Gentle Measures in the Management and Training of the Young - Jacob Abbott (best e book reader for android txt) 📗

mind. But all will agree in this, that whatever may be the origin of the moral sense in man, it does not appear as a practical element of control for the conduct till some time after the animal appetites and passions have begun to exercise their power. Whether we regard this sense as arising from a development within of a latent principle of the soul, or as an essential element of the inherited and native constitution of man, though remaining for a time embryonic and inert, or as a habit acquired under the influence of instruction and example, all will admit that the period of its appearance as a perceptible motive of action is so delayed, and the time required for its attaining sufficient strength to exercise any real and effectual control over the conduct extends over so many of the earlier years of life, that no very material help in governing the appetites and passions and impulses can be reasonably expected from it at a very early period. Indeed, conscience, so far as its existence is manifested at all in childhood, seems to show itself chiefly in the form of the simple fear of detection in what there is reason to suppose will lead, if discovered, to reproaches or punishment.

At any rate, the moral sense in childhood, whatever may be our philosophy in respect to the origin and the nature of it, can not be regarded as a strong and settled principle on which we can throw the responsibility of regulating the conduct, and holding it sternly to its obligations. It is, on the contrary, a very tender plant, slowly coming forward to the development of its beauty and its power, and requiring the most gentle fostering and care on the part of those intrusted with the training of the infant mind; and the influence of commendation and encouragement when the embryo monitor succeeds in its incipient and feeble efforts, will be far more effectual in promoting its development, than that of censure and punishment when it fails.

Important Caution.

For every good thing there seems to be something in its form and semblance that is spurious and bad. The principle brought to view in this chapter has its counterfeit in the indiscriminate praise and flattery of children by their parents, which only makes them self-conceited and vain, without at all promoting any good end. The distinction between the two might be easily pointed out, if time and space permitted; but the intelligent parent, who has rightly comprehended the method of management here described, and the spirit in which the process of applying it is to be made, will be in no danger of confounding one with the other.

This principle of noticing and commending, within proper limits and restrictions, what is right, rather than finding fault with what is wrong, will be found to be as important in the work of instruction as in the regulation of conduct. We have, in fact, a very good opportunity of comparing the two systems, as it is a curious fact that in certain things it is almost the universal custom to adopt one method, and in certain others, the other.

The two Methods exemplified.

There are, for example, two arts which children have to learn, in the process of their mental and physical development, in which their faults, errors, and deficiencies are never pointed out, but in the dealings of their parents with them all is commendation and encouragement. They are the arts of walking and talking.

The first time that a child attempts to walk alone, what a feeble, staggering, and awkward exhibition it makes. And yet its mother shows, by the excitement of her countenance, and the delight expressed by her exclamations, how pleased she is with the performance; and she, perhaps, even calls in persons from the next room to see how well the baby can walk! Not a word about imperfections and failings, not a word about the tottering, the awkward reaching out of arms to preserve the balance, the crookedness of the way, the anxious expression of the countenance, or any other faults. These are left to correct themselves by the continued practice which encouragement is sure to lead to.

It is true that words would not be available in such a case for fault-finding; for a child when learning to walk would be too young to understand them. But the parent's sense of the imperfections of the performance might be expressed in looks and gestures which the child would understand; but he sees, on the contrary, nothing but indications of satisfaction and pleasure, and it is very manifest how much he is encouraged by them. Seeing the pleasure which his efforts give to the spectators, he is made proud and happy by his success, and goes on making efforts to improve with alacrity and delight.

It is the same with learning to talk. The mistakes, deficiencies, and errors of the first rude attempts are seldom noticed, and still more seldom pointed out by the parent. On the contrary, the child takes the impression, from the readiness with which its words are understood and the delight it evidently gives its mother to hear them, that it is going on triumphantly in its work of learning to talk, instead of feeling that its attempts are only tolerated because they are made by such a little child, and that they require a vast amount of correction, alteration, and improvement, before they will be at all satisfactory. Indeed, so far from criticising and pointing out the errors and faults, the mother very frequently meets the child half way in its progress, by actually adopting the faults and errors herself in her replies. So that when the little beginner in the use of language, as he wakes up in his crib, and stretching out his hands to his mother says, "I want to get up" she comes to take him, and replies, her face beaming with delight, "My little darling! you shall get up;" thus filling his mind with happiness at the idea that his mother is not only pleased that he attempts to speak, but is fully satisfied, and more than satisfied, with his success.

The result is, that in learning to walk and to talk, children always go forward with alacrity and ardor. They practise continually and spontaneously, requiring no promises of reward to allure them to effort, and no threats of punishment to overcome repugnance or aversion. It might be too much to say that the rapidity of their progress and the pleasure which they experience in making it, are owing wholly to the commendation and encouragement they receive—for other causes may co-operate with these. But it is certain that these influences contribute very essentially to the result. There can be no doubt at all that if it were possible for a mother to stop her child in its efforts to learn to walk and to talk, and explain to it, no matter how kindly, all its shortcomings, failures, and mistakes, and were to make this her daily and habitual practice, the consequence would be, not only a great diminution of the ardor and animation of the little pupil, in pressing forward in its work, but also a great retardation in its progress.

Example of the other Method.

Let us now, for the more full understanding of the subject, go to the other extreme, and consider a case in which the management is as far as possible removed from that above referred to. We can not have a better example than the method often adopted in schools and seminaries for teaching composition; in other words, the art of expressing one's thoughts in written language—an art which one would suppose to be so analogous to that of learning to talk—that is, to express one's thoughts in oral language—that the method which was found so eminently successful in the one would be naturally resorted to in the other. Instead of that, the method often pursued is exactly the reverse. The pupil having with infinite difficulty, and with many forebodings and anxious fears, made his first attempt, brings it to his teacher. The teacher, if he is a kind-hearted and considerate man, perhaps briefly commends the effort with some such dubious and equivocal praise as it is "Very well for a beginner," or "As good a composition as could be expected at the first attempt," and then proceeds to go over the exercise in a cool and deliberate manner, with a view of discovering and bringing out clearly and conspicuously to the view, not only of the little author himself, but often of all his classmates and friends, every imperfection, failure, mistake, omission, or other fault which a rigid scrutiny can detect in the performance. However kindly he may do this, and however gentle the tones of his voice, still the work is criticism and fault-finding from beginning to end. The boy sits on thorns and nettles while submitting to the operation, and when he takes his marked and corrected manuscript to his seat, he feels mortified and ashamed, and is often hopelessly discouraged.

How Faults are to be Corrected.

Some one may, perhaps, say that pointing out the errors and faults of pupils is absolutely essential to their progress, inasmuch as, unless they are made to see what their faults are, they can not be expected to correct them. I admit that this is true to a certain extent, but by no means to so great an extent as is often supposed. There are a great many ways of teaching pupils to do better what they are going to do, besides showing them the faults in what they have already done.

Thus, without pointing out the errors and faults which he observes, the teacher may only refer to and commend what is right, while he at the same time observes and remembers the prevailing faults, with a view of adapting his future instructions to the removal of them. These instructions, when given, will take the form, of course, of general information on the art of expressing one's thoughts in writing, and on the faults and errors to be avoided, perhaps without any, or, at least, very little allusion to those which the pupils themselves had committed. Instruction thus given, while it will have at least an equal tendency with the other mode to form the pupils to habits of correctness and accuracy, will not have the effect upon their mind of disparagement of what they have already done, but rather of aid and encouragement for them in regard to what they are next to do. In following the instructions thus given them, the pupils will, as it were, leave the faults previously committed behind them, being even, in many instances, unconscious, perhaps, of their having themselves ever committed them.

The ingenious mother will find various modes analogous to this, of leading her children forward into what is right, without at all disturbing their minds by censure of what is wrong—a course which it is perfectly safe to pursue in the case of all errors and faults which result from inadvertence or immaturity. There is, doubtless, another class of faults—those of willful carelessness or neglect—which must be specially pointed out to the attention of the delinquents, and a degree of discredit attached to the commission of them, and perhaps, in special cases, some kind of punishment imposed, as the most proper corrective of the evil. And yet, even in cases of carelessness and neglect of duty, it will generally be found much more easy to awaken ambition, and a desire to improve, in a child, by discovering, if possible, something good in his work, and commending that, as an encouragement to him to make greater exertion the next time, than to attempt to cure him of his negligence by calling his attention to the faults which he has committed, as subjects of censure, however obvious the faults may be, and however deserving of blame.

The advice, however, made in this chapter, to employ commendation and encouragement to a great extent, rather than criticism and fault-finding, in the management and instruction of children, must, like all other general counsels of the kind, be held subject to all proper limitations and restrictions. Some mother may, perhaps, object to what is here advanced, saying, "If I am always indiscriminately praising my child's doings, he will become self-conceited and vain, and he will cease to make progress, being satisfied with what he has already attained." Of course he will, and therefore you must take care not to be always and indiscriminately praising him. You must exercise tact and good judgment, or at any rate, common sense, in properly proportioning your criticism and your praise. There are no principles of management, however sound, which may not be so exaggerated, or followed with so blind a disregard of attendant circumstances, as to produce more harm than good.

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