Sidonie Matsner Gruenberg

“ XIII. THE GOLDEN AGE OF TRANSITION There comes a time in the life of every boy and every girl that brings a maximum of trials and worry—to the other people. This time is the golden age of transition from childhood to manhood or womanhood, the age of adolescence. If you have had annoyance and hardship with your infants, if the children have perplexed you and tried you—as you thought, to the limit—you may be sure that there is more in store for you. ”

“ You no doubt find it easy enough to recognize and to encourage ideals that are in harmony with your own, or that seem to you worthy and likely to have a favorable influence upon your child's career or character. When five-year-old Freddy says that he wants to become a lawyer or a doctor, you encourage him. You say, "That's fine, my boy," and in your mind's eye you see him climbing to fame and fortune. But when Freddy says that he wants to be a policeman and marry the candy-lady, you laugh at him, and you certainly do not encourage him. ”

“ It is fair to ask whether training for a game is not quite analogous to our idea of training for life; and whether the methods which are found to be effective in the former kind of training are not equally valuable for the latter. Assuming the analogy, would you have a child learn the rules of such games as baseball or tennis from a book before allowing him to handle a ball, or before letting him see a game? Would you expect him to cooperate in teamwork after a long period of drill upon the rules governing team cooperation? ”

“ Fear always cramps and paralyzes; it never broadens or stimulates. All the progress made by our race has been accomplished by those who were not afraid: the men and women of broad vision and independent, fearless action. Every mother has lurking in some corner of her heart the fond hope that her children will in some way contribute to the advancement of humanity, to make our life here better worth living. To contribute in this way, our children must be without fear. ”

“ When we say that a child has musical genius we mean merely that as he develops we may notice in him a certain capacity to acquire musical knowledge more readily than most other children do, or a certain disposition to express himself in melody, or a certain liking for music in some form, or a certain readiness to acquire control of musical instruments. In other words, the child is born with a capacity for acquiring certain things, from the outside, that is, from the environment—he is born with certain possibilities, which can become actualities only if the suitable conditions are provided. ”

“ We grown folks know how valuable school and training and discipline are. Do we not sometimes sigh that we had not more of these blessings in our own childhood? Or that we did not take advantage of the little we had? If the children only knew—perhaps they would not so eagerly seek to escape into what they vainly imagine to be "freedom." Perhaps.
Grown folks who have thought about the matter know, of course, that "freedom" is something different from merely being left alone. They know that freedom is a state to be attained only through effort. ”

“ She must bear constantly in mind that the child is not merely a miniature man or woman, but that each stage in his development represents a distinct combination of instincts, impulses and capacities. If, for example, your little girl is digging in the dirt—a very natural and healthful activity—and you stop her for no better reason than that she will soil her hands or clothes, you are unduly interfering with her, and if you continue in that way, you will either make a defiant, disagreeable youngster or a servile, cringing slave to arbitrary authority. ”

“ The only thing of which we must make sure is that we are right to the best of our understanding, and that we do not insist upon having our way just because,—oh, well, just because we have a right to have our way, being in authority. As G. Stanley Hall, the father of child study in this country, has so well said: "Our will should be a rock, not a wave; our requirements should be uniform, with no whim, no mood or periodicity about them." Having made sure of ourselves, we need not fear that training our wilful children will weaken their will. ”

“ But a careful analysis of the motives and experiences of the boy will show that the particular feature that Eddy admires in his hero is far removed from the ones that shock you. The boy is dreaming of travel and adventure, of the excitement of chasing or of being chased, of trying his ingenuity in conflict with the professionally ingenious minions of the law, of being brave in the face of danger, of testing his fortitude in the time of trouble, of the loyalty of his comrades to himself as leader, or of his loyalty to his chief when the latter is beset by his enemies. ”

“ Expertness can come later when a choice of a specialty has been made. Now is the time for touching life at as many points as possible, for acquiring breadth of outlook and range of sympathy and interest. Now especially is the time for trying out the individual's capacities— which may lie quite beyond the range of the conventional pursuits of the family or the neighborhood. It is the time for self-discovery, and to this end every bit of help that can come from the home and from the church, from the school and from the community, from direct experience and from literature, should be utilized. ”

“ I know children who are models of obedience in most matters, but who scream with protest and resentment when it comes to taking medicine or even to being examined by a physician. On the other hand, a little boy I know, to whom obedience in general comes very hard, has such respect for the wisdom of physicians and for the helpfulness of medicines that he will undergo a thorough examination and will swallow the bitterest of drugs without even making a wry face. ”

“ Jones ever manages to make her children obey so nicely. If all secrets were made public, you would know that Mrs. Jones has often wished that she could make her children mind as nicely as do yours. For we always imagine that making children mind is the one thing that other mothers succeed in better than we do.
Why is it that we consider obedience of such great importance in the bringing up of our children? Is it because obedience itself is a supreme virtue which we desire to cultivate in our children? ”

“ A child that is branded a liar has undoubtedly given abundant occasion for mistrust, and has lied aplenty; but undoubtedly also he has specialized in his lying, and would be incapable of certain kinds of lies that are common enough with other children. As we are the judges of our children in all of their misdeeds, we must preserve not only a judicious attitude, but we must really be just. And to this end it is essential that we take into consideration all the circumstances that lead to a lie, including the motives, as well as the special traits of the particular child. ”

“ However, the desirable kinds of toys will not be manufactured in larger quantities until an enlightened parenthood both demands them and refuses to buy the glittering heart-breakers that look so charming in the shop, but go to pieces in the child's hands.
It is far better to have fewer and better toys than more of an inferior quality. The thing to keep in mind is that a toy is neither an artistic model, an aesthetic ornament, nor a mechanical spectacle, but should be a stimulus to call forth self-activity, invention, ingenuity, imagination, and skill. ”

“ Are the sums and products of numbers acquired in keeping scores of games less accurate and less permanent in the mind of the child than the same sums and products learned as school exercises? Is the skill acquired in handling tools—sewing costumes, or making scenery for an amateur play—any less effective or less lasting than the skill acquired in sewing yards of stitches or sawing yards of board just for "exercise" in a class? ”

“ Every mother ought to know that practically every healthy child has imagination. You will have to take a long day's journey to find a child that has no imagination to begin with—and then you will find that this child is wonderfully uninteresting, or actually stupid.
You can easily observe for yourself that as soon as a child knows a large number of objects and persons and names he will begin to rearrange his bits of knowledge into new combinations, and in this way make a little world of his own. In this world, beasts and furniture and flowers talk and have adventures. ”

“ We need not be afraid of the crude and short-sighted ideals of the young child. With the growth of his experience his ideals will expand. We should fear rather to infect him with the vulgar disrespect for all ideals.
In a few years Freddy has his heart set on charting the blank spaces on his geography map, and he has never a thought for the girls. It is the same Freddy, but he has in the meanwhile roamed far from the home neighborhood—in imagination—and has discovered new heroes and new types of heroism. ”

“ Much misery is caused, not only for girls, but also for boys, by the lapses from the path of virtue. If the young man who has gone astray is in a position to say, "Had I but heeded!" instead of saying, "Had I but known!" it will make a great difference in the way he will later feel toward the one person from whom he had a right to expect protecting knowledge. It is true enough that knowledge alone is not a sure protection against wrong-doing; but you can have no moral training without knowledge, and knowledge is the least you can give. ”

“ Loose conversation, cynicism, open disrespect for the noble things in human character, lack of faith in human nature cannot be exhibited to the child day after day without having their sinister effect. It is true that some children, here and there, will resist these unfavorable influences, and will come out of the struggle strong and self-reliant, with faith in their own ideals and with faith in mankind. But we cannot afford to treat the developing character of the child on the theory that it needs exercise and temptation as a gymnast needs exercise and trying tasks. ”

“ We do not wish to train our children for submission, but for judgment and discernment. We must, therefore, respect the child's individuality. We are, however, not obliged to choose between blind, unquestioning obedience and the undignified situations which arise from habitual disobedience. Obedience to persons as a settled habit is bad. The ability to obey promptly and intelligently when the commander's authority is recognized,—to respond to suggestion and guidance,—is desirable. Obedience is a tool the parent may use with wisdom and discretion. It is not an end in discipline or in life. ”

“ If we desire our children to grow up into healthy and joyful and moral men and women, then must we consider play a necessity of life. For play is more than merely a pleasant means for passing the time; it is a school of life, it is a means for physical, mental, and moral education.
The young child, before he is old enough to play horse, or to imitate other activities he sees going on around him, gets his play from handling a rattle or a ball, from random movements of his legs and arms, or from playing with his fingers and his toes. ”

“ Boys are "practicing" for a game, and each one is drilling on some special detail, hitting, catching, running bases, long throws, or what not; each one of them has in mind as part of his moving purpose not only his team's success and glory, but his own individual responsibility. Contrast this with the same boys required to drill at precisely the same movements on the theory that the "exercise" will do them good, or that some time in the future they might have to meet a situation in which a long throw or a swift run would be significant. ”