Gentle Measures in the Management and Training of the Young Part 12

"No," aid William, "I can do it alone."

So William ran on with great alacrity to help the boys clear the string, and then came back with a beaming face to his aunt, and they walked on.

William's aunt made no further allusion to the affair until the end of the walk, and then, on entering the gate, she said, "We have had a very pleasant walk, and you have taken very good care of me. And I am glad we helped those boys out of their trouble with the kite."

"So am I," said William.

_a.n.a.lysis of the Incident_.

Now it is possible that some one may say that William was wrong in his harsh treatment of the boys, or at least in his want of consideration for their perplexity; and that his aunt, by her mode of treating the case, covered up the wrong, when it ought to have been brought distinctly to view and openly amended. But when we come to a.n.a.lyze the case, we shall find that it is not at all certain that there was any thing wrong on William's part in the transaction, so far as the state of his heart, in a moral point of view, is concerned. All such incidents are very complicated in their nature, and in their bearings and relations. They present many aspects which vary according to the point of view from which they are regarded.

Even grown people do not always see all the different aspects of an affair in respect to which they are called upon to act or to form an opinion, and children, perhaps, never; and in judging their conduct, we must always consider the aspect in which the action is presented to their minds. In this case, William was thinking only of his aunt. He wished to make her walk convenient and agreeable to her. The boy disentangling his string on the sidewalk was to him, at that time, simply an obstacle in his aunt's way, and he dealt with it as such, sending the boy off as an act of kindness and attention to his aunt solely. The idea of a sentient being suffering distress which he might either increase by harshness or relieve by help was not present in his mind at all. We may say that he ought to have thought of this. But a youthful mind, still imperfect in its development, can not be expected to take cognizance at once of all the aspects of a transaction which tends in different directions to different results. It is true, that he ought to have thought of the distress of the boys, if we mean that he ought to be taught or trained to think of such distress when he witnessed it; and that was exactly what his aunt was endeavoring to do. We ourselves have learned, by long experience of life, to perceive at once the many different aspects which an affair may present, and the many different results which may flow in various directions from the same action; and we often inconsiderately blame children, simply because their minds are yet so imperfectly developed that they can not take simultaneous cognizance of more than one or two of them. This is the true philosophy of most of what is called heedlessness in children, and for which, poor things, they receive so many harsh reprimands and so much punishment.

A little girl, for example, undertakes to water her sister's plants. In her praiseworthy desire to do her work well and thoroughly, she fills the mug too full, and spills the water upon some books that are lying upon the table. The explanation of the misfortune is simply that her mind was filled, completely filled, with the thoughts of helping her sister. The thought of the possibility of spilling the water did not come into it at all. There was no room for it while the other thought, so engrossing, was there; and to say that she _ought_ to have thought of both the results which might follow her action, is only to say that she ought to be older.

_Sympathy as the Origin of childish Fears_.

The power of sympathy in the mind of a child--that is, its tendency to imbibe the opinions or sentiments manifested by others in their presence--may be made very effectual, not only in inculcating principles of right and wrong, but in relation to every other idea or emotion. Children are afraid of thunder and lightning, or of robbers at night, or of ghosts, because they perceive that their parents, or older brothers or sisters, are afraid of them. Where the parents do not believe in ghosts, the children are not afraid of them; unless, indeed, there are domestics in the house, or playmates at school, or other companions from whom they take the contagion. So, what they see that their parents value they prize themselves. They imbibe from their playmates at school a very large proportion of their tastes, their opinions, and their ideas, not through arguments or reasoning, but from sympathy; and most of the wrong or foolish notions of any kind that they have acquired have not been established in their minds by false reasoning, but have been taken by sympathy, as a disease is communicated by infection; and the remedy is in most cases, not reasoning, but a countervailing sympathy.

_Afraid of a Kitten_.

Little Jane was very much afraid of a kitten which her brother brought home--the first that she had known. She had, however, seen a picture of a tiger or some other feline animal devouring a man in a forest, and had been frightened by it; and she had heard too, perhaps, of children being scratched by cats or kittens. So, when the kitten was brought in and put down on the floor, she ran to her sister in great terror, and began to cry.

Now her sister might have attempted to reason with her by explaining the difference between the kitten and the wild animals of the same cla.s.s in the woods, and by a.s.suring her that thousands of children have kittens to play with and are never scratched by them so long as they treat them kindly--and all without producing any sensible effect. But, instead of this, she adopted a different plan. She took the child up into her lap, and after quieting her fears, began to talk to the kitten.

"Poor little p.u.s.s.y," said she, "I am glad you have come. You never scratch any body, I am sure, if they are kind to you. Jennie will give you some milk some day, and she and I will like to see you lap it up with your pretty little tongue. And we will give you a ball to play with some day upon the carpet. See, Jennie, see! She is going to lie down upon the rug.

She is glad that she has come to such a nice home. Now she is putting her head down, but she has not any pillow to lay it upon. Wouldn't you like a pillow, kitty? Jennie will make you a pillow some day, I am sure, if you would like one. Jennie is beginning to learn to sew, and she could make you a nice pillow, and stuff it with cotton wool. Then we can see you lying down upon the rug, with the pillow under your head that Jennie will have made for you--all comfortable."

Such a talk as this, though it could not be expected entirely and at once to dispel Jennie's unfounded fears, would be far more effectual towards beginning the desired change than any arguments or reasoning could possibly be.

Any mother who will reflect upon the principle here explained will at once recall to mind many examples and ill.u.s.trations of its power over the hearts and minds of children which her own experience has afforded. And if she begins practically and systematically to appeal to it, she will find herself in possession of a new element of power--new, at least, to her realization--the exercise of which will be as easy and agreeable to herself as it will be effective in its influence over her children.

CHAPTER XI.

SYMPATHY:--II. THE PARENT WITH THE CHILD.

I think there can be no doubt that the most effectual way of securing the confidence and love of children, and of acquiring an ascendency over them, is by sympathizing with them in their child-like hopes and fears, and joys and sorrows--in their ideas, their fancies, and even in their caprices, in all cases where duty is not concerned. Indeed, the more child-like, that is, the more peculiar to the children themselves, the feelings are that we enter into with them, the closer is the bond of kindness and affection that is formed.

_An Example_.

If a gentleman coming to reside in a new town concludes that it is desirable that he should be on good terms with the boys in the streets, there are various ways by which he can seek to accomplish the end.

Fortunately for him, the simplest and easiest mode is the most effectual.

On going into the village one day, we will suppose he sees two small boys playing horse. One boy is horse, and the other driver. As they draw near, they check the play a little, to be more decorous in pa.s.sing by the stranger. He stops to look at them with a pleased expression of countenance, and then says, addressing the driver, with a face of much seriousness, "That's a first-rate horse of yours. Would you like to sell him? He seems to be very spirited." The horse immediately begins to prance and caper. "You must have paid a high price for him. You must take good care of him. Give him plenty of oats, and don't drive him hard when it is hot weather. And if ever you conclude to sell him, I wish you would let me know."

So saying, the gentleman walks on, and the horse, followed by his driver, goes galloping forward in high glee.

Now, by simply manifesting thus a fellow-feeling with the boys in their childish play, the stranger not only gives a fresh impulse to their enjoyment at the time, but establishes a friendly relationship between them and him which, without his doing any thing to strengthen or perpetuate it, will of itself endure for a long time. If he does not speak to the boys again for months, every time they meet him they will be ready to greet him with a smile.

The incident will go much farther towards establishing friendly relations between him and them than any presents that he could make them--except so far as his presents were of such a kind, and were given in such a way, as to be expressions of kindly feeling towards them--that is to say, such as to const.i.tute of themselves a manifestation of sympathy.

The uncle who gives his nephews and nieces presents, let them be ever so costly or beautiful, and takes no interest in their affairs, never inspires them with any feeling of personal affection. They like him as they like the apple-tree which bears them sweet and juicy apples, or the cow that gives them milk--which is on their part a very different sentiment from that which they feel for the kitten that plays with them and shares their joys--or even for their dolls, which are only pictured in their imagination as sharing them.

_Sophronia and Aurelia_.

Miss Sophronia calls at a house to make a visit. A child of seven or eight years of age is playing upon the floor. After a little time, at a pause in the conversation, she calls the child--addressing her as "My little girl"--to come to her. The child--a shade being cast over her mind by being thus unnecessarily reminded of her littleness--hesitates to come. The mother says, "Come and shake hands with the lady, my dear!" The child comes reluctantly. Miss Sophronia asks what her name is, how old she is, whether she goes to school, what she studies there, and whether she likes to go to school, and at length releases her. The child, only too glad to be free from such a tiresome visitor, goes back to her play, and afterwards the only ideas she has a.s.sociated with the person of her visitor are those relating to her school and her lessons, which may or may not be of an agreeable character.

Presently, after Miss Sophronia has gone, Miss Aurelia comes in. After some conversation with the mother, she goes to see what the child is building with her blocks. After looking on for a moment with an expression of interest in her countenance, she asks her if she has a doll. The child says she has four. Miss Aurelia then asks which she likes best, and expresses a desire to see that one. The child, much pleased, runs away to bring it, and presently comes back with all four. Miss Aurelia takes them in her hands, examines them, talks about them, and talks to them; and when at last the child goes back to her play, she goes with the feeling in her heart that she has found a new friend.

Thus, to bring ourselves near to the hearts of children, we must go to them by entering into _their world_. They can not come to us by entering ours.

They have no experience of it, and can not understand it. But we have had experience of theirs, and can enter it if we choose; and in that way we bring ourselves very near to them.

_Sympathy must be Sincere_.

But the sympathy which we thus express with children, in order to be effectual, must be sincere and genuine, and not pretended. We must renew our own childish ideas and imaginations, and become for the moment, in feeling, one with them, so that the interest which we express in what they are saying or doing may be real, and not merely a.s.sumed. They seem to have a natural instinct to distinguish between an honest and actual sharing of their thoughts and emotions, and all mere condescension and pretense, however adroitly it may be disguised.

_Want of Time_.

Some mothers may perhaps say that they have not time thus to enter into the ideas and occupations of their children. They are engrossed with the serious cares of life, or busy with its various occupations. But it does not require time. It is not a question of time, but of manner. The farmer's wife, for example, is busy ironing, or sewing, or preparing breakfast for her husband and sons, who are expected every moment to come in hungry from their work. Her little daughter, ten years old, comes to show her a shawl she has been making from a piece of calico for her doll. The busy mother thinks she must say, "Yes; but run away now, Mary; I am very busy!"--because that is the easiest and quickest thing to say; but it is just as easy and just as quick to say, "What a pretty shawl! Play now that you are going to take Minette out for a walk in it!" The one mode sends the child away repulsed and a little disappointed; the other pleases her and makes her happy, and tends, moreover, to form a new bond of union and sympathy between her mother's heart and her own. A merchant, engrossed all day in his business, comes home to his house at dinner-time, and meets his boy of fifteen on the steps returning from his school. "Well, James," he says, as they walk together up stairs, "I hope you have been a good boy at school to-day." James, not knowing what to say, makes some inaudible or unmeaning reply. His father then goes on to say that he hopes his boy will be diligent and attentive to his studies, and improve his time well, as his future success in life will depend upon the use which he makes of his advantages while he is young; and then leaves him at the head of the stairs, each to go to his room.

All this is very well. Advice given under such circ.u.mstances and in such a way produces, undoubtedly, a certain good effect, but it does not tend at all to bring the father and son together. But if, instead of giving this common-place advice, the father asks--supposing it to be winter at the time--"Which kind of skates are the most popular among the boys nowadays, James?" Then, after hearing his reply, he asks him what _his_ opinion is, and whether any great improvement has been made within a short time, and whether the patent inventions are any of them of much consequence. The tendency of such a conversation as this, equally brief with the other, will be to draw the father and son more together. Even in a moral point of view, the influence would be, indirectly, very salutary; for although no moral counsel or instruction was given at the time, the effect of such a partic.i.p.ation in the thoughts with which the boy's mind is occupied is to strengthen the bond of union between the heart of the boy and that of his father, and thus to make the boy far more ready to receive and be guided by the advice or admonitions of his father on other occasions.

Let no one suppose, from these ill.u.s.trations, that they are intended to inculcate the idea that a father is to lay aside the parental counsels and instructions that he has been accustomed to give to his children, and replace them by talks about skates! They are only intended to show one aspect of the difference of effect produced by the two kinds of conversation, and that the father, if he wishes to gain and retain an influence over the hearts of his boys, must descend sometimes into the world in which they live, and with which their thoughts are occupied, and must enter it, not merely as a spectator, or a fault-finder, or a counsellor, but as a sharer, to some extent, in the ideas and feelings which are appropriate to it.

_Ascendency over the Minds of Children_.

Sympathizing with children in their own pleasures and enjoyments, however childish they may seem to us when we do not regard them, as it were, with children's eyes, is, perhaps, the most powerful of all the means at our command for gaining a powerful ascendency over them. This will lead us not to interfere with their own plans and ideas, but to be willing that they should be happy in their own way. In respect to their duties, those connected, for example, with their studies, their serious employments, and their compliance with directions of any kind emanating from superior authority, of course their will must be under absolute subjection to that of those who are older and wiser than they. In all such things they must bring their thoughts and actions into accord with ours. In these things they must come to us, not we to them. But in every thing that relates to their child-like pleasures and joys, their modes of recreation and amus.e.m.e.nt, their playful explorations of the mysteries of things, and the various novelties around them in the strange world into which they find themselves ushered--in all these things we must not attempt to bring them to us, but must go to them. In this, their own sphere, the more perfectly they are at liberty, the better; and if we join them in it at all, we must do so by bringing our ideas and wishes into accord with theirs.

_Foolish Fears_.

The effect of our sympathy with children in winning their confidence and love, is all the more powerful when it is exercised in cases where they are naturally inclined not to expect sympathy--that is, in relation to feelings which they would suppose that older persons would be inclined to condemn.

Perhaps the most striking example of this is in what is commonly called foolish fears. Now a fear is foolish or otherwise, not according to the absolute facts involving the supposed danger, but according to the means which the person in question has of knowing the facts. A lady, for example, in pa.s.sing along the sidewalk of a great city comes to a place where workmen are raising an immense and ponderous iron safe, which, slowly rising, hangs suspended twenty feet above the walk. She is afraid to pa.s.s under it. The foreman, however, who is engaged in directing the operation, pa.s.sing freely to and fro under the impending weight, as he has occasion, and without the least concern, smiles, perhaps, at the lady's "foolish fears." But the fears which might, perhaps, be foolish in him, are not so in her, since he _knows_ the nature and the strength of the machinery and securities above, and she does not. She only knows that accidents do sometimes happen from want of due precaution in raising heavy weights, and she does not know, and has no means of knowing, whether or not the due precautions have been taken in this case. So she manifests good sense, and not folly, in going out of her way to avoid all possibility of danger.

This is really the proper explanation of a large cla.s.s of what are usually termed foolish fears. Viewed in the light of the individual's knowledge of the facts in the case, they are sensible fears, and not foolish ones at all.

A girl of twelve, from the city, spending the summer in the country, wishes to go down to the river to join her brothers there, but is stopped by observing a cow in a field which she has to cross. She comes back to the house, and is there laughed at for her foolishness in being; "afraid of a cow!"

But why should she not be afraid of a cow? She has heard stories of people being gored by bulls, and sometimes by cows, and she has no means whatever of estimating the reality or the extent of the danger in any particular case. The farmer's daughters, however, who laugh at her, know the cow in question perfectly well. They have milked her, and fed her, and tied her up to her manger a hundred times; so, while it would be a very foolish thing for them to be afraid to cross a field where the cow was feeding, it is a very sensible thing for the stranger-girl from the city to be so.

Nor would it certainly change the case much for the child, if the farmer's girls were to a.s.sure her that the cow was perfectly peaceable, and that there was no danger; for she does not know the girls any better than she does the cow, and can not judge how far their statements or opinions are to be relied upon. It may possibly not be the cow they think it is. They are very positive, it is true; but very positive people are often mistaken.

Besides, the cow may be peaceable with them, and yet be disposed to attack a stranger. What a child requires in such a case is sympathy and help, not ridicule.

[Ill.u.s.tration: AFRAID OF THE COW.]

This, in the case supposed, she meets in the form of the farmer's son, a young man browned in face and plain in attire, who comes along while she stands loitering at the fence looking at the cow, and not daring after all, notwithstanding the a.s.surances she has received at the house, to cross the field. His name is Joseph, and he is a natural gentleman--a cla.s.s of persons of whom a much larger number is found in this humble guise, and a much smaller number in proportion among the fashionables in elegant life, than is often supposed. "Yes," says Joseph, after hearing the child's statement of the case, "you are right. Cows are sometimes vicious, I know; and you are perfectly right to be on your guard against such as you do not know when you meet them in the country. This one, as it happens, is very kind; but still, I will go through the field with you."

So he goes with her through the field, stopping on the way to talk a little to the cow, and to feed her with an apple which he has in his pocket.