Dickens As an Educator

by James L. Hughes

The comparison of the child’s rocking-horse with the big-boned Irish hunter reveals one of the most essential lessons for adulthood: that what may appear trifling to an adult may mean much to a child. Kind but thoughtless adulthood is often most grievously unjust to childhood, because it fails to consider how things appear to the child. However kind and good such adults are, they are utterly unsympathetic with the child. Many people are very considerate for childhood who are very unsympathetic with children. Consideration can never take the place of sympathy. An ounce of true sympathy is worth a ton of consideration to a child. Adulthood has measured a child’s corn in the bushel of adulthood. Mr. Gradgrind, for instance, was a good man, and he meant to be kind and helpful to his children. He was most considerate for them, and spared no money to promote their welfare and happiness. But he did it in accordance with the tastes and opinions of adulthood, and totally ignored the fact that children have opinions and tastes, and he ruined the children whom he most loved. “The rocking-horse and the big-boned Irish hunter” suggest rich mines of child psychology.

The pernicious habit of so many adults who fill the imaginations of children with bogies and terrors of an abnormal kind in order to keep them in the path of rectitude by falsehood, is exposed in Mrs. Gargery’s method of stopping Pip’s questions by telling him that asking questions was the first step in a career of crime. This habit leads parents insensibly into a most dishonest attitude toward their children. It leads, too, in due time, to a lack of reverence for adulthood. Falseness is certain to lead to the disrespect it deserves. Parents who make untruthfulness a basis for terror should not be surprised at the irreverence or the scepticism of their children.

In The Schoolboy’s Story, old Cheeseman was brought to school by a woman who was always taking snuff and shaking him.

There is a great deal of pedagogical thought in Dombey and Son. At the period of its issue (1846-48) Dickens appears to have devoted more attention to the study of wrong methods of teaching than at any other time, so in Dr. Blimber, Cornelia Blimber, and Mr. Feeder he gave his best illustrations of what in his opinion should be condemned in the popular methods of teaching. But while this was evidently his chief educational purpose in writing the book, he gave a good deal of attention to wrong methods of training, especially to the most awful doctrine of the ages—that children must be coerced, and repressed, and checked, and subdued. He evidently accepted as his supreme duty the responsibility for securing a free childhood for children. Mrs. Pipchin is an admirable delineation of the worst features of what was regarded as respectable child training. Her training is treated at length in Chapter XI. It is sufficient here to deal with her coerciveness, and recall the epithet “child-queller” which Dickens applied to her. No more expressive term was ever used to describe the wickedness of the coercionists. It means more than most volumes. It has new meaning every day as our reverence for the divinity in the child grows stronger, and the absolute need of the development of his selfhood by his own self-activity becomes clearer. It reveals a perfect charnel house full of dwarfed souls and blighted selfhood, and weak characters that should have been strong, and false characters that should have been true, and wailings that should have been music, and tears that should have been laughter, and darkness that should have been light, and wickedness that should have been a blessing. The one awful word “child-queller” means all of evil that can result from daring to stand between the child and God in our self-satisfied ignorance to check the free, natural output of its selfhood which God meant to be wrought out with increasing power throughout its life. Our work is to change the direction of the outflowing selfhood when it is wrong, to direct it to new and better interest centres, but never to stop it or turn it back upon itself.

There are thousands of child-quellers teaching still. Would that they could see truly the dwarfed souls they have blighted, and the ghosts of the selfhood they have sacrificed on the altar of what they call discipline!

The term child-queller was the creation of genius.

Mrs. Pipchin disdained the idea of reasoning with children. “Hoity-toity!” exclaimed Mrs. Pipchin, shaking out her black bombazine skirts, and plucking up all the ogress within her. “If she don’t like it, Mr. Dombey, she must be taught to lump it.” She would “shake her head and frown down a legion of children,” and “the wild ones went home tame enough after sojourning for a few months beneath her hospitable roof.” She tamed them by robbing them of their power, as Froebel’s boy tamed flies by tearing off their wings and legs, and then saying, “See how tame they are.”

Teachers used to boast about their ability to tame children, when their ability really meant the power to destroy the tendency to put forth effort, to substitute negativeness for positiveness.

Susan Nipper, in her usual graphic style, expressed her views regarding the coercive practices of Mrs. Pipchin and the Blimbers.

“Goodness knows,” exclaimed Miss Nipper, “there’s a-many we could spare instead, if numbers is a object; Mrs. Pipchin as a overseer would come cheap at her weight in gold, and if a knowledge of black slavery should be required, them Blimbers is the very people for the sitiwation.”