Pushing to the Front Part 74

One reason why we have such poor health is because we have been steeped in poor-health thought from infancy. We have been saturated with the idea that pain, physical suffering, and disease, are a part of life; necessary evils which can not be avoided. We have had it so instilled into us that robust health is the exception and could not be expected to be the rule that we have come to accept this unfortunate condition of things as a sort of fate from which we can not hope to get away.

The child hears so much sick talk, is cautioned so much about the dangers of catching all sorts of diseases, that he grows up with the conviction that physical discords, aches, pains, all discomfort and suffering, are a necessary part of his existence, that at any time disease is liable to overtake him and ruin his happiness and thwart his career.

Think of what the opposite training would do for the child; if he were taught that health is the ever-lasting fact and that disease is but the manifestation of the absence of harmony! Think what it would mean to him if he were trained to believe that abounding health, rich, full, complete, instead of sickness, that certainty instead of uncertainty were his birthright! Think what it would mean for him to _expect_ this during all his growing years, instead of building into his consciousness the opposite, instead of being saturated with the sick thought and constantly being cautioned against disease and the danger of contracting it!

The child should be taught that G.o.d never created disease, and never intended that we should suffer; that we were made for abounding health and happiness, made for enjoyment not for pain--made to be happy, not miserable, to express harmony, not discord.

Children are extremely credulous. They are inclined to believe everything that an adult tells them, especially the nurse, the father and mother, and their older brothers and sisters. Even the things that are told them in jest they take very seriously; and their imaginations are so vivid and their little minds so impressionable that they magnify everything. They are often punished for telling falsehoods, when the fault is really due to their excessively active imagination.

Many ignorant or thoughtless parents and nurses constantly use fear as a means of governing children. They fill their little minds full of all sorts of fear stories and terror pictures which may mar their whole lives. They often buy soothing syrups and all sorts of sleeping potions to prevent the little ones from disturbing their rest at night, or to keep them quiet and from annoying them in the day time, and thus are liable to stunt their brain development.

Even if children were not seriously injured by fear, it would be wicked to frighten them, for it is wrong to deceive them. If there is anything in the world that is sacred to the parent or teacher, it is the unquestioned confidence of children.

I believe that the beginnings of deterioration in a great many people who go wrong could be traced to the forfeiting of the children's respect and confidence by the parents and teachers. We all know from experience that confidence once shaken is almost never entirely restored. Even when we forgive, we seldom forget; the suspicion often remains. There should never be any shadows between the child and his parents and teachers. He should always be treated with the utmost frankness, transparency, sincerity. The child's respect is worth everything to his parents. Nothing should induce them to violate it or to shake it. It should be regarded as a very sacred thing, a most precious possession.

Think of the shock which must come to a child when he grows up and discovers that those he has trusted implicitly and who seemed almost like G.o.ds to him have been deceiving him for years in all sorts of ways!

I have heard mothers say that they dreaded to have their children grow up and discover how they had deceived them all through their childhood; to have them discover that they had resorted to fear, superst.i.tion, and all sorts of deceits in order to govern or influence them.

Whenever you are tempted to deceive a child again, remember that the time will come when _he will understand_, and that he will receive a terrible shock when he discovers that you, up to whom he has looked with such implicit trust, such simple confidence, have deceived him.

Parents should remember that every distressing, blood-curdling story told to a child, every superst.i.tious fear instilled into his young life, the mental att.i.tude they bear towards him, the whole treatment they accord him, are making phonographic records in his nature which will be reproduced with scientific exactness in his future life.

Whatever you do, never punish a child when he is suffering with fear.

It is a cruel thing to punish children the way most mothers and teachers do, anyway; but to punish a child when he is already quivering with terror is extremely distressing, and to whip a child when you are angry is brutal. Many children never quite forget or forgive a parent or teacher for this cruelty.

Parents, teachers, friends often put a serious stumbling-block in the way of a youth by suggesting that he ought to study for the ministry, or the law; to be a physician, an engineer, or enter some other profession or business for which he may be totally unfitted. I know a man whose career was nearly ruined by the suggestion of his grandmother when he was a child that she would educate him for the church, and that it was her wish for him to become a clergyman.

It was not that she saw in the little child any fitness for this holy office, but because _she wanted a clergyman in the family_, and she often reminded him that he must not disappoint her. The boy, who idolized his grandmother, pondered this thought until he became a young man. The idea possessed him so strongly that every time he tried to make a choice of a career the picture of a clergyman rushed first to his mind, and, although he could see no real reason why he should become a clergyman, the suggestion that he ought to worked like leaven in his nature and kept him from making any other choice until too late to enable him to succeed to any great extent.

I know a most brilliant and marvelously fascinating woman who is extremely ambitious to make a name for herself, but she is almost totally lacking in her ability to apply herself, even in the line where her talent is greatly marked. She seems to be abundantly endowed in every faculty and quality except this. Now, if her parents had known the secret of correcting mental deficiencies, building up weak faculties, this girl could have been so trained that she would probably have had a great career and made a world-wide name for herself.

I have in mind another woman, a most brilliant linguist, who speaks fluently seven languages. She is a most fascinating conversationalist and impresses one as having read everything, but, although in good health, she is an object of charity to-day, simply because she has never developed her practical faculties at all, and this because she was never trained to work, to depend upon herself even in little things when she was a child. She was fond of her books, was a most brilliant scholar, but never learned to be practical or to do anything herself.

Her self-reliance and independence were never developed. All of her early friends predicted a brilliant future for her, but because of the very consciousness of possessing so many brilliant qualities and of the fact that she was flattered during all her student life and not obliged to depend upon herself for anything, she continued to exercise her strong scholarship faculties only, little dreaming that the neglect to develop her weaker ones would wreck her usefulness and her happiness.

It is not enough to possess ability. We must be able to use it effectively, and whatever interferes with its activity to that extent kills efficiency. There are many people who are very able in most qualities and yet their real work is seriously injured and often practically ruined, or they are thrown into the mediocre cla.s.s, owing to some weakness or deficiency which might have been entirely remedied by cultivation and proper training in earlier life.

I know a man of superb ability in nearly every respect who is so timid and shy that he does not dare push himself forward or put himself in the position of greatest advantage, does not dare _begin_ things.

Consequently his whole life has been seriously handicapped.

If children could only be taught to develop a positive, creative mind, it would be of infinitely more value and importance to them than inheriting a fortune with a non-productive one. Youths should be taught that the most valuable thing to learn in life next to integrity is how to build their minds up to the highest possible producing point, the highest possible state of _creative efficiency_.

The most important part of the education of the future will be to increase the chances of success in life and lessen the danger of failure and the wrecking of one's career by building up weak and deficient faculties, correcting one-sided tendencies, so that the individual will become more level-headed, better balanced, and have a more symmetrical mind.

Many students leave school and college knowing a great deal, but without a bit of improvement in their self-confidence, their initiative ability. They are just as timid, shy, and self-depreciatory as before entering.

Now, what advantage is it to send a youth out into the world with a head full of knowledge but without the confidence or a.s.surance to use it effectively, or the ability to grapple with life's problems with that vigor and efficiency which alone can bring success?

It is an unpardonable reflection upon a college which turns out youths who dare not say their souls are their own, who have not developed a vigorous self-confidence, a.s.surance, and initiative. Hundreds of students are turned out of our colleges every year who would almost faint away if they were suddenly called upon to speak in public, to read a resolution, or even to put a motion.

The time will come when an education will enable a youth while upon his feet in public to express himself forcefully, to use the ability he has and summon his knowledge quickly. He will be so trained in self-control, in self-confidence, in level-headedness, that he will not be thrown off his guard in an emergency. The future education will mean that what the student knows will be _available_, that he can utilize it at will, that he will be trained to use it _efficiently_.

Many of our graduates leave college every year as weak and inefficient in many respects as when they began their education. What is education for if it is not to train the youth to be the master of his faculties, master of every situation, able to summon all of his reserves of knowledge and power at will?

A college graduate, timid, stammering, blushing, and confused, when suddenly called upon to use his knowledge whether in public or elsewhere, ought to be an unknown thing. Of what use is education which can not be summoned at will? Of what good are the reserves of learning which can not be marshaled quickly when we need them, which do not help one to be master of himself and the situation, whatever it may be?

The time will come when no child will be allowed to grow up without being taught to believe in himself, to have great confidence in his ability. This will be a most important part of his education, for if he believes in himself _enough_, he will not be likely to allow a single deficient faculty or weakness to wreck his career.

He should be reared in the conviction that he was sent into this world with a mission and that he is going to deliver it.

Every youth should be taught that it was intended he should fill a place in the world which no one else can fill; that he should expect to fill it, and train himself for it; taught that he was made in the Creator's image, that in the truth of his being he is divine, perfect, immortal, and that the image of G.o.d can not fail. He should be taught to think grandly of himself, to form a sublime estimate of his possibilities and of his future. This will increase his self-respect and self-development in well-proportioned living.

CHAPTER LVIII

THE HOME AS A SCHOOL OF GOOD MANNERS

Not long ago I visited a home where such exceptionally good breeding prevailed and such fine manners were practised by all the members of the family, that it made a great impression upon me.

This home is the most remarkable school of good manners, refinement, and culture generally, I have ever been in. The parents are bringing up their children to practise their best manners on all occasions.

They do not know what company manners mean.

The boys have been taught to treat their sisters with as much deference as though they were stranger guests. The politeness, courtesy, and consideration which the members of this family show toward one another are most refreshing and beautiful. Coa.r.s.eness, gruffness, lack of delicacy find no place there.

Both boys and girls have been trained from infancy to make themselves interesting, and to entertain and try to make others happy.

The entire family make it a rule to dress before dinner in the evening, just as they would if special company were expected.

Their table manners are specially marked. At table every one is supposed to be at his best, not to bring any grouch, or a long or sad face to it, but to contribute his best thought, his wittiest sayings, to the conversation. Every member of the family is expected to do his best to make the meal a really happy occasion. There is a sort of rivalry to see who can be the most entertaining, or contribute the spiciest bits of conversation. There is no indication of dyspepsia in this family, because every one is trained to laugh and be happy generally, and laughter is a fatal enemy of indigestion.

The etiquette of the table is also strictly observed. Every member of the family tries to do just the proper thing and always to be mindful of others' rights. Kindness seems to be practised for the joy of it, not for the sake of creating a good impression on friends or acquaintances. There is in this home an air of peculiar refinement which is very charming. The children are early taught to greet callers and guests cordially, heartily, in real Southern, hospitable fashion, and to make them feel that they are very welcome. They are taught to make every one feel comfortable and at home, so that there will be no sense of restraint.

As a result of this training the children have formed a habit of good behavior and are considered an acquisition to any gathering. They are not embarra.s.sed by the awkward slips and breaks which are so mortifying to those who only wear their company manners on special occasions.

A stranger would almost think this home was a school of good breeding, and it is a real treat to visit these people. It is true the parents in this family have the advantage of generations of fine breeding and Southern hospitality back of them, which gives the children a great natural advantage. There is an atmosphere of chivalry and cordiality in this household which is really refreshing.

Many parents seem to expect that their children will pick up their good manners outside of the home, in school, or while visiting. This is a fatal mistake. Every home should be a school of good manners and good breeding. The children should be taught that there is nothing more important than the development of an interesting personality, an attractive presence, and an ability to entertain with grace and ease.

They should be taught that the great object of life is to develop a superb personality, a n.o.ble manhood and womanhood.

There is no art like that of a beautiful behavior, a fine manner, no wealth greater than that of a pleasing personality.

CHAPTER LIX

MOTHER