Gentle Measures in the Management and Training of the Young. Abbott Jacob
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said her aunt, "I don't think it would be quite safe for me to trust to your promises, though I have no doubt you honestly mean to keep them. But you remember you promised me that you would keep in the path when we planned this walk; and yet when the time of temptation came you could not keep the promise; but you will learn. When I am going on some perfectly safe walk I will take you with me again; and if I stay here some time you will learn to obey me so perfectly that I can take you with me to any place, no matter how dangerous it may be."
Aunt Jane thus gently, but firmly, persisted in abandoning the walk to the village, and returning home; but she immediately turned the conversation away from the subject of Mary's fault, and amused her with stories and aided her in gathering flowers, just as if nothing had happened; and when she arrived at home she said nothing to any one of Mary's disobedience. Here now was punishment calculated to make a very strong impression—but still without scolding, without anger, almost, in fact, without even any manifestations of displeasure. And yet how long can any reasonable person suppose it would be before Mary would learn, if her aunt acted invariably on the same principles, to submit implicitly to her will?
Compare the probable result of this mode of management with the scolding and threatening policy. Suppose Aunt Jane had called to Mary angrily,
"Mary! Mary! come directly back into the path. I told you not to go out of the path, and you are a very naughty child to disobey me. The next time you disobey me in that way I will send you directly home."
Mary would have been vexed and irritated, perhaps, and would have said to herself, "How cross Aunt Jane is to-day!" but the "next time" she would have been as disobedient as ever.
If mothers, instead of scowling, scolding, and threatening now, and putting off doing the thing that ought to be done to the "next time," would do that thing at once, and give up the scowling, scolding, and threatening altogether, they would find all parties immensely benefited by the change.
It is evident, moreover, that by this mode of management the punishment is employed not in the way of retribution, but as a remedy. Mary loses her walk not on the ground that she deserved to lose it, but because it was not safe to continue it.
Some mother may perhaps say, in reference to the case of Mary and her aunt, that it may be all very well in theory, but that practically mothers have not the leisure and the means for adopting such moderate measures. We can not stop, she may say, every time we are going to the village, on important business perhaps, and turn back and lose the afternoon on account of the waywardness of a disobedient child.
My answer is that it will not have to be done every time, but only very seldom. The effect of acting once or twice on this principle, with the certainty on the part of the child that the mother or the aunt will always act so when the occasion calls for it, very soon puts an end to all necessity for such action. Indeed, if Mary, in the instance above given, had been managed in this way from infancy, she would not have thought of leaving the path when forbidden to do so. It is only in some such case as that of an aunt who knows how to manage right, coming as a visitor into the family of a mother who manages wrong, that such an incident as this could occur.
Still it must be admitted that the gentle methods of discipline, which reason and common sense indicate as the true ones for permanently influencing the minds of children and forming their characters, do, in each individual case, require more time and care than the cuffs and slaps dictated by passion. A box on the ear, such as a cat gives to a rebellious kitten, is certainly the quickest application that can be made. The measures that are calculated to reach and affect the heart can not vie with blows and scoldings in respect to the promptness of their action. Still, the parent or the teacher who will begin to act on the principles here recommended with children while they are young will find that such methods are far more prompt in their action and more effectual in immediate results than they would suppose, and that they will be the means of establishing the only kind of authority that is really worthy of the name more rapidly than any other.
The special point, however, with a view to which these illustrations are introduced, is, as has been already remarked, that penalties of this nature, and imposed in this spirit, are not vindictive, but simply remedial and reformatory. They are not intended to satisfy the sense of justice for what is past, but only to secure greater safety and happiness in time to come.
Punishments may be very light and gentle in their character, provided they are certain to follow the offense. It is in their certainty, and not in their severity, that the efficiency of them lies. Very few children are ever severely burnt by putting their fingers into the flame of a candle. They are effectually taught not to put them in by very slight burnings, on account of the absolute invariableness of the result produced by the contact.
Mothers often do not understand this. They attempt to cure some habitual fault by scoldings and threats, and declarations of what they will certainly do "next time," and perhaps by occasional acts of real severity in cases of peculiar aggravation, instead of a quiet, gentle, and comparatively trifling infliction in every instance of the fault, which would be altogether more effectual.
A child, for example, has acquired the habit of leaving the door open. Now occasionally scolding him, when it is specially cold, and now and then shutting him up in a closet for half an hour, will never cure him of the fault. But if there were an automaton figure standing by the side of the door, to say to him every time that he came through without shutting it, Door! which call should be a signal to him to go back and shut the door, and then sit down in a chair near by and count ten; and if this slight penalty was invariably enforced, he would be most effectually cured of the fault in a very short time.
Now, the mother can not be exactly this automaton, for she can not always be there; but she can recognize the principle, and carry it into effect as far as possible—that is, invariably, when she is there. And though she will not thus cure the boy of the fault so soon as the automaton would do it, she will still do it very soon.
Avoid, as much as possible, every thing of an irritating character in the punishments inflicted, for to irritate frequently the mind of a child tends, of course, to form within him an irritable and unamiable temper. It is true, perhaps, that it is not possible absolutely to avoid this effect of punishment in all cases; but a great deal may be done to diminish the evil by the exercise of a little tact and ingenuity on the part of the mother whose attention is once particularly directed to the subject.
The first and most important measure of precaution on this point is the absolute exclusion of every thing like angry looks and words as accompaniments of punishment. If you find that any wrong which your child commits awakens irritation or anger in your mind, suspend your judgment of the case and postpone all action until the irritation and anger have subsided, and you can consider calmly and deliberately what to do, with a view, not of satisfying your own resentment, but of doing good to the child. Then, when you have decided what to do, carry your decision into effect in a good-natured manner—firmly and inflexibly—but still without any violence, or even harshness, of manner.
There are many cases in which, by the exercise of a little tact and ingenuity, the parent can actually secure the co-operation of the child in the infliction of the punishment prescribed for the curing of a fault. There are many advantages in this, when it can be done. It gives the child an interest in curing himself of the fault; it makes the punishment more effectual; and it removes almost all possibility of its producing any irritation or resentment in his mind. To illustrate this we will give a case. It is of no consequence, for the purpose of this article, whether it is a real or an imaginary one.
Little Egbert, seven years old, had formed the habit so common among children of wasting a great deal of time in dressing himself, so as not to be ready for breakfast when the second bell rang. His mother offered him a reward if he would himself devise any plan that would cure him of the fault.
"I don't know what to do, exactly, to cure you," she said; "but if you will think of any plan that will really succeed, I will give you an excursion in a carriage."
"How far?" asked Egbert.
"Ten