"Somehow I'll escape," is the fatal thought which blinds the poor fool who, for the first time, treads the path of self-indulgence or wrong-doing. But he ought to know that escape is impossible. No cave is dark enough, no ocean deep enough to hide the transgressor from the consequences of his misdeeds. A kind heaven may forgive him, and the one he injures may overlook the offence; but his own body and mind cannot forget; they have registered the deed once for all and it can never be atoned for or forgotten. The doing of a bad deed changes the individual in some particular, slight or great as the case may be, and, pathetic though it seems, he cannot go back and try it over again; the scar remains, as if seared by a hot iron, and, if the hurt is serious enough, heredity may pa.s.s it down the ages.

How easily a bad habit is formed. "It won't hurt me" is whispered by the siren voice of temptation, because the consequences of the transgression are not felt or seen immediately, a second offence seems less serious than the first. Soon habit steps in and stamps the process on mind and body and before the author is conscious of it, a serious appet.i.te or a degrading vice is fastened upon him from which neither time nor effort, prayers nor tears, may ever shake him free.

"_Vice is a monster of such frightful mien, That to be hated needs but to be seen, But seen too oft, familiar with its face, We first endure, then pity, then embrace_."

--Pope.

The child must be trained early to know: "The way of the transgressor is hard," and "He that sows the wind must reap the whirlwind." It is a great mistake for the parent to step in and free the child from the consequences of his first wrong acts. Let the consequences fall on his own head, and perchance they will teach him wisdom. The true purpose of punishment is to teach the necessity of obedience to law. Everything that is good and desirable will come to him who obeys the law upon which the blessing is predicated; every evil falls on the head of him who constantly violates law. In the final a.n.a.lysis, the punishments which nature inflicts are kind, because they are warnings which, if heeded, will prevent serious injury.

The purpose of all discipline is to produce a self-governing individual, not one who needs to be governed by someone else. Until a person learns to govern himself he counts for little in this world.

Two serious mistakes are made in child government. One is the indulgence of a soft, vacillating policy by the parent which permits a child to shirk his duties and to escape from the natural results of his misdeeds. Through the parent's taking upon his own shoulders the consequences of the child's wrong-doing, the child is lured into the false belief that duty may be shirked, responsibility set aside, and life be made to yield one sweet round of pleasure. How will a child so trained be prepared to endure the disappointments and heartaches of a world which compels each of us to drink his portion of the bitter hemlock?

The other mistake is to employ unnatural or arbitrary punishments. Even the smallest child has an instinctive idea of justice and resents anything which he regards as unjust. On the other hand, he learns quickly the inevitableness with which pain follows the violation of law, and how certain is the working out of cause and effect.

Mrs. Harrison gives this admirable ill.u.s.tration: "The little one puts his hand upon the hot stove; no whirlwind from without rushes in and pushes the hand away from the stove, then with loud and vengeful blasts scolds him for his heedlessness or wrong-doing. He simply is burned--the natural consequences of his own deed; and the fire quietly glows on, regardless of the pain which he is suffering. If again he transgresses the law, again he is burned as quietly as before, with no expostulation, threat, or warning.

He quickly learns the lesson and avoids the fire thereafter, bearing no grudge against it."

When the child scatters her toys and playthings all over the room, the natural penalty is to require that they be gathered up and the room made tidy; when the boy scampers across the newly-cleaned floor with his muddy boots, he should be made to mop up the floor carefully; thus in a thousand similar ways, the parent may train the child to observe care and order in everything done.

Nothing is more beautiful than a large family where each child is taught to care for and to rely upon himself, and to give a little willing service to others. But the tired mother will remark, "Oh, yes, that all sounds very nice, but mothers have no time to spare to eternally watch and train their children." Hold a moment, there is a fallacy here; she ought to say, "I have no time to spare because I failed to train the children in the manner mentioned." In no other way can the mother save so much time as by taking a little time at first to train the child to be neat, tidy and orderly, or later to feel the inevitable consequences of violating law.

Instead of saving time in this sensible way, too often the mother loses both time and the love of her child through becoming irritable and scolding the little one for every offence committed. Nothing is worse than scolding, a sound thrashing administered now and then is far less cruel. Nearly every evil instinct in the child is aroused through fault-finding and scolding.

How long will it take to teach the parent, once for all, that scolding, nagging, shutting up in the dark closets, and every other form of arbitrary punishment arouse in the child a sense of injustice and resentment, which, if not corrected later, will result in estrangement and loss of love between parent and child? The child has a right to expect justice from his parent. Only where this is found will the child develop that sense of freedom and independence of thought and action which produce the highest type of individual--one who is able to govern himself.

"But what shall be done when more serious offences are committed?" The parent may well ask. In all likelihood there will be no serious offences if the slight ones are treated properly. A mother came to me with her face full of suppressed suffering. "What shall I do?" she remarked, "I have discovered that my boy steals money from his father's purse." "Give him a purse of his own," I answered, "and give him ways of earning money of his own." It is a.s.serted that more than half the boys sent to reform schools go there because of theft. How many of them might have been saved if they had been taught how to earn and to know the value of an honest dollar?

But so long as human nature is imperfect, and frailty so common, we must expect in every family some occasion to arise that will tax the patience and the love of the parent to the uttermost. No rule can be given that will meet every crisis; common sense, justice, forbearance, faith and love may be used in vain; and reproof, censure, and corporal punishment may also fail in some supreme emergency, the only recourse that remains after all these are exhausted is to permit the natural consequences of the deed to fall upon the head of the transgressor.

Rule: _Parents should rarely punish the child, but should permit the consequences of carelessness and wrong-doing to fall upon his own head.

Wisdom results from suffering pains and taking pains_.

LESSON XVII

QUESTIONS FOR DISCUSSION

1. Why do evil consequences follow bad deeds?

2. In what sense are nature's punishments kind?

3. What two mistakes are common in child government?

4. Ill.u.s.trate how natural punishment may be employed by parents.

5. What may be resorted to in serious cases? For further discussion and study of this subject the following references will be found helpful:

1. Chapter on Moral Education, from Spencer's "Education."

2. "Dealing with Moral Crises," by Cope, from "Religious Education in the Family."

3. "Misunderstood Children," by Harrison.

ADOLESCENCE

_The Adolescent Period Is a Time of "Storm and Stress," When the Chief Crises of Life Arise_

Most writers on psychology recognize in the life history of the child several more or less distinct periods of development. The child is almost a different being at different levels of his growth. Each period is marked by peculiar physical, mental and moral characteristics which demand specific treatment. So great and sudden are some of these changes that they are sometimes likened to a metamorphosis, indicating an a.n.a.logy with certain insects as a change from the larvae and pupae stages to that of b.u.t.terflies.

s.p.a.ce will not permit more than a brief account of the most critical of these periods, namely, the adolescent. This period begins at about the age of thirteen in girls and fourteen in boys, and continues until about eighteen. Physically, this stage starts with a very rapid growth which is frequently doubled in rate within a single year. The girl may, in a few months, change from a tall, angular, romping tomboy into a blooming, dimpled young woman, bashful and afraid.

So much energy is required for physical growth that in the early stages of this period difficult mental tasks cannot be well done. In a young man especially, this period is marked by awkward, uncouth movements that indicate uncertain adjustment. Frequently at this time the boy's voice varies unsteadily from a high falsetto to a low pitch, which is most mortifying to the youth, who is now bashful probably for the first time in his life. The girl is suddenly very particular about her appearance, and her clothes, and the youth for the first time delights in a starched shirt, patent leather shoes and bright neck-ties.

The health of the individual at this time is usually good; susceptibility to the diseases peculiar to childhood is slight, but there is increased danger of acquiring adult diseases, and some writers claim that it is during this time, when there are great physical disturbances, that the germ of many adult diseases, such as tuberculosis, are apt to be implanted.

During the early part of this period it is unwise and dangerous for girls to take part in such strenuous athletic games as basketball, or for boys to indulge in football. Later when strength and equilibrium have been restored, these games may be practiced without danger.

But the greatest of all changes, the one fundamental to adolescent life, is the development of the s.e.x instincts. Fortunate is the youth or maiden whose parents are sensible and wise enough to instruct them concerning the nature and purpose of these functions. Good books, such as "What a Boy Should Know," and "What a Girl Should Know," are invaluable during this critical time. This sudden ripening of the s.e.x instinct is the cause of the metamorphosis from childhood to early manhood and womanhood, and is the key which explains the changes that characterize adolescence.

Emotionally, there is a tremendous awakening. The individual begins to feel for the first time that he is actually alive and living; heretofore, life has been a self-centered, matter-of-fact existence; now it enlarges and becomes charged with intense feeling and significance. "Fear, anger, love, pity, jealousy, emulation and ambition are either new-born or spring into intense life."--James. All of these may be termed social instincts and they imply a widening of the youth's horizon and include a "consciousness of kind" that has heretofore been lacking.

Now, the youth or maiden truly falls in love; up to this time, regard for the opposite s.e.x has been merely a light fancy, barely skin deep; but now it takes hold of the heart strings and plays upon them with an agony that is truly heart rending. Who is there with red blood in his veins that does not look back upon his first heart conflict with almost pathetic reverence?

Parents should be more concerned than they usually are over the conquest of the heart of youth. Such affairs may carry with them consequences which are more serious than could be antic.i.p.ated.

At this time the youth or maiden is exceedingly resentful of arbitrary restraint or punishment. There is a super-sensitiveness and a keen self-consciousness which cannot brook harshness and coercion. Sympathy and reasonableness must take the place of censure and punishment. Years ago I remember seeing a father start to whip his boy who was just emerging into the adolescent stage, a heavy stick was raised to strike, but the boy looked his father in the eye without flinching and quietly remarked: "You may whip one devil out, Father, but I promise you that you'll whip seven devils in." The stick dropped from the astonished parent's hand; the boy was never again punished by whipping.

The runaway curve for boys reaches its highest point at this time, and the girl is likely to be insolent and unmanageable probably for the first and only time in her life. The greatest crises of life arise at this time because of the almost criminal ignorance of parents respecting these revolutionary changes and also because children who may never before have caused the parents the least trouble or heartache are now as unruly and unmanageable as a volcano in eruption. This is the time when the youth is driven from home by the irate father, the time when the rebellious daughter is condemned without mercy, the critical period when most vices are begun and most juvenile crimes committed. The parent is apt to exclaim here: "In Heaven's name, what can be done?" Not even the wisdom of a Solomon could answer completely; a few suggestions, however, may be offered which will help to bridge over this critical period.

If the child has had positive training up to this time, the period of "storm and stress" will be briefer and less severe than it would be otherwise; but if the negative training has prevailed, there is less hope that the storm will be weathered. The youth may be caught in the stream of dissipation and whirled to destruction. At the very least, the parent must expect fitful and obstinate behavior, and unreasonable action. In boys, the beginning of the use of tobacco and liquor usually comes at this time. This is the time, too, of s.e.xual temptation, if not actual indulgence. The temptation to do something startling is almost irresistible; robberies will be planned, hold-ups thought of, abductions contemplated; the life of a desperado entertained. The moral character seems to be in a state of eruption.

On the other hand, his sympathies and affections may be appealed to as never before. The parent who has made a confident of his boy or girl, who has infinite patience and affection, and who fully senses what to except, may, if other factors are favorable, help tide over this danger zone without serious results. A steady chum, a little older than the boy, and a companion more stable than the girl are a most fortunate aid to the parent.

There seems to be a brief time in the career of every youth or maiden when the influence of his chum or companion is more potent for good or evil than is the combined influence of parents and relatives.

The common practice of permitting the, adolescent to sleep away from home is exceedingly dangerous. Many a youth may trace the beginning of his degeneracy to the downward, push received when he slept away from home.

Care must be exercised also as to the kind of group he a.s.sociates with; it is too much to expect a youth to be better than the gang with whom he consorts. During the most critical part of this critical, epoch neither youth nor maiden should, attend parties, picnics, or social entertainments, without a chaperon. This advice may seem radical, but if it is carried out, perhaps for just one year, until equilibrium is restored, it may prevent that _one act_ to which so many unfortunates attribute their downfall.

Fortunate, too, is the adolescent who is permitted to attend a first-cla.s.s high school taught by sympathetic teachers who understand the needs of adolescent nature. The imagination is now more vivid than it ever will be again, the logical reason is beginning to evolve and this period is preeminently "the breeding ground of ideas." The school more than any other agency can keep the imagination, reason, and emotions so fully employed that little time is left in which to indulge morbid feelings and immoral thoughts. The school affords a moral atmosphere and gives a choice of good a.s.sociates which make it invaluable during this critical epoch. It also disciplines the feelings and emotions and offers opportunity for emulation, industry, and the display of both physical and mental power. In truth, the school so occupies the attention and directs the interest that many a young man and woman pa.s.ses through this period unscathed, without ever sensing the dangers which are escaped.

Finally, a "profound religious awakening" characterizes the early adolescent stage. It may be doubted that a genuine religious conviction can exist before this time; at least most writers hold that religious conversion takes place, if at all, during this period. Previous to this time, however, religious observance and ceremony should have become habitual in order that conversion may be most profound. Nothing else is more powerful than religious conviction and sentiment to reinforce good conduct and to inhibit wrong action. Religious conviction, together with the growth of ideals and the employment by the school of the physical and intellectual capacities, all supplemented by parental counsel and guidance, should insure the safe pa.s.sage of the adolescent over this critical crisis of his life.

LESSON XVIII