Guide to the Kindergarten and Intermediate Class and Moral Culture of Infancy Part 13

One day when I was walking in the mall with my little scholars, at recess, some of the children cried out to the others that they must not run upon the banks, or the constable would fine them. The warning was not received in a good spirit, and I perceived that the constable was not in good repute among children. I well remembered the "tidy-man," as our servant called him, of my childish days, and the apprehensions I used to entertain lest he should hook me up with his long pole into the gallery of the church, if I made any noise during service time, and I saw that these children thought it quite desirable to circ.u.mvent the constable, and get as many runs upon the banks as could be s.n.a.t.c.hed during his absence.

This was an opportunity not to be lost, and when we returned to the school-room, I asked why they supposed the constable was ordered to let no one run upon the banks.

They were curious to hear a reason. It had not occurred to them, apparently, that there was any other reason than a desire to trouble children. I told them the history of the Boston Common--how much pains had been taken ever since the days of the Pilgrims (whom they know), to keep it inviolate, in order that all the citizens might enjoy its beauties and its advantages; how much money had been expended upon it; how it had been secured as a perpetual possession to all the citizens, and how every attempt to build even very near it, had been resisted for fear of cutting off the fine prospect; that even the cows that used to pasture there, had been turned away that the children of the city might play there undisturbed. I then told them why by-laws were made to preserve the beauty of the banks, particularly just after they were repaired and newly laid down with turf.

When they acknowledged that all this was reasonable, I told them that laws were made for the good of society, and that every _good_ citizen would respect such laws. Whoever understood what law meant, that is, whoever knew the law within themselves, would respect the laws of a country or a city that were made for the good of all. I thought my lesson was successful.

One who has not been a great deal alone with the unsophisticated natures of children has little idea how early the highest principles of action can be instilled into them. It does not need many words, as I well remember from the few indelibly written upon my mind by a religious mother, who never comforted my timidity, which was excessive, by anything but principles which my soul responded to: "Do right always, and then you need not be afraid of anything;" and, "Your Heavenly Father will take care of you, and will let nothing happen to you but what is for your good," comprised the religious inculcations of my childhood, varied according to circ.u.mstances. And when I first fully realized that Christ, who was held up as a model, was "tempted like as we are," my religious education was complete, except what _practice_ could give me.

The imagination is as boundless in the images it evokes as imagery itself, and no specific cure for fears of darkness and unmeasured danger can ever meet the difficulty. If a timid child cannot be taught that he is under the eye of a tender and watchful Providence, his childhood may be one long terror, as I have known to be the case. If to this is to be added everlasting woe for wrong-doing, there is no wonder that G.o.d must come down from heaven to set things right, and invent a scheme which will virtually annihilate his own original provisions.

Many of my children have been religiously educated in the right way, have been made to think of G.o.d as their creator, benefactor, and preserver, and the author of all the beauties of nature that they see, and the powers they possess. When I say "we must return good for evil as Christ did, who was the most perfect being that ever lived," they understand me as speaking of a principle which they can apply directly to themselves; for I often add, "Christ said things when he was very young that showed he understood all about right and wrong, and in those years of his life which we are not told anything about in the Bible, he must always have obeyed his conscience, or he never could have preached to others as he did afterwards,"--for the only vital use of Christ's life to others is to make his spirit of action our own, and to believe that we _can_ do likewise.

I have been led to think much of this in relation to children, by hearing my orthodox friend talk; for he is a very conscientious man, and his admission that to address the child's conscience was the _n.o.blest_ way of treating it, though not the canonical one, let in a world of light upon me touching the unchristian condition of Christendom. How can truth prevail where the n.o.blest appeal is not considered the religious appeal? Truly yours,

M.

LETTER V.

MY DEAR ANNA,--If you wish to know the practical difficulties that arise out of my desire to inculcate self-government, and to keep my own out of sight as much as possible, I will tell you candidly that liberty is sometimes abused in my school; but I have never repented of my principles, and have learned not to be frightened by apparent failures, for I have never known an instance, where I have had an opportunity to observe the result, in which my plan has not answered somewhat to my hopes.

And now I must tell you what are my hopes. They are not to make men and women of children, or to produce perfect consistency of action in youth.

They are to put the mind in the right att.i.tude so that the education of life will bring forth the character harmoniously; and to make truth, sincerity, kindly affections, and a conscientious use of the powers of the mind the prevailing characteristics. Sometimes I wait long for the dawning of this hope, but I cannot despair of it as long as I believe in the soul. I do not mean that I think the soul self-existent, independent of G.o.d, but I believe it so created that it can right itself at last with due effort to realize His presence in vital laws. To induce it to make this effort is what education is designed to effect, is it not? I have had some children under my care who have come to me deceitful, perverse, without delicacy of sensibility, self-conceited, puffed up with lofty notions of their own importance and that of all who belonged to them; and these characteristics so prominent and offensive that our intercourse was for a long time nothing but war. I had no opportunity to express approbation or sympathy, for the object with them was to defy or circ.u.mvent me, and to accomplish their lessons by trickery instead of honest application. These faults were constantly recurring, and I was often strongly tempted to rid myself of the difficulty by declining to keep such scholars in school with others. If my operations had necessarily been confined to one apartment, I should have been obliged to do this sometimes, but in my father's house I had many facilities, and I felt it my duty, if possible, to do what I could for such unfortunate children, as long as I was sure that my influence, and not theirs, prevailed in the school. I saw that vices were made apparent, of whose existence I could have wished innocent children never to know, but I knew it was impossible to sequester them wholly from such contact, and perhaps it had better be under supervision and thus possibly turned to account. Sometimes the beauty of virtue is better seen by being contrasted with its opposite. Had not I a right to think the evil might be overruled for good, since G.o.d permits evil (the negative of good) in his world? To do this, however, requires the greatest vigilance, and occasionally I have been obliged to suspend very much the intellectual training of a school, to gain time to investigate its moral state, and the degree of evil influence that might tend to counteract mine, for these interlopers among the innocents sometimes had bright parts, and an activity that never tired. The faults of such children often brought them into direct collision with their companions whose peace they invaded, and thus far I was aided by my scholars in my discipline, though I have had cases where the outward speciousness was only such as one would imagine to belong to a matured person. I was obliged to take the greatest pains, however, in order not to destroy the very germ of delicacy (which yet bore no fruits), that my admonitions should be in private, whenever no overt acts made it necessary for me to speak before others. In private I need not speak in measured terms.

It is frightful to feel one's self so directly in contact with the wrong-doing of a fellow-being, but at such times I have laid open the heart as well as I was able, and showed the characteristics in all their hideousness, taking it for granted that the moral judgment was still alive.

A great man once said to me that we had no second consciousness by which we could judge ourselves; and Burns, you know, exclaims,--

"O wad some power the giftie gie us To see oursels as ithers see us!"

but I agree neither with the philosopher nor the poet, for conscience is that second consciousness, which can be evoked if only the right conjurer speaks. I believe in no other safeguard than that "voice of G.o.d within us" to which I firmly believe no human being is _always_ deaf.

But, dear A----, what is so revolting as a bad child? It seems an anomaly in nature. I depict no imaginary characters to you. I do not think I could imagine a bad child. It must be seen and known to be believed in. I am always inclined to blame the environment of such a child, but repeated instances that I have known convince me that souls differ in quality, and that it is unreasonable to expect the loveliest type of virtue in all. I believe in the remedial power of education, not that it can change the quality of the soul, but the character of the individual. A bold, free spirit will not by education be made delicate, but its boldness may be employed on worthy objects, and so of other traits. Truth too can be shown to be beautiful to some, but to others to be only manly, or respectable.

I have known children, who apparently had very little sensibility, to be touched by the fact of never being unnecessarily exposed to others. This care awakened in them a perception of delicacy. In one instance, I learned subsequently that reproof received thus in private made a great impression, while that administered at the moment of overt acts of wrong-doing in the presence of the school made very little, or only provoked defiance. I have sometimes had testimonies of affection from such naughty children, and have feared they only proved a want of sensibility, but this instance showed me that my care and painstaking were appreciated where I least thought of it. I have often realized that I kept bad manifestations in check, though the frequent outbreaks of such traits as want of truth, stratagem, attempts at secret influence in the school, proofs of want of delicacy of taste and of conscience, made me feel that all I could do in the short period while my influence lasted, was to hold up my testimony to good principles, and make an adherence to truth, and sincere and conscientious action in every particular of life,--the central points round which all other things must revolve. This I never lose an opportunity of doing by dwelling upon it to others as well as to the guilty. In a small school like mine--yet large enough for variety,--I am in such close personal contact with all my scholars, that the intimacy is nearly as great as in a family; indeed, my personal intercourse with many of the children includes more hours and more actual communication of mind than takes place in some families. It seems to me very important that schools should be of such a size that this may be the case, if they are to be looked to as a means of moral, as well as of intellectual culture; and if they are not, I conceive them to be nurseries of as much evil as good, to say the least.

One of the most melancholy things in life, to me, is seeing children get used to what is wrong, submitting to it as a necessity of growth; and a good school, where everything can be talked over, is an immense check upon this. Happily the world cannot spoil a good soul, but there are degrees in goodness, and in moral strength, and even good souls get tarnished by getting used to evil. I would put off the day as long as possible. In cities, where nearly the whole of youth is pa.s.sed in schools, more regard should be had to the moral part of the training.

Knowledge is dangerous power to the unconscientious, and every child should and can be made to feel it.

In such deplorable instances as I have referred to, every power within me has been taxed to the utmost to counteract the evil tendencies that put forth their shoots in every direction. Sometimes a clearness of head that made it easy for a child to see the bearings of things, or even an instinctive affectionateness of disposition (not such as would stand the test of opposition, however), have been the only foundations of my hope.

These do not supply the place of tenderness of conscience, but when one is endeavoring to help forward that growth, a clear intellect is an important aid. A natural obtuseness in both departments of the nature would make one's efforts dark and groping indeed.

Now when I thus confess how small has often been the reward for my pains, you may smile at my credulity, but I have had some rewards in the midst of discouragements. I did feel in one instance, before my scholar was taken from me,--and she was taken away because her mother had not the moral courage to let her suffer the natural consequences of her wrong-doing, at a crisis when I felt convinced it might do her radical good,--that she had a far-off glimpse of what character is; that the fine saying of Novalis, "character is a well-educated will," had dawned upon her mind; for she could sometimes tell the truth against her own interest, and could bear the natural consequences of a fault, occasionally, without flying into a pa.s.sion. My "natural consequences"

were, privation from the society of her companions when she had abused their faith and their peace, &c. The child was _willing_ herself to sit, for a whole term, in another apartment, and not enter the school-room except for a recitation, and to have no part in the plays of the school, but her mother was not willing.

This child I could not call n.o.ble-minded, or generous-hearted, or a lover of truth, or a self-governing being, but I thought she had been able to discern glimpses of these characteristics in others whom she had wronged, and that had given me hope. I was thankful that I had given her principles instead of penalties, and that I had had faith enough to wait for the dawning of light within herself, without giving her up or producing a false shine by addressing lower motives. She would have despised me at that moment, if I had yielded to her mother's wish that I should reinstate her in school before she had outlived her probation, which the child and I had agreed to be the best discipline for her. I am inclined to think she judged her mother unfavorably at that time, for she often came to see me afterward, to ask me if I thought such and such things were right--things which she evidently had heard discussed. She was but eleven, but she had a wonderful power of writing symbolically.

She once wrote a legend in imitation of those of Spenser's "Faery Queene," which showed great intellectual insight into the distinctions between right and wrong, and her sense of her own faults was such that if anything closely resembling them was read of in school, she would put her head under the table, as if she knew and felt its application. The apparent attraction of my society to this child was very significant to me. She would ask me the most subtle questions in morals, and discourse as well as I could, so that I felt as if her knowledge of right and wrong, gained through the intellect, was rather a hinderance than a help to her moral improvement for she was guilty every day of malicious falsehoods. Her envy of her companions was sickening to the heart, for it made her active in injuring them. She had vanity rather than ambition, for her desire to excel did not spur her to any troublesome efforts, it only made her hate every pursuit in which others excelled her, either by natural gift or by conscientious, patient industry. At such times she would throw her books across the room, and stamp upon the floor like a little maniac. Her unusual brilliancy of imagination, unaccompanied by any sedative qualities, was one explanation of her character. Her wit and fancy gave her great influence over her companions, by whom she was admired, or feared, or held in great aversion. She had a pa.s.sionate attachment to one girl a little older than herself, who was singularly lovely and delicate in mind and conscience; but this pa.s.sionate love alternated with fits of persecution, arising wholly out of envy, so that I have known her friend, who was strangely fascinated by her, to be ill for several days, in consequence of painful scenes of its display. This little Italian soul, born under our cold skies, was almost a fiend at eleven years old.

Perhaps the intellectual insight she possessed at that early age, will be useful to her at any period of life when her moral nature shall be awakened. I have known instances in which the latter slumbered in childhood, and was roused into vivid action later in life by crushing and heart-scathing events, consequent upon its early torpor; and I should not be surprised if she should yet come to me across the wastes of life for sympathy and help; for she knew I would fain have given her my time and strength to awaken in her a love of excellence. Such characters have success in the world from very unscrupulousness, till they trample too proudly on the rights of others. The charms they do possess, whether personal or mental, lure them on to greater evils till they are thrown back suddenly into the presence of eternal truth, and then what misery must ensue, what a reckoning must come! Do such children of G.o.d see wider and deeper into the eternal truth for having gone astray? I would fain think so; for in this universe of compensations we can only _see that one_ for the lost heaven of innocent childhood. Let those who have not such temptations mourn over, but not despise the erring!

I would aid many children to conquer temper by a near penalty, or give courage to confess a fault by taking away the apprehension of all other punishment than the natural one of self-reproach, reflected from the mother-confessor; but sometimes I see children who are afraid of nothing in heaven or earth, the current of whose impertinence I can indeed check for the moment; the bold, defying glance of whose eye I can quell, but the coa.r.s.e texture of whose mind admits none of the more delicate influences. A large generosity, or a great moral indignation or self-conquest, may be comprehended by such children, but not a fine sympathy, or a tender regret.

I have had pupils with as violent pa.s.sions, as determined will, as much intellectual insight, and a temperament that made every emotion as keen as the stroke of a Damascus blade, but a sensibility that would respond to the gentlest touch, and a conscience whose stings were like a sharp goad. This keenness of nature made childhood's experience like that of a matured mind that had seen and felt the consequences of evil; and the gravity of age took the place of the buoyancy of childhood. A word in season would bring such a child to repentance and amendment too, for I think nothing of occasional backsliding, where the desire of improvement prevails. Such children are subject to abuse of a peculiar kind, which they seldom escape. This quick sensibility is too often called forth, and a morbid sensitiveness is produced which too often takes refuge in recklessness. I have known such instances where the very words "doing right" became hateful, when uttered by lips that had invaded too often the sacred sensibility. Such vivid intellects are also apt to be exercised too strongly for the entertainment of others, and excited to undue activity by questions of morals which should not be urged thus early, if we wish for a healthful development. The principle of self-government is thus impaired, not strengthened. The trial of strength ought to come later in life; and truthfulness alone will save one who has such painful a.s.sociations with virtue. I am thinking now of a particular child whose peace of mind I have seen thus disturbed fearfully, and to whom I felt it my duty to secure as much tranquillity as the hours he pa.s.sed with me could contain, even if advancement in literature must be sacrificed to that end.

I know nothing more painful than to see a child of delicate sensibility, and lively moral sense, growing hardened to the wrong-doing of others, as it grows older, and even learning to expect it. I have seen this in more than one child, and it has made me feel that there is a limit beyond which we should not open the eyes of childhood. Let them live in happy unconsciousness of all evil but that which is in themselves, as long as possible, and let the characters of others be mysterious to them, rather than let them acquire the habit of looking out for blemishes by hearing low motives attributed to others. I would never trace out evil in character before children, except where refraining from doing so might risk the injury of the moral sense. We all know, I fear, what it is to have our idols cast down, and our ideal desecrated and sad; bitter indeed is the wakening from our dream of man-and-woman-worship; but we learn one thing by dwelling upon the perfection of our ideal, and that is, of what we are capable. No one can ever realize that who has not worshipped some fellow-mortal, at some time. I would not forget the pa.s.sionate loves of my childhood for anything I have yet realized in life.

Upon the whole, if I find truth in a character, I pa.s.s lightly over all other deficiencies. And even some forms of falsehood do not discourage me. A child that is managed by strategem will almost inevitably become artful; but a generous, confiding treatment, in which his honor is trusted, will probably bring him back to candor and simplicity. I love to teach children to look upon and understand the virtues of others, to excite their enthusiasm for fearless truth, self-sacrifice, and long-suffering patience and kindness. All the experience of my life is worked up into little stories. When I say "once I knew, &c.," I always chain attention. I love to tell of one child I knew when very young, who would never let another child communicate any secret, as children take such pleasure in doing, without saying in answer to the question, "Will you never tell?" "n.o.body but my mother." This was her invariable answer, and her st.u.r.diness through all manner of ridicule made a great impression upon me. We were inseparable companions, and I remember nothing that bound me to her so strongly as this uprightness. I adopted the same measure by her advice, and we doubtless escaped much evil in that way. She went by the name of "_n.o.body But_," but she had true moral courage, and I used to resent, in her behalf, this nickname. My loyalty to her generally saved me from even the temptation of being asked. This and other small heroes and heroines are important mythological personages in my school.

I have one scholar who was brought to me from a very large school where no child could receive individual attention, and no subject of interest was either studied or talked about. Certain outward actions brought certain rewards or punishments. The principles of self-government and conscience were never addressed. His mind, of fine natural powers, would have been starved all that time if he had not had intellectual culture at home. When he came into my school-room I could see that every a.s.sociation with such scenes was wearisome and disgusting. Before the study-bell was rung, he would pour into my ear the whole history of his life, his excursions among the mountains, the stories told him by his travelled uncles, his knowledge of animals, birds, flowers, and all in a childlike spirit of confidence in my interest and sympathy, which he caught from the other children. But when the school-hour came, a la.s.situde pervaded all his faculties, and even a spirit of opposition seemed to take possession of him. It was not the signal for many pleasant things to happen, as with the rest, but for some stupid effort to be made. The memory of many thousand spelling lessons, including countless words to which no idea was attached in his mind, and of dull readings of the same uninteresting sentences from the beginning to the end of the year, and the adding, subtracting, and dividing of inexpressive numbers, came thronging thick upon him. I learned the facts from outside testimony, first suspecting them from their effects. It needed only to look at him to see them written in his expressive face.

As soon as I saw clearly how it was, I determined that my school-room should for a time be as much like the wild woods as I could make it, consistently with due decorum; that he should enjoy the sweets of liberty in certain ways, while at the same time I would endeavor gently to subst.i.tute for his previous a.s.sociations with study, something more living. I soon saw that he evidently thought he was to do pretty much as he pleased. I did not always check him when he walked to the window without any apparent object but to enjoy the prospect in the street, though I sometimes expressed surprise that he should do it when I had given him a lesson to learn. He saw no black marks expressive of the youthful sins of looking up from his book, or treading on the toes of his neighbors, though after a while I gave him a little table by himself, because he had not self-control enough to refrain from such interference with others. I once remarked to him that he was like those people whom society put into the State-prison, because he violated social duties. Only those could enjoy freedom who did not interfere with others' rights and comforts. The taste for liberty soon spread into other things. He did not like to study anything that required an effort, and showed a great feeling of discouragement whenever anything new was required of him. He always said "can't," and often added in a half whisper, "won't." I did not yield to this, but insisted upon having my requisitions answered, partly because obedience must be the cardinal virtue in school, and partly because I knew such despondency would never be conquered unless by a sense of power to conquer difficulties. Much time and labor it cost me and him to establish my authority in this respect, and to induce him to begin to study a hard lesson. After I had gained these points, however, I gradually set aside those things to which he had the most aversion, and which had no interest but one borrowed from a sense of duty, and thought it best to let him choose more for himself. I could have done this earlier if the aversion to certain mental efforts had not been accompanied with wilful resistance to my wishes, and a want of consideration for my duties. Many of the vile tricks of school-boys, both in school and in play-hours, annoyed me and his companions.

At last the reaction began to take place. He became interested in Latin fables and natural history, and when I began to administer less interesting things in small doses, he would bring his book to me saying, "I can't tell how to get this lesson," instead of "I shall never get this, and I am not going to try." When I found he could adopt a suggestion from me as to the best way to conquer a difficulty, I could send him into another room to p.r.o.nounce French phrases aloud, without the interruption of other recitations. I had no possible penalties for the recurrence of fits of idleness, and when he interrupted others, I only expressed my surprise and regret that he should be so childish and selfish, and occasionally sent him home because he was utterly disagreeable. These faults seemed to be the result of a morbid activity where healthful manifestations had been arbitrarily checked, and not an evil disposition; for he really loved little children, and was communicating and confiding to me before and after school, quite courteous and polite to me as Miss P----, but wholly in opposition to the school-dame. I always took pains to appeal to him for his traveller's stories when they came in appropriately to the geography lesson, or could ill.u.s.trate in any way what was read. School began gradually to afford him the same sort of pleasure he received from reading with his mother, which was always agreeable, and had stored his mind with pleasant knowledge. In morals as well as in lessons I did the same thing. I called upon him to help me take care of the little children when we walked, because I saw he could do this with ease and pleasure. As soon as any other relation took the place of the school relation, all things went on agreeably. He knew that I respected his word, and that his story had due weight in the scale when I asked for various testimony in regard to any subject of difference.

My object was, as you will perceive, to leave him to feel the natural consequences of doing wrong, instead of fearing any arbitrary punishment; being confident that the natural sequence of things (that is, G.o.d's arrangements) would enlighten the mind as no mere penalty or mere precept could do. I often feel that I can see the prominent points in a case like this, where a mother may not, owing to her position.

Neither do mothers know the faults of the school-room. I give information of these, as they tell me the faults of the nursery.

Children that cry much in nurseries, seldom cry at all in a school-room, where a pleasing variety occupies the time, and a seed-grain of self-control is planted; and temptations arise in the school-room, where peculiar efforts and sacrifices are called for, that do not a.s.sail the child at home. The mother of this boy could hardly be made to believe that in school-hours neither his intellect nor his conscience acted, because she knew they did at other times. It was as if a spell bound him there. In his previous school-life there had been little but spelling-lessons, and what is called discipline, which consists, as far as I can understand, (and I have inquired very particularly of those who advocate the system,) of teaching as many uninteresting words as can be crowded into the memory, especial care being taken to keep out of the way all ideas. It was in such a conversation that the view was advanced to which I have before alluded, that the less interest, the more discipline of study. The advocate of such a plan thought everything that was studied in youth was forgotten, be it what it might, therefore training (alias misery and waste of time) was alone useful or desirable.

He instanced his own experience as a proof of this, and where it was gently insinuated that perhaps if those forgotten geography lessons, Latin lessons, etc., had had any interest of their own, such as a.s.sociations with interesting people, or the amus.e.m.e.nt of a story, they might have kept their place in his mind, he rejected the idea entirely, showing, as the Puritans did when they persecuted the Quakers for doing the very thing they had done, the evils of a bad education. I even ventured a little story, (that being a lively kind of argument I like to use,) of a little girl in my school, who, when I was endeavoring to make her hear the thunder-music and see the rainbow-tinted spray of Niagara Falls, exclaimed, "Why, I never knew before that Niagara Falls was made of water!"--but I found he could not be taught "out of the mouth of babes and sucklings."

I could have told him, if I had not been discouraged, of a dear little boy of my acquaintance, seven years old, whom his mother wished to send to my school, but his more ambitious father chose to put him into the Latin Grammar-School, (the very one of which this gentleman was usher when I talked with him.) His mother begged me to let him come to me privately to learn with me the terrible Latin Grammar-lesson of three pages, which was to be his first lesson in the school, and the language.

So little Georgie and I had a secret session every day for a long time, in which we got the lesson together--I would hear him say it, and he would hear me, and I endeavored to extract some hidden meaning from it for him, but although I saved him from many a feruling, his hatred of school became so intense, from the impossibility he found of ever succeeding without penalty and suffering, that he actually broke down in spirits and health, and was at last taken away and sent to a military school to save his life. His mother and I knew why he failed, for he was of delicate organization, easily frightened, and his sensibility, which was keen and might have opened to him the beauties of the universe, was poisoned and embittered by unjust severity and the fearful drill of that model school. Some of my boys who have gone there after having learned to use their faculties, have succeeded well, and found no difficulties; but poor little George was taken from what I call a spelling-school, and put into that tread-mill, as it proved to him. I attribute a subsequent unhappy career to this mistake in his education, but I hope something will yet evoke his originally lovely nature.[K]

When one hears such views as these, and many others of similar import that I could recount, one almost despairs of ever seeing a whole man.

The fact that there is a grain of truth in such heaps of falsehood, only increases the difficulty, because that grain of truth prevents the recognition of that ma.s.s of error. My observation and experience are that, not till things are intelligently learned do they begin to fertilize the mind, or are they even sure to stay in it, and scarcely a fine intellect will give you any other record of itself than that the date of its improvement began at that era when either self-education or the wise teacher showed it the thread of relation that runs through all things. Not till at least one human fact has exemplified some spiritual law, does the intellect work intelligently, or begin to arrange its stores. Do we not know some minds that are mere encyclopedias, which imagination has never penetrated with its Ithuriel spear? If such have moral sense in any fair proportion, they are liable to become hopelessly miserable in this world of shadows because they can see nothing but the shadows.

I once knew a mother who was a beautiful type to me of the spirit that should actuate the guardians of the young. She looked upon a soul with such awe that it was not easy for her to impose her authority upon her children, for might there not be something in their natures superior to her own? The possibility of this made her cautious in her requisitions, lest she should nip some beautiful bud of promise in them. I knew her when they were all young, and I saw that it was not want of decision, but the fear of doing harm that often arrested her action. The children were not always serene and happy, and sometimes not obedient, for they had strong wills, and what is called a great deal of character. How could there but be strong individuality in such a family? There was no fixed pattern by which they were all to be measured. But they reverenced her as she did them, for she lived and acted simply and genuinely, and encompa.s.sed them round about with her tenderness, practising daily those virtues of devotion and self-denial which are demanded of the mother of a large family, and never turning a deaf ear to the wants of those less favored with earthly happiness than herself. She treated her children with the respect one human being owes to another, irrespective of age.

Yet she did not commit the error we sometimes see of reasoning out every point of duty with children, thus teaching them to quibble and catch at words. She could check that while she showed respect for their reasons.

She had that true humility which makes its possessors question every step of the way in the path of duty, while they have a trusting faith that there is something within them to answer to its calls.

She died suddenly, and then her influence, which many might have doubted, appeared in a wonderful and beautiful manner. Circ.u.mstances were such that no one was able to take the proper care of the family for a month or two in the absence of the father. The eldest children, two boys, one fourteen, the other eleven, immediately took the place of their mother as a matter of course, a.s.sumed the personal care which they had seen their mother take every day, of six little brothers and sisters, arranging everything as their mother had done, even in such minutiae as placing the clothes in the proper drawers, and washing and dressing the younger children, which the mother had never left to servants, although the home was well supplied with them. In a quiet and unostentatious manner a large establishment had been managed by a superior mind so skilfully, that these boys found no difficulty in keeping everything in train till their father's return. They had been inspired by their mother with a sense of order, propriety, and responsibility, for it was a peculiarity in her that she rather acted than inculcated principles, and through their great and tender affection, which had been her happiness in life, her characteristics flowed naturally and without a break into their lives. Such a mother should every teacher be, especially of young children.

You need not tell me that mothers and teachers must be wise as well as tender, courageous as well as reverential. I know it well. I can tell you of a young mother who risked an essential injury to her child (humanly speaking, for we cannot injure the _essence_ of another) by allowing him to quibble upon subjects of right and wrong, and accepting his excuses when he could found them upon any inadvertence of hers. His mental motions were more rapid than hers, and a morbid tenderness of conscience made her hesitate to lay injunctions upon him, lest she might err in judgment. A natural tendency to subtlety and stratagem was thus fostered in him, and as he had not much imagination, there was danger that he would become actually deceitful. He led an innocent life compared with many boys of his age, for he was kept very much out of harm's way, but I soon perceived the pleasure he experienced from a successful trick of fun, and that his great command over his nerves tempted him to play many such, which he could do with a grave face. I never saw one that was not in itself innocent fun, and if they had been practised as some children practise them, who will betray their agency the next moment from mere artlessness, I should only have battled the point with him as I do with others who play in school in study hours, (or rather half hours.) But I saw that this was likely to become a deeper evil, connected as it was with his habit of excusing himself, finding flaws in my directions, and quibbling upon words. It was too serious a matter for penalties of my device, designed as reminders, nor was I willing to enter the lists with him and vanquish him by my superior sagacity, for this would be only sharpening his tools.

I took a good opportunity one day to call what he did _mean_, and to tell him that I thought he was growing cunning, which I was very sorry for, as that led to deception of all sorts. It was very funny to pull another boy's hair, and then look grave as if he knew nothing about it, which I had often seen him do, but I could not laugh at fun, when it was at the expense of truthfulness, though I enjoyed a good joke as well as any one. It was wrong, too, for him to play when I was looking the other way, because it was cheating me and setting a bad example to the other scholars. I liked to be able to trust people's honor, and when I gave a direction, and then went to the other side of the room to attend to others, in the confidence that my wishes would be conscientiously regarded, I was disappointed and grieved to find that I was cheated. I did not like to be obliged to watch people. I could not respect any one I must watch, and I would not watch him. If he would do wrong and teach others to do so, he must sit entirely by himself. As to himself, no one else could cure him of his faults. If he was willing to grow deceitful, no one could help it; but if he had no honor, every one must defend himself against him, and he could command no respect from any one, nor have any of his own, which I thought more precious than that of others.

What was a person good for who could not have self-respect? It was a pleasant thing to make other people laugh, but if he could allow another to bear the blame of it, and not speak up to say he was the offender, I could not trust him even when he did speak. I added, that I had long observed these tricks of his, and had been sure they would at last lead to meanness, and here was an instance of it just as I had expected. I also reminded him of an occasion when I saw him take an unfair advantage in play for the mere pleasure of winning a little game, thus giving up his honor for the enjoyment of a moment. I hoped he would remember these instances and the danger to which he was exposing himself. I would not dare to punish such faults, for I might be suspicious of him when he did not deserve it, as I could not always read his mind or be sure of his sincerity. The punishment must be the one G.o.d had appointed for such faults--and that was, a loss of integrity itself, the most dreadful of all punishments.

The child loved me and thought a great deal of my opinion. He did not wish the tears in his eyes to fall, and he swallowed them till his face flushed. I had spoken before all the school, as it was a public offence not to be pa.s.sed over; for nothing is more attractive to children than the wittiness of practical jokes, as I knew one child to confess when asked which boys he liked best in a certain story, "Oh the bad boys,"

said he, "I like the wittiness of them."

I afterwards took every opportunity to put this little fellow upon his honor, and often said, so that he might hear it, that if any one wished to be fair and honorable, they had better not indulge in what seemed very innocent fun when concealment was necessary, for fear of learning to deceive. I often appealed to him for testimony, because I knew he had accuracy of observation, and dwelt particularly on such occasions upon my wish that he should tell me all his own part in a transaction, very carefully, both good and bad, for the sake of helping me to do justice, and urged him not to be cowardly, or keep back anything for fear of being blamed. Blame, I once told him, was one of our best friends. The fear of it sometimes kept us from doing wrong even when we had no better reason, and when we had done wrong, it showed us to ourselves, just as we were, and waked conscience up to its duty. Only cowards were afraid to tell the truth against themselves. Yet I checked him whenever he _told tales_ of others; which is a thing I always carefully discriminate from telling the truth when asked. I checked him also because one of his bad habits was to excuse himself, and the temptation that a.s.sailed him was to throw the blame on others.

In every way I could think of, I thus tried to show him how his particular tendencies would lead him into falsehood, which I _a.s.sumed_ to be the greatest of faults.

After three years' continuance in my school, I a.s.sure you there was not a child in it that I would more readily trust, and though he always annoyed me with his playfulness, it ceased to be tricky. I had frequent occasions to notice his candor and to refer to his improvement. I never spoke to him again before the school upon the subject of his mean fault, but I kept it fresh in his own mind, and long after, when I reproved another child for symptoms of the same fault, I remarked that one of my scholars had once given me the same cause to fear for his integrity, but he had watched himself, and I was glad to say he had resisted temptation and grown honorable and trustworthy. I saw that he knew who I meant, but the others had forgotten who it could be. I did not gratify their curiosity, of course.

I do not know that this boy is above temptation, but I have had many proofs of his power to resist it; occasions that brought him no glory, some of which I have recognized by such a remark as "how respectable honesty is," or "how I like to see moral courage that fears nothing but doing wrong." Sometimes I took no visible notice, for we need not always praise well-doing. It is often both unnecessary and unwise, for where goodness is not wholly spontaneous, it may be vitiated by love of approbation. It is only _perfect_ goodness, or such measure of that as mortals may attain, that can always bear praise and grow only more fervent for it.

Sometimes I leave one scholar to keep school while I go into another room to hear a lesson, and then I require an account of their stewardship. I am always careful to select one whom all will concur in respecting and of whom they will feel no jealousy when they are censured. I once left this boy in charge, but after a short time he came and requested to be released, because he felt as if it was like tale-bearing to tell of his companions, and he did not feel sure that they would be willing. I saw by this that he meant to be faithful; indeed, it was not till after I had full confidence in him that I ventured on so important a step. I presume he did not feel as if I could say, as I had said of some others, "You know ---- would not find fault with you if he could help it, or if his conscience did not require it of him." There is no point that must be managed with such delicacy as this of discriminating between truth and falsehood. Children live so long in their ideal worlds, and are so much talked to in symbols, that when they begin to deal more with realities they must often be reminded to be accurate. I would lead them gently out of the creations of their imaginations when this time comes, constantly reminding them that they must tell things just as they are; and when they embellish their statements, I go over them quietly, re-stating for them, and leaving out all the marvellous additions. Little children will often quote their absent mothers' authority, when it is impossible that the circ.u.mstances can have been antic.i.p.ated. I always reply to this very decidedly, "Oh!

no; mother did not say so. She does not know anything about it; you must not tell me so; that is saying what is not true, which is very wrong."

If they persist, I say, "Very well; I will write a little note to mother when you go home, and tell her I am afraid her little child has said what is not true, shall I?" This will generally bring out a confession.

I do not punish on such occasions, for there is no surer way of producing falsehood than by inspiring fear, but I try to produce a little agony in the conscience and make a child very unhappy for the moment. This suffering can be referred to afterwards, in private, and the danger pointed out of growing wicked, which I find the greatest instrument of awakening the inward monitor.