Guide to the Kindergarten and Intermediate Class and Moral Culture of Infancy Part 14

Some people object to allegories and fairy stories for children, but I am never afraid of them if they are true to nature, truly imaginative, or if the impossible is occasionally caught a glimpse of. A fairy that comes out of a flower, is an imaginary being that will never disturb the dreams or deceive the intellect of a child. I always call such stories poetry, and sometimes ask what they teach. If a teaching use cannot be made of them, they are not written conscientiously and are not good food for the young. A child of well cultivated imagination will be likely to be more rather than less truthful than others. But I do not like ogres.

I once had a scholar, a child of eleven years, that had never known the care of parents. She was a southern child, whose parents died in her infancy, and she was sent from one boarding-school to another, where she was made the tool of unscrupulous girls to obtain their ends against authority. She told untruths _always_, even upon the most trivial matters, as if she feared being circ.u.mvented, or giving any handle to others by whom she might be blamed. She was so subtle, that it was almost impossible to obtain a fact from her, although she lived in the family. Her relations had wholly neglected all personal care of her, and I found she knew nothing whatever about them. I learned that her parents were two very lovely young people, both of whom died early of consumption, and she had an uncle who was a bachelor and a very wealthy planter. He had been very fond of his sister, and meant to take home this child and make her his heiress as soon as she was old enough. She had the precocity of const.i.tution and temperament common to the southerners, but had no interest in life at all except for present gratification. It was difficult to interest her in anything, and I determined to try the experiment of describing her parents and her uncle, and telling her of her future prospects. I saw when I was talking to her that she was much moved, but she did not wish me to know it.

During the several months she had been under my care, I had never seen her off her guard, and she did not mean to be now. She said, "yes, I know," several times, but in her emotion she had forgotten that she had told me several times when I had asked her, that she had no relations.

As I went on speaking of the lovely character of her mother, who died at her birth, I saw the color flash and her lips quiver, but she would express no interest in the matter in words, and I took no notice of her natural emotions. But when I went on to speak of the uncle and his beautiful home, his love for his sister, and for her, whom he had never seen since her babyhood, and of his wish that she should preside over his home when old enough, she fairly burst into tears; and when I drew her into my arms she put her head on my bosom and gave way to violent sobbing. But still she was cautious in speaking, and I did not convict her of having concealed the truth. She was naturally very timid, and I had divined the cause of her phase of falsehood. She had been treated very cruelly, and was afraid of human beings. After a while she proposed to write to her uncle and tell him what she was studying; but although I doubt not life had a new interest to her, I could not tell what was the characteristic of her interest, owing to her great reserve. It might have been sordid, for she was very selfish; but she was soon removed, and I had no opportunity of seeing her for many years. I then found her still in the family of her guardian, to one of whose sons she was engaged, but I was told there was no love, only speculation, at the foundation of the young man's views, and the seeds of consumption, inherited from her mother, had begun to ripen in her. She was brilliantly beautiful, and showed a great deal of feeling on seeing me, but died very soon after. The only evidence I ever had of the existence of the moral sentiment in her wronged soul, was her fondness for another child in my family, who was the soul of truth and love, and who had divine patience with this her little tormentor, whom she watched over and remonstrated with like a little mother. This companion, of just her own age, had had a very remarkable moral training, consecrated forever by the sufferings for conscience' sake of a very dear and gifted mother, whose persecutions were known to her child, and no one could know her, not even the most hardened or obtuse, without being affected by her. She was a little Christ among other children, and so regarded by them, and I always hoped that the poor little waif had through her a glimpse of the Heaven into which she seemed to have no pa.s.sport. At the time, I rejoiced for my little angel, when her heart was relieved of such a charge, for certain natural graces as well as the condition of moral benightment of the little stranger had taken very deep hold of her; but I think a reform might have been effected with such an aid. The martyr's child lived long enough to fulfil her promise, and grew happy enough to blossom out into some buds of lovely promise, intellectual as well as moral, and then she went too, but could be no more an angel the other side of the veil than she was on this. How slight the barrier sometimes seems to be, yet how impervious! Was it the _divine love_ in you which made you do that? was her mother's form of reproof, always _remembered_.

Is there any danger of inspiring a child with too great self-reliance, by directing it to the immutable law of G.o.d in its own breast as a guide of conduct? It has been wisely said that we know of the moral nature of G.o.d only what the moral sentiment teaches us, and that the visible world and revelation only confirm what this sentiment gives primarily. We know that the sentiment of reverence may be directed to objects unworthy the homage of the soul. In the fluctuations of human opinion there may be a higher or lower view of G.o.d's nature. He may be looked upon as all justice without mercy, or as mercy without justice, or as a union of both, according to the enlightenment of the intellect, but we can cultivate in every child a reverence for G.o.d's voice in conscience, an allegiance to G.o.d as goodness itself, or as a Father, ready to forgive us when we repent, and to help our efforts. The human being may by turns wors.h.i.+p G.o.d as a Father, as a power, or as law; and salvation, or the redemption of the soul from evil, does not depend upon the form of belief, but upon the allegiance to that something higher which is a law to it. I do not say that it is not important what the form is, for we know that there is all the difference in the world between the savage's wors.h.i.+p of his fetish, and the Christian's of his G.o.d, but the savage may be more loyal to the small glimmer of truth represented by his fetish, than many a so-called Christian is to his more advanced conception of Deity. Therefore it is loyalty of soul which is to be cultivated, and that is done through conscience.

I know no higher motive to be given to a child or to a man, than that the more he obeys the voice of conscience, the more tender it becomes; and the more he cultivates his intellect the greater will be its expansion; and no fear that either can entertain is so salutary as the fear of losing the delicacy of the conscience, or the power of increasing insight. Offer no secondary motives, but as high a view as we can give of the primal one, not judging for our fellow-man, or even child, what it is ready to receive, for either may be capable of receiving more than we can give.

This does not interfere with bringing the consequences of wrong-doing into immediate view, which is in fact all that we do when we punish judiciously. If a child is selfish he is thrust aside by those who have the power to do it. This is a direct natural consequence, quite as much so as that the selfishness grows by indulgence, but weak children in a school or in a family must not venture to thrust aside an offender. I must therefore come to their a.s.sistance.

I have one child in my school who has so little power of self-control, that I am obliged to be very peremptory with him every day. It would not be sufficient for me to say, "You trouble others so that they do not like to have you sit near them," and wait for that truth to influence him. I must put him in a seat by himself, and show him that he is not to approach others now, and that he must make an immediate effort to gain a better social position. If anything comes into his head, he seems utterly incapable of refraining from the utterance of it, even in the midst of a recitation, or be it ever so irrelevant to the matter in hand. He wishes to tell anecdotes of which he is reminded by something read or recited. If I tell him he must not take up the time, he is so earnest to go on, that often I cannot stop him without walking him out of the room. Then I tell him that since he has no power of self-control, he must stay there till I call him; or I allow him to return on condition that he does not open his mouth even to read or to recite. I impose this privation to teach him self-control, the want of which will make him annoying to every one. He pours forth many sensible remarks and more good feelings, but the law of adaptation seems wanting. He has sensibility and conscience, and a general desire to do right. If not approved, he is afflicted; if he does not succeed in his undertakings, he cries with grief, cries aloud often, though a huge boy of nine years old,--a little giant in form and strength. He generally seems to tell the truth, though he is weak, and yields easily to the temptation of gaining his ends. But if he cannot remember easily, he lashes himself into hysterics. He has quick perceptive powers, but little power of reasoning. My aim is to show him the connection between his faults and his sufferings; to let the latter be felt to be the whip that scourges his faults--not himself; for there is no fair proportion between the constant punishment he brings upon himself and his wilful wrong-doing. I am afraid he will always be a trial to his friends. He is one of my least hopeful cases, because not well gifted. I am afraid there is a germ somewhere that the sun has not yet shone upon--that some tile that is now weighing down his brain must be lifted before mortal man can help him. You remember the story of Descartes, who was an idiot till his skull was cracked, when suddenly the brain expanded, and the fissure never closing, he became a great man. Perhaps my obtuse boy will get some friendly blow, mental or physical, that will let in the light. His mother turned him out into the street to amuse himself, because she could not manage him. If she had not, perhaps I should already have turned him back upon her hands, for he really is the greatest trouble I have. My hope for him is that maturity and experience will teach him what others cannot. This is often the case.

Another little fellow appears to have no natural perception of the rights of others. He does not understand the sentiment of obedience, as many lively children do. If I keep my eye fixed upon him, he does not do the things I positively forbid him to do, but he is the very prince of mischief, and I am obliged to watch him narrowly lest he turn inkstands upside down, and go to such like extremes. In some cases I merely follow my instincts, and this is such an one. I feel as if I were to put principle into this child because I have it myself, much as the magnetist imposes his will upon his patient by exercising it forcibly.

I find myself looking at him much more than I talk to him, not always reprovingly, never stealthily, but steadily and gravely. I do not like to govern, but I am not afraid of children, as some people are. My nerves can bear their crying, if they do not cry with pain, and they soon learn that they gain nothing from me by it. They do not put me out of temper, or exhaust my patience, or my perseverance; but the determined will, the ever-springing gayety, the wild spirits that tire most people, are a constant source of pleasure and exhilaration to me.

It seems to me so unnatural that childhood should be naughty, that if they are obstinate I am very apt to think it the fault of some still more obstinate grown person, who has turned a stout heart into a wilful one by unwise opposition; and I love to set myself to disarming the stubborn will, leaving it only resolute. If they are false, I feel as if their faith had been broken, or their fears excited, and I love to show them the beauty of truth, or inspire them with moral courage. If they are pa.s.sionate, I love to calm them down, and give them the pleasure of tranquillity, and the joys of self-conquest,--not "breaking their spirits," but sympathizing with their ardor while I check its excesses; for enthusiasm is a boon of which I would not deprive humanity. If they are phlegmatic, commonly called stupid, I love to find some subject or object of interest that will startle them into animation; if timid and easily discouraged, I can give them the pleasures of success by offering only practicable tasks; if self-conceited, I can point out to them the kingdoms of knowledge yet to be conquered. I often quote the words of Linnaeus, who once said it would take him all his life to learn thoroughly what was under his own hand, and what was this compared with the universe!

I believe I enjoy the youngest of my tribe most, before they know evil or are accustomed to hear of it with composure; when the wanton killing of a bird, or even of a spider, excites their weeping indignation; when the creations of their own fancies are as real to them as the things before their bodily eyes; and they do not question if the bird in the story speaks, or the stars sing. One may then imagine that they may be among the few who love to the end with unbroken faith, who never lose their primitive innocence, but grow as the tree grows, whose leaves, when the early frost nips them, turn to scales to protect their sister growths, adding to the final perfection of the whole, not arresting its beautiful and symmetrical progress, neither withering in the bud, nor throwing out gnarled branches to the light and heat that would fain warm and smile upon them. I would not pin these little inheritors of the earth to one seat, or always check the wild burst of delight, or the ringing laugh. I even like to have the older children hear it occasionally, and recognize it with a smile as I do, for they have already begun to _remember_ happiness, alas! as if it had already begun its flight. They have laughed when it was not sympathized with, been reproved for loving fun, and deprived of innocent sports because they were not convenient to others. I like to keep up their sympathies with the spontaneous activity and pure imaginations of these babes. It is out of order for a little child that catches my eye to run across the room to say, "Oh, may I come and see 'oo 'ittle while?" but I cannot but nod a.s.sent, and he will come and scramble into my lap, where he is no sooner fairly settled and hugged than he will scramble down again and go back to his slate or his window. If he nestles up into his sister's chair, while she is studying, I put my finger on my lips, but let her put her arm round him and keep him till he is tired. This little sunbeam begins to wish to draw on the slate, and the little sister of seven years takes the greatest interest in what he does, as if expecting some angelic exploit of the pencil.

But though I wish to have self-government in my scholars instead of my own, dear Anna, do not for a moment mistake me. I consider obedience an essential ingredient of order, and order I regard as "heaven's first law." Indeed I have sent away one scholar of whom I have spoken a little way back, because I could not command his obedience; and my authority must not be questioned, although I do not obtrude it. No human being can be good or happy who cannot obey; and those parents do the best thing for their children, who successfully cultivate the sentiment.

For, if it is the _sentiment_, it will acknowledge all lawful authority.

When it is merely a practice gained through fear, there is generally no sentiment in it. The child who will not eat the bit of cake offered in its mother's absence, because she has refused to let him have it before,--and I have known many such,--is truly the obedient child.

Children not only respect most but love best those whom they cheerfully obey. A child that obeys a judicious and affectionate mother, or teacher, will often, in the midst of its opposition and wilfulness, acknowledge that the power which rules him is a beneficent power. If I did not think that a pretty good child would feel that I was in the right very soon after a conflict of wills, I should suspect myself of having given some evidence of love of power or want of good temper. I would not restrain an expression of honest indignation, or strong disapprobation, if the offence deserved it; but any impatience of temper, or any personal feeling, except that of sorrow, is a crime in this relation. It may not be in a mother's or teacher's power to be always wise, judicious, or intellectually ready for an occasion; but the virtue of patience is lawfully demanded of them at the tribunal of conscience always. Corporal punishment I have nothing to do with, for though I know it is necessary in some extreme cases, I prefer that parents should exercise that function. No person that has a less vital interest in a child than a parent, should inflict it; and though as a principle of government I consider it brutalizing, there are instances in which I have felt it to be a _holy_ act, and in which I have known the child to respect it, and to feel hurt for its parent rather than for itself. But my own influence, to be secure and useful, must be wholly moral and intellectual. I often tell children that I must inform their parents when I find them impervious to any influence of mine; and when, as has sometimes been the case, they have begged me not to do it, because they should be whipped, I have said that "perhaps that was the very best possible thing that could be done, and if a parent thought it necessary to whip his child, it must be because he truly loved him, and thought it right to do what must be to himself a painful thing: such a reason must not deter me from doing my duty. I should not act according to my conscience if I concealed anything from parents, for they are the guardians G.o.d has appointed over children, and I should do wrong to prevent them from knowing everything that I knew, that would help them make their children good."

I cannot provide for those exceptional cases ill.u.s.trated to me by a little new scholar I once had, who was very refractory. I said to him, "don't you wish to be good, Lewis?" "No," he cried out in a distressed voice. He was only six years old, but this seemed to be a new case, so I put my arm affectionately round him and said, "What does it mean to be good, Lewis?" He raised his tearful eyes to me and gasped out "ter be whipped!" I never saw a look of greater infantile woe; but I soon taught him that that was not what I meant by "being good."

I know one mother who has a family of excitable children, which she treats wholly on hygienic principles. If they are out of temper, she administers nauseous doses of medicine, and such has been her power over their consciences that she can make them grateful to G.o.d for such blessings as ipecacuanha and epsom salts, even when she is holding the spoon to their mouths. This is a fact within my knowledge; and it was the first thing I knew that set my thoughts upon the track, which has led me to a firm conviction that half the ills of temper and perversity may be traced to physical causes; for her instinct proved to be a correct one. Her children were honorable and affectionate, but irritable, and this was owing to an unhappy inheritance of physical structure, incompatible with serenity till counteracted by judicious treatment. One of those wise physicians, who sometimes adorn the profession, was her aid and counsellor. "Her children rise up and call her blessed," and bless her too.

LETTER VI.

DEAR ANNA,--I have just heard that you think of changing your original plan, and becoming a governess. At the risk of being impertinent, I must give you the warning of experience against this course. I know the voice of experience is not an unerring one, because circ.u.mstances differ almost infinitely, but I think the relation of governess an unnatural one, and also that the disadvantages of home education, given exclusively, far overbalance its advantages. Mark me, I say given exclusively, for I think the early education should always be domestic.

I would have every mother set apart from all the other duties of life to attend to her children, and be qualified to give them the rudiments of not only moral but intellectual training. I know only one mother who has done this absolutely and with all the requisite surroundings, though I know many who would be glad to do it. Perhaps I should say I know only one father who has made it possible. Doubtless there are some fathers who would be glad to have it done, with whom the mothers are not ready to cooperate. I could branch off here, and tell all I think about parents not having the right views of their parental duties, but that would take me still farther back, to the subject of being married on the right principles, which I have been led to reflect much upon, as I have circulated through the families of my friends, particularly of those who have from time to time put their children into my charge. I speak it with diffidence, but I see many families in which the children are regarded in the light of annoyances rather than of blessings; consequently they are penned up in nurseries, put to bed by servants, fed by them, washed and dressed by them, excused by them, falsely entertained by them, in fact educated by them, until they are old enough to be quiet inmates of the parlor, when they are allowed to be present to listen to conversations about the last new fas.h.i.+on, or comments upon the party of last night and that of the night to come. I have known the mothers of children under my care, to promise a sick child she would not go out in the evening, in order to quiet her querulous complaints of her nurse or attendant, and then to break the promise as soon as the child fell asleep, confiding in its mother's sincerity. This is an extreme case, but it is not so rare for mothers to send their children to bed under the care of servants, instead of leaving the pleasant fireside to make the most of that gracious hour when the heart of the child is most likely to unfold to the tender parent, and to utter its repentant confession or fervent little prayer.

But this is wandering a little from the point. I begin to think I indulge in too many digressions; but my vocation leads me into such observations and reflections.

I know there is much to be said on both sides of this question. I should give you the sum of my opinion, if I should say that after the age has arrived at which children are ordinarily sent to school, an alternation of the home and the school education is the best mode. Here experience raises her voice again; for the best educations I have known, all other things being equal, have been in two families where this has been done.

In one of these, the watchful eye of the mother saw the very moment in which the home influence was becoming too exclusive and oppressive, and also when the school influence became scattering to the mind from too much companions.h.i.+p, or when ambition took the place of love of knowledge and excellence. The school intercourse was occasionally broken in upon by months of home life, when the mother devoted herself as companion in study and recreation, and kept alive her daughters' sympathy with her in her domestic duties. I have often seen the mere school-life kill out this sympathy with mothers and younger members of the family, and foreign influences quite counteract the parental ones.

My own favorite mode of education would be to send children to school after they have been well trained in imagination and self control at home, at the age when the social feeling seeks variety, and can receive least injury from indiscriminate contact; and when arrived at the age when too much companions.h.i.+p becomes dangerous, to call the girls back to the home influences, and let them there pursue, with judicious a.s.sistance, or even a chosen companion, the studies best adapted to the peculiarities of character, the mother ever keeping herself the chosen confidant, and making herself a willing sacrifice, instead of allowing the social tendencies of her daughters to expend themselves on frivolous or unworthy companions. Mothers are too apt to indulge their own ease, and allow their children to frequent, alone, scenes of amus.e.m.e.nt over which parents should always preside. I have known marriage relations to be formed and cemented by daughters so neglected, before parents knew even the fact of acquaintances.h.i.+p.

I know how difficult is such practice as I would recommend, in our present state of society; but one can hardly help following out one's imaginings of perfect circ.u.mstances, and fancying all the good that might accrue in such millenniums. It was very sensibly remarked to me a little while since, by one to whom I was speaking of my ideal of education for girls, that we can rarely begin and go on with them according to any one system; for they are brought to us in all stages of development, most frequently, alas, without any. You will please always to understand me as if everything went on right from the beginning.

To return to your present plans. I think I must have learnt this rambling habit which so often leads my pen off the track, when roving the woods and fields in my extreme youth, now resting by the side of the arrowy river of my favorite valley, where the "sweet waters meet," or floating with you down the placid Charles at the winds' and the tides'

sweet will.

I antic.i.p.ate what you will tell me of the advantages under which you enter upon the career of a governess. I expect a glowing description of your new life, because I know how you love and admire those friends; but that will make no difference in my views. I too have a friend with whom I agree upon the subject of education; a mother whose experience and wisdom have aided me much, and whose spirit has presided over my school-room as a sort of tutelary genius, into whose family I should be willing to go and give all the aid I could furnish for the furtherance of her plans, (her own book-knowledge not being equal to mine,) if she const.i.tuted the whole influence in her own family. There would be a perfect cooperation between us two, the intercourse of years having prepared the way for it. But her husband is not as wise as she is, and I would not therefore venture. Yours may be a peculiar case of sympathy with both parents, but let us look upon it in a general way.

We will suppose a good family, and that the parents are conscientious, and have a general confidence in the judgment and acquirements of the governess. But if the mother is a person of decided views, and fixed in her own opinions, and the father also, you might immediately find insuperable difficulties. You would not like to exert any influence opposed to the parental, however injudicious you might deem that to be.

You would not like to take sides with either parent. They might, by amicable discussion, modify each other's views, so as to do just right by their children; while the influence of another, thrown into either scale, would produce dissatisfaction. In your school-room, on the contrary, you can be perfectly independent of either, and without standing in the att.i.tude of opposition, or running the risk of encroaching upon the rights of a parent, you can know just as much and just as little as you please of the difference of views; and having your scholar in a new scene, and subjected to different influences, you may be able fully to carry out your own views, without exciting the jealousy of parents. This is the only way to avoid such collisions as I dread, and which seem to me almost inevitable in such a union as that of parent and teacher in the same family. As an independent teacher, your opinions may be expressed with the utmost freedom; for I would have no tampering with truth. But few mothers are humble or wise enough to be willing to be criticised at home when it comes to the point. Then in my opinion such an inmate spoils a family, which should be a sacred circle where none intrude. I myself have had the whole care of children in a family, moral and intellectual, but no one but the parents ought to have had it.

It set up an authority that was more respected than that of the parent.

I have also, in another instance, had the sympathy and confidence of one parent, and the jealous watchfulness of the other, who would not listen to the suggestions of a third person. I have also seen children who knew more of truth than their parents, and who knew that I knew it; and I would never again put myself in that position. I have seen the wounded vanity of otherwise good mothers baffle the best intentions and wisest action on the part of a governess; and even sadder cases, where conscience itself must have been sacrificed to keep the peace. No individual should ever step between parents and children, and point out the errors of the former. Principles alone should do this; nothing less sacred should intervene. In my school-room, I can dwell upon principles forever, and apply them to the cases in hand as closely and as skilfully as I please, and keep clear of personalities, if I find them baneful. If one is in the family, this seems to me scarcely possible. Often when I speak of a wrong action, be it the wanton killing of a bird, or the indulgence of an evil pa.s.sion, children say to me, "My father does that sometimes," and even add, "I wish he would not." This moral judgment is inevitable; it must come sooner or later, and the sooner the child defines the line by his own observations and reflections the better, but it must often pa.s.s without comment. I should be sorry to be obliged to be silent upon any point of right and wrong, because there are sinners at my elbow. In a school-room, which is a separate world within the great world,--connected with it, yet severed from it,--principles may reign triumphant. In a family, persons prevail more or less, and this is one of my chief reasons for objecting to an exclusively private education. Special modes of thought and standards of action are imposed by example and habit; and where there is no variety of views presented for comparison, minds cannot easily expand, still less choose the best of several good ways. I have seen the victims of private education perpetuate family faults, and in later life left standing alone in the world, knowing little of its interests, and having no sympathy from without. I have seen morbid sensibility thus nourished into insanity itself.

But you must tell me the result of your experiment. It dashes my hopes of any brilliant discoveries. I much question whether, under the most favorable circ.u.mstances, you will find yourself able to satisfy yourself and others too. Those friends who love you so much will perhaps be unwilling to make demands upon you; and this will make you anxious to do all you can imagine them to desire. This is the worst of all slaveries--to be in a situation where one is not sure of all that is demanded, and where delicacy forbids the free expression of wishes. In most cases, too great requisitions are made upon the time and thoughts of a governess. There should be a rigid arrangement in regard to hours and services, leaving the time which is not employed in instruction wholly free, independent, and solitary, if desired. For a time you will be willing to give all your waking hours to your employment, and feel that you cannot do enough to serve a friend; but real teaching is an immense tax upon the mind and the health; and you have duties to yourself, the neglect of which will at last unfit you for the proper fulfilment of the very engagement you have entered into. Your own qualities of character may clash with those of the family, and you cannot be supposed to have the touchstone to their peculiarities, that members of the same family have,--an innate and fibrous knowledge, as it were, of the springs of each other's action, and the a.s.sociations that govern these springs. I have never seen a more painful tyranny exercised than that over a governess in one instance; not a palpable tyranny that could be rebelled against and openly thrown off, but a total ignorance of another's wants and rights, that made the whole life a bondage. The lady who presides believes sincerely that she offers a happy home and easy duties to one whose whole time and thoughts are taxed in such a manner that she cannot feel at liberty to dispose of an hour, although many are actually left unoccupied by accident. This is an extraordinary instance of selfishness, I acknowledge, but it generally taints the relation, more or less. I have but one counsel to give to such sufferers. Sacrifice everything but independence, but preserve that inviolate; for without it one can neither be truthful nor capable of improvement. We never should allow ourselves to be in a responsible situation where we cannot express our opinions for fear of giving offence. There is enough of that servile fear in our common intercourse with our fellow-beings. Let us keep ourselves out of temptation while our daily prayer is that G.o.d may not lead us into it.

I am prepared for a theoretic refutation of all my positions, but shall probably be very self-opinionated till you have lived through this experience, as I have done.

Yours, affectionately, M.

LETTER VII.

MY DEAR ANNA,--I am somewhat reconciled to your being in a less independent situation than I wished for you, by learning that you are, after all, in a school-room of your own, surrounded by children educated thus far under various influences. The range of ages in your little company appears to me rather too unequal; but I have such confidence in your resources, that I will not forebode failure. I only hope you will not be distracted by too various calls. In my own experience, I was obliged to relinquish older and more advanced pupils in favor of younger ones, because I found the proper attention to the two cla.s.ses incompatible, and in my own case my heart was with the little ones. You are better fitted to cope with older children, because your force of will is superior to mine.

I rejoice in your lovely surroundings. I once kept school near a gurgling brook, whose banks were ornamented with wild flowers, and the room was always redolent of perfumes, and garlanded with clematis and other flowers in their season. Not only children's heads, but mine, were wreathed with them; and many a lesson was given and learned under the trees, and on the gra.s.sy turf, golden with b.u.t.tercups and dandelions.

But now a few feet of sky, and a glimpse of verdant back-yards from one window, is all I can boast of when housed. I am blessed with the proximity of Boston Common, through which I daily wander with my little flock, and many of my children have country summers to remember,--vacations at least. Cities are unnatural places for the young. All childhood should be pa.s.sed in the country, and in afterlife its memories can be pitted against the evils the grownup must bear in pursuit of certain social privileges.

I feel modest about describing my lessons, now you actually have your cla.s.ses before you, and are sounding certain depths to meet the occasion. I wonder if you will begin with creation, as a friend I could name told me she did, when first meeting face to face a little disciple, her first pupil.

I am glad you do not begin with a large school. In many schools that I have visited, I have seen that the teachers were overpowered by numbers.

This is apt to necessitate--no, not necessitate, for that cannot be necessary which is wrong,--but it is apt to introduce the motive of emulation, as a part of the machinery. Emulation is a pa.s.sion--I call it an evil propensity, so strongly implanted in the natural const.i.tution of man, that it needs no fostering. It should be checked and restrained like any appet.i.te, so that its only function may be the desire to emulate n.o.ble deeds, but never to be degraded into compet.i.tion for praise or honors. One of the mothers of my children thinks it is a very useful ally to induce children to study hard spelling-lessons; but I a.s.sure her it cannot be made to play into my spelling-lessons, which are natural growths out of reading-lessons. No, I banish that evil spirit from my dominions, and endeavor to teach my scholars to have a deep interest in "each other's" progress instead of wis.h.i.+ng to rise upon the ruin of others. I have a device which answers all the purpose of a healthful stimulus, and insures some of the lawful rewards of industry.

In my present school, where the children are all under twelve, I made one cla.s.s in arithmetic, including all who could count their fingers and thumbs, and, arranging them in the order of ages, began with the youngest, asking the questions in Colburn's first lessons in arithmetic, and saying that I should take the first section and let each one go through with it before I went farther. When the youngest missed a question, I marked the number of it with her name, and began at the beginning with the next in order. Some of them soon missed, others went straight through without a mistake. I simply said to the first one who did this, "You may return to your seat and occupy yourself quietly in any way you please every day at this hour until this lesson is over."

The lesson was to continue half an hour.

Those who did not go straight through, remained and took another turn after each had tried.

I had seen the pleasing effect of this mode of hearing a recitation practised upon older scholars, and knew that its charms would gradually unfold to these little ones.

The first section was accomplished by all that first day. But I gradually took longer and longer portions; and soon the pleasure of getting through, and having the disposal of little times thus gained, was very animating. I liked the effect much better than that I heard described by a distinguished German mathematician, who told me that his father, who was a soldier, had a triangle of wood made, very sharp at the edges, on which he obliged him to _kneel_ while he studied his arithmetic lessons. The effect was very stimulating to his mathematical faculties, and though he hated his father at the time (a consequence I thought more of than he appeared to), he attributed to it a remarkable power, second only to Sir Isaac Newton's (who could think a train of mathematical thoughts consecutively for twenty minutes), of thinking his mathematical thoughts consecutively _fifteen_ minutes.

My little people were so delighted with their leisure, thus gained, that they voluntarily studied their lessons beforehand (which I did not require), and soon I was obliged to set off the older portion into a separate cla.s.s, who went on with the mental arithmetic very rapidly, while the younger ones, who recited on the same plan, and enjoyed themselves in the same way, were more deliberate. I followed the same plan with "Fowle's Geographical Questions on the Maps," which is a very nice book for children's use. It makes them very thoroughly acquainted with maps. My favorite geography lessons (and the favorite lessons of my scholars too), are oral; and I now have a course of lectures delivered on a certain day in the week by the children, which would amuse you, I am sure. I put my work-table on one end of the long writing-table, and my little lecturers stand behind i: in turn, sometimes with a written lecture, sometimes with only a wand to point at maps or pictures,--and give their little lectures. One little fellow of eight would talk all the afternoon over a map if I would let him, telling stories of countries which he has heard of from me or others. Another is very fond of natural history, and her little lectures are about insects, and birds, &c. Indeed, these are their chief topics,--geography and animal life.

In arithmetic I also have many other exercises, such as arranging beans in certain numerical forms; and on the black-board I teach numeration in a simple way. I use Shaw's box of arithmetical blocks to teach the philosophy of carrying tens, and I think it admirable. I also have Holbrook's frame of b.a.l.l.s. All these devices help to make processes clear. I find a very great difference in children in regard to arithmetic. I have had one scholar who never could go (she died at fifteen) beyond a certain section in "Colburn's Mental Arithmetic." She reached that after repeated trials; for when I found her grounded at any special point, I always turned back and let her review, and in that way she would gain a little at every repeated trial. This child found geometry easier than numbers, and mastered "Grund's Plane Geometry." She could also write out a reminiscence of Dr. Channing's sermons, or remember anything interesting in history, natural history, or anything of an ethical character. I also had one gifted little scholar who could not learn to spell accurately; but she drew with great power and beauty,--with "an eye that no teaching could give," as was said of her by a fine artist. These discrepancies in talent are very curious.

Phrenological philosophy alone explains them.[L]

Having thus disposed of geography and arithmetic, in the last of which I doubt not your mathematical faculty will strike out something new, you will expect me to describe my modes of teaching language, as you know that to be my personal hobby. I think I might have other hobbies if I knew more. But I do think the teaching of language covers a great deal of ground, bringing into play, as it certainly does, so many faculties.

The first thing to be aimed at in language is, that it shall be clearly understood. It is not necessary to go out of one's own language to teach etymology. I take such words as _funny_, _kindly_, _sweetly_, and ask from what words those are derived.

"What does funny mean?" The answer will be, "Full of fun," or "Something that has fun in it." "What is kindly?" "Full of kindness." "What does agreeable mean?" "Something we like," said a little boy one day in answer to this question.

"Does every one like the same things?" said I.

"No."

"Then something may be agreeable to you that is not agreeable, to me."