Youth and Adult Education
Fountain Street Church’s youth ministries (called “Character School”) have evolved since the 1950s to serve nursery through kindergarten-age children along with grade-school youth (Voyage of Discovery), middle-schoolers (Tower Club) and high school students (Fountain Club). The Fountain Club has been known for their trips to places like Washington D.C. and New York City. They most recently visited New Orleans and Dulac, Louisiana to help with hurricane relief.
According to the church literature, spiritual growth for Fountain Street youth “strives to create and sustain an intergenerational community of learning designed to inspire wonder and compassion toward self, community, the world and the Divine to foster individual decisions about God in a non-creedal, ecumenical environment."
The goal of religious education for adults is to help further members’ own spiritual journeys through programs that address the head, the heart and the spirit. Fountain Street Church encourages everyone to become lifelong learners in a spirit of open inquiry, controversy and lively discussions.
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Famous quotes containing the words youth and, youth, adult and/or education:
“Where youth and diffidence are united, it requires uncommon steadiness of reason to resist the attraction of being called the most charming girl in the world.”
—Jane Austen (1775–1817)
“A tory youth is a youth speculating on his future.”
—Christina Stead (1902–1983)
“Love and work are viewed and experienced as totally separate activities motivated by separate needs. Yet, when we think about it, our common sense tells us that our most inspired, creative acts are deeply tied to our need to love and that, when we lack love, we find it difficult to work creatively; that work without love is dead, mechanical, sheer competence without vitality, that love without work grows boring, monotonous, lacks depth and passion.”
—Marta Zahaykevich, Ucranian born-U.S. psychitrist. “Critical Perspectives on Adult Women’s Development,” (1980)
“Quintilian [educational writer in Rome around A.D. 100] thought that the earliest years of the child’s life were crucial. Education should start earlier than age seven, within the family. It should not be so hard as to give the child an aversion to learning. Rather, these early lessons would take the form of play—that embryonic notion of kindergarten.”
—C. John Sommerville (20th century)