The Nervous Child by Ida M. Salton

Review and Herald Publishing Association · Tacoma Park Station, Washington, D. C. · Jan 10, 1907

The Nervous Child

By Ida M. Salton

The youth and children are to have an active part in this closing message. Realizing this, what more important work is there than the training of the young minds? And what can be more pleasing to a teacher than to see her pupils step out on the promises of God, willing to give their lives for his service? To teach in harmony with the Word of God, order must be maintained in the schoolroom. To do this in a kind, gentle way that will portray the life of Christ and win the pupils is the problem that confronts the teacher. First, the teacher himself must be orderly in every respect, for he stands as a pattern which the children will copy, and the pattern can never be too perfect. Then by greeting the children with a pleasant smile as they gather at the schoolroom, and letting them know from the beginning that he has a deep, personal interest in everything that concerns them, the teacher may often keep them from doing many things that might annoy or bring discord into the school. During the hours of study they should have plenty of suitable work to keep their hands and minds busy and out of mischief; for it is true that Satan will find work for idle hands to do.

This may apply well to the average disposition, but what about the child who is nervous and does not seem able to sit in one position longer than one or two minutes at a time, and who, if he studies with his mind intently fixed upon his lesson for five or ten minutes, we think has done well? The fault may be with his eyes, which may be weak, or possibly the light is not good, or perhaps he sits facing a window or has a dark corner of the room, or it may be that his hearing is impaired. The seat may not be comfortable for him, and yet it is thought strange that he can not sit still, and study as the other children do. By a little tact on the part of the teacher these things may all be observed, and usually remedied. And then the child may not be at fault in any of these ways, and still be very nervous and unable to apply his mind to his studies as he should. Where shall we look now? I would suggest that his diet be considered, and a talk with the mother will often clear, or at least help relieve, the situation. While doing what we can in these different ways, we should never forget to look to the Source of all help that we may be guided aright in our treatment of the child. Calling the Father's attention to, and his special blessing upon, the child in question is a thing to be trusted at all times, even when all else fails. IDA M. SALTON.