In the history of the race, art develops before science, just as in nature the blossom comes before the fruit; so in the child emotions come before reason, and he is attracted and his sympathies aroused by nearly any appeal to his senses long before his understanding tells him why. Notwithstanding this fact, nearly every educative effort is confined to the intellect and the feelings are allowed to shift for themselves. The result is that many a child grows up cold, hard, and matter-of-fact, with little of color, poetry or sympathy to enrich his life. The common mistake is to starve the emotions in order to overfeed the understanding. The education of the heart must keep pace with that of the head if a well-balanced character is to be developed. Even in school the teacher too often proceeds to stuff the child with information before first awakening interest in the subject. Once arouse the interest of a child in any subject and he will pursue it to success.
Toys are of much value to children not only as promoters of play but because they appeal to their sympathies and give exercise to the emotions.
The two great obstacles to the exercise of the right emotions are fear and pity. Toys are great aids in overcoming these tendencies. Through dramatic play with toys, children exercise their own imaginations and put action into their own lives; and gradually fear and pity are overcome through the confidence the child develops in himself.
"We find the instincts of the race renewed in each new-born infant. Each individual child desires to master his surroundings. He cannot yet drive a real horse and wagon, but his very soul delights in the three-inch horse and the gaily-painted wagon; he cannot tame real tigers and lions, but his eyes dance with pleasure as he places and replaces the animals of his toy menagerie. He cannot at present run engines or direct railways, but he can control for a whole half-hour the movements of his miniature train. He is not yet ready for real fatherhood, but he can pet and play with, and rock to sleep and tenderly guard the doll baby." Through toys the child practises in miniature most of the activities of the adult and thus gradually bridges the chasm between his small capacity and the great realities and possibilities of life.
The heart should be trained as carefully as the head. Our emotions even more than our reason govern us. Train the child to feel rightly, to admire the good, the true and the beautiful, and you need not fear. He will develop a love of home, of country and of G.o.d that will carry him safely throughout all his life. This does not mean that we shall neglect the training of his intellect; both heart and head should be trained together, but the heart must not be neglected; for out of it, says the Good Book, come the issues of life.
LESSON XV
QUESTIONS FOR DISCUSSION
1. What may result from cultivating the intellect in children before stimulating the emotions?
2. Which governs us most, our feelings or our reason?
3. How can we develop best the right emotions in childhood, such as kindness and unselfishness?
4. In what ways may toys help to develop the child? Discuss here proper and improper toys; which are preferable, dolls or Teddy Bears, in developing motherly instincts? What about soldiers, firearms, etc., in their effect on boys?
For further reading on this point, Mrs. Harrison"s "Study on Child Nature"
will be found helpful. Let some member report from the book, if it be available, dealing particularly with pages 66 to 70.
THE INFLUENCE OF LOVE
_Love Is the Vital Element Which Transforms Human Nature and Makes Life Worth Living_
The sweetest word in all the language is _love_. Without it life is a frozen tundra where the sun never shines. Home is beautiful because there is love. If a planet exists where love is absent, then it contains no fire-sides, the laughter of children is never heard, flowers do not grow there, and the singing of birds is unknown.
If selfishness is ever overcome, if it is ever transformed into service, it will be when love is triumphant; for love alone is great enough to sacrifice itself for another. Love only can reach the sublime heights of faith and exaltation, of reverence and worship. Love alone has the power to say, "Though he slay me, yet will I trust in him."
There is, however, a strange contradiction or opposition in love. Sometimes it is as weak and timid as a bashful girl, at other times, as strong and heroic as an Amazon; now it is like the harmony in music or the delicate coloring of a sunset; again, like the thunderous roar of Niagara or the consuming fire of Vesuvius.
Love is an instrument with many strings, some so delicate that they catch the sweetest symphonies of the soul, others so powerful that they resound to the mighty storms and tempests of life, and some so vibrant that they throb to the sorrows and heartaches of a bleeding world.
Affection is awakened in the child with his first smile in recognition of his mother"s face. How shall this budding affection be rightly nurtured and developed so that it shall flower and bring forth good fruit? It is desired that he shall be generous and possess good will towards others, that he shall have sympathy and the spirit of sacrifice for those dear to him; but too often the fruit of promise is eaten into by the worm of selfishness.
"Selfishness is the most universal of sins and the most hateful. Dante placed Lucifer, the embodiment of selfishness, down below all other sinners in the dark pit of the Inferno, frozen in a sea of ice. Well did the poet know that this sin lay at the root of all others. Think, if you can, of one crime or vice which has not its origin in selfishness."
As already stated, the primary instincts of the child favor the development of selfishness and the gratification of the appet.i.tes and pa.s.sions. The utmost care, therefore, must be exercised by the parents, from the very beginning, if the affections and desires of the child are to be trained away from itself and not permitted to become self-centered. Happy is the child whose mother knows how to direct those earliest manifestations of love. The undisciplined senses and appet.i.tes easily degenerate into indulgence of pa.s.sion, or grow into that moral control which delights in temperance.
The inborn desire for praise and recognition may express itself in bragging vanity, or expand into heroic endeavor. So, too, there is a physical love which expresses itself in a mere caress and a higher, purer, more glorious love which manifests itself in service and self-sacrifice. The tremendous hug of the little arms and the kiss of the rosy lips are manifestations of physical love; while the child is in this loving mood the wise mother should ask of him some little service, slight at first, but sufficient to make him put forth some effort to serve her. In this way she can transform this mere selfish love into the beginning of that spiritual love which Christ commended when He said, "If ye love me, keep my commandments."
The parent stands to his child for the time being, as the one supreme source of every power and blessing; the wise parent may establish between himself and the little one almost the same beautiful and solemn relationship as that which exists between the Supreme Giver of all good and His children. "Not every one that sayeth unto me, "Lord, Lord," shall enter into the Kingdom of Heaven, but he that doeth the will of my Father which is in Heaven."
"Love is to be tested always by its effect upon the will. From the beginning the will must be made strong and unselfish by repeated acts of loving self-sacrifice. Contrast the selfish, all-absorbing love of Romeo for Juliet, who could not live without the physical presence of the one he loved, with that grandly beautiful love of Hector for Andromache, who, out of the very love he bore her, could place her to one side and answer the stern call of duty that she might never in the future have cause for painful blush.
"I knew an ideal home where husband and wife were filled with the most exalted love I have ever known, but the husband died. The wife said: "All that was beautiful or attractive in my life went out with my husband, and yet I know that I must, for the love I bear him, remain and rear our child as he would have him reared." As I listened to these words, quietly uttered by the courageous wife, I realized what love, real love, could help the poor, stricken heart to endure."
The child must be trained through love to give up his own will to others, and, from the beginning, learn to submit to things which are unpleasant.
If this thought is insisted on from the first, obedience will come easily to the child; but woe be to both mother and child if egotism, self-will and selfishness secure a fast hold upon the young heart.
A mother should never refuse the help offered by the child. If the work is of such nature that the little one cannot share it, let the mother suggest as a subst.i.tute something else which the child can do. Help turned away begets idleness and nourishes selfishness. "No, dear, you cannot help dress baby, but you may hand mama the clothes."
"A six-year-old boy, who had been taught true love through service, found his mother one morning too ill to answer his many questions. "Mama cannot talk to you to-day, Philip, she has a severe headache." He quietly closed the door and soon there was a mysterious b.u.mping and moving about of the heavy furniture in the next room. Soon it all was still, then the door was gently opened and little Philip tiptoed to his mother"s bed and whispered, "Mama, I have straightened the furniture and tidied up the room; is your headache better?"
"A little three-year-old boy running rapidly stumbled and b.u.mped his head severely against the trunk of a tree. Loud cries of pain at once arose, but his little brother took him by the arm and pushed him with all his might towards his mother, saying in the most rea.s.suring tone imaginable, "Run to mama, Ned, run to mama, she"ll kiss it and make it well. Please run to her quick." "Perfect love casteth out all fear." Surely the wise mother can devise a thousand ways by which to kindle the flame of love in her child until her fond dreams for the little ones are transformed into living realities. But the doubter may remark, "What if I ask my child to do something for me and he refuses or begins to make excuses or asks why his brother can"t do it?" You have simply mistaken the time for stretching the young soul"s wings. Begin the training when the child is in the loving mood and you will rarely fail to get the desired response; yet, if need be, command the performance of the deed, so that by repeated doing the selfish heart may at length learn the pleasure of unselfishness and thus enter into the joy of true living."
Let parents take this motto to heart: _Trust not the physical love of your child, but seek to transform it into that higher love which manifests itself in service. The real love of your child is measured by the extent to which he will sacrifice his own comfort and pleasure to serve you_.
LESSON XVI
QUESTIONS FOR DISCUSSION
1. Why has the delicate sentiment of love such a power in shaping the lives of men?
2. What may be said of selfishness?
3. How may the desire for praise be expressed?
4. Contrast physical and spiritual love.
5. How may love help to develop a strong will?
6. How must the child be taught obedience?
7. Ill.u.s.trate how loving service may be secured.
8. How may the real love of the child for the parent be measured?
MORAL TRAINING
_There Is No Escape from Wrong-Doing. Mercy Cannot Rob Justice_