It must be understood distinctly that this case is given only as an ill.u.s.tration of a principle which is applicable to all cases. The act of opening and shutting a door in a noisy manner is altogether too insignificant a fault to deserve this long discussion of the method of curing it, were it not that methods founded on the same principles, and conducted in the same spirit, are applicable universally in all that pertains to the domestic management of children. And it is a method, too, directly the opposite of that which is often--I will not say generally, but certainly very often--pursued. The child tells the truth many times, and in some cases, perhaps, when the inducement was very strong to tell an untruth. We take no notice of these cases, considering it a matter of course that he should tell the truth. We reserve our action altogether for the first case when, overcome by a sudden temptation, he tells a lie, and then interpose with reproaches and punishment. Nineteen times he gives up what belongs to his little brother or sister of his own accord, perhaps after a severe internal struggle. The twentieth time the result of the struggle goes the wrong way, and he attempts to retain by violence what does not belong to him. We take no notice of the nineteen cases when the little fellow did right, but come and box his ears in the one case when he does wrong.

_Origin of the Error_.

The idea on which this mode of treatment is founded--namely, that it is a _matter of course_ that children should do right, so that when they do right there is nothing to be said, and that doing wrong is the abnormal condition and exceptional action which alone requires the parent to interfere--is, to a great extent, a mistake. Indeed, the _matter of course_ is all the other way. A babe will seize the plaything of another babe without the least compunction long after it is keenly alive to the injustice and wrongfulness of having its own playthings taken by any other child. So in regard to truth. The first impulse of all children, when they have just acquired the use of language, is to use it in such a way as to effect their object for the time being, without any sense of the sacred obligation of making the words always correspond truly with the facts. The principles of doing justice to the rights of others to one's own damage, and of speaking the truth when falsehood would serve the present purpose better, are principles that are developed or acquired by slow degrees, and at a later period. I say developed _or_ acquired--for different cla.s.ses of metaphysicians and theologians entertain different theories in respect to the way by which the ideas of right and of duty enter into the human 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 appet.i.tes and pa.s.sions 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 const.i.tution 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 appet.i.tes and pa.s.sions 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 s.p.a.ce 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 r.e.t.a.r.dation 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 a.n.a.logous 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 cla.s.smates 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 ma.n.u.script 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 a.n.a.logous 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 cla.s.s 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 circ.u.mstances, as to produce more harm than good.

It must be especially borne in mind that the counsels here given in relation to curing the faults of children by dealing more with what is good in them than what is bad, are intended to apply to faults of ignorance, inadvertence, or habit only, and not to acts of known and willful wrong.

When we come to cases of deliberate and intentional disobedience to a parent's commands, or open resistance to his authority, something different, or at least something more, is required.

_The Principle of Universal Application._

In conclusion, it is proper to add that the principle of influencing human character and action by noticing and commending what is right, rather than finding fault with what is wrong, is of universal application, with the mature as well as with the young. The susceptibility to this influence is in full operation in the minds of all men everywhere, and acting upon it will lead to the same results in all the relations of society. The way to awaken a penurious man to the performance of generous deeds is not by remonstrating with him, however kindly, on his penuriousness, but by watching his conduct till we find some act that bears some semblance of liberality, and commending him for that. If you have a neighbor who is surly and troublesome--tell him that he is so, and you make him worse than ever. But watch for some occasion in which he shows you some little kindness, and thank him cordially for such a good neighborly act, and he will feel a strong desire to repeat it. If mankind universally understood this principle, and would generally act upon it in their dealings with others--of course, with such limitations and restrictions as good sense and sound judgment would impose--the world would not only go on much more smoothly and harmoniously than it does now, but the progress of improvement would, I think, in all respects be infinitely more rapid.

CHAPTER XIII.

FAULTS OF IMMATURITY.

A great portion of the errors and mistakes, and of what we call the follies, of children arise from simple ignorance. Principles of philosophy, whether pertaining to external nature or to mental action, are involved which have never come home to their minds. They may have been presented, but they have not been understood and appreciated. It requires some tact, and sometimes delicate observation, on the part of the mother to determine whether a mode of action which she sees ought to be corrected results from childish ignorance and inexperience, or from willful wrong-doing. Whatever may be the proper treatment in the latter case, it is evident that in the former what is required is not censure, but instruction.

_Boasting_.

A mother came into the room one day and found Johnny disputing earnestly with his Cousin Jane on the question which was the tallest--Johnny very strenuously maintaining that he was the tallest, _because he was a boy_.

His older brother, James, who was present at the time, measured them, and found that Johnny in reality was the tallest.

Now there was nothing wrong in his feeling a pride and pleasure in the thought that he was physically superior to his cousin, and though it was foolish for him to insist himself on this superiority in a boasting way, it was the foolishness of ignorance only. He had not learned the principle--which half mankind do not seem ever to learn during the whole course of their lives--that it is far wiser and better to let our good qualities appear naturally of themselves, than to claim credit for them beforehand by boasting. It would have been much wiser for Johnny to have admitted at the outset that Jane might possibly be taller than he, and then to have awaited quietly the result of the measuring.

But we can not blame him much for not having learned this particular wisdom at five years of age, when so many full-grown men and women never learn it at all.

Nor was there any thing blameworthy in him in respect to the false logic involved in his argument, that his being a boy made him necessarily taller than his cousin, a girl of the same age. There was a _semblance_ of proof in that fact--what the logicians term a presumption. But the reasoning powers are very slowly developed in childhood. They are very seldom aided by any instruction really adapted to the improvement of them; and we ought not to expect that such children can at all clearly distinguish a semblance from a reality in ideas so extremely abstruse as those relating to the logical connection between the premises and the conclusion in a process of ratiocination.

In this case as in the other we expect them to understand at once, without instruction, what we find it extremely difficult to learn ourselves; for a large portion of mankind prove themselves utterly unable ever to discriminate between sound arguments and those which are utterly inconsequent and absurd.

In a word, what Johnny requires in such a case as this is, not ridicule to shame him out of his false reasoning, nor censure or punishment to cure him of his boasting, but simply instruction.

And this instruction it is much better to give _not_ in direct connection with the occurrence which indicated the want of it. If you attempt to explain to your boy the folly of boasting in immediate connection with some act of boasting of his own, he feels that you are really finding fault with him; his mind instinctively puts itself into a position of defense, and the truth which you wish to impart to it finds a much less easy admission.

If, for example, in this case Johnny's mother attempts on the spot to explain to him the folly of boasting, and to show how much wiser it is for us to let our good qualities, if we have any, speak for themselves, without any direct agency of ours in claiming the merit of them, he listens reluctantly and nervously as to a scolding in disguise. If he is a boy well managed, he waits, perhaps, to hear what his mother has to say, but it makes no impression. If he is badly trained, he will probably interrupt his mother in the midst of what she is saying, or break away from her to go on with his play.

_A right Mode of Treatment._

If now, instead of this, the mother waits until the dispute and the transaction of measuring have pa.s.sed by and been forgotten, and then takes some favorable opportunity to give the required _instruction_, the result will be far more favorable. At some time, when tired of his play, he comes to stand by her to observe her at her work, or perhaps to ask her for a story; or, after she has put him to bed and is about to leave him for the night, she says to him as follows:

"I'll tell you a story about two boys, Jack and Henry, and you shall tell me which of them came off best. They both went to the same school and were in the same cla.s.s, and there was n.o.body else in the cla.s.s but those two.

Henry, who was the most diligent scholar, was at the head of the cla.s.s, and Jack was below him, and, of course, as there were only two, he was at the foot.

"One day there was company at the house, and one of the ladies asked the boys how they got along at school. Jack immediately said, 'Very well. I'm next to the head of my cla.s.s.' The lady then praised him, and said that he must be a very good scholar to be so high in his cla.s.s. Then she asked Henry how high he was in his cla.s.s. He said he was next to the foot.

"The lady was somewhat surprised, for she, as well as the others present, supposed that Henry was the best scholar; they were all a little puzzled too, for Henry looked a little roguish and sly when he said it. But just then the teacher came in, and she explained the case; for she said that the boys were in the same cla.s.s, and they were all that were in it; so that Henry, who was really at the head, was next but one to the foot, while Jack, who was at the foot, was next but one to the head. On having this explanation made to the company, Jack felt very much confused and ashamed, while Henry, though he said nothing, could not help feeling pleased.

"And now," asks the mother, in conclusion, "which of these boys do you think came off the best?"

Johnny answers that Henry came out best.

"Yes," adds his mother, "and it is always better that people's merits, if they have any, should come out in other ways than by their own boasting of them."

It is true that this case of Henry and Jack does not correspond exactly--not even nearly, in fact--with that of Johnny and his cousin. Nor is it necessary that the instruction given in these ways should logically conform to the incident which calls them forth. It is sufficient that there should be such a degree of a.n.a.logy between them, that the interest and turn of thought produced by the incident may prepare the mind for appreciating and receiving the lesson. But the mother may bring the lesson nearer if she pleases.

"I will tell you another story," she says. "There were two men at a fair.

Their names were Thomas and Philip.