Your Child: Today and Tomorrow Part 1

Your Child: Today and Tomorrow.

by Sidonie Matzner Gruenberg.

PREFACE TO SECOND EDITION

In the sad years that have intervened since this book was published, we have all been impressed by the brilliant achievements of science in every department of practical life. But whereas the application of chemistry and electricity and biology might, perhaps, be safely left to the specialists, it seems to me that in a democracy it is essential for every single person to have a practical understanding of the workings of his own mind, and of his neighbor's. The understanding of human nature should not be left entirely in the hands of the specialists--it concerns all of us.

There is no better way for beginning the study of human nature than by following the unfolding of a spirit as it takes place before us in the growth of a child. I am humbly grateful of the a.s.surances received from many quarters that these chapters have aided many parents and teachers in such study.

In the present edition I have made a number of slight changes to harmonize the reading with the results of later scientific studies; there is a new list of references and some new material in the chapter on s.e.x education; and there is a new chapter suggesting the connection between the new psychology and the democratic ideals of human relations.

SIDONIE MATZNER GRUENBERG.

March, 1920.

PREFACE

In my efforts to learn something about the nature of the child, as a member of child-study groups, and in my own studies, I have found a large ma.s.s of material--acc.u.mulated by investigators into the psychology and the biology of childhood--which could be of great practical use to all concerned with the bringing up of children. In this little book I have tried to present some of this material in a form that will make it available for those who lack the time, or the special training or the opportunity to work it out for themselves.

It has been my chief aim to show that a proper understanding of and sympathy with the various stages through which the child normally pa.s.ses will do much toward making not only the child happier, but the task of the parents pleasanter. I am convinced that our failure to understand the workings of the child's mind is responsible for much of the friction between parents and children. We cannot expect the children, with their limited experience and their undeveloped intellect, to understand us; if we are to have harmony, intimacy and cooperation, these must come through the parents' successful efforts at understanding the children.

In speaking of the child always in the masculine, I have followed the custom of the specialists. It is of course to be understood that "he" sometimes means "she" and usually "he or she."

It has been impossible to refer at every point to the source of the material used. One unconsciously absorbs many ideas which one is unable later to trace to their sources; in addition to this, the material I have here presented has been worked over so that it is impossible in most cases to ascribe a particular idea to a particular person. I wish, however, to acknowledge my indebtedness to all who have patiently labored in this field, and especially to those Masters of Child Study, G. Stanley Hall, John Dewey, Earl Barnes, Edwin A. Kirkpatrick and Edward L. Thorndike. I owe much to my opportunity to work in the Federation for Child Study. These groups of mothers and teachers have done a great deal, under the guidance and inspiration of Professor Felix Adler, to develop a spirit of co-operation in the attack upon the practical problems of child-training in the home.

I am very grateful to Mrs. Hilda M. Schwartz, of Minneapolis, for her a.s.sistance in revising the ma.n.u.script and in securing the ill.u.s.trations.

The a.s.sistance of my husband has been invaluable. In his suggestions and criticisms he has given me the benefit of his experience as biologist and educator.

SIDONIE MATZNER GRUENBERG.

New York May, 1913.

A FOREWORD

In the thought of the writer of this prefatory page, the book he thus introduces is an exceptionally sane, practical and valuable treatment of the problem of problems suggested by our present American Civilization, namely: The Training of the On-coming Generation--the new Americans--who are to realize the dreams of our ancestors concerning personal freedom and development in the social, political, commercial and religious life of the Republic.

There is always hope for the adult who takes any real interest in self-improvement. One is never too old to "turn over a new leaf" and to begin a new record. A full-grown man may become a "promising child" in the kingdom of grace. He may dream dreams and see visions.

He may resolve, and his experience of forty or more years in "practising decision" and in persisting despite counter inclinations may only increase his chances for mastering a problem, overcoming a difficulty and developing enthusiasm. A page of History or of Ethics, a poet's vision or a philosopher's reasoning, will find a response in his personality impossible to a juvenile. His knowledge of real life, of persons he has met, of theories he has often pondered, of difficulties he has encountered and canva.s.sed, the conversations and discussions in which he has taken part--all give new value to the pages he is now turning, and while he may not as easily as formerly memorize the language, he at once grasps, appreciates and appropriates the thoughts there expressed.

With these advantages as a thinker, a reader, a man of affairs, a father interested in his or children and in their education, what a blessing to him and to his family comes through the reading of an interesting, suggestive and stimulating book on child training such as this practical volume by Mrs. Gruenberg. In fact, the book becomes a sort of a Normal Cla.s.s in itself. It is attractive, ingenious, ill.u.s.trative and stimulating--an example of the true teaching spirit and method.

This volume has in it much that a preacher and pastor would do well to read. And a _very_ wise pastor will be inclined to bring together Mothers and Sunday-School Teachers and read to them certain paragraphs until they are induced to put a copy of the volume in their own library and thus become, in a sense, members of a strong and most helpful "Normal Cla.s.s."

One thing every Sunday-School Teacher and every Parent should remember is that all attempts to experiment in the instruction of children are so many steps towards "Normal Work," in which are included the use of "ill.u.s.trations," the framing of "questions," the devices to "get attention," and the effort to induce children to "think for themselves" and freely to express their thoughts, reasonings, doubts, difficulties and personal independent opinions.

All these efforts not only develop power in the child, but they react upon the teacher and ensure for the "next meeting of the cla.s.s" some "new suggestion," some additional question, some fresh view of the whole subject by which both teacher and pupils will be stimulated and instructed.

In our intercourse with children let us aim to develop the _teaching_ motive, and we shall not only make the work of the "cla.s.s room" profitable to the pupils, but each of us will find new delight, new inspiration and an unantic.i.p.ated degree of success in this beautiful and divine ministry.

JOHN H. VINCENT.

CHICAGO AND CHAUTAUQUA,

May 7, 1913.

YOUR CHILD TODAY AND TOMORROW

I.

YOU AND YOUR CHILD

Housekeeping, in the sense of administering the work of the household, has been raised almost to a science. The same is true of the feeding of children. But the training of children still lags behind, so far as most of us are concerned, in the stage occupied by housekeeping and farming a generation or two ago. There has, indeed, been developed a considerable ma.s.s of exact knowledge about the nature of the child, and about the laws of his development; but this knowledge has been for most parents a closed book. It is not what the scientists know, but what the people apply, that marks our progress.

"Child-study" has been considered something with which young normal-school students have to struggle before they begin their _real_ struggle with bad boys. But mothers have been expected to know, through some divine instinct, just how to handle their own children, without any special study or preparation. That the divine instinct has not taught them properly to feed the young infant and the growing child we have learned but slowly and at great cost in human life and suffering; but we _have_ learned it. Our next lesson should be to realize that our instincts cannot be relied upon when it comes to understanding the child's mind, the meaning of his various activities, and how best to guide his mental and moral development.

Mistakes that parents--and teachers--make in dealing with the child's mind are not often fatal. Nor can you always trace the evil effects of such mistakes in the later character of the child. But there can be no doubt that many of the heartbreaks, misunderstandings, and estrangements between parents and children are due to mistakes that could have been avoided by a knowledge of the nature of the child's mind.

There are, fortunately, many parents who arrive at an understanding of the nature of the child through sympathetic insight, through quick observation, through the application of sound sense and the results of experience to the problems that arise. It is not necessary that all of us approach the child in the att.i.tude of the professional scientist; indeed, it is neither possible for us to do so, nor is it desirable that we should. But it is both possible and desirable that we make use of the experience and observations of others, that we apply the results of scientific experiments, that we reenforce our instincts with all available helps. We need not fall into the all-too-common error of placing common-sense and practical insight in opposition to the method of the scientists. Everyone in this country appreciates the wonderful and valuable services of Luther Burbank, and no one doubts that if his method could be extended the whole nation would benefit in an economic way. Yet Burbank has been unable to teach the rest of us how to apply his shrewd "common-sense" and his keen intuition to the improvement of useful and ornamental plants. It was necessary for scientists to study what he had done in order to make available for the whole world those principles that make his practice really productive of desirable results. In the same way it is well for every parent and every teacher--everyone who has to do with children--to supplement good sense and observation with the results of scientific study.

On the other hand, there is no universal formula for the bringing up of children, one that can be applied to all children everywhere and always, any more than there is a universal formula for fertilizing soil or curing disease or feeding babies. Yet there are certain general laws of child development and certain general principles of child training which have been derived from scientific studies of children, and which agree with the best thought and experience of those who learned to know their children without the help of science. These general laws and principles may be profitably learned and used in bringing up the rising generation.

Too many people, and especially too many parents, think of the child as merely a small man or woman. This is far from a true conception of the child. Just as the physical organs of the child work in a manner different from what we find in the adult, so the mind of the child works along in a way peculiar to its stage of development. If a physician should use the same formulas for treating children's ailments as he uses with adults, simply reducing the size of the dose, we should consider his methods rather crude. If a parent should feed an infant the same materials that she supplied to the rest of the family, only in smaller quant.i.ties, we should consider her too ignorant to be entrusted with the care of the child. And for similar reasons we must learn that the behavior of the child must be judged according to standards different from those we apply to an adult. The same act represents different motives in a child and in an adult--or in the same child at different ages.

Moreover, each child is different from every other child in the whole world. The law has recognized that a given act committed by two different persons may really be two entirely different acts, from a moral point of view. How much more important is it for the parent or the teacher to recognize that each child must be treated in accordance with his own nature!

It is the duty of every mother to know the nature of _her_ child, in order that she may a.s.sist in the development of all of his possibilities. Child Study is a new science, but old enough to give us great help through what the experts have found out about "child nature." But the experts do not know _your child;_ they have studied the problems of childhood, and their results you can use in learning to know your child. Your problem is always an individual problem; the problem of the scientist is a general one. From the general results, however, you may get suggestions for the solution of your individual problem.

We all know the mother who complains that her boys did not turn out just the way she wanted them to--although they are very good boys.

After they have grown up she suddenly realizes one day how far they are from her in spirit. She could have avoided the disillusion by recognizing early enough that the interests and instincts of her boys were healthy ones, notwithstanding they were so different from her own. She would have been more to the boys, and they more to her, if, instead of wasting her energy in trying to make them "like herself," she had tried to develop their tastes and inclinations to their full possibilities.

How much happier is the home in which the mother understands the children, and knows how to treat each according to his disposition, instead of treating all by some arbitrary rule! As a mother of three children said one day, "With Mary, just a hint of what I wish is sufficient to secure results. With John, I have to give a definite order and insist that he obey. With Robert I get the best results by explaining and appealing to his reason." How much trouble she saves herself--and the children--by having found this much out!

A mother who knows that what we commonly call the "spirit of destruction" in a child is the same as the _constructive impulse_ will not be so much grieved when her baby takes the alarm clock apart as the mother who looks upon this deed as an indication of depravity or wickedness.

[Ill.u.s.tration: The impulse to action early leads to "doing."]