“Elementary moral education, considered as a whole, includes three distinct parts: the children’s moral sense must first be aroused by their feelings being made active and pure; then they must be exercised in self-control, so that they may give themselves to that which is right and good; finally they must be brought to form for themselves, by reflection and comparison, a just notion of the moral rights and duties which are theirs by reason of their position and surroundings.
“So far, I have pointed out some of the means I employed to reach the first two of these ends. They were just as simple for the third; for I still made use of the impressions and experiences of their daily life to give my children a true and exact idea of right and duty. When, for instance, they made a noise, I appealed to their own judgment, and asked them if it was possible to learn under such conditions. I shall never forget how strong and true I generally found their sense of justice and reason, and how this sense increased and, as it were, established their good will.
“I appealed to them in all matters that concerned the establishment. It was generally in the quiet evening hours that I appealed to their free judgment. When, for instance, it was reported in the village that they had not enough to eat, I said to them, ‘Tell me, my children, if you are not better fed than you were at home? Think, and tell me yourselves, whether it would be well to keep you here in such a way as would make it impossible for you afterwards, in spite of all your application and hard work, to procure what you had become accustomed to. Do you lack anything that is really necessary? Do you think that I could reasonably and justly do more for you? Would you have me spend all the money that is entrusted to me on thirty or forty children instead of on eighty as at present? Would that be just?’
“In the same way, when I heard that it was reported that I punished them too severely, I said to them: ‘You know how I love you, my children; but tell me would you like me to stop punishing you? Do you think that in any other way I can free you from your deeply-rooted bad habits, or make you always mind what I say?’ You were there, my friend, and saw with your own eyes the sincere emotion with which they answered, ‘We don’t complain about your hitting us. We wish we never deserved it. But we want to be punished when we do wrong.’
“Many things that make no difference in a small household could not be tolerated where the numbers were so great. I tried to make my children feel this, always leaving them to decide what could or could not be allowed. It is true that in my intercourse with them I never spoke of liberty or equality; but, at the same time, I encouraged them as far as possible to be free and unconstrained in my presence, with the result that every day I marked more and more that clear open look in their eyes which, in my experience, is the sign of a really liberal education. I could not bear the thought of betraying the trust in me which I saw shining in their eyes; I strove constantly to strengthen it and at the same time their free individuality, that nothing might happen to trouble those angel-eyes, the sight of which caused me the most intense delight. But I could not endure frowns and anxious looks; I myself smoothed away the frowns; then the children smiled, and even among themselves they took care not to shew frowning faces.
“By reason of their great number, I had occasion nearly every day to point out the difference between good and evil, justice and injustice. Good and evil are equally contagious amongst so many children, so that, according as the good or bad sentiments spread, the establishment was likely to become either much better or much worse than if it had only contained a smaller number. About this, too, I talked to them frankly. I shall never forget the impression that my words produced when, in speaking of a certain disturbance that had taken place among them, I said, ‘My children, it is the same with us as with every other household; when the children are numerous, and each gives way to his bad habits, the disorder becomes such that the weakest mother is driven to take sensible measures in bringing up her children, and make them submit to what is just and right. And that is what I must do now. If you do not willingly assist in the maintenance of order, our establishment cannot go on, you will fall back into your former condition, and your misery—now that you have been accustomed to a good home, clean clothes, and regular food—will be greater than ever. In this world, my children, necessity and conviction alone can teach a man to behave; when both fail him, he is hateful. Think for a moment what you would become if you were safe from want and cared nothing for right, justice, or goodness. At home there was always some one who looked after you, and poverty itself forced you to many a right action; but with convictions and reason to guide you, you will rise far higher than by following necessity alone.’
“I often spoke to them in this way without troubling in the least whether they each understood every word, feeling quite sure that they all caught the general sense of what I said....
“Here are a few more thoughts which produced a great impression on my children: ‘Do you know anything greater or nobler than to give counsel to the poor, and comfort to the unfortunate? But if you remain ignorant and incapable, you will be obliged, in spite of your good heart, to let things take their course; whereas, if you acquire knowledge and power, you will be able to give good advice, and save many a man from misery.’
“I have generally found that great, noble, and high thoughts are indispensable for developing wisdom and firmness of character.