Gentle Measures in the Management and Training of the Young Part 20

"Not a bit of right," says the boy.

"But then there are some other things to be considered," says the mother, "which, though they do not show that it would be unjust towards him, might make it bad for _us_ to shoot him."

"What things?" asks the boy.

The mother having candidly admitted whatever there was of truth in the boy's view of the subject, and thus placed herself, as it were, side by side with him, he is prepared to see and admit what she is going to point out to his observation--not as something directly antagonistic to what he has said, but as something additional, something which is _also_ to be taken into the account.

"In the first place," continues the mother, "there would be the body to be disposed of, if you were to shoot him. How should we manage about that?"

It would make a great difference in such a case in respect to the danger of putting the boy's mind into a state of antagonism against his mother's presentation of the case, whether she says, "How shall _we_ manage about that?" or, "How will _you_ manage about that?"

"Oh," replies the boy, "we would send to where he lives, and let his people come and take him away; or, if he was in a city, we would call in the police."

"That would be a good plan," says his mother. "We would call in the police, if there were any police at hand. But then there would be the blood all over the carpet and the floor."

"There would not be any carpet on the floor in a store-room," says the boy.

"True," replies the mother; "you are right there; so that there would not be, after all, any great trouble about the blood. But the man might not be killed outright, and it might be some time before the policemen would come, and we should see him all that time writhing and struggling in dreadful convulsions, which would fix horrid impressions upon our minds, that would haunt us for a long time afterwards."

The mother could then go on to explain that, if the man had a wife and children, any one who had killed the husband and father would pity them as long as he lived, and could never see them or hear them spoken of without feeling pain, and even some degree of self-reproach; although, so far as the man himself was concerned, it might be that no injustice had been done.

After the excitement was over, too, he would begin to make excuses for the man, thinking that perhaps he was poor, and his children were suffering for bread, and it was on their account that he was tempted to steal, and this, though it would not justify, might in some degree palliate the act for which he was slain; or that he had been badly brought up, having never received any proper instruction, but had been trained and taught from his boyhood to pilfer and steal.

These and many a.n.a.logous considerations might be presented to the child, going to show that, whatever the rule of strict justice in respect to the criminal may enjoin, it is not right to take the life of a wrong-doer merely to prevent the commission of a minor offense. The law of the land recognizes this principle, and does not justify the taking of life except in extreme cases, such as those of imminent personal danger.

A friendly conversation of this kind, carried on, not in a spirit of antagonism to what the boy has said, but in the form of presenting information novel to him in respect to considerations which were to be taken into the account in addition to those which he had himself perceived, will have a great effect not only in modifying his opinion in this case, but also in impressing him with the general idea that, before adopting a decisive opinion on any subject, we must take care to acquaint ourselves not merely with the most direct and obvious relations of it, but must look farther into its bearings and results, so that our conclusion may have a solid foundation by reposing upon as many as possible of the considerations which ought really to affect it. Thus, by avoiding all appearance of antagonism, we secure a ready reception for the truths we offer, and cultivate the reasoning powers at the same time.

_General Principles_.

The principles, then, which are meant to be ill.u.s.trated and enforced in this chapter are these:

1. That the mental faculties of children on which the exercise of judgment and of the power of reasoning depend are not among those which are the earliest developed, and they do not attain, in the first years of life, to such a degree of strength or maturity as to justify placing any serious reliance upon them for the conduct of life.

2. Parents should, accordingly, not put them to any serious test, or impose any heavy burden upon them; but should rely solely on their own authority, as the expression of their own judgment, and not upon their ability to convince the judgment of the child, in important cases, or in those where its inclinations or its feelings are concerned.

3. But they may greatly promote the healthy development of these faculties on the part of their children, by bringing to their view the less obvious bearings and relations of various acts and occurrences on which judgment is to be pa.s.sed, in cases where their feelings and inclinations are not specially concerned--doing this either in the form of explaining their own parental principles of management, or practically, by intrusting them with responsibility, and giving them a degree of actual power commensurate with it, in cases where it is safe to do so; and,

4. They may enlarge the range of the children's ideas, and accustom them to take wider views of the various subjects which occupy their attention, by discussing with them the principles involved in the several cases; but such discussions must be conducted in a calm, gentle, and considerate manner, the parent looking always upon what the child says in the most favorable light, putting the best construction upon it, and admitting its force, and then presenting such additional views as ought also to be taken into account, with moderate earnestness, and in an un.o.btrusive manner, thus taking short and easy steps himself in order to accommodate his own rate of progress to the still imperfectly developed capabilities of the child.

In a word, it is with the unfolding of the mental faculties of the young as it is with the development of their muscles and the improvement of their bodily powers; and just as the way to teach a child to walk is not to drag him along hurriedly and forcibly by the arm faster than he can himself form the necessary steps, but to go slowly, accommodating your movements to those which are natural to him, and encouraging him by letting him perceive that his own efforts produce appreciable and useful results--so, in cultivating any of their thinking and reasoning powers, we must not put at the outset too heavy a burden upon them, but must call them gently into action, within the limits prescribed by the degree of maturity to which they have attained, standing a little aside, as it were, in doing so, and encouraging them to do the work themselves, instead of taking it out of their hands and doing it for them.

CHAPTER XVIII.

WISHES AND REQUESTS.

In respect to the course to be pursued in relation to the requests and wishes of children, the following general rules result from the principles inculcated in the chapter on Judgment and Reasoning, or, at least, are in perfect accordance with them--namely:

_Absolute Authority in Cases of vital Importance_.

1. In respect to all those questions in the decision of which their permanent and essential welfare are involved, such as those relating to their health, the company they keep, the formation of their characters, the progress of their education, and the like, the parent should establish and maintain in the minds of the children from their earliest years, a distinct understanding that the decision of all such questions is reserved for his own or her own exclusive jurisdiction. While on any of the details connected with these questions the feelings and wishes of the child ought to be ascertained, and, so far as possible, taken into the account, the course to be pursued should not, in general, be discussed with the child, nor should their objections be replied to in any form. The parent should simply take such objections as the judge takes the papers in a case which has been tried before him, and reserve his decision. The principles by which the parent is governed in the course which he pursues, and the reasons for them, may be made the subject of very free conversation, and may be fully explained, provided that care is taken that this is never done when any practical question is pending, such as would give the explanations of the parent the aspect of persuasions, employed to supply the deficiency of authority too weak to enforce obedience to a command. It is an excellent thing to have children see and appreciate the reasonableness of their parents' commands, provided that this reasonableness is shown to them in such a way that they are not led to imagine that their being able to see it is in any sense a condition precedent of obedience.

_Great Indulgence in Cases not of vital Importance_.

2. The authority of the parent being thus fully established in regard to all those things which, being of paramount importance in respect to the child's present and future welfare, ought to be regulated by the comparative far-seeing wisdom of the parent, with little regard to the evanescent fancies of the child, it is on every account best, in respect to all other things, to allow to the children the largest possible indulgence.

The largest indulgence for them in their occupations, their plays, and even in their caprices and the freaks of their fancy, means _freedom of action_ for their unfolding powers of body and mind; and freedom of action for these powers means the most rapid and healthy development of them.

The rule is, in a word, that, after all that is essential for their health, the formation of their characters, and their progress in study is secured, by being brought under the dominion of absolute parental authority, in respect to what remains the children are to be indulged and allowed to have their own way as much as possible. When, in their plays, they come to you for permission to do a particular thing, do not consider whether or not it seems to you that you would like to do it yourself, but only whether there is any _real and substantial objection to their doing it_.

_The Hearing to come before the Decision, not after it_.

The courts of justice adopt what seems to be a very sensible and a very excellent mode of proceeding, though it is exactly the contrary to the one which many parents pursue, and that is, they hear the case _first_, and decide afterwards. A great many parents seem to prefer to decide first, and then hear--that is to say, when the children come to them with any request or proposal, they answer at once with a refusal more or less decided, and then allow themselves to be led into a long discussion on the subject, if discussion that may be called which consists chiefly of simple persistence and importunity on one side, and a gradually relaxing resistance on the other, until a reluctant consent is finally obtained.

Now, just as it is an excellent way to develop and strengthen the muscles of a child's arms, for his father to hold the two ends of his cane in his hands while the child grasps it by the middle, and then for them to pull against each other, about the yard, until, finally, the child is allowed to get the cane away; so the way to cherish and confirm the habit of "teasing"

in children is to maintain a discussion with them for a time in respect to some request which is at first denied, and then finally, after a protracted and gradually weakening resistance, to allow them to gain the victory and carry their point. On the other hand, an absolutely certain way of preventing any such habit from being formed, and of effectually breaking it up when it is formed, is the simple process of hearing first, and deciding afterwards.

When, therefore, children come with any request, or express any wish, in cases where no serious interests are involved, in deciding upon the answer to be given, the mother should, in general, simply ask herself, not Is it wise? Will they succeed in it? Will they enjoy it? Would I like to do it if I were they?--but simply, Is there any harm or danger in it? If not, readily and cordially consent. But do not announce your decision till _after_ you have heard all that they have to say, if you intend to hear what they have to say at all.

If there are any objections to what the children propose which affect the question in relation to it as a means of _amus.e.m.e.nt for them_, you may state them in the way of information for them, _after_ you have given your consent. In that way you present the difficulties as subjects for their consideration, and not as objections on your part to their plan. But, however serious the difficulties may be in the way of the children's accomplishing the object which they have in view, they const.i.tute no objection to their making the attempt, provided that their plans involve no serious harm or damage to themselves, or to any other person or interest.

_The Wrong Way_.

Two boys, for example, William and James, who have been playing in the yard with their little sister Lucy, come in to their mother with a plan for a fish-pond. They wish for permission to dig a hole in a corner of the yard and fill it with water, and then to get some fish out of the brook to put into it.

The mother, on hearing the proposal, says at once, without waiting for any explanations,

"Oh no, I would not do that. It is a very foolish plan. You will only get yourselves all muddy. Besides, you can't catch any fishes to put into it, and if you do, they won't live. And then the gra.s.s is so thick that you could not get it up to make your hole."

But William says that they can dig the gra.s.s up with their little spades.

They had tried it, and found that they could do so.

And James says that they have already tried catching the fishes, and found that they could do it by means of a long-handled dipper; and Lucy says that they will all be very careful not to get themselves wet and muddy.

"But you'll get your feet wet standing on the edge of the brook," says the mother. "You can't help it."

"No, mother," replies James, "there is a large flat stone that we can stand upon, and so keep our feet perfectly dry. See!"

So saying, he shows his own feet, which are quite dry.

Thus the discussion goes on; the objections made--being, as usual in such cases, half of them imaginary ones, brought forward only for effect--are one after another disposed of, or at least set aside, until at length the mother, as if beaten off her ground after a contest, gives a reluctant and hesitating consent, and the children go away to commence their work only half pleased, and separated in heart and affection, for the time being, from their mother by not finding in her, as they think, any sympathy with them, or disposition to aid them in their pleasures.

They have, however, by their mother's management of the case, received an excellent lesson in arguing and teasing. They have found by it, what they have undoubtedly often found on similar occasions before, that their mother's first decision is not at all to be taken as a final one; that they have only to persevere in replying to her objections and answering her arguments, and especially in persisting in their importunity, and they will be pretty sure to gain their end at last.

This mode of management, also, has the effect of fixing the position of their mother in their minds as one of antagonism to them in respect to their childish pleasures.

_The Right Way_.