Smyrna times. [volume] (Smyrna, Del.) 1854-1987, 1881-04-27
Promising Children.


extraordinary number of promises in tbis AZ |
rection that remain forever unfulfled Nal
ing all due allowance for the fond psrtialitv &C
parent, whQpaturally picture out that future
in which their own hopes are involved in roster
colors than any one else, there is no doubt that
children really promising and even superior
IN certain directions, too often dwindla into
second and third-rate men and women. The
lavorite little girl, who delights us with charm
ing, witty or thoughtful sayings, grows up into
quite an ordinary woman, without original
lueas or brilliant conversational powers. The
precOclOus boy who astOnished his relatives nv,
MS rapid progress in school, and gratifed their
ambition by carrying off prizes and honors.
gains none 0! the prizes and wins none of the
honors Of real life. Even the eminently oooJ
chhd, who never breaks rules, and is the boast
OF parents and teacher for his docilitv and
obedience, diSappoints many fond homes in
after year., and is by no means equal in moral
n1aniiness to what he was in child-like dutifnl
ness. How is it that the young plant, looking
50 unusually fresh and vigorous, and from
which VIC thought there was every reason IN
expect the richest and most luscious fruit.
should grow up without exceling. perhaps
without e4nsliing, tho average trees Of the
orchard?
There Is Ii" doubt that many Of these excnn-
honal children are spoiled by their delighted
friends. Brought forward upon every occa-
slon and made TO trnt out their little accom-
piishment', seeing plainly the establishment
which they create and receiving unboDndad
| praises for what has cost them no effort. il is
not strange that they grow vain conceited and
dlsagreeable, and form the conclusion that
GIFTED individuals like themselves have no oc-
caslon to practice the hard work which their
less favored companions are doomed to under
go. 1t Is certain that if any one settle down
to this belief about himself his Improvement
| Will cease he will become stunted in his
! growth and finally will lose any distinctive
value he may have possessed Some one has
said that genius is only the capacity for intense
labor in a certain direction. Whether this
definition be accepted or not, it is beyond cues
| ton that the genius which is relied upoD as a
substitute for labor will spread its gauzy wings
and fly away, if, indeed, it ever had any OK
istence except ia Imagination.
! Besides this childhood is the time not to
develop specislties but to lay broad founda-
lions. 1t is wise provision in rnost colleges
TO nave the electives come late in the course.
after a thorough grounding in general studies.
But many parents, and even some teachers
! begin with the electives, and pay but little at
tentlOn to anything else. If the child seems
| to possess special aptitude for anything. they
proceed straightway to foster and develop it at
the expense of his other faculties. Is he brill
liant and droll?-they apply all their energies
to aharpen his wit. Is his memory excellent ?
they increase it by perpetual exercise Is he
very thoughtful for his years ?-they stimulate
his reasoning powers. Meantime the faculties
that are weak are allowed to lie dormant. and
when he enters life he is equipped for its bat
ties only on ono point, and is defenceless on
| all the rest
| The truth Is, We need more forethOught and
less self-indulgence in the training of our
youth. We please ourselves too much, and
study their future too little. 1t is so easy and
pleasant to crafty our own vanity or ambition
by stimulating and exhibiting them in points
where they excel, it is 80 hard and compare
lively tame to exercise them in what they are
deficient, and to foster their most meagre abili-
sary self-contrOl and patience to do the latter
until they can work quietly and steadfastly
without display, and fix their aim on future re-
suits instead of present glitter, the most prom
ising children will continue to Fih.E down into
inferior men and women.
The qualities that are the most attractive in
childhood are not by any means the most val
uablo in maturity. We look for determine
ton, will, decision Of character, frmness in
the man, and refuse him our respect if he have
them not. But when the child exhibits these
qualities, even in their incipient stages, we are
!, annoyed, and perhaps, repulsed. Instead O.
rejoicing in his strength of will and guiding il
into right channels, We lament it as u grievou,
fault in him and misfortune to rs, 1t is the
meek and yielding child, who cares not to de
eide anything for himself, in whom we delight
and whose feeble will we make still feebler By
denying it all exercise. Yet, when he grow
up and enters the world and yields to tempta
. tiOns and, perhaps, disgraees himself and hi
family, we look at him in imbecile wonde
that so good child should have turned out t.
> be SO bad man, when, in truth, his course IN
!, only been the natural outcome of his past hf
| and training. The power Of standing firm an,
. going alone We know to be desirable in tn
adult, but the child seems more loveable VIII
is utterly dependent upon US, and we therefor
4 strive to cherish this dependence, shutting on
9 eyes to the fact that We are thus actually un
: fitting him for the life that awaits him. Con
v centration, too, is quality that We admire i
. the adult, but greatly underVAlue in the child
i ! We prefer that he may be easily drawn ava
, from what he is engaged in, and quickl
turned from one thing to another at our plea
A sure; and while we praise him for his read
i obedience, or rebuke him for seeming absorbed
4 we are really breaking down the power of cor
n centration, and depriving him of its invalus
;. BILE results
y 1t is true that many things are suitable fC
!, manhood that are not for childhood, but TIL
= is not the case with meatal and moral quail
,e ties. If it were there could be no such thin
"a as consistent preparation for good and useft
Is life. Every quality that the man or woma
# needs is incipient in the child, and needs d.
h velopment and exercise. Our part in his trsir
o ing is not to cherish in him simply what is mo-
IA attractive to ourselves, or what feeds our Ow
# and his vanity, but rather TO study his futHl
Is needs, and to help him to supply what is mo
IL lacking. Il Is where he is deficient, not whel
i no eNcels, that our earnest efforts are demaI
n ded. Not until parents and teachers resliz
this so fully as to identity with it their bighe
"a interest and pleasure in their charges, wi
promising children fulfil their promises, IN
the question no longer be asked What hl
II Il al. D. LII