The Jackson standard. [volume] (Jackson C.H., Ohio) 1847-1888, 1881-06-02
[Scientifc Americana
Judgment and FOrethOught i'm the Educa.
ton of Children,

In very thoughtful and sugges-
tive inquiry as to the reasons why
promising" children so seldom turn
out as parents and friends anticipate,
the Philadelphia Public Ledger dis
covers potent cause Of failure in the
man which parents will find worthy
of serious consideration. After speak
ing of the more familiar ways of
spelling children by unwise manage
ment or improper training, the Ledger
says:
The truth is, we need more fore
thought 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 exhibit
ing them in points where they excel;
it is so hard and comparatively tame
to exercise them in what they are de-
ficient, and foster their most meager
abilities. Yet, until educators acquire
the necessary self-control and patience
to do the latter; until they can work
quietly and steadfastly without dis
play, and fix their aim on future re-
suits instead of present glitter, the
most promising children will contin-
ue to sink down into inferior men and
women.
The qualities that are the most at
tractive in childhood are not by any
means the most valuable in maturity.
We look for determination, will, de-
cision 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
lnclplent stages, we are annoyed, and,
perhaps, repulsed. Instead of rejoic-
ing in his strength Of will and guiding
it into right channels, we lament it as
a grievous fault in him and misfor-
tune to us. 1t is the meek and yield
ing child who cares not to decide any
thing for himself, in whom we de-
light, and whose feeble will we make
still feebler by denying it all exercise.
Yet, when he grows up and enters the
world and yields to temptation, and,
perhaps, disgraces himself and his
family, we. look at him in imbecile
wonder that so good a child should
have turned out to be so bad man,
when, in truth, his course has only
been the natural outcome Of his past
life and training. The power of
standing firm and going alone we
know to be desirable in the adult, but
the child seems more loyeable who is
utterly dependent upon US, and We
therefore strive to cherish this de-
pendence, shutting our eyes to the
fact that we are thus actually unfit
ting him for the life that awaits him.
Concentration, too, is quality that
we admire in the adult, but greatly
undervalue in the child. We prefer
that he may be easily drawn away
from what he is engaged in, and
quickly turned from one thing to an
other at our pleasure; and while we
praise him for his ready obedience, or
rebuke him for seeming absorbed, we
are really breaking down the power Of
concentration, and depriving him OF
its invaluable results.
1t is true that many things are
suitable for manhood that are not for
childhood, but this is not the case
with mental and moral qualities. Ii
it were there could be no such thing
as consistent preparation for good
and useful life. Every quality that
the man or woman needs is incipient
in the child, and needs development
and exercise. Our part in his train
ing is not to cherish in him simply
what is more attractive to ourselves,
or what feeds our own and his vanity,
but rather to study his future needs,
and to help him to supply what is
most lacking. 1t is where he is de-
fcient, not where he excels, that our
earnest efforts are demanded. Not
until parents and teachers realize this
so fully as to identify with it their
highest interest and pleasure in their
charges, will promising children full
fill their promises, and the question
no longer be asked, What has be-
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