"'Mamma, are you there?'
"'Yes, darling.'
"'All right, then!' and the child went back to its play.
"By-and-by the little voice was heard again, repeating,
"'Mamma, are you there?'
"'Yes.'
"'All right, then;' and the little ones returned again, satisfied and reassured, to their toys."
The sense of their mother's presence, or at least the certainty of her being near at hand, was necessary to their security and contentment in their plays. But this feeling was not the result of any teachings that they had received from their mother, or upon her having inculcated upon their minds in any way the necessity of their keeping always within reach of maternal protection; nor had it been acquired by their own observation or experience of dangers or difficulties which had befallen them when too far away. It was a native instinct of the soul-the same that leads the lamb and the calf to keep close to their mother's side, and causes the unweaned babe to cling to its mother's bosom, and to shrink from being put away into the crib or cradle alone.
The Responsibility rests upon the Mother.
The mother is thus to understand that the principle of obedience is not to be expected to come by nature into the heart of her child, but to be implanted by education. She must understand this so fully as to feel that if she finds that her children are disobedient to her commands-leaving out of view cases of peculiar and extraordinary temptation-it is her fault, not theirs. Perhaps I ought not to say her fault exactly, for she may have done as well as she knows how; but, at any rate, her failure. Instead, therefore, of being angry with them, or fretting and complaining about the trouble they give her, she should leave them, as it were, out of the case, and turn her thoughts to herself, and to her own management, with a view to the discovery and the correcting of her own derelictions and errors. In a word, she must set regularly and systematically about the work of teaching her children to subject their will to hers.
Three Methods.
I shall give three principles of management, or rather three different classes of measures, by means of which children may certainly be made obedient. The most perfect success will be attained by employing them all. But they require very different degrees of skill and tact on the part of the mother. The first requires very little skill. It demands only steadiness, calmness, and perseverance. The second draws much more upon the mother's mental resources, and the last, most of all. Indeed, as will presently be seen, there is no limit to the amount of tact and ingenuity, not to say genius, which may be advantageously exercised in the last method. The first is the most essential; and it will alone, if faithfully carried out, accomplish the end. The second, if the mother has the tact and skill to carry it into effect, will aid very much in accomplishing the result, and in a manner altogether more agreeable to both parties. The third will make the work of forming the habit of obedience on the part of the mother, and of acquiring it on the part of the child, a source of the highest enjoyment to both. But then, unfortunately, it requires more skill and dexterity, more gentleness of touch, so to speak, and a more delicate constitution of soul, than most mothers can be expected to possess.
But let us see what the three methods are.
First Method.
1. The first principle is that the mother should so regulate her management of her child, that he should never gain any desired end by any act of insubmission, but always incur some small trouble, inconvenience, or privation, by disobeying or neglecting to obey his mother's command. The important words in this statement of the principle are never and always. It is the absolute certainty that disobedience will hurt him, and not help him, in which the whole efficacy of the rule consists.
It is very surprising how small a punishment will prove efficacious if it is only certain to follow the transgression. You may set apart a certain place for a prison-a corner of the sofa, a certain ottoman, a chair, a stool, any thing will answer; and the more entirely every thing like an air of displeasure or severity is excluded, in the manner of making the preliminary arrangements, the better. A mother without any tact, or any proper understanding of the way in which the hearts and minds of young children are influenced, will begin, very likely, with a scolding.
"Children, you are getting very disobedient. I have to speak three or four times before you move to do what I say. Now, I am going to have a prison. The prison is to be that dark closet, and I am going to shut you up in it for half an hour every time you disobey. Now, remember! The very next time!"
Empty Threatening.
Mothers who govern by threatening seldom do any thing but threaten. Accordingly, the first time the children disobey her, after such an announcement, she says nothing, if the case happens to be one in which the disobedience occasions her no particular trouble. The next time, when the transgression is a little more serious, she thinks, very rightly perhaps, that to be shut up half an hour in a dark closet would be a disproportionate punishment. Then, when at length some very willful and grave act of insubordination occurs, she happens to be in particularly good-humor, for some reason, and has not the heart to shut "the poor thing" in the closet; or, perhaps, there is company present, and she does not wish to make a scene. So the penalty announced with so much emphasis turns out to be a dead letter, as the children knew it would from the beginning.
How Discipline may be both Gentle and Efficient.
With a little dexterity and tact on the mother's part, the case may be managed very differently, and with a very different result. Let us suppose that some day, while she is engaged with her sewing or her other household duties, and her children are playing around her, she tells them that in some great schools in Europe, when the boys are disobedient, or violate the rules, they are shut up for punishment in a kind of prison; and perhaps she entertains them with invented examples of boys that would not go to prison, and had to be taken there by force, and kept there longer on account of their contumacy; and also of other noble boys, tall and handsome, and the best players on the grounds, who went readily when they had done wrong and were ordered into confinement, and bore their punishment like men, and who were accordingly set free all the sooner on that account. Then she proposes to them the idea of adopting that plan herself, and asks them to look all about the room and find a good seat which they can have for their prison-one end of the sofa, perhaps, a stool in a corner, or a box used as a house for a kitten. I once knew an instance where a step before a door leading to a staircase served as penitentiary, and sitting upon it for a minute or less was the severest punishment required to maintain most perfect discipline in a family of young children for a long time.
When any one of the children violated any rule or direction which had been enjoined upon them-as, for example, when they left the door open in coming in or going out, in the winter; or interrupted their mother when she was reading, instead of standing quietly by her side and waiting until she looked up from her book and gave them leave to speak to her; or used any violence towards each other, by pushing, or pulling, or struggling for a plaything or a place; or did not come promptly to her when called; or did not obey at once the first command in any case, the mother would say simply, "Mary!" or "James! Prison!" She would pronounce this sentence without any appearance of displeasure, and often with a smile, as if they were only playing prison, and then, in a very few minutes after they had taken the penitential seat, she would say Free! which word set them at liberty again.