal mind, when it has been disappointed and frustrated in all its former attempts to destroy? Would it not be more subtle in its devilish attacks and scheme 18 to present the same old temptations in new and attractive forms? The temptations of Jesus in the wilderness show us Satan’s methods of working. When the physical form of temptation failed to attract 21 Jesus, the devil changed his tactics and presented a higher type of temptation, in the guise of good, giving Scriptural authority for what he suggested. This second temptation met with no response, and a 24 third time his Satanic Majesty dressed his suggestion in a new garb and presented it to Jesus. He appealed to human ambition, the desire for material possessions, and the pride of power. Every human being, 27 even every student of Christian Science, sometime in his experience encounters these three temptations. Many have fallen before one or all of them. 30 Principia, as a human institution, is only as strong as its workers, for it is the combined demonstration of those workers. If, at this point, the claim of malpractice wanted to play its trump card, would To Members of the Executives’ Committee 99

it not seek to undermine the work through striking at the weakest 1 point in the armor of the workers, or perhaps we may say, the least protected point? Off guard because of demonstrations already made, 3 we sometimes make the mistake of resting on our oars, and, floating idly, we lose sight of the fact that we are drifting toward the rapids.

We feel that we have worked long and hard and that we can afford to 6 let down. We can afford to rest, but to “rest in the Lord” — with all our armor on. Letting down is not resting. The moment we let down, we have opened the door to Satan and invited him into conscious- 9 ness. Jesus asked of his disciples at the crucial moment, when they should have been widest-awake, “Could ye not watch with me one hour?” (Matt. 26:40). But mortal mind told them they were tired and 12 lulled them to sleep. And so the Master kept his lonely vigil, and mortal mind did its worst. Now, my sense of the greatest need today for each one of us is to 15 purify consciousness and to keep wide-awake to hear what God is saying to us. He cannot make Himself heard to a thought that is off guard. We must be where God is if we want to hear Him speak. We 18 must be listening if we want to catch the first faint whisper of divine Love. Then we must learn to silence all that is unlike God. This means a deeper understanding of Spirit, less of self, and a fuller consecration 21 to the Cause of Christ. We cannot carry person into God’s presence, and it is only in His presence that His guiding voice can be heard. So we must get rid of this person which calls itself myself or someone 24 else, if we would be sure to be able to resist the temptations that try to assail Principia and its workers today. it was Jesus’ complete elimination of self that made him immune 27 to the temptations of the devil. There was nothing in him to respond to them. 100 Education at The Principia

The Conviction That Principle Governs

Statements made by Mrs. Morgan at the Executives’ Committee meeting of May 5, 1931.

1 ith the growth of the work, there must needs be

some adjustments on the part of the workers to the 3 W maturing demands. The growth of the work is partially the outcome of the growth of

individuals but does not necessarily mean the growth of every indi-

6 vidual worker. Sometimes work grows in spite of individuals, and we

find ourselves having to run to keep pace with progress made. one of the strongest factors in individual unfoldment is the convic-

9 tion that Principle governs. There is always the temptation to accept

the suggestion that person governs or is trying to govern. The accep-

tance of this suggestion is often the only obstacle in the way of higher 12 demonstration. As long as I accept the belief that there is a possibility that anyone can stand in the way of my progress, I shall fail to see the full government of Principle in my human affairs, and my limited 15 demonstration will but bespeak my own belief in personal power. Nor do I have to protect myself humanly from persons, but I do need to know thoroughly my divine protection from human or 18 personal demands. Then I shall not suffer for another’s lack of understanding, judgment, or wisdom, and I shall not impose upon others some personal viewpoint or demand of my own. 21 it is very important to our work and to ourselves to refuse constantly to accept the usual human viewpoint of mankind. We must continually rise to the divine viewpoint. Some of you are very clear 24 thinkers naturally, and if you are not alert, you will find that your decisions lack the “infinite penetration of Truth” (MaryB aker Eddy, Unity of Good, p. 2) which enables one to perceive with scientific 27 certainty the things that can be only supersensibly discerned. Do not trust at all to your clear human thinking, but demand of yourselves spiritual insight. 30 We each bring to this work the result of some experience, but

To Members of the Executives’ Committee 101

until that experience is seen in the light of spiritual understanding, it 1 is of more or less doubtful value. Indeed, the best human methods must give place to demonstrated wisdom. 3

human opinion must be dematerialized and purified until scientific certainty displaces it.H uman impulse must give place to divine impulsion if we are to demonstrate divine authority. 6

The contribution of each individual to Principia is valuable only insofar as it is the result of scientific demonstration. To compare our work with another’s, either to his detriment or our own, is unwise. 9

Give the strongest and best you have to give, and look to God for approval. There is a natural tendency to regard your own specific work as 12 not thoroughly appreciated by others, who probably do not know, as you do, all that is involved. Do not let this disturb you. If you are giving to your work more than is seen by your fellow workers, know 15 that it is not hidden from God and that He bestows upon you His rich blessing for every genuine service. be assured of this: If you are demonstrating ability to handle your 18 duties well, you are placing yourself in a position where your responsibilities are apt to increase. Regard it as a mark of confidence (“Well done, thou good and faithful servant”: Matt. 25:21) if more opportu- 21 nity for greater and higher service is given you, and do not let mortal mind suggest that possibly someone is shoving off his own disagreeable duties upon you. Even should this seem to occur, reliance upon 24 Principle would correct it. our chief concern should be that we are grateful for the privilege of serving and that we are sincerely serving Principle — not person. 27 If our own thought of service is impersonal, we shall reap the reward of Principle, which is always impartial and just. in your work as department heads, learn to appreciate whatever 30 is of value in the contribution of each assistant. Do not expect all to work alike, but make the most of every desirable quality put into the work and seek to strengthen the weak places without discouraging 33 the worker. Your responsibility is largely training. We do not find anyone ready-made for service in Principia. We are all needed, but not one of us is indispensable, no matter 36 how good our work. The one who listens most humbly and follows most obediently is making himself of greatest value to the work, no 102 THE CONVICTION THAT PRINCIPLE GOVERNS

1 matter what his specific duties are. Remember that Principia belongs

to God. He has most wonderfully blessed us in giving us this work to

3 do, but Principia is indebted to God, only — not to persons.

i heard a statement made the other day which I am sure was

intended only as a grateful recognition of another’s work, but because

6 of possible misinterpretation or mistaken meaning, I want to make

a correction. The statement was this: “Without the work done by ____, the

9 Principia idea would be far behind its present unfoldment.” I cannot

agree with this. God reveals Himself as rapidly as human experience is

ready for the revelation. He takes care of His own idea and supplies it 12 with all it needs for its perfect and complete unfoldment. He uses us insofar as our growth permits, but the work depends upon God, alone, and if we had not been ready for this work, He would have found other 15 channels, and the Principia idea would have unfolded in God’s way without us. We are grateful to have been used, but had we not been here, this fact would not have stayed His hand. 18 Let me just say a word in grateful appreciation of the growth I have seen this year in this group of workers. It has given me a rested sense to see the greater maturity of your work. You are strengthening 21 your various departments and making a more united whole, because you are making a more scientific demonstration ofone Mind.

To Members of the Executives’ Committee 103

Meeting World Conditions with Wisdom

The problem of utilizing to the full the opportunities which Principia offered to young Christian Scientists was occupying a good deal of time and thought of the Executives’ Committee in 1932, during the Great Depression, and at a time when Principia faced a crisis. At a meeting held December 6 of that year, Mrs. Morgan said:

ortal mind is trying to say that the work at The 1

Principia can’t go forward as rapidly or as completely as Mdesirable, because of world conditions. Now what are our 3 world conditions? Do we know of any world conditions which God does not know about? As nearly as I can see it, we need to be in the world but not of it. We cannot just close our eyes and ignore the 6 seeming human conditions. We must deny the error and at the same time must reach out to destroy it in every wise way that is possible to us. We must at the same time keep up a constant reversal of the 9 evidence of the senses. There is no doubt about it that we are not as faithful to this work as we should be. Right here in our own community (Principia), we see how won - 12 derfully God’s promises have been fulfilled. We are able to see and understand the wonderful things that have been brought to pass to support and sustain this work. We can also see what efforts mortal 15 mind has made to destroy it. It would seem as though no malicious thing had been left untried. In the very earliest days mortal mind seemed to try to use every possible avenue to shut off the evidence 18 of supply which this work seemed to require, by means of misunder - standing and misrepresentation. Then we began to see more clearly. People at first thought we were queer, and yet advanced schools 21 today are doing just those things which made Principia “queer” many years ago. It is certainly evidence of the fact that we listened to God and He showed us what to do. 24 at a later period, misunderstandings and misrepresentations within our own group brought a lack of unity and of understanding, and some very strange and seemingly inexplicable things occurred. 27

104 MEETING WORLD CONDITIONS WITH WISDOM

1 Yet the hand of God was felt through it all. There were many times

when we could not see any great distance ahead, and yet we knew

3 that the work was in God’s hands and refused to let the evidences of

the senses stand as reality. This is where our strongest work needs to

be done today. Of course mortal mind would try to break down unity

6 if it could.

May I again refer to the quotation in The First Church of Christ, Scientist, and Miscellany (p. 164), brought out in last week’s meeting.

9 While we have demonstrated much unity here and have greatly

increased the evidence of this unity during the past few years, we

must gain a deeper realization of what unity really means. We must 12 come to understand the “living love” referred to in this passage in Miscellany. The oneness there referred to is a deeper understanding of divine Love. Mrs. Eddy tells us (ibid., p. 181), “Progress is the 15 maturing conception of divine Love….” To experience it we must let go of the human conception of persons. We must seek the sense of oneness that comes from annihilating the belief of person. As long 18 as we are thinking person, we are recognizing more than one Mind. In order to discover and reflect the one Mind, we must stop seeing persons or many minds. We must think of ourselves simply as divine 21 ideas. We do this readily enough when we are struggling with a belief of pain and wish to meet it, but how do we treat the beliefs of person when we are annoyed by others, or are sensitive to their criticisms, 24 or when we find ourselves critical of them and of their ways of doing things? God has furnished us with everything we need here at Principia. 27 We started with nothing and all kinds of makeshifts. We have gradually seen better equipment added, and our faculty has become greatly strengthened. At this point we seem to find ourselves face-to-face 30 with the belief of limited opportunity through a decreased enrollment. There seem to be not enough students to fill all available space, and yet there are countless numbers who need to be here, who want to be 33 here, and who deserve to be here. have we taken up in our work and handled thoroughly enough that lie which says that God has done His part but that we, neverthe- 36 less, lack the opportunity to share the blessings that have come to us? Are we letting in the suggestion that the time is too short now to do anything about enrollment? To what extent are we accepting such To Members of the Executives’ Committee 105

claims of limitation? If we are accepting them, that fact in itself is 1 sufficient to keep us from seeing the Truth made manifest here and now. What is it that we need when a demonstration seems to be 3 incomplete? Is it some material thing? No. What we need is deeper spiritual understanding. Mortal mind would try to say that we have slipped back in our demonstration. Is it more students that we need? 6

What we need is a deeper spiritual understanding of God’s presence and power. The opportunity is here right now in which to use fully what He has given us in fulfillment ofH is promise. He has 9 blessed us so richly that perhaps we are not awake enough to be ready to see it shared. If our desire to give is as great as our desire to gain, this seeming obstruction, called limited opportunity, will 12 be removed. Why do we want to work with this question of enrollment? Is it because we desire to see this institution materially prosperous? Is 15 it a matter of pride with us, because the enrollment in our particular department is not as complete as it should be? if we are working for the real thing, we are working to know that 18 nothing can prevent us from utilizing, in God’s own way, all that he has given us. We are, at times, deeply grateful and long to give out. However, we do not give out in proportion to what we have gained. 21 If we were more concerned with the giving of comfort, courage, gratitude, love — every good thing that God has given us — if we were more concerned with this than with asking for more, our lives 24 would be wonderfully enriched. The suggestion of annoyance with others always tries to destroy unity. If I think of you as being that type and I am annoyed, I am just 27 accepting that belief as a detriment to our own unity. May I call your attention to a passage in Miscellaneous Writings (p. 138):

For students to work together is not always to cooperate, but sometimes 30 30 to coelbow! Each student should seek alone the guidance of our common

Father — even the divine Principle which he claims to demonstrate, —

and especially should he prove his faith by works, ethically, physically, and 33 33 spiritually. Remember that the first and last lesson of Christian Science is

love, perfect love, and love made perfect through the cross.

We sometimes make the mistake of thinking that the criticism 36 or annoyances which are present in our thought, but which are not 106 MEETING WORLD CONDITIONS WITH WISDOM

1 voiced, really do no harm at all. It is better, of course, to keep irritation

or unkind criticism under control, but this is not the highest form of

3 demonstration. To keep it at all is error. Our work is then and there to

dig the error out of consciousness, root and branch.

We haven’t any place in which to sit down and stop our work. Yes,

6 one thing does follow right after another. This condition is forcing

you constantly to work better and to know God better, bringing out the best of which you are capable. Look out for the suggestions that

9 after all, we have done pretty well, that this fact ought to be recog-

nized and that we ought to be released from the constant pressure.

This release, if it came, might bring inactivity. What is termed “divine 12 dissatisfaction” is a pretty wholesome state of consciousness, for it implies a struggling to lift our level upward. i do not intend to stop urging this body of dear people to move 15 forward more rapidly. I do see how much you have done through God’s guidance, but I also see how much better you can do. I am going to urge you all to do better and better work, and to express 18 a higher quality of love which does result in perfect unity. Let us go forward, without any trace of weariness. It is only unlabored effort which is really enriching. There is nothing else 21 worth working for but to unself consciousness. This is the work which each one of you must do, and you must thank God for giving you the opportunity to do it. To Members of the Executives’ Committee 107

The Unfoldment of Character

Mrs. Morgan’s comments in the course of a meeting of the Executives’ Committee, April 22, 1933.

e are all working for the unfoldment of character, 1

and it has been said that there is not enough of that in the W classroom. That is our real work. An instructor must help 3 his students to find themselves. The subject matter of the classroom is only the vehicle for the larger purpose. The vital thing is not merely intellectual progress, but it is spiritual progress. And this is the point 6 at which Principia differs from every other school. Now I am wonder - ing if we ourselves have lost sight of that fact, and if, when we have brought new teachers to our faculty, we have helped them sufficiently 9 to see what is the vital purpose of Principia. Have we followed up their work effectively enough, and have we helped them to keep clear with regard to our real work and its purpose? 12 if we have neglected to do this and have been slow in the matter, we need not be surprised if this character training is not being done as effectively as we would expect. If the spiritualization of thought 15 or, in other words, character training, is not the vital thing in the instructor’s thought, then the students are not being helped in this way. In the life of the Home Department this purpose would appear 18 to be so constantly in consciousness that we take for granted its inclusion in the training program. Possibly the great desire to advance scholarship has led those in the classroom to lose sight of the real 21 purposes of our work. It is a very important thing that we make sure that our instructors are fully awake to the really vital work they are expected to perform…. 24 if we are going to give out the truth effectively, it must really be a part of our own daily thinking and living. Certainly it cannot be said that we make a perfect demonstration. However, when we are working 27 alertly with our own character needs, we are in good condition to work with young people. When we accept our personal idiosyncrasies as our own, we are not in a position to help these students. The acceptance of 30 our eccentricities is a poor basis from which to attempt to help these young people and to help each other.

108 Education at The Principia

Before the Move to the Elsah Campus

A few weeks prior to the removal of the College to the new Elsah campus, the Executives’ Committee, in a meeting on February 8, 1935, discussed the move. Mrs. Morgan contributed these points to the discussion:

1 here is a plan for the progress of Principia — God’s plan. It is

ours to see and understand, so that we may be in harmony with 3 Tit. In demonstrating Principia we have tried to see what God’s plan is for Principia. For many years we have taken each step under

His guidance. May we now see the further unfolding of God’s plan.

6 Who is doing the work? If human beings, we may get in the way.

We must not interfere with God’s plan. We know that in the orderly unfoldment of God’s will, if we do not get in His way, we shall see

9 every phase of the work richly unfold.

The points discussed show how mortal sense has tried to block the way. If we see this as reality, we are lending ourselves to the blocking 12 of God’s plan.

Nervousness is fear that it can’t be done and that we have something to do personally. A sense of fatigue is lack of humility, because we 15 think we have to work hard instead of relying on God. It is fear that God’s work can be hampered. It is a sense of personal responsibility. It is concern lest our particular bailiwick be interfered with. To Members of the Executives’ Committee 109

Really, our work is to protect the integrity of the idea. Details loom 1 up and accumulate, but a recognition that “God is working His purpose out” (Christian Science Hymnal, No. 82) heals. 3

This is God’s idea. He will care for it and unfold it. Let us have more quiet confidence and put the work inH is hands. We must think with Him. Fear, doubt, anxiety, and indignation get in and attempt to 6 take the work out of its right channels.

In this real unfolding, whose plan is to be carried out? Only God’s.

Therefore there can be no neglect or weakening of the work.… 9

There are certain policies that make Principia what it is. We could have a school, but not Principia, without these policies. Within our group, from time to time, there is considerable objection to the 12 maintenance of these policies. These policies are not petty. Our methods may change, but not our fundamental policies. Supervision is needed. Students object to being supervised and are unhappy as 15 a consequence. But that supervision is still necessary.

Wherever Principle is involved, we must supervise. All of us need supervision. If Christian Scientists understood just how to demon- 18 strate the guidance of the one Mind and were clearer metaphysicians, we could probably get along without supervision. But evidently we have not reached that point.… 21

What is this move? Let’s get our thought clearly fixed as to what it is. It isn’t the conveying of material things and persons, although that is 110 BEFORE THE MOVE TO THE ELSAH CAMPUS

1 important. There must be a plan, of course, and a well-thought-out

one. In the real move we need to be careful not to take rubbish among

3 our goods and chattels. Each one might work out a plan, but one has

been selected. Our business is to stand by and know that wisdom

makes decisions, and then get out of the way. One contrary thought

6 could upset harmony. Let us all stand by to help the carrying out of the

plan. The more obedient we are, the more helpful we become.

The real move is mental. The move means progress. We are not

9 establishing two Principias. If it is a right move, made under God’s

direction, it is bound to be helpful to every single department. Let us

get rid of all petty thoughts. We are all grateful that God has given us 12 this opportunity for progress. Let us keep before us the goal toward which we are working.

Can’t we get a clearer, more workable sense of what is demanded of 15 us as workers together with God?

Study as clearly as possible what it is that must always remain. The divine plan will unfold. To Members of the Executives’ Committee 111

Current Needs

On January 4, 1936, Mrs. Morgan presented to the Executives’ Committee a paper on the current needs of the Principia executive group and the qualities which the members of the group needed to demonstrate in order to progress.

his has been a week of much serious thinking. Serious, 1

because I have prayed almost continuously for impersonal Twisdom, to be enabled to see clearly the need of each individ - 3 ual as expressed in his letter written at my request, and to listen for divine guidance in answering these letters.

it means much to me to have you write so frankly, because in that 6 way you are helping me to get below the surface and to see what is the real need in our work, as well as to see how much we have to be grateful for in the individual growth of our workers. 9

i find a constantly increasing gratitude in my heart for the loyalty, consecration, and fidelity of this group of executives.I t is most interesting to watch your work — even from a distance, as I seem 12 to be doing at present. No two are alike in method of working, but each one is working honestly from his highest understanding of the guidance of Principle. The work of each one is colored more or less, 15 however, by his own beliefs of human endowments, education, personal history, and acceptance of limitations. But there is much progress to be seen in the earnestness with which these beliefs are 18 being handled and eliminated. I believe there is much less personal criticism of each other, much less sensitiveness to the criticism of others, and a more impersonal love for the work itself — a love that 21 enables one to rise above self and its peculiarities and to be more tolerant towards the peculiarities of others. We need to grow in the habit of seeing the strong qualities of 24 our fellow workers while we are here together. If one of our number should pass out of our sight, we would suddenly remember all his good traits of disposition, his strong achievements, his fine qualities, 27 his helpfulness to the work, and would become conscious of the fact that a strong worker had left us. Why wait for such a moment to unsee the unreal weaknesses and to appreciate the excellent 30 accomplishment of our brother, even though that accomplishment

112 CURRENT NEEDS

1 may not be what ours is? Individual success lies along different lines,

but we need to broaden our capacities and refuse to grow in one

3 direction only.

it is clear from your letters that the chief thing to be handled for

our greater growth as individuals is the belief that the claim of mal-

6 practice directed toward the work can make individual workers feel

burdened and hampered in their duties because of differing methods of work.

9 in other words, the claim of a devil in its seeming efforts to weaken

Principia would make it appear that it is difficult, if not impossible, to

be obedient to the demands of Principle as individually understood, 12 and at the same time to cooperate happily and wholeheartedly with the administration and other coworkers. It would argue “futility” because of differing personal habits of accomplishment. 15 You see what you honestly regard as the right way to do something. Others may just as honestly feel that there is a better way. We all do not make our demonstrations along the same lines. But honesty of 18 purpose and sincerity of effort, coupled with willingness to see the other’s viewpoint and, most of all, a determination to be led by divine wisdom will enable us to make our own scientific demonstration 21 joyously — and will help our brother to make his. Who can say what another’s demonstration should be or how it must be brought about? That must be left to a higher wisdom, to Him who knows every 24 human need and supplies it. There are some important points to be guarded against in any organization; especially in our organization, we must be alert to 27 detect these “little foxes, that spoil the vines” (Song 2:15). any separation of your particular branch of the work from the whole weakens your value to the whole. That is, if in your conscien- 30 tious handling of your own immediate duties you become too absorbed or too personally possessive, so that you regard as a personal offense anything that is done contrary to your own strong 33 sense of what is best for your department, you need to change your attitude. Your department is but one branch of God’s work known as Principia, and every department in Principia belongs to God. To be 36 suspicious that your department can be wronged or weakened denies God’s government and places it under personal control, thus opening it to the very thing from which you mean to protect it. Your personal To Members of the Executives’ Committee 113

defense of it subjects it to erroneous conditions, whereas the confi- 1 dent recognition that it belongs to God and that only He can make any decision for it, places it where it is absolutely secure, and you are 3 at peace, because you know “the government [is] upon his shoulder”

(Isa. 9:6).

The claim of personal sensitiveness is a great enemy to peace and 6 right accomplishment. It is a barrier to progress and, if not overcome, separates us from God and our brother man. It breeds distrust, fear, and injustice to others. When distrust finds a place in our thinking, 9 we may know that we have opened our thoughts to the suggestions of error and should waste no time in putting them out. if there is any error presenting itself through another that we feel 12 may endanger the work if it is allowed to continue, you should see it not as belonging to person, but as impersonal error, and know that it can find no channel through which to touch the work. Such scientific 15 handling protects the work and the worker. It may be wise to bring it lovingly to the attention of the individual, after having made sure that your own thought is impersonal and governed by wisdom, so 18 that you are not making a reality of the error. i think we are growing in impersonality, but we must grow still more. The tendency to be too serious in taking our responsibilities 21 should be watched closely. I do not mean too earnest, but too heavy. Our work is serious, earnest work but should never become heavy. There should be great joy in doing what God has called us to do. 24 Possibly there are times when the claim of fatigue makes us lose some of the buoyancy that otherwise we might express. But I believe that fatigue is more often the result of the way we think about our work 27 than of too much work. Our attitude toward our work rests or wearies us. Sometimes, of course, we may be attempting more work than is wise for us at the time. In that case we must do better planning and 30 know that Principle adjusts us to our work and our work to us. in your relationship (as head of a department) to your assistants, you may find yourself inclined to carry too much of the responsibility 33 that should and could be left to the assistants. You may feel most conscientiously that you can do the work better than they can, so you load yourself with more details than you should attempt to carry, 36 and the result is that your time becomes so cluttered that the most important phases of your work are weakened. Also, you have 114 CURRENT NEEDS

1 deprived your assistants of an opportunity to grow. To be sure, you

may think, “I haven’t time to train them and can do it myself more

3 quickly and more satisfactorily.” Is that fair? We must be training our

younger and less experienced workers. How do you know that they

will not bring to the work something you have not yet demonstrated?

6 Do not let yourself grow to feel that things must be done just in

your way. That is a great obstacle to progress. What if they do make some mistakes? You have, and you have learned by the experience. It

9 is a blessed thing that we do not all work just alike. Let us be willing

to see some new, fresh thought take hold and bring new color to the

picture, even at the expense of a few mistakes. 12 Mrs. Eddy advised us to make ourselves as perfect as possible but to refrain from attempting that with our neighbor. And then, anyway, even if you could mould your brother just to suit you, the result might 15 not be perfection. Possibly God would approve more fully what he was before you began to improve him. Why be so sure that we know better than another? We shall all reach perfection someday, I hope, 18 but it may be by different routes. Isn’t it a blessing that there is some individuality and that we are not all cut from the same pattern? in an organization some must necessarily lead, and others must 21 fall in line. Even if they would prefer to be led some other way, they must play the game; only if they play it wholeheartedly will the organization be a success. All of you executives are leaders in your 24 departments. You are in those positions because you are the ones best fitted at present to fill those positions. You may be sure that a leader will remain a leader as long as this is the case. When 27 someone else can be more effective, there will naturally be a change in leadership. it takes impersonal thinking to work effectively in an organization. 30 The one taking the lead needs to have constantly before him the whole picture and to work for the good of the whole, intelligently and impartially. He must lose sight of his own personal preferences and 33 seek divine guidance in every step taken if he would bring out the highest and best in each department making up the whole. His assistants must be ready to follow, even if the course taken is contrary to 36 their own judgment. But a wise leader will encourage his assistants to get a broader view of the work and constantly to keep in touch with the purpose and progress of the entire institution. To Members of the Executives’ Committee 115

We use the word cooperation very often. I wonder if we all under- 1 stand it in its fullest meaning or if we get a somewhat limited and personal sense of it as pertaining to our own specific departments. 3

It is sometimes easier to want cooperation than to give it. In

Principia, cooperation is not a personal thing but means a working together from an unselfed viewpoint for the good of the whole. Help 6 your assistants to get a scientific sense of cooperation. There is one phase of our work that does not give evidence of the fullest cooperation that should exist. That is in the home life — 9 between the men’s and women’s departments — not that there is any difficulty between the two, but there is not yet the working together that means strong unity. The distinction is too definitely made 12 between the masculine and feminine viewpoints, and the masculine seems to predominate. Why is Principia a coeducational institution? Because its founders 15 accepted the teaching of Christian Science concerning sex and realized, to some extent, the wisdom of educating our girls and boys together. Our Leader says man means woman as well, and “…the whole universe 18 [is] included in one infinite Mind and reflected in the intelligent compound idea, image or likeness, called man…” (Miscellany, p. 268). We thoroughly believe in the equality of the sexes and should inculcate 21 that teaching in our intercourse with our students. Yet I have recently heard voiced through our students, alumni, and even our faculty, sen- timents which accord to mortal man a sense of superior intelligence 24 and greater wisdom than is vouchsafed to woman. In fact, there seems to be a tendency amongst some of our men to belittle certain requirements of thought and custom as a “woman’s notion” and therefore not 27 to be taken seriously. Consequently, social life at Principia is more or less weakened as a result. The masculine viewpoint should not predominate at Principia, 30 nor should the feminine. We should let Principle form our basis for decisions, and there is not one Principle for women and another for men. 33 because of certain human beliefs, our girls and boys need different training at some points, but when they are associated in family life, there are certain social customs that all need to be instructed in, that 36 they may form a harmonious, courteous, considerate group of individuals who will take their places in refined, cultured society without 116 CURRENT NEEDS

1 offense to anyone or embarrassment to themselves. No student

should leave Principia without a feeling of genuine respect for the

3 opposite sex.

i wonder if my work with you throughout the years has been

of such a character that you resist some of these things I urge as

6 important and fail to present them strongly to the boys or girls

because you, yourselves, regard them as a woman’s notions — just a feminine viewpoint.

9 our five deans need to work very closely together in this matter

and to be sure of their own impersonal attitudes. Let us be sure that

we are not holding to old beliefs which should be outgrown and that 12 we are not hampering our progress with such archaic beliefs as the superiority of one sex over another. We have on our staff several unmarried women and men. There seems to be a tendency to feel 15 that if one is not married (especially is this true in the case of a woman) by the time she is twenty-five, she becomes more or less set or opinionated, and her views command less consideration. Such 18 ideas have no place in Principia. The Cause of Christian Science was founded by a woman, who said, “Union of the masculine and feminine qualities constitutes 21 completeness. The masculine mind reaches a higher tone through certain elements of the feminine, while the feminine mind gains courage and strength through masculine qualities” (Science and 24 Health, p. 57), but she is speaking of qualities, not persons.

To Members of the Executives’ Committee 117

Maintaining Basic Values

For the members of the Executives’ Committee Mrs. Morgan sometimes had sternly challenging words to say. Following are the notes of a meeting of the Executives’ Committee on May 19, 1940.

hat have we worked most earnestly to preserve, and 1 how successful have we been in preserving it? Have we W lost any important features or qualities because of material 3 growth from a small school to a larger institution, or did the small school offer anything of value that has been sacrificed in larger growth?

First let us see the gains: 6

1. Better buildings and improved facilities for work 2. More businesslike methods

3. More smoothly running machinery 9

4. Larger and better trained staff

5. Better organization between departments

6. More systematic planning 12

7. Higher quality of academic work

Today Principia has won the approval of experienced educators and has stood the test of severe inspection. 15 What more can we desire? Has there been any loss? What do you regard as the secret of any success we have had? Is it possible that the very growth for which we are so grateful could, at the same time, 18 be detrimental in any way? That depends upon how we have handled the belief of growth and the claim of prosperity. 21 When we were few in number, with simpler buildings, small income, and little experience in educational methods and matters, we were not so sure of ourselves, not so confident that we knew just 24 what was right; consequently we kept very close to divine wisdom and listened almost breathlessly for the still, small voice of divine guidance. We took not the least step without consulting the Way- 27 shower and making sure that we were not acting from the standpoint of human wisdom. We were regarded as a very unimportant educational 118 MAINTAINING BASIC VALUES

1 institution for a few years. But we continued to listen and obey, and

in spite of our lack of training in mortal mind methods, we found

3 ourselves being guided into the use of wise ways and means.

i wonder if, in our prosperity, we have grown any less alert to

divine guidance. Is it possible that we think that now we know or

6 have succeeded in building such a fine machine that it does our

work for us, and the handwrought material is no longer produced? have we so successfully planned that the plan or organization

9 takes care of the running of Principia, when we used to feel each step

to be worthy of close attention to the slightest touch of heavenly guid-

ance? Now, I know we all are seeking our Father’s guidance, but are we 12 just as humbly and importunately insisting that we can be actuated by God’s will and not by human will in everything that is done? if prosperity and a certain amount of success have made us less 15 sensitive to the truth of divine wisdom, we certainly have lost something of greatest value. An attitude of constant listening for spiritual inspiration can revive our spirit and open the door to a more fulfilled 18 life, a richer experience. We must be careful not to be affected by the world’s opinion that middle age brings a slump in our activity. 21 We don’t need to step out and let younger people take our places, as occasionally is said to me when I talk with old workers about doing better work. We need the wisdom and demonstrated thought 24 of those who have nobly stood the test of many battles for Principia. As we progress, each battle is on higher ground and demands purer consecration. To the individual worker, it demands going up higher 27 and standing like a rock before the insidious attacks of aggressive mental suggestion. i am talking to you of these things at this time in Principia’s need 30 because I see indications that we are not as spiritually alert as we should be. And nothing can take the place of spiritual thinking in the forward march of the Cause of Christian Science. Mrs. Eddy said, 33 “Three times a day, I retire to seek the divine blessing on the sick and sorrowing…” (Miscellaneous Writings, p. 133). Organization and plan cannot accomplish what listening and obeying alone can do…. 36 how can we be of service to young Christian Scientists? By teaching them to think from the basis of Principle until they can see Principle instead of person through every problem. That does not To Members of the Executives’ Committee 119

mean thinking for them, as is sometimes suggested by some of you. 1

It does mean standing by and reminding them to go deeper when necessary, to do accurate thinking — thorough thinking — and not 3 to act on impulse or from impressions. College students need this training in order to go out prepared to be of service. Their need is a more mature training than that of younger pupils, just as their aca- 6 demic subjects are adapted to their more mature growth. Instructors are still needed, but instruction is of a different character — on a higher level. 9

i have no patience with the attitude that, as college men and women, students must be left to their own devices — to grow in their own way. I would not have them coddled, nor would I have them 12 neglected in their effort to find the way…. We don’t want students that are just better than students in other colleges. We want students that are learning to demonstrate Principle in their thinking — students 15 with a purpose in life and enough self-discipline to fulfill that purpose.

120 Education at The Principia

Comments on Pressure

At a time when the country as a whole was facing financial depression and Principia was having to meet the problem of decreasing enrollment, the members of the Executives’ Committee discussed the problem in a meeting on September 22, 1933. The readings presented were as follows:

Isa. 52:1, 2 Miscellaneous Writings, 58:8–12 127:31, 206:11 50:4 The First Church of Christ, Scientist, and Miscellany, 160:5

Mrs. Morgan made the following comments at one point in the discussion.

1 hat you are, under pressure, will show what your

growth is in Christian Science. It is not what you are on 3 W the ordinary days that counts, but what you are when you should be rising to meet a heavy load. I have noticed in some adver-

tisements, photographs which show the tests given automobiles.

6 These pictures show them running uphill and downhill, through

heavy sand and mud and water, and through all sorts of hazards. The only good machine is the one that can meet these tests as well

9 as go smoothly on the hard, straight road.

Now, dear ones, you are being tested — and Principia has been in

the process of being tested ever since the day its doors first opened. 12 There is nothing new in this but just the same old tricks over and over again. But we have to be awake and know what is talking. We must be too intelligent to see it just as a belief of financial depression, as 15 somebody, or as the pressure of heavy duties. It is nothing of the kind but merely the same old claim of aggressive mental suggestion. It is amazing how it seems to be able to make us feel just what it wants us 18 to feel. When the corners of your mouths turn down and you feel yourselves sagging and getting heavy and solemn, you are playing right into the hands of mortal mind. We must wake up. God is using 21 us, and we ought to be the happiest people in all the world. If we will keep ourselves awake and close to God, we will know that we have To Members of the Executives’ Committee 121

before us the most blessed of opportunities. I am very happy to work 1 with you. Don’t pull yourselves away. Keep yourselves clear with regard to this matter of resentment…. Mrs. Eddy says, “The Christian 3

Scientist cherishes no resentment” (Message to The Mother Church for

1902, p. 19).

a fine strong group of workers like this certainly should be able to 6 stand the little test that mortal mind is trying to make us accept. I wonder if you all recall that the dean, I think it was, of William and

Mary College rang the bell of the college every morning for six years, 9 even though the college did not boast a single student. But the faith of that courageous dean was rewarded, and the students finally came. Now don’t go over to school and see a few empty seats and begin 12 to feel discouraged. If you have but one student, you do your part. And don’t be afraid or discouraged or blame somebody because you haven’t more students. It isn’t somebody’s fault that you are depressed 15 or weary or that we don’t have enough students or that there is any other difficulty.B ut it is because you don’t live close enough to God and demonstrate and keep your joy. Let me say again, keep your joy. 18 Haven’t we enough to be happy about? God is our God, and He is Love. Isn’t that enough to make us joyous? Be grateful you have seen enough of Christian Science demonstration to know God’s power. Let 21 us open our eyes, as Elisha did, and let us see that the mountains are full of the chariots of the Lord. Unless Christian Scientists learn to see each other as God sees 24 them, I tremble for the human expression of the Cause of Christian Science. Our whole work is to see what God sees and to know what He knows. We must learn to think with God. 27 Please remember this: Your growth in Christian Science is shown by the way you conduct yourself under pressure, and then get busy and realize that there is no pressure. 30 122 Education at The Principia

Are We Putting First Things First?

A paper read by Mrs. Morgan to the Executives’ Committee, March 24, 1940.

1 uman thought is prone to extremes. The student of

Christian Science needs to be ever on guard against this 3 Htendency. From the very inception of this educational work, we have been conscious of this tendency, and while at times there

has been strong pressure brought to bear upon us to turn too far to

6 the right hand or to the left, we have been guided safely through the

“shallows of mortal belief” (Science and Health, p. 262) and have proved the promise, “And thine ears shall hear a word behind thee,

9 saying, This is the way, walk ye in it, when ye turn to the right hand,

and when ye turn to the left” (Isa. 30:21). Consequently, without

making any serious mistakes, we have kept well within the safety 12 zone and have brought no problems to our beloved Cause. The educational field was quite unexplored by Christian Scientists, and every step had to be most prayerfully demonstrated. As you know, 15 our movements were most carefully watched, and mortal mind was ever ready to think we were in danger of failure or at least of bringing some discredit to the Cause of Christian Science. On the one hand, 18 there were those who were so radical that they severely criticized us because we taught our children to spell sick, sin, matter, and death (not realizing that such knowledge was necessary in order to study 21 the Bible and Science and Health). On the other hand, there were those who wanted us to compromise with human wisdom and teach everything that other schools were teaching, regardless of the mortal 24 mind misstatements involved. We have made much progress, and our accomplishments have been due to the sane and steady thinking of our workers under 27 divine guidance. and now, what is the need at this point of progress? are we satisfied with our present understanding and demonstra- 30 tion of education? If so, we shall stagnate and miss all the wonderful possibilities that lie before us. I have been wondering how clearly we To Members of the Executives’ Committee 123

perceive the marvelous opportunity afforded us of carrying this idea 1 to greater fulfillment, unhampered by the material systems and false views of modern education. 3

While accepting all that is worthy and in accordance with intelligent reasoning and research, we must test every idea by our Leader’s definition of true education. Everything that can be made to serve 6 truly that high purpose can be utilized. Let us ask ourselves, Upon what are we laying the greatest stress in this work? Are we putting first things first? 9

The entire purpose of true education is to make one not only know the

truth but live it — to make one enjoy doing right, make one not work in 12 the sunshine and run away in the storm, but work midst clouds of wrong, 12

injustice, envy, hate; and wait on God, the strong deliverer, who will

reward righteousness and punish iniquity. “As thy days, so shall thy 15 strength be” (Miscellany, p. 252). 15

is it not true that, regardless of the subjects we are teaching, the plans we are making for material expansion, the very necessary work of making our budget balance, the enrollment trips for more students, 18 the addition of further interesting courses of study, there is one thing that far overbalances the importance of even these things? These various necessary phases of the work must be wisely demonstrated, 21 but they are only secondary to the real purpose to be served by Principia, and if they assume too great importance in our thinking, Principia will fall short of its heavenly mission. And how can we 24 carry on in the truest way while having these many necessary facets of the work to handle thoroughly? The most effective way to teach is to live the things that we would 27 teach others. Knowing the truth intellectually is one thing, but knowing it so well that it becomes the only motive power of our daily living is another. It is easy to work in the sunshine, but to work unmoved 30 even under clouds of wrong, injustice, envy, hate is to really live and teach the Truth. i may urge these young people with all the eloquence of 33 Demosthenes to put out of consciousness all sense of injustice when they are tempted to believe they are being wronged by someone, but if, at the same time, I am harboring the suggestion that my freedom 36 is being curtailed because some person is unfair in his dealings with 124 ARE WE PUTTING FIRST THINGS FIRST?

1 me, my words will lack strength and power to heal deeply.

There are times when I get glimpses into your experience that

3 show me that aggressive mental suggestion is working not only to

weaken the unity of this body but to weaken the individual’s realiza-

tion of his own oneness with the divine idea of God. I see that the

6 suggestion of injustice, wrong, unfairness, or personality, as the case

may be, is becoming so exaggerated as to seem very real and personal. It attaches itself to persons, until belief outlines itself as an unjust

9 person, constituting itself as an obstacle standing in the way of the

worker’s freedom and progress.

When one loses sight of God’s man and accepts false, mortal evi- 12 dence regarding man, he is in no condition of mentality to guide or educate others. Error accepted blinds, while error rejected heals and educates. That is, the true idea, replacing the false suggestion, is the 15 only educator. Only to the extent that we, as workers, are educating ourselves by filling consciousness with the truth about man, are we prepared to be real educators of Christian Science youth. To be a 18 transparency for Truth, one must accept only Truth into consciousness. Only Truth can educate the student, or you and me. Strength of character, the ability to think truly from the basis of 21 Principle, moral courage, and impersonal judgment — judgment not formed by personal sense — are the qualities we need to awaken in our students and in ourselves. To Members of the Executives’ Committee 125

Avoid Personal Thinking

At the conclusion of an Executives’ Committee meeting on March 10, 1940, in which each member read a paper in answer to questions Mrs. Morgan had sent to each, she presented her own views on alertness and vision, which had been the topics covered in the questions. The reading was as follows:

Miscellaneous Writings, 135:3–11

iving that amounts to anything is the kind of living that 1

turns other people to God. If our lives serve this purpose, then

our living is worthwhile. If we can be so impersonal and so 3 true to Principle that those about us want to find out the secret of our happy, useful lives, then we are living well.

Mrs. Eddy tells us to keep the vision or the goal always before us. In 6 working with details we are apt to lose the real vision. If mortal mind worked to destroy our mission here at Principia, it would probably seek to make us lose our vision or lose sight of our real goal. It would 9 probably do this by making us pay too constant attention to the details of our work. This is just the way aggressive mental suggestion would try to work. We must be careful to avoid quibbling — of being 12 too critical of others or becoming disgruntled. We have just one thing to do and that is to reject false suggestions and keep the light of Truth burning ever brightly before us. This is the only way we can ever be of 15 real service to Principia and to the Cause of Christian Science. The belief of aggressive mental suggestion tries to work in ways to deceive us even when we feel humanly we are most alert. It tries 18 to enter our consciousness and make us see things in very distorted and personal ways. If we listen to what mortal mind is trying to say to us, we find that we are becoming smug, indignant, irritated, or 21 critical. When we indulge in such false habits of thought, we inevitably and almost completely lose our vision. Without vision we cannot hope to see our goal, and not seeing our goal, we cannot hope to 24 progress in the right direction. Nothing brings about a disastrous result like this more quickly than personal thinking. if the Christ-idea in education is having a chance to educate us, 27 there will be no question of our ability to educate these young people.

126 AVOID PERSONAL THINKING

1 In everything we do we must seek to reflect the Christ-idea. We must

do everything from the standpoint of demonstration, in which infinite

3 wisdom is the impelling force. Everything we do must stand squarely

for the Cause of Christian Science. We have no justification for adopt-

ing practices in any phase of our work merely because they are

6 popular or in effective use elsewhere. Principia and its methods must

be willing to stand alone as a demonstration of Christianly scientific thinking in the field of education. Section Iv

To Members of the Board of Trustees 128 Education at The Principia

Our Trust as Trustees

At an informal meeting of the resident Trustees held in St. Louis November 22, 1931, Mrs. Morgan presented a statement on the responsibilities of the Trustees. At that time she was serving as Chairman of the Board.

1 s Trustees of The Principia we are entrusted with all that is of

value in the maintenance and carrying on of this institution. 3 A It is our business to see that The Principia is true to the purpose for which it was founded. It is our business to see that the methods

employed in carrying out this purpose are sound and scientific.I t

6 is our business to demonstrate God’s guidance and protection, and

sufficient supply for maintenance, growth, and all right unfoldment. Since we have accepted this responsibility under God’s direction,

9 we may be assured of His divine leadership in furthering this work

according to His will.

This means the continued recognition that Principia stands for 12 Principle in every detail of its unfoldment. It is not dependent upon person nor governed by person. It must unfold according to the Principle upon which it is founded. 15 No one can ever become a Trustee of Principia unless divinely appointed. Divine wisdom alone can make any decision regarding its activity. 18 There can be no interference with any policy established by wisdom, nor can the claim of mortal mind thrust itself into the work through any lapse of scientific thinking on the part of any individual 21 member or members of this Board. No member of this Board can be asleep to the attempts of mental malpractice to weaken the work of Principia through aggressive mental suggestion. It cannot operate 24 in the guise of human wisdom nor deceive into the acceptance of advice not based on divine Principle. We cannot be handled to doubt scientific demonstrations already made, nor can we be coerced into 27 taking steps not ordered by divine wisdom. Pure Mind is the source of all action, and Principia’s course of action is already decided. That decision needs only to be obeyed. 30 The members of this Board need to know that there is no resistance, from within or without, to perfect obedience to God’s will. Man is

To Members of the Board of Trustees 129

obedient, and man is a law unto himself through reflection. 1

The Principia stands for a divine idea. It is therefore perfectly protected. No claim of criticism, misjudgment, false prophecy, malice, 3 or resentment can interfere with its God-directed progress. No argument of evil can weaken, undo, or reverse what God sets in motion.

Not only the work, but every true, loyal worker is included in this pro- 6 tection of Mind. No educated mental manipulation can handle any human mentality so that it becomes a menace to the successful carrying on of the present work nor of the new expansion, which is already 9 complete in Mind and must be perfectly manifested in God’s way.

We recognize but one Mind, and that is infinite wisdom, but one impelling power, the impulse of divine Love, activating and deciding 12 every step in the unfoldment of Principia’s progress.

130 Education at The Principia

Guidance by Principle, Not Person

At a time when there seemed to be too much general and perhaps unwise private discussion of matters of policy, Mrs. Morgan sent out the following brief statement, dated April 25, 1946.

1 ince the purpose of The Principia is to serve the Cause

of Christian Science, this purpose can be fulfilled only as the

3 members of its Board of Trustees, the administrative officers,

and the members of the faculty and staff are united in single-hearted,

scientific and Christian fellowship.A ny evidence of inharmony

6 between members of this organization, any indication of personal

disagreement or of personal following or personal influence should be made a matter of deep concern and prayerful consideration, leading to

9 its extermination. All matters pertaining to any possible change in

policy or management should be openly discussed in meetings and

should never be the subject of private consideration between indi- 12 vidual members of any group, as a result of any personal difference of opinion. a Chinese was asked, “How many sides are there to a question?” 15 He replied, “Your side, my side, and the honorable right side.” in all of our deliberations we must keep in thought “the honorable right side” and demonstrate the wisdom to discern that right side. 18 This will mean less talking about the situation and more prayerful thinking. That is why I say that it is better not to talk over these matters with each other but to take them to God in prayer. To Members of the Board of Trustees 131

Spiritual Intuition

In order that the Board of Trustees might be alerted to the nature of the protective work needed for the support of The Principia, Mrs. Morgan read a paper at a meeting of the Trustees on October 24, 1936, which set forth her ideas on the matter in some detail. The readings were as follows:

II Chron. 15:1–4, 7, 12 Eph. 3:14–21

t seemed to me that these readings were particularly appropri - 1

ate for this meeting. We can look back over the past year and see Ihow God has led us and protected us. We are very conscious that 3 only the divine Mind could have brought us so safely through some of the problems that have faced us. In the reading from the Bible, it was clearly brought out that as long as we rely upon divine Principle 6 wholly and look to God consecratedly and devoutly, there can be no question about His help, His protection and guidance. And we have seen that proved over and over again as we review the history of The 9

Principia. We see the proof of this wonderful assurance in our own private lives, in our churches, in whatever we are doing in connec - tion with the Cause of Christian Science. We see that as we depend 12 on God and that as our faith is active, He does open the way for us to do whatever is right for His work. Thus if our faith in God is absolute and if we are alert and intelli - 15 gent in the way we strive to do His work, we may feel confident of His constant care and protection. Surely He is more interested in His own work than we are, and He most certainly is going to see that His 18 work is protected and enriched and that it has everything it needs. as our work progresses and becomes more prosperous and more successful it attracts the attention of mortal mind much more. Mortal 21 mind doesn’t bother about us very much when we are not active and alert and growing. But as the Cause of Christian Science progresses, we do find that there is a change in the character of the problems that 24 we are called upon to meet. We find that the things that seemed to present themselves for solution in the early history of the Cause have been thoroughly handled and that they are reasonably well out of the 27 132 SPIRITUAL INTUITION

1 way. Different types of problems now present themselves, perhaps

more subtly, and they seem to come in ways that we are not so apt to

3 see quickly. When so-called mortal mind begins to see that it hasn’t

frightened us with its old, familiar suggestions, it has to seek new

ways of declaring itself, and it takes on new forms and works through

6 new channels with which we are unfamiliar.

Those of you who have been in close touch with the work of this institution know some of the familiar avenues through which malice

9 has attacked this work. The Board of Trustees has been subject to

attack many times, and its members have stood strongly. Today the

new channel through which error is trying to work is indicated by 12 the temptation which comes to us to make us lose sight of the importance of the work that Principia is doing and that we are doing as the human channels responsible for its being. I have been really 15 shocked a number of times recently by the realization that we are perhaps not wide enough awake to know how important is this work that we are doing. 18 We go along very happily working with each other when we meet together like this, but we must be awake and alert to the fact that at times there claims to be a power at work that would stop the wheels 21 of progress at Principia if it could. i am wondering if we, as Board members, are working up to the level of our fullest understanding. Do we know that this is God’s work 24 and that whatever is God’s will concerning it must be fulfilled?A re we — you and I and all of us on this Board — really alert and wide-awake to the importance of education for the children of Christian 27 Scientists? You may say that it is quite natural that I should feel keenly the significance of Principia’s work for the Cause of Christian Science because of my many years of association with it, but I feel convinced 30 that personal influences do not affect this opinion. i wish I might demonstrate the ability to tell you something of how I feel about this work — what I am sure God has given me to feel about 33 it. Without any question it is a very important activity for the Cause of Christian Science. Here we are dealing with the sons and daughters of Christian Scientists. We know how error would like to turn young 36 people away from our churches and away from the Cause. There is much that provides temptation in the way of worldliness, fun, pleasure. In their younger years they perhaps are not established sufficiently To Members of the Board of Trustees 133

as working Christian Scientists to be able to do what we call protective 1 work from any very intelligent or mature basis. It really isn’t strange that they are drawn away. 3

People frequently say, “But our children get so drawn away from

Christian Science. We have our religious teaching at home and in

Sunday School, but so much of their time is spent with friends at 6 school or in a social way that we find they are beginning to lose interest in Christian Science.” Now frankly, it isn’t strange, is it?

While we didn’t recognize the full implications of Principia’s work 9 in its earliest years, we did understand to some extent the influence that would divert our young people from their religious ideals. Therefore, it seemed fitting and proper and due our children that we 12 should give them their education under circumstances which would be most conducive to the firm establishment of their own thinking as Christian Scientists. Our experience of many years has shown us the 15 wisdom of this step. Our girls and boys, many of them, are learning to work earnestly and intelligently for themselves as Christian Scientists and to help each other in the common problems of their school com- 18 munity. This enables them to encourage each other in their stand for Christian Science. as I watch them graduate from the four-year college, mature and 21 thoughtful, I see that many of them are really ready to enter into the work of our Cause. They are prepared by their experience in living together as Christian Scientists to take their places in church work 24 and to accept the kind of responsibility that every adult Christian Scientist should accept on behalf of our Cause. Most of them are ready to take their own responsibilities for the Cause as far as human 27 responsibilities can be taken, and as I see them doing that, I realize that they are really rooted and grounded in the Truth. Under such conditions I can’t help feeling that there isn’t any work connected 30 with our Cause that is of more vital importance than this training of our youth. Here at Principia they just live naturally and happily together, but at the same time they are learning to handle their 33 thinking wisely as Christian Scientists, and I don’t know of any more important work than that for our young people. i would like very much to have you talk a little about this. If we, 36 as we say, demonstrate our steps, this work will grow beyond anything that we can visualize just now. The verse “Hitherto hath the 134 SPIRITUAL INTUITION

1 Lord helped us” (I Sam. 7:12) often comes to my thought. But are

we mindful enough of God’s guidance? We are only just beginning

3 to see what He can do and will do for the establishment of His own

work. Do we recall the promise implied in the verse “Now unto him

that is able to do exceeding abundantly above all that we ask or

6 think…” (Eph. 3:20)?

as I look into the future of this work I can catch glimpses of the unfoldment that is to come and see a little of how much depends

9 on us, on this body of trustees, alumni, friends, who love Christian

Science and who love Principia. The rapidity with which progress is

made will depend upon how wide we can open our souls to receive 12 what God is ready to show us. He will do “exceeding abundantly” for His work, and certainly Principia is His work. Nothing can stay His hand. And isn’t it a glorious thing to think we can be a part of it? 15 There are not too many people yet who understand it, not so many who are ready to take hold of the work as you are doing, with such devotion and consecration. 18 it has been very much with me for a number of days that the thing that we need — I am sure the thing I need — is to have a fuller, clearer, more confident sense of God’s presence and of the fact thatH e is 21 doing His work and that nothing can stay His hand. Nothing can weaken the work; nothing can keep Principia from receiving whatever God sees that it needs. Our attitude in this matter cannot be passive. 24 It has to be very active, positive, wide-awake, speaking with authority to mortal mind when error attempts to weaken this work. i do not mention this because of any lack of progress. Indeed, I 27 think Principia’s progress has been very beautiful. But I do think we must be more alert than we have ever been before to detect and destroy the things that mortal mind (so-called) would try to put in 30 our way at this stage. We need to see what it is trying to do, to know that it cannot do it, and to see that it is not done! That is our work today. Metaphysical work is important. We may do many outward 33 things that are helpful, but if we had to choose between outward effort and metaphysical work, we most certainly would undertake the metaphysical work as the most important task that lies before us. 36 our work needs to be stronger. We must think with power, and when we are thinking with God, we are thinking with power, but our thinking must be very active, not merely a passive knowing the Truth To Members of the Board of Trustees 135

for ourselves. We see what Principia’s work means and are grateful for 1 it, but we must be more aggressive, more in earnest, more emphatic.

You know I don’t mean that we should use willpower, but we must 3 acknowledge God as the only power, the only presence, the only intelligence, Who is guiding, directing, and teaching us what to do. That’s the work we need to do right now if we are going to see the fullness of 6

God’s love made manifest — if we are going to see the abundance of His work. We must keep our thought right with Him constantly. 136 Education at The Principia

Responsibilities of a Board of Trustees

At a session of the Board of Trustees to which members of the Executives’ Committee and of the Alumni Board had been invited, Mrs. Morgan presented an important paper, on June 6, 1937.

1 ith the continued change of personnel on our Board

and on the staff, we can see that as older, more experienced 3 W workers give place to others, we must be sure that we hand down to the incoming group an accurate understanding of the policies

which must be maintained if Principia is to be perpetuated as Principia.

6 It might be a fine school otherwise, but if it is to be perpetuated as

Principia, there are certain policies that must be maintained. it is with the hope that this will be done that I am trying to give

9 you today as clear a view as possible of its past accomplishment, its

present stage of growth, and its future possibilities. Also, I shall speak

of the little foxes that would spoil the vines if not alertly discovered 12 and eliminated. My purpose in saying to you frankly what my heart dictates is that I would have you see clearly far below the surface and understand the depth of work necessary to further complete our 15 demonstration of Principia if it is to serve as fully as possible the Cause of Christian Science. We must not be content with our present demonstration but must rise to a higher and fuller perception of 18 what it is possible to achieve under wisdom’s guidance. The mission of maintaining the high standard already demonstrated and of carrying on our work to greater excellence is the responsibility 21 of this Board of Trustees. To permit the work to slip back into unprogressive methods or even to let it remain at the present stage of growth would be to fail in the task God has given us. This I cannot believe 24 could ever come to pass. The Principia must always be a credit and a help to the Cause of Christian Science. It must always truly represent that Cause. It must remain true to the ideals upon which it has been 27 founded. after a work has been established and has successfully passed the stage known as growing pains, there seems to come a certain relief and

30 To Members of the Board of Trustees 137

a tendency to feel that the goal has been reached. It certainly is legiti- 1 mate to rest from one’s labors when the right opportunity presents itself, but as “God rests in action” (Science and Health, p. 519), so man 3 finds his rest not in cessation of activity but in a higher and more scientific sense of what action and rest really mean. Some of us have seen Principia grow from infancy to sturdy young manhood; during 6 these years of growth God has graciously led and sustained us, giving us courage to press on when the way has seemed dark, and always giving the wisdom to take the next step under divine guidance. 9

Principia, while having no official connection with the Cause of

Christian Science, is dedicated to service for the Cause in the education of young Christian Scientists. Nearly forty years of experience 12 have but increasingly proved to us that the need for Principia was and is great and that divine Love impelled the foundation of such an institution. Most persistent have been the efforts of mortal mind 15 to hinder, if not to destroy, the work. At no time could the workers afford to be off guard, and while the points of attack have varied, the more obvious measures have given place to subtler ways of 18 working. The same thing is true of the Cause of Christian Science itself. We, as active Christian Scientists, find that there is need for greater vigilance and clearer spiritual understanding and insight as 21 our Cause progresses. This June we celebrate the completion of Principia’s fortieth year of service. Little did I realize when this work was commenced forty 24 years ago that it would have any such history as we are able to review today or that it would develop into an institution whose influences have spread so far that they almost may be said to have no limits. The 27 institution that we, as Trustees, are today responsible for supporting and directing is not confined in its service to any one section of our country but is represented by its students and alumni in every state of 30 our Union and in many foreign countries as well. Thus, regardless of our expectations in the early days of Principia’s history, we find today that insofar as Christian Science and Christian 33 Scientists are concerned, Principia’s work is well known; it knows no human limits but the world itself. In every section of the world into which Christian Science has penetrated, we find Principia’s friends 36 and its possible future patrons. As the Cause has grown, so has Principia grown. 138 RESPONSIBILITIES OF A BOARD OF TRUSTEES

1 Principia’s purpose is to help young Christian Scientists to live

their understanding of Christian Science in association with other

3 Christian Scientists. We not infrequently mention it, but do we actu-

ally realize that there is no other place in the world today in which

young people of such varied ages and varied experiences can come

6 together to practice the living of Christian Science in a community

dedicated to that purpose? It would seem, then, that we have the blessed privilege of conducting a remarkable experiment.

9 it is our privilege to maintain a community in which all the

members are Christian Scientists and in which they undertake all the

varied responsibilities of daily life as Christian Scientists. Through 12 the give-and-take of this experience, we have the privilege of learning what are the seeming human problems that must be met, what are the difficulties that Christian Scientists will be apt to encounter 15 in living together. And as the result of careful thought with regard to these things, we should be able to serve by assisting in the formulation of procedures which will help us, as a community of Christian 18 Scientists, to make our Truth a living Truth, practical in each day’s work and play. As we carry on this work week by week, term by term, and year by year and analyze the progress we are making, we should 21 know, after forty years of labor, whether or not this work is really of value. after forty years of the most consecrated human effort, I must say 24 to you that I believe we have only scratched the surface of the work that lies before us. And yet there is no discouragement in my heart, no sense of hopelessness or futility, although I see so much that 27 remains to be done. We must recognize that as human beings we are now only partially living the Truth we know. And yet I believe that there is in this community that we call Principia an almost amazing 30 measure of unselfish, worthwhile living and thinking. We all know many institutions of learning and can appreciate the splendid way they conduct their work. But we see that many of their 33 procedures really will not serve Principia’s purpose. We must accept only the best that has been brought out in other colleges and schools. In our work here, everything we do must be demonstrated from the 36 standpoint of Christian Science, from Principle, if we are to make this experience serve the Cause of Christian Science. Otherwise our demonstrations will continue to be but partially made, and we shall To Members of the Board of Trustees 139

continue to glimpse but meagerly the fullness that would be ours if we 1 were more consistent seekers after Truth.

in helping the boys and girls and men and women who form 3

Principia’s community to learn to live together as Christian Scientists, to see through selfishness and pettiness and pride and jealousy, to work with courage and with fortitude, to carry on in spite of every 6 conceivable adverse and negative influence, we as trustees are helping these young Christian Scientists to learn to do bigger, stronger thinking.

In terms of numbers, this service is but a little leaven, but it has the 9 power of Truth, and nothing can stop it to the extent that it is sincere and right and true. Thus, after forty years of work for Principia, and in spite of some 12 inconsistencies which we see — the seeming individual failures, the human weaknesses and lack of stamina in individual instances, the evidences of pride and the power of fear and of flattery that have 15 tried to hinder this work — I nevertheless may say to you that this is a joyous work, that it is making progress, and that, in large measure at least, it is being well done. 18 as you know, I am the only remaining member of the original group of trustees who established this work. I may be privileged, therefore, to say that our opportunity to carry on this work is a blessed 21 one. It will require the finest thinking of which we all are capable, the greatest wisdom that we can demonstrate, the keenest alertness to changing needs, the truest courage in the face of seeming disaster, 24 and the greatest astuteness and impersonality in dealing with personnel. any of us who really glimpse the full significance of the opportunity 27 that is ours as members of this Board will find therein a measure of definite and vital service to the Cause of Christian Science.I t is inconspicuous work, and we may give thanks to God for that. It is unselfish 30 work if it is well done, and for that we may be grateful. It is a living work, the results of which will endure beyond the memory of any human lifetime. 33 as I said in talking with the faculty and staff recently, “We all know that in every great movement there are many people who live along with it, loving it, believing in it, and contributing to it insofar 36 as it is not too inconvenient for them to do so. There are others, regardless of their place or position in the movement itself, who 140 RESPONSIBILITIES OF A BOARD OF TRUSTEES

1 accept a feeling of vital responsibility for its growth and protection.

Such people, wherever they may be, are those who rise quickly and

3 without urging or coercion to respond to any call that comes.” Since

the work that Principia is doing must depend in large measure upon

the vision of its Board of Trustees, it is my hope that those who serve

6 upon this Board may always be found, as in the past, among those

Christian Scientists who are living, working, truly serving in the vanguard of our movement.

9 at this meeting I should like to tell you what would seem to me to

be the outstanding problems before our work. I shall not discuss our

individual needs for growth as Christian Scientists. I shall assume we 12 all take that for granted. I shall speak more largely from the standpoint of problems within our organization. First, a keener realization on the part of every member of our 15 Board of Trustees of the sacredness of his task and of the extent to which he must seek God’s guidance in its fulfillment. There is no avoiding the fact that human leadership in this work and control of all 18 of its activities rest within the quality of the individual and collective demonstration made by the members of this Board. Men and women of large vision, of great selflessness, who are first and foremost 21 Christian Scientists, will carve out for this institution a grand and glorious career. The cares of this world and its many demands, some of which 24 seem so good, difficulties with loved ones, and problems of every kind and character will try to crowd their way into the thinking of the members of this group in order to separate them from the great 27 tasks which they voluntarily accepted for themselves when they became members of this Board. How could it be otherwise? If mortal mind would try to destroy this work, it could not do it by getting any 30 one of us to be false to our trusts, but it might try to accomplish the same purpose with less discomfort by merely diverting the activities of those who have set themselves to this great task. You have placed 33 your hands upon the plow. It took courage to go that far. It will take far greater courage to keep them there and to keep the furrow turning over smoothly, deeply cut, true and straight, without interruption as 36 the years go on. Right here I want to say a word about what I hope to bring out through this paper. Those of you who are parents and who have fine, To Members of the Board of Trustees 141

obedient, strong, helpful children know that sometimes you feel really 1 that you are being a little too severe when you tell them about some things they need to do. You realize they have been such splendid sons 3 or daughters that you don’t like to find fault with them.H owever, you do know that it may contribute to their growth and their strength of character if you can say things that need to be pointed out to them 6

— things that your experience leads you to feel are important to their further progress. I feel a good deal like that in talking with our workers and our alumni. They are fine. There is no question about 9 that! And we are deeply grateful for all they have done. And yet, working closely with them, I see points that should be strengthened, and I shall mention those things today, because this Board of Trustees 12 stands somewhat in the relationship of parents to these young people. So we shall talk these matters over a little and see what we can do to help where help is needed. 15 The second major problem that I see before us concerns the personnel of faculty and staff, and particularly personnel capable of executive service. The number of individuals now members of 18 our faculty and staff who are really ready to assume wise, intuitive, consecrated executive responsibility for the maintenance of this work is pitifully small. I must confess that if I were to allow myself 21 to be disturbed about any human thing with regard to Principia, it would be this seeming lack of material from which intelligent human leadership may be built within our institution. 24 Evidently those of us who are now administering the affairs of this work must widen our grasp of what our work really means. We must set a better example. We must be less content to do so much ourselves 27 but must require and expect better service of others, and we must be willing to train them and work with them and suffer with them as they learn to assume increased responsibilities. 30 Within the executive personnel of this institution there are individuals who are handling their work most wisely, who have some remarkable gifts for the responsibilities which they are now accept- 33 ing, and yet who are not ready to take the next step in advance of the positions they now hold. These individuals are truly fine.I may say, in all sincerity, that I know no finer group of men or women.H owever, 36 they must not pause at their present state of growth; they must not be content with it; they cannot continue to see Principia only to the 142 RESPONSIBILITIES OF A BOARD OF TRUSTEES

1 extent they now see it, for if they do, they will not be channels for

the further development of this institution.

3 and their further help is greatly needed. Within this group of

splendid men and women, there must be an even further develop-

ment of impersonality, less acceptance of the old belief of human

6 peculiarities that we have talked so much about, more readiness to

listen, more willingness to accept counsel and advice, more readiness to cooperate, more respect for and reliance on that quality of

9 spiritual thinking and perception which is best exemplified in human

experience through what we know as intuition, provided such intu-

ition is the result of action of the one infinite Mind. There must be a 12 greater breadth of culture, keener alertness to one’s own ineffective- ness or insufficiency in human ways, and more determination and vigor and stamina! 15 and so I call upon the members of the Executives’ Committee, in the presence of our Board of Trustees, to lift their individual demonstrations even higher, to open their inner thinking still further to 18 whatever measure of counsel and advice I have tried to give them, and to seek to resist less fixedly such of Principia’s plans and policies as are still distasteful to them. If they will do these things, their 21 demonstrations will be magnificent indeed — simply and superbly beautiful — and their contributions to the history of The Principia will be secure. Then, too, when this occurs, we may expect to find a 24 secondary group ready to take over the executive work of their superior officers when called upon to do so. again, may I say that I feel there is little time to waste. I have seen 27 marvelous progress in the case of every single individual who now serves in an executive capacity at Principia. I believe such individuals are where they are because God placed them there, and I believe 30 He will keep them at work at Principia as long as that work is theirs to do. Indeed, my life has been made happy many times by the extent to which they have accepted their responsibilities and by the 33 unselfishness with which they have gone about their tasks. Collectively and individually, they have done a superb piece of work. Their collective work represents the contribution of the entire group, 36 in which the stronger capacities, thoughts, and characteristics of each, when woven together, express the dominance of good and provide a strong foundation upon which Principia’s work is built. To Members of the Board of Trustees 143

“A” is strong in certain qualities and helps “B” and “C” and “D,” 1 who may lack strength in these particular qualities, while “B” and

“C” and “D” bring their own outstanding treasures to this work and 3 help “A,” and in turn are helped by each other. And so I am talking today, in this way, in order that “A” and “B” and “C” and all the other letters in our Principia alphabet may become more alert to their 6 seeming needs. We must strengthen ourselves individually so that any change in personnel that might come to us would not rob us of any of the God-given qualities that this work needs. There must be, 9 in the rounded consciousness of each, a fuller expression of all the characteristics necessary to the consummation of our common task. and what are some of the obvious things that must be more fully 12 developed? Again, I shall not mention growth in Christian Science, for that, I trust, is understood. First, perhaps, a richer, deeper culture reflected in more scholarly, 15 finer thinking on the part of every member of the faculty and staff. Second, the further elimination of personal peculiarities which sometimes express themselves in unpleasant departmental differ- 18 ences in points of view — the occasional evidence of pettiness or jealousy or failure thoroughly to think through a problem. Third, an even further — yes, a much further — development of 21 the united father-mother influence in the handling of ourH ome Department affairs. I long to see the time when the men and women in charge of our four Home Departments recognize, much more 24 clearly than they do now, the fact that theirs is a common task. When this time comes, there will be a more united, more generous, more prompt and intuitive handling of every social problem. 27 We must recognize more clearly that a student at Principia — whether he is a freshman or a senior in high school, or a freshman or senior in college — is still under the guidance of this institution; that 30 our work is not satisfactorily done when he merely keeps out of trouble and progresses at a reasonable rate as a college student and as a Christian Scientist. His reactions to every situation as it arises 33 should provide for us the opportunities we need to guide and counsel him with regard to the correction of weak or faulty traits of character that are thus revealed. 36 in our Home Departments, too, I hope to find much greater attention to correct ways of doing things. I must confess that it seems 144 RESPONSIBILITIES OF A BOARD OF TRUSTEES

1 to me sometimes that, as a community, we are good-hearted and

loving and sincere, but pretty ordinary and mediocre in some of our

3 ways of doing things. We cannot be content with a senior who is fine

and clean and honest and pure, and let him or her go on being crude,

cheap, or ordinary in social customs or selfish in social relationships

6 without vigorous work on our part to break down the claims of

limitation thus expressed. i have sometimes heard it said that a college community can

9 never be a family, that the family complex at Principia, as it is some-

times called, must be abandoned with the end of the high school

years. However, since coeducation is a fundamental characteristic of 12 The Principia, we must recognize that we have a family, and only as we have a family in the finest, fullest, and most complete sense of things, can we serve one of our most important educational objectives. 15 Since we began, we have gone far in this respect, but we still are a long way from achieving our goal. I am not quite certain that my counsel and advice, given throughout these years, has ever been fully under- 18 stood or accepted in this connection. Nevertheless, the home life at Principia is probably the finest of its kind to be found in any high school or college community in the world today. I do believe it is just 21 that. And I am grateful for that fact and inspired by it to hope that we may not pause where we are, but may go on to something finer and fuller and more nearly complete. 24 and now for another point that I should like to touch upon. Again it is a question of personnel, as it was with trustees and with faculty and staff. And this concerns our alumni group. I am grateful for our 27 loyal alumni. I am conscious of the extent to which hundreds of our alumni throughout the world are ready really to serve their alma mater. I am equally conscious that they can serve their alma mater and its 30 purposes effectually only as they live their lives as Christian Scientists and as good citizens. I am grateful for the extent to which so many of them are doing just these things. As in any organization, however, 33 there must be wise leadership, aggressive leadership, inspired leadership. And if such leadership is to be found in elected officers rather than in the willing, alert volunteer workers in any group, it must 36 come about as the result of careful organization. Clear-cut purposes must be worked out and accepted. These must then be interpreted so that they may be understood by all levels of thought within our To Members of the Board of Trustees 145

alumni family. Efforts must be made to renew the loyalty of those 1 whose interest has dulled or who feel that they have been mistakenly subject to condemnation because they have strayed from the straight 3 and narrow, as they say.

again, dear friends, as in the case of the Board of Trustees and executives of The Principia, the problem narrows down to one of 6 leadership and personnel. I am not confused. Divine Mind is the Leader. But as long as we are working in a human scheme of things, divine Mind expresses His infinitude through human channels.A nd 9 human channels must be willing, well-prepared, and able to accept opportunities for service as needs are presented. and now one last item. We are living in a world that is changing 12 greatly. We need not be afraid of that change. But I think it is vitally important to the success of this work that some seeming uncertainties in the present situation shall be lifted in order that we may be free to 15 readjust our ways of doing things and meet the changing conditions that are coming. If human leadership and supporting personnel are adequately cared for, the further expression of God’s abundance 18 necessary to insure the stability of this work might be found in a larger expression of material supply. i do not believe that this institution needs to be wealthy. I do 21 not think it would be healthy for it to have more than it requires. However, I do believe that if its present situation is to be protected and its future advancement assured, we should, in the comparative 24 quiet of the present period, relieve this institution of indebtedness and increase its productive endowment. Our efforts in this direction should continue until Principia’s maintenance from year to year is 27 assured, with some reasonable margin to spare. Principia’s growth, as reflected by additional buildings or new equipment, can then be safely left to the generosity of each generation. But I do believe that 30 the time has come when all indebtedness should be wiped out at the earliest possible moment and when income from endowment funds should be sufficient to cope with normal operating deficits. 33 This has been a long paper; I trust it will be understood and that no one will take away any feeling of unkind criticism or any suggestion that in my heart there is less than gratitude and joy and a conscious- 36 ness of achievement and of victory. We have gone thus far together, and now it is necessary to take a higher, longer step if we are to move 146 RESPONSIBILITIES OF A BOARD OF TRUSTEES

1 successfully into the next period of Principia’s history. Members of

the Board of Trustees, members of the Executives’ Committee, and

3 members of the Alumni Board must join hearts and hands and take

this step together if it is to succeed. We must recognize the oneness of

our purpose and harmonize our efforts. We must seek complete una-

6 nimity in action through the appropriate channels that are provided.

That unanimity in action can be stimulated through free and frank expression of opinion in meetings such as this.

9 but let me remind you that expressions of opinion with regard to

The Principia, its purposes, and its practices are of lasting value only

when those who engage in such discussions really, truly understand 12 what Principia’s purposes actually are, and are themselves sympathetic with them. And so the first demand upon us is to understand our common task, and that means, as I see it, to listen, and listening to 15 hear only what comes from God.

To Members of the Board of Trustees 147

A Heart-to-Heart Talk

Later in the year 1937 (October 6), Mrs. Morgan prepared what she called a “heart-to-heart” talk for the Trustees, again on the subject of the work and responsibilities of the members of the Board.

n preparing for this meeting, I felt the need of a brief 1

heart-to-heart talk with my beloved colleagues on this Board. A Inumber of you have become members of this Board only recently, 3 and yet it is of the greatest importance that you shall see beneath the surface of Principia’s work in order to understand your responsibilities.

Perhaps those of us who have served for many years are so familiar 6 with both its opportunities and its difficulties that we have not been wise in providing our new members with a sufficiently comprehensive view of past experience and present practice. Perhaps we have felt that 9 our new members would almost intuitively and almost immediately reach an understanding of those things which have come to us only as the result of years of experience. 12 in this I think we have been at fault. Indeed, I believe that all of us, old and new, really need a more intimate and deeper understanding of the spiritual significance of Principia if it is to succeed and if it is to 15 continue to serve the Cause. And I believe this involves a greater familiarity with many of the methods and practices which implement our work. We must more clearly see that our entire purpose is to 18 serve the Cause of Christian Science. This being the case, we must be prepared to know that what we are doing represents a service to the Cause, and we must be prepared to defend and maintain our work 21 against the attacks of mortal mind. Such attacks are frequently subtle, sometimes malicious, sometimes merely meddlesome and superficial, but they should never be ignored. 24 You have been called to this work as individuals, not because you were prominent socially, not because you had large wealth, nor because your names could serve as advertisements for Principia. I f 27 any such thoughts have ever presented themselves to your thinking, I trust that you will discard them as unworthy of the purposes or practices of The Principia. We have regarded membership on this 30 Board as a thing too sacred, too all-important to be offered or

148 A HEART-TO-HEART TALK

1 accepted on any such shallow basis….

We need to know each other, and know each other very well indeed,

3 if we are to do this work. Can you see — do you see it so clearly that

you can know it — that membership on this Board seems to have

come to us all in ways that are unusual? Can you see unmistakably

6 that it needs the successful worker in any field, and that it can use

only the man and woman of large vision and unselfish purpose?A nd Principia’s work can be supported only by a Board of Trustees whose

9 members are first and foremost Christian Scientists, and impersonal,

unselfish workers for our Cause.I f such individuals have more than

usual means, or are people of prominence, these facts need not stand 12 in their way as workers for this institution, nor should we hesitate to ask them to serve because of such facts. Do you not feel an ethical sense of things on Principia’s part that 15 will assure you that no one will expect you to do anything but what Principle leads you to do in service for Principia? However, as members of the Board of Trustees, we cannot expect others to be loyal to 18 Principia, to love it, to work for it, or to sustain it in any ways in which we ourselves are unwilling to serve. We must set the example to the limit of our abilities in responding to whatever may be the needs that 21 face our institution. If God is guiding this work, it will only require of us what we can certainly fulfill. Service on this Board is not an empty honor. I sincerely believe 24 it to be an honor, a very great honor, but only as we make it so…. I believe we should retain our membership in this group only if we are convinced that the work holds significant opportunities for service 27 to the Cause of Christian Science. If we are convinced of this fact, nothing will prevent us from placing the work of this institution among the major responsibilities of every day of our experience. This 30 institution will achieve only such distinction in service to the Cause of Christian Science as is represented by the level of thought and conduct of this Board. We are the leaders of this work. By the very 33 nature of things it cannot press past us. We must give it the quality of leadership it requires. i hope and pray that I may see within this Board and in the hearts 36 of its members as they respond to the needs of this work the same magnificently consecrated and unselfish love, the same fearlessness, the same generosity that inspired the early establishment of this To Members of the Board of Trustees 149

institution and that led it to the point of development at which you 1 entered its activities. The Cause of Christian Science was superbly served by those men and women who were my early colleagues on 3 this Board and whose places you fill today.

in your hands, dear friends, not as human individuals, not as names, nor as bank accounts, not as prominent people, but in your 6 hands as consecrated, effective, successful workers for the Cause of Christian Science lies the future of this institution. It stands today with its demonstration only partially made. It has earned the respect 9 and confidence of many Christian Scientists throughout the world.

It has become a symbol of Christian Science in the field of education as The Christian Science Monitor has become the symbol of Christian 12 Science in the field of journalism.I ts influence in the lives of young Christian Scientists is unmistakable. How precious is it in our eyes?… May I say — and I firmly believe it — that the members of this 15 Board need to know more about the task we have assumed. I believe we must take it more to heart, in terms not only of unwearied willingness to serve but of intelligent readiness to serve, day in and day 18 out…. Such service, dear friends, cannot be compressed within the minimum essentials of attendance at our meetings, nor within the giving of financial support or personal interest alone.I t means real 21 metaphysical leadership! Principia is yours. What will you do with it?

150 Education at The Principia

Counsel and Advice

During the dark days of World War II, when some members of the Board of Trustees were finding it difficult to continue their service to Principia with joy and inspiration, Mrs. Morgan sent to the members of the Board a letter, dated August 20, 1940, from which the following passages have been excerpted.

1 his is not a time when we can afford to carry on any activity

that is not fundamentally essential to the way of life which we 3 Tbelieve is worth fighting for and for the perpetuation of which we are willing to make any needed sacrifices. Thus each of us is

clearing his thought, I am sure, of all demands that are not of the

6 greatest moment.

as we do this and discard first one and then another of those good things to which we have devoted thought and time and substance

9 in the past, the suggestion will naturally come, “And what about

Principia?” If you were to ask me this question, I should say that unless

Principia provides for you and for me and for the men and women of 12 our faculty and staff a truly great opportunity to serve our Cause and our country in this seeming crisis — then we should close Principia’s doors and release ourselves and others involved in Principia’s work in 15 order that they may engage in more significant tasks dictated by the demands of this emergency. I mean this in all sincerity. It is my belief that we may be face-to-face with great and sweeping changes in our 18 way of life in the very near future. Unless our help in preparing quickly for such changes can be contributed best through the channels of the work which we are all making possible at Principia, then we should 21 seriously question the wisdom of making the sacrifices necessary to keep this work alive and vital in the changes that may come. if it has at times seemed humanly difficult to keep Principia alive 24 and supplied with the resources necessary to its task, it probably will be much more difficult humanly in the next few years!I f we value its purposes and its work enough to press forward, we shall express the 27 courage and the daring, divinely inspired, that the task requires. And we shall be ready to make personal and financial sacrifices in its service that are greater and finer than anything we have yet been 30 ready to make.

To Members of the Board of Trustees 151

in evaluating his concept of the actual need of Principia in our 1 changing human world, each one of us will be directed by his own best efforts to seek God’s guidance. But as your Chairman, I propose 3 in this letter to send out to my beloved associates of the Board of

Trustees of The Principia Corporation as strong and stirring a call to arms as I know how to express. Each one of us must work out this 6 matter for himself. Small though it is, Principia has the opportunity of equipping a substantial number of young Christian Scientists with a training which should be invaluable in the service of our Cause, 9 and so in the service of our country as well. As it is the most firmly established institution of its kind, it would seem to be of the greatest importance that Principia’s security and further development should 12 be assured in response to the demands of this present critical period in our history. May I, with the deepest earnestness and sincerity, say to you that I 15 believe Principia’s work — inconspicuous though it may be, and should be — occupies a frontline position in the present world conflict of ideals. I believe that the continuation and the further strengthening of 18 its position and its work are of truly great significance to our Cause.I believe it to be of great importance that Principia shall be enabled to maintain an unbroken, sturdy, effective position through these 21 seemingly troubled days. You and I have rejoiced in the opportunities which have come to us in furthering this great work. Each of us has had to carry on his own 24 individual responsibilities as a citizen, a Christian Scientist, a business man or woman, a practitioner or teacher of Christian Science, a home- maker, etc., but we have each found room in our hearts and thoughts 27 for participation in Principia’s work as our especial opportunity for large and unselfish public service in a most significant and fruitful field. What greater public service is there open to anyone than lies 30 open to us in the inconspicuous but important work we have set out to do together! We are told that God speaks in a “still small voice” (I Kings 19:12); therefore the very smallness or the quietness of our 33 task need in no way cause question as to its ability to express God’s power and presence. Principia has accepted the task of educating young Christian 36 Scientists into a Christian Science way of life, with the expectation that a practical experience in learning to live their daily lives as 152 COUNSEL AND ADVICE

1 Christian Scientists will not only help them to free themselves from the

bondage of material sense but will also enable them to help others

3 to find freedom. This is spreading the gospel of Truth — and would

appear to be a very effective means of contributing to the furtherance

of our Leader’s work. The results achieved in the majority of cases

6 fully justify our expectations.

We have proceeded on the theory that to use Christian Science effectively one needs to live it in practical daily association with

9 others. Thus our education of these young people does not stop with

their school subjects but helps them to apply to the complex and

sometimes conflicting problems of any human day the divine guidance 12 practically expressed in the Golden Rule, "the scientific statement of being", the "Daily Prayer", the Lord’s Prayer, and the Sermon on the Mount. Practical familiarity with these great statements and with the 15 Bible and the writings of our Leader provides the only safe ideals upon which the responsibilities of enlightened self-government can be accepted and the ideals of good government erected. 18 our educational method at Principia would appear to work out its purposes less rapidly than the totalitarian methods. But we cannot believe that Truth can be served by the present totalitarian pattern, 21 and Truth is always ultimately triumphant. We do not shut our children away from the conflicting points of view expressed in the world about them, but we do open wide to them all possible opportunities to use 24 what Christ Jesus and our great Leader have given us. In so doing, we point them toward the great Source of freedom and of right thinking. And then by seeking to understand and reflect that Source, or the one 27 infinite Mind, they gradually learn, by practice, to select Truth instead of error, as it is presented to them in the rush of daily life. This may be the slow method, but if it is founded on Truth, as we know it to be, 30 it is sure and certain. The totalitarian system produces a great mass of blind followers who can be manipulated and used at the will of one man, to an extent 33 never before demonstrated. The democratic system makes such results impossible, but it must find greater ways to secure protection for its own priceless freedoms. The plan which Principia is striving to follow 36 will point the way to freedom from the domination of material sense to all who follow it truly and use its teachings faithfully, for Principia’s plan is only that of utilizing the truth about God and man, as man To Members of the Board of Trustees 153

lifts his own understanding above and beyond the limitations of 1 human belief and “into his heritage of freedom, his God-given domin- ion over the material senses” (Science and Health, p. 228). Under such 3 a system of education man looks to God for guidance rather than to any one man or any group of men. Can we doubt that this is God’s way of life? 6

and now, mortal mind may perhaps suggest that this is all mere wishful thinking and that Principia does not function effectively, because its results in individual cases are not always good. And that 9 is true — our results are not always as good as they might have been or as we would have them. But we should not be disappointed or discouraged because of this fact. Let us remember that you and I, as 12 the leaders in this work, are not always as wise as we might wish. Perhaps we sometimes are lacking in alertness, or perhaps sometimes we find our tasks humanly heavy and wish they were not ours to do. 15 And then again, we may not always be content with the gradual progress that accompanies the democratic procedures of our action as a Board. 18 Would it not be well to carry this discussion still further? If you and I find it necessary to resist the encroachments of such thinking as I have just outlined, it could be true that our administrative officers 21 and our faculty and staff might be attacked in such ways also. And yet they are, and always will be, the best that we have been able to find and to attract to this work of ours. 24 and let us go still further. Our students are not always well prepared to accept the demands which Principia must make upon them. Some of our young people come from homes that are pitifully weak in their 27 practical use of Christian Science, and some come from broken homes. Some of our young people have been catered to and indulged beyond all reason; some have suffered from other maladjustments induced by 30 a variety of human circumstances which antedated their Principia experience; and some have parents who want only to hear reports that will make them pleased with and proud of their children, regardless of 33 the results secured. Yes, all of these things claim to be true. And when we are faced by questions such as I raise in this letter, these evidences of weak or 36 ineffective conditions rise to trouble us. And yet I do remind you that that great community of consecrated men and women who are so 154 COUNSEL AND ADVICE

1 courageously facing the belief of terror and destruction in the British

Isles today includes many people who were not well prepared, some

3 of whom had not done well in the past. And still the grand total of

the results achieved by that beleaguered population is truly magnifi-

cent. And so it is with our work. There may be evidences of weakness

6 in our own individual thinking and in the thinking of others. And with

such evidences we will not be pleased. But the total results of Principia’s progress thus far are inspiring and encourage us to press on, confident

9 that we are moving in the right direction.

There are but few Principians, it is true. It is but a small school and

college. But do any of us know of any other educational institutions 12 better prepared to serve the really vital needs of young Christian Scientists today? No, whatever its seeming limitations, Principia still holds out high promise of education in a way of life that leads one 15 toward faith in eternal Truth, and toward a practical understanding of the promise “Where the Spirit of the Lord is, there is liberty” (II Cor. 3:17). 18 in this time of seeming stress we, as trustees, must call on our reserves of divine inspiration, of courage, of faithfulness, of alertness, of generous self-sacrifice, of love, and of loyalty to the purposes of our 21 common task. And we must fortify this little institution of ours so strongly that, at this great turning point in the world’s history, it may assuredly serve the fundamental and eternal purposes for which it was 24 established, regardless of the social and political changes that may occur. It must have the best and finest of effective and impersonal leadership; it must have the best and most inspired faculty and staff 27 that can be found; it must have strong material in student personnel with which to do its work; it must have greatly enlarged material means to supply its needs and to protect its position as a human 30 instrument doing a God-given work in a human world. if these are the impersonal and proper needs of Principia and its work, and if Principia is God’s work — as we believe it to be — then 33 we will do well to seek to demonstrate the full measure of supply which this work requires, no matter what the human conditions about us would seem to suggest. 36 You and I must resist all temptation to accept suggestions of fatigue, or the old familiar one that we have done our work and now someone else can do it better. And we must alertly fight those less To Members of the Board of Trustees 155

attractive suggestions that sometimes attack our thinking and that, 1 if entertained, can ultimately cause disunion and distrust. Dear co-workers, this is our great moment, our great testing time! Let us 3 prove fully faithful and ready, as we accept our individual part in this great work. This present crisis holds out to Principia a splendid opportunity for great public service. Surely we shall all stand shoulder to 6 shoulder and step obediently and without faltering along the path laid down before us by our heavenly Father, who has surely led us all along the way thus far. 9 156 Education at The Principia

Specific Forms of Supply Essential to Principia’s Progress

In a paper which she entitled “Important Metaphysical Work for Principia,” Mrs. Morgan on February 10, 1938, gave the Trustees a list of needs that are basic to Principia’s progress.

1 1. Protection of Purpose

Principia was founded for the purpose of being helpful to the Cause

3 of Christian Science through the right education of young Christian

Scientists. That purpose must be maintained if The Principia is to

continue to exist and to progress.

6 What do we mean by right education?

Right education is the training of thought from the basis of Principle, or teaching to think with Principle. That only is accurate,

9 effective thinking which is Principle-directed. All true achievement

is the result of thinking with Principle. To educate is to lead out of

ignorance. To be scientifically educated means to be thoroughly 12 trained to think accurately about everything in human experience. That reasoning only is correct which is based on Principle. The community life at Principia affords continuous opportunity to prove 15 the power of right thinking in social relationships. The demonstration of the truly ideal coeducation can only be successfully accomplished through strict adherence to the demands of Principle.

2. Unfoldment of Idea First, and of greatest importance to the success of this demonstra- 21 tion, is unity of thought amongst those who are privileged to guide the thinking of the student body in the true significance of coeducation. Just as instructors in mathematics must agree upon the fundamentals 24 of their subject in order to demonstrate a strong department of mathematics, so must the deans of the Home Department, together with their assistants, be of one mind regarding the goal toward which 27 coeducation leads, and the methods to be employed in reaching that goal. While we recognize that there must be a wise difference in 30 the method of handling college men and women, there are certain

To Members of the Board of Trustees 157

fundamentals that must be regarded as essential in both departments 1 of our home life. We make no difference between the sexes in educating them along academic lines, and there are certain very definite 3 requirements made of both before we will graduate them as

Principians. There should be just as strict requirements from the standpoint of character development. 6

a college man or woman who has not learned what honor means or who has a perverted sense of the demands of Principle, even though his academic record is beyond reproach, should not be considered 9 as having received a satisfactory Principia education. Great stress should be laid upon the education of the whole man — socially and spiritually as well as intellectually. A student who enters Principia 12 with a crude sense of his social obligations should have special instruction in the amenities of life before we have fulfilled our responsibility regarding him. If he has not learned to live harmoniously and help- 15 fully with his fellow beings, the community life of the College affords the necessary opportunity for teaching him consideration and unselfish citizenship.I f we lose sight of the importance of this training, 18 we have failed to really carry out the purpose of Principia, and our students go out from college without bearing the stamp of a true Principia education. 21 one of the gravest responsibilities we have is to counteract the present world-sense of the social relationship of the sexes. If we would keep alive the spirit of Principia, we must establish a true basis 24 for the social life of our students. It is our privilege to inculcate a stronger, finer sense of companionship between our young men and women, a companionship that will foster mutual respect and 27 courteous consideration. our young people need to learn what true independence means. First, I believe we need to instill into their thinking a less selfish, less 30 self-centered habit of thought. Acting from a personal, selfish basis, neither sex can be helpful to the other. our young men are too prone to exact from our young women a 33 conformity to their own desires and viewpoints. Unfortunately, the latter are too ready to be led, for they seek too easily the approval of men. The Home Departments especially need to be alert to meet these 36 needs. A Principia student should be trained in all that goes to make up a true gentleman or gentlewoman. Clean, orderly personal habits of 158 SPECIFIC FORMS OF SUPPLY ESSENTIAL TO PRINCIPIA’S PROGRESS

1 refinement, appropriateness of dress, courteous bearing, and gracious,

refined speech, reverence for God, and respect for the religious convic-

3 tions of others should characterize Principia graduates.

Principia should not be affected by the loose moral atmosphere of

other colleges. Occasionally there is a tendency to regard too lightly

6 the temptations that assail our students in their social life together.

Sometimes the thought is expressed that we must not think too seriously of certain loose habits of conversation and conduct on the

9 ground that our students are really so much better in this respect

than are the students of other colleges. Principia should be able to

produce a much stronger, more cultured and higher type of manhood 12 and womanhood than can any other college whose standards are lower. Purity of thought should be the cornerstone of all our building. Section v

To Students and Alumni 160 Education at The Principia

Commencement Address – 1923

The Commencement address delivered by Mrs. Morgan to the graduating class on June 5, 1923, has already been published in As the Sowing. It is reprinted here in slightly fuller form.

1 right beginning, with subsequent truthful adherence

thereto, makes a right ending and insures success. Your 3 A experience, even thus far on your life journey, has shown you that fundamentals must be sound if future building is to be

secure. This fact is just as true in professional, business, home or

6 social life, as it is academically. Whatever one undertakes must be

based on a solid foundation if it is to stand the test of time and the demands of human experience. All wrong work must be “effaced or

9 rectified” (Science and Health, p. 240), we are told by Mary Baker

Eddy, who devoted her life to the establishment of Principle in the

hearts of her fellowmen. Our progress will be continuous when we 12 learn to take our steps in accordance with the demands of Principle, for then we shall not need to retrace our steps or reap the bitter fruits of disobedience. 15 at Principia, as the name indicates, the purpose is to base all work in Principle, thus laying a solid foundation scholastically, morally, and spiritually. 18 Truthful thinking is the basis of all successful accomplishment. The engineer who builds his bridge in absolute obedience to the principle of bridge construction produces a structure which will stand 21 every test made upon it for strength and endurance and which will satisfy every demand for perfect proportion and beauty of line. He has given expression to a right idea. All expressed human endeavor 24 is the outcome of human thought. What type of thought shall we cultivate? Correct thinking externalizes itself in successful living. Incorrect 27 thinking is responsible for the great mass of inharmony, adversity, poverty, sin, sickness, and death in the world. In short, failure of every sort is due to incorrect or idle habits of thought. 30 a momentary heedlessness may wreck a train, cause a building to collapse, or ruin a career. “I didn’t think” is responsible for some

To Students and Alumni 161

of the greatest human disasters in mortal experience. Think, children, 1 and learn to think truly.

The quality of your thinking is being hourly tested. That is what 3 your school examinations have meant. They have shown you where your thinking has been weak, thus enabling you to do better work.

as you go forth into the broader walks of life, learn to examine 6 your own thoughts; put them to the test, and see if they are based on Principle.

Men strive for skill in all the arts. Why not learn to live with skill? 9

How vital and vastly more important it is that one construct a useful

Christian character than that he build a perfect machine! Real skill in living is the outcome of obedience to God — good — the Principle of 12 man’s being. “A progressive life is the reality of Life that unfolds its immortal Principle,” Mrs. Eddy tells us (Miscellaneous Writings, p. 117). 15 Dear ones, throughout your Principia experience our purpose has been to help you to recognize the basis of all right reasoning and to plant your feet firmly on the Rock (which is unchanging Principle). 18 No matter what your subjects, regardless of what sports you have engaged in or what class matters have claimed your attention, your real success has been in proportion to your skill in working with 21 Principle. Not only in your school and college life is this foundation essential, but throughout human experience you will find it true that you 24 cannot live successfully without a constantly increasing knowledge of Principle and of its practical application to the minutest details of daily living. 27 The Principia graduate who has most clearly discerned the value of right thinking has won the highest honors Principia can give — sure entrance upon the highway of success…. 30 be true to what you already know of Principle. Your new associates may not value what you have been taught to regard as vital. You may even hear that ridiculed which your heart holds as most sacred. What 33 are you going to do about it when those whom you regard as your superiors intellectually — possibly your university professors — tell you that all that you have cherished as Truth is but transcendentalism 36 — not practical in everyday living? How firmly are your feet planted in Principle — the one Mind? Is your house built on a rock? When 162 COMMENCEMENT ADDRESS – 1923

1 the waves of material logic, religious intolerance, and agnosticism

beat upon your house, will it stand? Have you laid your foundation

3 so solidly that the billows of adversity or worldly success cannot

wash it away? Will you prove that neither tear nor triumph can harm?

Do you know where you stand? Can you hold your position in spite

6 of personal ridicule or the allurement of worldly pleasure and ambi-

tion? Paul writes in the third chapter of First Corinthians:

…the fire shall try every man’s work of what sort it is.I f any man’s work

9 abide…he shall receive a reward. If any man’s work shall be burned, he

shall suffer loss: but he himself shall be saved; yet so as by fire.

(I Cor. 3:13, 14, 15)

12 No man nor woman can afford to attempt to solve the problem of

human living without the constant study of the Bible, that infallible guidebook which, when understood, leads human thought out of the 15 wilderness of sin and ignorance into the light and liberty of Christian living. “Search the scriptures; for in them ye think ye have eternal life: and they are they which testify of me” (John 5:39). 18 To us has been given the “Key to the Scriptures.” Let us cherish it as our most precious possession, for with it the door of opportunity is opened to every man. He who unlocks the treasure house of divine 21 Love with this master key finds himself admitted into the kingdom of heaven, where Love reigns. “Remember now thy Creator in the days of thy youth” (Eccl. 12:1). 24 Adjust your desires, thoughts, purposes, and actions to the demands of Principle, now. Regulate your daily association, conversation, your inmost desires and aims to conform to the working out of your truest 27 ideals. Tomorrow grows out of today. Now is your opportunity. Do not imagine that you are handicapped if the way sometimes looks uncertain, dark, or complicated. It is just another problem presenting itself 30 for solution, which means that if you are true, you are about to lay hold upon a deeper knowledge of the Principle which solves every phase of human complexity. Such knowledge simplifies your daily 33 living because it enables you to distinguish between good and evil, between the real and unreal; it enables you to remove seeming obstructions, surmount obstacles, and rise into the clear atmosphere 36 of spiritual vision. In Science and Health (p. 128), Mrs. Eddy writes: To Students and Alumni 163

A knowledge of the Science of being develops the latent abilities and 1 possibilities of man. It extends the atmosphere of thought, giving mortals access to broader and higher realms. It raises the thinker into his native 3 air of insight and perspicacity.

Right thinking needs no justification on our part. Even if our good is “evil spoken of” (Rom. 14:16), Principle will justify us in every good 6 thought or deed, for it is according to immutable law that “…whatsoever a man soweth, that shall he also reap” (Gal. 6:7). The true character of each individual’s work will be made manifest, for “the day shall 9 declare it” (I Cor. 3:13). The light of Truth reveals it.

For there is nothing covered, that shall not be revealed; neither hid, that

shall not be known. Therefore whatsoever ye have spoken in darkness 12

shall be heard in the light; and that which ye have spoken in the ear in

closets shall be proclaimed upon the housetops (Luke 12:2–3).

build your house upon a rock, and take heed that you build of 15 true substance. Out of the material you have given us, Principia

College is being built. Its success lies in the hands of its past, present, and future builders…. 18 Train yourselves for service. Have an unselfed purpose. The world needs you. It needs unselfishness, honesty, friendliness, consideration, courage, endurance, patience, hope, faith, and love to work out the 21 tangles and misery of material living. You who have caught a glimpse of the glory and power of right thinking have the responsibility of bearing a message of redemption 24 and salvation to the world through righteous thinking — thought based on Principle. as Christian crusaders, go forth to the warfare, bearing before you 27 the cross of Christ — the shield of faith and the sword of Spirit, with which you may conquer all that is unlike God and gain abundant entrance into the promised land. 30 True character building is the rock upon which Principia rests. Our Leader tells us that “the corner-stone of all spiritual building is purity” (Science and Health, p. 241). 33 Dear ones, Principia sends you forth to conquer. In the words of our textbook, “Rise in the strength of Spirit to resist all that is unlike good.

36 164 COMMENCEMENT ADDRESS – 1923

1 God has made man capable of this, and nothing can vitiate the ability

and power divinely bestowed on man” (Science and Health, p. 393).

3 be true to your colors!

“Gold stands for purity, Blue for courage true” (Principia song,

The Gold and Blue).

6 “Ye are our epistle written in our hearts, known and read of all

men” (II Cor. 3:2). To Students and Alumni 165

A Letter to the Student Body

In reply to a communication from the Junior College student body, Mrs. Morgan wrote the following significant letter.

March 24, 1924 1

My dear Students:

In our very busy work it is a source of much comfort and encourage - 3 ment to know that there are those who stand with us loyally in the accomplishment of those things which Principle shows us are neces - sary for the harmonious and permanent development of the College, 6 as well as for the wholesome and normal growth of individual students.

The demonstration of a divine idea is very different from the 9 establishment of an organization on a material basis. It would be much easier to open and maintain a school which would conform to the usual model and which did not aspire to an ideal above the 12 intellectual. But if that were the only reason for the existence of Principia, those of us who have given our lives to this work would not care to be a part of it. 15 i wonder if I may open your eyes a little wider to the meaning of Principia and to the inspiration which makes it possible for us to continue in the work, in spite of the many difficulties encountered. 18 Your letter gives me courage to make the attempt, because it indicates that you see the work impersonally, as God’s work. That, then, is a good starting point. It is God’s work; therefore, it is worthy of our 21 most consecrated effort. To provide a school in which the sons and daughters of Christian Scientists may pursue their education unhampered by the laws of 24 materia medica and unlimited by the mortal fears and beliefs of psychology is one of the reasons for Principia. Such a school draws to its staff of workers not only men and women of intellectual attain - 27 ments but men and women of rich spiritual experience, whose lives have been enriched by a study and application of the teachings of Christian Science. Does it mean anything to the students that they 30 are surrounded by those who are equipped to help them grow into 166 A LETTER TO THE STUDENT BODY

1 the true manhood and womanhood that our Leader labored to bring

into manifestation?

3 our beloved Master’s teachings show how important he regarded

the work with children and young people. Our dear Leader, Mrs. Eddy,

voices the same thought when she speaks of them as the “hope of our

6 race!” (Pulpit and Press, p. 9). It is with the desire to serve in this most

important work that we have laid aside the more customary pursuits and pleasures of the world and have devoted ourselves to this work.

9 That you have learned to love God more, and that you have learned to

use Christian Science more in your daily living is proof that your

thought is open to what we are giving our lives to accomplish. 12 Do you realize that those in charge of The Principia are striving to make each step a demonstration, and that our plan of operation has proved effective in fostering better scholastic, social, and spiritual 15 conditions as a basis for college life? We are establishing traditions for time to come, and it is most important that those traditions shall be worthy of perpetuity. 18 Your hearty acceptance of what is worked out as being best for the development of Principia College will enable you to become factors in its wholesome unfoldment, and the genuine and prompt 21 cooperation with us will hasten the time when many of the rules for its protection may be abolished. Your desire to “uplift the intellectual standard of our school and to conduct [yourselves] constructively 24 both inside and outside of the classroom” is a mature attitude of thought, provided your desire is deep enough to externalize itself in womanly and gentlemanly deportment. 27 You say that you believe Principia to be the highest human manifestation of the Christ-idea in education. Bringing out that spiritual fact in demonstration means that all who go to make up Principia 30 must be inspired by love for God and man, and must learn to make their lives conform to the divine model in smallest details. This is a pioneer work! It will take the sturdy, fearless spirit of the 33 pioneer to carry it out. Self-indulgence, self-will, and self-love are not the materials which can be put into our building. Not only does the success of this work depend upon the intelligent labors and unselfish 36 love of those who are its sponsors and instructors, but there must be intelligent following — intelligent, whole-hearted obedience on the part of the students — those who are its beneficiaries. To Students and Alumni 167

The time has come when those who do not prove to be of the right 1 fibre must give place to those who will permit themselves to be used of God in this work, to those who really catch the vision and desire to 3 demonstrate their part in the upbuilding of a college founded on the teachings of the Master. For those who are not ready for what this demands, there are other colleges which offer the license and approval 6 of mortal mind. Principia makes strong demands and in return will develop a strong

Christian womanhood and manhood. As the years go on, Principle 9 will demand even greater sacrifices of the false sense of self from those who would taste of its blessings. The Cause of Christian Science in the next few years will need strong leaders from today’s young people — 12 men and women who are willing to take their stand for the right, regardless of the influences brought to bear upon them to compromise with the beliefs of the world. 15 Principia graduates should be prepared to fill such places — places of confidence, in which there can be no compromise even with the so-called little temptations. Love of pleasure, of a “good time,” should 18 not mean to the Christian Scientist a mixture of evil with good. Only absolute loyalty to Principle results in a good time, as the Christian Scientist understands Principle. There are plenty of “half-baked” 21 Christian Scientists. What is needed is more of the genuine article — the Christian Scientist who puts God first and self last in his calcula- tions. Which type shall Principia College produce? Are you ready for 24 the training which is necessary to develop real workers for our Cause — the men and women who will be needed in the conflict which is bound to come before Christian Science can take its place as the 27 religion of the world, freeing the world from the shackles of poverty, disease, sin, war? as messengers of peace to the world, we must fight the good fight 30 in our own individual experiences. Then God will use us in the salvation of the world, and, as your beautiful letter states, “…universal humanity will be benefited by the love radiated from the lives of those 33 who are obedient to [Christ’s] teachings.”

168 Education at The Principia

A Letter to the Graduating Class of the Junior College – 1928

In a letter dated May 23, 1928, Mrs. Morgan sent to the members of that year’s Junior College graduating class a message of love and inspiration.

1 May 23, 1928

My dear Young Friends,

3 Since it seems impractical to be with you on this happy occasion,

I shall give myself the pleasure of writing you some of the thoughts

that are welling up in my heart and reaching out to you on the eve of

6 your graduation.

Since your departure from Principia means that your work here has been completed in a creditable manner and that you are prepared

9 to take the next step in progress, we can only rejoice in this evidence

of right accomplishment and not allow any sense of sadness to creep

in because of the seeming separation. 12 You are not really leaving Principia, in one sense, for you have given to Principia something of yourselves which she will always keep and which will ever bind you closely to her heart. What you have given 15 of honest effort, true cooperation, unselfish love, and fine scholarship has been woven into the character and history of your alma mater, adding in rich measure to her usefulness and permanent growth. 18 What Principia has given to you may you always cherish! If you have gained here higher ideals of Christian living, a truer mental and spiritual culture, a finer sense of your responsibility to your brother, 21 and a holier conception of your relationship to your Father-Mother God, you have laid a foundation for successful womanhood and manhood. 24 in the readings selected for this morning, you will find Principia’s farewell message to you. It expresses our desire for you and our expectation of your fulfillment of that desire which is our prayer for you. 27 You will encounter in your new college environment much that will enrich your lives and broaden your mental outlook if you have gained in Principia the judgment to discriminate between the real 30 and the unreal, the false and the true, if you have developed the courage to stand on your own honest conviction of Principle. Do

To Students and Alumni 169

not let the glamour of mere intellect dissuade you from your solid 1 basis of demonstrable Truth.

There is nothing in human philosophy or modern psychology that 3 can accomplish for mankind what can be done through the spiritual perception of divine Principle. You have in your possession the key which will unlock for you the very gates of the kingdom of heaven if 6 you will but continue to learn how to use it. Set your faces wholly Godward, and let nothing interfere with your individual spiritual progress. Do not permit yourselves to be 9 mesmerized by the high-sounding phrases of human wisdom. The most valuable possession you have today is what you know about God, and that is true wisdom. Do not lightly value it, but cherish it 12 “above rubies” (Job 28:18). Then will you grow in true knowledge and find yourselves established on a sure foundation. You will not have to undo your work and retrace your steps, but will press forward into 15 broader fields of usefulness and upward into higher altitudes of thought and experience. Let the word of God be your constant guide! May purity, courage, 18 and fidelity ever characterize your daily living and open wide before you the door to true happiness and success!

Faithfully and lovingly, Mary Kimball Morgan

The Readings: Matthew 22:1 (to comma), 15, 35–40 Message to The Mother Church for 1902, 4:19–22 (next page) Message to The Mother Church for 1902, 8:12–4 Message to The Mother Church for 1900, 9:20–24 Message to The Mother Church for 1902, 14:6–13 Miscellaneous Writings, 360:2–14 Miscellaneous Writings, 363:22–29 Miscellaneous Writings, 366:9–12 170 Education at The Principia

Commencement Address – 1934

The Commencement exercises of June 8, 1934, were of special interest. On that date The Principia conferred the baccalaureate degree on thirty-three young men and women who were the first to be graduated from the four-year College. Furthermore, the Commencement exercises were held in the beautiful new Chapel on the Elsah Campus, even though the College as a whole had not yet moved to Elsah. Mrs. Morgan gave the Commencement address.

1 ur hearts are very full today, full of gratitude to God

for His wonderful guidance through the years since Principia 3 Ofirst came into being, full of joy for this answer to prayer — the first graduation from Principia College — and for the completion

of this beautiful Chapel in time to invite you all to join us in wishing

6 these dear students Godspeed. Our cup seems to be full and running

over the brim with gratitude. Surely “the Lord’s hand is not short- ened…” (Isa. 59:1)!

9 Not even a shadow of separation must cloud our happiness today.

’Tis true that our young friends, in one sense, are leaving Principia,

but they are leaving it only because they are ready to go out into 12 broader fields, taking with them whatever they have been accumulating of wisdom and of true knowledge. To the extent that their own natures have been enriched, will they be able to enrich the lives 15 of others. To these dear ones I will say, “Hold that fast which thou hast” (Rev. 3:11), for you will have need of all that you have gained of wis- 18 dom and understanding. If you have really made your own that which Principia has given you, you will spread those teachings wherever you may be and thus will find that you have not left your alma mater 21 but are taking her with you. but how can you carry Principia with you, and what will that mean to your success in life? 24 in the first place, as its name indicates, Principia stands for Principle. Education from the basis of Principle means the development of true manhood and true womanhood. It means learning to 27 think truly and therefore effectively. Thought is the most powerful thing in the world. It is the cause of

To Students and Alumni 171

all that is. All the good and all the evil in the world result from right 1 or wrong thinking. All sin, poverty, disease, and death are the consequences of unprincipled thinking, or thinking without a real basis. 3

Everything that is permanently good is evolved through consistent, correct thinking. True prosperity, real lasting success, genuine happiness, and permanent health may be attained only through 6 demonstration of the one infinite, unchanging Principle — through learning to think with God. We are told in Science and Health (p. 120) that “Health is not a condition of matter, but of Mind….” Mrs. Eddy 9 also said, “To live so as to keep human consciousness in constant relation with the divine, the spiritual, and the eternal, is to individualize infinite power; and this is Christian Science” (Miscellany, p. 160). 12 You have experienced many proofs of this scientific fact. Who can conceive of the wonders that await your deeper understanding of the application of this infinite Principle to your human problems? Paul 15 said, “Eye hath not seen, nor ear heard, neither have entered into the heart of man, the things which God hath prepared for them that love him” (I Cor. 2:9). He “is able to do exceeding abundantly above all 18 that we ask or think” (Eph. 3:20). Even the most cherished things in human experience — the things men count dearest — cannot be depended upon. They are illusive and 21 vanish into nothingness before our very eyes, in spite of intellectual wisdom, business acumen, or even human affection. Wealth takes to itself wings and flies away, leaving us aghast at 24 its complete dissolution. We have seen evidence of this all around us many times during the past few years. Moneyed men, engaged in what has been considered sound business, safe as the Rock of Gibraltar, 27 find their fortunes depleted overnight. Positions considered absolutely secure become like the house built on sand, leaving the individual without foundation. Health which has always seemed equal to every 30 demand made upon it suddenly gives way under the so-called laws of mortal mind, and men fall helpless before the ravages of disease. Even sacred human ties are dissolved because human affection is 33 not strong enough to stand the friction of human selfishness. There is not one thing that men count desirable and good which may not fail at any moment, unless one’s hopes and aspirations are built 36 upon divine Principle. Principle never changes — divine Love never fails. 172 COMMENCEMENT ADDRESS – 1934

1 The storm may roar without me, My heart may low be laid; 3 But God is round about me,

and can I be dismayed?

(Christian Science Hymnal, No. 148)

6 Principle is the anchor which holds us to all that is good and

permanent. because Principia seeks to teach her young people to love and

9 reverence Principle, it is of value to the Cause of Christian Science.

Instead of regarding education as a process of accumulating

important facts, we recognize that true education is training in

12 the ability to think and to think through from the basis of unchanging Principle. While not all students go out from Principia equipped to repre- 15 sent this fundamental purpose, every student who has been honest and earnest in opening his thought to receive what Principia has offered him has grown in the ability to think more accurately. 18 it is not every graduate of this institution who continues to think as he has been taught. But testimony from many sources heartens us with the assurance that Principians are making good; that Principia 21 training is commending itself to those who appreciate the services of young men and women who can intelligently, impersonally, and successfully face the problems of business, social, and religious life. 24 Principians are making honorable businessmen, worthy citizens, and strong church workers. That is why we have no hesitancy in going forward with this work and in urging Christian Scientists to 27 help us to complete the construction of these beautiful buildings, that we may house the coming generations of young Christian Scientists who may desire to have this Principia experience — and 30 to house them in these beautiful surroundings which God’s love and bounty have provided for them. i have no hesitancy in urging these young men and women to 33 work prayerfully and diligently with us to achieve the completion of this unit in order that other young Christian Scientists may have the same opportunity which they have had. 36 You may not know now just where your lifework will lie, nor what it is to be, but you can know that which is of greater importance to To Students and Alumni 173

you, and you can determine now, with God’s help, just how it is to be 1 done. Knowing that you may have the guidance of divine Principle, you need be concerned about nothing, except to make sure that you 3 are thinking with God and can therefore be confident ofH is guidance.

If you are learning to let infinite wisdom settle all questions for you, your success in life is assured now. “To live so as to keep human con- 6 sciousness in constant relation with the divine…is to individualize infinite power…” (Miscellany, p. 160). This is God’s purpose for you, that you may find true manhood and womanhood in reflectingH im. 9

What is your purpose for yourself? Is it one with the divine purpose?

If so, you may go forward with the greatest expectations and with absolute certainty of achievement. 12 The world needs purposeful men and women — men and women who are fitted to be leaders in every avenue of righteous activity. Where can such individuals be found, if not in the ranks of those who are 15 learning to “individualize infinite power” — who are learning the value of absolute dependence upon divine intelligence — infinite Principle? You may hear it said that to live Christian Science is transcendental and 18 an impossibility in this practical world, but you have already seen God’s power gloriously manifested when thought has been lifted above sense testimony. 21 Men may scoff at any mathematical axiom which they do not understand, but a knowledge of the underlying principle and a strict obedience to the rule for its demonstration would enable them to 24 prove for themselves its absolute truth. “In Christian Science mere opinion is valueless. Proof is essential to a due estimate of this subject” (Science and Health, p. 341). “The 27 hour has struck when proof and demonstration, instead of opinion and dogma, are summoned to the support of Christianity, ‘making wise the simple’” (ibid., p. 342). “The Principle of divine metaphysics is God; the 30 practice of divine metaphysics is the utilization of the power of Truth over error; its rules demonstrate its Science” (ibid., p. 111). our Cause — the Cause of Christian Science — is training its 33 followers for true service, and those who are learning to live its precepts intelligently and consistently are being prepared for big responsibilities. Greater opportunity always awaits those who have faithfully fulfilled 36 responsibilities which have already been given them. The man who is most successful in life is the man who is most 174 COMMENCEMENT ADDRESS – 1934

1 alert in listening to his Father’s guiding voice. The man who succeeds

in subordinating his own will to the will of divine wisdom will not

3 have to retrace his steps in sorrow, nor can he possibly fail of true

success — he has found the way.

From sense to Soul my pathway lies before me, 6 From mist and shadow into Truth’s clear day; The dawn of all things real is breaking o’er me, My heart is singing: I have found the way. 9 (Christian Science Hymnal, No. 64)

inasmuch as you have discerned the way, it is your responsibility to walk in it. That may not always seem the easiest course to take.

12 You will not always find, as you have found in Principia, that your

well-being is the chief concern of those with whom you are associated. In your first business venture you may discover that you are the 15 least important factor in the consideration of others. But remember for whom you are working and whose approval you seek. “Study to shew thyself approved unto God, a workman that needeth not to be 18 ashamed…” (II Tim. 2:15). Divine Principle demands your highest and best efforts, regardless of what others may do or think. Radical and intelligent reliance on Principle will solve any problem that 21 may present itself. one of our graduating classes chose the motto “Principle, not Person.” Such a motto, consistently adhered to, must lead to the 24 fulfillment of one’s highest hopes.I s it not true, as Emerson said, that “defeat is always from within”? Do not defeat your own hopes through ceasing to think with God. 27 identify yourselves with the most important Cause on earth today — the Cause of Christian Science — and strive valiantly to be worthy of such identification.A s you mingle with older and more 30 experienced workers in our Cause, do not permit yourselves to be dismayed or discouraged if you find some who make mistakes and fail to live up to the ideals of Christian Science. “What is that to 33 thee? follow thou me” (John 21:22). Follow Principle, not person. Our textbook tells us to watch our own thinking “lest aught unfit for development enter thought” (Science and Health, p. 419). 36 a life of selfless service is the only road to genuine happiness. Men and women who forget self in a desire to serve God and To Students and Alumni 175

mankind learn the meaning of the joy of an endless life. 1

if I had the power to bring into your lives the richest possible blessing, I would do it through helping you to lose sight of self- 3 interest and self-centeredness, and to find your joy in love for God and man. Let us cease living in a narrow circle of “me and mine.”

Remember that God is our Father-Mother. His children are our 6 brothers and sisters. Their interests are our interests. It makes of the whole world one great family. When mankind awakes to realize this, there will be no more strife — no more war — and peace will 9 be established. How soon this may be consummated depends upon you and me and upon our earnestness in bringing about God’s purpose for all His children. 12 as the light of Christian Science is kindled in the hearts of men everywhere, it will prove to be the gospel of “on earth peace, good will toward men” (Luke 2:14). Dear young friends, will you not consecrate 15 yourselves wholeheartedly to the establishment of true peace on earth? War between nations will be abolished when individuals abolish war in their own hearts, when self-interest gives place to brotherly 18 love, and when good becomes enthroned in consciousness as the only God. Then we shall be found loving our neighbor as ourselves. We shall have found our true manhood and womanhood. One of 21 our American poets writes:

God give us men. The time demands Strong minds, great hearts, true faith, and willing hands; 24 Men whom the lust of office does not kill; Men whom the spoils of office cannot buy;

Men who possess opinions and a will; 27 Men who have honor; men who will not lie;

Men who can stand before a demagogue

And stem his treacherous flatteries without winking; 30 Tall men, sun-crowned, who live above the fog In public duty and in private thinking. J. G. Holland 176 Education at The Principia

A Talk to the Alumni and Graduating Classes – 1935

1 want to talk with you tonight as Principians. It matters not

when you were students in Principia, whether you were members of 3 I the first graduating class or in the class that graduates this year — or possibly you were former students who did not graduate — but you

all have been Principia students and are known today as Principians.

6 i wonder just what that is meaning to you. Has it any significance

to you beyond the fact that you once were or now are students in an educational institution known as Principia?

9 The Principia came into being at a time when the Cause of

Christian Science was still somewhat in its infancy. The Mother

Church had been built, and in St. Louis there was one small church 12 of about one hundred members. There was much general ignorance and great antagonism regarding Christian Science. Sermons were being preached against it, or rather against what it was thought to 15 be; the press contained articles of derision presenting a very false sense of its teaching; students of Christian Science frequently found themselves ostracized by their former social and religious circles; 18 materia medica was indignant because Christian Science claimed to heal disease, and great efforts were being made to make it illegal for practitioners to heal the sick. 21 in the midst of such a stir, it was not strange that children and young people of the Cause often experienced something akin to persecution from their school companions and not infrequently 24 from their teachers. Also, they were taught in school much that was contrary to their own religious teaching and home training. it seemed wise to make it possible for our young people to be 27 educated under conditions which would not be inimical to the high ideals their parents desired to inculcate in their characters. At first there was no thought of doing more than meeting a temporary need, 30 but after the first two years it seemed imperative to continue; and so year after year we found it impossible to drop the work, being forced to expand continuously to meet the growing need. 33 There are a few here tonight who were among those earliest Principians. They know something of the consecrated work on the

To Students and Alumni 177

part of trustees, faculty, and parents that went into the foundation 1 of Principia, and they know something also of the wonderful divine protection and guidance that enabled the little school to exist and 3 grow during those early years.

had the work not been in accordance with God’s will, it could not have survived. But Principle sustained and nourished it when 6 human wisdom and courage were insufficient.A nd so the first school for the children of Christian Scientists was established, and as you know, God has aided us in the gradual expansion of Principia 9 until today we have not only the Lower and Upper schools, but the four-year College as well — the first college to serve the sons and daughters of Christian Scientists. 12 Does it mean anything to you to have had a part in this work which God has so lovingly protected and guided? Its value lay in its purpose to serve the Cause of Christian Science. Today the value of 15 Principia lies in the ability of its graduates to demonstrate the ideals of Christian Science in their daily lives amongst their fellowmen. Principians, who are true to their name, represent to the world the 18 ideals of Principia and thus are constantly contributing to its usefulness. The world best knows Principia through those who are known as Principians. “A tree is known by its fruit.” 21 Principia is grateful for her Alumni Association. We hear such excellent reports from time to time of many of our alumni — how they are taking their places in their communities and standing for 24 Principle in business, social, and church activities. in every organization there are leaners and lifters — complainers and contributors — negative and positive workers. We find it thus in 27 our school and college. There are some students (I am glad to say that they are greatly in the minority) who continue throughout their school and college experience to be leaners and even complainers. 30 They are generally negative in their attitude, especially if approached to serve in any way. They are willing to accept but not to give service. Such individuals become leaners in other walks of life. They are the 33 church members who are unwilling to sacrifice for the Cause but who will accept willingly all that Christian Science can do for them; the businessmen who are unwilling to support public charities, and who 36 take little interest in important civic affairs, confining themselves to their own personal interests — selfishly hoarding their goods rather 178 A TALK TO THE ALUMNI AND GRADUATING CLASSES – 1935

1 than dispensing them for the benefit of mankind.

What an empty life is one that lives chiefly for self!H ow much

3 happiness is missed if one does not learn the joy of sharing or the joy

of working for a glorious Cause!

The Principia Alumni Association has the privilege of representing

6 to the world the ideals of the first college in the world dedicated to

the education of the sons and daughters of Christian Scientists. and do you understand and approve the theory almost universally

9 accepted, that a school and college must legitimately look to its former

students and alumni for support and encouragement?

and if you have experienced annoyance and irritation when invited 12 to contribute time or money to Principia’s various and necessary activities, have you stopped to realize that Principia is your alma mater, and that in common with other schools and colleges, it must look to its 15 graduates and former students — to its own children — to meet its needs, so that it may carry on? and if you are asked to serve on the executive board of the Alumni 18 Association or in similar positions of responsibility in connection with Principia Clubs, do you serve gladly, regularly, and faithfully, even at considerable inconvenience to yourself? 21 and if you hold some such executive post in connection with other alumni activity, do you seek to discover and keep close contact with the needs of our institution by frequent conference or correspon- 24 dence with our administrative office which alone is in intimate touch with such matters? Or do you rather avoid such contacts through the erroneous suggestion that to seek such a basis of co-operation means 27 the loss of individual initiative and the acceptance of a measure of paternalistic guidance that is unworthy? The Principia should be able to rely unhesitatingly upon its 30 alumni for many things but especially for the following:

1. Unselfish expenditure of time and thought to the end that false impressions with regard to The Principia may be corrected and the

33 institution, its purposes and practices, properly understood.

2. Active organized programs which will bring Principia appropriately to the

attention of young people in your community of school and college age, so

36 that the finest student material will be intelligently attracted to our doors. To Students and Alumni 179

3. Loving and loyal reception of appeals for financial support, which will 1 undoubtedly be continued throughout the years.

4. Intelligent and alert efforts to discover Principia’s needs and to serve 3 in support of these needs.

Do you realize, my dear friends, that unless Principia can be assured of alumni support in at least these four ways, it is less fortunate than 6 are most of the really fine schools and colleges of this country? Would it really distress you if I told you that by such general measures as I can apply, only about 50% of our alumni are effective? 9

Would you be troubled if you knew that less than 40% of our alumni have ever made any financial contribution to this work, and that if the improved percentages of very recent graduating classes were not 12 considered, the percentage of total contributors would be consider- ably lower? And would you be encouraged, as we are, to note that our more recent graduating classes show a percentage of activity 15 beyond that of their predecessors?

Surely there must be an awakening — a more vigorous, more unselfish acceptance of our responsibility for our beloved Principia, 18 more initiative in discovering and meeting its needs, more unselfed giving of time and thought and effort, more unselfish sharing of our material substance in proportion to our resources and obligations. 21 And it is my hope that those of our student body who are graduating and leaving us this year may never lose sight of the great joy which comes to those who love this work of ours and who accept loyal 24 support of Principia as one of the most sacred and significant services of a purposeful life experience. There are many among our alumni who are generously and joyously accepting such opportunities for 27 service and who alertly respond to every need. To them and for them I give grateful thanks. They give us courage to press forward. What has Principia reason to expect of her alumni? Has she 30 given them anything of value — anything that enables them to be better citizens, stronger characters, wiser parents? All Principia asks is that her graduates make abundant use of the precepts she has 33 taught them. The function of alumni is to be of service to their college — to protect, support, and help to build up the work of the institution — 36 180 A TALK TO THE ALUMNI AND GRADUATING CLASSES – 1935

1 to spread the ideals upheld by the College and to so live those ideals

that “he may run that readeth…” (Hab. 2:2). Because of the bond

3 which unites us — our love for Christian Science and our gratitude

for its transforming, healing power in our lives — no alumni on earth

have such a glorious Cause to work for, or have such reason for united

6 action in support of that Cause, as have our alumni.

Principia Clubs in various localities are in a position to serve their alma mater most effectively. Some are doing vigorous, helpful things

9 for Principia. It is possible that others are using their clubs only as

social opportunities or are carrying on in a perfunctory manner —

just holding the membership together because of the loyal efforts of 12 two or three active individuals. Such negative efforts cannot be productive of much good, for they give evidence of a lack of purpose, a lack of interest and cooperation, a lack of loving loyalty, which does 15 not speak well for Principia training and would not attract pupils to a school or college which could not inspire its young people to more generous, worthy effort in its behalf. 18 another regrettable situation is that occasionally one hears a rumor that someone has gained the impression that Principia likes to dictate how Principia clubs should be managed. That is a grave 21 mistake. We prefer to see Principians make their own demonstration in this respect; nor have we time to attempt to supervise the handling of such organizations. 24 Naturally we are deeply interested in what Principia graduates and former students are accomplishing, and we shall always want to keep in as close touch as possible with those young people who 27 have at any time been members of our Principia family. But we have no reason to advise you as individuals nor to attempt to influence you, even for good, unless you wish our help. We would 30 not presume to concern ourselves with what is obviously your own personal affair. When children in a family grow into manhood and womanhood, 33 they sometimes feel that Dad and Mother are not justified in taking such a deep interest in their personal matters and are inclined to resent what seems to them at the time as interference. While in some 36 instances there may be a tendency to forget that their children are grown-up, wise parents are more often governed by too deep a love to be willing to see their dear ones make serious mistakes without To Students and Alumni 181

reaching out a helping hand to guide their footsteps. If that loving 1 gesture is resented and misunderstood, it can only be withdrawn in the interest of harmony and the young people permitted to find their 3 own way, even at the expense of unnecessary mistakes.

however, in the case of groups of Principia alumni or clubs called

Principia Clubs, we feel that for the sake of Principia, whose name 6 they bear before the world, we are justified in offering whatever help may be needed to establish a correct sense of Principia ideals.

Otherwise the name should not be used. 9

Dear friends, there is so much need in the world about you for just those things which you have been privileged to learn through the teaching of Christian Science. Some of you are wide-awake to the 12 opportunity for service and are wholeheartedly saying, “Here am I Lord; send me.” an editorial in a college paper thus challenges youth to accept the 15 wonderful opportunities offered him today for true leadership in bringing about a saner condition in world affairs:

Every new idea that the years shall sometime disclose, and that humanity 18

shall sometime embrace, is even now accessible to the discerning mind.

And ideas shall save the world. Ideas are not elusive nor are they

capricious. Like the multiplication table and the Golden Rule, their 21

appeal is constant. Potentially, they are ours if we can but awake to them

and use them. The good things of this world have come to men, not

through labor, but through thought, through intuition, perspicacity, 24

courage. How shall these majestic avenues of mind be opened to us, other than by individual adventure, by “fasting and prayer,” by spiritual

aspiration and growth? We need no more mass power in this country of 27

ours; we want individual power, creativeness, insight, leadership. Shall

we secure these gifts by drive of will and material energy, by quantity

production of machinery or organization? Never so! Through the tangled 30

paths of tradition and ancestor worship? Never so! They arrive rather

through the quietness and confidence of unhampered souls, impelled by

high ideals, alive to the adequacy and immanence of the divine provision 33

for all the needs of men.

New ideas, once accepted, hold their own right of way. Irresistibly

they unfold and grow in stature, “multiply and replenish the earth and 36 subdue it.” As the goal of awakened youth, they grow mightily. And youth 182 A TALK TO THE ALUMNI AND GRADUATING CLASSES – 1935

1 is now in a quickening and valiant mood: not for arms and slaughter, but

for ideas and adventure and sunrise colors in general.

3 (“What the Colleges are Doing,” May 1935)

There is a general trend of thought toward expectation of achievement of better world conditions through the youth of the land — a

6 looking toward the younger generation as the “hope of our race!” as

Mary Baker Eddy expresses it (Pulpit and Press, p. 9). an article in Harper’s Magazine contains the following statement as

9 to the kind of education needed to correct existing wrong conditions:

What is it in particular that people need to be taught?… If their minds

are improved, that is some help, no matter what they study; but

12 organized teaching in our time seems to have been mostly technical….

It is not technical knowledge that is going to save us; it is increased

proficiency in the great province of human relations. What we need is

15 to learn how men can get along together without trying to destroy one

another; how they can learn to share what there is, how distribution

can be improved, — that is what we must learn in order to be saved.

18 Well, where is the great textbook, where but in the New Testament?

If political economy hasn’t got pretty close to the Sermon on the Mount,

where is it?…

21 if being good can save us, it is high time we tried it….

Education in the ordinary sense won’t save us. We want something

that works faster — something if possible that changes men…. There is

24 more spiritual ferment stirring now than most people realize, and it is

lucky that there is. Every steeple that points to the sky has a message, to wit: that our visible world is geared to a world invisible from which

27 it can derive power and even wisdom for the regulation of human life.

(E. S. Martin, in Harper’s Magazine)

What body of young people are today so prepared to respond to 30 the challenge thrown out to them for true leadership as those who have been given a basis for true thinking? We know that thought in accordance with Principle will accomplish all that can be accom- 33 plished for the peace of the world. Then does it not rest upon Christian Scientists to spread the Gospel of Christ as rapidly as possible? Can we afford to be asleep 36 to our privilege? Can you who have been so bountifully blessed by To Students and Alumni 183

reason of your heritage and education fail to utilize your youthful 1 strength, vigor, understanding, and material means in the advancement of the most important Cause on earth? 3

Whatever your vocation in life may be, I would urge you to have a definite purpose, a high goal the attainment of which will demand of you your strongest and most purposeful efforts. If that goal is bigger 6 and higher than personal self and material gain, it will enlarge your capacity, strengthen your character, increase your usefulness, and lift your experience above the drab, sordid competition for amassing 9 wealth, or the weak, superficialsocial ambition of the average man or woman. because Principia does send out into the world clean, strong 12 men and women of unquestioned principle, men and women of integrity and sound views of life — men and women who have but one God and that infinite good — and whose purpose is to love and 15 obey that one God and serve His Cause, thus blessing and uplifting their fellowmen, Principia’s existence is justified. and now beloved Principians, the responsibility for the further 18 fulfillment of the purpose of Principia must rest largely in your hands. What will you do with it? May I feel secure in entrusting to you this God-given responsibility 21 which can be safely guarded only by those who recognize the divine purpose underlying this work — and who love it understandingly and impersonally enough to treasure that responsibility as a sacred 24 privilege? only a deep appreciation of the work possible to be accomplished in the world by Principia for our precious Cause and a deep love for 27 that Cause will be sufficient for the continued demonstration of God’s purpose in its behalf. Today in this Chapel, which will stand for all time as your beautiful, 30 generous gift to your alma mater, will you not consecrate yourselves to the sacred task of carrying on to completion this demonstration begun thirty-seven years ago, in obedience to the demand of Principle? It will 33 require sacrifice of time, money, and of personal pleasure; it will demand self-renunciation, selfless love, humility, courage, patience, and an unfailing trust in God, for those are the qualities upon which 36 the foundation of Principia has been laid and upon which the entire superstructure must be built. 184 A TALK TO THE ALUMNI AND GRADUATING CLASSES – 1935

1 in the words of one of our hymns, ask yourselves:

What can we do to work God’s work,

3 To prosper and increase

The brotherhood of all mankind, The reign of the Prince of Peace?

6 What can we do to hasten the time, The time that shall surely be, When the earth shall be filled with the glory of God

9 as the waters cover the sea? (Christian Science Hymnal, No. 82)

To Students and Alumni 185

A Letter to the Graduating Class of the College – 1941

In 1941 Mrs. Morgan wrote to the graduating class of the College a letter which was read to the class at Commencement time by Mr. Frederic E. Morgan, President of The Principia.

June 1, 1941 1

My dear Young Friends,

It would have been a great joy to me had I been able to accept your 3 gracious invitation to meet with you at this Commencement time.

Since that has not worked out as I hoped, I am going to send you a little message by Mr. Frederic. I shall not call it a farewell message, for 6

I do not like to think of it in that way, although I regretfully am forced to recognize the fact that you will not return to College as students next fall. 9

but if Principia has helped you to utilize your understanding of

Christian Science in demonstrating your daily living from the basis of Principle, we need have no sense of separation but will be working 12 out our individual lives together under the guidance of the one Mind. The more we know of Mind, the closer together we shall travel, regard - less of where we may be corporeally. It is a great comfort to me to 15 think of you as going forth to your lifework, honestly putting into practice the teachings of Christian Science. You will, of course, meet with new conditions and therefore with 18 new problems, but the correct solution of each problem will be not only possible but sure if you will sincerely look to divine Principle for guidance. 21 i am grateful that you have in your hands the key that will unlock for you the door that opens upon the only road to success and hap - piness. But that key will be of no value to you unless you make the 24 best use of it. You will have to place it in the lock and turn it, or the door will remain closed to you — even though you think you possess the key. “You have simply to preserve a scientific, positive sense of 27 unity with your divine source, and daily demonstrate this” (Pulpit and Press, p. 4). It is the daily, hourly demonstration of what you now 186 A LETTER TO THE GRADUATING CLASS OF THE COLLEGE – 1941

1 know of Truth that opens the door to a fuller and more abundant

inheritance of all of God’s richest blessings.

3 God has a glorious purpose for each one of you. Make sure that

no untrue thinking on your part can cast a shadow on your path that

will prevent your seeing that purpose and fulfilling it as speedily as

6 possible. In the words of our hymn, God is working His purpose out as year succeeds to year, 9 God is working His purpose out and the time is drawing near;

Nearer and nearer draws the time,

12 The time that shall surely be, When the earth shall be filled with the glory of God

as the waters cover the sea.

15 What can we do to work God’s work, To prosper and increase The brotherhood of all mankind, 18 The reign of the Prince of Peace?

What can we do to hasten the time,

The time that shall surely be,

21 When the earth shall be filled with the glory of God as the waters cover the sea?

March we forth in the strength of God

24 With the banner of Christ unfurled, That the light of the glorious Gospel of truth May shine throughout the world;

27 Fight we the fight with sorrow and sin, To set their captives free, That the earth may be filled with the glory of God

30 as the waters cover the sea. (Christian Science Hymnal, No. 82)

Be sure that you have no selfish purpose in your life that can 33 conflict withH is purpose for you and rob you of your rich inheritance, even temporarily. “The purification of sense and self is a proof of progress” (Science 36 and Health, p. 324) and hastens the establishment of peace on earth.

With tender affection, Mary Kimball Morgan To Students and Alumni 187

A Letter on World War II

In the midst of the Second World War, when the thought of the country was filled with the war effort, Mrs. Morgan sent the members of the graduating class of 1942 a message designed to inspire thinking in the direction of the right kind of warfare.

May 31, 1942 1

Graduates of the Class of 1942,

My dear Principians: 3

instead of talking with you, which I personally would love to do, I have decided to have my message put on paper so that you each may have a copy to read — frequently, I hope. 6

as you go out from Principia, I shall think of you all as going forth to serve. Every individual in this class will find his rightful place and work if he will sincerely listen for divine guidance. Not only will the 9 men be “going to war,” but every Principia woman will be engaged in the only warfare that can result in true freedom and real peace — that is, the warfare against that which claims reality and power in evil. 12

Remember you are “…enlisted to lessen evil, disease, and death; and [you] will overcome them by understanding their nothingness and the allness of God, or good” (Science and Health, p. 450). 15 in order that you may be fully prepared for any attempted invasion by the enemy, “Simply count your enemy to be that which defiles, defaces, and dethrones the Christ-image that you should reflect” 18 (Miscellaneous Writings, p. 8). I urge you to “Put on the whole armour of God, that ye may be able to stand against the wiles of the devil.” (Read Ephesians 6:10–17.) 21 “No weapon that is formed against thee shall prosper; and every tongue that shall rise against thee in judgment thou shalt condemn. This is the heritage of the servants of the Lord, and their righteous- 24 ness is of me, saith the Lord” (Isa. 54:17). The smallest truth is mightier than the greatest lie the world has ever known. Therefore, “Hold thought steadfastly to the enduring, 27 the good, and the true, and you will bring these into your experience proportionably to their occupancy of your thoughts” (Science and Health, p. 261). 30

188 A LETTER ON WORLD WAR II

1 In The Christian Science Journal, September 1940, the Christian

Science Board of Directors made this statement about the part

3 Christian Scientists must take in this war: “They likewise need to be

armed with the understanding that man is not a physical creature

subject to destruction, but an indestructible idea in Mind, serving

6 continuously and victoriously under the direction of infinite intelli-

gence and under the protection of divine Love.”

With love, your friend. Mary Kimball Morgan To Students and Alumni 189

Dedication of the College Chapel

On June 7, 1942, the Principia formally accepted from the Alumni Association the Principia College Chapel, free from debt. The funds for the Chapel had been raised by the Alumni Association over a period of years, and the ceremony in the Chapel on that June afternoon marked the culmination of this work. Upon receipt of a letter from the Alumni Association symbolizing the gift, Mrs. Morgan, who was present, asked Mr. David Morey (JC’27) to read her message to the alumni, accepting the Chapel on behalf of the Trustees. This letter, subsequently published in the Principia Alumni Purpose of July 1942, was as follows.

oday my heart is very full of gratitude. Your love for Principia 1

and your loyalty to its purpose are truly inspiring. In the early Tdays of Principia, more than forty years ago, it was my hope 3 that the little school might do its work so well that its boys and girls would someday be found among the men and women most active in the work of our Cause. 6 Principia was established in order that it might serve the Cause of Christian Science through channels appropriately open to it as an educational institution. Those channels are to be found almost wholly 9 in the way its graduates live their lives as effective Christian Scientists, public-spirited citizens of our beloved country. Those who are well acquainted with the activities of any considerable number of our 12 alumni join with me in confidence that Principia’s primary purpose is being justified, year in and year out.A nd so, is it any wonder that my heart is filled with gratitude, not only today but every day?A s I look 15 back over the more than forty-four years during which this school has been established, I am conscious that you are proving that my early hope was well founded. 18 Some years ago you asked that this Chapel might be your building, that it should stand before all men for all time as a symbol of your love and loyalty. That action was significant, for the Chapel symbolizes our 21 love for God and our gratitude to our great Leader, Mary Baker Eddy, whose divinely-inspired teachings revealed the inseparability of God and man. Your action in erecting this beautiful Chapel also reveals your 24 love for that school-home in which many of you learned something of 190 DEDICATION OF THE COLLEGE CHAPEL

1 the meaning of true education as our Leader defines it inThe First

Church of Christ, Scientist, and Miscellany (p. 252), when she states:

3 The entire purpose of true education is to make one not only know the

truth but live it — to make one enjoy doing right, make one not work in

the sunshine and run away in the storm, but work midst clouds of wrong,

6 injustice, envy, hate; and wait on God, the strong deliverer, who will reward

righteousness and punish iniquity. “As thy days, so shall thy strength be.”

i always think of you Principia alumni as my children — my dearly

9 beloved school children. Your victories over self, your progress out of

seeming limitation, your awakening recognition of what it means to be truly obedient to God, your practical expression of brotherhood and of 12 love for mankind, your courage in the face of difficulties, your ready and willing acceptance of responsibility for service within the organized work of the Cause of Christian Science — these and many other 15 evidences of your individual progress fill my heart with gratitude. Today our Principians — our loyal, true Principians — are to be found among the peoples of many of the warring countries. Whatever 18 their nationalities may be, whatever tasks they may be called upon to perform, we may feel sure that they are looking to God for guidance, that they will strive most earnestly to do whatever they conceive to 21 be right to the best of their abilities, and that they will be “merciful, just, and pure” (Science and Health, p. 497). in the quiet peace of this blessed little Chapel, our hearts today 24 should be very full of love for the hundreds of courageous, patriotic Principians who have answered our country’s call and who are serving in almost every part of the world. You and I must not fail them. In our 27 daily work as Christian Scientists, we must support them in all they have to do. We must pray daily, hourly, for country and for church as our Leader, Mary Baker Eddy, directs us on pages 14 and 15 of Christian 30 Science versus Pantheism, under the heading of “Prayer for Country and Church”:

Pray for the prosperity of our country, and for her victory under arms;

33 that justice, mercy, and peace continue to characterize her government,

and that they shall rule all nations. Pray that the divine presence may still

guide and bless our chief magistrate, those associated with his executive

36 trust, and our national judiciary; give to our congress wisdom, and uphold our nation with the right arm of His righteousness. To Students and Alumni 191

in your peaceful homes remember our brave soldiers, whether in 1 camp or in battle. Oh, may their love of country, and their faithful service thereof, be unto them life-preservers!… 3 May our Father-Mother God, who in times past hath spread for us a table in the wilderness and “in the midst of our enemies,” establish us in the most holy faith, plant our feet firmly on Truth, the rock of Christ, the 6 “substance of things hoped for” — and fill us with the life and understanding of God, and good will towards men.

You have gathered here to dedicate this beautiful building. You have 9 completed the task which you set for yourselves in presenting this Chapel to The Principia free from debt. This Chapel has become the outward symbol of Principia — outward evidence of the great purpose 12 of its work. On behalf of the Trustees of The Principia Corporation, I accept it as the expression of your love, loyalty, and support. I know that I may speak for them when I say that our trustees and our faculty, 15 staff, and student body join me in expressing love and gratitude to you and to all the dear, good friends who have so generously contributed to your Chapel Fund. 18 The tributes which you have placed on the walls of your Chapel foyer and which speak so appreciatively of all those whose generosity helped to build Principia, are very beautiful indeed. Truly Principia’s 21 foundations were laid and its walls erected on a basis of wholly unselfish service to God and man. and now, in closing this message to you, I shall ask Mr. Clarence H. 24 Howard Jr., to rise and stand with me, for he is here today not only as an alumnus, but as the representative of his beloved family. it is my precious privilege to speak for the four early Principians 27 whose names you have carved on the walls of your Chapel. The testimonials inscribed on the tablets speak most lovingly of our work for Principia. These testimonials we hold close in our hearts. The four 30 friends whom you have thus so tenderly remembered are ever with you in spirit. Surely you know that our work for Principia brought us rich blessings, and in our comradeship in this work we found great 33 comfort. Today I shall speak for us all in expressing deep satisfaction in the dedication of this Chapel, and in rejoicing in this unmistakable evidence of your gratitude to God, your love for the Cause of Christian 36 Science, and your loyalty to Principia. 192 Education at The Principia

To Our Alumni

In the archives of The Principia are undated handwritten notes of a talk which Mrs. Morgan made to the Principia Alumni Association.

1 he demonstration of Principia includes also the demon-

stration of its Alumni Association. To demonstrate an idea is 3 Tto bring that idea into outward manifestation, or to bring it within the range of the senses so that the external expression shall

give accurate evidence of the mental image.

6 When a divine idea is revealed in consciousness, it must also,

sooner or later, be externally expressed. Its external expression depends upon the clarity of vision of those to whom the vision is

9 revealed.

School girls and boys sometimes say, “I know it, but I cannot

express it.” That is a mistake. What one knows can be expressed. If I 12 grasp an object by my fingertips, it is soon and easily wrested from my grasp. But if I lay hold upon that object with my whole hand and never loosen my grip, I keep it in my possession. If I wish to lay hold 15 upon an idea until I can demonstrate it, my mental grasp must be continuous, and I must exert my full strength. The Principia came into expression as a small private class. Year 18 by year it has expanded until it has become a sturdy educational institution. The demonstration thus far has been true and steady. in 1906 the first graduating class organized theA lumni Association. 21 Just as the school had to prove its existence to be of God, so the Alumni Association has had to demonstrate its own right to an existence. Children may and do reap the benefits of their parents’ scientific 24 demonstrations, but there comes a time when they must learn to stand upon their own feet metaphysically. You all know what it means to leave home and rely on your own efforts in Christian Science and 27 how much you gain thereby. it is a wise parent who can stand by with hand ready to help but who will not rob his child of the experience of working out his own 30 salvation, even though it means some hard bumps. The progress of our Alumni Association has been deeply interesting to us. We have seen its members struggle through difficulties and rise To Students and Alumni 193

victoriously. Mistakes have been made and then corrected. Just as the 1

School has had to win its way through obedience to divine Love, so the alumni have had to prove the power of Love in overcoming seeming 3 obstacles. To make the demonstration of a united, strong body of workers for the Cause demands much consecrated, unselfish effort on the part of individuals. If Principia is not a work for the Cause of 6

Christian Science, it has no right to be. If its Alumni Association is not the fruit of such work, it had better not be.

in a community one finds all kinds of workers and sometimes no 9 workers at all. Many times it seems as though a willing horse is always overburdened. That is more especially true of a young organization. The past year has been one of unusual growth for this association. 12 Its officers have been efficient and faithful. Many who have been slow heretofore in taking responsibilities are waking up to the opportunities presented. Each year should mean sturdier growth, with new 15 material constantly being added to the working force of the association. The old members, too, are growing more experienced and are profit- ing by their experiences. 18 a word to the new members: Never think of your association as their association. Do not criticize what they do. Feel a deep personal responsibility, and let any mistake as well as any good work be ours. 21 Enter into the work with a will. Do your part fully. Do not leave everything to a few. Remember, you are privileged to have a definite part in the demonstration of the Principia Alumni Association. Stand 24 by your officers and fellow members in a helpful way. Remember that lukewarmness is a great drag on the work. A negative member is of little or no value. Be a real Principian in your loyalty to your association. 27 “He that is not with me is against me” (Matt. 12:30). a word about your relation to the school and its Trustees. The Board of Trustees stands as sponsor for the school. The Board is deeply 30 concerned with every activity connected with the establishment of the work. The members of the Board are all busy men and women, yet they give their time and thought to the careful consideration 33 of every problem which it is their business to deal with. They hold regular meetings for their own spiritual growth in handling these problems. 36 You may not always agree with the policies decided upon. You may feel tempted to criticize, because you do not understand. You may in 194 TO OUR ALUMNI

1 your beautiful, youthful zeal want to do things which those who have

come on before you feel to be unwise. If so, just stop and consider that

3 these men and women of riper experience have loved Principia well

enough to work and sometimes to suffer for it all through its early

struggles. They are jealously guarding its interests in order that it may

6 be a rock in the establishment of the Cause of Christian Science. It is

their business to protect this Christ-idea in education. Be helpful to them; hold up their hands. Let them feel the inspiration of your youth,

9 your enthusiasm, your unswerving loyalty. Do not make personal

demands, but bring to them any ideas which you feel God has given

you for the upbuilding of Principia. First, let these ideas be the result 12 of demonstration on your part. Then give them to your alma mater to be used as the Trustees may deem wise. Let us demonstrate a strong, sincere unity between our Trustees 15 and our Alumni Association. Together we shall be blest of God in the further demonstration of a larger, better Principia. “With what measure ye mete, it shall be measured to you again” 18 (Matt. 7:2) is another version of our school motto, “As the sowing, the reaping.”

To Students and Alumni 195

A Talk with the College Men

Mrs. Morgan held a meeting with the men of the College on March 2, 1930, at their request. The following is the substance of her talk on that occasion.

elcome. I am glad you asked to come. There are many 1

things I should like to have you talk about to me, because W my interest in your welfare and progress is a deep interest. 3 What I see or hear of you in just a general way does not satisfy me. I should like to know more of your real progress as individuals, your aims, your purpose in life, and your victories. Are you nearer your goal 6 than when you entered Principia? Have you a definite goal?I s your life purposeful?

Principia was founded with a very definite purpose. That purpose 9 was not simply to provide schooling for young people, although we have made it a matter of great importance to meet the academic needs in the strongest and best possible way. Our purpose is to provide for 12 the sons and daughters of Christian Scientists a helpful environment in which they can unfold normally to receive their academic training under conditions conducive to the development of strong manhood 15 and womanhood. Not only intellectual development but moral and spiritual growth are essential to a man’s real progress. A man may be an intellectual giant but remain a moral and spiritual pygmy. Such a 18 person is only half a man. a real Principia product is a well-balanced individual whose whole nature is expanding under the guidance of Principle. His ideals are 21 high, his purpose is lofty, and his efforts to attain the goal he has set before himself are steady and untiring. He is willing to work hard and to make sacrifices, if necessary, to attain his goal. 24 Since you have become a member of our family at Principia, you have automatically assumed a new responsibility. Not only have you a responsibility for your own use of the opportunities here offered to 27 enable you to demonstrate a well-rounded character in fulfillment of your own or your parents’ high ideals, but you have incurred the responsibility of honestly helping Principia give truthful evidence of 30 its purpose in being.

196 A TALK WITH THE COLLEGE MEN

1 To accept Principia’s hospitality, which is offered you in good

faith, and to so conduct yourself as a College man that you are a

3 credit to its teachings is to fulfill honestly your obligations to your

College. Money obligations are the least of all, important as they

are. The student who feels that, because he pays, or his father does,

6 for his tuition and board, the College has no right to expect anything

further of him, should never come to Principia. In the first place, money can never pay for what a student may receive at Principia.

9 In the second place, his money is not acceptable unless it is accom-

panied by a genuine desire for what Principia has to offer him and

an honest effort to make it his own. Many of you have shown your 12 appreciation of the truer things and are giving promise of taking your places in your communities as public-spirited citizens, as Christian workers with a capacity for big things. 15 Some of you seem to be still asleep to your opportunities. What is the matter? Are you without a purpose in life, or is your purpose a cheap, common one that makes no high demands upon you and that 18 caters to your own selfish indulgence?A re you the man who has learned to act from Principle in all that he does; one who has learned to regulate his conduct according to the demands of Principle so that 21 he is not swayed by impulse, by mortal opinions, or by human willpower; one who does not make a god of his own selfish desires but has the aim of being of service to his fellowman; one whose outlook on life 24 is bigger than his own personal interests, a life above pettiness and worry; one who constantly subordinates his animal nature to his finer instincts, thus training himself to strengthen only those qualities 27 which make for mental and moral cleanliness and purity of character? Do you believe that youth has to sow its wild oats? The farmer who believed he had to sow wild seed with his good seed would reap 30 unfruitful crops. We reap as we sow. Every act determines how much of a success a young man is going to be. He who compromises with error throws his weight by that much into the wrong scale. Section VI

Concerning Development 198 Education at The Principia

Concerning Expansion

In 1945 Mrs. Morgan restated the policy of The Principia regarding expansion.

1 t various points in the history of Principia, decisions have

been necessary in regard to expansion or new developments. 3 AOften such expansion has entailed the purchase of property or buildings, the enlargement of the faculty, or the institution of new

courses of study. Sometimes these developments have come at the

6 demand of parents who wished to enroll their sons and daughters

and were turned away because of lack of space. Sometimes they have come because certain students had completed the courses which

9 were offered at that time and wished to continue in Principia for

advanced work. In making such decisions for expansion, we have

never considered increased income as of paramount importance. 12 The one question has always been: Is this a demand of Principle, or is it being forced upon us by material considerations? in every case the decision has been deferred until, through Christian 15 Science demonstration, the conviction has come that the new development was a part of God’s plan for Principia at that time. Such demonstrations were necessary when boarding pupils were first admitted, 18 when the high school course was added to the grammar school, the junior college course to the high school, and the four-year college of liberal arts to the junior college. Also, times of material expansion came 21 when The Principia moved to 3214 Morgan Street, when the Collins property at Page and Belt Avenues was purchased in 1901, Noble Lodge in 1920, and the College campus at Elsah, Illinois, in 1930. Concerning Development 199

No Useless Luggage

A letter to a member of the Executives’ Committee who was leaving on a trip in the interests of the School.

Just a line to go with you on your trip! 1

i hope you will take with you no useless luggage — nothing that will weigh you down with its weight. If you have packed wisely, you 3 have eliminated all anxiety, fear, evil forebodings, low spiritedness, false responsibility, and heaviness of heart.

if this trip is taken under the guidance of divine wisdom, it must 6 be for His purpose, and in order to carry out that purpose you must be able to hear His guiding voice. Thought must be uplifted, not bowed down. Imbued with faith, grateful for every blessing, joyous in 9 the assurance of your oneness with infinite Mind, and satisfied with the companionship of divine Love, you will be able to demonstrate God’s purpose because you will not be encumbered with thoughts 12 of persons and things. know that your progress cannot be hampered by erroneous thoughts from within or without. The impelling power of divine Love 15 speeds you on your way and enables you to make the goal. God does not leave us after opening the way for us to travel with Him. He has given you this important work. Don’t you suppose that He will see 18 that you have the strength, the patience, the wisdom, and the love necessary to the complete accomplishment of that duty? All you have to do is to keep your eyes upon Him. Never take them off, or 21 you may lose the rhythm. If you were playing in an orchestra, you would keep watching the leader. 200 Education at The Principia

To Field Secretaries

To the field representatives of The Principia who were, at the time, presenting to Christian Scientists in various localities the opportunity of supporting the institution financially, Mrs. Morgan sent the following letter.

1 Santa Barbara

July 19, 1923

3 To the Field Secretaries,

Dear Friends,

The reports from your various fields have been most interesting

6 and have kept us in touch with your progress.

it is cause for great gratitude that you have met with such kindliness and willingness to help on the part of workers everywhere. It proves

9 that good metaphysical work has been done. That is the only basis on

which we may look for success in this undertaking….

There is great necessity for alertness in what you have undertaken.

12 Not only should there be a wise, scientific handling of the situation as

it plainly presents itself to you in each call that you make, but there should be such a quickened sense of hearing that if there is anything 15 under the surface needing to be uncovered, it cannot escape attention. The still small voice of guidance will be heard, and you will ask the right questions and give the wise information. Or you will avoid undesirable 18 interviews and people who would make you unnecessary work and complicate the situation. always know who is doing the work. Recognize the voice of your 21 Guide before obeying. Make each call a demonstration. If it is a call of wisdom, there is something to be gained by going, and both you and the one upon whom you call will be benefited. You must give as 24 well as receive. Remember that it is not merely a social call that you are making. It is an opportunity for good to Principia, and if you know this, the work will bear fruit. 27 When you are acting in obedience to Principle, only good can result to all concerned. You, as a person, are not going out to see persons, are you? You, as God’s child, have only God’s child to meet. The divine idea 30 must replace person in human consciousness before the healing work

Concerning Development 201

of Truth can take place. And this mission on which you are engaged 1 is healing in its beneficent influence, because it is the presentation of the spiritual idea of education. Do not permit yourselves to think of it 3 as a material thing for which you are working. Get the right concept yourselves, and you will give out the right concept.

Not only will this experience you are having result in the stronger 6 growth of Principia, but to the extent that you are letting God use you for His glory, you will find yourselves more awake to your Father’s will, and consequently more fully manifesting progress as individuals. 9

Mrs. Eddy tells us that “Progress is spiritual. Progress is the maturing conception of divine Love” (Miscellany, p. 181). With loving greetings to all of you, 12

Faithfully yours, Mary Kimball Morgan 15

202 Education at The Principia

There Is One Giver

A statement written by Mrs. Morgan in the interest of the development work, probably about 1932:

1 would not talk about “big givers.” We should keep before our

thought that there is one Giver. He has infinite channels and will 3 Iuse for His work in the expansion of the Principia College those who are ready to hear His invitation. He will also guide us in our

approach to these friends.

6 our own attitude and grasp of what the situation demands must

be clearly metaphysical. Are we out to collect money, as money? What is our sense of God’s infinite supply?I t is the evidence of Love’s

9 care for His own.

Whatever His work needs is expressed in abundance. God does

not dole out His gifts meagerly. He gives all that is needed. And we 12 must open our thoughts wide enough to receive all that He gives. We must refuse to admit limitation in any direction. He never limits, and we must not. 15 our work is to keep out of the way and see God’s will accomplished. Sometimes I feel that all we have to do is to clear the deck for action. That is, clear away all sense of fear, doubt, anxiety, personality, and 18 any form of limitation that could seem to obstruct. Then He does the work, and we can see it done.

Concerning Development 203

You Are Not Out for Money

Excerpts from a letter (dated October 20, 1934) to a member of the administrative staff who was embarking on a trip to interest others in financial support of The Principia.

ou are not out for money. You are taking this opportunity 1

to prove the falsity of what mortal mind is trying to make us Y believe, namely that there is lack of substance to complete the 3 demonstration of Principia. “Hitherto hath the Lord helped us” (I Sam.

7:12), and He will continue to help us in the work that honors Him and blesses His children. 6

as long as we honor Him in our daily living, He will bless our work. If we wish to see our work prosper, we must be true to our highest ideals in the way we undertake to do that work. And that means that 9 we must literally walk with God, listen to His guiding voice, and obey

Him implicitly. “For the Lord God will help me; therefore shall I not be confounded: therefore have I set my face like a flint, andI know 12 that I shall not be ashamed” (Isa. 50:7). You are not asking persons for money. You are knowing that our Father is your source of supply, and you are thanking Him that He 15 has infinite resources through which to bless the work. You are offering an opportunity to others to join us in this demonstration, and we must not be afraid that they may not want to do so. God is their Father and 18 Guide, just as He is ours. God’s will must be done, for there is nothing to resist it. i am deeply grateful that you are fitted to do this work.I n no sense 21 is it a burden put upon you; you are privileged in being permitted to serve in this way. 204 Education at The Principia

“Enter Into His Gates” With Thanksgiving” Psalms 100

On December 10, 1930, members of the Board of Trustees and representatives of the faculty and staff, the student body, alumni, and parents met on the Elsah campus to take official possession of the new College campus. The brief ceremony on that occasion included remarks by Mrs. Morgan.

1 t seems so fitting that our very first act in taking possession

of this property should be that of giving thanks to God, who has 3 Imade possible every step taken in connection with the growth of The Principia. As we look back, it seems that we have never done

anything but receive — just open our hearts and hands and receive

6 all the beautiful things that have been brought to us.

i want to read a few verses from Psalms, the 95th chapter, the first seven verses, the first verse of the 98th, and all of the 100th.

9 The readings were followed by silent prayer and the audible repetition

of the Lord’s Prayer. Mrs. Morgan then continued:

it wouldn’t be the right thing at all to come here today and not

12 remember the one who really has made this place so precious to us

all; I am going to ask one of our number to read to us from Mr. Sylvester’s book of poems. Twenty years ago, when we used to come 15 up here and he would come with us, we would gather all around, and he would repeat verses to us, sometimes just as they came to him. We will always associate this place with him.

18 Mr. Warren Sprague then read Frederick Oakes Sylvester’s poem “I Have

Come Back, My River.” Dean George A. Andrews read a notice to the

Elsah public which was to be posted in the village Post Office that same

21 day, and President Frederic E. Morgan gave a short description of the

extent of the new property from where the party stood.

24 Concerning Development 205

“Let Patience” Have Her Perfect Work” James 1:4

Following is a statement made by Mrs. Morgan to the Trustees and the staff during the building of the College, 1931–1935, at a time when it seemed necessary to discontinue construction temporarily.

here are times when we seem to have done everything 1

necessary in preparation for an advance step in the unfoldment Tof the school, and yet we seem unable to go forward to the full 3 fruition of our work. There is nothing to do but stand and patiently wait for God to move “upon the face of the waters” (Gen. 1:2). In other words, we must continue to know, until that which we know is exter - 6 nalized. Ofttimes it is our protection and the protection of the work that is accomplished by this apparent interruption of progress.

Every advance step seems to arouse resistance in mortal mind, 9 and the greater the good to be accomplished, the more aggressive becomes the attempt to thwart the work. At such times it may be the wise thing to “make haste slowly.” 12 in the building of The Mother Church, there came a time when the Directors had to face the Red Sea, with Pharaoh’s army pursuing them. There seemed to be no way to turn. “Every material help was 15 withheld until divine Love was sufficiently reflected to meet the opposing error in all its various forms and turn the scale on the side of God and His government” (Joseph Armstrong, The Mother Church ). 18 When patience has had “her perfect work” (James 1:4) and divine Love is sufficiently reflected, so that the opposing error cannot affright or tempt one, the good work will go on to completion. 21

206 Education at The Principia

“If the Lord Build Not the House” Christian Science Hymnal, No. 141

Following is a statement read by Mrs. Morgan at a staff meeting on May 5, 1932, during the building of the College, at a time when the work was being hampered by a conflict due to differences of opinion among Principia’s workers.

1 uring the past two weeks I have seen some very clear

evidences that the claim of mortal mind, in its efforts to 3 Dfrustrate our united demonstration, is endeavoring to insinuate its own evil suggestions into the mentality of even those who

consider themselves friends of Principia and that some of these

6 friends have accepted these suggestions as their own thoughts.

i believe this dear group of workers has, in the main, kept itself quite free from the mesmerism of aggressive mental suggestion, although

9 at times some of you have been touched by the mesmeric influence.

because the claim of error seems to be so persistent, I have

thought that a word of warning might not be out of place. 12 i have been deeply impressed recently with the fact that our real College building needs attention. Possibly that is the reason that we have been given the opportunity to rest a bit on the work of the 15 material structure. I believe we were getting too engrossed with the demands material to see that our mental structure needed closer attention. I do not mean that we were not faithful in doing what we 18 call our “daily metaphysical work.” In fact, I believe that most excellent work has been done and that we have seen many evidences of great good resulting from that work. 21 but have we sufficiently realized that our College is being built out of the materials furnished by each Principian in his daily thinking? “Thoughts are things,” we are told (Pulpit and Press, p. 80). The 24 thoughts that go into the building of the College are those thoughts which are given us when we honestly sit down to work for Principia. That is the best material we contribute. The same is true of the 27 demonstration of the building of the Publishing House. But what of the unscientific thoughts that find lodgment in our mentality between times? They also are “things,” but they are “things” that Concerning Development 207

weaken the strength and mar the beauty of our building. 1

We would find ourselves deeply concerned if our human architect should make a mistake in design or our builder should accept poor 3 materials or workmanship. It may be a perfectly honest mistake, but if it proves a costly one for us, we feel it to be inexcusable. All mistakes are costly, but none are so costly as the mistakes made in our spiritual 6 building. Let us honestly and impersonally take the time to scrutinize our own mentality and eliminate therefrom anything that does not 9 furnish satisfactory material for substantial and beautiful buildings.

Our mental house should be dedicated to God; it demands our choicest treasures of thought. 12 at such a time as this, when we are endeavoring to demonstrate the manifestation of a complete spiritual idea, it is as though we were challenging mortal mind to combat. Not only is the educational and 15 religious world stirred by our seeming presumption in thinking we can improve on anything already accomplished, but the architectural and building fields are agitated because something unique in college 18 building is being undertaken. Newspaper publicity, as well as our own publications, has given out much information to a world which seeks to use it to our disad- 21 vantage, because the world is not friendly toward our Cause. This publicity arouses claims of jealousy, envy, resentment, evil prophecy, and much criticism. This, in itself, does not disturb us, for it is what 24 we have encountered every time we have taken an advanced step. The grave feature of this matter is that some of our own friends have been caught in the trap of malicious suggestion and have 27 allowed themselves to be influenced to think thoughts foreign to their own natural tendencies. They have not realized that they are victims of hypnotic suggestion. These suggestions they have accepted as their 30 own thinking, and they believe they have every reason to feel as they do. This has been apparent in criticism of each other, suspicion of the motives of others, hurt feelings, misunderstandings — anything that 33 would tend to destroy the unity and beauty of God’s design. The great Architect has His plan already drawn, and if you will follow intelligently and faithfully, you will demonstrate that your 36 mental home is a true reflection of the “house not made with hands…” (II Cor. 5:1). To do otherwise — to listen to the subtle arguments of 208 “IF THE LORD BUILD NOT THE HOUSE”

1 mortal mind — will make you suspicious where you should have confidence, and will make you misconstrue even those things which

3 are intended for your help. The divine specifications must be followed

intelligently and accurately if the building is to represent our divine

Architect.

6 In proportion as we are demonstrating unity in our own private

relationships, beauty and sturdiness in our own characters, and purity in our own innermost thoughts — and substituting the divine will for

9 the human, true wisdom for personal opinions (or human so-called

wisdom) — in that proportion will our building be satisfactory to the

Father of all. 12 any seeming lack of a proper sense of values, true proportion, an accurate, scientific estimate of substance, or honesty of thinking reveals itself as a poor counterfeit of God’s building and is not worthy to be 15 dedicated to His use. i appeal to you, dear friends, for the sake of your own spiritual growth, to dig out of your consciousness anything that the claim of 18 a devil could possibly use in obstructing your individual progress heavenward. Why should we work more earnestly to overcome a claim of a cold or a boil on the face than to eliminate personal sense? Is it 21 not because it makes us uncomfortable physically or because we do not want anyone to see that we haven’t made a better demonstration as a Christian Scientist? Pride often drives us to work more constantly 24 than does the real desire to overcome all that is unlike God. Let us remember, when tempted to criticize each other, that our Way-shower once said, “He that is without sin among you, let him first 27 cast a stone…” (John 8:7). Mrs. Eddy names gossip as one of the contemptible “ways of wasting time” (Miscellaneous Writings, p. 230), because it is so destruc- 30 tive to unity and harmony. Gossip is not one of the stones that can be used in a building dedicated to God. It will not fit in with the stones which have been measured and cut by infinite wisdom to fill the places 33 prepared for them. As in our Chapel, where each stone has its own place in relation to the others and to the completed whole, so each idea must fit into its proper niche and serve the greatB uilder of the 36 universe in His own way. Personal sense cannot fit in with unselfishness, cowardice with moral courage, meddlesomeness with impersonality, self-assertion Concerning Development 209

with humility, criticism with love. They do not fit together. 1

if a bit of information or human opinion detrimental to another floats your way, what do you do with it? Magnify it by passing it on to 3 another, or deny it and clear your own thought of all temptation to believe in its reality? (If divinely led, take it only to the individual concerned.) 6

Error presents itself to us for recognition. If we accept its lying insinuations as real, we give it the only life it has, and so prolong the delusion or deception which holds all mankind in bondage. 9

We sometimes, through careless or unkind thinking, tear down the very structure which in our more scientific moments we have erected. Then we have our steps to retrace, and unfortunately our 12 unscientific thinking not only weakens our own work but imposes burdens upon others whom we believe we want to help. if, each day, we all will watch our mental processes and refuse to 15 entertain personal criticism or to judge another’s motives, we shall hold up each other’s hands, and our work will go forward with new vigor and increased power. Then “as lively stones” we shall be “built 18 up a spiritual house, an holy priesthood, to offer up spiritual sacrifices, acceptable to God by Jesus Christ” (I Pet. 2:5). 210 Education at The Principia

Doubt Hampers Demonstration

In the archives are notes of a talk which Mrs. Morgan apparently gave during the period when the work on the College campus at Elsah had to be interrupted for a space of two years, partly because of lack of funds, partly for other reasons. The talk, probably given in 1933 or 1934, was evidently presented at a meeting of faculty and staff members.

1 thank you for your freedom in expressing your thoughts

to me. It enables me to get a correct sense of your individual 3 I progress and our stage of growth as a unit. Resumption of work on the College campus is nearer ready than

ever before, but a step of this importance demands thorough readiness

6 in order to make of it a scientific demonstration and to accomplish it

without a painful chemicalization. i was interested to see that no one seemed to entertain the possibil-

9 ity that God would bless us with substantial gifts by the time the work

had to start, thus preventing the necessity of borrowing. Had everyone

been convinced of God’s leading, we should have been convinced of 12 adequate supply. This is the difference between spiritual conviction and conviction from the basis of the wisest human reasoning. When the Trustees decided to build on the Elsah campus, it was a 15 marvelous experience of listening for God’s voice. God seemed very near, and His voice was unmistakable. We could not do otherwise than go forward. I wish you all could have had that experience with us. 18 in this present experience, had all the workers and friends been convinced of wisdom’s leading, I believe the work would not have been interrupted. A doubt as to God’s leading on the part of any of a 21 group undertaking a Christian Science demonstration hampers the full demonstration. if the children of Israel had made their decision about crossing the 24 Red Sea from a basis of common sense and practical human reasoning, they would never have gone down to the water’s edge confident of God’s saving power. They knew they were following His guidance; 27 therefore the way opened before them. But such an experience can result only from spiritual conviction. If that is lacking, the undertaking had better be postponed. Concerning Development 211

Plainly, it is not the consensus that this step is God-directed at 1 this time. Everyone is ready to follow and do his best to cooperate if the Trustees decide to go forward, but there is lacking a deep-seated 3 conviction of the wisdom of the step.

This is in no sense a rebuke. But I cannot recommend to the

Trustees that we undertake the work necessary to place our College in 6 temporary buildings by next October, since there is some doubt that this is God’s guidance. Let us continue to work for spiritual vision. To carry out successfully such a move in the given time would require a 9 spiritual vision that would lift thought above human reasoning and thus make possible what men would call a miracle — setting aside the mortal law of limitation and operating under divine law, which 12 knows no obstruction to the divine purpose — as seen in the building of the original Mother Church and in the Publishing House. 212 Education at The Principia

Principia Is, and Always Will Be, One

A paper written by Mrs. Morgan in February of 1935, just before the removal of the College to Elsah, stresses the essential oneness of The Principia, now to be separated physically into two locations, but never to be divided in administration, purpose, or aims. The paper, evidently read to the faculty and staff, also points out the necessity for cheerful adherence to the basic rules of the institution.

1 oving of the College to Elsah does not consist only

of the conveying of persons and things from one campus 3 Mto another. That in itself is a very important matter and one requiring most intelligent planning and great unity of action

in cooperating with those who have undertaken this responsibility.

6 A false move or failure to be obedient to the plan on the part of

one individual may result in a serious handicap to the harmonious functioning of the plan. Let us be wide-awake to the instructions

9 given and to the importance of carrying out those instructions to

the letter.

Probably each one of us could make a plan, but only one has been 12 delegated to make it, and in order that it shall be a success, each must conform to the details and not cause confusion by introducing his own peculiar notions as to how it should be carried out. 15 but, important as this physical move is, it does not compare in importance with that deeper move upon which will depend the true establishment of Principia College on the new site which divine Love 18 has provided. Just as in the physical move we are watchful to take with us only those articles which will be of value in our new home, let us be on 21 guard that we take no mental rubbish to clutter our demonstration of this more advanced step in Principia’s progress. Furthermore, let us realize that Principia’s policy has been estab- 24 lished and that every advanced step that has been taken only carries out that policy under new conditions but never sets it aside. The move to the Elsah campus requires a clear understanding of that policy as Concerning Development 213

formulated by the founders, since conditions will be different on the 1 two campuses.

Principia is and always will be one. This move does not create two 3

Principias. The central administration offices are located in St. Louis for convenience only.

i want to say right here that we have never catered to the chang- 6 ing notions of mortal mind. We do strive to keep thought open to the necessity of conforming our methods to meet the changed conditions of society, but the fundamental purpose of our work must be kept 9 ever before those who carry on.

That is why I have urged the members of the Committee to look more deeply into that underlying purpose and why I have earnestly 12 urged our deans to get down on paper an adequate expression of what that purpose includes and how it may best be carried out. Those who come after us will need some definite guide in order that the 15 purpose may not be lost sight of. What large business is carried on without rules and regulations? What home life? Even our church, with a large adult membership, has 18 its bylaws and definite rules. ReadThe First Church of Christ, Scientist, and Miscellany, p. 229:20–4. The Sermon on the Mount and the Ten Commandments would be sufficient guide if all understood their 21 application.

214 Education at The Principia

Welcome Home

Principia College moved from St. Louis to the Elsah Campus on Thursday, Friday, and Saturday, February 28 and March 1 and 2, 1935. On Monday, March 4, Mrs. Morgan conducted the first assembly on the new campus. The subject of her talk, from which only notes are extant, was “Joy.”

1 oy means more than gladness. Joy is a consciousness of the

Father’s approval. It is not merely exuberance, a thrill for a moment 3 Jbecause of the attainment of some cherished objective. It is more permanent than that. “Your joy no man taketh from you” (John 16:22).

True joy is so deep that it is not affected by material changes or personal

6 inconstancy. It has its source in that which endures. It is “the same

yesterday, and to day, and for ever” (Heb. 13:8). Where is true joy found? In that divine Love which meets “every

9 human need” (Science and Health, p. 494). Those who are “rooted

and grounded in love” (Eph. 3:17) can rejoice even in tribulation,

knowing its unreality. 12 Joy includes gratitude, and gratitude is expressed in joyous service. Today our hearts are full of joy that we have been privileged to prove so much of the Father’s love. We are grateful for the past fourteen years 15 of earnest work in preparation for this accomplishment — years of growing and of proving. We owe much praise to the Giver of all good, who has given us a 18 new opportunity in a beautiful environment. We must remember that enlarged opportunity involves a mature response. The spirit of the recent step was the spirit of true pioneers. It was 21 characterized by selflessness, patience, faith, obedience, loyalty. The superb way the move was handled deserves our deep appreciation. Your approach to this new opportunity promises well. 24 our new living conditions — out here in the country — demand great alertness so there shall be no let down. We should watch, for instance, that there shall be no carelessness in dress, speech, or 27 manners. We must be awake to the need for maintaining high ideals — scholastically and socially. Principians can truly represent Principia only by continuing to maintain high standards. It is comparatively 30 easy to rise to heights of excellence for a short space of time, but the

Concerning Development 215

true test lies in the continuance of the effort. 1

our large new campus offers the opportunity for true freedom, but license must not be regarded as freedom. In gratitude for the gift which 3

Love has given us, let us protect the reputation of our alma mater.

Principia has a reputation to establish in its new community, and this matter rests largely in your hands. Elsah is a simple, quiet little 6 village. Let us be sure we never become obnoxious in the eyes of the villagers but that we win respect for Christian Science and Principia through our behavior. I hope that each student will prove he is a true 9 gentleman or gentlewoman.

The workmen, too, are still with us on the campus. Let us show our appreciation for their work by our behavior. 12 Your helpfulness toward each other in the move and in the process of settling in made the move possible and even a delight. Principia has a plan, under God’s direction, for wise conduct of the 15 living conditions on the campus. The success of this plan depends upon obedience for carrying on this work in accord with our highest sense of Principle. 18 Let us pray that each one of us will do his best to help Principia College be true to her purpose and worthy of her name. 216 Education at The Principia

The Real Significance of the Move to Elsah

A brief statement written by Mrs. Morgan in November of 1935, six months after the College had settled on its new campus at Elsah.

1 am asked to write a few words about the move to Elsah.

Much has been said about the very satisfactory and efficient 3 I handling of that experience, and I question if there is any value in going into the matter further, although it is interesting to review

occasionally the details of that move.

6 What I am more interested in and would like to ask you to consider

with me is the real significance of the move. To those who have, since that time, become associated with Principia, I may say that the move

9 marked a very important milestone in the history of Principia. We had

for some time looked forward eagerly to the time when our College

could be upon its own campus and we could enjoy in a more mature 12 way the experience of college life. When the way opened for the fulfillment of this hope, we rejoiced in the consciousness that God was blessing us with this wonderful 15 answer to prayer. And that is what the Principia College campus means to me — an answer to prayer. This beautiful property on the banks of the Mississippi River cannot 18 be surpassed as a college site. It has everything that is needed for ideal college life. i wonder how fully we appreciate this gift to Principia. What use 21 are we making of it? Does its beauty inspire us to higher ideals and purer lives, or are we simply using its beauty for our own sensuous pleasure? 24 The move to Elsah meant to me a step in real progress — a readiness for maturer thinking, and growth in spiritual understanding; a deeper appreciation of God’s blessings and gifts to His children. 27 Unless we are making the best use of His gifts, do we deserve to keep them? Let us ask ourselves what contribution we are making to the real move to Elsah and to the more substantial building of 30 Principia College.

Concerning Development 217

Gratitude for Fifty Years of Service

In the October 1947 issue of Progress at Principia, celebrating the Golden Anniversary of the School, appeared a letter from Mrs. Morgan to the friends of Principia expressing gratitude for the generous assistance given the institution over the first fifty years of its existence.

October 1, 1947 1

Dear Friends:

As The Principia begins its Golden Anniversary year, my thoughts are 3 filled with the deepest gratitude to God for the countless evidences of protection and supply which have made possible the work of The

Principia throughout the past half-century. The years have moved 6 rapidly and have been infinitely rich in blessings received, in victories achieved, and in love expressed.

Fifty years ago The Principia opened its doors as a school 9 designed to meet the special needs of the sons and daughters of

Christian Scientists. Throughout the years that have followed, the School has worked earnestly to be of service to our Cause by helping 12 young Christian Scientists to understand and make practical use of the unlimited opportunities which are open to the man of God, rather than to accept passively or resentfully the human laws which 15 bind and harass the man who does not know God as the Giver of all good, and of good alone. The intervening years have not been without their problems, and 18 sometimes progress has been achieved through suffering rather than through Science. But all who have been intimately associated with the work of The Principia recall innumerable occasions when it has been 21 clear that divine Mind was guiding, directing, and protecting its work. Furthermore, thousands of our alumni are leading successful and vigorous lives as Christian Scientists, as public-spirited citizens, and as 24 wise and understanding parents. Evidences such as these have inspired further progress and have deepened the conviction that Principia’s fundamental purpose, that of service to the Cause of Christian Science, 27 is being achieved, at least to a very appreciable extent. and now, I find my thoughts turning eagerly toward the next fifty years of service to our Cause. The Principia has only just begun to 30

218 GRATITUDE FOR FIFTY YEARS OF SERVICE

1 touch the opportunities inherent in the work which it has set out to

do. It has made a good beginning — a strong, sincere, sturdy beginning.

3 The rich deposits of the work thus far demonstrate that an educational

institution of high quality, wholeheartedly and unselfishly committed

to the guidance and training of young Christian Scientists, can render

6 invaluable service to the individual student and to his outlook on life.

I cherish an unlimited store of precious memories of the consecrated work of hundreds of men and women who have served effectively and

9 selflessly as members of the faculty and staff of The Principia, and my

heart is filled with gratitude for that host of God-given friends whose

loving thoughtfulness, unselfish service, unshakable confidence, and 12 generous contributions have helped to build the little school of 1898 into The Principia of today.

Sincerely yours, Mary Kimball Morgan Section vIi

Letters to Members of the Staff 220 Education at The Principia

Wisdom’s Guidance

Excerpts from notes for a letter from Mrs. Morgan to an administrative officer, sent fromH arbor Point, Michigan, July 22, 1925.

1 irst, I want to say that your letters to ____ are masterpieces.

Not that I think you, personally, had the wisdom to write as you 3 Fdid. But you evidently sought divine guidance and followed wisdom’s leading. You must have overcome any suggestions of per-

sonal sense, for your spirit was impersonal and your analysis clear.

6 The letter from ____ reminds me of some experiences I have had

in letting go of things and putting responsibility upon others as the work grew and had to be parceled out to others. It is only the natural

9 human impulse to see the things that are not yet accomplished rather

than to grasp the bigness of what has been done and to realize that

those in charge are working towards the larger development which will 12 take place as fast as there are enough individuals to really demonstrate the work scientifically. There is always a tendency on the part of new workers to think that they are really saving the day by thinking of some- 15 thing that has not yet been done, rather than seeing it as the result of natural growth. Regardless of how the work grows, I believe there never will be any 18 summers as difficult and as laden with heavy mental and physical responsibility as those summers when the school was being established in the public thought as something permanent and worthwhile. We 21 had insufficient and inefficient help, and only God accomplished what was done. Recent workers know nothing of the labor — physical and mental — of those days. 24 Whatever is of value in ____’s letter, let us keep and use. The rest, drop out of thought. He means well. I hope you will not let any of it interfere with your summer’s work or your mental poise. Letters to Members of The Staff 221

A Testing Time

A letter to a school executive, written in July 1931 during a period of great difficulty incident to the construction of the College on the Elsah campus.

e all are being prepared for something! What is it, 1

I wonder. I don’t know. I only know that if we are big W enough to ride over the waves of annoyance, irritation, 3 misunderstanding, fear, and disappointment and not get swept under, we shall be fit to be used in the bigger and more important work awaiting us. We must prove ourselves where we are, if we are 6 to go on to the greater things that God has in store for us. it seems to me that the demand is upon us to prove that we are big enough for the demonstration we have undertaken. We are being 9 tested in all sorts of humanly natural experiences — experiences that bring into play what would be called our own dispositional tenden - cies. Mortal mind is attacking us in every weak human point it can 12 find. Can you not see what growth in character this can cause if we will arise to the zenith of our understanding and stop thinking of these conditions as personal? 15 it has taken me a long time to rise above some of the claims of human nature that have been wounded and laid bare because mortal mind found that I was vulnerable at certain points. But the loving 18 Father has been with me and has helped me to see that I must rise out of the belief of human and sensitive womanhood. Not that all this has been accomplished, but with every little victory new spiritual 21 heights have been scaled, and I am less vulnerable to the dagger of mental malpractice. We must get persons out of the picture. Then our work grows simpler, and the so-called devil finds he cannot wound 24 us. When this takes place, he leaves us and seeks more fertile fields. Why do we ever give him a handle to take hold of? Go on your way, rejoicing that He (your Father-Mother God) 27 can use you.

222 Education at The Principia

Spiritually Light-Hearted

In July 1932 Mrs. Morgan wrote as follows to one of the administrative officers of The Principia.

1 ee to it that you do not let your work drive you. If you feel

driven, it is either because you are permitting something 3 Sbesides Principle to dictate your duty to you, or you are not thinking with God. Always insist upon being master of your work.

God would not give you something to do and fail to give you the

6 wisdom, strength, and grace necessary to accomplish it. He does

not demand of us what He does not equip us to do. Then we should go about our work confidently and joyously, grateful for every oppor-

9 tunity to serve God and mankind.

if you ever find that your work is becoming burdensome, just

stop and place the responsibility where it belongs — in your Father’s 12 hands. Get rid of the sense of burden before continuing your work, for heaviness of thought cannot glorify God. be watchful that your thought does not become clouded by the 15 human thinking of another. In spite of what another may think, you have your own thoughts to establish on a scientific basis, under the direction of divine intelligence. You are an independent thinker, 18 untouched by human opinion, for you are the individual reflection of the all-knowing Mind — you are what God knows. Consequently, you are not a person but a divine idea — equal to every demand He 21 makes upon you. Maintaining this attitude, we shall rise above the mist of human mesmerism and hear our Father’s guiding voice plainly saying, “This 24 is the way, walk ye in it” (Isa. 30:21). He will not leave us in uncertainty when we place our reliance wholly upon Him. Seek to find deeper joy in your work.O ne can be deeply in 27 earnest and at the same time spiritually light-hearted.

Letters to Members of The Staff 223

No Lack of Unity

A penciled letter to a senior administrative officer following a conference with Mrs. Morgan concerning difficulties he was encountering.

am God’s child. He has created me for His own divine purpose, 1

and that purpose must be fulfilled, forH is will is law and cannot Ibe broken. He has placed me in His work, where He wants me to 3 be. I have no other desire than to be used by Him. I can be used only by Him who is infinite wisdom; thereforeI cannot say or do anything that can be detrimental to His work. 6

No personal peculiarities (my own or another’s) can interfere with the right unfolding of His purpose. No claim of sensitiveness can be used by mental malpractice to make me unhappy in His service. I am 9 not sensitive to mortal mind suggestions. I am not sensitive to personal criticism. I am sensitive only to divine correction and instruction always and am always ready to accept wise counsel, no matter through what 12 channel it may come. There are no crystallized human opinions that can assert themselves as wisdom, no personal habits of thought that make it difficult for me to change my viewpoint when wisdom so directs. 15 i cannot be hurt by what others do or say. I am willing to be corrected if the correction is merited, and if not, it cannot touch me. All I desire is to know God’s will and to do it. 18 i cannot be made to fear a lack of unity between my assistants and me. God has given me my assistants in His work, and they are governed by the same wisdom that governs me. Therefore, there is 21 no misunderstanding, discord, or inharmony. One cannot interfere with another nor make the work difficult, for all are governed by the one Mind, which is Love. 24 it is not a struggle to maintain the right relationship with my assistants, for God, who established that relationship, maintains it. All I have to do is to reflectH im in all my ways, for it is His business 27 to preserve right relations, and my part is obedience only. My joy in God’s service cannot be taken from me, for it is His will that I shall rejoice. As His obedient child, I have the right to my 30 inheritance of joy, peace, security, and harmony.

224 Education at The Principia

Policy No. 8 The Principia shall accept “from common practice only those methods and customs which best contribute to the fundamental purpose of the institution.” — Purpose and Policies of The Principia.

Mrs. Morgan made the following notes (dated December 3, 1942) in preparation for a letter of advice to a member of the Executives’ Committee who was inclined to pattern Principia’s ideas and methods in accordance with accepted practice, rather than to turn wholeheartedly to Principle for guidance.

1 o not be concerned because Principia is so different

from other educational institutions. Christian Science is very 3 Ddifferent from other religious teachings, and let us pray God that Christian Scientists may continue to be grateful for and satisfied

with that fact.

6 There is a strong tendency today to accept more modern views

of religion and education. That which is truly progressive never deviates from the strictest adherence to unchanging Principle. Christ’s

9 teachings, as explained in Science and Health, make it clear in every

detail what Principle demands of its disciples. Do not be satisfied

with anything less than implicit obedience to spiritual law. 12 i do not expect you to do everything just as I would do it, but I do urge you to be sure you are divinely guided in making any changes in established rulings that have seemed to me of real importance. Those 15 decisions have been prayerfully made and accepted as necessary to the strongest growth of the work. Do not try to pattern Principia after the most approved schools and colleges, but do your utmost to 18 preserve the spirit of the original purpose of its founding. May God bless you and keep you in His way. May you never fail to hear His voice and obey His loving commands! Then you will never 21 need to retrace your steps, and your work will be truly progressive.

Appendix

Purpose and Policies of The Principia

227

Purpose and Policies of The Principia

HE PURPOSE and policies of an institution are its basic foundation for progress and usefulness. TPurpose is vision of the goal to be attained; policies are the plan of action or ways of administration by which vision is to become accomplishment. be it, therefore, RESOLVED, that as the result of many years of experience and prayerful consideration by its Trustees under the active leadership of Mary Kimball Morgan, the purpose and policies of The Principia shall be as follows:

Purpose

The primary purpose of The Principia is to serve the Cause of Christian Science 228 Education at The Principia

Policies

1. The Principia shall seek to serve the Cause of Christian Science through appropriate channels open to it as an educational institution.

It shall be made clear that The Principia is a private philanthropy and not an official activity of the Christian Science Church.

2. in its dealings with individuals or organizations, in the formulation of policies and regulations, in the establishment of methods, and in all that it does, The Principia shall strive to conform its ideals and its practices to the teachings of Christian Science.

3. The Principia shall recognize that man as the child of God reflects the intelligence and strength of his Maker, and that all men have equal opportunity and equal ability in the sight of God.

The Principia refuses to accept as final any belief of limitation which grants greater capacity to one individual than to another. “Man is spiritual and perfect; and because he is spiritual and perfect, he must be so understood in Christian Science. Man is idea, the image, of Love; he is not physique. He is the compound idea of God, including all right ideas; the generic term for all that reflects God’s image and likeness; the conscious identity of being as found in Science, in which man is the reflection of God, or Mind, and therefore is eternal; that which has no separate mind from God; that which has not a single quality underived from Deity; that which possesses no life, intelligence, nor creative power of his own, but reflects spiritually all that belongs to his Maker.” (Science and Health with Key to the Scriptures, by Mary Baker Eddy, p. 475:11–22) Purpose and Policies of The Principia 229

4. all members of the faculty and staff shall be active Christian Scientists. As a rule, members of the student body shall be accepted only from homes in which at least one of the parents or the guardian can give evidence of being a sincere Christian Scientist and of being ready to depend upon Christian Science for help in time of need. However, if an applicant is an earnest student of Christian Science and is sufficiently mature, conditions may warrant an exception to this general rule. Members of the faculty, staff, and student body will be expected to rely on Christian Science for healing.

5. The Principia clearly recognizes that Christian Science shall not be taught except in the Sunday School classes provided for in the Manual of The Mother Church, The First Church of Christ, Scientist, in Boston, Massachusetts, by Mary Baker Eddy.

In obedience to the Church Manual, Christian Science shall not be taught in the classrooms or elsewhere. Each member of the faculty and staff shall strive to demonstrate “the beauty of the music he teaches in order to show the learner the way by practice as well as precept” (Science and Health, p. 26:19–21). It shall be the purpose of The Principia so to conduct its activities as to turn the members of its student body, faculty, and staff to Christian Science at all times, so that all may gain practical experience in utilizing the teachings of Christian Science in daily living.

6. The Principia shall dedicate its service to the task of training its students to think — and to think clearly, vigorously, fearlessly, tolerantly, unselfishly.

The ability to gather and weigh evidence and to form conclusions that are free from personal influence or selfish considerations is essential to the formulation of sound judgment and to the exercise of constructive citizenship in a democracy. The Principia shall encourage its faculty, staff, and student body to 230 Education at The Principia

learn by practice and experience to test their thinking by refer- ence to divine law as given in the Bible and as interpreted in the writings of Mary Baker Eddy.

7. in all of its activities, The Principia shall place emphasis upon Principle rather than upon person.

It shall be made clear that responsibility rests in the office, not in the officer.A vigorous effort shall be made to eliminate guidance and influence through either personality or hero worship. Wherever there is evidence of such personal influence, it shall be the responsibility of the institution and its workers to eliminate the cause as far as possible.

8. The Principia shall seek divine inspiration in the conduct of its work and shall therefore willingly depart from common practices whenever the fact becomes clear that there is a better way of doing things.

The Principia must not be guided alone by that which is accepted as good practice in other schools or colleges, but must seek independently and courageously to organize its work as the result of Christianly scientific demonstration, accepting from common practice only those methods and customs which best contribute to the fundamental purpose of the institution.

9. in all departments of its work, both curricular and extracurricular, The Principia shall place emphasis upon devotion to the democratic way of life and upon dedication of the individual to its service. Emphasis shall be laid upon the priceless privileges of the democratic way of life expressed in

freedom of thought, freedom of speech, Purpose and Policies of The Principia 231

freedom of religious worship, freedom of press.

10. Teaching at Principia shall emphasize the point of view that education carries with it the obligation to use technical skills and intellectual attainments for the betterment of humanity.

11. The Principia shall seek continuously to improve its educational facilities and business practices in order to keep abreast of educational progress and in key with changing world conditions.

In its educational methods and business practices, The Principia shall make constant efforts to lift its standards to the highest point that the wisdom and experience of the administration, faculty, and staff, and the financial resources of the institution will permit.

12. The Principia takes the position that education in its fullest sense cannot be confined to academic subjects but includes the building of character.

In the words of Mary Kimball Morgan, the Founder of The Principia, “Developing the power to think accurately, wisely, and with intelligent discrimination; cultivating the ability to dissect thought and to discard that which is not constructive in daily living; strengthening the capacity to form high ideals and the courage necessary for standing by those ideals until they are outlined in Christian character — that is the work The Principia regards as true education.”

13. The Principia shall place emphasis upon that which is direct, simple, natural, and honest in all of its activities.

The institution shall help each individual to express himself 232 Education at The Principia

— his own best or demonstrated self — rather than to be guided by vanity, the desire for popularity, blind acceptance of fads, or susceptibility to personal influence. Every effort shall be made to eliminate superficiality. Unnecessary formality shall be avoided. However, correct and dignified procedures which are unrelated to pride or personal position, but are consistent with the purpose of The Principia’s work, shall be observed at appropriate times.

14. The Principia shall be a coeducational institution in the fullest meaning of the term.

Men and women of the Board of Trustees, administration, faculty, and staff, as well as the members of the student body, shall be eligible for responsibility regardless of sex, and shall enjoy equally all the opportunities which The Principia is able to provide. “Union of the masculine and feminine qualities constitutes completeness” (Science and Health, p. 57:4–5).

15. The Principia shall always be conducted as one institution, regardless of the number or location of the units into which it may be divided for administrative or other reasons.

This policy presupposes and requires the thorough integration of all major departments. No department of the institution stands alone. Each can operate effectively only as it correlates its procedures with those of other departments, especially units most closely related to it.

Departmental policies affecting (a) the unfoldment of The Principia educational program, and (b) the organization of personnel work and guidance, from the first year in the ele- mentary school to the end of the senior year in college, shall be part of a comprehensive plan for the institution as a whole. No department shall be free to act independently of the methods used by other departments. “For as we have Purpose and Policies of The Principia 233

many members in one body, and all members have not the same office: So we, being many, are one body in Christ, and every one members one of another” (Romans 12:4–5).

16. The government of The Principia shall be as democratic as possible within the organization established by the Board of Trustees of The Principia Corporation and described in the following statement:

The Bylaws of The Principia Corporation provide that the Board of Trustees shall appoint the chief executive officer of The Principia annually, and may appoint such other officers as in the Board’s judgment are desirable. All other members of the faculty and staff not specifically appointed by the Board of Trustees shall be appointed by the chief executive officer.

The fundamental policies of the institution, established by the Board of Trustees, shall be interpreted for The Principia by the chief executive officer and reinterpreted in terms of departmental requirements by the head of each department. Each department head shall be directly responsible to his or her superior officer for the conduct of the work under his or her supervision.

Leadership at The Principia shall be expressed in obedience to Principle rather than by the exercise of authority or influence on the basis of human will or opinion. Members of the administration, faculty, and staff shall assume their individual responsibilities in this manner.

Departmental action shall be taken in the most democratic manner possible. A successful department will be one in which there is the widest participation by departmental members in the conduct of that department. 234 Education at The Principia

17. in order to facilitate the steady growth of The Principia and effective work in all its departments, every post shall be filled with the most effective individual available.

Since all members of the Board of Trustees, administration, faculty, and staff are loyal Christian Scientists, and since The Principia is established for the prime purpose of service to our Cause, it shall be assumed that an individual will be continued in office as long as the responsibilities of his office are discharged in ways that contribute to the growth of the institution. The Principia shall proceed upon the basis that the success of the work it is doing is more important to all concerned than security in tenure for members of its personnel. This policy shall be administered with wisdom and sympathetic understanding, but it shall be the duty of each department head to continue in service as members of his department only those persons who are prepared to secure better results than any others readily available for the partic ular posts.

The Principia expects the members of its faculty and staff to be willing to cooperate in spirit and in letter with the administration. Such cooperation is not to be confused with subservience, and it is not essential that any member shall be in full agreement with all points of view expressed by the administration. Yet it is important that The Principia shall have in its service those who are in harmony with the fundamental policies and established administrative practices of the institution. Such members will undertake their work with that proprietary interest which is so essential to the success of the institution, and to which Mrs. Mary Kimball Morgan has referred on so many occasions.

18. The Principia shall extend its opportunities only to those students who are prepared to take sufficient advantage of the experience to make it clear that The Principia is their rightful place. Purpose and Policies of The Principia 235

With appropriate differences, students must measure up to the same demands that are made on members of the faculty and staff. They shall continue as members of the student body only as they earn the right to do so through successful accomplishment to a degree which indicates their desire and readiness to be Principians.

19. The student shall be placed upon his own responsibility insofar as this is practicable in terms of his obligations as a member of this community.

It shall be understood that during the student’s experience at The Principia, from pre-school through the last day in the senior year in college, he shall be subject to constructive criticism and guidance in directions which will improve his effective participation in the activities of this institution. This shall be particularly true in matters relating to his growth as a Christian Scientist in a community dedicated to service to the Cause of Christian Science. The deans dealing with student personnel shall seek every possible opportunity to provide training in unselfishness, in consideration for others, in true democracy, in good sportsmanship, in correct social customs, in appropriate dress, manner, speech, and conduct, and in any other items which will enable the student to be a good citizen and an effective Christian Scientist. Training in such directions represents a most important part of The Principia’s contribution to the education of the student.

20. The Principia shall conduct its activities on the basis that all obligations of whatever nature incurred by or due to The Principia shall be met promptly and fully.

The practices of the business department shall not be con- trolled by sentiment and shall be based upon the inspiration of the Golden Rule. This policy shall not only govern the business dealings of the institution and its members in con- 236 Education at The Principia

tractual or financial matters, but shall be reflected also in the demand that all obligations resting upon members of the administration, faculty, staff, and student body as members of this educational community shall be met squarely and promptly.

21. any organized activity associated with The Principia and carried on in the interests of The Principia shall exist only as it is authorized by The Principia Corporation.

22. all activities taking place on the campus or within the school or college community, whether they occur as part of the organized work or as extracurricular phases of school or college life, shall be permitted to exist only to the extent that they are consistent with the purpose and policies of The Principia.

Since smoking, the use of intoxicating liquor, and loose social conduct are inconsistent with the teachings of Christian Science, they must be eliminated from the experience of members of the Principia community.

23. at The Principia, Sunday shall be a day of quiet, and the recre- ations and activities permitted on the school and college campus shall be of a type that does not conflict with the spirit of the Sabbath as a day set aside for rest and spiritual refreshment. Purpose and Policies of The Principia 237

e it further RESOLVED that this statement of the purpose and policies of The Principia be published Bas the governing principles for the work of the institution, and, as each of these rules is vital and fundamental to The Principia’s growth and continued well-being, that they be subject to modification only after ninety days’ notice shall have been given of any proposed change, and then only upon a vote of three-fourths of the Board of Trustees as then constituted.

TRUSTEES OF THE PRINCIPIA CORPORATION

October 22, 1944

Modified November 30, 1962, and October 26, 1983.

Word INdex 239

Word Index

This word index is not exhaustive, but it provides references to many remarks of special value to Principia’s teachers, parents, staff, students, and others with an interest in character education. (The policies are not indexed here.)

A ACCUMULATION 46:13 little else than an a of material beliefs 62:1 Education is not an a of facts but an ABILITY 31:9 the a to use that knowledge intelligently 48:18 An a to see the funny side of things and ACCURACY 125:28 no question of our a to educate these 77:17 A in thinking is the vital lesson to be 151:34 a to express God’s power and presence. 172:12 true education is training in the a to ACCURATE 119:3 to do a thinking — thorough thinking — 156:8 That only is a, effective thinking which is ABUNDANCE 135:7 if we are going to see the a of His work. 202:10 his work needs is expressed in a. ACHIEVE 65:7 We can a it if we look to the right source 136:18 possible to a under wisdom’s guidance. ACADEMIC 44:33 a education alone does not make a ACHIEVEMENT 156:9 all true a is the result of thinking with ACCEPT 100:22 refuse constantly to a the usual human 173:12 and with absolute certainty of a. 107:29 When we a our personal idiosyncrasies 124:18 must a only Truth into consciousness. ACHIEVEMENTS 133:25 a the kind of responsibility that every 111:27 good traits of disposition, his strong a 138:33 We must a only the best that has been 142:7 willingness to a counsel and advice ACKNOWLEDGE 155:4 as we a our individual part in this great 135:4 but we must a God as the only power 209:7 if we a its lying insinuations as real, we 224:6 tendency today to a more modern views ACT 62:17 to think, to reason, to perceive, to a. ACCEPTED 115:16 its founders a the teaching of Christian ACTING 14:35 stand for right thinking and right a. ACCEPTING 75:7 just what he is a in his own thought ACTION 104:38 To what extent are we a such claims of 16:6 intelligent a proceeds only from divine 123:4 While a all that is worthy and in 18:33 the necessity or desirability of such a. 50:3 there will be a unity of a which will insure 58:35 forming an opinion about the a until ACCOMPLISH 13:11 able to a great things for themselves and 137:5 scientific sense of whata and rest really 35:12 self-indulgent habits to a the desired 222:6 strength, and grace necessary to a it. ACTIONS 162:24 your desires, thoughts, purposes, and a ACCOMPLISHED 30:1 we shall have a much for their spiritual ACTIVE 134:38 our thinking must be very a, not merely ACCOMPLISHMENT 42:10 if he is as thoroughly awake to its a as he ACTIVITY 111:31 though that a may not be what ours is? 46:14 a of mental and spiritual understanding 113:7 is a great enemy to peace and right a. 52:10 see that their a is properly directed. 160:18 thinking is the basis of all successful a. 64:24 much satisfied apathy and not enougha . 118:20 that middle age brings a slump in our a. 240 Education at The Principia

132:33 it is a very important a for the Cause ANNOYED 137:4 rest not in cessation of a but in a higher 104:23 when we are a by others, or are sensitive 105:27 of you as being that type and I am a ACTIVITIES 27:36 to lose themselves in wholesome a that APPRECIATE 88:21 Principia’s a, all of them, will be vital 53:8 has he learned to a your earnest efforts 101:30 learn to a whatever is of value in the ADHERENCE 72:14 based upon strict a to and practice of APPRECIATED 73:30 deeper work and truer a to our basic 101:13 work as not thoroughly a by others 78:23 The same a to principle must be taught 224:8 never deviates from the strictest a to APPROVAL 101:11 you have to give, and look to God for a. ADJUST 5:4 education must constantly a itself to ATMOSPHERE 91:5 organize their activities and a their living 11:22 three-fourths of the day is spent in an a 28:36 wise to provide a school, the a of which ADJUSTMENTS 29:36 keep our children in an a of Christian 100:2 must needs be some a on the part of 42:1 morally, and spiritually the a best suited 42:23 the mental a in which the children live ADMONITION 56:32 provide a home a that is more attractive 94:1 one a that I would like to leave to ATTAINED AFFECTION 9:6 not that one must have already a to that 171:33 human a is not strong enough to stand ATTITUDE AFRAID 18:16 our a toward the person should be one 43:10 We seem to be a to let a child have any 18:38 on the mental a of the parent or teacher 43:25 is not a to let his pupils make mistakes 25:17 maintain a sufficiently balanceda to 64:31 avoid anything that makes a pupil a of 33:28 the example shown by his parents’ a 145:13 We need not be a of that change. 112:34 department, you need to change your a. 203:18 must not be a that they may not want to 113:28 Our a toward our work rests or wearies 118:16 An a of constant listening for spiritual AGGRESSIVE 72:25 when a mental suggestion tempts us to AUTHORITY 120:16 same old claim of a mental suggestion. 20:1 i believe I speak with divine a when I say 124:3 a mental suggestion is working not only 101:6 if we are to demonstrate divine a. 125:11 a mental suggestion would try to work. 128:23 weaken the work of Principia through a AWAKE 135:2 we must be more a, more in earnest 42:9 as thoroughly a to its accomplishment 99:16 keep wide-a to hear what God is saying AIM 105:10 perhaps we are not a enough to be ready 8:34 The a of the true teacher, then, is to 120:22 keep ourselves a and close to God, we 92:8 Principia’s chief a in its unfoldment? 132:16 we are perhaps not wide enough a to 132:25 wide-a to the importance of education ALERT 134:24 wide-a, speaking with authority to 30:30 be a to the tricks of error to tempt them. 201:8 you will find yourselves morea to your 33:38 be a and wise in meeting the need of 47:28 who deals with children shall be ever a AWAKEN 57:2 thought so a to the live questions of the 124:22 qualities we need to a in our students 82:24 and unless we are a and truly wise and 87:2 i sometimes wonder if you are really a to AWAKENED 88:10 each of you not only will be a to accept 7:18 the desire has been a to know more, to 100:24 if you are not a, you will find that your 118:4 grown any less a to divine guidance. AWAKENING 118:30 are not as spiritually a as we should be. 32:27 their budding capabilities and a their 125:18 when we feel humanly we are most a. 179:17 there must be an a — a more vigorous 134:28 more a than we have ever been before B ANGER 26:26 criminal to overlook a, disobedience BEGINNING 47:25 pride, a , and resentment on the part of 160:1 a right b, with subsequent truthful Word INdex 241

BELIEF CHANGES 47:3 The world of b is constantly changing 171:37 Principle never c — divine Love never

BELIEFS CHANNELS 46:2 leading out from sensual and material b 31:27 we can be c through which our divine 74:4 are largely your own b objectified. 63:27 we can’t be c through which help comes 165:25 unlimited by the mortal fears and b of 167:15 to compromise with the b of the world. CHARACTER 8:4 of the mental and moral c in a way that BLAME 21:27 qualities which make for Christian c. 47:36 Do we not b our children for much that 22:11 qualities which make for Christian c 64:26 are not given enough praise and b. 23:21 even at the sacrifice of theirc building. 75:10 made by workers in Principia, am I to b? 37:13 heedless of their own c building 38:12 it enriches and develops c, we want to BLESS 65:17 The main purpose is to develop c, to 203:7 in our daily living, He will b our work. 77:2 development of c in the young people 92:9 chief aim in its unfoldment? C building! BLESSING 107:1 are all working for the unfoldment of c 101:17 he bestows upon you His rich b for 107:28 working alertly with our own c needs, we 175:3 bring into your lives the richest possible b 161:11 that one construct a useful Christian c 163:31 True c building is the rock upon which BLIND 183:8 strengthen your c, increase your 30:28 do not be b to the methods of error in 221:13 Can you not see what growth in c this

BLINDS CHARACTERS 124:13 Error accepted b, while error rejected 58:2 weakening their c through personal

BONDAGE CHERISH 37:20 loosen the b which false belief would 162:18 c it as our most precious possession 218:7 I c an unlimited store of precious BROADEN 27:27 B the child’s interests and develop new CHERISHED 39:27 Let them give up some c treasure for the BURDEN 222:12 rid of the sense of b before continuing CHILD 7:5 proving to a c that all its efforts are in his BURDENED 8:28 To train a c to honest thinking, unselfish 112:7 workers feel b and hampered in their 17:26 To so repress my c with rules and 18:31 A c who manifests a belief of BUSINESS 22:32 A c is never really disciplined until he 70:9 one important b is to find and express 23:23 demands some sacrifice on the part of ac 70:30 Make it your b to serve God in any way 28:21 inestimable value to the c, if the mother 110:4 Our b is to stand by and know that 30:5 who helplessly looks at her c when 128:3 it is our b to see that The Principia is 30:20 if my c discerns that I am not always 36:18 A c is never too young to begin to 39:4 bring up his c in extreme selfishness. C 43:27 if a c does a thing because he is told to 47:14 to think consistently about the c who CALMNESS 50:12 Consideration for a c is just as right and 47:26 C quiets anger. Honesty begets honesty. CHILDREN CARELESSNESS 8:17 Because c have been trained along lines 7:26 C in school work and in the duties 13:27 all of our c know it to be their mother 15:1 Our c should make efficient citizens CAUSE 17:38 “My c must decide for themselves; I do 170:28 it is the c of all that is. 21:10 to refrain from correcting c because they 21:29 helping our c to love and express all that CERTAINTY 23:2 from infancy c should be taught 101:5 and purified until scientificc displaces 23:8 one must love c too wisely to be willing 24:8 unselfish parents that you make selfishc . CHANGE 27:5 C cannot be successfully raised by rule. 47:18 c the sense testimony regarding a child 27:18 are c who present unusual problems 52:9 A c of activity is what is needed. 27:35 our c to lose themselves in wholesome 242 Education at The Principia

28:5 mothers who have high ideals for their c CONDITIONS 28:30 have a school like Principia for the c of 154:34 no matter what the human c about us 29:1 school claims our c for over one-half of 185:18 You will, of course, meet with new c and 29:36 if we can keep our c in an atmosphere of 213:8 our methods to meet the changed c of 33:4 interminable patience to live with c. 39:27 Make demands upon your c. CONDUCT 41:3 than the intelligent education of their c. 49:6 to outgrow a false habit of thought or c 42:21 C learn much in the schoolroom besides 68:15 refinement of speech andc , deeming it 43:10 Too much thinking is done for c today. 97:13 preserving certain habits of c and 46:1 education of c is the leading out from 47:34 ignoring the apparent faults of c helps to CONFIDENCE 48:23 Encourage your c to laugh. 50:5 To establish a relationship of mutual c 48:32 so important as helping their c to love 51:21 keep your child’s c. Cherish it as sacred. 50:2 can cooperate in the training of c and 109:5 Let us have more quiet c and put the 52:14 womanhood to be unfolded in their c. 57:7 relationships, particularly with our c. CONFIDENT 57:28 our little c can learn the joy of serving 134:20 to have a fuller, clearer, more c sense of 63:25 to bring out certain things with the c 173:4 with God and can therefore be c of His 64:19 and from being personal with the c. 65:4 We should avoid speaking sharply to c. CONFIDENTLY 222:8 go about our work c and joyously CHILD’S 52:29 are you studying your c needs so that CONFLICTING 152:22 not shut our children away from c points CHRIST-IDEA 125:27 if the C in education is having a chance to CONSCIENTIOUS 126:1 we do we must seek to reflect theC . 48:7 c women who have made failures as 166:28 the highest human manifestation of the C 112:29 your c handling of your own immediate 194:7 business to protect this C in education. CONSCIOUS CHRISTIAN SCIENCE 97:29 When one is c of God’s leading, he can 29:36 children in an atmosphere of CS until 58:8 to use their knowledge of CS in making CONSCIOUSNESS 59:17 problems which only CS can solve. 38:28 liberates thought and opens human c to 120:2 will show what your growth is in CS. 47:30 would like to see reflected in thec of 138:2 to live their understanding of CS 74:18 If c is filled with a false sense of the 138:36 demonstrated from the standpoint of CS 75:26 keep the perfect model always in c 151:37 young Christian Scientists into a CS way 99:16 purify c and to keep wide-awake to hear 165:30 and application of the teachings of CS. 106:21 else worth working for but to unself c. 177:17 to demonstrate the ideals of CS in their 124:16 educating ourselves by fillingc with the 125:19 it tries to enter our c and make us see COLLEGE 119:10 the attitude that, as c men and women CONSECRATED 143:30 senior in c — is still under the guidance 27:34 our most c efforts should be given to 144:8 said that a c community can never be a 30:13 should claim our most c thought and 157:16 life of the C affords the necessary 48:34 the subject of the most c effort and 196:6 the C has no right to expect anything 87:4 to follow Christ Jesus’ demand for c and 165:22 it is worthy of our most c effort. COMMUNITY 138:6 of Christian Science in a c dedicated to CONSECRATION 138:29 there is in this c that we call Principia an 42:36 be done and unselfishc to the mission 157:16 the c life of the College affords the 57:16 No duty demands more c and wisdom

COMPANIONSHIP CONSTANT 157:26 a stronger, finer sense ofc between our 118:16 an attitude of c listening for spiritual

COMPROMISE CONSTANTLY 122:22 there were those who wanted us to c 21:30 to them and to seek divine wisdom c

CONCEPTION CONVICTION 75:23 as a human c of that divine idea, it must 210:12 between spiritual c and c from the basis Word INdex 243

COOPERATE 125:22 becoming smug, indignant, irritated, or c. 50:2 if parents and teachers can c in the CRITICISM COOPERATION 28:14 mother who is sensitive about c of her 59:15 need for loving, intelligent c between 48:25 Let all your c be constructive. 67:18 demanding intelligent c with every other 50:7 consideration, eliminates all harsh c 115:1 We use the word c very often. I wonder if 58:38 Constructive c is always welcome, but c 105:36 the mistake of thinking that the c or CORNERSTONE 223:11 i am not sensitive to personal c. 158:13 Purity of thought should be the c of all CRITICIZE CORRECT 193:38 You may feel tempted to c, because you 33:16 if I truly love my boy, I shall c these 208:25 Let us remember, when tempted to c 66:1 all we can properly do is to c our own 160:26 C thinking externalizes itself in 181:8 help may be needed to establish a c D 185:19 the c solution of each problem will be DAILY 9:7 but the d growth toward perfection CORRECTED 223:16 i am willing to be c if the correction is DEATH 171:2 all sin, poverty, disease, and d are CORRECTING 21:10 to refrain from c children because they 65:4 if, in c them, we are tender in our hearts DECEIVE 125:18 suggestion tries to work in ways to d us CORRECTION 23:21 To refrain from any c because the DECEIVED 94:5 would be impossible to be even self-d.” CORRECTS 26:26 Love c. It is criminal to overlook anger DECIDED 58:33 something that has been d for Principia COUNTRY 12:4 representing all sections of the c DECISION 97:23 one way to act with d and discretion in 14:20 family life, for the sake of duty to their c. 198:14 in every case the d has been deferred 37:2 fitness to meet the great need of hisc 56:24 and of his own opportunity to serve his c? 137:30 in its service to any one section of our c DECISIONS 58:9 of Christian Science in making d 150:13 opportunity to serve our Cause and our c 100:25 not alert, you will find that yourd lack 151:10 and so in the service of our c as well. 179:7 really fine schools and colleges of thisc ? 181:27 We need no more mass power in this c DECLARING 74:5 d the truth in so many words but d it in 189:11 public-spirited citizens of our beloved c. 190:28 pray daily, hourly, for c and for church 190:30 the heading of "Prayer for C and Church" DEEPER 105:7 we need is a d spiritual understanding of 190:32 Pray for the prosperity of our c, and for 119:2 reminding them to go d when necessary 191:2 oh, may their love of c, and their faithful 222:26 Seek to findd joy in your work. 214:24 new living conditions — out here in the c

DEEPEST COURAGE 98:1 the d need of every Principia executive 36:29 it takes c to train our children in the 124:21 from the basis of Principle, moral c, and 150:27 we shall express the c and the daring DEEPLY 81:18 to try to help you to see more d than COURTEOUS 30:26 should be c always toward our children. DEFEAT 174:25 Do not d your own hopes through 64:36 We must be just as c and punctilious in

DELIBERATIONS COURTESY 130:16 in all our d we must keep in thought 26:4 c wins the heart of a child when 50:24 c toward children is true discipline and DEMAND 14:28 d that the will of Principle, not person CRITICAL 25:12 the d is personal and arouses personal 125:13 too c of others or becoming disgruntled. 244 Education at The Principia

65:8 no right to d obedience merely because DEVELOP 100:28 all to your clear human thinking, but d 65:17 The main purpose is to d character, to 146:13 the firstd upon us is to understand our 222:7 does not d of us what He does not equip DEVELOPMENT 52:12 toward the same end — the fuller d of DEMANDING 77:2 the d of character in the young people 50:22 a coaxing for right action instead of d it 195:16 Not only intellectual d but moral and

DEMANDS DICTATES 17:32 it d of us more patience than some of us 97:25 others are doing, but what wisdom d. 39:27 Make d upon your children. Let them 57:16 No duty d more consecration and DIFFERENCE 77:8 Good d of man obedience to the 157:2 no d between the sexes in educating

DEMOCRACY DIFFERENT 28:12 True d strengthens character and is the 16:22 This is what makes The Principia d from 97:15 to make Principia d and which will need DEMONSTRATED 104:9 While we have d much unity here and DIFFERS 107:7 the point at which Principia d from DEMONSTRATION 126:2 do everything from the standpoint of d DIFFICULT 185:29 it is the daily, hourly d of what you now 78:16 severe is the lesson and the more d the

DENIAL DIFFIDENT 38:27 Every d of this false self liberates thought 27:28 child seems d, with no self-confidence

DEPARTMENT DISAGREEABLE 112:33 strong sense of what is best for your d 66:2 Refuse to believe in stupidity, disorder, d

DEPEND DISCERN 131:12 We see that as we d on God and that as 39:21 Love is wide-awake to d the child’s need

DEPENDS DISCIPLINARIAN 90:6 This work d not on person — how many 49:22 To be a good d, one must first have

DEPRIVE DISCIPLINE 39:1 why d our children of the joy that comes 16:1 to be scientific,d must have a true basis 18:20 True d is entirely impersonal. DESIRE 18:37 result of d will depend almost entirely 18:6 in our d to avoid harsh methods and 22:33 disciplined until he learns to d himself. 23:20 from an intense d to please them even at 25:1 To some, the word d conveys a sense of 223:4 have no other d than to be used by Him. 25:7 D is instruction through training, or 223:17 all I d is to know God’s will and to do it. 26:1 D suggests nothing to him but 35:25 needs systematic instruction and d DESIRES 36:15 Not only is there a resistance to the d 162:24 adjust your d, thoughts, purposes, and 49:7 in its place better conditions, is true d. 49:15 under the name of d is simply an exercise DESTROY 50:24 courtesy toward children is true d and 103:8 reach out to d it in every wise way that is 105:26 annoyance with others always tries to d DISCIPLINED 125:8 if mortal mind worked to d our mission 52:22 how well have we d ourselves or how

DETAILS DISCUSSED 125:11 constant attention to the d of our work. 130:10 should be openly d in meetings and

DETECT DISOBEDIENCE 134:28 than we have ever been before to d and 27:10 he needs to find out the sorrow ofd .

DETERMINATION DISOBEDIENT 112:19 a d to be led by divine wisdom will 26:25 a child to be disrespectful, d, and willful. Word INdex 245

DISPLEASING EDUCATED 50:21 to tell a child to do anything for fear of d 31:26 ourselves, are in the process of being e 46:6 e out of a false sense of self in order that DISPOSITION 176:27 young people to be e under conditions 66:2 stupidity, disorder, disagreeable d, etc. 111:27 remember all his good traits of d, his EDUCATING 22:9 e youth in the true meaning of freedom DISTRUST 46:22 parents and teachers are e themselves 113:8 it breeds d, fear, and injustice to others. 57:17 that of bringing up and e our children. 151:36 task of e young Christian Scientists into DIVINE 157:2 between the sexes in e them along 21:30 to seek d wisdom constantly in our 51:16 fully and fairly, seeking d guidance EDUCATION 101:5 human impulse must give place to d 6:2 E is that which means the unfolding 6:27 True e is learning to look away from self DOMINATION 7:37 necessary to a proper e, must be 50:23 which results in willful d on the part of 20:4 guidance in the Christian e of children. 22:33 e, to be true e, must come from within DORMANT 31:8 e is not only the acquisition of knowledge 44:7 to arouse what seem to be d possibilities 31:24 which aims to uplift the standard of e 42:28 misconception of what constitutes true e. DRIVE 44:4 our objects in e should be to bring out 222:1 that you do not let your work d you. 44:33 academic e alone does not make a 45:15 higher ideals in the e of our children and DUTY 46:1 The e of children is the leading out from 14:20 for the sake of d to their country. 47:8 Then it must be the basis of all true e. 23:35 no more important d than that of learning 47:31 Example is a stronger factor in e than 37:20 our whole d to our children is to loosen 62:1 E is not an accumulation of facts but an 42:16 d of imparting knowledge and building 69:20 Principia e should mean the e of the 47:20 d is upon us to guard our own thinking 72:13 higher e demanded by Christian Science 48:36 it is a parent's firstd , and nothing should 75:22 Principia, as a divine idea of e, is already 49:1 d and privilege as parents and teachers 122:30 understanding and demonstration of e? 57:16 No d demands more consecration and 123:6 idea by our Leader’s definition of truee . 67:13 the d of each being to ride forward with 125:27 Christ-idea in e is having a chance to 67:14 a solider is stationed" — a "place of d" 126:8 scientific thinking in the field ofe . 67:22 one's particular d will be just as big as his 133:13 e under circumstances which would be 78:17 What is not learned in youth as a simple d 137:11 for the Cause in the e of young Christian 79:1 who lovingly holds them to d well done. 152:9 e of these young people does not stop 87:23 Extra hours on d with visitors who are not 153:4 Under such a system of e man looks to 92:30 your d to come to such conferences or 156:3 through the right e of young Christian 175:32 in public d and in private thinking. 157:10 having received a satisfactory Principia e. 199:20 the complete accomplishment of that d? 165:24 pursue their e unhampered by the laws of 222:3 besides Principle to dictate your d to you 166:28 manifestation of the Christ-idea in e. 170:25 E from the basis of Principle means the E 172:10 regarding e as a process of accumulating 201:3 presentation of the spiritual idea of e. E ARNEST 113:23 our work is serious, e work but should EDUCATIONAL 135:2 we must be more aggressive, more in e 6:8 and delicate part of the whole e plan. 222:27 one can be deeply in e and at the same 6:28 under right e methods there can be no 9:11 our children in this great e movement ECCENTRICITIES 27:25 there are e or strongly developed tastes EDUCATOR 107:31 acceptance of our e is a poor basis from 43:25 a true e is not afraid to let his pupils

EDUCATE EFFICIENCY 47:30 of those whom he is trying to e. 7:35 E is the watchword of the effective 52:27 of God, he is not prepared to e youth 73:8 ready truly to e the youth of our Cause. EFFICIENT 124:13 of mentality to guide or e others. 8:16 dependable, e service is demanded. 125:27 in education is having a chance to e us 15:1 our children should make e citizens 156:10 To e is to lead out of ignorance. 32:4 the most e instructors that we can find 57:35 e government shall begin at home." 246 Education at The Principia

90:10 service of our Cause will cease to be e. 42:3 send your child into that e five days out 193:13 its officers have beene and faithful. 74:4 outward experiences and e are largely 216:2 very satisfactory and e handling of that 195:13 helpful e in which they can unfold

EFFORT EQUIP 9:12 e will be toward the establishment of 222:7 demand of us what He does not e us to do. 48:20 much severe correction and labored e. 193:5 demands much consecrated, unselfishe ERROR 18:11 love has no patience with any claim of e. EFFORTS 30:8 fails to deal promptly with such e 27:34 consecrated e should be given to that 30:29 do not be blind to the methods of e in 53:9 learned to appreciate your earnest e in 48:9 detected an e, they never allowed it to be 63:6 E will try to make us lose sight of this EGOTISM 72:22 does e tempt you to think imperfection 91:24 personal sense or fear or e or selfishness 79:4 loves them too well to excuse e in them. 113:11 suggestions of e and should waste no ELIMINATED 124:13 E accepted blinds, while e rejected heals 41:27 unwholesome features might be entirely e. ERRORS ELIMINATES 47:33 greatly shocked at the e of youth may have 50:7 with consideration, e all harsh criticism 50:25 e much of the punishment which is ESSENTIAL 21:24 in childhood, it is very e that right habits ELIMINATION 32:3 Correct material knowledge is e 35:4 through the e of all seeming handicaps 77:4 e of those qualities which are unlike the ESTABLISH 143:17 further e of personal peculiarities which 42:34 e thought on a correct mental, moral 49:6 e in its place better conditions, is true EMOTIONAL 49:27 will do more to e a lack of respect on the 65:30 it isn’t e; it results from Principle in 50:4 To e a relationship of mutual confidence 53:29 are you helping to e her ideals, or do you EMOTIONS 222:16 you have your own thoughts to e on a 21:36 and the awakening of undesirable e. ESTABLISHED ENCOURAGE 21:25 that right habits of thought become e 44:7 e him to put forth his strongest efforts 189:7 Principia was e in order that it might 114:36 wise leader will e his assistants to get a 133:19 e each other in their stand for Christian EXPERIENCE 17:30 he must learn through e; he may even ENCOURAGED 151:38 practical e in learning to live their daily 32:8 Christian Scientists should be e to desire 192:29 not rob his child of the e of working out

ENCOURAGEMENT EXPERIENCES 23:6 constant, wise e and training on the part 7:22 e of school life are merely the infant steps 23:13 or to see them go through hard e ENDURANCE 39:34 robbing them of the richest of human e 23:3 forgetfulness of self, patience, e, courage 89:9 greater power of e — more backbone. EXPRESS 21:29 children to love and e all that is pure and ENEMY 47:28 with children shall be ever alert to e in his 88:32 if there were an e to God’s work, it would 70:9 important business is to find ande the 113:6 personal sensitiveness is a great e to EXPRESSION ENTERTAINMENT 43:36 but do not hamper individual e. 21:34 desire for constant e is an active factor 77:7 of the counterfeit and the bringing into e 24:3 the allurements of questionable e F ENTERTAINS 25:19 teacher enjoys and e but does not train. FACT 16:6 discerned the great f that intelligent ENVIRONMENT 46:12 sense testimony is accepted as f until 11:31 surround their children with an e of 47:11 Starting with the scientificf , by holding Word INdex 247

134:20 the f that He is doing His work and that FITTED 166:29 spiritual f in demonstration means that 36:36 position in life for which he should be f 171:13 many proofs of this scientificf . 37:3 how was he f to do this great work? 42:7 best f to bring him into his divine FACTS 45:16 only those f to mould Christian character 62:1 Education is not an accumulation of f 114:25 you are the ones best f at present to fill 172:11 as a process of accumulating important f 173:14 men and women who are f to be leaders 203:21 grateful that you are f to do this work. FACULTY 12:29 a f animated by this unselfish purpose FORTITUDE 36:24 it requires great f to hold to Principle FAITH 12:24 it is a school founded on f in God. FOUNDATION 23:4 courage in the right, self-control, and f in 30:16 What kind of a f are we helping them to 51:7 shatter the boy’s f in your word when he 160:16 a solid f scholastically, morally, and 90:5 can shake our f in what we are doing. 161:23 is this f essential, but throughout human

FAMILY FOUNDATIONS 54:22 Let the weekends be happy f outings 191:22 Principia’s f were laid and its walls erected 58:16 that of being only one of a large f. 144:12 we must recognize that we have a f FOUNDED 12:24 it is a school f on faith in God. FATIGUE 136:27 true to the ideals upon which it has been f. 108:14 a sense of f is lack of humility, because 156:2 Principia was f for the purpose of being 113:25 f makes us lose some of the buoyancy 154:37 to accept suggestions of f, or the old FRANK 30:20 that I am not always strictly f and honest FAULT 48:3 whose f is it if at sixteen years of age she FRANKNESS 75:10 am I at f because I see it?” 50:6 requires f, consideration, and respect. 50:32 Kindly f and direct, honest dealing will FAULTS 47:34 ignoring the apparent f of children helps FREE 17:28 opportunity for f, independent action FEAR 47:19 by simply destroying his own f of and FREEDOM 108:13 Nervousness is f that it can’t be done 17:29 though at first he may misuse hisf . 223:19 i cannot be made to f a lack of unity 43:11 be afraid to let a child have any mental f.

FEELINGS FREELY 44:12 enter into the f and experiences of the 55:16 they will talk f with us of the problems

FEMININE FRICTION 115:13 made between the masculine and f 50:27 F between parents and children shows 115:31 predominate at Principia, nor should the f. 171:34 not strong enough to stand the f of 116:8 a woman’s notions — just a f viewpoint. FRIEND FIRM 79:3 lifelong f is the one who loves them too 26:28 do not like to take a f stand and meet 30:27 we should also be f in that which we FRIENDS 97:5 of thought and a f stand for Principle. 7:6 that all the teachers are his f and helpers 53:31 What do you really know of her f? FIRST 17:14 The f work of the school is to get at the FRIENDSHIP 90:9 enough to put their work f, Principia as 7:7 Upon the basis of f, a teacher can gain 123:9 in this work? Are we putting f things f? FUNDAMENTAL FITNESS 83:7 accept the purpose of this work as the f 35:2 F of condition, then, is the result of a 144:11 coeducation is a f characteristic of The 37:1 a peculiar f to meet the great need of his 41:28 f of the one who bears the relationship of FUNDAMENTALS 42:35 on the part of the teacher a peculiar f for 157:1 certain f that must be regarded as essential 248 Education at The Principia

FUNNY 75:16 attempt of error and by magnifying g 48:18 ability to see the f side of things and to 77:7 G demands of man obedience to the

GOSSIP G 208:28 names g as one of the contemptible “ways GAIN GOVERNED 7:7 friendship, a teacher can g ground rapidly. 223:21 they are g by the same wisdom that 183:7 higher than personal self and material g GOVERNMENT GENTLENESS 112:37 denies God’s g and places it under 69:29 it was the Master’s g that made him great GOVERNS GIFT 100:9 is the conviction that Principle g. 23:32 most valuable g we can leave with our 216:20 fully we appreciate this g to Principia. GRACE 67:25 to grow in bigness of thought — and in g. GIFTS 222:6 give you the wisdom, strength, and g 202:11 God does not dole out His g meagerly. 210:9 bless us with substantial g by the time GRATITUDE 80:5 my heart is filled withg for the constant GOAL 190:15 individual progress fill my heart withg . 125:6 keep the vision or the g always before us. 125:24 we cannot hope to see our g, and not GREAT 183:5 a high g the attainment of which will 13:11 should be able to accomplish g things for 195:22 and his efforts to attain the g he has set 18:26 does not is committing a g wrong. 199:16 your way and enables you to make the g. 27:14 doing my child a g injustice, for which he GOD GREATER 47:6 perfect G and perfect man must be the 23:19 no g unkindness that we can show our 52:25 learning to let G govern is the only one fit 65:23 taking on some work that G has not given GROW 67:20 willingness to serve G, however He may 65:14 desire to uplift and help the student to g 70:30 Make it your business to serve G in any 111:24 We need to g in the habit of seeing the 75:30 G grant that we may be awake to hear 114:1 your assistants of an opportunity to g. 99:16 wide-awake to hear what G is saying to us. 119:11 their own devices — to g in their own way. 101:10 best you have to give, and look to G for 102:2 Remember that Principia belongs to G. GROWTH 104:1 Yet the hand of G was felt through it all. 25:18 wisely into more mature and stronger g. 121:24 learn to see each other as G sees them 112:5 handled for our greater g as individuals 129:5 weaken, undo, or reverse what G sets in 120:2 under pressure, will show what your g is 131:3 and see how G has led us and protected 121:28 Your g in Christian Science is shown by 134:12 to receive what G is ready to show us. 141:37 not pause at their present state of g 146:15 listening to hear only what comes from G. 195:17 but moral and spiritual g are essential 148:21 If G is guiding this work, it will only 167:23 the Christian Scientist who puts G first GUIDANCE 186:3 G has a glorious purpose for each one of 59:4 are earnestly striving to listen for God’s g 208:24 real desire to overcome all that is unlike G. 128:6 to demonstrate God’s g and protection 222:19 Mind — you are what G knows. 143:30 is still under the g of this institution 173:2 knowing that you may have the g of GOD’S 200:16 The still small voice of g will be heard 74:15 if your universe is G universe, it is 89:31 if it were not G will, you would not be here. GUIDE 97:30 When one is conscious of G leading, he 49:19 sense of Principle to g him in future action 128:6 demonstrate G guidance and protection 84:38 function of the leader to inspire, to g, to 128:31 without, to perfect obedience to G will. 124:12 he is in no condition of mentality to g 173:8 This is G purpose for you, that you may GUIDING GOOD 99:23 presence that His g voice can be heard. 30:10 than bringing up his child to reflectg . 135:5 only intelligence, Who is g, directing, and 48:33 as helping their children to love g. 148:21 if God is g this work, it will only require 59:30 The greatest g we can give our children 174:1 most alert in listening to his Father’s g 64:26 if the work is g, tell them so. If poor, show Word INdex 249

203:10 with God, listen to His g voice, and obey HARMONY 48:22 restores h where discord has been 208:30 because it is so destructive to unity and h.

H HARSH HABIT 18:6 our desire to avoid h methods and the 23:33 h of self-training from a basis of Principle. 111:24 We need to grow in the h of seeing the HARSHNESS 157:31 less selfish, less self-centeredh of thought. 25:3 regard the word as expressive of a h which HABITS HEAL 7:28 H of inaccuracy formed during childhood 79:4 We can never h error in ourselves nor in 21:24 that right h of thought become established 124:1 words will lack strength and power to h 23:14 careless ignoring of poor h of thought or 33:13 h which will make him a nuisance to HEALING 47:35 careless or vicious h of thinking 30:10 real child by h any false or ignorant sense 97:13 importance of preserving certain h of 47:25 on the part of a parent will never bring h 158:8 certain loose h of conversation and 65:29 of what Love is, our h work will be done. 223:14 no personal h of thought that make it 200:30 human consciousness before the h work HAMPER HEALS 43:36 but do not h individual expression. 124:13 accepted blinds, while error rejected h HAMPERED HEAR 108:16 it is fear that God’s work can be h. 99:16 and to keep wide-awake to h what God 112:7 workers feel burdened and h in their 199:14 know that your progress cannot be h HEARING 200:14 sense of h that if there is anything under HAMPERING 116:12 that we are not h our progress with such HEART 17:14 work of the school is to get at the h of HANDLE 74:6 but declaring it in the h and daily living 47:17 should have fewer cases of discipline to h. HEARTS HANDLED 65:5 tender in our h toward them, we get better 18:16 (and it should always be thoroughly h) 27:21 scarcely any two children can be h in HEARTY 104:34 have we taken up in our work and h 48:21 oftentimes a h laugh over the absurdity of HANDLING HEAVINESS 156:30 difference in the method of h college men 222:13 work, for h of thought cannot glorify God. HANDWROUGHT HEAVY 118:7 and the h material is no longer produced? 120:4 when you should be rising to meet a h HAPPINESS HELP 36:30 things which most thoroughly make for h. 27:28 no self-confidence,h him to get out of 39:3 one’s own desires gratified results inh . 58:6 we are trying to h our girls and boys to 39:16 how can he understand that h is won 58:34 can most effectively h by refraining from 174:36 service is the only road to genuine h. 65:27 we can h them only as we overcome 75:15 will h to demonstrate that high purpose HAPPY 107:3 instructor must h his students to find 8:31 lay the foundation of a successful, h 107:30 are not in a position to h these students. 39:28 for the sake of making another child h. 112:21 and will h our brother to make his. 121:19 haven’t we enough to be h about? 192:28 who can stand by with hand ready to h 125:5 find out the secret of ourh , useful lives HELPING HARMONIOUS 21:28 H our children to love and express all that 86:21 conscious of the h, unruffled movement 23:17 prevent us from h our loved ones to reap 48:32 work so important as h their children to HARMONIOUSLY 139:3 In h the boys and girls and men and 65:25 things fit inh as we learn obedience. 250 Education at The Principia

HOLD 200:29 The divine i must replace person in 18:34 To h the child to right action is not 222:20 you are not a person but a divine i 209:17 we shall h up each other’s hands, and our IDEAS HOLDING 104:21 think of ourselves simply as divine i. 47:11 h thought consistently in line with this IDIOSYNCRASIES HOLDS 107:29 When we accept our personal i as our own 79:1 the one who lovingly h them to duty well IGNORE HONEST 47:22 This does not mean that we must i or 30:18 kinds of examples are we of consistent, h 103:6 close our eyes and i the seeming human 50:32 direct, h dealing will generally correct any IMPARTIAL HONESTY 101:29 of Principle, which is always i and just. 47:27 Calmness quiets anger. H begets h. IMPARTIALLY HONOR 114:32 the good of the whole, intelligently and i. 30:23 haven't the highest sense of h 37:2 he rose to the highest point of h it could IMPATIENCE 148:23 Service on this Board is not an empty h. 65:26 if we see selfishness,i , etc., manifested 148:24 to be an h, a very great h, but only as we 157:7 who has not learned what h means or IMPERSONAL 175:28 Men who have h; men who will not lie 25:9 its basis and demand must be i 203:7 as long as we h Him in our daily living 86:7 You must be more i in your work.

HONORABLE IMPORTANCE 19:4 an orderly, h, upright set of pupils 97:12 understand the i of preserving certain 130:15 "Your side, my side, and the h right side." 133:31 is of more vital i than this training of our 130:17 we must keep in though "the h right side" 156:20 and of greatest i to the success of this 172:24 are making h businessmen, worthy 157:18 if we lose sight of the i of this training, we

HONORED IMPORTANT 12:25 That faith has always been h. 20:2 no more i conference than one in which 51:2 should have h you with his confidence 47:27 i that one who deals with children shall 58:15 one of the i lessons learned at Principia HONORS 77:1 most i work that Principia has to do is the 161:29 right thinking has won the highest h 134:35 the metaphysical work as the most i task 203: 5 to help us in the work that h Him and 161:10 more i it is that one construct a useful

HUMAN INACCURACY 42:29 leading of the h thought out of ignorance 7:28 habits of i formed during childhood will 43:2 teacher unless he understands h nature 37:15 who loves too much to countenance i 44:31 no more knowledge of child life nor of h 52:21 direct the unfolding of another h life? INCORRECT 57:6 tendency to go to extremes in our h 160:29 sort is due to i or idle habits of thought. 86:24 beliefs of h eccentricity and false 100:22 refuse constantly to accept the usual h INDELIBLE 171:20 Even the most cherished things in h 42:22 most i impressions are those that come 171:33 Even sacred h ties are dissolved because INDEPENDENCE HUMBLY 28:1 I of a certain kind is a good thing 101:37 one who listens most h and follows most INDEPENDENT HUMILITY 17:28 some opportunity for free, i action, even 93:11 the h that does not resist being instructed 222:17 divine intelligence. You are an i thinker 108:14 a sense of fatigue is lack of h, because 209:1 self-assertion with h, criticism with love. INDIFFERENCE 7:30 To permit i regarding the perfect HURT 223:16 i cannot be h by what others do or say. INDISPENSABLE 101:36 not one of us is i, no matter how good our I INDIVIDUAL 6:3 unfolding of i capabilities along all right IDEA 19:6 With i healing as our goal, rather than 129:2 The Principia stands for a divine i. Word INdex 251

27:23 individuality to be studied and the i need 59:19 Scientists can findi in their work together 42:38 training of i thought involves a close 118:17 constant listening for spiritual i can 43:36 them, but do not hamper i expression. revive 222:18 you are the i reflection of the all-knowing INSPIRE INDIVIDUALITY 57:27 cannot we i them with a desire to serve? 30:11 ignorant sense of what constitutes his i. 43:12 we stifle anyi of thought by outlining INSTRUCTOR 86:25 and false i that claim to identify each one 107:3 An i must help his students to find

INDULGE INTELLECTUAL 36:28 Why are we willing to i them in the very 195:16 Not only i development but moral and

INDULGENCE INTELLIGENCE 23:12 weak i of selfish desires, an unwillingness 67:6 he supplies the i, the strength, the 58:3 their characters through personal i and 135:4 the only i, Who is guiding, directing, and 222:17 basis, under the direction of divine i. INDULGING 32:30 with mistaken kindness, i those demands INTELLIGENT 16:6 i action proceeds only from divine Mind INFANCY 174:20 Radical and i reliance on Principle will 6:5 it should begin with i and go on eternally. 18:24 one of the earliest lessons taught in i INTERFERE 23:2 that from i children should be taught 129:4 or resentment can i with its God-directed 169:8 let nothing i with your individual spiritual INFLUENCE 223:7 (my own or another’s) can i with the right 26:3 from the i of a kindly, gentle example. 223:22 one cannot i with another nor make the 29:3 under the i of teachers and companions 33:1 may even i the child in a way opposite INTIMATE 33:36 which do you think will be the lasting i? 30:2 smaller classes and more i relations with 34:5 which will be an i for righteousness 41:29 the i surrounding your little girl or boy IRRITATION 72:26 i for good depends upon the weight you 106:1 keep i or unkind criticism under control 83:8 inspiring i of our association with 130:7 personal i should be made a matter of 133:10 the i that would divert our young people J 139:7 every conceivable adverse and negative i JESUS 143:22 united father-mother i in the handling of 21:5 J was speaking of children as symbols of 149:13 i in the lives of young Christian Scientists 26:38 J never made the mistake of personalizing 180:29 nor to attempt to i you, even for good 69:32 J was always listening, and therefore he 201:2 is healing in its beneficenti , because it is 90:11 words that J addressed to those who 206:9 have been touched by the mesmeric i. 98:19 temptations of J in the wilderness show INFLUENCES JESUS’ 56:25 i that are at work to undermine our 99:27 it was J complete elimination of self that 56:30 doing to counteract such destructive i? 132:30 personal i do not affect this opinion. JOY 137:26 an institution whose i have spread so far 7:17 the pursuit of knowledge becomes a j 167:14 regardless of the i brought to bear upon 8:25 keen j in the overcoming of obstacles 27:8 child not only needs the j of obedience INJUSTICE 36:6 deprived of the j which might have been 27:14 doing my child a great i, for which he will 39:1 of the j that comes from genuine 28:15 of her children is doing them much i. 39:26 that cannot grasp the j of selflessness. 113:9 it breeds distrust, fear, and i to others. 40:15 teach our children the j of self-sacrifice 54:16 of striving and the j of accomplishment. INSIGHT 57:28 little children can learn the j of serving 100:29 but demand of yourselves spiritual i. 65:12 Leave in their hearts a sense of j that the 113:24 great j in doing what God has called us to INSIST 121:18 to God and demonstrate and keep your j. 222:4 Always i upon being master of your work. 175:1 learn the meaning of the j of an endless 178:3 learn the j of sharing or the j of working INSISTING 214:1 J means more than gladness. J is a 75:1 i upon it — day and night — even when 222:26 Seek to find deeperj in your work. 223:29 My j in God’s service cannot be taken INSPIRATION 49:12 no i for higher ideals or better conduct 252 Education at The Principia

JOYOUS L 67:19 j willingness to serve God, however He 91:10 this is serious work, but it is also j work. 121:20 isn’t that enough to make us j? LABOR 199:9 grateful for every blessing, j in the 29:1 years of l have confirmed this conviction. 35:18 "there is no excellence without l" JOYOUSLY 38:17 looks back upon a life of l for others and 112:21 make our own scientific demonstrationj 138:21 we should know, after forty years of l 222:8 go about our work confidently andj 181:24 come to men, not through l, but through 220:22 Recent workers know nothing of the l JOYOUSNESS 48:19 to enter into the j of youth does away with LABORED 48:20 severe correction and l effort. JUDGE 166:1 our Leader l to bring into manifestation 72:24 times a day do we fail to “j righteous 73:6 refuse to j according to sense testimony LABORS 209:16 or to j another’s motives, we shall hold up 137:2 legitimate to rest from one's l when the 166:35 upon the intelligent l and unselfish love JUDGMENT 6:24 if more j were used in the selection of LAUGH 28:27 wise to listen to the j of those who are 48:21 oftentimes a hearty l over the absurdity of 48:16 and demand of girls and boys a mature j 168:29 j to discriminate between the real and the LAW 27:11 the natural results of disobedience to l JUDGMENTS 30:4 teach a love for l which enables us to 73:7 base our j on spiritual evidence only, we 224:11 less than implicit obedience to spiritual l.

LAWS K 165:24 unhampered by the l of materia medica

KEY LAX 43:4 k that opens the door for each child into 77:24 exact in their training and sometimes l 169:5 You have in your possession the k which LEAD KINDERGARTEN 43:26 mistakes, l thought on to higher ground. 6:6 k affords the first opportunity in school 6:13 A k teacher needs to be thoroughly awake LEADER 6:25 were used in the selection of k teachers 84:26 goals which you, as their l, are responsible

KNOW LEADERS 12:11 children who want to k more of the Truth 114:23 all of you executives are l in your 30:27 firm in that which wek is for their good. 41:27 Do you k enough of the real fitness of the LEADING 52:29 child’s needs so that you may k what is 97:30 conscious of God’s l, he can maintain his 114:16 Why be so sure that we k better than 121:26 see what God sees and to k what He LEARN 186:1 you now k of Truth that opens the door 17:29 he must l through experience; he may 205:6 must continue to k, until that which we k 18:34 in the doing of what is right, he will l to 36:19 a child is never too young to begin to l. KNOWING 42:21 Children l much in the schoolroom 32:35 K the wise thing to say — the sane thing 54:15 he will l more of the value of striving and 123:28 K the truth intellectually is one thing, but 57:28 little children can l the joy of serving 58:13 wise to let them l the result of wrong KNOWLEDGE 75:20 L to recognize what is talking. L to say 31:8 education is not only the acquisition of k 121:27 We must l to think with God. 32:3 Correct material k is essential; therefore 152:27 they gradually l, by practice, to select 44:18 ignorance of youth into the mature k of 157:29 need to l what true independence means. 46:8 of true k in the place of false belief. 58:8 to use their k of Christian Science in LEARNED 162:32 Such k simplifies your daily living 53:8 has he l to appreciate your earnest efforts 67:30 teach another? Only what I myself have l. 77:18 in thinking is the vital lesson to be l 78:12 of obedience to right has not been l in Word INdex 253

157:7 a college man or woman who has not l LISTENING 166:9 That you have l to love God more, and 69:32 Jesus was always l, and therefore he met 99:19 We must be l if we want to catch the first LEARNING 118:16 an attitude of constant l for spiritual 45:5 great satisfaction in imparting his own l. 118:35 accomplish what l and obeying alone can 83:38 our young people are l to be better 119:15 want students that are l to demonstrate LISTENS 133:33 they are l to handle their thinking wisely 101:37 The one who l most humbly and follows 151:38 a practical experience in l to live their 173:5 if you are l to let infinite wisdom settle LITTLE 47:32 danger in making either too much or too l LEARNS 22:33 never really disciplined until he l to LOVE 47:37 if a child l that favors are to be obtained 6:36 a l for and understanding of children 18:17 person should be one of tenderness and l. LESSON 18:29 L should be stronger than pride, broader 43:28 understanding the reason, he may learn a l 21:29 helping our children to l and express all 65:23 To listen and obey is the chief l we need 23:8 one must l children too wisely to be 77:18 accuracy in thinking is the vital l to be 24:4 a home that is rich in l and Christian 78:12 if the l of obedience to right has not been 26:25 L does not permit a child to be 33:9 a l and patience which never permit us to LESSONS 33:16 if I truly l my boy, I shall correct these 18:23 one of the earliest l taught in infancy 39:20 is it really l that makes a parent so blind 58:15 one of the important l learned at 39:38 Do we l them well enough to teach them 48:33 so important as helping their children to l LIE 58:29 We must learn to l our fellowman and to 187:26 truth is mightier than the greatest l the 68:26 and exquisite courtesy, the result of real l 90:8 unless individuals can be found who l LIFE 92:18 larger patience, and more l. 7:32 colors the whole l of an individual and 106:18 and to express a higher quality of l which 18:29 that mistake, may injure his child for l. 175:4 self-centeredness, and to find your joy inl 27:16 he will forget the joy of doing, and l will 180:37 governed by too deep a l to be willing to 33:14 nuisance to himself and to others later in l? 118:18 and open the door to a more fulfilledl LOVES 37:15 parent who l too much to countenance LIGHT-HEARTED 79:3 is the one who l them too well to excuse 222:27 earnest and at the same time spiritually l LOVING LIMITATION 18:8 sentimentally weak in our efforts to be l. 35:15 over any sense of physical weakness or l. 59:14 for l, intelligent cooperation between 44:8 his strongest efforts to free himself from l 70:30 for then they become a law of l to us. LOVINGLY 85:18 bring release to you from l of any kind. 113:17 wise to bring it l to the attention of the 202:13 We must refuse to admit l in any direction. LOYALTY LIMITATIONS 26:6 personal l which makes a child respond 111:17 personal history, and acceptance of l. M LIMITS 202: 13 he never l, and we must not. MAGNIFYING 75:16 every attempt of error and by m good LISTEN 28:26 it is wise to l to the judgment of those who MAINTAIN 59:4 We are earnestly striving to l for God’s 97:30 conscious of God’s leading, he can m his 63:16 work impersonally and l to the voice of 65:23 To l and obey is the chief lesson we need MAINTAINED 97:29 But l! When one is conscious of God’s 156:4 That purpose must be m if The Principia 146:14 to l, and listening to hear only what comes 203:10 l to His guiding voice, and obey Him MAINTAINING 214:27 We must be awake to the need for m high LISTENED 117:26 l almost breathlessly for the still, small 254 Education at The Principia

MALICE MENTAL 129:3 criticism, misjudgment, false prophecy, m 43:33 discerned is fatal to true m development. 44:11 understanding of the child’s m processes MALPRACTICE 74:3 Your world is wholly m. The outward 65:37 of stupidity, etc., is nothing short of m. 74:13 see man or person in your m universe? 75:2 when the suggestions of m hold before 128:23 work of Principia through aggressive m 75:17 Shall we fall into the hands of m and be 220:26 your summer’s work or your m poise. 98:32 if, at this point, the claim of m wanted to 112:5 the claim of m directed toward the work MENTALITY 128:22 attempts of mental m to weaken the work 47:29 ever alert to express in his own m those 221:23 less vulnerable to the dagger of mental m. MENTALLY MAN 92:1 progress is essential m before there can 46:17 To refute the false concept of m and to 47:5 through a higher concept of God and m. MESMERIZED 72:23 to think person instead of m? 169:10 Do not permit yourselves to be m by the 74:13 Do you see m or person in your mental 77:8 Good demands of m obedience to the METAPHYSICAL 128:31 M is obedient, and m is a law unto 31:15 to build a school upon a m basis running 157:11 laid upon the education of the whole m 65:35 thought of the pupil through any m work 98:11 the consistent m work of trustees, staff MANHOOD 134:32 M work is important. We may do many 6:38 growth into pure womanhood and m. 202:7 situation demands must be clearly m. 8:31 foundation of a successful, happy m. 9:14 obstacle to pure m and womanhood METAPHYSICALLY 14:38 the strongest m and womanhood? 192:25 must learn to stand upon their own feet m. 23:9 strong m and womanhood. 31:1 their spiritual m and womanhood. METHOD 33:25 expresses true m and womanhood. 43:16 what is called the most advanced m of 34:4 a type of Christian m and womanhood. 78:22 our m of approach, our presentation of 36:29 which will spoil their m and womanhood. 44:16 into individual m and womanhood. METHODS 44:18 mature knowledge of m without injuring 43:34 There are many m of arriving at correct 52:13 lose sight of the m and womanhood to be 109:14 Our m may change, but not our 54:4 richer and happier womanhood and m. 69: 19 essential of Christian m and womanhood MIND (GOD) 78:20 makes for success and happiness in m? 86:18 we are all moved by the one infiniteM 92:10 unfolding of true m and womanhood. 102:22 more scientific demonstration ofone M. 137:6 grow from infancy to sturdy young m 104:18 we are recognizing more than one M. 158:11 higher type of m and womanhood 199:10 assurance of your oneness with infiniteM 166:1 true m and womanhood that our Leader 222:19 individual reflection of the all-knowingM 167:9 a strong Christian womanhood and m. 168:23 for successful womanhood and m. MIND 170:26 true m and true womanhood. 16:16 saying that it is based on the human m. 173:9 find truem and womanhood in reflecting 26:28 take a firm stand and meet mortalm on 175:21 have found our true m and womanhood. 180:32 in a family grow into m and womanhood MINDS 195:15 of strong m and womanhood. 8:35 cultivate in the m of his young charges 104:20 we must stop seeing persons or many m. MAN’S 195:17 growth are essential to a m real progress. MISSION 30:10 The m of a teacher is to find the real child MARTYR 42:36 unselfish consecration to them he has 74:25 one can believe himself to be a m 123:24 Principia will fall short of its heavenly m.

MATERIAL MISTAKE 22:12 even at the expense of some m pleasures 7:9 The m is too commonly made of giving 46:2 from sensual and m beliefs regarding 17:37 Sometimes the m is made, at this point 46:11 False education begins with m birth. 18:28 will excuse or conceal his child’s m 26:38 Jesus never made the m of personalizing MATURE 105:36 We sometimes make the m of thinking 50:35 subjects considered too m or too wicked Word INdex 255

MISTAKEN NEED 21:3 arises from a m interpretation of this 10:1 Why is there a n for Principia? 11:30 Principia was founded to meet the n of MISTAKES 59:14 n for loving, intelligent cooperation 43:25 is not afraid to let his pupils make m 64:18 What we n most is to keep from being 58:5 the consequences of their own willful m? 65:8 to the right source for the wisdom we n. 75:9 “If I see m made by workers in Principia 89:7 We n to work for keener perception and 114:8 What if they do make some m? You have 99:15 the greatest n today for each one of us is 180:38 to see their dear ones make serious m 105:3 What is it that we n when a demonstration 111:24 We n to grow in the habit of seeing the MlSUNDERSTANDINGS 128:30 The members of this Board n to know that 59:11 who are effective in correcting m and in 134:19 number of days that the thing that we n 207:33 of the motives of others, hurt feelings, m 147:14 all of us, old and new, really n a more 157:30 we n to instill into their thinking a less MODEL 74:31 are you keeping the perfect m before NEEDS 8:3 study the child’s peculiar n with a view to MORAL 27:8 The average child not only n the joy of 57:19 compared with their m and spiritual 50:15 Too often one thinks a child n no special 195:16 intellectual development but m and 52:29 are you studying your child’s n so that you 68:36 never fails to feel another’s n, never MORTAL 16:17 a basis that is changeable, uncertain, m 47:15 to think correctly when m belief claims O OBEDIENCE MORTAL MIND 18:24 taught in infancy should be the lesson of o. 31:16 counter to the consensus of mm opinions 23:2 from infancy children should be taught o 33:6 when mm shows itself at its worst 23:31 one who has not been taught absolute o 103:1 Mm is trying to say that the work at The 27:8 average child not only needs the joy of o 105:5 Mm would try to say that we have slipped 30:9 no excuse for not teaching a child o. 120:20 are playing right into the hands of mm. 43:28 the reason, he may learn a lesson in o. 125:7 If mm worked to destroy our mission 65:6 can always have o, but we want loving o 125:20 if we listen to what mm is trying to say 78:12 if the lesson of o to right has not been 134:25 speaking with authority to mm when error 200:27 acting in o to Principle, only good can 147:22 our work against the attacks of mm. 223:28 right relations, and my part is o only. 208:1 to listen to the subtle arguments of mm 221:12 Mm is attacking us in every weak human OFFENSE 112:32 you regard as a personal o anything that MOTHER 30:5 The m or teacher who helplessly looks at ONE 33:12 What right have I, as a m, to permit my 213:3 Principia is and always will be o. 36:19 Watch a young m with her baby. See how 49:28 respect on the part of a son toward his m ONENESS 50:17 had M courteously requested his help 104:17 seek the sense of o that comes from 50:34 The child who questions Father or M 52:13 father and m should never lose sight of OPINION 54:12 some of the house duties assumed by M 58:35 help by refraining from forming an o 97:31 in the face of public o and aggressive MOTHERS 101:4 Human o must be dematerialized and 28:5 There are m who have high ideals for 130:13 as a result of any personal difference of o. 41:19 m, under the stress of business and social 146:9 o with regard to The Principia, its purposes 48:8 women who have made failures as m? 209:2 human o detrimental to another floats 222:18 thinker, untouched by human o N OPINIONS NAUGHTY 29:11 and cares more for the o of his associates 21:6 A n, willful thought manifested in a child 26:30 that he “is God’s child and cannot be n.” OPPORTUNITIES 47:15 mortal belief claims that there is a n child? 12:23 Principia has many other o above and 13:24 one of the greatest o in this school is 14:35 consider this to be one of the best o 256 Education at The Principia

143:34 should provide for us the o we need to PATIENCE 17:32 it demands of us more p than some of us OPPORTUNITY 18:11 love has no p with any claim of error. 6:30 our children can have the o to grow into 33:3 takes unselfish love and interminablep to 12:12 every o here to receive the loving help 65:31 When we think of the infinitep of divine 105:8 The o is here right now in which to use 119:10 no p with the attitude that, as college men 114:1 deprived your assistants of an o to grow. 156:14 life at Principia affords continuous o to PEACE 113:6 sensitiveness is a great enemy to p and OPPOSITION 97:31 face of public opinion and aggressive o. PECULIARITIES 111:22 enables one to rise above self and its p ORGANIZATION 223:7 No personal p (my own or another’s) can 112:26 in any o; especially in our o, we must be 114:20 in an o some must necessarily lead, and PEOPLE 114:29 thinking to work effectively in an o. 64:34 Older p are apt to think less of the

OVERCOME PERCEIVE 65:28 can help them only as we o these errors 100:26 enables one to p with scientific certainly 113:7 and if not o, separates us from God and 123:1 clearly we p the marvelous opportunity 208:19 Why should we work more earnestly to o PERCEPTION P 169:5 done through the spiritual p of divine PERFECT PAIN 7:30 To permit indifference regarding the p 26:34 only a belief of p and discomfort can come 9:7 attained to that p ideal, but the daily 74:31 are you keeping the p model before your PARENT 75:22 a divine idea of education, is already p 17:32 process is often exquisite torture to the p 114:12 advised us to make ourselves as p as 18:25 That p who sometimes exacts obedience 22:32 it is a wise p or teacher who realizes that PERFECTION 28:23 A p sometimes knows much less about his 72:23 you to think imperfection instead of p 30:9 A p has no higher work than bringing up 39:3 an unselfishp is very apt to bring up his PERMIT 39:20 is it really love that makes a p so blind to 26:25 Love does not p a child to be disrespectful 47:17 A p or teacher can often disarm mortal 33:12 to p my child to indulge in habits which 47:25 resentment on the part of a p will never 36:1 it is a cruel thing to p a girl or boy to waste 49:24 temper on the part of p or teacher will 37:11 how dare we p them to be willful 52:25 A p who is learning to let God govern is 39:5 sacrifices everything for his child but willp 53:2 some other p decides on that “something” 192:28 it is a wise p who can stand by with PERMITTED 50:31 and should never be p to rankle in the PARENTS 11:20 P are distressed and wonder why their PERSON 13:19 As p and teachers, we must so train the 14:29 demand that the will of Principle, not p 21:9 yet I have known p, doting relatives, and 74:10 Do you think of him as a p, with agreeable 23:6 training on the part of p and teachers. 75:6 or do you think of it as “p” or “conditions” 24:7 Do not be such unselfishp that you make 100:10 to accept the suggestion that p governs 27:24 strong an appeal cannot be made to p 104:17 comes from annihilating the belief of p. 37:13 disrespectful to their p, heedless of their 113:14 you should see it not as belonging to p 41:26 If p kept in close touch with the school 128:13 not dependent upon p nor governed by p. 48:32 P have no work so important as helping 200:30 The divine idea must replace p in human 50:1 if p and teachers can cooperate in the 222:20 you are not a p but a divine idea 50:27 Friction between p and children shows 59:10 We are very grateful to the many p and PERSONAL 180:37 wise p are more often governed by too 25: 12 because the demand is p and arouses p 26:6 a certain p loyalty which makes a child PASSION 47:21 our own thinking and refuse to make p 56:27 intimate acquaintance with human p 48:11 correcting it, served to make it more p and 49:16 is simply an exercise of p will and an PASSIVE 64:20 not put legitimate requirements on a p 134:23 our attitude in this matter cannot be p. 107:29 When we accept our p idiosyncrasies as Word INdex 257

111:19 much less p criticism of each other PRAYER 112:32 you regard as a p offense anything that 48:34 consecrated effort and unceasing p. 113:6 claim of p sensitiveness is a great enemy 130:20 each other but to take them to God in p. 114:32 lose sight of his own p preferences and 125:26 like this more quickly than p thinking. PRESERVE 208:20 on the face than to eliminate p sense? 224:18 do your utmost to p the spirit of the 209:16 refuse to entertain p criticism or to judge 223:7 No p peculiarities (my own or another’s) PRESERVING 97:13 the importance of p certain habits of PERSONALITY 124:6 of injustice, wrong, unfairness, or p PRESSURE 106:10 to be released from the constant p. PERSONALIZING 120:1 What you are, under p, will show what 26:38 Jesus never made the mistake of p error. 121:29 by the way you conduct yourself under p

PERSONALLY PRIDE 75:20 all because we can be tempted to think p? 47:24 p, anger, and resentment on the part of 108:14 and that we have something to do p. 105:16 is it a matter of p with us, because the

PLAN PRINCIPIA 108:1 There is a p for the progress of Principia 11:30 P was founded to meet the need of those 110:17 The divine p will unfold. 75:13 if you love P as a work which is established 118:34 organization and p cannot accomplish 102:1 Remember that P belongs to God. 212:11 each one of us could make a p, but only 129:2 The P stands for a divine idea. 215:15 Principia has a p, under God’s direction 170:24 its name indicates, P stands for Principle. 189:7 P was established in order that it might PLANNED 213:3 P is and always will be one. 118:8 have we so successfully p that the plan 224:16 Do not try to pattern P after the most

PLANNING PRINCIPIA’S 113:30 we must do better p and know that 92:8 What has been P chief aim in its

PLAY PRINCIPLE (GOD) 52:11 p and work should tend toward the same 14:29 necessary to demand that the will of P 23:33 habit of self-training from a basis of P. PLAYING 30:3 lead thought more constantly to P and 36:21 wheedle his mother into coddling or p 36:24 fortitude to hold to P when the tempter is 64:21 they are right and in accordance with P. POLICIES 65:10 but must demand it because P requires it. 109:10 There are certain p that make Principia 77:14 teach them to recognize and obey P. 136:4 an accurate understanding of the p 97:5 habit of thought and a firm stand forP . 100:9 is the conviction that P governs. POLICY 113:31 P adjusts us to our work and our work to 128:18 There can be no interference with any p 115:31 let P form our basis for decisions, and 130:10 pertaining to any possible change in p 118:37 think from the basis of P until they can 138:36 standpoint of Christian Science, from P PRACTICAL 156:8 training of thought from the basis of P 12:14 keeping before their thoughts the p value 160:16 the purpose is to base all work in P 151:38 the expectation that a p experience in 172:6 P is the anchor which holds us to all that 152:8 one needs to live it in p daily association 173:2 you may have the guidance of divine P 210:24 from a basis of common sense and p PROGRESS PRACTICE 92:1 p is essential mentally before there can be 72:14 based upon strict adherence to and p of 100:13 stand in the way of my p, I shall fail to see 138:6 to p the living of Christian Science in a 107:6 intellectual progress, but it is spiritual p. 114:7 in your way. That is a great obstacle to p. PRAISE 116:12 hampering our p with such archaic beliefs 39:9 the lad is loaded with p and has his lap 129:4 can interfere with its God-directed p. 64:26 pupils are not given enough p and blame. 169:9 interfere with your individual spiritual p.

PRAY PROTECTED 94:2 “Watch, and p. Watch, and p — deeply 129:3 a divine idea. It is therefore perfectly p. 258 Education at The Principia

PROTECTING REBUKE 18:28 conceal his child’s mistake, p him from 27:14 injustice, for which he will someday r me.

PROTECTION REFLECT 58:3 personal indulgence and unwise p 104:19 in order to discover and r the one Mind

PSYCHOLOGY REFLECTION 16:15 p, which is another way of saying that it 76:5 and must see their work to be r only. 165:26 mortal fears and beliefs of p is one of the 222:18 you are the individual r of the all-knowing 169:3 human philosophy or modern p that can REFUSE PUNISHMENT 47:20 r to make personal or real anything that 49:10 Mere p which results in no conviction of 73:6 r to judge according to sense testimony 50:25 p which is sometimes called discipline. 100:21 r constantly to accept the usual human 202:13 r to admit limitation in any direction. PUPILS 43:25 not afraid to let his p make mistakes if he RELATIONSHIP 62:4 P are taught to do their own thinking. 57:1 Let us keep our r so close and our own 64:25 the p are not given enough praise and 113:32 in your r (as head of a department) to 223:25 struggle to maintain the right r with my PURIFY 99:16 p consciousness and keep wide-awake to RELIANCE 174:20 intelligent r on Principle will solve any PURPOSE 222:25 when we place our r wholly upon Him. 65:16 The main p is to develop character, to 85:21 one underlying and vital p of Principia’s RELIGIOUS 107:5 is only the vehicle for the larger p. 133:5 We have our r teaching at home and in 123:22 only secondary to the real p to be served 158:2 and respect for the r convictions of others 130:1 Since the p of The Principia is to serve 138:1 Principia’s p is to help young Christian RESENTMENT 147:18 our entire p is to serve the Cause of 18:18 if a particle of pride, excitement, r 156:2 Principia was founded for the p of being 129:4 or r can interfere with its God-directed 195:9 a very definitep . That p was not simply to 207:23 arouses claims of jealousy, envy, r, evil

RESPECT Q 50:10 R for elders is not so much a matter of 51:23 established is one of increasing love and r. QUALITIES 78:38 they r more the one who lovingly holds 22:11 developing all those truly childlike q 116:2 a feeling of genuine r for the opposite sex. 44:6 appealing to the highest and best q he 157:27 a companionship that will foster mutual r 77:4 elimination of those q which are unlike 158:2 r for the religious convictions of others 111:24 seeing the strong q of our fellow workers RESPONSIBILITIES QUALITY 113:21 to be too serious in taking our r should be 106:18 and to express a higher q of love which 141:33 for the r which they are now accepting 161:3 q of your thinking is being hourly tested. 173:37 awaits those who have faithfully fulfilledr QUESTIONS RESPONSIBILITY 50:34 The child who q Father or Mother about 14:27 they are God’s children and shift the r. 55:8 q the young people ask! If they will only 24:6 Let the children feel their r in making 57:2 thought so alert to the live q of the day 27:37 that tend to fit them for unselfishr . 173:5 let infinite wisdom settle allq for you 39:30 let them feel the r of self-control when 200:17 you will ask the right q and give the wise 44:16 serious r to accept the training of human 52:20 What are we doing with the r we have R 57:8 We take too much or too little r. 78:7 shall the instructor wash his hands of r REAL 108:16 be hampered. It is a sense of personal r. 13:21 the right from the wrong, the r from the 222:11 stop and place the r where it belongs 30:10 mission of a teacher is to find the r child 48:11 served to make it more personal and r RIGHTEOUSNESS 23:1 who will reward r and punish iniquity REALLY 34:5 an influence forr throughout the world 53:31 What do you r know of her friends? 59:28 work of r shall be peace; and the effect Word INdex 259

73:3 inhabitants of the world will learn r SELF-CENTEREDNESS 123:14 who will reward r and punish iniquity. 27:33 S, in whatever form, is responsible for 187:24 their r is of me, saith the Lord 190:7 who will reward r and punish iniquity. SELF-INTEREST 190:37 our nation with the right arm of His r. 175:3 lose sight of s and self-centeredness

RULE SELFISH 43:31 To present a cut-and-dried r and insist 23:12 indulgence of s desires, an unwillingness 24:8 unselfish parents that you makes children. RULES 157:30 instill into their thinking a less s, less 17:26 so repress my child with r and regulations 186:32 be sure that you have no s purpose in 27:3 That instructor of youth who r by system 64:32 red tape, and hold closely to essential r SELFISHNESS 213:17 large business is carried on without r 28:3 human will and s, should be choked in its 37:16 laziness, frivolity, s, and irreverence will 39:4 very apt to bring up his child in extreme s. S 65:26 if we see s, impatience, etc., manifested 171:34 enough to stand the friction of human s. SACRIFICE 23:21 even at the s of their character building. SENSITIVE 57:29 Do we let them learn the spirit of self-s 118:15 success have made us less s to the truth

SACRIFICES SENSITIVENESS 39:4 He s everything for his child but will 111:20 much less s to the criticism of others 54:13 more appreciative of his parents’ s in his 113:6 The claim of personal s is a great enemy 223:8 No claim of s can be used by mental SATISFACTION 38:25 carnal mind makes great demands for s. SERVE 67:8 Each worker is here to s God in any way SCHOOL 71:1 not outline the way in which you may s. 17:1 a basis unsurpassed by any s in the world 130:1 the purpose of The Principia is to s the 28:36 beginning it seemed wise to provide a s 147:19 our entire purpose is to s the Cause of 29:1 s claims our children for over one-half of 63:21 To see the s grow, we must see it from SERVICE 107:7 Principia differs from every other s. 118:36 how can we be of s to young Christian 109:11 have a s, but not Principia, without these 165:23 To provide a s in which the sons and SEX 116:3 of genuine respect for the opposite s. SCHOOLS 116:13 archaic beliefs as the superiority of one s 16:22 The Principia different from other s. 157:32 from a personal, selfish basis, neithers

SCIENTIFIC SOLUTION 100:26 perceive with s certainty the things that 162:30 another problem presenting itself for s 101:4 and purified untils certainty displaces it. 185:19 correct s of each problem will be not only 113:15 Such s handling protects the work and 115:7 help your assistants to get a s sense of SPIRITUAL 57:20 with their moral and s nourishment! SECRET 100:29 but demand of yourselves s insight. 117:17 regard as the s of any success we have 105:5 What we need is deeper s understanding. 125:4 find out thes of our happy, useful lives 107:6 intellectual progress, but it is s progress. 118:16 listening for s inspiration can revive our SEEK 147:15 understanding of the s significance of 21:30 to keep very close to them and to s divine 169:4 done through the s perception of divine 126:1 in everything we do we must s to reflect 195:17 moral and s growth are essential to a man’s

SELF STILL 6:27 education is learning to look away from s 200:16 s small voice of guidance will be heard 38:27 denial of this false s liberates thought 46:6 to be educated out of a false sense of s STRENGTH 57:29 serving that means sacrifice ofs . 67:7 he supplies the intelligence, the s, the 174:37 Men and women who forget s in a desire 199:19 he will see that you have the s, the 222:6 you the wisdom, s, and grace necessary 260 Education at The Principia

STUDENT 78:17 a simple duty becomes a hard t in later 116:1 No s should leave Principia without a 134:35 the most important t that lies before us. 143:28 s at Principia — whether he is a freshman 146:14 upon us is to understand our common t 157:12 s who enters Principia with a crude sense 151:36 Principia has accepted the t of educating 157:37 a Principia s should be trained in all that TASKS STUDENTS 7:30 the perfect performance of t undertaken 78:9 because the s happen to be college men 70:29 be careful not to let our t own us, for then 105:6 is it more s that we need? 107:17 then the s are not being helped in this TEACH 109:15 S object to being supervised and are 17:27 machine will never t him self-government. 119:11 as college men and women, s must be 27:37 T them to mingle with others joyfully 172:14 not all s go out from Principia equipped 30:3 and t a love for law which enables us to 39:28 T them the delight of setting aside an STUDY 40:1 Do we love them well enough to t them 7:9 have no idea of the real meaning of s. 77:12 if our purpose is to t these young people 62:12 is not only what to s but also how to s. TEACHER SUCCESS 6:33 A t should be selected not only because 77:11 no s in life outside this obedience to 8:35 The aim of the true t, then, is to cultivate 171:5 real lasting s, genuine happiness, and 17:32 often exquisite torture to the parent or t 173:6 for you, your s in life is assured now. 18:36 upset on the part of the parent or t, and 22:32 it is a wise parent or t who realizes that SUCCESSFUL 30:5 t who helplessly looks at her child when 8:30 lay the foundation of a s, happy manhood. 30:10 mission of a t is to find the real child by 23:7 truly s in this important trust, one must 43:1 No one can be a successful t unless 36:33 and yet they are essential to s living. 47:17 or t can often disarm mortal mind and 43:1 No one can be a s teacher unless he 49:25 temper on the part of parent or t will 65:18 To be s with any plan, everybody must TEACHERS SUGGESTION 13:20 and t, we must so train the thought of 100:10 to accept the s that person governs or is 27:24 and t to train the children in their care 104:37 are we letting in the s that the time is too 28:22 learned from the child’s associates and t. 124:14 the true idea, replacing the false s, is the 29:3 under the influence oft and companions 125:11 just the way aggressive mental s would 50:2 if parents and t can cooperate in the 207:27 been caught in the trap of malicious s TEACHING SUGGESTIONS 19:3 the teacher has caught the true spirit of t. 75:1 when the s of malpractice hold before 156:8 of Principle, or t to think with Principle. 75:18 and be hypnotized by the s of the enemy 157:17 for t him consideration and unselfish 113:10 opened our thoughts to the s of error 154:36 resist all temptation to accept s of fatigue THANKS 206:4 insinuate its own evil s into the mentality 204:2 should be that of giving t to God, who

SUPPLIED THINK 65:16 know that the need in each case will be s. 118:37 t from the basis of Principle until they can 134:36 We must t with power, and when we are SUPPLIES 172:12 to t and to t through from the basis of 67:6 He s the intelligence, the strength, the 102:11 takes care of His own idea and s it with THINKING 12:15 the practical value of right, scientifict . SUPPLY 14:34 to take their own stand for right t and 154:33 seek to demonstrate the full measure of s 47:16 if we were consistent in our t, we should 203:15 knowing that our Father is your source of s 58:13 let them learn the result of wrong t. 62:5 Pupils are taught to do their own t. 77:17 accuracy in t is the vital lesson to be T 82:25 close to God in our t, such things may 87:5 it takes strong t to do strong things. TALENT 91:12 Petty t, indulgent t, self-centered t 36:9 so much a question of lack of t as it is an 91:22 release your t from personal peculiarities 100:28 Do not trust at all to your clear human t TASK 113:9 When distrust finds a place in ourt 17:15 easy t to go into the garden and take off Word INdex 261

114:29 it takes impersonal t to work effectively 23:6 wise encouragement and t on the part of 123:23 assume too great importance in our t 25:7 Discipline is instruction through t, or 125:26 like this more quickly than personal t. 36:10 to take the t that develops the talent. 157:30 instill into their t a less selfish, less 37:17 fruit of such t in the well-ordered lives of 160:26 Correct t externalizes itself in successful 42:6 this child, whose t you have undertaken 182:31 who have been given a basis for true t? 42:38 The t of individual thought involves a 44:17 accept the t of human thought out of THOUGHT 49:5 Systematic t which really instructs 11:32 an environment of scientifict until such 49:31 know how to administer the t that heals. 13:20 we must so train the t of our youth that 50:2 and teachers can cooperate in the t of 21:24 essential that right habits of t become 107:16 character t, is not the vital thing in the 30:3 can lead t more constantly to Principle 119:5 need this t in order to go out prepared to 38:27 denial of this false self liberates t and 133:31 vital importance than this t of our youth. 47:11 by holding t consistently in line with this 151:9 with a t which should be invaluable in 59:31 the establishment of t in Principle. 156:7 education is the t of thought from the 65:34 no right to interfere with the t of the pupil 157:18 importance of this t, we have failed to 67:22 will be just as big as his t of it will permit. 218:5 guidance and t of young Christian 74:9 What occupies your t when you think of 74:31 keeping the perfect model before your t? TRANSPARENCY 77:30 t not in line with Principle must be 124:18 To be a t for Truth, one must accept only 105:37 annoyances which are present in our t 135:8 We must keep our t right with Him 156:7 Right education is the training of t from U 170:28 T is the most powerful thing in the world. UNDERSTAND 222:13 work, for heaviness of t cannot glorify God. 77:25 if a pupil is not trained to u the principle 217:13 helping young Christian Scientists to u THOUGHTS 12:14 keeping before their t the practical value UNDERSTANDING 18:19 personality, or anger enters into our t, we 13:28 We meet together in an u that there is 113:10 we have opened our t to the suggestions 43:27 told to do it and without u the reason 161:7 learn to examine your own t; put them to 44:10 no sympathy for nor u of the child’s 65:29 as we grow in the u of what Love is, our TIME 85:19 clearer u that service to the Cause of 64:11 The question of t often comes to us. 105:5 What we need is deeper spiritual u. 113:37 your t becomes so cluttered that the 122:29 are we satisfied with our presentu and 138:2 to live their u of Christian Science in TOGETHER 147:14 deeper u of the spiritual significance of 31:22 T we are working out this idea of 221:14 arise to the zenith of our u and stop 58:20 We need to learn to live t — “to live and 81:19 the value of this work that we are doing t. UNDERSTANDS 115:11 not yet the working t that means strong 43:2 successful teacher unless he u human 133:24 living t as Christian Scientists to take 138:6 come t to practice the living of Christian UNFOLD 109:4 is God’s idea. He will care for it and u it. TOLERANT 111:23 to be more t towards the peculiarities UNFOLDING 49:2 u of good in those little ones in our care. TRAIN 52:21 to direct the u of another human life? 8:28 To t a child to honest thinking, unselfish 77:5 the u of the divine qualities — the image 13:20 we must so t the thought of our youth 223:8 interfere with the right u of His purpose. 26:1 enjoys and entertains but does not t. 36:29 takes courage to t our children in the UNFOLDMENT 78:37 is it to t them to like us, or to t them to 62:1 accumulation of facts but an u of ideas. 114:2 “I haven’t time to t them and can do it 92:8 has been Principia’s chief aim in its u? 141:29 must be willing to t them and work with 100:8 of the strongest factors in individual u is 107:1 We are all working for the u of character TRAINING 108:8 know that in the orderly u of God’s will 8:10 t, from the very beginning, should be the 128:12 for Principle in every detail of its u. 14:12 come a lack of t in the essentials of good 205:2 an advance step in the u of the school 14:32 opinion and bring to the t of our children 16:2 t which proceeds along the line of human UNITED 21:7 unwise t on the part of adults is not 143:22 development of the u father-mother 262 Education at The Principia

193:4 demonstration of a u, strong body of VIEWPOINT 28:17 her very near v may not disclose some UNITY 100:22 to accept the usual human v of mankind. 105:27 with others always tries to destroy u. 112:19 willingness to see the other’s v and, most 156:21 is u of thought amongst those who are 115:6 working together from an unselfed v 208:6 as we are demonstrating u in our own 223:15 make it difficult for me to change myv 223:19 cannot be made to fear a lack of u between VIGOR UNLIMITED 32:28 to take hold of life’s lessons with v and 165:25 and u by the mortal fears and beliefs of 209:18 our work will go forward with new v

UNSELF VIGOROUS 106:21 worth working for but to u consciousness. 144:6 without v work on our part to break down

UNSELFED VISION 115:6 working together from an u viewpoint 125:6 keep the v or the goal always before us. 125:23 and almost completely lose our v. UNSELFISH 167:3 to those who really catch the v and 8:28 to honest thinking, u consideration for 211:8 Let us continue to work for spiritual v. 24:7 Do not be such u parents that you make 27:37 that tend to fit them foru responsibility. VITAL 33:3 u love and interminable patience to live 85:20 the one underlying and v purpose of 39:3 u parent is very apt to bring up his child 88:21 Principia’s activities, all of them, will be v 42:36 work to be done and u consecration to 107:5 v thing is not merely intellectual progress 68:25 u consideration of others, and exquisite 107:16 not the v thing in the instructor’s thought 82:1 through u give-and-take in support of our 138:30 of u, worthwhile living and thinking. VOICE 157:18 him consideration and u citizenship. 200:20 Recognize the v of your Guide before 166:35 and u love of those who are its sponsors 203:10 listen to His guiding v, and obey Him 193:5 demands much consecrated, u effort on 222:23 and hear our Father’s guiding v plainly 224:20 never fail to hear His v and obey His UNSELFISHNESS 21:25 established — honesty, truthfulness, u 28:13 character and is the outcome of u. W 36:31 Obedience, u, consideration, self-sacrifice WAIT 39:12 no opportunity to taste the real fruit of u. 33:7 w for the real healing to take place. 58:8 the basis of u, to use their knowledge 58:16 u, humility, group spirit, sportsmanship WATCH 163:20 The world needs you. It needs u, honesty 17:31 To stand by and w this process is often 208:37 Personal sense cannot fit in withu 94:2 “W, and pray. W, and pray — deeply 209:15 w our mental processes and refuse to UPLIFT 65:13 should desire to u and help the student WATCHFUL 222:14 Be w that your thought does not become UPLIFTED 199:8 Thought must be u, not bowed down. WAY 14:15 their insistence on having their own w. V 18:15 deal with it externally in the severest w 23:29 stand in the w of the establishment of VALUE 27:22 can be handled in exactly the same w. 12:14 the practical v of right, scientific thinking. 43:35 Let children feel their w after a clear 28:1 Show them the v of a community spirit. 48:2 willful lad insistent ever upon his own w? 28:20 inestimable v to the child, if the mother 100:13 anyone can stand in the w of my progress 38:2 upon my thought the v of self-sacrifice. 112:15 regard as the right w to do something. 55:19 something of sufficientv to feed them 114:7 that things must be done just in your w. 57:32 something that would be of great v to 174:4 of true success — he has found the w. 67:32 of that which is of v in my own experience. 202:15 our work is to keep out of the w and see 101:31 learn to appreciate whatever is of v in 146:10 and its practices are of lasting v only when WEAK 161:28 has most clearly discerned the v of right 18:8 sometimes become sentimentally w in 169:12 Do not lightly v it, but cherish it “above 36:27 Why are we so w where children are 177:14 Its v lay in its purpose to serve the Cause 101:33 seek to strengthen the w places without Word INdex 263

WEAKEN 192:28 it is a w parent who can stand by with 128:22 attempts of mental malpractice to w the 129:5 No argument of evil can w, undo, or WOMANHOOD 6:38 their growth into pure w and manhood. WEAKENING 9:14 every obstacle to pure manhood and w. 58:2 are we w their characters through 14:38 develop the strongest manhood and w? 23:10 establishment of strong manhood and w. WEAKNESS 30:1 much for their spiritual manhood and w. 50:23 which is not courtesy at all but parental w 33:26 properly expresses true manhood and w. 34:5 grow a type of Christian manhood and w. WHOLE 36:29 which will spoil their manhood and w? 69:21 should mean the education of the w man 44:16 growth into individual manhood and w. 121:26 Our w work is to see what God sees and 52:14 of the manhood and w to be unfolded 157:11 be laid upon the education of the w man 54:3 into richer and happier w and manhood. 195:20 whose w nature is expanding under the 69:20 essential of Christian manhood and w 92:10 the unfolding of true manhood and w. WILL 158:12 higher type of manhood and w than can 14:28 besides declaring that “there is but one w.” 166:1 true manhood and w that our Leader 16:3 human w is in direct opposition to that 167:9 a strong Christian w and manhood. 28:3 human w and selfishness, should be 168:22 for successful w and manhood. 118:13 actuated by God’s w and not by human w 170:26 of true manhood and true w. 174:2 subordinating his own w to the w of 173:9 true manhood and w in reflectingH im. 223:18 all I desire is to know God’s w and to do it. 175:21 have found our true manhood and w. 180:32 in a family grow into manhood and w WILLFUL 195:16 development of strong manhood and w. 18:9 Love is not a coward before a w, angry 221:20 of the belief of human and sensitive w. 26:26 to be disrespectful, disobedient, and w. 33:14 if he is w and discourteous with me or WORK 30:9 a parent has no higher w than bringing up WILLFULNESS 48:32 Parents have no w so important as 23:28 the crucifixion of selfishness,w , or any 52:11 play and w should tend toward the same 47:19 fear of and belief in disobedience or w. 63:20 we should not just see our own little w 65:23 taking on some w that God has not given WILLINGNESS 67:6 God gives us our w but that He supplies 112:18 with w to see the other’s viewpoint and 77: 1 The most important w that Principia has 149:17 not only of unwearied w to serve but of 79:5 Our w in Principia must be a healing w. 90:6 This w depends not on person — how WILLPOWER 100:21 very important to our w and to ourselves 18:34 To hold the child to right action is not w 101:12 tendency to regard your own specificw as 101:32 Do not expect all to w alike, but make WISDOM 106:17 to urge you all to do better and better w 57:16 duty demands more consecration and w 108:6 Who is doing the w? If human beings, we 65:8 look to the right source for the w we need. 108:15 we think we have to w hard instead of 67:7 the w, the power, and the grace to 109:1 our w is to protect the integrity of the idea. 70:27 and take on other duties when w directs 111:21 a more impersonal love for the w itself 90:3 w to make an intelligent readjustment 112:28 your particular branch of the w from the 97:25 what others are doing, but what w dictates. 113: 13 feel may endanger the w if it is allowed to 110:4 know that w makes decisions, and then 113:23 Our w is serious, earnest w but should 112:20 determination to be led by divine w 113:35 that you can do the w better than they can 113:18 thought is impersonal and governed by w 114:29 impersonal thinking to w effectively in an 169:10 by the high-sounding phrases of human w. 121:26 our whole w is to see what God sees 174:2 his own will to the will of divine w 132:16 know how important is this w that we are 199:19 the w, and the love necessary to the 134:32 Metaphysical w is important. We may 208:9 true w for personal opinions (or human 143:9 the God-given qualities that this w needs. 222:6 something to do and fail to give you the w 200:20 always know who is doing the w. 223:14 opinions that can assert themselves as w 202:15 Our w is to keep out of the way and see 222:1 that you do not let your w drive you. WISE 222:26 Seek to find deeper joy in yourw . 22:32 it is a w parent or teacher who realizes 28:26 w to listen to the judgment of those who WORKER 32:35 knowing the w thing to say — the sane 101:34 weak places without discouraging the w. 53:1 you may know what is the next w step to 113:16 handling protects the work and the w. 58:12 we think it w to let them learn the result 264 Education at The Principia

WORKERS 175:8 makes of the whole w one great family. 73:17 in our relations with our fellow w 177:18 represent to the w the ideals of Principia 75:9 “If I see mistakes made by w in Principia 177:20 w best knows Principia through those 101:15 work more than is seen by your fellow w 178:6 w the ideals of the first college in thew 111:25 qualities of our fellow w while we are here 181:7 whose name they bear before the w 112:6 w feel burdened and hampered in their 181:10 so much need in the w about you for just 181:17 bringing about a saner condition in w WORKER’S 181:20 and ideas shall save the w. 124:10 standing in the way of the w freedom 181:23 good things of this w have come to men 182:5 achievement of better w conditions WORKING 182:26 our visible w is geared to a w invisible 107:1 are all w for the unfoldment of character 182:33 accomplished for the peace of the w. 183:12 send out into the w clean, strong men WORKS 183:27 to be accomplished in the w by Principia 32:11 a boy who w persistently and patiently 186:26 May shine throughout the w 187:26 mightier than the greatest lie the w has WORLD 190:26 serving in almost every part of the w. 7:34 who blame the w because of it hard usage 207:16 the educational and religious w stirred by 8:15 not only in the business w, but in every 207:21 much information to a w which seeks 8:19 upon the business and social w, a lot of 207:22 the w is not friendly toward our Cause. 8:21 nothing in the w but self-amusement 11:27 meet the thought of the w sooner or later. WORLDLINESS 13:4 what is offered us in the educational w 132:37 provides temptation in the way of w, fun 16:13 that is heard in the educational w today 17:1 basis unsurpassed by any school in the w WORLD'S 21:37 The w may be no worse than it has always 32:22 will find thew problems theirs to solve. 22:16 w is doing its utmost to prevent this holy 57:22 encounter and solve the w problems 24:12 sure to send into the w strong men and 118:19 not to be affected by the w opinion that 27:34 for much of the misery of the w. 74:1 individual largely makes the little w in WORLDLY 74:2 if your w is not satisfactory, it is you alone 88:34 cannot tempt us in w or selfish ways 74:3 Your w is wholly mental. 162:3 billows of adversity or w success cannot 97:11 opinions or modern customs of the w 162:6 allurement of w pleasure and ambition? 103:3 as desirable, because of w conditions. 103:4 Now what are our w conditions? WRONG 103:4 Do you know of any w conditions which 18:27 does not is committing a great w. 103:6 we need to be in the w but not of it. 28:22 How w to regard these kindly criticisms 120:21 to be the happiest people in all the w. 137:35 it knows no human limits but the w itself.

137:35 the w into which Christian Science has Y 138:4 no other place in the w today in which 140:23 The cares of this w and its many demands YOUNG PEOPLE 23:19 unkindness that we can show our yp 144:20 school or college community in the w 77:2 the development of character in the yp 144:28 alumni throughout the w are ready really 77:12 if our purpose is to teach these yp to live 145:12 We are living in a w that is changing 78:2 Principle and in holding our yp to them? 149:10 Christian Scientists throughout the w. 83:38 yp are learning to be better Christian 151:2 of Principia in our changing human w 107:29 we are in good condition to work with yp. 151:17 a frontline position in the present w 123:33 urge these yp with all the eloquence of 152:22 points of view expressed in the w about 125:28 of our ability to educate these yp. 154:30 doing a God-given work in a human w. 138:5 in which yp of such varied ages and varied 157:23 present w-sense of the social relationship 172:8 to teach her yp to love and reverence 160:28 poverty, sin, sickness, and death in the w. 195:10 not simply to provide schooling for yp 163:19 have an unselfed purpose. The w needs 163:25 redemption and salvation to the w 166:8 customary pursuits and pleasures of the w YOUTH 13:20 we must so train the thought of our y 167:15 to compromise with the beliefs of the w. 44:12 an instructor of y should be able to enter 167:28 as the religion of the w, freeing the w 47:33 shocked at the errors of y may have the 167:30 as messengers of peace to the w, we must 48:16 how can one forget his own y and demand 167:32 God will use us in the salvation of the w 50:5 confidence between the adult and they 170:28 the most powerful thing in the w. 73:8 be ready truly to educate the y of our 171:1 all the good and all the evil in the w result 78:17 What is not learned in y as a simple duty 173:13 The w needs purposeful men and women 124:17 be real educators of Christian Science y. 173:19 an impossibility in this practical w, but