The Moral Instruction of Children Part 4

The story of the Twelve Brothers, whom their sister redeems by seven years of silence at the peril of her own life, is another instance of tenderest sisterly devotion combined with self-control. This story, however, needs to be slightly altered. In place of the cruel father (we must not mention cruel fathers) who has got ready twelve coffins for his sons, in order that all the wealth of his kingdom may descend to his daughter, let us subst.i.tute the steward of the palace, who hopes by slaying the sons and winning the hand of the daughter, to become king himself.

Finally the story of Red Riding Hood ill.u.s.trates the cardinal virtue of childhood--_obedience to parents_. Children must not loiter on the way when they are sent on errands. And Riding Hood loiters, and hence all the mischief which follows. She is sent to bring wine and cake to her grandmother. The example of such attentions as this serves to quicken in children the sentiment of reverence for the aged. Children learn reverence toward their parents in part by the reverence which these display toward the grandparents. Another point is that Red Riding Hood, to quiet her conscience, when she strays from the straight path deceives herself as to her motives. She says, "I will also gather a bunch of wild flowers to please grandmother." But her real purpose is to enjoy the freedom of the woods, and the proof is that presently she forgets all about grandmother. There is one objection that has sometimes been urged against this story, viz., the part which the wolf plays in it. But the wolf is not really treated as a hostile or fearful being. He meets Red Riding Hood on the way, and they chat confidentially together. He appears rather in the light of a trickster. But, it is objected, that he devours the grandmother and, later on, Red Riding Hood herself. Very true; but the curious fact is that, when his belly is cut open, the grandmother and Red Riding Hood come out intact. They have evidently not been injured. Children have very defective notions of the human body, with the exception of such external parts as hands, feet, and face. In an examination recently conducted by Prof. G. Stanley Hall in regard to the contents of childrens' minds at the time they enter school, it was found that ninety per cent of those questioned had no idea where the heart is located, eighty-one per cent did not know anything about the lungs, ninety per cent could not tell where their ribs are situated, etc. Of the internal organs children have no idea. Hence when the story says that the grandmother is swallowed by the wolf, the impression created is that she has been forced down into a sort of dark hole, and that her situation, while rather uncomfortable, no doubt, is not otherwise distressing. The ideas of torn and mangled flesh are not suggested. Hence the act of devouring arouses no feeling of horror, and the story of Red Riding Hood, that prime favorite of all young children, may be related without any apprehension as to its moral effect.

Then there are other stories, such as that of the man who went abroad to learn the art of shuddering--an excellent example of bravery; the story of the seven Suabians--a persiflage of cowardice; the story of the _Marienkind_ which contains a wholesome lesson against obstinacy, etc. I have not, of course, attempted to cover the whole ground, but only to mention a few examples sufficient to show along what lines the selection may be made. The ethical interests peculiar to childhood are the heads under which the whole material can be cla.s.sified.

The value of the fairy tales is that they stimulate the imagination; that they reflect the unbroken communion of human life with the life universal, as in beasts, fishes, trees, flowers, and stars; and that incidentally, but all the more powerfully on that account, they quicken the moral sentiments.

Let us avail ourselves freely of the treasures which are thus placed at our disposal. Let us welcome _das Marchen_ into our primary course of moral training, that with its gentle bands, woven of "morning mist and morning glory," it may help to lead our children into the bright realms of the ideal.

VII.

THE USE OF FABLES.

The collection of fables which figures under the name of aesop has to a very remarkable degree maintained its popularity among children, and many of its typical characters have been adopted into current literature, such as the Dog in the Manger, the Wolf in Sheep's Clothing, King Log, and King Stork, and others. Recent researches have brought to light the highly interesting fact that these fables are of Asiatic origin. A collection of Indian and, it is believed, Buddhist fables and stories traveled at an early period into Persia, where it became known as the Pancha-Tantra. The Pancha-Tantra was translated into Arabic, and became the source of the voluminous Kalilah-wa-Dimnah literature. The Arabic tales in turn migrated into Europe at the time of the Crusades and were rendered into Greek, Hebrew, and Latin. In this form they became accessible to the nations of Europe, were extensively circulated, and a collection of them was wrongly, but very naturally, ascribed to a famous story-teller of the ancient Greeks--i. e., to aesop. The arguments on which this deduction is based may be found in Rhys Davids's introduction to his English translation of the Jataka Tales.[8] This author speaks of aesop's fables as a first moral lesson-book for our children in the West. We shall have to consider in how far this description is correct--that is to say, in how far we can use the fables for moral purposes. The point to be kept in mind is their Asiatic origin, as this will at once help us to separate the fables which we can use from those which must be rejected. A discrimination of this sort is absolutely necessary. I am of the opinion that it is a serious mistake to place the whole collection as it stands in the hands of children.

To decide this question we must study the _milieu_ in which the fables arose, the spirit which they breathe, the conditions which they reflect.

The conditions they reflect are those of an Oriental despotism. They depict a state of society in which the people are cruelly oppressed by tyrannical rulers, and the weak are helpless in the hands of the strong.

The spirit which they breathe is, on the whole, one of patient and rather hopeless submission. The effect upon the reader as soon as he has caught this clew, this _Leitmotiv_, which occurs in a hundred variations, is very saddening. I must substantiate this cardinal point by a somewhat detailed a.n.a.lysis. Let us take first the fable of the Kite and the Pigeons. A kite had been sailing in the air for many days near a pigeon-house with the intention of seizing the pigeons; at last he had recourse to stratagem. He expressed his deep concern at their unjust and unreasonable suspicions of himself, as if he intended to do them an injury. He declared that, on the contrary, he had nothing more at heart than the defense of their ancient rights and liberties, and ended by proposing that they should accept him as their protector, their king.

The poor, simple pigeons consented. The kite took the coronation oath in a very solemn manner. But much time had not elapsed before the good kite declared it to be a part of the king's prerogative to devour a pigeon now and then, and the various members of his family adhered to the same view of royal privilege. The miserable pigeons exclaimed: "Ah, we deserve no better. Why did we let him in!"

The fable of the Wolf in Sheep's Clothing conveys essentially the same idea. The fable of the Lion and the Deer ill.u.s.trates the exorbitant exactions practiced by despots. A fat deer was divided into four parts.

His majesty the lion proposed that they be suitably apportioned. The first part he claimed for himself on account of his true hereditary descent from the royal family of Lion; the second he considered properly his own because he had headed the hunt; the third he took in virtue of his prerogative; and finally he a.s.sumed a menacing att.i.tude, and dared any one to dispute his right to the fourth part also.

In the fable of the Sick Lion and the Fox, the fox says: "I see the footprints of beasts who have gone into the cave, but of none that have come out." The fable of the Cat and the Mice expresses the same thought, namely, that it is necessary to be ever on one's guard against the mighty oppressors even when their power seems for the time to have deserted them. The cat pretends to be dead, hoping by this means to entice the mice within her reach. A cunning old mouse peeps over the edge of the shelf, and says: "Aha, my good friend, are you there? I would not trust myself with you though your skin were stuffed with straw."

The fable of King Log and King Stork shows what a poor choice the people have in the matter of their kings. First they have a fool for their king, a mere log, and they are discontented. Then Stork ascends the throne, and he devours them. It would have been better if they had put up with the fool. The injustice of despotic rulers is exemplified in the fable of the Kite and the Wolf. The kite and the wolf are seated in judgment. The dog comes before them to sue the sheep for debt. Kite and wolf, without waiting for the evidence, give sentence for the plaintiff, who immediately tears the poor sheep into pieces and divides the spoil with the judges. The sort of thanks which the people get when they are foolish enough to come to the a.s.sistance of their masters, is ill.u.s.trated by the conduct of the wolf toward the crane. The wolf happened to have a bone sticking in his throat, and, howling with pain, promised a reward to any one who should relieve him. At last the crane ventured his long neck into the wolf's throat and plucked out the bone.

But when he asked for his reward, the wolf glared savagely upon him, and said: "Is it not enough that I refrained from biting off your head?" How dangerous it is to come at all into close contact with the mighty, is shown in the fable of the Earthen and the Brazen Pot. The brazen pot offers to protect the earthen one as they float down stream. "Oh,"

replies the latter, "keep as far off as ever you can, if you please; for, whether the stream dashes you against me or me against you, I am sure to be the sufferer."

The fables which we have considered have for their theme the character of the strong as exhibited in their dealings with the weak. A second group is intended to recommend a certain policy to be pursued by the weak in self-protection. This policy consists either in pacifying the strong by giving up to them voluntarily what they want, or in flight, or, if that be impossible, in uncomplaining submission. The first expedient is recommended in the fable of the Beaver. A beaver who was being hard pressed by a hunter and knew not how to escape, suddenly, with a great effort, bit off the part which the hunter desired, and, throwing it toward him, by this means escaped with his life. The expedient of flight is recommended in the fable of Reynard and the Cat.

Reynard and the cat one day were talking politics in the forest. The fox boasted that though things might turn out never so badly, he had still a thousand tricks to play before they should catch him. The cat said: "I have but one trick, and if that does not succeed I am undone." Presently a pack of hounds came upon them full cry. The cat ran up a tree and hid herself among the top branches. The fox, who had not been able to get out of sight, was overtaken despite his thousand tricks and torn to pieces by the hounds. The fable of the Oak and the Reed teaches the policy of utter, uncomplaining submission. The oak refuses to bend, and is broken. The supple reed yields to the blast, and is safe. Is it not a little astonishing that this fable should so often be related to children as if it contained a moral which they ought to take to heart?

To make it apply at all, it is usually twisted from its proper signification and explained as meaning that one should not be fool-hardy, not attempt to struggle against overwhelming odds. But this is not the true interpretation. The oak is by nature strong and firm, while it is the nature of the reed to bend to every wind. The fable springs out of the experience of a people who have found resistance against oppression useless. And this sort of teaching we can not, of course, wish to give to our children. I should certainly prefer that a child of mine should take the oak, and not the reed, for his pattern.

The same spirit is again inculcated in the fable of the Wanton Calf. The wanton calf sneers at the poor ox who all day long bears the heavy yoke patiently upon his neck. But in the evening it turns out that the ox is unyoked, while the calf is butchered. The choice seems to lie between subserviency and destruction. The fable of the Old Woman and her Maids suggests the same conclusion, with the warning added that it is useless to rise against the agents of tyranny so long as the tyrants themselves can not be overthrown. The c.o.c.k in the fable represents the agents of oppression. The killing of the c.o.c.k serves only to bring the mistress herself on the scene, and the lot of the servants becomes in consequence very much harder than it had been before.

We have now considered two groups of fables: those which depict the character of the mighty, and those which treat of the proper policy of the weak. The subject of the third group is, the consolations of the weak. These are, first, that even tyrannical masters are to a certain extent dependent upon their inferiors, and can be punished if they go too far; secondly, that the mighty occasionally come to grief in consequence of dissensions among themselves; thirdly, that fortune is fickle. A lion is caught in the toils, and would perish did not a little mouse come to his aid by gnawing asunder the knots and fastenings. The bear robs the bees of their honey, but is punished and rendered almost desperate by their stings. An eagle carries off the cub of a fox; but the fox, s.n.a.t.c.hing a fire-brand, threatens to set the eagle's nest on fire, and thus forces him to restore her young one. This is evidently a fable of insurrection. The fable of the Viper and the File shows that it is not safe to attack the wrong person--in other words, that tyrants sometimes come to grief by singling out for persecution some one who is strong enough to resist them though they little suspect it. The fable of the four bulls shows the effect of dissensions among the mighty. Four bulls had entered into a close alliance, and agreed to keep always near one another. A lion fomented jealousies among them. The bulls grew distrustful of one another, and at last parted company. The lion had now obtained his end, and seized and devoured them singly. The fickleness of fortune is the theme of the fable of the Horse and the a.s.s. The horse, richly caparisoned and champing his foaming bridle, insults an a.s.s who moves along under a heavy load. Soon after the horse is wounded, and, being unfit for military service, is sold to a carrier. The a.s.s now taunts the proud animal with his fallen estate. The horse in this fable is the type of many an Eastern vizier, who has basked for a time in the sunshine of a despot's favor only to be suddenly and ignominiously degraded. The a.s.s in the fable represents the people. There remains a fourth group of fables, which satirize certain mean or ridiculous types of characters, such as are apt to appear in social conditions of the kind we have described. Especially do the fables make a target of the folly of those who affect the manners of the aristocratic cla.s.s, or who try to crowd in where they are not wanted, or who boast of their high connections. The frog puffs himself up so that he may seem as large as the ox, until he bursts. The mouse aspires to marry the young lioness, and is in fact well received; but the young lady inadvertently places her foot on her suitor and crushes him. The jackdaw picks up feathers which have fallen from the peac.o.c.ks, sticks them among his own, and introduces himself into the a.s.sembly of those proud birds. They find him out, strip him of his plumes, and with their sharp bills punish him as he deserves. A fly boasts that he frequents the most distinguished company, and that he is on familiar terms with the king, the priests, and the n.o.bility. Many a time, he says, he has entered the royal chamber, has sat upon the altar, and has even enjoyed the privilege of kissing the lips of the most beautiful maids of honor. "Yes," replies an ant, "but in what capacity are you admitted among all these great people? One and all regard you as a nuisance, and the sooner they can get rid of you the better they are pleased."

Most of the fables which thus far have been mentioned we can not use.

The discovery of their Asiatic origin sheds a new, keen light upon their meaning. They breathe, in many cases, a spirit of fear, of abject subserviency, of hopeless pessimism. Can we desire to inoculate the young with this spirit? The question may be asked why fables are so popular with boys. I should say, Because school-boy society reproduces in miniature to a certain extent the social conditions which are reflected in the fables. Among unregenerate school-boys there often exists a kind of despotism, not the less degrading because petty. The strong are pitted against the weak--witness the f.a.gging system in the English schools--and their mutual antagonism produces in both the characteristic vices which we have noted above. The psychological study of school-boy society has been only begun, but even what lies on the surface will, I think, bear out this remark. Now it has come to be one of the commonplaces of educational literature, that the individual of to-day must pa.s.s through the same stages of evolution as the human race as a whole. But it should not be forgotten that the advance of civilization depends on two conditions: first, that the course of evolution be accelerated, that the time allowed to the successive stages be shortened; and, secondly, that the unworthy and degrading elements which entered into the process of evolution in the past, and at the time were inseparable from it, be now eliminated. Thus the fairy-tales which correspond to the myth-making epoch in human history must be purged of the dross of superst.i.tion which still adheres to them, and the fables which correspond to the age of primitive despotisms must be cleansed of the immoral elements they still embody.

The fables which are fit for use may be divided into two cla.s.ses: those which give ill.u.s.trations of evil,[9] the effect of which on the young should be to arouse disapprobation, and those which present types of virtue. The following is a list of some of the princ.i.p.al ones in each category:

_An Instance of Selfishness._ The porcupine having begged for hospitality and having been invited into a nest of snakes, inconveniences the inmates and finally crowds them out. When they remonstrate, he says, "Let those quit the place that do not like it."

_Injustice._ The fable of the Kite and the Wolf, mentioned above.

_Improvidence._ The fable of the Ant and the Gra.s.shopper; also the fable ent.i.tled One Swallow does not make Summer, and the fable of the Man who Killed the Goose that laid the Golden Eggs.

_Ingrat.i.tude._ The fable of the snake which bit the countryman who had warmed it in his breast.

_Cowardice._ The fable of the Stag and the Fawn, and of the Hares in the Storm.

_Vanity._ The fables of the Peac.o.c.k and the Crane, and of the Crow who lost his Cheese by listening to the flattery of the fox.

_Contemptuous Self-confidence._ The Hare and the Tortoise.

_The Evil Influence of Bad Company._ The Husbandman and the Stork.

_Cruelty to Animals._ The Fowler and the Ringdove; the Hawk and the Pigeons.

_Greediness._ The Dog and the Shadow.

_Lying._ The fable of the boy who cried "Wolf!"

_Bragging._ The fable of the a.s.s in the Lion's Skin.

_Deceit._ The fable of the Fox without a Tail.

_Disingenuousness._ The fable of the Sour Grapes.

_A Discontented Spirit._ The fable of the Peac.o.c.k's Complaint.

_Equal Graces are not given to all._ The fable of the a.s.s who leaped into his Master's Lap.

_Borrowed Plumes._ The fable of the Jackdaw and the Peac.o.c.ks, mentioned above.

_Malice._ The fable of the Dog in the Manger, who would not eat, neither let others eat.

_Breaking Faith._ The fable of the Traveler and the Bear.

_To Fan Animosity is even Worse than to Quarrel._ The fable of the Trumpeter.

The value of these fables, as has been said, consists in the reaction which they call forth in the minds of the pupils. Sometimes this reaction finds expression in the fable itself; sometimes the particular vice is merely depicted in its nakedness, and it becomes the business of the teacher distinctly to evoke the feeling of disapprobation, and to have it expressly stated in words. The words tend to fix the feeling.

Often, when a child has committed some fault, it is useful to refer by name to the fable that fits it. As, when a boy has made room in his seat for another, and the other crowds him out, the mere mention of the fable of the Porcupine is a telling rebuke; or the fable of the Hawk and the Pigeons may be called to mind when a boy has been guilty of mean excuses. On the same principle that angry children are sometimes taken before a mirror to show them how ugly they look. The fable is a kind of mirror for the vices of the young.

Of the fables that ill.u.s.trate virtuous conduct, I mention that of Hercules and the Cart-driver, which teaches self-reliance. Hercules helps the driver as soon as the latter has put his own shoulders to the wheel. Also the fable of the Lark. So long as the farmer depends on his neighbors, or his kinsmen, the lark is not afraid; but when he proposes to buckle to himself, she advises her young that it is time to seek another field. The fable of the Wind and the Sun shows that kindness succeeds where rough treatment would fail. The fable of the Bundle of Sticks exemplifies the value of harmony. The fable of the Wolf, whom the dog tries to induce to enter civilization, expresses the sentiment that lean liberty is to be preferred to pampered servitude. The fable of the Old Hound teaches regard for old servants. Finally, the fable of the Horse and the Loaded a.s.s, and of the Dove and the Ant, show that kindness pays on selfish principles. The horse refuses to share the a.s.s's burden; the a.s.s falls dead under his load; in consequence, the horse has to bear the whole of it. On the other hand the dove rescues the ant from drowning, and the ant in turn saves the dove from the fowler's net.

The last remark throws light on the point of view from which the fables contemplate good and evil. It is to be noted that a really moral spirit is wanting in them; the moral motives are not appealed to. The appeal throughout is to the bare motive of self-interest. Do not lie, because you will be found out, and will be left in the lurch when you depend for help on the confidence of others. Do not indulge in vanity, because you will make yourself ridiculous. Do not try to appear like a lion when you can not support the character, because people will find out that you are only an a.s.s. Do not act ungratefully, because you will be thrust out of doors. Even when good conduct is inculcated, it is on the ground that it pays. Be self-reliant, because if you help yourself others will help you. Be kind, because by gentle means you can gain your purpose better than by harshness. Agree with your neighbors, because you can then, like the bundle of sticks, resist aggression from without. That lying is wrong on principle; that greediness is shameful, whether you lose your cheese or not; that kindness is blessed, even when it does not bring a material reward; that it is lovely for neighbors to dwell together in peace, is nowhere indicated. The beauty and the holiness of right conduct lie utterly beyond the horizon of the fable. Nevertheless, as we have seen when speaking of the efficient motives of conduct, self-interest as a motive should not be underrated, but should be allowed the influence which belongs to it as an auxiliary to the moral motive. It is well, it is necessary, for children to learn that lying, besides being in itself disgraceful, does also entail penalties of a palpable sort; that vanity and self-conceit, besides being immoral, are also punished by the contempt of one's fellows; that those who are unkind, as the horse was to the a.s.s, may have to bear the a.s.s's burden.

The checks and curbs supplied by such considerations as these serve the purpose of strengthening the weak conscience of the young, and are not to be dispensed with, provided always they are treated not as subst.i.tutes for but as auxiliaries to the moral motives, properly speaking.

As to the place in the primary course which I have a.s.signed to the fables, I have the following remark to offer: In speaking of fairy tales, it was stated that the moral element should be touched on incidentally, and that it should not be separated from the other, the naturalistic elements. The pedagogical reason which leads me to a.s.sign to the fables the second place in the course, is that each fable deals exclusively with one moral quality, which is thus isolated and held up to be contemplated. In the stories which will occupy the third place a number of moral qualities are presented in combination. We have, therefore, what seems to be a logical and progressive order--first, fairy tales in which the moral is still blended with other elements; secondly, a single moral quality set off by itself; then, a combination of such qualities.

The peculiar value of the fables is that they are instantaneous photographs, which reproduce, as it were, in a single flash of light, some one aspect of human nature, and which, excluding everything else, permit the entire attention to be fixed on that one.

As to the method of handling them, I should say to the teacher: Relate the fable; let the pupil repeat it in his own words, making sure that the essential points are stated correctly. By means of questions elicit a clean-cut expression of the point which the fable ill.u.s.trates; then ask the pupil to give out of his experience other instances ill.u.s.trating the same point. This is precisely the method pursued in the so-called primary object lessons. The child, for instance, having been shown a red ball, is asked to state the color of the ball, and then to name other objects of the same color; or to give the shape of the ball, and then to name other objects having the same shape. In like manner, when the pupil has heard the fable of the Fox and the Wolf, and has gathered from it that compa.s.sion when expressed merely in words is useless, and that it must lead to deeds to be really praiseworthy, it will be easy for him out of his own experience to multiply instances which ill.u.s.trate the same truth. The search for instances makes the point of the fable clearer, while the expression of the thought in precise language, on which the teacher should always insist, tends to drive it home. It will be our aim in the present course of lectures to apply the methods of object teaching, now generally adopted in other branches, to the earliest moral instruction of children--an undertaking, of course, not without difficulties.