The Extent of the Zone That Can Be Modified Is Unknown.—There is little doubt that many of the paths of action are already firmly established. Others, although not irrevocably fixed, offer the least resistance and would “naturally” be taken if not counteracted or modified by the more or less artificial development and fixation of other paths through cultivation and habit. Yet others perhaps are largely neutral; they still await the initial decisive push which “choice” or external environment may mete out to them. As trainers of youth all that is left that we can do is to attempt to develop in certain ways the elements of this indefinite, impressible zone. Unfortunately, we must labor in the dark to a great extent as we have all too little indication of which the malleable factors of intellect and conduct are. We can only infer from long, intelligent and sympathetic observation of children in successive stages of their development. It is only by having clearly in mind the nature of our problem that our conclusions will finally come to be of enhanced practical value in the training of children. Observation to the present time clearly indicates that many children are strongly predisposed this way or that “as the sparks fly upward.”
This is a point too frequently overlooked by educators. They are often unduly actuated by the other piece of the truth that, “as the twig is bent the tree inclines.” They sometimes fail to realize that after all the tree remains the same kind of a tree. If an apple tree, while it may be bent from the normal path of development, it can not produce other fruit than apples. Just how much the destiny of man can be influenced by training and the exercise of his own will power is the fundamental question not only of pedagogy but of ethics as well. For if man’s rational judgments are markedly conditioned by his neural make-up then the volitional judgments which underlie conduct are likewise conditioned since they are inextricably intermingled with his reason. We must believe that to a considerable extent emotional expression, as well as other mental functions, is due to hereditary dispositions of the neurons in the various parts of the brain.
Various Possibilities of Reaction in the Child.—Despite the innate predeterminations of the tree, it is nevertheless our province to see that the twig is bent, but our work can only be done with due intelligence when we recognize something of the limitations of our material. Of the various possibilities of reaction we must see that certain desirable ones are realized, even, in some cases, if only to have others thereby excluded. It is a commonplace of psychology that all cerebral excitations, no matter what the origin, must vent themselves in some way and if this expression is not directed into proper channels it will very likely find improper ones. We must see that the young wearer of the coat of undetermined capacities gets it set by repeated performance into the habitual wrinkles of normal social conduct. For it is a trite observation that when habits are once well established it requires tremendous efforts to do otherwise than as they dictate. There is not the least doubt that some of our subjects will respond much more readily to training in certain directions of habitual reactions than others, but we have always the consolatory knowledge that no matter how difficult the art may be at first, repetition reduces the difficulty.
While much of any youth’s character must be determined by external forces brought to bear upon it, the ultimate climax of our effort and measure of our success will be the extent to which we have engendered in him the capacity for initiating and carrying out through his own volition those impulsions and inhibitions which tend to the highest good of humanity.
Probable Origin of Altruistic Human Conduct.—Those phases of human conduct which find expression in consideration for others seem no less than other mental attributes to have their origin in certain fundamental instincts. Altruistic conduct, in last analysis, apparently resolves itself back largely to certain very fundamental impulsions, namely those which arise out of certain obligations for the welfare of others which are necessarily associated with the marital, parental and filial relations that must exist where the young require post-natal care. Looked at from the standpoint of natural selection, this would come about as a mere matter of survival value. Where the young, as in man, are helpless for a long period of time, more opportunity would be afforded for the development of both conjugal and filial affection. The sympathetic emotions once established in such family relations would partly through habit, partly through community of interest, readily become extended to clan or tribe and as a final consummation to all mankind.
Training in Motive Necessary.—In the training of children, then, we must recognize first of all that there are decided inclinations or bents which, as long as they are not anti-social in nature, must be respected if not always encouraged. While it is necessary to utilize these as much as possible in their training still we must bear in mind that although it is natural for a child to follow certain interests, the fact remains that as regards social worth these natural interests may not be the most valuable. When this is true we must strive to develop others which will compel attention and thus become impelling factors in conduct. Where certain fundamental impulsions run contrary to the common welfare it is necessary to practise the child in the setting up of inhibitions or counter-impulses until this becomes habitual. He must be led to construct a protective mantle of appropriate scruples, doubts and fears. It is all important to get the proper motives for action to prevail in his mind.
Actual Practise in Carrying Out Projects Is All Important.—But on the other hand it is equally important to see that the action is effectively carried out. In the matter of self-discipline, particularly, we may have many ideal impulses and realize that they should prevail over certain of our natural propensities, but unless we put forth effort to overcome the propensities our ideal impulses are of no avail. The world has many such moral paralytics to-day who can not seize their “languor as it were a curling snake and cast it off.” It is training in this very overcoming of reluctance, in this putting forth of actual effort toward worthy ends instead of merely memorizing precepts about the desirability of such accomplishments, that is so sadly lacking in our school and home life to-day. We prate of the importance of self-control, we say with our lips that the way to learn to do is by doing, we proclaim that it is more vital to instil good mental and physical habits into our pupils than to stock them with information, we preach that mere fact training is as conducive to making a first-class rascal as an upright man, yet we jog on complacently in the well-beaten ruts of memory routine which require the memorizing of symbols rather than real understanding. We seldom require that our protégés make intelligent judgments based on evidence, we rarely exact of them decisions in matters of ethics, and almost never demand that they put their knowledge into efficient accomplishment. It can not be too strongly urged that we need less of formulæ learned by heart, less dead erudition pigeonholed in the brain like so many foreign bodies, and vastly more assimilation of knowledge into the living personality of the individual.
Where in school or home to-day do we find provision for such training? Our tendency is, in fact, just the opposite. According to the modern code, as it works out in many instances at least, the child must be taught through play. Though it is a truism that he who has not learned obedience can never be master of himself, the child of to-day must not be made to obey but be wheedled into changing his mind. If a given subject of study proves distasteful to him, the fault is the teacher’s for not making it interesting, for he must always be led on by the thrill of fascination. In other words, the child must not only be allowed but be encouraged to take the path of least resistance. His own pleasure is to be the standard of his actions. Let no stern demands of duty interfere!
Is it any wonder that the products of such tutelage come into the activities of life self-indulgent and undisciplined, and although often recognizing our private and public shame in business, politics and conduct, still remain supine, evasive of the unpleasantness or hardships of reform, or inefficient or unwilling in accomplishing unselfish ends?
Interest and Difficulty Both Essential.—The writer does not wish to be understood as minimizing the importance of interest on the part of the child in what he is doing. Interest is undeniably the open sesame to desirable mental development; but what he does protest against is that not uncommon interpretation of interest which deems it necessary to eschew most serious consideration of a subject and evade such parts as present difficulties. Certainly if there is any fact that stands out prominently in human experience it is the fact that nothing conduces to the development of moral stamina so much as the overcoming of difficulties, particularly distasteful difficulties.