صور الصفحة
PDF
النشر الإلكتروني

that is on either hand is the great art: and he that has found a way how to keep up a child's spirit, easy, active, and free; and yet, at the same time, to restrain him from many things he has a mind to, and to draw him to things that are uneasy to him; he, I say, that knows how to reconcile these seeming contradictions, has, in my opinion, got the true secret of education.

S 47. The usual lazy and short way by Beating. chastisement, and the rod, which is the only instrument of government that tutors generally know, or ever think of, is the most unfit of any to be used in education; because it tends to both those mischiefs; which, as we have shown, are the Scylla and Charybdis, which, on the one hand or the other, ruin all that miscarry.

§ 48. 1. This kind of punishment contributes not at all to the mastery of our natural propensity to indulge corporal and present pleasure, and to avoid pain at any rate; but rather encourages it; and thereby strengthens that in us, which is the root, from whence spring all vicious actions and the irregularities of life. From what other motive, but of sensual pleasure, and. pain, does a child act, who drudges at his book against his inclination, or abstains from eating unwholesome fruit, that he takes pleasure in, only out of fear of whipping? He in this only prefers the greater corporal pleasure, or avoids the greater corporal pain. And what is it to govern his actions, and direct his conduct, by such motives as these? what is it, I say, but to cherish that principle in him, which it is our business to root out and destroy? And therefore I cannot think any correction useful to a child, where the shame of suffering for having done amiss does not work more upon him than the pain.

§ 49. 2. This sort of correction naturally breeds an aversion to that which it is the tutor's business to create a liking to. How obvious is it to observe, that children come to hate things which were at first acceptable to them, when they find themselves whipped, and chid, and teazed about them? And it is not to be wondered at in them; when grown men would not be able to be

reconciled to any thing by such ways. Who is there that would not be disgusted with any innocent recreation, in itself indifferent to him, if he should with blows, or ill language, be hauled to it, when he had no mind? or be constantly so treated, for some circumstances in his application to it? This is natural to be so. Offensive circumstances ordinarily infect innocent things, which they are joined with: and the very sight of a cup, wherein any one uses to take nauseous physic, turns his stomach; so that nothing will relish well out of it, though the cup be ever so clean, and well-shaped, and of the richest materials.

§ 50. 3. Such a sort of slavish discipline makes a slavish temper. The child submits, and dissembles obedience, whilst the fear of the rod hangs over him; but when that is removed, and, by being out of sight, he can promise himself impunity, he gives the greater scope to his natural inclination; which by this way is not at all altered, but on the contrary heightened and increased in him; and after such restraint, breaks out usually with the more violence. Or,

$ 51. 4. If severity carried to the highest pitch does prevail, and works a cure upon the present unruly distemper, it is often bringing in the room of it worse and more dangerous disease, by breaking the mind ; and then, in the place of a disorderly young fellow, you have a low-spirited moped creature: who, however with his unnatural sobriety he may please silly people, who commend tame inactive children, because they make no noise, nor give them any trouble; yet, at last, will probably prove as uncomfortable a thing to his friends, as he will be, all his life, an useless thing to himself and others.

$ 52. Beating then, and all other sorts of Rewards. slavish and corporal punishments, are not the discipline fit to be used in the education of those who would have wise, good, and ingenuous men; and therefore very rarely to be applied, and that only on great occasions, and cases of extremity. On the other side, to flatter children by rewards of things that are pleasant to them, is as carefully to be avoided. He that will give

to his son apples, or sugar-plums, or what else of this kind he is most delighted with, to make him learn his book, does but authorise his love of pleasure, and cocker up that dangerous propensity, which he ought by all means to subdue and stifle in him. You can never hope to teach him to master it, whilst you compound for the check you give his inclination in one place, by the satisfaction you propose to it in another. To make a good, a wise, and a virtuous man, it is fit he should learn to cross his appetite, and deny his inclination to riches, finery, or pleasing his palate, &c. whenever his reason advises the contrary, and his duty requires it. But when you draw him to do any thing that is fit, by the offer of money; or reward the pains of learning his book, by the pleasure of a luscious morsel; when you promise him a lace-cravat, or a fine new suit, upon performance of some of his little tasks; what do you, by proposing these as rewards, but allow them to be the good things he should aim at, and thereby encourage his longing for them, and accustom him to place his happiness in them? Thus people, to prevail with children to be industrious about their grammar, dancing, or some other such matter, of no great moment to the happiness or usefulness of their lives, by misapplied rewards and punishments, sacrifice their virtue, invert the order of their education, and teach them luxury, pride, or covetousness, &c. For in this way, flattering those wrong inclinations, which they should restrain and suppress, they lay the foundations of those future vices, which cannot be avoided, but by curbing our desires, and accustoming them early to submit to reason.

§ 53. I say not this, that I would have children kept from the conveniencies or pleasures of life, that are not injurious to their health or virtue: on the contrary, I would have their lives made as pleasant and as agreeable to them as may be, in a plentiful enjoyment of whatsoever might innocently delight them: provided it be with this caution, that they have those enjoyments only as the consequences of the state of esteem and acceptation they are in with their parents and gover

nors; but they should never be offered or bestowed on them as the reward of this or that particular performance that they show an aversion to, or to which they would not have applied themselves without that temptation.

$54. But if you take away the rod on one hand, and these little encouragements, which they are taken with, on the other; how then (will you say) shall children be governed? Remove hope and fear, and there is an end of all discipline. I grant, that good and evil, reward and punishment, are the only motives to a rational creature; these are the spur and reins, whereby all mankind are set on work and guided, and therefore they are to be made use of to children too. For I advise their parents and governors always to carry this in their minds, that children are to be treated as rational creatures.

855. Rewards, I grant, and punishments must be proposed to children, if we intend to work upon them. The mistake, I imagine, is, that those that are generally made use of, are ill chosen. The pains and pleasures of the body are, I think, of ill consequence, when made the rewards and punishments whereby men would prevail on their children: for, as I said before, they serve but to increase and strengthen those inclinations, which it is our business to subdue and master. What principle of virtue do you lay in a child, if you will redeem his desires of one pleasure by the proposal of another? This is but to enlarge his appetite, and instruct it to wander. If a child cries for an unwholesome and dangerous fruit, you purchase his quiet by giving him a less hurtful sweetmeat. This perhaps may preserve his health, but spoils his mind, and sets that farther out of order. For here you only change the object; but flatter still his appetite, and allow that must be satisfied, wherein, as I have showed, lies the root of the mischief: and till you bring him to be able to bear a denial of that satisfaction, the child may at present be quiet and orderly, but the disease is not cured. By this way of proceeding you foment and cherish in him that which is the spring, from whence all the evil flows; which will be sure on the next oc

casion to break out again with more violence, give him stronger longings, and you more trouble.

Reputation.

§ 56. The rewards and punishments then whereby we should keep children in order are quite of another kind; and of that force, that when we can get them once to work, the business, I think, is done, and the difficulty is over. Esteem

and disgrace are, of all others, the most powerful incentives to the mind, when once it is brought to relish them. If you can once get into children a love of credit, and an apprehension of shame and disgrace, you have put into them the true principle, which will constantly work, and incline them to the right. But it will be asked, How shall this be done?

I confess, it does not, at first appearance, want some difficulty; but yet I think it worth our while to seek the ways (and practise them when found) to attain this, which I look on as the great secret of education.

§ 57. First, children (earlier perhaps than we think) are very sensible of praise and commendation. They find a pleasure in being esteemed and valued, especially by their parents, and those whom they depend on. If therefore the father caress and commend them, when they do well; show a cold and neglectful countenance to them upon doing ill; and this accompanied by a like carriage of the mother, and all others that are about them; it will in a little time make them sensible of the difference: and this, if constantly observed, I doubt not but will of itself work more than threats or blows, which lose their force, when once grown common, and are of no use when shame does not attend them; and therefore are to be forborn, and never to be used, but in the case hereafter mentioned, when it is brought to extremity.

§ 58. But, secondly, to make the sense of esteem or disgrace sink the deeper, and be of the more weight, other agreeable or disagreeable things should constantly accompany these different states; not as particular rewards and punishments of this or that particular action, but as necessarily belonging to, and constantly attending one, who by his carriage has brought himself into a

« السابقةمتابعة »