Drill of Good Manners.—Just let them go through the drill of good manners: let them rehearse little scenes in play,—Mary, the lady asking the way to the market; Harry, the boy who directs her, and so on. Let them go through a position drill—eyes right, hands still, heads up. They will invent a hundred situations, and the behaviour proper to each, and will treasure hints thrown in for their guidance; but this sort of drill should be attempted while children are young, before the tyranny of mauvaise honte sets in. Encourage them to admire and take pride in light springing movements, and to eschew a heavy gait and clownish action of the limbs.
Training of the Ear and Voice.—The training of the ear and voice is an exceedingly important part of physical culture. Drill the children in pure vowel sounds, in the enunciation of final consonants; do not let them speak of ‘walkin’’ and ‘talkin’,’ of a ‘fi-ine da-ay,’ ‘ni-ice boy-oys.’ Drill them in pronouncing difficult words—‘imperturbability,’ ‘ipecacuanha,’ ‘Antananarivo,’—with sharp precision after a single hearing; in producing the several sounds of each vowel; and the sounds of the consonants without attendant vowels. French, taught orally, is exceedingly valuable as affording training for both ear and voice.
The Habit of Music.—As for a musical training, it would be hard to say how much that passes for inherited musical taste and ability is the result of the constant hearing and producing of musical sounds, the habit of music, that the child of musical people grows up with. Mr Hullah maintained that the art of singing is entirely a trained habit—that every child may be, and should be, trained to sing. Of course, transmitted habit must be taken into account. It is a pity that the musical training most children get is of a random character; that they are not trained, for instance, by carefully graduated ear and voice exercises, to produce and distinguish musical tones and intervals.
Let Children Alone.—In conclusion, let me say that the education of habit is successful in so far as it enables the mother to let her children alone, not teasing them with perpetual commands and directions—a running fire of Do and Don’t; but letting them go their own way and grow, having first secured that they will go the right way, and grow to fruitful purpose. The gardener, it is true, ‘digs about and dungs,’ prunes and trains, his peach tree; but that occupies a small fraction of the tree’s life: all the rest of the time the sweet airs and sunshine, the rains and dews, play about it and breathe upon it, get into its substance, and the result is—peaches. But let the gardener neglect his part, and the peaches will be no better than sloes.
PART IV
SOME HABITS OF MIND—SOME MORAL HABITS
A Science of Education.—Allow me to say once more, that I venture to write upon subjects bearing on home education with the greatest deference to mothers; believing, that in virtue of their peculiar insight into the dispositions of their own children, they are blest with both knowledge and power in the management of them which lookers-on can only admire from afar. At the same time, there is such a thing as a science of education, that does not come by intuition, in the knowledge of which it is possible to bring up a child entirely according to natural law, which is also Divine law, in the keeping of which there is great reward.
Education in Habit favours an Easy Life.—We have seen why Habit, for instance, is such a marvellous force in human life. I find this view of habit very encouraging, as giving a scientific reasonableness to the conclusions already reached by common experience. It is pleasant to know that, even in mature life, it is possible by a little persistent effort to acquire a desirable habit. It is good, if not pleasant, to know, also, with what fatal ease we can slip into bad habits. But the most comfortable thing in this view of habit is, that it falls in with our natural love of an easy life. We are not unwilling to make efforts in the beginning with the assurance that by-and-by things will go smoothly; and this is just what habit is, in an extraordinary degree, pledged to effect. The mother who takes pains to endow her children with good habits secures for herself smooth and easy days; while she who lets their habits take care of themselves has a weary life of endless friction with the children. All day she is crying out, ‘Do this!’ and they do it not; ‘Do that!’ and they do the other. ‘But,’ you say, ‘if habit is so powerful, whether to hinder or to help the child, it is fatiguing to think of all the habits the poor mother must attend to. Is she never to be at ease with her children?’
Training in Habits becomes a Habit.—Here, again, is an illustration of that fable of the anxious pendulum, overwhelmed with the thought of the number of ticks it must tick. But the ticks are to be delivered tick by tick, and there will always be a second of time to tick in. The mother devotes herself to the formation of one habit at a time, doing no more than keep watch over those already formed. If she be appalled by the thought of overmuch labour, let her limit the number of good habits she will lay herself out to form. The child who starts in life with, say, twenty good habits, begins with a certain capital which he will lay out to endless profit as the years go on. The mother who is distrustful of her own power of steady effort may well take comfort in two facts. In the first place, she herself acquires the habit of training her children in a given habit, so that by-and-by it becomes, not only no trouble, but a pleasure to her. In the second place, the child’s most fixed and dominant habits are those which the mother takes no pains about, but which the child picks up for himself through his close observation of all that is said and done, felt and thought, in his home.
Habits inspired in the Home Atmosphere.—We have already considered a group of half-physical habits—order, regularity, neatness—which the child imbibes, so to speak, in this way. But this is not all: habits of gentleness, courtesy, kindness, candour, respect for other people, or—habits quite other than these, are inspired by the child as the very atmosphere of his home, the air he lives in and must grow by.
I.—THE HABIT OF ATTENTION