Gentle Measures in the Management and Training of the Young Part 22

_Answers should attempt to communicate but little Instruction_.

3. The answers which are given to children should not only be short and simple in form, but each one should be studiously designed to communicate as small an amount of information as possible.

[Ill.u.s.tration: "MOTHER, WHAT MAKES IT SNOW?"]

This may seem, at first view, a strange idea, but the import of it simply is that, in giving the child his intellectual nourishment, you must act as you do in respect to his bodily food--that is, divide what he is to receive into small portions, and administer a little at a time. If you give him too much at once in either case, you are in danger of choking him.

For example, Johnny asks some morning in the early winter, when the first snow is falling, and he has been watching it for some time from the window in wonder and delight, "Mother, what makes it snow?" Now, if the mother imagines that she must give any thing like a full answer to the question, her attention must be distracted from her work to enable her to frame it; and if she does not give up the attempt altogether, and rebuke the boy for teasing her with "so many silly questions," she perhaps suspends her work, and, after a moment's perplexing thought, she says the vapor of the water from the rivers and seas and damp ground rises into the air, and there at last congeals into flakes of snow, and these fall through the air to the ground.

The boy listens and attempts to understand the explanation, but he is bewildered and lost in the endeavor to take in at once this extended and complicated process--one which is, moreover, not only extended and complicated, but which is composed of elements all of which are entirely new to him.

If the mother, however, should act on the principle of communicating as small a portion of the information required as it is possible to give in one answer, Johnny's inquiry would lead, probably, to a conversation somewhat like the following, the answers on the part of the mother being so short and simple as to require no perceptible thought on her part, and so occasioning no serious interruption to her work, unless it should be something requiring special attention.

"Mother," asks Johnny, "what makes it snow?"

"It is the snow-flakes coming down out of the sky," says his mother. "Watch them!"

"Oh!" says Johnny, uttering the child's little exclamation of satisfaction.

He looks at the flakes as they fall, catching one after another with his eye, and following it in its meandering descent. He will, perhaps, occupy himself several minutes in silence and profound attention, in bringing fully to his mind the idea that a snow-storm consists of a ma.s.s of descending flakes of snow falling through the air. To us, who are familiar with this fact, it seems nothing to observe this, but to him the a.n.a.lyzing of the phenomenon, which before he had looked upon as one grand spectacle filling the whole sky, and only making an impression on his mind by its general effect, and resolving it into its elemental parts of individual flakes fluttering down through the air, is a great step. It is a step which exercises his nascent powers of observation and reflection very deeply, and gives him full occupation for quite a little interval of time. At length, when he has familiarized himself with this idea, he asks again, perhaps,

"Where do the flakes come from, mother?"

"Out of the sky."

"Oh!" says Johnny again, for the moment entirely satisfied.

One might at first think that these words would be almost unmeaning, or, at least, that they would give the little questioner no real information. But they do give him information that is both important and novel. They advance him one step in his inquiry. Out of the sky means, to him, from a great height. The words give him to understand that the flakes are not formed where they first come into his view, but that they descend from a higher region. After reflecting on this idea a moment, he asks, we will suppose,

"How high in the sky, mother?"

Now, perhaps, a mother might think that there was no possible answer to be given to such a question as this except that "she does not know;" inasmuch as few persons have any accurate ideas of the elevation in the atmosphere at which snow-clouds usually form. But this accurate information is not what the child requires. If the mother possessed it, it would be useless for her to attempt to communicate it to him. In the sense in which he asks the question she _does_ understand it, and can give him a perfectly satisfactory answer.

"How high is it in the sky, mother, to where the snow comes from?" asks the child.

"Oh, _very_ high--higher than the top of the house," replies the mother.

"As high as the top of the chimney?"

"Yes, higher than that."

"As high as the moon?"

"No, not so high as the moon."

"How high is it then, mother?"

"About as high as birds can fly."

"Oh!" says Johnny, perfectly satisfied.

The answer is somewhat indefinite, it is true, but its indefiniteness is the chief element in the value of it. A definite and precise answer, even if one of that character were ready at hand, would be utterly inappropriate to the occasion.

_An Answer may even be good which gives no Information at all_.

4. It is not even always necessary that an answer to a child's question should convey _any information at all_. A little conversation on the subject of the inquiry, giving the child an opportunity _to hear and to use language_ in respect to it, is often all that is required.

It must be remembered that the power to express thoughts, or to represent external objects by language, is a new power to young children, and, like all other new powers, the mere exercise of it gives great pleasure. If a person in full health and vigor were suddenly to acquire the art of flying, he would take great pleasure in moving, by means of his wings, through the air from one high point to another, not because he had any object in visiting those high points, but because it would give him pleasure to find that he could do so, and to exercise his newly acquired power. So with children in their talk. They talk often, perhaps generally, for the sake of the _pleasure of talking_, not for the sake of what they have to say. So, if you will only talk with them and allow them to talk to you about any thing that interests them, they are pleased, whether you communicate to them any new information or not. This single thought, once fully understood by a mother, will save her a great deal of trouble in answering the incessant questions of her children. The only essential thing in many cases is to _say something_ in reply to the question, no matter whether what you say communicates any information or not.

If a child asks, for instance, what makes the stars s.h.i.+ne so, and his mother answers, "Because they are so bright," he will be very likely to be as well satisfied as if she attempted to give a philosophical explanation of the phenomenon. So, if he asks what makes him see himself in the looking-gla.s.s, she may answer, "You see an _image_ of yourself there. They call it an image. Hold up a book and see if you can see an image of that in the gla.s.s too." He is pleased and satisfied. Nor are such answers useless, as might at first be supposed. They give the child practice in the use of language, and, if properly managed, they may be made the means of greatly extending his knowledge of language and, by necessary consequence, of the ideas and realities which language represents.

"Father," says Mary, as she is walking with her father in the garden, "what makes some roses white and some red?" "It is very curious, is it not?" says her father. "Yes, father, it is very curious indeed. What makes it so?"

"There must be _some_ cause for it" says her father. "And the apples that grow on some trees are sweet, and on others they are sour. That is curious too." "Yes, very curious indeed," says Mary. "The _leaves_ of trees seem to be always green," continues her father, "though the flowers are of various colors." "Yes, father," says Mary. "Except," adds her father, "when they turn yellow, and red, and brown, in the fall of the year."

A conversation like this, without attempting any thing like an answer to the question with which it commenced, is as satisfactory to the child, and perhaps as useful in developing its powers and increasing its knowledge of language, as any attempt to explain the phenomenon would be; and the knowledge of this will make it easy for the mother to dispose of many a question which might seriously interrupt her if she conceived it necessary either to attempt a satisfactory explanation of the difficulty, or not to answer it at all.

_Be always ready to say "I don't know_."

5. The mother should be always ready and willing to say "I don't know," in answer to children's questions.

Parents and teachers are very often somewhat averse to this, lest, by often confessing their own ignorance, they should lower themselves in the estimation of their pupils or their children. So they feel bound to give some kind of an explanation to every difficulty, in hopes that it may satisfy the inquirer, though it does not satisfy themselves. But this is a great mistake. The sooner that pupils and children understand that the field of knowledge is utterly boundless, and that it is only a very small portion of it that their superiors in age and attainment have yet explored, the better for all concerned. The kind of superiority, in the estimation of children, which it is chiefly desirable to attain, consists in their always finding that the explanation which we give, whenever we attempt any, is _clear, fair_, and _satisfactory_, not in our being always ready to offer an explanation, whether satisfactory or not.

_Questions on Religious Subjects._

The considerations presented in this chapter relate chiefly to the questions which children ask in respect to what they observe taking place around them in external nature. There is another cla.s.s of questions and difficulties which they raise--namely, those that relate to religious and moral subjects; and to these I have not intended now to refer. The inquiries which children make on these subjects arise, in a great measure, from the false and puerile conceptions which they are so apt to form in respect to spiritual things, and from which they deduce all sorts of absurdities. The false conceptions in which their difficulties originate are due partly to errors and imperfections in our modes of teaching them on these subjects, and partly to the immaturity of their powers, which incapacitates them from clearly comprehending any elements of thought that lie beyond the direct cognizance of the senses. We shall, however, have occasion to refer to this subject in another chapter.

In respect, however, to all that cla.s.s of questions which children ask in relation to the visible world around them, the principles here explained may render the mother some aid in her intercourse with the little learners under her charge, if she clearly understands and intelligently applies them. And she will find the practice of holding frequent conversations with them, in these ways, a source of great pleasure to her, as well as of unspeakable advantage to them. Indeed, the conversation of a kind and intelligent mother is far the most valuable and important means of education for a child during many years of its early life. A boy whose mother is pleased to have him near her, who likes to hear and answer his questions, to watch the gradual development of his thinking and reasoning powers, and to enlarge and extend his knowledge of language--thus necessarily and of course expanding the range and scope of his ideas--will find that though his studies, strictly so called--that is, his learning to read, and the committing to memory lessons from books--may be deferred, yet, when he finally commences them he will go at once to the head of his cla.s.ses at school, through the superior strength and ampler development which his mental powers will have attained.

CHAPTER XX.

THE USE OF MONEY.

The money question in the management and training of children has a distinct bearing on the subjects of some of the preceding chapters. It is extremely important, first, in respect to opportunities which are afforded in connection with the use of money for cultivating and developing the qualities of sound judgment and of practical wisdom; and then, in the second place, the true course to be pursued with them in respect to money forms a special point to be considered in its bearing upon the subject of the proper mode of dealing with their wishes and requests.

_Evil Results of a very Common Method_.

If a parent wishes to eradicate from the mind of his boy all feelings of delicacy and manly pride, to train him to the habit of obtaining what he wants by importunity or servility, and to prevent his having any means of acquiring any practical knowledge of the right use of money, any principles of economy, or any of that forethought and thrift so essential to sure prosperity in future life, the best way to accomplish these ends would seem to be to have no system in supplying him with money in his boyish days, but to give it to him only when he asks for it, and in quant.i.ties determined only by the frequency and importunity of his calls.

Of course under such a system the boy has no inducement to take care of his money, to form any plans of expenditure, to make any calculations, to practise self-denial to-day for the sake of a greater good to-morrow. The source of supply from which he draws money, fitful and uncertain as it may be in what it yields to him, he considers unlimited; and as the amount which he can draw from it does not depend at all upon his frugality, his foresight, or upon any incipient financial skill that he may exercise, but solely upon his adroitness in coaxing, or his persistence in importunity, it is the group of bad qualities, and not the good, which such management tends to foster. The effect of such a system is, in other words, not to encourage the development and growth of those qualities on which thrift and forehandedness in the management of his affairs in future life, and, in consequence, his success and prosperity, depend; but, on the contrary, to cherish the growth of all the mean and ign.o.ble propensities of human nature by accustoming him, so far as relates to this subject, to gain his ends by the arts of a sycophant, or by rude pertinacity.

Not that this system always produces these results. It may be, and perhaps generally is, greatly modified by other influences acting upon the mind of the child at the same time, as well as by the natural tendencies of the boy's character, and by the character and general influence upon him of his father and mother in other respects. It can not be denied, however, that the above is the tendency of a system which makes a boy's income of spending-money a matter of mere chance, on which no calculations can be founded, except so far as he can increase it by adroit manoeuvring or by asking for it directly, with more or less of urgency or persistence, as the case may require; that is to say, by precisely those means which are the most ign.o.ble and most generally despised by honorably-minded men as means for the attainment of any human end.

Now one of the most important parts of the education of both girls and boys, whether they are to inherit riches, or to enjoy a moderate income from the fruits of their own industry, or to spend their lives in extreme poverty, is to teach them the proper management and use of money. And this may be very effectually done by giving them a fixed and definite income to manage, and then throwing upon them the responsibility of the management of it, with such a degree of guidance, encouragement, and aid as a parent can easily render.

_Objection to the Plan of a regular Allowance_.