p. 195 | W. T. BLAND by W. T. Bland

Seventh-day Adventist Publishing Association · Battle Creek, Mich. · Apr 1, 1902

W. T. BLAND

By W. T. Bland

Principles of Pedagogics for Home and School—No. 5

W. T. BLAND

The work of the home and the school in the matter of dealing with children in their training and education, is of such a nature that many of the principles that pertain to one are equally applicable to the other. For this reason the teacher and the parent should not only understand the nature of each other's work, but should be in close sympathy. This will especially help the parents in their appreciation of the teacher's duties, and will also be a great aid to the teacher in successfully dealing with the pupils.

Punishments

As long as there is sin in the world, as long as wrongs are committed or mistakes made, just so long must the consequences be suffered. Punishment of some kind is the natural result. The child willfully or accidentally puts its hand in the fire; it receives instantaneous punishment, and will be more guarded on that point in the future. Again, a child may early in life form the practice of secretly taking things not its own. If not detected and judiciously dealt with until this practice is broken, the sting of punishment may be deferred until, later on, some greater theft is committed, and the penalty is paid, possibly behind prison bars.

Punishments are inflicted by parents upon their children because of their willful wrongdoing, and as a means of preventing its repetition. As far as possible, when punishment of any kind is administered, the child should be led to understand and to accept it as a natural consequence. It is always dangerous to make it simply an arbitrary matter.

The question of corporal punishment has been undergoing a revolution of sentiment during the past half century; and, if we are to believe the stories of early days, it surely has not come too soon. But as is so often the case in revolutions and reforms, there are those who take extreme views, and who press their convictions with such enthusiasm and energy that often much harm is done. They doubtless feel that this is necessary because others will lag behind, or persist in adhering to old and fogyish notions. However this may be, I am convinced that there is on this question, as with many others, a golden mean, which, if discovered, will bring about the best results. While I do not believe in corporal punishment except as a last resort, I am not ready to say that it should be done away with entirely and absolutely. I do believe, however, that its use should be limited to the case of parents with their own children, with the possible exception of younger children in church or grade schools. Even this is a disputed point. But when or wherever employed, there should be no doubt that it is for the best good of the child, and that actual good will result from it.

When children are properly trained at home during their infant days and early years, there will be no need of whipping after they are old enough to go to school. But until that time comes, teachers will have trouble, and the parents' trouble will continue. The difficulty with most parents is that they fail to conquer (I use this term in its right meaning) their children when they are young. This should be done, even if it takes a sound whipping from the hands of the parent to bring it about, and it may take more than one. Of course it would be better to do this by the use of some more gentle means, but if there is a lack of knowledge of any better way, this would better by far be done than that the life of the child be wrecked and the happiness of the parent destroyed.

A Critical Time

But the question of authority and supremacy will come to every child and parent, and the earlier it is properly settled, the better. When the child recognizes the parent as master of the situation, if good judgment is used, the bond of love and sympathy between the two becomes great, and that parent has not much to fear for the future. But the trouble with too many parents is in permitting the child to gain the mastery. Its will must be carried out whether right or wrong. Such a child is not slow in following up one victory with another. In such cases whippings are usually given; subterfuge resorted to; scolding indulged in; even pleadings with tears, and prayers offered, but to no purpose or avail as long as the child regards himself the master, and desires to pursue his own course. To be sure, such a youth may be reclaimed after having passed the age beyond which corporal punishment may be resorted to; but it is then generally beyond the reach of the parent, and some other methods will need to be employed, and other hands come to the rescue.

One of the evils resulting from corporal punishment is that it is often administered in anger. Long after the sting of the instrument has disappeared, that of the passion lingers. For this reason the parent who has not learned well the lesson of self-control should not attempt to correct the faults of a child, especially by this means. Many times children are whipped in such a manner that while they may seem outwardly subdued, yet inwardly a resolution is fixing itself to “get even some day.” This is a most deplorable state of affairs, but it is not uncommon. The very means used to correct and reform the child often causes it to be even more determined to pursue its course of wrongdoing. What is greatly needed in our homes and schools is not only a deep consecration in things spiritual, but a thorough knowledge of how to deal with these young minds so that they may not be driven out into the world, but every one of them be drawn in and trained for the Master's use. This work can be done if begun in time, but if neglected, many will be lost. The most important work in this world to-day is that of saving souls in the kingdom of God, and children, whose hearts are tender, are the most hopeful class for whom to labor. Thus there is no more wonderful work than that committed to parents and teachers.

Confidence Must Be Gained

In dealing with children and youth it is of the first importance to gain and hold their confidence, love, and respect. Unless this is done, but little can be accomplished for them. With it and a knowledge of right principles, a mighty work may be carried forward. The teacher must put himself frequently in the place of the student, and view things from the student's standpoint, seeing, hearing, and feeling things as he does. If he cannot do this in any other way, he should go to some school for a little time, and become an actual student with students. Then with his broader knowledge and his ability to understand both sides, his power to work for his students is greatly increased. Parents may not be able to do this so completely, yet they, too, should deal with all questions not only from their own point of view, but from that of the child as well. Did you ever stop to think, parents and teachers, that the Saviour did that very thing? In reaching humanity, in saving those who were lost, He came down and took upon himself the form of

humanity, mingling with the lost, eating, drinking, and living with them. It was then, as He was touched with their infirmities, that He was able to lift them up and save them from their lost condition. The trouble is we stand off too far from our children, try to reach them at too long a range; as a result we miss the mark, and the children are lost, unless some one else comes to the rescue. Don't forget to get down with your children, be one with them and among them, at least part of the time. Take them up in your arms, and tell them stories of proper choosing. They delight in hearing them, and will love you the more for it. Don't be afraid that your control over them will be weakened; on the contrary, it will be greatly strengthened.

As a general rule, parents and teachers who most often resort to severe methods of punishment are those who do not associate with their children and pupils as they should, who do not gain their confidence, their best love and respect. There is something vital lacking in the homes all over the land, and it is not only with those who make no profession of Christianity, but often with those who make a high profession. More and more parents are becoming perplexed and worried over the condition of affairs in their own homes. Various theories are suggested and arguments produced, but the situation seems to grow more desperate. I have even heard it argued of late that many of our children are bad and go wrong because the parents put in practice the principles of health reform; but this seems a very weak argument, for surely living upon a proper, wholesome diet should have just the opposite effect,—should subdue the passions and direct their minds to their Creator. No, the trouble with so many is that they look too far from home for the real cause. They cannot understand that they themselves are partially, perhaps wholly, to blame. It will well pay every parent to make a searching self-examination, and as soon as possible root out the hindering cause. It may be too late to save some of the older ones who have been so long neglected, but if possible, save the little ones, and do your best for all. It will take judicious personal work, but after all, that is the work that counts with both old and young. When this is properly done, the work of governing becomes easy. Then shall the heart of the fathers be turned to the children, and the heart of the children to their fathers.