CHAP. IV.MANAGEMENT.
This phrase is a very broad and comprehensive one. Under it I mean to include all that relates to rewards and punishments, and the adaptation of education to different characters and dispositions.
The good old fashioned maxim that ‘example is better than precept,’ is the best thing to begin with. The great difficulty in education is that we giverulesinstead of inspiringsentiments. The simple fact that your child never saw you angry, that your voice is always gentle, and the expression of your face always kind, is worth a thousand times more than all the rules you can give him about not beating his dog, pinching his brother, &c. It is in vain to load the understanding with rules, if the affections are not pure. In the first place, it is not possible to make rules enough to apply to all manner of cases; and if it were possible, a child would soon forget them. But if you inspire him with rightfeelings, they will govern hisactions. All our thoughts and actions come from our affections; if we love what is good, we shall think and do what is good. Children are not so much influenced by what we say and do in particular reference to them, as by the general effect of our characters and conversation. They are in a great degree creatures of imitation. If they see a mother fond of finery, they become fond of finery; if they see her selfish, it makes them selfish; if theysee her extremely anxious for the attention of wealthy people, they learn to think wealth is the only good.
Those whose early influence is what it should be, will find their children easy to manage, as they grow older.
An infant’s wants should be attended to without waiting for him to cry. At first, a babe cries merely from a sensation of suffering—because food, warmth, or other comforts necessary to his young existence, are withheld; but when he finds crying is the only means of attracting attention, he soon gets in the habit of crying for everything. To avoid this, his wants should be attended to, whether he demand it or not. Food, sleep, and necessary comforts should be supplied to him at such times as the experience of his mother may dictate. If he has been sitting on the floor, playing quietly by himself a good while, take him up and amuse him, if you can spare time, without waiting for weariness to render him fretful. Who can blame a child for fretting and screaming, if experience has taught him that he cannot get his wants attended to in any other manner?
Young children should never be made to cry by plaguing them, for the sake of fun; it makes them seriously unhappy for the time, and has an injurious effect upon their dispositions. When in any little trouble, they should be helped as quick as possible. When their feet are caught in the rounds of a chair, or their playthings entangled, or when any other of the thousand-and-one afflictions of baby-hood occur, it is an easy thing to teach them to wait by saying, ‘Stop a minute, and I will come to you.’ But do not say this, to put them off; attend to them as quick as your employmentswill permit; they will then wait patiently should another disaster occur. Children, who have entire confidence that the simple truth is always spoken to them, are rarely troublesome.
A silent influence, which they do not perceive, is better for young children than direct rules and prohibitions. For instance, should a child be in ill humor, without any apparent cause, (as will sometimes happen)—should he push down his playthings, and then cry because he has injured them—chase the kitten, and then cry because she has run out of his reach—it is injurious to take any direct notice of it, by saying, ‘How cross you are to-day, James! What a naughty boy you are! I don’t love you to-day.’ This, in all probability, will make matters worse. The better way is to draw off his attention to pleasant thoughts by saying, ‘I am going in the garden’—or, ‘I am going out to see the calf. Does James want to go with me?’ If, in the capriciousness of his humor, he says he does not want to go, do not urge him: make preparations to go, and he will soon be inclined to follow. A few flowers, or a little pleasant talk about the calf, will, in all probability, produce entire forgetfulness of his troubles. If the employment suggested to him combine usefulness with pleasure,—such as feeding the chickens, shelling peas for dinner, &c., so much the better. The habit of assisting others, excites the benevolent affections, and lays the foundation of industry.
When a little child has been playing, and perhaps quarrelling, out of doors, and comes in with his face all of a blaze, sobbing and crying, it is an excellent plan to take him by the hand and say, ‘What is the matter,my dear boy? Tell me what is the matter. But, how dirty your face is! Let me wash your face nicely, and wipe it dry, and then you shall sit in my lap and tell me all about it.’ If he is washed gently, the sensation will be pleasant and refreshing, and by the time the operation is finished, his attention will be drawn off from his vexations; his temper will be cooled, as well as his face. Then seat him in your lap, encourage him to tell you all about his troubles, comb his hair gently in the mean time, and in a few minutes the vexation of his little spirit will be entirely soothed. This secret of calling off the attention by little kind offices is very valuable to those who have the care of invalids, or young children. Bathing the hands and feet, or combing the hair gently, will sometimes put a sick person asleep when he can obtain rest in no other way.
An experienced and very judicious mother told me that, in the course of twenty years’ experience, she had never known washing the face and combing the hair, fail to soothe an angry and tired child. But then it must be done gently. The reason children frequently have an aversion to being washed is that they are taken hold of roughly, and rubbed very hard. If you occasion them pain by the operation, can you wonder they dread it?
By such expedients as I have mentioned, ill-humor and discontent are driven away by the influence of kindness and cheerfulness; ‘evil is overcome with good.’ Whipping and scolding could not have produced quiet so soon; and if they could, the child’s temper would have been injured in the process.
I have said that example and silent influence werebetter than direct rules and commands. Nevertheless, there are cases where rules must be made; and children must be taught to obey implicitly. For instance, a child must be expressly forbidden to play with fire, to climb upon the tables, &c. But whenever it is possible, restraint should be invisible.
The first and most important step in management is, that whatever a mother says, alwaysmustbe done. For this reason, do not require too much; and on no account allow your child to do at one time, what you have forbidden him at another. Sometimes when a woman feels easy and good-natured, and does not expect any company, she will allow her children to go to the table and take lumps of sugar; but should visiters be in the room, or she out of humor with the occurrences of the day, she will perhaps scold, or strike them, for the self-same trick. How can a mother expect obedience to commands so selfish and capricious? What inferences will a child draw from such conduct? You may smile at the idea that very young children draw inferences; but it is a fact, that they do draw inferences—and very just ones too. We mistake, when we trust too much to children’s not thinking, or observing. They are shrewd reasoners in all cases where their little interests are concerned. They know a mother’s ruling passion; they soon discover her weak side, and learn how to attack it most successfully. I will relate a little anecdote, to show that children are acute observers of character. A wealthy lady, fond of dress and equipage, was the mother of a thoughtless little rogue. One day, he seized hold of a demijohn of wine, which a larger boy had placed upon the side-walk of a secluded alley, whilehe joined his companions in play; the little fellow persisted in striking the demijohn on the pavement, for his amusement. He was repeatedly warned that he would break the bottle and spill the wine; and at last this did happen. His mother, being told of the mischief he had so wantonly done, immediately paid for the wine, and ordered him to be undressed and put to bed, although it was then in the middle of the day. While this operation was performed by the nursery maid, he said, ‘Betsy, it is my private opinion, that I should have had a whippingif mother hadn’t had her best gown on.’[1]
To return to my subject.—The necessity of obedience early instilled is the foundation of all good management. If children see you governed by a real wish for their good, rather than by your own selfishness, or capricious freaks, they will easily acquire this excellent habit. Wilful disobedience should never go unpunished. If a little child disobeys you from mere forgetfulness and frolic, it is best to take no notice of it; for his intention is not bad, and authority has greater effect when used sparingly, and on few occasions. Should he forget the same injunction again, look at him very seriously, and tell him that if he forgets it again, you shall be obliged to punish him. Should he commit the offence the third time, take from him the means of committing it; for instance, if you tell him not to tear his picture-book, and he does tear it, take it away from him. Perhaps he will pout and show ill humor;—will push off with his little chair, and say, ‘I don’t love you, mother.’—If so, take no notice. Do not laugh, for that wouldirritate him, without performing the least use; do not seem offended with him, for that will awaken a love of power in his little mind. It excites very bad feelings in a child to see that he can vex a parent, and make her lose her self-command. In spite of his displeasure, therefore, continue your employment tranquilly, as if nothing had happened. If his ill humor continue, however, and show itself in annoyances to you, and others around him, you should take him by the hand, look very seriously in his face, and say, ‘James, you are such a naughty boy, that I must punish you. I am very sorry to punish you; but I must, that you may remember to be good next time.’ This should be done with perfect calmness, and a look of regret. When a child is punished in anger, he learns to consider it a species of revenge; when he is punished in sorrow, he believes that it is done for his good.
The punishment for such peevishness as I have mentioned should be being tied in an arm-chair, or something of that simple nature. I do not approve of shutting the little offender in the closet. The sudden transition from light to darkness affects him with an undefined species of horror, even if he has been kept perfectly free from frightful stories. A very young child will become quite cold in a few minutes, at midsummer, if shut in a dark closet.
If the culprit is obstinate, and tries to seem as if he did not care for his punishment, let him remain in confinement till he gets very tired; but in the meanwhile be perfectly calm yourself, and follow your usual occupations. You can judge by his actions, and the expression of his countenance, whether his feelings begin tosoften. Seize a favorable moment, and ask him if he is sorry he has been so naughty; if he says, ‘Yes,’ let him throw himself into your arms, kiss him, and tell him you hope he will never be naughty again; for if he is you must punish him, and it makes you very sorry to punish him. Here is the key to all good management: always punish a child for wilfully disobeying you in the most trifling particular; but never punish him in anger.
I once heard a lady very pertly say, ‘Well, I should be ashamed of myself if Icouldpunish a child when I was not angry. Anybody must be very hard-hearted that can do it.’ Several of her companions laughed at this speech; but for myself, I saw neither wit nor wisdom in it.
The woman who punishes her child because she is angry, acts from the selfish motive of indulging her own bad passions; she who punishes because it is necessary for the child’s good, acts from a disinterested regard to his future happiness.
As for the kind and degree of punishment, it should be varied according to the age and character of the child, and according to the nature of the offence. We must remember that very young children do not know what is right and wrong, until we explain it to them. A child should not be punished the first time he tears his picture-book, or cuts his gown. He should be told that it is very naughty, and that he must not do it again. It is well to show the torn book to his father, and other members of the family, saying with a look of concern, ‘See how George has torn his picture-book! What a pity. I amsosorry.’ This will impress the magnitudeof the fault upon his mind, and he will not be so likely to forget it.
But should he make a grieved lip, and appear distressed at your conversation, change the current of his feelings by saying, ‘But I am sure he will never do such a naughty thing again. He is sorry for it.’ Having thus impressed his mind, do not recur to the subject again.
The form of punishment should always be as mild as it can be and produce the desired effect. Being sent to bed in the middle of the day is a great privation; and it does not excite bad feelings so much as some other forms of punishment. Small children may be tied in an arm-chair, sent out of the room and forbidden to return, put to bed without supper, &c. Eating dinner separate from the family, or not being allowed to kiss father and mother, is a grievous penance to children of sensibility. Privation of any expected pleasure usually makes a deep impression.
Where it is possible, it is a good plan to make the punishment similar to the offence. If a child is quarrelsome, or mischievous, among his companions, make him play in a room by himself. If he is studying with others, and chooses to be very disobliging, or annoying, send him to another room to study alone; or, if this is not convenient, make him sit at a table by himself, and allow no one to speak to him during the evening. His offences having been anti-social, his punishment should be so likewise. Being deprived of social intercourse will teach him its value.
If a child abuse any good thing, it is well to take it from him, and make him feel the want of it.Thus if he abuse your confidence, do not trust him again for some time. But if he is really repentant, restore it to him; and when you do trust him, trust him entirely. Allusions to former faults have a disheartening effect, particularly on sensitive, affectionate children.
Above all things, never suffer a child to be accused of a fault, until you are perfectly sure he has been guilty of it. If he is innocent, the idea that you could think him capable of wickedness will distress him, and will in some degree weaken the strength of his virtue. I would rather lose the Pitt diamond, if it were mine, than let an innocent child know he had been for one moment suspected of stealing it. The conscious dignity of integrity should always be respected.
While speaking of punishments, I would suggest one caution. Never undertake to make a child do a thing unless you are very sure you can make him do it. One instance of successful resistance to parental authority will undo the effects of a year’s obedience. If a boy is too bad to be governed by any other means than flogging, and is too strong for you, do not attempt to manage him: tell his father, or his guardians, of his disobedience, and request them to punish him.
Fear should on no occasion be used as a preventive, or a punishment. If children want anything improper for them to have, do not tell them it will bite them. It is not true; and the smallest child will soon learn by experience that it is not true. This will teach him to disbelieve you, when you really do tell the truth, and will soon make a liar of him. Care should be taken not to inspire a terror of animals, such as beetles, mice, spiders, &c. Fortunately we have no venomous creatures inNew-England, which are likely to infest the nursery. As for spiders, they are quite as likely to bite a child who is afraid of them, as one who is not; and if such a thing should happen, a little swelling, and a few hours’ pain, are not half as bad as fear, that troubles one all his life long. Children would never have fear of animals, unless it were put into their heads. A little girl of my acquaintance once came running in with a striped snake, exclaiming ‘Oh, what a beautiful creature I have found!’ Her mother acknowledged that she shuddered, because she had herself been taught to fear snakes; but she knew the creature would not hurt her daughter, and she would not allow herself to express any horror; she merely advised her to set the animal at liberty.
Not to kill any animal, seems to me an excess of a good thing. The vermin that infest our houses and gardens must be destroyed, and children must see them destroyed. But it should always be done with expressed regret, and as mercifully as possible. The explanation that we kill them to prevent the evil they would do, is very good, and very satisfactory. But the fact is, there are very few creatures in this climate which do us harm; more than half our aversions to animals are mere prejudices.
However, it is not evils which can be seen, met, and understood, that usually frighten children. A child is told that fire will burn him if he touches it, and if he has been accustomed to the truth, he believes it; but he will stay in the room where there is a fire without fear; for he knows by experience, that the fire cannot come to him. But they are frightened with mysteriousideas of something in the dark—with stories of old men prowling about to steal them—rats and mice that will come and bite them, when they are shut up in the closet, &c.
I cannot find language strong enough to express what a woman deserves, who embitters the whole existence of her offspring by filling their minds with such terrific images. She who can tell a frightful story to her child, or allow one to be told, ought to have a guardian appointed over herself.
Let us examine what the motives must be, that lead to such measures. It is indolence—pure indolence; a mother is not willing to take the pains, and practise the self-denial, which firm and gentle management requires; she therefore terrifies her child into obedience. She implants in his mind a principle that will, in all probability, make him more or less wretched through his whole life, merely to save herself a few moments’ trouble! Very strong minds may overcome, or nearly overcome, early impressions of this kind; but in cases of weak nerves, or acute natural sensibility, it is utterly impossible to calculate the extent of the evil. And all this to save a little trouble! What selfishness!
However, Divine Providence has so ordered it, that whatever is wrong, is really badpolicy, as well as badmorality. ‘Lazy peoplemusttake the most pains’ in the end. Fill your children with fears to make them obedient, and those very fears become your tyrants. They cannot go into the dark without you; and you must sit by their bedside till sleep relieves them from terror. All this is the consequence of avoiding a little trouble in the beginning. Is it not a dear price for the whistle?
The management of children should vary according to their character. A very active mind, full of restless curiosity, does not need to be excited; but a feeble or sluggish character should be aroused, as much as possible, by external means. For instance, if there is any wonderful sight to be seen in the neighborhood, such as a caravan of animals, a striking picture, wonderful mechanism, &c., and if it be inconvenient for you to take more than one of the children under your care, let the treat be given to the one whose character most needs to be aroused. Of course, I do not mean thatlazychildren should be entertained, in preference to industrious ones; I mean where there is a pre-disposition to dulness, owing to early disease, an afflicted state of his mother’s mind before his birth, or while nursing him, &c;—in such cases, the thoughts and affections should be excited with an extraordinary degree of care. A timid child should be encouraged more than a bold and confident one; and if necessary to punish him, means should be used as little likely to break his spirit as possible. A boy whose perceptions are slow, and who learns with labor and difficulty, should be indulged in reading a new book, or attending to a new branch of study, which particularly interests him; but a boy of quick perceptions, and ready memory, should be kept at one thing as long as possible. Such different characters are in danger of totally different defects. One is in danger of never getting his mind interested in knowledge, and the other of getting so much interested in everything, that he will learn nothing well; therefore they should be managed in a manner entirely opposite.
The same rule holds good with regard to the affections: cultivate most those faculties and good feelings, which appear to be of the slowest growth. If a love of power early develope itself in one member of your family with more strength than in the others, subject that child to more restraint than you do the others. But in checking him, do not yourself act from a love of power: explain to him, at every step, that you govern him thus strictly, only to assist him in overcoming a great evil. If you really act from this motive, your child will perceive it to be true, and will respect you.
There is such an immense variety in human character, that it is impossible to give rules adapted to all cases. The above hints will explain my general meaning; and observation and experience will enable a judicious mother to apply them with wisdom and kindness. I will merely add to what I have said, the old proverb, that ‘An ounce of prevention is worth a pound of cure.’—If a child has any evil particularly strong, it is far better to avoid exciting it, than to punish it when it is excited. Whatever may be the consequences of evil, it always gains fresh power over us by every instance of indulgence. As much as possible, keep a young child out of the way of temptation which it is peculiarly hard for him to resist; and by reading, by conversation, by caresses, make him in love with the opposite good; when once hisfeelingsare right on the subject, temptation will do him good instead of harm.
When a child is to be punished, he should always be told calmly, ‘I am obliged to do this for your good. If I do not punish you, you will not remember next time. You have promised two or three times to do as I badeyou, but you always forget it; now I must make you suffer a little, that you may remember it.’
A very young child can understand and appreciate this management. I knew a girl of five years old, who had the habit of biting her nails so close, that her fingers were perpetually inflamed. Her mother had tried arguments, and various privations, without producing much effect. One day, the child, as usual, put her fingers to her mouth, to bite her nails; but suddenly withdrawing them, she came up to her mother’s writing table, and said, ‘Mother, slap my hand smartly with your ruler every time I bite my nails, and then I shall remember.’ Her mother did as she was desired, saying, ‘I hope you will remember now, and that I shall never have to do this again.’ The girl winced a little,—for her mother did slap her smartly, though but a very few times; but she seemed perfectly satisfied, and said, ‘I think that will make me remember it.’ For several days afterward, if she moved her fingers to her mouth, she would look at the writing table and smile; and if her mother perceived her, she would hold up her finger in a cautioning manner, and smile also. All this was done in perfect good-nature on both sides. After a while she forgot herself, and bit her nails again; her mother was not in the room; but she went, of her own accord, and avowed the fact, saying, ‘Mother, give me a few more slaps than you did before; and see if that will make me remember it any longer.’ After that, she never needed correction for the same fault. This little girl understood the real use of punishment; she did not look upon it as a sign of anger, but as a means of helping her to overcome what was wrong.
Mere fear of suffering never makes people really better. It makes themconcealwhat is evil, but it does not make themconquerit. They must be taught to dislike what is wrong merely because it is wrong, and to look upon punishment as a means to help them to get rid of it. Does sickness, and misery, and ruin deter the vicious from the commission of sin? Is not theft indulged at the very foot of the gallows? If a man do not hate what is wrong, the mere fear of consequences will never cleanse his heart, though it may regulate his outward behavior; and what will mere outward goodness avail him in another world, where there is no possibility of concealment, or hypocrisy? What the child is, the man will probably be; therefore never make the avoidance of punishment areasonfor avoiding sin.
Having mentioned that a mother slapped her little girl smartly, I shall very naturally be asked if I approve of whipping. I certainly do not approve of its very frequent use; still I am not prepared to say that it is not the best punishment for some dispositions, and in some particular cases. I do not believe that most children, properly brought up from the very cradle, would need whipping; but children are not often thus brought up; and you may have those placed under your care in whom evil feelings have become very strong. I think whipping should be resorted to only when the same wrong thing has been done over and over again, and when gentler punishments have failed. A few smart slaps sometimes do good when nothing else will; but particular care should be taken not to correct in anger.
Punishments which make a child ashamed should be avoided. A sense of degradation is not healthy for thecharacter. It is a very bad plan for children to be brought into a room before strangers with a foolscap, or some bad name, fastened upon them. Indeed, I think strangers should have as little as possible to do with the education of children; to be either praised, or mortified, before company, makes us care too much about the opinion of others. I do not mean to inculcate a defiance of public opinion; such contempt springs from no good feeling, and like all wrong things, is neither becoming, nor expedient. The approbation of others does make us happy, and there is no reason why it should not; but when we do rightbecausepeople will approve of it, we begin at the wrong end. If we follow conscientiously what we perceive to be good, we shall be certain never to be misled; but if we do what others think right, we shall follow a very uncertain guide, and pollute the best of actions with a wrong motive. Nay, worse than all, we shall gradually lose the perception of what is right; and if folly and sin are the fashion, we shall firstfeelthat they are fascinating, and then begin toreasonopenly (when we dare) that there is no harm in them.
Nothing is a safe guide but the honest convictions of our own hearts. A good manwillalways be respected; but he cannot be really goodbecausehe shall be respected for it. Indeed those who have been taught no holier motive than that of gaining the good opinion of others, rarely succeed in permanently keeping what they covet so much. Theheartis not right; and however clean they may try to keep the outside, at some unlucky moment hypocrisy will fail them, and their real character will peep through.
You may tell a cross, discontented looking woman that the world would like her face a great deal better, if it were cheerful and benevolent; but how is she to alter the expression of her face? The mere selfish wish to be pleasing will not enable her to do it. She must begin with herheart, and religiously drive from thence all unkind and discontented feelings.
What a change would take place in the world if men were always governed by internal principle! If they would make pure the hidden fountain, the light might shine upon the wandering stream, and find it clear and stainless in all its windings!
I have heard parents say to children, ‘If you don’t get your lessons better, you will grow up a dunce, andeverybody will laugh at you.’ The thing to which they are urged is good, but the motive is wrong. If young people are taught to regulate their actions by a dread of the world’s laugh, they will be full as likely to be deterred from good, as from evil. It would be much better to say, ‘If you grow up in ignorance, you cannotdo half as much goodin the world, as you can if you gain all the knowledge in your power. Now, while you are young, is the best time to fit yourself for being useful.’
I once heard a boy say, ‘Well, mother, I got a grand ride to-day. Last week I told a man one of his wagon wheels was coming off; and when I was walking home from school to-day, the same man overtook me, and asked me to get in and ride. You always told me,if I helped others, they would help me.’ This is a common case. Parents are in the habit of telling children, ‘If you will be good, you willlose nothing by it.’ This is poisoning the act in the motive. It is not truethat we always meet a return for kindness and generosity; they who expect it will be disappointed; and not being accustomed to act from any better motive, they will cease to be benevolent, except when they are sure of reward. We should look for the recompense of goodness in our own hearts; there we shall certainly find it. The reward isinkeeping the commandments, notforkeeping them.
Children should be induced to kindness by such motives as the following: ‘God is very good to us, and ought we not to be so to others? The Bible tells us to do to others as we would be done by; and you know very well how pleasant it is when you are in trouble to have other people pity you and help you. When you do good to others, does it not make you very happy?’
People sometimes double a boy’s lesson because he has not behaved well. This is a very bad plan. If his book is used as a punishment, how can you expect him to love it? For the same reason, never tell a child he shall stay at home from school if he is good; this gives him the idea that going to school is a task. On the contrary, make all his associations with school as pleasant as possible. Speak of the kindness of the instructer in taking so much pains to teach him; encourage him in telling you about what he has learned; show pleasure at the progress he makes; and tell him how useful he will be when he is a man, if he continues so industrious and persevering.
Never offer money as a reward for doing right. Money and praise become necessary if once habituated to them; so much so, that it is impossible to act without some selfish excitement. Money is the worst stimulusof the two; for avarice is more contemptible and injurious in its effects than a too earnest desire for the good opinion of others.
At the same time guard against wastefulness and prodigality. Teach children to be very economical—never to cut up good pieces of calico, or paper, for no purpose—never to tear old picture-books, destroy old playthings, burn twine, or spend every cent they receive for cake and sugar-plums. But as a reason for not destroying, tell them these things will come inuse. Encourage them in laying up money to buy an orange for a sick neighbor, a pair of shoes for a poor boy, or a present to surprise his sister on her birth-day—anything,—no matter what,—that is not for himself alone. He will thus learn the value of money, without becoming selfish. To avoid the danger of engrafting avarice upon habits of care, earnestly encourage children to be generous in giving and lending to each other; and show peculiar delight when they voluntarily share anything of which they are particularly fond. If a child has in any way acquired a tendency to parsimony, take extraordinary pains to make him feel happy when he has been generous. Praise him even more than you would think safe under any other circumstances; for it is always prudent to assist a child most in those points where he is the weakest. To be sure, your approbation is not the best motive he might have; but it is better than the hope of public applause; and moreover it is the best motive from which hecanact, until he gets rid of his bad habit. Help him to overcome the obstacle which habit has thrown in his way, and he will gradually learn to love generosity for its own sake.
Habits of carelessness, such as leaving things lying about, blotting books, reciting in a jumbled manner, or jumping hastily at incorrect conclusions, &c., should be resolutely and promptly checked. Defects of this sort are the origin of numerous evils. Many a failure in business, many a disordered household, may be traced to the indulgence of these habits in early life. I speak feelingly on this subject; for years of self-education have hardly yet enabled me to cure the evil. I have made mistakes both in conversation and writing, concerning things which I knew perfectly well, merely from an early habit of heedlessness. It is has cost me much mortification and many tears; punishments which certainly have improved my habits, and may in time cure them.
No single instance of carelessness should be overlooked. If a little girl cannot find her gloves, or her bonnet, when you are about to take a walk, oblige her to stay at home. Let no tears and entreaties induce you to excuse it. I dare say, it may sometimes be painful to you to pursue this course; but for your child’s sake, have resolution enough to do it.
If a boy loses his book, and cannot therefore get his lesson at the usual time, see that he is deprived of his play-hours in order to learn it. If he habitually forgets his book, send him back to the school-house for it, even if it be cold weather, and a great distance.
If a girl is always losing her thimble, do not lend her one; let her hurt her finger a little by sewing without one. These small cruelties in the beginning will save a great deal of future suffering. In order to leave no excuse for carelessness, children should be providedwith a proper place for everything, and taught always to put it there, as soon as they have done using it.
Perhaps there is no evil into which children so easily and so universally fall as that of lying.
The temptation to it is strong, and therefore the encouragement to veracity should be proportionably strong. If a child breaks anything and honestly avows it, do not be angry with him. If candor procures a scolding, besides the strong effort it naturally costs, depend upon it, he will soon be discouraged. In such cases, do not speak till you can control yourself—say,’I am glad you told me. It was a very valuable article, and I am truly sorry it is broken; but it would have grieved me much more to have had my son deceive me.’ And having said this, do not reproachfully allude to the accident afterward. I was about to say that children shouldneverbe punished for what was honestly avowed; but perhaps there may besomecases where they will do again and again what they know to be wrong, from the idea that an avowal will excuse them; in this case, they tell the truth from policy, not from conscience; and they should be reasoned with, and punished. However, it is the safe side to forgive a good deal, rather than run any risk of fostering habits of deception. Should you at any time discover your child in a lie, treat it with great solemnity. Let him see that it grieves you, and strikes you with horror, as the worst of all possible faults. Do not restore him to your confidence and affection, until you see his heart is really touched by repentance. If falsehood becomes a habit with him, do not tempt him to make up stories, by asking him to detail all the circumstances connected withthe affair he has denied. Listen coldly to what he says, and let him see by your manner, that you do not ask him questions, because you have not the least confidence in his telling the truth. But remember to encourage, as well as discourage. Impress upon his mind that God will help him to get rid of the evil whenever he really wishes to get rid of it; and that every temptation he overcomes will make the next one more easy. Receive any evidence of his truth and integrity with delight and affection; let him see that your heart is full of joy that he has gained one victory over so great a fault.
Let your family never hear trifling deceptions glossed over by any excuses; speak of them with unlimited abhorrence and contempt.
Above all things, let your own habits be of the strictest truth. Examine closely! You will be surprised to find in how many little things we all act insincerely. I have at this moment in my memory a friend, who probably would be very indignant to be told she did not speak the truth; and I dare say, on all that she deemed important occasions, she might be relied on; yet she did deceive her children. True, she thought it was for their good; but that was a mistake of hers; deception never produces good. I one evening saw her remove a plate of plum-cake from the tea-table to the closet. Her youngest daughter asked for a piece; the reply was, ‘It is all gone.—Puss came and ate it up;’ at the same time the mother winked to a little girl, two or three years older, not totellthat she had seen her put it in the closet. There is an old proverb about killing two birds with one stone—here two daughters were injured by one lie. The youngest was deceived, andthe oldest was taught to participate in the deception. Mere experience would soon teach the little girl that the cat did not eat the cake; and having found that her mother would lie, she would in all probability dispute her even when she spoke the truth. And after all, what use is there in resorting to such degrading expedients? Why not tell the child, ‘The plum-cake is in the closet; but it is not good for you at night, and I shall not give you a piece until morning?’ If she had been properly educated, this would have satisfied her; and if she chose to be troublesome, being put to bed without her supper would teach her a lesson for the future.
A respect for the property of others must be taught children; for until they are instructed, they have very loose ideas upon the subject. A family of children cannot be too much urged and encouraged to be generous in lending and giving to each other; but they should be taught a scrupulous regard for each other’s property. They should never use each other’s things, without first asking, ‘Brother, may I have your sled?’ ‘Sister, may I have your book?’ &c. They should be taught to put them carefully in place, when they have done using them; and should be impressed with the idea that it is a greater fault to injure another’s property, than to be careless of our own. If any little barter has been made, and a dispute afterwards arises, hear both sides with perfect impartiality, and allow no departure from what was promised in the bargain. From such little things as these, children receive their first ideas of honesty and justice.
Some children, from errors in early management, getpossessed with the idea that they may have everything. They even tease for things it would be impossible to give them. A child properly managed will seldom ask twice for what you have once told him he should not have. But if you have the care of one who has acquired this habit, the best way to cure him of it is never to give him what he asks for, whether his request is proper or not; but at the same time be careful to give him such things as he likes, (provided they are proper for him,) when he does not ask for them. This will soon break him of the habit of teasing.
I have said much in praise of gentleness. I cannot say too much. Its effects are beyond calculation, both on the affections and the understanding. The victims of oppression and abuse are generally stupid, as well as selfish and hard-hearted. How can we wonder at it? They are all the time excited to evil passions, and nobody encourages what is good in them. We might as well expect flowers to grow amid the cold and storms of winter.
But gentleness, important as it is, is not all that is required in education. There should be united with it firmness—great firmness. Commands should be reasonable, and given in perfect kindness; but once given, it should be known that they must be obeyed. I heard a lady once say, ‘For my part, I cannot be so very strict with my children. I love them too much to punish them every time they disobey me.’ I will relate a scene which took place in her family. She had but one domestic, and at the time to which I allude, she was very busy preparing for company. Her children knew by experience that when she was in a hurry she wouldindulge them in anything for the sake of having them out of the way. George began, ‘Mother, I want a piece of mince-pie.’ The answer was, ‘It is nearly bed-time; and mince-pie will hurt you. You shall have a piece of cake, if you will sit down and be still.’ The boy ate his cake; and liking the system of being hired to sit still, he soon began again, ‘Mother, I want a piece of mince-pie.’ The old answer was repeated. The child stood his ground, ‘Mother, I want a piece of mince-pie—Iwanta piece—Iwanta piece,’ was repeated incessantly. ‘Will you leave off teasing, if I give you a piece?’ ‘Yes, I will,—certain true.’ A small piece was given, and soon devoured. With his mouth half full, he began again, ‘I want another piece—I want another piece.’ ‘No, George; I shall not give you another mouthful. Go sit down, you naughty boy. You always act the worst when I am going to have company.’ George continued his teasing; and at last said, ‘If you don’t give me another piece, I’ll roar.’ This threat not being attended to, he kept his word. Upon this, the mother seized him by the shoulder, shook him angrily, saying, ‘Hold your tongue, you naughty boy!’ ‘I will if you will give me another piece of pie,’ said he. Another small piece was given him, after he had promised that he certainly would not tease any more. As soon as he had eaten it, he, of course, began again; and with the additional threat, ‘If you don’t give me a piece, I will roar after the company comes, so loud that they can all hear me.’ The end of all this was, that the boy had a sound whipping, was put to bed, and could not sleep all night, because the mince-pie made his stomach ache. What an accumulation ofevils in this little scene! His health injured,—his promises broken with impunity,—his mother’s promises broken,—the knowledge gained that he could always vex her when she was in a hurry,—and that he could gain what he would by teasing. He always acted upon the same plan afterward; for he only once in a while (when he made his mother very angry) got a whipping; but he wasalwayssure to obtain what he asked for, if he teased her long enough. His mother told him the plain truth, when she said the mince-pie would hurt him; but he did not know whether it was the truth, or whether she only said it to put him off; for he knew that she did sometimes deceive. (She was the woman who said the cat had eaten the cake.) When she gave him the pie, he had reason to suppose it was not true it would hurt him—else why should a kind mother give it to her child? Had she told him that if he asked a second time, she should put him to bed directly—and had she kept her promise, in spite of entreaties,—she would have saved him a whipping, and herself a great deal of unnecessary trouble. And who can calculate all the whippings, and all the trouble, she would have spared herself and him? I do not remember ever being in her house half a day without witnessing some scene of contention with the children.
Now let me introduce you to another acquaintance. She was in precisely the same situation, having a comfortable income and one domestic; but her children were much more numerous, and she had had very limited advantages for education. Yet she managed her family better than any woman I ever saw, or ever expect to see again. I will relate a scene I witnessedthere, by way of contrast to the one I have just described. Myself and several friends once entered her parlor unexpectedly, just as the family were seated at the supper-table. A little girl, about four years old, was obliged to be removed, to make room for us. Her mother assured her she should have her supper in a very little while, if she was a good girl. The child cried; and the guests insisted that room should be made for her at table. ‘No,’ said the mother; ‘I have told her she must wait; and if she cries, I shall be obliged to send her to bed. If she is a good little girl, she shall have her supper directly.’ The child could not make up her mind to obey; and her mother led her out of the room, and gave orders that she should be put to bed without supper. When my friend returned, her husband said, ‘Hannah, that was a hard case. The poor child lost her supper, and was agitated by the presence of strangers. I could hardly keep from taking her on my knee, and giving her some supper. Poor little thing! But I never will interfere with your management; and much as it went against my feelings, I entirely approve of what you have done.’ ‘It cost me a struggle,’ replied his wife; ‘but I know it is for the good of the child to be taught that I mean exactly what I say.’
This family was the most harmonious, affectionate, happy family I ever knew. The children were managed as easily as a flock of lambs. After a few unsuccessful attempts at disobedience, when very young, they give it up entirely; and always cheerfully acted from the conviction that their mother knew best. This family was governed with great strictness; firmness wasunited with gentleness. The indulgent mother, who said she loved her children too much to punish them, was actually obliged to punish them ten times as much as the strict mother did.
The husband’s remark leads me to say something of the great importance of a perfect union between husband and wife. A want of this in education is like mildew in spring. A mother should never object to a father’s punishing a child when he thinks proper; at least she should not do it before the child. Suggestions to each other may, of course, be made in all the freedom of mutual respect and affection. One parent should never allow a child to do what the other has forbidden; no expression of disapprobation concerning management should ever be made by either party, except when alone. A young child ought never to suspect it is possible for his parents to think differently concerning what relates to his education. Perhaps you will ask, if, after all I have said in praise of truth, I approve of concealment and deception in this particular. But you will please to recollect it is nottruthwhich I advise to have concealed in this instance; it is onlya difference of opinion. The child, not being old enough to understand the reasons why his parents differ, cannot receive any good from the discussion. Implicit obedience is the first law of childhood. The simple belief that their parents know what is best, is all the light children have to follow, at first. If they see their parents do not agree between themselves as to what is right, it naturally weakens their confidence, and makes them uncertain which they ought to obey. ‘My dear, I don’t approve of your management’—or, ‘I should not haveallowed him to do as you have done’—or, ‘Your father may approve of it, but I don’t’—are very improper and injurious expressions. If you differ in your ideas of education, take a proper opportunity to discuss the matter in freedom and kindness; but do not weaken the respect of your children by expressing doubts of each other’s good judgment in their presence. It is hardly possible to exaggerate the bad effects of discord between parents; and the blessed influence of domestic union may well be compared to a band of guardian angels protecting innocence from all evil things.
If your marriage has been an unfortunate one—if the influence of a father may not be trusted—or if he delights in thwarting your well-meant endeavors—I know not what to say. If patience, humility and love cannot win him to a sense of duty, the only thing you can do, is to redouble your vigilance for the good of your children, and as far as possible withdraw them from his influence. Until it becomes an imperious duty, never speak of a parent’s errors; unless there is great danger of their being imitated, let a thick veil rest upon them. But why should I dwell upon a case so unnatural, so wretched, and so hopeless? If such be your unhappy lot, pray to God, and he will give you light to make the path of duty clear before you. He alone can help you.