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

gathered all the flowers she wished for, came back at her leisure towards her mother.

"I told you not to go to that tree," said her mother, reproachfully.

"You told me I should certainly get stung if I went there," rejoined
Hannah, "and I didn't."

"Well, you might have got stung," said her mother, and so walked on.

Pretty soon after this Hannah said that she was tired of walking so far, and wished to stop and rest.

"No," replied her mother, "I told you that you would get tired if you ran about so much; but you would do it, and so now I shall not stop for you at all."

Hannah said that she should stop, at any rate; so she sat down upon a log by the way-side. Her mother said that she should go on and leave her. So her mother walked on, looking back now and then, and calling Hannah to come. But finding that Hannah did not come, she finally found a place to sit down herself and wait for her.

The Principle illustrated by this Case.

Many a mother will see the image of her own management of her children reflected without exaggeration or distortion in this glass; and, as the former story shows how the freest indulgence is compatible with the maintenance of the most absolute authority, this enables us to see how a perpetual resistance to the impulses and desires of children may co-exist with no government over them at all.

Let no mother fear, then, that the measures necessary to establish for her the most absolute authority over her children will at all curtail her power to promote their happiness. The maintenance of the best possible government over them will not in any way prevent her yielding to them all the harmless gratifications they may desire. She may indulge them in all their childish impulses, fancies, and even caprices, to their heart's content, without at all weakening her authority over them. Indeed, she may make these very indulgences the means of strengthening her authority. But without the authority she can never develop in the hearts of her children the only kind of love that is worth possessing—namely, that in which the feeling of affection is dignified and ennobled by the sentiment of respect.

One more Consideration.

There is one consideration which, if properly appreciated, would have an overpowering influence on the mind of every mother in inducing her to establish and maintain a firm authority over her child during the early years of his life, and that is the possibility that he may not live to reach maturity. Should the terrible calamity befall her of being compelled to follow her boy, yet young, to his grave, the character of her grief, and the degree of distress and anguish which it will occasion her, will depend very much upon the memories which his life and his relations to her have left in her soul. When she returns to her home, bowed down by the terrible burden of her bereavement, and wanders over the now desolated rooms which were the scenes of his infantile occupations and joys, and sees the now useless playthings and books, and the various objects of curiosity and interest with which he was so often and so busily engaged, there can, of course, be nothing which can really assuage her overwhelming grief; but it will make a vital difference in the character of this grief, whether the image of her boy, as it takes its fixed and final position in her memory and in her heart, is associated with recollections of docility, respectful regard for his mother's wishes, and of ready and unquestioning submission to her authority and obedience to her commands; or whether, on the other hand, the picture of his past life, which is to remain forever in her heart, is to be distorted and marred by memories of outbreaks, acts of ungovernable impulse and insubordination, habitual disregard of all authority, and disrespectful, if not contemptuous, treatment of his mother.

There is a sweetness as well as a bitterness of grief; and something like a feeling of joy and gladness will spring up in the mother's heart, and mingle with and soothe her sorrow, if she can think of her boy, when he is gone, as always docile, tractable, submissive to her authority, and obedient to her commands. Such recollections, it is true, can not avail to remove her grief—perhaps not even to diminish its intensity; but they will greatly assuage the bitterness of it, and wholly take away its sting.

CHAPTER IV. GENTLE PUNISHMENT OF DISOBEDIENCE.

Children have no natural instinct of obedience to their parents, though they have other instincts by means of which the habit of obedience, as an acquisition, can easily be formed.

The true state of the case is well illustrated by what we observe among the lower animals. The hen can call her chickens when she has food for them, or when any danger threatens, and they come to her. They come, however, simply under the impulse of a desire for food or fear of danger, not from any instinctive desire to conform their action to their mother's will; or, in other words, with no idea of submission to parental authority. It is so, substantially, with many other animals whose habits in respect to the relation between parents and offspring come under human observation. The colt and the calf follow and keep near the mother, not from any instinct of desire to conform their conduct to her will, but solely from love of food, or fear of danger. These last are strictly instinctive. They act spontaneously, and require no training of any sort to establish or to maintain them.

The case is substantially the same with children. They run to their mother by instinct, when want, fear, or pain impels them. They require no teaching or training for this. But for them to come simply because their mother wishes them to come—to be controlled, in other words, by her will, instead of by their own impulses, is a different thing altogether. They have no instinct for that. They have only a capacity for its development.

Instincts and Capacities.

It may, perhaps, be maintained that there is no real difference between instincts and capacities, and it certainly is possible that they may pass into each other by insensible gradations. Still, practically, and in reference to our treatment of any intelligent nature which is in course of gradual development under our influence, the difference is wide. The dog has an instinct impelling him to attach himself to and follow his master; but he has no instinct leading him to draw his master's cart. He requires no teaching for the one. It comes, of course, from the connate impulses of his nature. For the other he requires a skillful and careful training. If we find a dog who evinces no disposition to seek the society of man, but roams off into woods and solitudes alone, he is useless, and we attribute the fault to his own wolfish nature. But if he will not fetch and carry at command, or bring home a basket in his mouth from market, the fault, if there be any fault, is in his master, in not having taken the proper time and pains to train him, or in not knowing how to do it. He has an instinct leading him to attach himself to a human master, and to follow his master wherever he goes. But he has no instinct leading him to fetch and carry, or to draw carts for any body. If he shows no affection for man, it is his own fault—that is, the fault of his nature. But if he does not fetch and carry well, or go out of the room when he is ordered out, or draw steadily in a cart, it is his teacher's fault. He has not been properly trained.

Who is Responsible?

So with the child. If he does not seem to know how to take his food, or shows no disposition to run to his mother when he is hurt or when he is frightened, we have reason to suspect something wrong, or, at least, something abnormal, in his mental or physical constitution. But if he does not obey his mother's commands—no matter how insubordinate or unmanageable he may be—the fault does not, certainly, indicate any thing at all wrong in him. The fault is in his training. In witnessing his disobedience, our reflection should be, not "What a bad boy!" but "What an unfaithful or incompetent mother!"

I have dwelt the longer on this point because it is fundamental As long as a mother imagines, as so many mothers seem to do, that obedience on the part of the child is, or ought to be, a matter of course, she will never properly undertake the work of training him. But when she thoroughly understands and feels that her children are not to be expected to submit their will to hers, except so far as she forms in them the habit of doing this by special training, the battle is half won.

Actual Instincts of Children.

The natural instinct which impels her children to come at once to her for refuge and protection in all their troubles and fears, is a great source of happiness to every mother. This instinct shows itself in a thousand ways. "A mother, one morning"—I quote the anecdote from a newspaper[B] which came to hand while I was writing this chapter—"gave her two little ones books and toys to amuse them, while she went to attend to some work in an upper room. Half an hour passed quietly, and then a timid voice at the foot of the stairs called out:

"'Mamma, are you there?'

"'Yes, darling.'

"'All right, then!' and the child went back to its play.

"By-and-by the little voice was heard again, repeating,

"'Mamma, are you there?'

"'Yes.'

"'All right, then;' and the little ones returned again, satisfied and reassured, to their toys."

The sense of their mother's presence, or at least the certainty of her being near at hand, was necessary to their security and contentment in their plays. But this feeling was not the result of any teachings that they had received from their mother, or upon her having inculcated upon their minds in any way the necessity of their keeping always within reach of maternal protection; nor had it been acquired by their own observation or experience of dangers or difficulties which had befallen them when too far away. It was a native instinct of the soul—the same that leads the lamb and the calf to keep close to their mother's side, and causes the unweaned babe to cling to its mother's bosom, and to shrink from being put away into the crib or cradle alone.

The Responsibility rests upon the Mother.

The mother is thus to understand that the principle of obedience is not to be expected to come by nature into the heart of her child, but to be implanted by education. She must understand this so fully as to feel that if she finds that her children are disobedient to her commands—leaving out of view cases of peculiar and extraordinary temptation—it is her fault, not theirs. Perhaps I ought not to say her fault exactly, for she may have done as well as she knows how; but, at any rate, her failure. Instead, therefore, of being angry with them, or fretting and complaining about the trouble they give her, she should leave them, as it were, out of the case, and turn her thoughts to herself, and to her own management, with a view to the discovery and the correcting of her own derelictions and errors. In a word, she must set regularly and systematically about the work of teaching her children to subject their will to hers.

Three Methods.

I shall give three principles of management, or rather three different classes of measures, by means of which children may certainly be made obedient. The most perfect success will be attained by employing them all. But they require very different degrees of skill and tact on the part of the mother. The first requires very little skill. It demands only steadiness, calmness, and perseverance. The second draws much more upon the mother's mental resources, and the last, most of all. Indeed, as will presently be seen, there is no limit to the amount of tact and ingenuity, not to say genius, which may be advantageously exercised in the last method. The first is the most essential; and it will alone, if faithfully carried out, accomplish the end. The second, if the mother has the tact and skill to carry it into effect, will aid