The Education of the Child | Page 4

the same kind confidence one shows to an adult. It means not to influence the child to be what we ourselves desire him to become but to be influenced by the impression of what the child himself is; not to treat the child with deception, or by the exercise of force, but with the seriousness and sincerity proper to his own character. Somewhere Rousseau says that all education has failed in that nature does not fashion parents as educators nor children for the sake of education. What would happen if we finally succeeded in following the directions of nature, and recognised that the great secret of education lies hidden in the maxim, "do not educate"?
Not leaving the child in peace is the greatest evil of present-day methods of training children. Education is determined to create a beautiful world externally and internally in which the child can grow. To let him move about freely in this world until he comes into contact with the permanent boundaries of another's right will be the end of the education of the future. Only then will adults really obtain a deep insight into the souls of children, now an almost inaccessible kingdom. For it is a natural instinct of self-preservation which causes the child to bar the educator from his innermost nature. There is the person who asks rude questions; for example, what is the child thinking about? a question which almost invariably is answered with a black or a white lie. The child must protect himself from an educator who would master his thoughts and inclinations, or rudely handle them, who without consideration betrays or makes ridiculous his most sacred feelings, who exposes faults or praises characteristics before strangers, or even uses an open-hearted, confidential confession as an occasion for reproof at another time.
The statement that no human being learns to understand another, or at least to be patient with another, is true above all of the intimate relation of child and parent in which, understanding, the deepest characteristic of love, is almost always absent.
Parents do not see that during the whole life the need of peace is never greater than in the years of childhood, an inner peace under all external unrest. The child has to enter into relations with his own infinite world, to conquer it, to make it the object of his dreams. But what does he experience? Obstacles, interference, corrections, the whole livelong day. The child is always required to leave something alone, or to do something different, to find something different, or want something different from what he does, or finds, or wants. He is always shunted off in another direction from that towards which his own character is leading him. All of this is caused by our tenderness, vigilance, and zeal, in directing, advising, and helping the small specimen of humanity to become a complete example in a model series.
I have heard a three-year-old child characterised as "trying" because he wanted to go into the woods, whereas the nursemaid wished to drag him into the city. Another child of six years was disciplined because she had been naughty to a playmate and had called her a little pig,--a natural appellation for one who was always dirty. These are typical examples of how the sound instincts of the child are dulled. It was a spontaneous utterance: of the childish heart when a small boy, after an account of the heaven of good children, asked his mother whether she did not believe that, after he had been good a whole week in heaven, he might be allowed to go to hell on Saturday evening to play with the bad little boys there.
The child felt in its innermost consciousness that he had a right to be naughty, a fundamental right which is accorded to adults; and not only to be naughty, but to be naughty in peace, to be left to the dangers and joys of naughtiness.
To call forth from this "unvirtue" the complimentary virtue is to overcome evil with good. Otherwise we overcome natural strength by weak means and obtain artificial virtues which will not stand the tests which life imposes.
It seems simple enough when we say that we must overcome evil with good, but practically no process is more involved, or more tedious, than to find actual means to accomplish this end. It is much easier to say what one shall not do than what one must do to change self-will into strength of character, slyness into prudence, the desire to please into amiability, restlessness into personal initiative. It can only be brought about by recognising that evil, in so far as it is not atavistic or perverse, is as natural and indispensable as the good, and that it becomes a permanent evil only through its one-sided supremacy.
The educator