W. T. BLAND by W. T. Bland

Seventh-day Adventist Publishing Association · Battle Creek, Mich. · Feb 25, 1902

W. T. BLAND

By W. T. Bland

PRINCIPLES OF PEDAGOGICS FOR HOME AND SCHOOL GOVERNMENT.—No. 3.

W. T. BLAND

My reason for taking up, at the very beginning in this series of papers, the subject of government, is not because I believe it of greatest importance, but because it is a fact that more failures, both in the home and in the school, come from the lack of a thorough understanding of this one subject than from any other cause,—possibly all others combined; also because so many are willing to enter upon duties that really require such a knowledge without first having given the matter due consideration and study.

I have endeavored to emphasize the idea of self-government, not that this is by any means all that is necessary, but because it is one of the first, if not the very first, essential necessary to success. It is very important that both parent and teacher understand and put into practice the principles of self-government, then they should just as carefully teach these principles to the children in the home and the pupils at school. Upon investigation it will be found that the best-ordered home or school is where these methods are followed out most carefully.

BEGIN AT HOME.

The home is naturally and rightfully the first school. Here are received the first impressions and the first lessons. Nothing is more important than that these be carefully and wisely imparted; for much in the after years of the child’s life depends upon this early instruction. For this reason parents should be wise teachers. Upon them devolve great responsibilities. They must be faithful students themselves in order that they may be intelligent instructors.

Too many have acted upon the idea that because the child should not be sent to school until it is eight or ten years old, it should receive no instruction, but should be allowed to run and do as its fancy dictates. Parents acting upon this plan make a most serious mistake. The fact is the child’s training and instruction should begin at its birth, and should be faithfully pursued until the child is able and ready to leave the home roof.

INHERITED TENDENCIES.

Every child is born with certain inherited tendencies. Some of these begin to manifest themselves very early in life. The wise parent will make a careful study of these tendencies, for some of them will need to be broken up, or at least the child will need to be assisted in overcoming them. Others will need to be just as carefully cultivated. A child may very early in life manifest a violent temper, which, if allowed to run, will finally gain the mastery. Another may be obstinate or stubborn by nature, and if these traits are permitted to develop, it will soon be impossible to give the child that instruction or training necessary for its future proper growth and development. Still another may be naturally destructive, possessing a passion to kill or destroy. And so I might mention many others, but these are enough to illustrate the point under consideration.

In the wisdom of God these inherited tendencies usually manifest themselves at different periods in the child’s life, thus giving the parent the opportunity of grappling with them one by one. If this is properly done, if the first bad symptom is mastered before the second one puts in an appearance, the battle is half won for the second, and each succeeding victory will be easier. If, however, this is not done for the child, and these evil tendencies are permitted to become fixed habits, each one will aid and inflame the next, until at last the life is wrecked, or its otherwise future usefulness destroyed.

EARLY HABITS.

Some one has said that “life is a bundle of habits,” and this is true, at least to a certain extent; for much that we do is done from force of habit. Now, many of these habits are formed early in life, and here again the parent’s efforts are greatly needed. Oh that every habit formed by the little child were good and proper, and that every evil tendency were broken up as soon as it presents itself! Then would our homes and schools be ideal places; then would the young grow up into strong, useful manhood and womanhood.

Parents should see to it that their children are taught habits of regularity, order, neatness, industry, politeness, and thoughtfulness. Do not put these things off, hoping they will be learned at school, for many times it will then be too late. It is not necessary that the child be taught to read and write first. No, let these habits be carefully fixed first, and early in life, and let it be done by the parent, and the rest of the training and education will come easy.

“Train up a child in the way he should go, and when he is old, he will not depart from it” is a text that should be indelibly stamped upon the mind of every parent. It takes but a moment to commit it to memory, yet to every parent expresses an obligation that is great, and a responsibility that should neither be neglected nor shifted. It will require study, tact, and patience, perseverance. Do not blame the child for the inherited traits that are so objectionable,—they can doubtless be traced back to a legitimate

source,—but work faithfully to have these removed. It will require a study of the individual child, a correct knowledge of the different tendencies to be dealt with, and a successful carrying out of proper principles in each individual case. No two children are alike, and the methods used in successfully training one child may be of no use in the training of another, even in the same family; hence the necessity of studying the individual child. But the parent should remember that while he is studying the child, the child is perhaps just as diligently making a careful study of the parent, and that often it is the keener of the two in its diagnosis. Especially is the child quick to discover a weakness in the parent’s methods of government and discipline, and invariably to take advantage of the same. The ordinary child, even at an early age, is not slow in learning that the parent who habitually scolds is to be dreaded only because of the scolding, that “no” will be converted into the desired “yes” by a process of teasing, or to watch the mood of the parent before making a questionable request. Thus by carefully studying and taking advantage of these weak points in the parent, the child soon becomes the master of the situation.

But if parents will begin early with their work of training their children, studying diligently to know the mind of the Lord, and to put into practice the principles He has laid down in the word; if they will later on co-operate with the faithful teacher in his efforts for the children; if all are diligent in instilling into the minds and hearts a deep love for God and His truth, they may every one verify the text quoted.