The Education of the Child | Page 9

can play freely in them. Later on, when they can be really careful, the natural punishment would be to have the child remain at home if he is careless, has spotted his clothes, or torn them. He must be shown that he must help to put his clothes in good condition again, or that he will be compelled to buy what he has destroyed carelessly with money earned by himself. If the child is not careful, he must stay at home, when ordinarily allowed to go out, or eat alone if he is too late for meals. It may be said that there are simple means by which all the important habits of social life may become a second nature. But it is not possible in all cases to apply Spencer's method. The natural consequences occasionally endanger the health of the child, or sometimes are too slow in their action. If it seems necessary to interfere directly, such action must be consistent, quick, and immutable. How is it that the child learns very soon that fire burns? Because fire does so always. But the mother who at one time strikes, at another threatens, at another bribes the child, first forbids and then immediately after permits some action; who does not carry out her threat, does not compel obedience, but constantly gabbles and scolds; who sometimes acts in one way and just as often in another, has not learned the effective educational methods of the fire.
The old-fashioned strict training that in its crude way gave to the character a fixed type rested on its consistent qualities. It was consistently strict, not as at present a lax hesitation between all kinds of pedagogical methods and psychological opinions, in which the child is thrown about here and there like a ball, in the hands of grown people; at one time pushed forward, then laughed at, then pushed aside, only to be brought back again, kissed till it, is disgusted, first ordered about, and then coaxed. A grown man would become insane if joking Titans treated him for a single day as a child is treated for a year. A child should not be ordered about, but should be just as courteously addressed as a grown person in order that he may learn courtesy. A child should never be pushed into notice, never compelled to endure caresses, never overwhelmed with kisses, which ordinarily torment him and are often the cause of sexual hyperaesthesia. The child's demonstrations of affection should be reciprocated when they are sincere, but one's own demonstrations should be reserved for special occasions. This is one of the many excellent maxims of training that are disregarded. Nor should the child be forced to express regret in begging pardon and the like. This is excellent training for hypocrisy. A small child once had been rude to his elder brother and was placed upon a chair to repent his fault. When the mother after a time asked if he was sorry, he answered, "Yes," with emphasis, but as the mother saw a mutinous sparkle in his eyes she felt impelled to ask, "Sorry for what?" and the youngster broke out, "Sorry that I did not call him a liar besides." The mother was wise enough on this occasion, and ever after, to give up insisting on repentance.
Spontaneous penitence is full of significance, it is a deeply felt desire for pardon. But an artificial emotion is always and everywhere worthless. Are you not sorry? Does it make no difference to you that your mother is ill, your brother dead, your father away from home? Such expressions are often used as an appeal to the emotions of children. But children have a right to have feelings, or not have them, and to have them as undisturbed as grown people. The same holds good of their sympathies and antipathies. The sensitive feelings of children are constantly injured by lack of consideration on the part of grown people, their easily stimulated aversions are constantly being brought out. But the sufferings of children through the crudeness of their elders belong to an unwritten chapter of child psychology. Just as there are few better methods of training than to ask children, when they have behaved unjustly to others, to consider whether it would be pleasant for them to be treated in that way, so there is no better corrective for the trainer of children than the habit of asking oneself, in question small and great,--Would I consent to be treated as I have just treated my child? If it were only remembered that the child generally suffers double as much as the adult, parents would perhaps learn physical and psychical tenderness without which a child's life is a constant torment.
As to presents, the same principle holds good as with emotions