Gentle Measures in the Management and Training of the Young, Jacob Abbott [read me a book .TXT] 📗

Give a Little Time.

In the same way, in bringing to a close an evening party of children at play, if the lady of the house comes a little before the time and says to them that after "one more play," or "two more plays," as the case may be," the party must come to an end," the closing of it would be made easy; while by waiting till the hour had come, and then suddenly interrupting the gayety, perhaps in the middle of a game, by the abrupt announcement to the children that the clock has struck, and they must stop their plays and begin to get ready to go home, she brings upon them a sudden shock of painful surprise, disappointment, and, perhaps, irritation.

So, if children are to be called away from their play for any purpose whatever, it is always best to give them a little notice, if it be only a moment's notice, beforehand. "John, in a minute or two I shall wish you to go and get some wood. You can be getting your things ready to be left." "Mary, it is almost time for your lesson. You had better put Dolly to sleep and lay her in the cradle." "Boys, in ten minutes it will be time for you to go to school. So do not begin any new whistles, but only finish what you have begun."

On the same principle, if boys are at play in the open air—at ball, or skating, or flying kites—and are to be recalled by a bell, obedience to the call will be made much more easy to them by a preliminary signal, as a warning, given five minutes before the time.

Of course, it will not always be convenient to give these signals and these times of preparation. Nor will it be always necessary to give them. To determine how and in what cases it is best to apply the principle here explained will require some tact and good judgment on the part of the parent. It would be folly to lay down a rigid rule of this kind to be considered as always obligatory. All that is desirable is that the mother should understand the principle, and that she should apply it as far as she conveniently and easily can do so. She will find in practice that when she once appreciates the value of it, and observes its kind and beneficent working, she will find it convenient and easy to apply it far more generally than she would suppose.

No weakening of Authority in this.

It is very plain that softening thus the hardship for the child of any act of obedience required of him by giving him a little time implies no abatement of the authority of the parent, nor does it detract at all from the implicitness of the obedience on the part of the child. The submission to authority is as complete in doing a thing in five minutes if the order was to do it in five minutes, as in doing it at once if the order was to do it at once. And the mother must take great care, when thus trying to make obedience more easy by allowing time, that it should be prompt and absolute when the time has expired.

The idea is, that though the parent is bound fully to maintain his authority over his children, in all its force, he is also bound to make the exercise of it as little irksome and painful to them as possible, and to prevent as much as possible the pressure of it from encroaching upon their juvenile joys. He must insist inexorably on being obeyed; but he is bound to do all in his power to make the yoke of obedience light and easily to be borne.

Influence on the healthful Development of the Brain.

Indeed, besides the bearing of these views on the happiness of the children, it is not at all improbable that the question of health may be seriously involved in them. For, however certain we may be of the immateriality of the soul in its essence, it is a perfectly well established fact that all its operations and functions, as an animating spirit in the human body, are fulfilled through the workings of material organs in the brain; that these organs are in childhood in an exceedingly immature, tender, and delicate condition; and that all sudden, sharp, and, especially, painful emotions, greatly excite, and sometimes cruelly irritate them.

When we consider how seriously the action of the digestive organs, in persons in an ordinary state of health, is often interfered with by mental anxiety or distress; how frequently, in persons subject to headaches, the paroxysm is brought on by worryings or perplexities endured incidentally on the preceding day; and especially how often violent and painful emotions, when they are extreme, result in decided and sometimes in permanent and hopeless insanity—that is, in an irreparable damage to some delicate mechanism in the brain—we shall see that there is every reason for supposing that all sudden shocks to the nervous system of children, all violent and painful excitements, all vexations and irritations, and ebullitions of ill-temper and anger, have a tendency to disturb the healthy development of the cerebral organs, and may, in many cases, seriously affect the future health and welfare, as well as the present happiness, of the child.

It is true that mental disturbances and agitations of this kind can not be wholly avoided. But they should be avoided as far as possible; and the most efficient means for avoiding them is a firm, though calm and gentle, establishment and maintenance of parental authority, and not, as many mothers very mistakingly imagine, by unreasonable indulgences, and by endeavors to manage their children by persuasions, bribings, and manoeuvrings, instead of by commands. The most indulged children, and the least governed, are always the most petulant and irritable; while a strong government, if regular, uniform, and just, and if administered by gentle measures, is the most effectual of all possible instrumentalities for surrounding childhood with an atmosphere of calmness and peace.

In a word, while the mother is bound to do all in her power to render submission to her authority easy and agreeable to her children, by softening as much as possible the disappointment and hardship which her commands sometimes occasion, and by connecting pleasurable ideas and sensations with acts of obedience on the part of the child, she must not at all relax the authority itself, but must maintain it under all circumstances in its full force, with a very firm and decided, though still gentle hand.

It is very clear that the most simple and the most obvious of the modes by which a parent may establish among his children the habit of submission to his authority, are those which have been already described, namely, punishments and rewards—punishments, gentle in their character, but invariably enforced, as the sure results of acts of insubordination; and rewards for obedience, occasionally and cautiously bestowed, in such a manner that they may be regarded as recognitions simply, on the part of the parent, of the good conduct of his children, and expressions of his gratification, and not in the light of payment or hire. These are obviously the most simple modes, and the ones most ready at hand. They require no exalted or unusual qualities on the part of father or mother, unless, indeed, we consider gentleness, combined with firmness and good sense, as an assemblage of rare and exalted qualities. To assign, and firmly and uniformly to enforce, just but gentle penalties for disobedience, and to recognize, and sometimes reward, special acts of obedience and submission, are measures fully within the reach of every parent, however humble may be the condition of his intelligence or his attainments of knowledge.

Another Class of Influences.

There is, however, another class of influences to be adopted, not as a substitute for these simple measures, but in connection and co-operation with them, which will be far more deep, powerful, and permanent in their results, though they require much higher qualities in the parent for carrying them successfully into effect. This higher method consists in a systematic effort to develop in the mind of the child a love of the principle of obedience, by express and appropriate training.

Parents not aware of the Extent of their Responsibility.

Many parents, perhaps indeed nearly all, seem, as we have already shown, to act as if they considered the duty of obedience on the part of their children as a matter of course. They do not expect their children to read or to write without being taught; they do not expect a dog to fetch and carry, or a horse to draw and to understand commands and signals, without being trained. In all these cases they perceive the necessity of training and instruction, and understand that the initiative is with them. If a horse, endowed by nature with average good qualities, does not work well, the fault is attributed at once to the man who undertook to train him. But what mother, when her child, grown large and strong, becomes the trial and sorrow of her life by his ungovernable disobedience and insubordination, takes the blame to herself in reflecting that he was placed in her hands when all the powers and faculties of his soul were in embryo, tender, pliant, and unresisting, to be formed and fashioned at her will?

The Spirit of filial Obedience not Instinctive.

Children, as has already been remarked, do not require to be taught and trained to eat and drink, to resent injuries, to cling to their possessions, or to run to their mother in danger or pain. They have natural instincts which provide for all these things. But to speak, to read, to write, and to calculate; to tell the truth, and to obey their parents; to forgive injuries, to face bravely fancied dangers and bear patiently unavoidable pain, are attainments for which no natural instincts can adequately provide. There are instincts that will aid in the work, but none that can of themselves be relied upon without instruction and training. In actual fact, children usually receive their instruction and training in respect to some of these things incidentally—as it happens—by the rough knocks and frictions, and various painful experiences which they encounter in the early years of life. In respect to others, the guidance and aid afforded them is more direct and systematic. Unfortunately the establishment in their minds of the principle of obedience comes ordinarily under the former category. No systematic and appropriate efforts are made by the parent to implant it. It is left to the uncertain and fitful influences of accident—to remonstrances, reproaches, and injunctions called forth under sudden excitement in the various emergencies of domestic discipline, and to other means, vague, capricious, and uncertain, and having no wise adaptedness to the attainment of the end in view.

Requires appropriate Training.

How much better and more successfully the object would be accomplished if the mother were to understand distinctly at the outset that the work of training her children to the habit of submission to her authority is a duty, the responsibility of which devolves not upon her children, but upon her; that it is a duty, moreover, of the highest importance, and one that demands careful consideration, much forethought, and the wise adaptation of means to the end.

Methods.

The first thought of some parents may possibly be, that they do not know of any other measures to take in order to teach their children submission to their authority, than to reward them when they obey and punish them when they disobey. To show that there are other methods, we will consider a particular case.

Mary, a young lady of seventeen, came to make a visit to her sister. She soon perceived that her sister's children, Adolphus and Lucia, were entirely ungoverned. Their mother coaxed, remonstrated, advised, gave reasons, said "I wouldn't do this," or "I wouldn't do that,"—did every thing, in fact, except simply to command; and the children, consequently, did pretty much what they pleased. Their mother wondered at their disobedience and insubordination, and in cases where these faults resulted in special inconvenience for herself she bitterly reproached the children for their undutiful behavior. But the reproaches produced no effect.

"The first thing that I have to do," said Mary to herself, in observing this state of things, "is to teach the children to obey—at least to obey me. I will give them their first lesson at once."

Mary makes a Beginning.

So she proposed to them to go out with her into the garden and show her the flowers, adding that if they would do so she would make each of them a bouquet. She