L i f e in C o m m uni t y 75 provide each child with a happy and constructive childhood and to educate the whole child; this includes rigorous academic instruction; craftsmanship and practical skills; singing and the arts; unstructured play and sportsmanship; and the experience of nature. Beyond this, history and literature are studied in a way that traces connections across centuries and cultures. Our schools emphasize respect, self-discipline, and a strong work ethic. But what matters most is that children develop their capacity to love by caring for and serving others. 103 Adolescence and young adulthood, like ­childhood, have their own God-given qualities. A church ­community, just like every other human society, needs the disruptive exuberance of youth and should welcome it, otherwise it cannot remain flexible and alive. We should never force young people to act as if they were grown adults, but should help them to focus their enthusiasm constructively. We must enable them to arrive at their own convictions and, so long as they remain sincere and respectful, to bring their thoughts to expression, even if the result is awkward or unusual. After secondary school, many of our young people pursue some form of training at the university level or in a trade (although the church community is under no obligation to provide them with such training). Others find opportunities to volunteer, or learn practical skills in the workplace. 1 Tim 4:7–8 2 Pet 1:5–9 1 Jn 2:12–14; Eccl 11:9; 12:1 1 Tim 4:12; Jer 1:6–7