Whenever an infant is detected in any of those animal impulses, to regulate which is the great end of moral training, a gallery lesson should be immediately given, having a tendency to excite an abhorrence of the fault on the minds of all the children. An opportunity of this description should never be let pass. These are the very best times to implant virtuous and moral sentiments in the minds of the young pupils. These are the golden opportunities of bringing into action the higher faculties of conscience and benevolence, and the powers of reflection.
If an instance of the too prevalent cruelty of the young to animals be detected, which often occurs from mere thoughtlessness, it may be prevented from again occurring by a few lessons like the one which we have given as a specimen. The same means may be taken for crushing the rudiments of gluttony, violence, pride, deceit, or any other vice. The gallery is the proper place for these lessons; and after the matter has been thoroughly sifted in the play-ground, or wherever else it has occurred, the children should then be marched to the gallery, to receive a proper instruction on the subject. Cruelty, on the part of boys, is too prevalent; it is energy, enterprise, and high animal spirit, not legislated for on the part of parents and teachers, which descends to cruelty, first to animals, then to all which has life, that cannot defend itself. Children soon learn to distinguish those children and animals, who can, and will, resent cruelty, from those who will not; and therefore, speculate on the results accordingly, and become self-taught up to this point. A child should never be without a kind and wise guide at this period; that which in itself descends to evil, for the want of a moral guide, may be turned to good. The faculties mentioned, cannot be extinguished, but can be regulated. This is the office of the teacher. Too frequently we try to crush the powers that early want training and regulating. The same powers which run to vice, may be trained to virtue, but the activities cannot, and ought not, to be kept too much in abeyance.
Children are not naturally cruel, although they differ much in the propensity to annoy and reduce animals and each other under their individual control; the passive submit at once, but the energetic will not; it is then that the active assailant learns an important lesson, which can only be learned in society, and which to him, is of great importance. The difficulty on the part of the teacher, is to know when to interfere, and when to let alone. I have often erred by interference, of this I am quite satisfied; the anxiety to prevent evil, has caused me to interfere too soon, by not giving time to the pupil fully to develops his act. I hope others will profit from this; it requires much practice and long study of different temperaments, in children, to know when to let alone and when to interfere; but certain it is, that the moral faculties can and must be developed, in any system worthy of the name of education. Other vices beside cruelty are to be found in children. Moral training applies to these, and none are left to run their own course. Why should they? What are schools for? but to form the virtuous character—the being who can command self control—the orderly character, the good citizen, and, the being who fears and loves God. Ends less than these, cannot be worthy of the efforts of the philanthropist and the truly religious man.
There is another idea which has long been in my mind, and which I hope some day to see carried into practice, viz., a Religious Service adapted for children, in our various places of worship. No accurate observer of the young in churches during divine service, can have failed to witness the inattention of the numbers of children who are assembled on such occasions. The service is too long and inappropriate for them, as is also the sermon. It is addressed to adults, and sometimes the terms used by the preacher, is Greek to half the adults, in agricultural districts. Men cannot be too simple with the young and illiterate; there is much room for improvement in these things, and with regard to the young, I can answer for them that, if they are addressed in proper language, which they can understand, and are supplied with proper religious food for the understanding, suitable to its state of receptivity, and, if I may say, digestive powers; they, as a body, will shew us an example which will surprise many. With regard to the Church, there might be taken from the Prayer Book, a simple service adapted to the purpose. I am certain I could do it with ease, as I know what is adapted for children, or at least I ought to do. The next point, all the preachers should be men of peculiar temperament and great simplicity of manner. I do not care how learned they are; the more learned, the better; but it, need not be in languages but in spiritual things. There are thousands of passages in the Holy Word which are adapted, and I think, intended for the purpose, and there are many men now living who are able to do the thing, and more will be raised up. One thing, however, must not be forgotten, they must be men advanced in life, not lads. To teach natural things properly to children, requires more knowledge than the generality of the public suppose. The younger the children are, the more knowledge it requires on the part of the instructor. But to teach spiritual things properly to children, men cannot know too much, provided they have the power to simplify that knowledge and reduce it to practice. An evening service will not do for children, it must be either in the morning or the middle of the day. So fully am I impressed with the importance of this idea, that I am determined shortly to take means to carry it out.
CHAPTER X.
REWARDS AND PUNISHMENTS.
Necessity of some punishment—Rewards to Monitors—Trial by Jury—Illustrative case—Necessity of firmness—Anecdotes—Playing the truant—Its evils—Means for prevention—Devices for punishment—Sympathy encouraged—Evil of expelling children—Case of Hartly—Difficulty of legislating for rewards and punishments—Badge of distinction not necessary.
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How does the Deity deal with His creatures, on this momentous question? This is the question which every thinker—and every religious man, must ask himself; and then, act accordingly.
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