The result was, that the nursery was vacated; the nurse and physician were no longer needed; and for two years not a single case of sickness or death occurred. The third year, also, there were no deaths, except those of two idiots and one other child, all of whom were new inmates, who had not been subjected to this treatment. The teachers of the children also testified there was a manifest increase of intellectual vigor and activity, while there was much less irritability of temper.
Let parents, nurses, and teachers reflect on the above statement, and bear in mind that stupidity of intellect, and irritability of temper, as well as ill health, are often caused by the mismanagement of the nursery in regard to the physical training of children.
There is probably no practice more deleterious than that of allowing children to eat at short intervals through the day. As the stomach is thus kept constantly at work, with no time for repose, its functions are deranged, and a weak or disordered stomach is the frequent result. Children should be required to keep cakes, nuts, and other good things, which should be sparingly given, till just before a meal, and then they will form a part of their regular supply. This is better than to wait till after their hunger is satisfied by food, when they will eat the niceties merely to gratify the palate, and thus overload the stomach and interrupt digestion.
In regard to the intellectual training of young children, some modification in the common practice is necessary, with reference to their physical well-being. More care is needful in providing well-ventilated school-rooms, and in securing more time for sports in the open air during school hours. It is very important to most mothers that their young children should be removed from their care during certain school hours; and it is very useful for quite young children to be subjected to the discipline of a school, and to intercourse with other children of their own age. And, with a suitable teacher, it is no matter how early children are sent to school, provided their health is not endangered by impure air, too much confinement, and too great mental stimulus, which is the chief danger of the present age.
In regard to the formation of the moral character, it has been too much the case that the discipline of the nursery has consisted of disconnected efforts to make children either do, or refrain from doing, certain particular acts. Do this, and be rewarded; do that, and be punished; is the ordinary routine of family government.
But children can be very early taught that their happiness, both now and hereafter, depends on the formation of habits of submission, self-denial, and benevolence. And all the discipline of the nursery can be conducted by parents, not only with this general aim in their own minds, but also with the same object daily set before the minds of the children. Whenever their wishes are crossed, or their wills subdued, they can be taught that all this is done, not merely to please the parent, or to secure some good to themselves or to others; but as a part of that merciful training which is designed to form such a character, and such habits, that they can hereafter find their chief happiness in giving up their will to God, and in living to do good to others, instead of living merely to please themselves.
It can be pointed out to them, that they must always submit their will to the will of God, or else be continually miserable. It can be shown how, in the nursery, and in the school, and through all future days, a child must practice the giving up of his will and wishes, when they interfere with the rights and comfort of others; and how important it is early to learn to do this, so that it will, by habit, become easy and agreeable. It can be shown how children who are indulged in all their wishes, and who are never accustomed to any self-denial, always find it hard to refrain from what injures themselves and others. It can be shown, also, how important it is for every person to form such habits of benevolence toward others that self-denial in doing good will become easy.
Parents have learned, by experience, that children can be constrained by authority and penalties to exercise self-denial, for their own good, till a habit is formed which makes the duty comparatively easy. For example, well-trained children can be accustomed to deny themselves tempting articles of food which are injurious, until the practice ceases to be painful and difficult; whereas an indulged child would be thrown into fits of anger or discontent when its wishes were crossed by restraints of this kind.
But it has not been so readily discerned that the same method is needful in order to form a habit of self-denial in doing good to others. It has been supposed that while children must be forced, by authority, to be self-denying and prudent in regard to their own happiness, it may properly be left to their own discretion whether they will practice any self-denial in doing good to others. But the more difficult a duty is, the greater is the need of parental authority in forming a habit which will make that duty easy.
In order to secure this, some parents turn their earliest efforts to this object. They require the young child always to offer to others a part of every thing which it receives; always to comply with all reasonable requests of others for service; and often to practice little acts of self-denial, in order to secure some enjoyment for others. If one child receives a present of some nicety, he is required to share it with all his brothers and sisters. If one asks his brother to help him in some study or sport, and is met with a denial, the parent requires the unwilling child to act benevolently, and give up some of his time to increase his brother’s enjoyment. Of course, in such an effort as this discretion must be used as to the frequency and extent of the exercise of authority, to induce a habit of benevolence. But where parents deliberately aim at such an object, and wisely conduct their instructions and discipline to secure it, very much will be accomplished.