_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 circ.u.mstances in its full force, with a very firm and decided, though still gentle hand.

CHAPTER VII.

THE ART OF TRAINING.

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 a.s.semblage of rare and exalted qualities. To a.s.sign, 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 Cla.s.s of Influences_.

There is, however, another cla.s.s of influences to be adopted, not as a subst.i.tute 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 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 pa.s.sed 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 a.s.signed 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.

[Ill.u.s.tration: 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 gla.s.ses 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 a.s.sociations 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 a.n.a.lyze 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 inc.u.mbent 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.