We are all working for the unfoldment of character, and it has been said that there is not enough of that in the classroom. That is our real work. An instructor must help 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 at which Principia differs from every other school.

Mary Kimball Morgan

When Mary Kimball Morgan began rearing her two young sons, she studied references to education in the writings of Mary Baker Eddy. As a result, she became convinced of the need to teach children to discipline themselves, to think from the basis of Principle, and to look deeper than appearances.

As the boys grew near school age, however, she realized that the St. Louis schools could not meet these objectives. And, in the fall of 1897, she began to teach her sons at home. As friends discovered the difference between what their children were being offered in the local schools and what Mrs. Morgan was providing her sons at home, they asked to have their children accepted in the class.

What started simply as a deep desire to give her sons an education that was not available in the local schools became Principia - a way to serve the Cause of Christian Science through educational programs for parents of newborns and toddlers, and children from preschool through college.

The pages that follow contain excerpts from talks mostly to parents by Mary Kimball Morgan as founder and first president of The Principia. These talks, along with other messages by Mrs. Morgan, appear in their entirety in Education at The Principia, a book first published in 1965 for the purpose of helping Principia's faculty and staff to maintain her vision.

These excerpts offer you a glimpse of the ideals that continue to guide Principia's work with young people today. Just as significant, though, we hope you will find them helpful in working with the young people in your life.

In childhood, it is very essential that right habits of thought become established - honesty, truthfulness, unselfishness, industry, thoroughness, perseverance, loving-kindness, and all noble qualities which make for Christian character. . . . 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 our association with them.

It takes unselfish love and interminable patience to live with 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, 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 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 habits which will make him a nuisance to himself and to others later in life? . . . If I truly love my boy, I shall correct these things before they crystallize into habits.

We are told that "training is the act of bringing one into a fit condition," physically, mentally or morally. Fitness of condition, then, is the result of a process of education. This process, through the elimination of all seeming handicaps and the development of all necessary constituent elements, brings mastery of the object desired.

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 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. . . . We are told by Mary Baker Eddy that "there is no excellence without labor" (Science and Health with Key to the Scriptures, p. 457).

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. 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 resistance? Training should begin with birth. A child is never too young to begin to learn. . . .

It takes courage to train our children in 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 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 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 by chance. . . . Through severe self-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 strong, an abiding love for God, and a deep love for his fellow-man, Abraham Lincoln trained himself for service.

Isn't this what we should bear in mind every day that we are privileged to deal with these children entrusted to our care? . . .

The parent who loves too much to countenance inaccuracy, 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 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 possessed of only those qualities derived from their relationship to their Father-Mother God.

To some, the word "discipline" conveys a sense of severity, and the more sympathetic mortal finds himself inclined to regard the word as expressive of a harshness which is quite the opposite of love. . . .

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 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 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 and appreciation and who can yet maintain a sufficiently balanced attitude to train the child-thought wisely into more mature and stronger growth. . . .

Scarcely any two children can be handled in 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 for and with others. . . . Broaden the child's interests and develop new capabilities. If the child 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 fellow-man. Help him to do things.

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 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 unselfish responsibility. Teach them to mingle with others joyfully and helpfully to "give and take" with a fine good-nature. Show them the value of a community spirit.

Occasionally we are asked just why we consider it necessary to 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 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 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 labor have confirmed this conviction. The school claims our children for over one-half of their waking hours. If these hours are spent under the influence of teacher and companions who are opposed 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 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 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 to let his religious convictions be known.

If we can keep our children in an atmosphere of Christian Science 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 accomplished much for their spiritual manhood and womanhood.

In our smaller classes and more intimate relations with the pupils 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. . . .

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 nobler work can be undertaken by a Christian man or woman?

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 demonstration - but how insignificant when compared with their moral and spiritual nourishment!

Do we want our children to be thoroughly fortified to successfully 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 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? 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 selfish pleasure? If so, are we not depriving them of something that would be of great value to them? . . .

This generation falls heir to troubled world conditions. The solving of these complicated problems will depend largely upon the wisdom and courage of the youth of today. Are we helping them to gain the stamina, perseverance and courage necessary to cope successfully with such conditions? Or are we weakening their characters through personal indulgence and unwise protection - doing their work for them or shielding them from the consequences of their own willful mistakes?

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 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 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.

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 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." . . .

How can we or our children aid in the establishment of permanent peace on earth unless we are learning those lessons that make for 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, 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 fellow-man and to see in him our brother.

There is no subject more worthy of the thoughtful consideration of parents than the intelligent education of their children. Yet it is a matter to which the majority of parents 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 children are sent to the nearest school.

The experiences of the ordinary school day offer to the children 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 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 the school room is mentally, morally, and spiritually the atmosphere best suited to the child's growth? No? And yet you send your child 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 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.

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 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 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 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 culture means.

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

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 understanding 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 needs for the solution.

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

Have you not seen good, conscientious women who have made failures as mothers? Possibly they were so conscientious that nothing 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, until the culprit either sank into a state of self-depreciation or hardened into indifference.

Some "grown-ups" have so thoroughly grown up that one wonders 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?

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, 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. 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.

It is often unfortunately true that children are under the direction 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 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 the school room, the result is negligible. On the other hand, if parents and teachers can co-operate in the training of children and agree on 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 requires frankness, consideration, and respect. . . .

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 elders towards 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.

Keep your child's confidence . . . cherish it as sacred. You will find that the problem of discipline is minimized if the relation established is one of increasing love and respect.

The most important work that Principia has to do is the development of character in the young people committed to her care. What makes a beautiful, strong character? Is it not the elimination of those qualities which are unlike the One "altogether lovely" (Song of Solomon 5:16), and the unfolding of the divine qualities - the image and likeness of God? In other words, it is the constant erasing 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, 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 skillfully, that is, successfully - we must teach them to recognize and obey Principle.

Accuracy in thinking is the vital lesson to be learned in Principia, not only in the classroom 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, and slipshod methods of thinking and living.

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 obtain scientific results.

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 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 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?

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 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). 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 the one who lovingly holds them to duty well done. In their self-indulgence, they show fondness for those who are easy with them, but the life-long friend is the one who loves them too well to excuse 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.

Education is not an accumulation of facts but an unfoldment of ideas. Gain the principle underlying any work, and you 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 clear to them. From this foundation they must work to build the superstructure.

from The Prospectus of 1990