When the child tries to seize something without speaking, he thinks he can reach the object, for he does not rightly judge its distance; when he cries and stretches out his hands he no longer misjudges the distance, he bids the object approach, or orders you to bring it to him. In the first case bring it to him slowly; in the second do not even seem to hear his cries. The more he cries the less you should heed him. He must learn in good time not to give commands to men, for he is not their master, nor to things, for they cannot hear him. Thus when the child wants something you mean to give him, it is better to carry him to it rather than to bring the thing to him. From this he will draw a conclusion suited to his age, and there is no other way of suggesting it to him.
The Abbe Saint-Pierre calls men big children; one might also call children little men. These statements are true, but they require explanation. But when Hobbes calls the wicked a strong child, his statement is contradicted by facts. All wickedness comes from weakness. The child is only naughty because he is weak; make him strong and he will be good; if we could do everything we should never do wrong. Of all the attributes of the Almighty, goodness is that which it would be hardest to dissociate from our conception of Him. All nations who have acknowledged a good and an evil power, have always regarded the evil as inferior to the good; otherwise their opinion would have been absurd. Compare this with the creed of the Savoyard clergyman later on in this book.
Reason alone teaches us to know good and evil. Therefore conscience, which makes us love the one and hate the other, though it is independent of reason, cannot develop without it. Before the age of reason we do good or ill without knowing it, and there is no morality in our actions, although there is sometimes in our feeling with regard to other people's actions in relation to ourselves. A child wants to overturn everything he sees. He breaks and smashes everything he can reach; he seizes a bird as he seizes a stone, and strangles it without knowing what he is about.
Why so? In the first place philosophy will account for this by inbred sin, man's pride, love of power, selfishness, spite; perhaps it will say in addition to this that the child's consciousness of his own weakness makes him eager to use his strength, to convince himself of it. But watch that broken down old man reduced in the downward course of life to the weakness of a child; not only is he quiet and peaceful, he would have all about him quiet and peaceful too; the least change disturbs and troubles him, he would like to see universal calm. How is it possible that similar feebleness and similar passions should produce such different effects in age and in infancy, if the original cause were not different? And where can we find this difference in cause except in the bodily condition of the two. The active principle, common to both, is growing in one case and declining in the other; it is being formed in the one and destroyed in the other; one is moving towards life, the other towards death. The failing activity of the old man is centred in his heart, the child's overflowing activity spreads abroad. He feels, if we may say so, strong enough to give life to all about him. To make or to destroy, it is all one to him; change is what he seeks, and all change involves action. If he seems to enjoy destructive activity it is only that it takes time to make things and very little time to break them, so that the work of destruction accords better with his eagerness.
While the Author of nature has given children this activity, He takes care that it shall do little harm by giving them small power to use it. But as soon as they can think of people as tools to be used, they use them to carry out their wishes and to supplement their own weakness. This is how they become tiresome, masterful, imperious, naughty, and unmanageable; a development which does not spring from a natural love of power, but one which has been taught them, for it does not need much experience to realise how pleasant it is to set others to work and to move the world by a word.
As the child grows it gains strength and becomes less restless and unquiet and more independent. Soul and body become better balanced and nature no longer asks for more movement than is required for self-preservation. But the love of power does not die with the need that aroused it; power arouses and flatters self-love, and habit strengthens it; thus caprice follows upon need, and the first seeds of prejudice and obstinacy are sown.
FIRST MAXIM.—Far from being too strong, children are not strong enough for all the claims of nature. Give them full use of such strength as they have; they will not abuse it.
SECOND MAXIM.—Help them and supply the experience and strength they lack whenever the need is of the body.
THIRD MAXIM.—In the help you give them confine yourself to what is really needful, without granting anything to caprice or unreason; for they will not be tormented by caprice if you do not call it into existence, seeing it is no part of nature.
FOURTH MAXIM—Study carefully their speech and gestures, so that at an age when they are incapable of deceit you may discriminate between those desires which come from nature and those which spring from perversity.
The spirit of these rules is to give children more real liberty and less power, to let them do more for themselves and demand less of others; so that by teaching them from the first to confine their wishes within the limits of their powers they will scarcely feel the want of whatever is not in their power.
This is another very important reason for leaving children's limbs and bodies perfectly free, only taking care that they do not fall, and keeping anything that might hurt them out of their way.
The child whose body and arms are free will certainly cry much less than a child tied up in swaddling clothes. He who knows only bodily needs, only cries when in pain; and this is a great advantage, for then we know exactly when he needs help, and if possible we should not delay our help for an instant. But if you cannot relieve his pain, stay where you are and do not flatter him by way of soothing him; your caresses will not cure his colic, but he will remember what he must do to win them; and if he once finds out how to gain your attention at will, he is your master; the whole education is spoilt.
Their movements being less constrained, children will cry less; less wearied with their tears, people will not take so much trouble to check them. With fewer threats and promises, they will be less timid and less obstinate, and will remain more nearly in their natural state. Ruptures are produced less by letting children cry than by the means taken to stop them, and my evidence for this is the fact that the most neglected children are less liable to them than others. I am very far from wishing that they should be neglected; on the contrary, it is of the utmost importance that their wants should be anticipated, so that they need not proclaim their wants by crying. But neither would I have unwise care bestowed on them. Why should they think it wrong to cry when they find they can get so much by it? When they have learned the value of their silence they take good care not to waste it. In the end they will so exaggerate its importance that no one will be able to pay its price; then worn out with crying they become exhausted, and are at length silent.
Prolonged crying on the part of a child neither swaddled nor out of health, a child who lacks nothing, is merely the result of habit or obstinacy. Such tears are no longer the work of nature, but the work of the child's nurse, who could not resist its importunity and so has increased it, without considering that while she quiets the child to-day she is teaching him to cry louder to-morrow.
Moreover, when caprice or obstinacy is the cause of their tears, there is a sure way of stopping them by distracting their attention by some pleasant or conspicuous object which makes them forget that they want to cry. Most nurses excel in this art, and rightly used it is very useful; but it is of the utmost importance that the child should not perceive that you mean