"But you know," added her mother, speaking in a very kind and gentle tone, "that you did not tell me the truth to-day about the apple that Bridget gave you."
Louisa paused a moment, looked in her mother's face, and then, reaching up to put her arms around her mother's neck, she said,
"Mamma, I am determined never to tell you another wrong story as long as I live."
Only a Single Lesson, after all.
Now it is not at all probable that if the case had ended here, Louisa would have kept her promise. This was one good lesson, it is true, but it was only one. And the lesson was given by a method so gentle, that no nervous, cerebral, or mental function was in any degree irritated or morbidly excited by it. Moreover, no one who knows any thing of the workings of the infantile mind can doubt that the impulse in the right direction given by this conversation was not only better in character, but was greater in amount, than could have been effected by either of the other methods of management previously described.
How Gentle Measures operate.
By the gentle measures, then, which are to be here discussed and recommended, are meant such as do not react in a violent and irritating manner, in any way, upon the extremely delicate, and almost embryonic condition of the cerebral and nervous organization, in which the gradual development of the mental and moral faculties are so intimately involved. They do not imply any, the least, relaxation of the force of parental authority, or any lowering whatever of the standards of moral obligation, but are, on the contrary, the most effectual, the surest and the safest way of establishing the one and of enforcing the other.
CHAPTER III. THERE MUST BE AUTHORITY.
The first duty which devolves upon the mother in the training of her child is the establishment of her authority over him-that is, the forming in him the habit of immediate, implicit, and unquestioning obedience to all her commands. And the first step to be taken, or, rather, perhaps the first essential condition required for the performance of this duty, is the fixing of the conviction in her own mind that it is a duty.
Unfortunately, however, there are not only vast numbers of mothers who do not in any degree perform this duty, but a large proportion of them have not even a theoretical idea of the obligation of it.
An Objection.
"I wish my child to be governed by reason and reflection," says one. "I wish him to see the necessity and propriety of what I require of him, so that he may render a ready and willing compliance with my wishes, instead of being obliged blindly to submit to arbitrary and despotic power."
She forgets that the faculties of reason and reflection, and the power of appreciating "the necessity and propriety of things," and of bringing considerations of future, remote, and perhaps contingent good and evil to restrain and subdue the impetuousness of appetites and passions eager for present pleasure, are qualities that appear late, and are very slowly developed, in the infantile mind; that no real reliance whatever can be placed upon them in the early years of life; and that, moreover, one of the chief and expressly intended objects of the establishment of the parental relation is to provide, in the mature reason and reflection of the father and mother, the means of guidance which the embryo reason and reflection of the child could not afford during the period of his immaturity.
The two great Elements of Parental Obligation.
Indeed, the chief end and aim of the parental relation, as designed by the Author of nature, may be considered as comprised, it would seem, in these two objects, namely: first, the support of the child by the strength of his parents during the period necessary for the development of his strength, and, secondly, his guidance and direction by their reason during the development of his reason. The second of these obligations is no less imperious than the first. To expect him to provide the means of his support from the resources of his own embryo strength, would imply no greater misapprehension on the part of his father and mother than to look for the exercise of any really controlling influence over his conduct by his embryo reason. The expectation in the two cases would be equally vain. The only difference would be that, in the failure which would inevitably result from the trial, it would be in the one case the body that would suffer, and in the other the soul.
The Judgment more slowly developed than the Strength.
Indeed, the necessity that the conduct of the child should be controlled by the reason of the parents is in one point of view greater, or at least more protracted, than that his wants should be supplied by their power; for the development of the thinking and reasoning powers is late and slow in comparison with the advancement toward maturity of the physical powers. It is considered that a boy attains, in this country, to a sufficient degree of strength at the age of from seven to ten years to earn his living; but his reason is not sufficiently mature to make it safe to intrust him with the care of himself and of his affairs, in the judgment of the law, till he is of more than twice that age. The parents can actually thus sooner look to the strength of the child for his support than they can to his reason for his guidance.
What Parents have to do in Respect to the Reasoning Powers of Children.
To aid in the development and cultivation of the thinking and reasoning powers is doubtless a very important part of a parent's duty. But to cultivate these faculties is one thing, while to make any control which may be procured for them over the mind of the child the basis of government, is another. To explain the reasons of our commands is excellent, if it is done in the right time and manner. The wrong time is when the question of obedience is pending, and the wrong manner is when they are offered as inducements to obey. We may offer reasons for recommendations, when we leave the child to judge of their force, and to act according to our recommendations or not, as his judgment shall dictate. But reasons should never be given as inducements to obey a command. The more completely the obedience to a command rests on the principle of simple submission to authority, the easier and better it will be both for parent and child.
Manner of exercising Authority.
Let no reader fall into the error of supposing that the mother's making her authority the basis of her government renders it necessary for her to assume a stern and severe aspect towards her children, in her intercourse with them; or to issue her commands in a harsh, abrupt, and imperious manner; or always to refrain from explaining, at the time, the reasons for a command or a prohibition. The more gentle the manner, and the more kind and courteous the tones in which the mother's wishes are expressed, the better, provided only that the wishes, however expressed, are really the mandates of an authority which is to be yielded to at once without question or delay. She may say, "Mary, will you please to leave your doll and take this letter for me into the library to your father?" or, "Johnny, in five minutes it will be time for you to put your blocks away to go to bed; I will tell you when the time is out;" or, "James, look at the clock"-to call his attention to the fact that the time is arrived for him to go to school. No matter, in a word, under how mild and gentle a form the mother's commands are given, provided only that the children are trained to understand that they are at once to be obeyed.
A second Objection.
Another large class of mothers are deterred from making any efficient effort to establish their authority over their children for fear of thereby alienating their affections. "I wish my child to love me," says a mother of this class. "That is the supreme and never-ceasing wish of my heart; and if I am continually thwarting and constraining her by my authority, she will soon learn to consider me an obstacle to her happiness, and I shall become an object of her aversion and dislike."