Gentle Measures in the Management and Training of the Young Part 21

If in such a case as this the mother wishes to avoid these evils, the way is plain. She must first consider the proposal herself, and come to her own decision in regard to it. Before coming to a decision, she may, if she has leisure and opportunity, make additional inquiries in respect to the details of the plan; or, if she is otherwise occupied, she may consider them for a moment in her own mind. If the objections are decisive, she should not state them at the time, unless she specially wishes them not to have a fair hearing; for when children have a plan in mind which they are eager to carry out, their very eagerness entirely incapacitates them for properly appreciating any objections which may be offered to it. It is on every account better, therefore--as a general rule--not to offer any such objections at the time, but simply to give your decision.

On the other hand, if there is no serious evil to be apprehended in allowing children to attempt to carry any particular plan they form into effect, the foolishness of it, in a practical point of view, or even the impossibility of success in accomplishing the object proposed, const.i.tute no valid objection to it; for children amuse themselves as much, and sometimes learn as much, and promote as effectually the development of their powers and faculties, by their failures as by their successes.

In the case supposed, then, the mother, in order to manage it right, would first consider for a moment whether there was any decisive objection to the plan. This would depend, perhaps, upon the manner in which the children were dressed at the time, or upon the amount of injury that would be done to the yard; and this question would in its turn depend, in many cases, on the comparative value set by the mother upon the beauty of her yard, and the health, development, and happiness of her children. But supposing that she sees--which she can do in most instances at a glance--that there can no serious harm be done by the experiment, but only that it is a foolish plan so far as the attainment of the object is concerned, and utterly hopeless of success, which, considering that the real end to be attained is the healthy development of the children's powers by the agreeable exercise of them in useless as well as in useful labors, is no objection at all, then she should answer at once, "Yes, you can do that if you like; and perhaps I can help you about planning the work."

After saying this, any pointing out of obstacles and difficulties on her part does not present itself to their minds in the light of opposition to their plan, but of aid in helping it forward, and so places her, in their view, _on their side_, instead of in antagonism to them.

"What do you propose to do with the earth that you take out of the hole?"

she asks.

The children had, perhaps, not thought of that.

"How would it do," continues the mother, "to put it in your wheelbarrow and let it stay there, so that in case your plan should not succeed--and men, in any thing that they undertake, always consider it wise to take into account the possibility that they may not succeed--you can easily bring it all back and fill up the hole again."

The children think that would be a very good plan.

"And how are you going to fill your hole with water when you get it dug out?" asks the mother.

They were going to carry the water from the pump in a pail.

"And how are you going to prevent spilling the water over upon your trousers and into your shoes while carrying it?"

"Oh, we will be very careful," replied William.

"How would it do only to fill the pail half full each time," suggests the mother. "You would have to go more times, it is true, but that would be better than getting splashed with water."

The boys think that that would be a very good plan.

In this manner the various difficulties to be antic.i.p.ated may be brought to the notice of the children, while, they and their mother being in harmony and sympathy with each other--and not in opposition--in the consideration of them, she can bring them forward without any difficulty, and make them the means of teaching the children many useful lessons of prudence and precaution.

_Capriciousness in Play_.

The mother, then, after warning the children that they must expect to encounter many unexpected difficulties in their undertaking, and telling them that they must not be too much disappointed if they should find that they could not succeed, dismisses them to their work. They proceed to dig the hole, putting the materials in the wheelbarrow, and then fill up the hole with water brought in half pailfuls at a time from the pump; but are somewhat disappointed to find that the water soaks away pretty rapidly into the ground, and that, moreover, it is so turbid, and the surface is so covered with little leaves, sticks, and dust, as to make it appear very doubtful whether they would be able to see the fishes if they were to succeed in catching any to put in. However, they take their long-handled dipper and proceed towards the brook. On the way they stop to gather some flowers that grow near the path that leads through the field, when the idea suddenly enters Lucy's head that it would be better to make a garden than a fish-pond; flowers, as she says, being so much prettier than fishes. So they all go back to their mother and explain the change of their plan. They ask for leave to dig up a place which they had found where the ground was loose and sandy, and easy to dig, and to set out flowers in it which they had found in the field already in bloom. "We are going to give up the fish-pond," they say in conclusion, "because flowers are so much prettier than fishes."

The mother, instead of finding fault with them for being so capricious and changeable in their plans, says, "I think you are right. Fishes look pretty enough when they are swimming in the brook, but flowers are much prettier to transport and take care of. But first go and fill up the hole you made for the pond with the earth that is in the wheelbarrow; and when you have made your garden and moved the flowers into it, I advise you to get the watering-pot and give them a good watering."

It may be said that children ought to be brought up in habits of steadiness and perseverance in what they undertake, and that this kind of indulgence in their capriciousness would have a very bad tendency in this respect. The answer is, that there are times and seasons for all the different kinds of lessons which children have to learn, and that when in their hours of recreation they are amusing themselves in play, lessons in perseverance and system are out of place. The object to be sought for _then_ is the exercise and growth of their bodily organs and members, the development of their fancy and imagination, and their powers of observation of nature. The work of training them to habits of system and of steady perseverance in serious pursuits, which, though it is a work that ought by no means to be neglected, is not the appropriate work of such a time.

_Summary of Results_.

The general rules for the government of the parent in his treatment of his children's requests and wishes are these: In all matters of essential importance he is to decide himself and simply announce his decision, without giving any reasons _for the purpose of justifying it_, or for _inducing submission to it_.

And in all matters not of essential importance he is to allow the children the greatest possible freedom of action.

And the rule for children is that they are always to obey the command the first time it is given, without question, and to take the first answer to any request without any objection or demurring whatever.

It is very easy to see how smoothly and happily the affairs of domestic government would go on if these rules were established and obeyed. All that is required on the part of parents for their complete establishment is, first, a clear comprehension of them, and then a calm, quiet, and gentle, but still inflexible firmness in maintaining them. Unfortunately, however, such qualities as these, simple as they seem, are the most rare. If, instead of gentle but firm consistency and steadiness of action, ardent, impulsive, and capricious energy and violence were required, it would be comparatively easy to find them. How seldom do we see a mother's management of her children regulated by a calm, quiet, gentle, and considerate decision that thinks before it speaks in all important matters, and when it speaks, is firm; and yet, which readily and gladly accords to the children every liberty and indulgence which can do themselves or others no harm. And on the other hand, how often do we see foolish laxity and indulgence in yielding to importunity in cases of vital importance, alternating with vexatious thwartings, rebuffs, and refusals in respect to desires and wishes the gratification of which could do no injury at all.

CHAPTER XIX.

CHILDREN'S QUESTIONS.

The disposition to ask questions, which is so universal and so strong a characteristic of childhood, is the open door which presents to the mother the readiest and most easy access possible to the mind and heart of her child. The opportunities and facilities thus afforded to her would be the source of the greatest pleasure to herself, and of the greatest benefit to her child, if she understood better how to avail herself of them. I propose, in this chapter, to give some explanations and general directions for the guidance of mothers, of older brothers and sisters, and of teachers--of all persons, in fact, who may, from time to time, have young children under their care or in their society. I have no doubt that some of my rules will strike parents, at first view, as paradoxical and, perhaps, almost absurd; but I hope that on more mature reflection they will be found to be reasonable and just.

_The Curiosity of Children not a Fault_.

1. The curiosity of children is not a fault, and therefore we must never censure them for asking questions, or lead them to think that we consider the disposition to do so a fault on their part; but, on the other hand, this disposition is to be encouraged as much as possible.

We must remember that a child, when his powers of observation begin to be developed, finds every thing around him full of mystery and wonder. Why some things are hard and some are soft--why some things will roll and some will not--why he is not hurt when he falls on the sofa, and is hurt when he falls on the floor--why a chair will tumble over when he climbs up by the rounds of it, while yet the steps of the stairs remain firm and can be ascended without danger--why one thing is black, and another red, and another green--why water will all go away of itself from his hands or his dress, while mud will not--why he can dig in the ground, but can not dig in a floor--all is a mystery, and the little adventurer is in a continual state of curiosity and wonder, not only to learn the meaning of all these things, but also of desire to extend his observations, and find out more and more of the astonishing phenomena that are exhibited around him. The good feeling of the mother, or of any intelligent friend who is willing to aid him in his efforts, is, of course, invaluable to him as a means of promoting his advancement in knowledge and of developing his powers.

Remember, therefore, that the disposition of a child to ask questions is not a fault, but only an indication of his increasing mental activity, and of his desire to avail himself of the only means within his reach of advancing his knowledge and of enlarging the scope of his intelligence in respect to the strange and wonderful phenomena constantly observable around him.

_Sometimes, perhaps, a Source of Inconvenience_.

Of course there will be times when it is inconvenient for the parent to attend to the questions of the child, and when he must, consequently, be debarred of the pleasure and privilege of asking them; but even at such times as these the disposition to ask them must not be attributed to him as a fault. Never tell him that he is "a little tease"--that "you are tired to death of answering his questions"--that he is "a chatter-box that would weary the patience of Job;" or that, if he will "sit still for half an hour, without speaking a word, you will give him a reward." If you are going to be engaged, and so can not attend to him, say to him that you _wish_ you could talk with him, and answer the questions, but that you are going to be busy and can not do it; and then, after providing him with some other means of occupation, require him to be silent: though even then you ought to relieve the tedium of silence for him by stopping every ten or fifteen minutes from your reading, or your letter-writing, or the planning of your work, or whatever your employment may be, and giving your attention to him for a minute or two, and affording him an opportunity to relieve the pressure on his mind by a little conversation.

_Answers to be short and simple_.

2. Give generally to children's questions the shortest and simplest answers possible.

One reason why parents find the questions of children so fatiguing to them, is that _they attempt too much_ in their answers. If they would give the right kind of answers, they would find the work of replying very easy, and in most of their avocations it would occasion them very little interruption. These short and simple answers are all that a child requires.

A full and detailed explanation of any thing they ask about is as tiresome for them to listen to as it is for the mother to frame and give; while a short and simple reply which advances them one step in their knowledge of the subject is perfectly easy for the mother to give, and is, at the same time, all that they wish to receive.

For example, let us suppose that the father and mother are taking a ride on a summer afternoon after a shower, with little Johnny sitting upon the seat between them in the chaise. The parents are engaged in conversation with each other, we will suppose, and would not like to be interrupted. Johnny presently spies a rainbow on a cloud in the east, and, after uttering an exclamation of delight, asks his mother what made the rainbow. She hears the question, and her mind, glancing for a moment at the difficulty of giving an intelligible explanation of so grand a phenomenon to such a child, experiences an obscure sensation of perplexity and annoyance, but not quite enough to take off her attention from her conversation; so she goes on and takes no notice of Johnny's inquiry. Johnny, accordingly, soon repeats it, "Mother! mother! what makes the rainbow?"

At length her attention is forced to the subject, and she either tells Johnny that she can't explain it to him--that he is not old enough to understand it; or, perhaps, scolds him for interrupting her with so many teasing questions.

In another such case, the mother, on hearing the question, pauses long enough to look kindly and with a smile of encouragement upon her face towards Johnny, and to say simply, "The sun," and then goes on with her conversation. Johnny says "Oh!" in a tone of satisfaction. It is a new and grand idea to him that the sun makes the rainbow, and it is enough to fill his mind with contemplation for several minutes, during which his parents go on without interruption in their talk. Presently Johnny asks again,

"Mother, _how_ does the sun make the rainbow?"

His mother answers in the same way as before, "By shining on the cloud:"

and, leaving that additional idea for Johnny to reflect upon and receive fully into his mind, turns again to her husband and resumes her conversation with him after a scarcely perceptible interruption.

Johnny, after having reflected in silence some minutes, during which he has looked at the sun and at the rainbow, and observed that the cloud on which the arch is formed is exactly opposite to the sun, and fully exposed to his beams, is prepared for another step, and asks,

"Mother, how does the sun make a rainbow by shining on the cloud?"

His mother replies that it shines on millions of little drops of rain in the cloud, and makes them of all colors, like drops of dew on the ground, and all the colors together make the rainbow.

Here are images presented to Johnny's mind enough to occupy his thoughts for a considerable interval, when perhaps he will have another question still, to be answered by an equally short and simple reply; though, probably, by this time his curiosity will have become satisfied in respect to his subject of inquiry, and his attention will have been arrested by some other object.

To answer the child's questions in this way is so easy, and the pauses which the answers lead to on the part of the questioner are usually so long, that very little serious interruption is occasioned by them to any of the ordinary pursuits in which a mother is engaged; and the little interruption which is caused is greatly overbalanced by the pleasure which the mother will experience in witnessing the gratification and improvement of the child, if she really loves him, and is seriously interested in the development of his thinking and reasoning powers.