Principles of Pedagogics for Home and School
By W. T. Bland
In the proper training of children and youth there must ever be exercised a spirit of patience. The desired results will not be seen in a day or a month. The work, however, should be making certain progress,—“here a little, and there a little,”—not by leaps and bounds, but “precept upon precept; line upon line.” The growth may be imperceptible, but there will be growth if the conditions are proper, and right methods are carefully followed. Just as the diligent work of the farmer, together with the moisture and the gentle rays of the sun, causes the tender plant to grow, to put forth leaf after leaf, and finally the full corn in the ear, rich with its golden luster, so will be the results of the diligent, patient parent and teacher. It is nature’s way of doing things, and the more closely we follow her ways, the more confidently may we expect success to crown our efforts. Parents and teachers must give up the idea that education means simply the acquirement of a certain amount of book knowledge. This is only a very small part of true education, though the proper use of good books is a great aid in its acquisition. One may study many books, and yet be poorly educated, and wholly unfitted for life’s great work. There are many useful lessons and valuable accomplishments not best learned from books. Chief among these, perhaps, might be mentioned that of— Long before the child need be taught to read and write, lessons in good manners should be given. Nothing will be so helpful throughout all the years of its life; more than all things else will it bring friends, position, and honor. It is this that helps to bring to the child the good name that is counted better than great riches. Of course I do not separate this from genuine religious culture; for it is a very essential part of it, and only thus is it genuine. True Christian courtesy is that attribute of Christ that impels one naturally, freely, and unselfishly to do as he did,—to speak a cheering word here, do a kind act there, do all in such a manner that others will feel better and happier. It is opposed to all that is uncouth, rough, coarse, and loud. Its nature is that of gentleness, cheerfulness, and kindness. This is one of the accomplishments that are taught largely by example, and the reason so many children lack its possession is because they have not seen it in the home. Many parents failed to learn the lesson in their childhood; and even though they may have learned its principles in later years, they feel timid and backward about putting them into practice, and so their children grow up in ignorance of that power which would have been of untold value to them. Politeness may be possessed by the poor and the rich alike,—should be possessed by all. We see it developed to a high degree in certain families, localities, and nations. Strange to say, it costs nothing, yet it is worth so much that we only wonder that it is not possessed by all. It brings business to the merchant, clients to the lawyer, patients to the doctor, and great results to the preacher in his ministry; in fact, it is of inestimable use in every vocation of life. But to be of true worth, it must be natural, must come from the goodness of the heart. Its lessons should be learned early in life, and put in practice daily; for it is one of those things which become perfect only by use. And right here I would advise a careful study of the twelfth chapter of Romans. Not only should this chapter be studied, but its principles should be put into practice. From their earliest recollection the children should be taught to be ‘kindly affectioned one to another; . . . in honor preferring one another.’ If these principles are put in daily practice in the home and in the school, soon a purifying, uplifting influence will be felt in the church, and will reach out into the world, a saving power. Children should early learn to be polite and courteous to strangers and to the aged; and not only to these, but to all classes, and upon all occasions. Courtesy is the one thing that will bring about the spirit of genuine unselfishness. Even a little child may be taught to please others; to wait willingly and gladly until others are served; to be anxious to divide that which it may have with sister, brother, or, if proper, with schoolmate, and find pleasure in it all. I would especially call attention to proper table manners. Perhaps here more than at any other place may the marks of the true lady or gentleman be detected. Most animals manifest a natural selfishness and greediness when eating. Human beings in their savage state are much the same, but when they reach a state of civilization and high intellectual attainments, these characteristics disappear. To be civil at the table; patiently and pleasantly to wait for proper turn in service; to say “No, thank you,” “If you please,” or, “Please excuse me,” in their proper places may easily and naturally be learned by the smallest children, and they will take much interest and delight in doing these things just right. It may seem strange to some that attention has been called to these things, but my observation and experience with many hundreds of young people lead me to the conclusion that in more than half the homes in our land there is a sad neglect in this respect. Often I have heard our students remark that some of their most valuable lessons were those learned in the school home, especially in the dining room. In all our homes, whether the family is alone, or whether invited guests are present, the meal hour should be made a pleasant and cheerful occasion. The children should receive their share of attention, and contribute their part of the entertaining. In this connection I would also call attention to the matter of neatness and cleanliness, an essential part of each child’s training. The regular bath, brushing the teeth, giving attention to the hair, nails, clothing, and shoes should become an early habit with the children. The reason these matters are so often neglected is the supposed lack of time, or the nature of the work in which the family is engaged. But it will pay every family to take a little time from the daily labor, if need be, in order that this matter may receive some attention. It should form a part of the instruction given in every school, not only for the small children, but for the students in college as well. We are social beings, and as such are coming in contact with people, no matter what our business or profession, and it is always to our advantage to make a pleasing impression. Our manners, personal appearance, the very clothes we wear, all tell for or against us, and even children should be taught their true value. But here, again, extreme views12are sometimes taken. Some will permit themselves to become proud and vain, to give undue attention to courtesies and clothes. Others will assume an affectation that is not only silly, but disgusting. But those who are endowed with good common sense and with a reasonable supply of brain capacity, will not be influenced by this more shallow class, when they understand their true worth. All thoughtful parents will also use proper care to avoid cultivating in the lives of their children vain and frivolous habits. The item of expense does not necessarily need to enter into the question; for one may be polite, clean, and neatly dressed while using even greater economy than does one who is uncivil in manner, untidy in appearance, and slovenly in dress. Finally, it is my conviction that those who are missionaries for Christ, or who are being educated and trained for this work, should be models, or examples, in all these things. They must be so if they rightly represent Christ. The person who disregards these principles will not only be unable to meet the better class of people, but will find his influence weak, even with the most lowly. The individual whose manners and personal appearance bring to him the respect of others will find that it instills in his own heart a certain respect for himself and for the work in which he is engaged. Moreover, the parent and the teacher who put in practice these principles, both by precept and example, will discover in them one of their greatest aids in governing and disciplining.