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

could make them some very pretty bouquets, she said, provided they would help her, and would follow her directions and obey her implicitly while gathering and arranging the flowers.

This the children promised to do, and Mary went with them into the garden. There, as she passed about from border to border, she gave them a great many different directions in respect to things which they were to do, or which they were not to do. She gathered flowers, and gave some to one child, and some to the other, to be held and carried—with special instructions in respect to many details, such as directing some flowers to be put together, and others to be kept separate, and specifying in what manner they were to be held or carried. Then she led them to a bower where there was a long seat, and explained to them how they were to lay the flowers in order upon the seat, and directed them to be very careful not to touch them after they were once laid down. They were, moreover, to leave a place in the middle of the seat entirely clear. They asked what that was for. Mary said that they would see by-and-by. "You must always do just as I say," she added, "and perhaps I shall explain the reason afterwards, or perhaps you will see what the reason is yourselves."

After going on in this way until a sufficient number and variety of flowers were collected, Mary took her seat in the vacant place which had been left, and assigned the two portions of the seat upon which the flowers had been placed to the children, giving each the charge of the flowers upon one portion, with instructions to select and give to her such as she should call for. From the flowers thus brought she formed two bouquets, one for each of the children. Then she set them both at work to make bouquets for themselves, giving them minute and special directions in regard to every step. If her object had been to cultivate their taste and judgment, then it would have been better to allow them to choose the flowers and determine the arrangement for themselves; but she was teaching them obedience, or, rather, beginning to form in them the habit of obedience; and so, the more numerous and minute the commands the better, provided that they were not in them selves unreasonable, nor so numerous and minute as to be vexatious, so as to incur any serious danger of their not being readily and good-humoredly obeyed.

[Illustration: THE LESSON IN OBEDIENCE.]

THE ART OF TRAINING. 101

When the bouquets were finished Mary gave the children, severally, the two which had been made for them; and the two which they had made for themselves she took into the house and placed them in glasses upon the parlor mantel-piece, and then stood back with the children in the middle of the room to admire them.

"See how pretty they look! And how nicely the work went on while we were making them! That was because you obeyed me so well while we were doing it. You did exactly as I said in every thing."

A Beginning only.

Now this was an excellent first lesson in training the children to the habit of obedience. It is true that it was only a first lesson. It was a beginning, but it was a very good beginning. If, on the following day, Mary had given the children a command which it would be irksome to them to obey, or one which would have called for any special sacrifice or self-denial on their part, they would have disregarded it. Still they would have been a little less inclined to disregard it than if they had not received their first lesson; and there can be no doubt that if Mary were to continue her training in the same spirit in which she commenced it she would, before many weeks, acquire a complete ascendency over them, and make them entirely submissive to her will.

And yet this is a species of training the efficacy of which depends on influences in which the hope of reward or the fear of punishment does not enter. The bouquets were not promised to the children at the outset, nor were they given to them at last as rewards. It is true that they saw the advantages resulting from due subordination of the inferiors to the superior in concerted action, and at the end they felt a satisfaction in having acted right; but these advantages did not come in the form of rewards. The efficacy of the lesson depended on a different principle altogether.

The Philosophy of it.

The philosophy of it was this: Mary, knowing that the principle of obedience in the children was extremely weak, and that it could not stand any serious test, contrived to bring it into exercise a great many times under the lightest possible pressure. She called upon them to do a great many different things, each of which was very easy to do, and gave them many little prohibitions which it required a very slight effort of self-denial on their part to regard; and she connected agreeable associations in their minds with the idea of submission to authority, through the interest which she knew they would feel in seeing the work of gathering the flowers and making the bouquets go systematically and prosperously on, and through the commendation of their conduct which she expressed at the end.

Such persons as Mary do not analyze distinctly, in their thoughts, nor could they express in words, the principles which underlie their management; but they have an instinctive mental perception of the adaptation of such means to the end in view. Other people, who observe how easily and quietly they seem to obtain an ascendency over all children coming within their influence, and how absolute this ascendency often becomes, are frequently surprised at it. They think there is some mystery about it; they say it is "a knack that some people have;" but there is no mystery about it at all, and nothing unusual or strange, except so far as practical good sense, considerate judgment, and intelligent observation and appreciation of the characteristics of childhood are unusual and strange.

Mary was aware that, although the principle of obedience is seldom or never entirely obliterated from the hearts of children—that is, that the impression upon their minds, which, though it may not be absolutely instinctive, is very early acquired, that it is incumbent on them to obey those set in authority over them, is seldom wholly effaced, the sentiment had become extremely feeble in the minds of Adolphus and Lucia; and that it was like a frail and dying plant, which required very delicate and careful nurture to quicken it to life and give it its normal health and vigor. Her management was precisely of this character. It called the weak and feeble principle into gentle exercise, without putting it to any severe test, and thus commenced the formation of a habit of action. Any one will see that a course of training on these principles, patiently and perseveringly continued for the proper time, could not fail of securing the desired end, except in cases of children characterized by unusual and entirely abnormal perversity.

We can not here follow in detail the various modes in which such a manager as Mary would adapt her principle to the changing incidents of each day, and to the different stages of progress made by her pupils in learning to obey, but can only enumerate certain points worthy of the attention of parents who may feel desirous to undertake such a work of training.

Three practical Directions.

1. Relinquish entirely the idea of expecting children to be spontaneously docile and obedient, and the practice of scolding or punishing them vindictively when they are not so. Instead of so doing, understand that docility and obedience on their part is to be the result of wise, careful, and persevering, though gentle training on the part of the parent.

2. If the children have already formed habits of disobedience and insubordination, do not expect that the desirable change can be effected by sudden, spasmodic, and violent efforts, accompanied by denunciations and threats, and declarations that you are going to "turn over a new leaf." The attempt to change perverted tendencies in children by such means is like trying to straighten a bend in the stem of a growing tree by blows with a hammer.

3. Instead of this, begin without saying at all what you are going to do, or finding any fault with the past, and, with a distinct recognition of the fact that whatever is bad in the native tendencies of your children's minds is probably inherited from their parents, and, perhaps, specially from yourself, and that whatever is wrong in their habits of action is certainly the result of bad training, proceed cautiously and gently, but perseveringly and firmly, in bringing the bent stem gradually up to the right position. In doing this, there is no amount of ingenuity and skill, however great, that may not be usefully employed; nor is there, on the other hand, except in very rare and exceptional cases, any parent who has an allotment so small as not to be sufficient to accomplish the end, if conscientiously and faithfully employed.

CHAPTER VIII. METHODS EXEMPLIFIED.

In order to give a more clear idea of what I mean by forming habits of obedience in children by methods other than those connected with a system of rewards and punishments, I will specify some such methods, introducing them, however, only as illustrations of what is intended. For, while in respect to rewards and punishments something like special and definite rules and directions may be given, these other methods, as they depend on the tact, ingenuity, and inventive powers of the parents for their success, depend also in great measure upon these same qualities for the discovery of them. The only help that can be received from without must consist of suggestions and illustrations, which can only serve to communicate to the mind some general ideas in respect to them.

Recognizing the Right.

1. A very excellent effect is produced in forming habits of obedience in children, by simply noticing their good conduct when they do right, and letting them see that you notice it. When children are at play upon the carpet, and their mother from time to time calls one of them—Mary, we will say—to come to her to render some little service, it is very often the case that she is accustomed, when Mary obeys the call at once, leaving her play immediately and coming directly, to say nothing about the prompt obedience, but to treat it as a matter of course. It is only in the cases of failure that she seems to notice the action. When Mary, greatly interested in what for the moment she is doing, delays her coming, she says, "You ought to come at once, Mary, when I call you, and not make me wait in this way." In the cases when Mary did come at once, she had said nothing.

Mary goes back to her play after the reproof, a little disturbed in mind, at any rate, and perhaps considerably out of humor.

Now Mary may, perhaps, be in time induced to obey more promptly under this management, but she will have no heart in making the improvement, and she will advance reluctantly and slowly, if at all. But if, at the first time that she comes promptly, and then, after doing the errand, is ready to go back to her play, her mother says, "You left your play and came at once when I called you. That was right. It pleases me very much to find that I can depend upon your being so prompt, even when you are at play," Mary will go back to her play pleased and happy; and the tendency of the incident will be to cause her to feel a spontaneous and cordial interest in the principle of prompt obedience in time to come.

Johnny is taking a walk through the fields with his mother. He sees a butterfly and sets off in chase of it. When he has gone away from the path among the rocks and bushes as far as his mother thinks is safe, she calls him to come back. In many cases, if the boy does not come at once in obedience to such a call, he would perhaps receive a scolding. If he does come back at once, nothing is said. In either case no decided effect would be produced upon him.

But if his mother says, "Johnny, you obeyed me at once when I called you. It must be