Children's Rights: A Book of Nursery Logic

Last of all, brought out only on state occasions, was a most seductive edition of that nursery Gaboriau, "Who Killed Cock Robin?" with colored illustrations in which the heads of the birds were made to move oracularly, by means of cunningly arranged strips pulled from the bottom of the page. This was a relic of infancy, our first introduction to the literature of plot, counterplot, intrigue, and crime, and the mystery of the murder was very real to us. This book, still in existence, with all the birds headless from over-exertion, is always inextricably associated in my mind with childish woes, as a desire on my part to make the birds wag their heads was always contemporaneous, to a second, with a like desire on my sister's part; and on those rare days when the precious volume was taken down, one of us always donned the penitential nightgown early in the afternoon and supped frugally in bed, while the other feasted gloriously at the family board, never quite happy in her virtue, however, since it separated her from beloved vice in disgrace. That paltry tattered volume, when it confronts me from its safe nook in a bureau drawer, makes my heart beat faster and sets me dreaming! Pray tell me if any book read in your later and wiser years ever brings to your mind such vivid memories, to your lips so lingering a smile, to your eye so ready a tear? True enough, "we could never have loved the earth so well if we had had no childhood in it…. What novelty is worth that sweet monotony where everything is known and loved because it is known?"

This autobiographical babble is excusable for one reason only.

It is in remembering what books greatly moved us in earlier days; what books wakened strong and healthy desires, enlarged the horizon of our understanding, and inspired us to generous action, that we get some clue to the books with which to surround our children; and a reminiscence of this kind becomes a sort of psychological observation. The moment we realize clearly that the books we read in childhood and youth make a profound impression that can never be repeated later (save in some rare crisis of heart and soul, where a printed page marks an epoch in one's mental or spiritual life), then we become reinforced in our opinion that it makes a deal of difference what children read and how they read it.

Agnes Repplier says: "It is part of the irony of life that our discriminating taste for books should be built up on the ashes of an extinct enjoyment."

A book is such a fact to children, its people are so alive and so heartily loved and hated, its scenes so absolutely real! Prone on the hearth-rug before the fire, or curled in the window seat, they forget everything but the story. The shadows deepen, until they can read no longer; but they do not much care, for the window looks into an enchanted region peopled with brilliant fancies. The old garden is sometimes the Forest of Arden, sometimes the Land of Lilliput, sometimes the Border. The gray rock on the river bank is now the cave of Monte Cristo, and now a castle defended by scores of armed knights who peep one by one from the alder-bushes, while Fair Ellen and the lovely Undine float together on the quiet stream.

For forming a truly admirable literary taste, I cannot indeed say much in favor of my own motley collection of books just mentioned, for I was simply tumbled in among them and left to browse, in accordance with Charles Lamb's whimsical plan for Bridget Elia. More might have been added, and some taken away; but they had in them a world of instruction and illumination which children miss who read too exclusively those books written with rigid determination down to their level, neglecting certain old classics for which we fondly believe there are no substitutes. You cannot always persuade the children of this generation to attack "Robinson Crusoe," and if they do they are too sophisticated to thrill properly when they come to Friday's footsteps in the sand. Think of it, my contemporaries: think of substituting for that intense moment some of the modern "tuppenny" climaxes!

I do not wish to drift into a cheap cynicism, and apotheosize the old days at the expense of the new. We are often inclined to paint the Past with a halo round its head which it never wore when it was the Present. We can reproduce neither the children nor the conditions of fifty or even twenty-five years ago. To-day's children must be fitted for to-day's tasks, educated to answer to-day's questions, equipped to solve to-day's problems; but are we helping them to do this in absolutely the best way? At all events, it is difficult to join in the paean of gratitude for the tons of children's books that are turned out yearly by parental publishers. If the children of the past did not have quite enough deference paid to their individuality, their likes and dislikes, and if their needs were too often left until the needs of everybody else had been considered,—on the other hand, they were not surfeited with well-meant but ill-directed attentions. If the hay was thrown so high in the rack that they could not pluck a single straw without stretching up for it, why, the hay was generally worth stretching for, and was, perhaps, quite as healthful as the sweet and easily digested nursery porridge which some people adopt as exclusive diet for their darlings nowadays.

Let us look a little at some of the famous children's books of a past generation, and see what was their general style and purpose. Take, for instance, those of Mrs. Barbauld, who may be included in that group of men and women who completely altered the style of teaching and writing for children—Rousseau, de Genlis, the Edgeworths, Jacotot, Froebel, and Diesterweg, all great teachers,—didactic, deadly-dull Mrs. Barbauld, who composed, as one of her biographers tells us, "a considerable number of miscellaneous pieces for the instruction and amusement of young persons, especially females." (Girls were always "young females" in those days; children were "infants," and stories were "tales.") Who can ever forget those "Early Lessons," written for her adopted son Charles, who appeared in the page sometimes in a state of hopeless ignorance and imbecility, and sometimes clad in the wisdom of the ancients? The use of the offensive phrase "excessively pretty," as applied to a lace tidy by a very tiny female named Lucy, brings down upon her sinful head eleven pages of such moralizing as would only be delivered by a modern mamma on hearing a confession of robbery or murder.

All this does strike us as insufferably didactic, yet we cannot approve the virulence with which Southey and Charles Lamb attacked good Mrs. Barbauld in her old age; for her purpose was eminently earnest, her views of education healthy and sensible for the time in which she lived, her style polished and admirably quiet, her love for young people indubitably sincere and profound, and her character worthy of all respect and admiration in its dignity, womanliness, and strength. Nevertheless, Charles Lamb exclaims in a whimsical burst of spleen: "'Goody Two Shoes' is out of print, while Mrs. Barbauld's and Mrs. Trimmer's nonsense lies in piles around. Hang them—the cursed reasoning crew, those blights and blasts of all that is human in man and child."

Miss Edgeworth has what seems to us, in these days, the same overplus of sublime purpose, and, though a much greater writer, is quite as desirous of being instructive, first, last, and all the time, and quite as unable or unwilling to veil her purpose. No books, however, have ever had a more remarkable influence upon young people, and there are many of them—old-fashioned as they are—which the sophisticated children of to-day could read with pleasure and profit.

Poor, naughty Rosamond! choosing the immortal "purple jar" out of that apothecary's window, instead of the shoes she needed; and in a following chapter, after pages of excellent maternal advice, taking the hideous but useful "red morocco housewife" instead of the coveted "plum."

People may say what they like of Miss Edgeworth's lack of proportion as a moralist and economist, but we have few writers for children at present who possess the practical knowledge, mental vigor, and moral force which made her an imposing figure in juvenile literature for nearly a century.

There has never been a time when the difficulty of making a good use of books was as great as it is to-day, or a time when it required so much decision to make a wise choice, simply because there is so much printed matter precipitated upon us that we cannot "see the wood for the trees."

It is not my province to discriminate between the various writers for children at the present time. To give a complete catalogue of useful books for children would be quite impossible; to give a partial list, or endeavor to point out what is worthy and what unworthy, would be little better. No course of reading laid down by one person ever suits another, and the published "lists of best books," with their solemn platitudes in the way of advice, are generally interesting only in their reflection of the writer's personality.

I would not choose too absolutely for a child save in his earliest years, but would rather surround him with the best and worthiest books, and let him choose for himself; for there are elective affinities and antipathies here that need not be disregarded,—that are, indeed, certain indications of latent powers, and trustworthy guides to the child's unfolding possibilities.

"Books can only be profoundly influential as they unite themselves with decisive tendencies." Provide the right conditions for mental growth, and then let the child do the growing. If we dictate too absolutely, we _en_velop instead of _de_veloping his mind, and weaken his power of choice. On the other hand, we do not wish his reading to be partial or one-sided, as it may be without intelligent oversight.

I was telling bedtime stories, the other night, to a proper, wise, dull little girl of ten years. When I had successfully introduced a mother-cat and kittens to her attention, I plunged into what I thought a graphic and perfectly natural conversation between them, when she cut me short with the observation that she disliked stories in which animals talked, because they were not true! I was rebuked, and tried again with better success, until there came an unlucky figure of speech concerning a blossoming locust-tree, that bent its green boughs and laughed in the summer sunshine, because its flowers were fragrant and lovely, and the world so green and beautiful. This she thought, on sober second thought, a trifle silly, as trees never did laugh! Now, that exasperating scrap of humanity (she is abnormal, to be sure) ought to be locked up and fed upon fairy tales until she is able to catch a faint glimpse of "the light that never was on sea or land." Poor, blind, deaf little person, predestined, perhaps, to be the mother of a lot of other blind, deaf little persons some day,—how I should like to develop her imagination!

Whatever children read, let us see that it is good of its kind, and that it gives variety, so that no integral want of human nature shall be neglected,—so that neither imagination, memory, nor reflection shall be starved. I own it is difficult to help them in their choice, when most of us have not learned to choose wisely for ourselves. A discriminating taste in literature is not to be gained without effort, and our constant reading of the little books spoils our appetite for the great ones.

Style is a matter of some moment, even at this early stage. Mothers sometimes forget that children cannot read slipshod, awkward, redundant prose, and sing-song vapid verse, for ten or twelve years, and then take kindly to the best things afterward.

Long before a child is conscious of such a thing as purity, delicacy, directness, or strength of style, he has been acted upon unconsciously, so that when the period of conscious choice comes, he is either attracted or repelled by what is good, according to his training. Children are fond of vivacity and color, and love a bit of word painting or graceful nonsense; but there are people who strive for this, and miss, after all, the true warmth and geniality that is most desirable for little people. Apropos of nonsense, we remember Leigh Hunt, who says that there are two kinds of nonsense, one resulting from a superabundance of ideas, the other from a want of them. Style in the hands of some writers is like war-paint to the savage—of no perceptible value unless it is laid on thick. Our little ones begin too often on cheap and tawdry stories in one or two syllables, where pictures in primary colors try their best to atone for lack of matter. Then they enter on a prolonged series of children's books, some of them written by people who have neither the intelligence nor the literary skill to write for a more critical audience; on the same basis of reasoning which puts the young and inexperienced teachers into the lowest grades, where the mind ought to be formed, and assigns to the more practiced the simpler task of _in_forming the already partially formed (or _de_formed) mind.

There has never been such conscientious, intelligent, and purposeful work done for children as in the last ten years; and if an overwhelming flood of trash has been poured into our laps along with the better things, we must accept the inevitable. The legends, myths, and fables of the world, as well as its history and romance, are being brought within reach of young readers by writers of wide knowledge and trained skill.

Knowing, then, as we do, the dangers and obstacles in the way, and realizing the innumerable inspirations which the best thought gives to us, can we not so direct the reading of our children that our older boys and girls shall not be so exclusively modern in their tastes; so that they may be inclined to take a little less Mr. Saltus, a little more Shakespeare, temper their devotion to Mr. Kipling by small doses of Dante, forsake "The Duchess" for a dip into Thackeray, and use Hawthorne as a safe and agreeable antidote to Mr. Haggard? We need not despair of the child who does not care to read, for books are not the only means of culture; but they are a very great means when the mind is really stimulated, and not simply padded with them.

Mr. Frederic Harrison says: "Books are no more education than laws are virtue. Of all men, perhaps the book-lover needs most to be reminded that man's business here is to know for the sake of living, not to live for the sake of knowing."

But a child who has no taste for reading, who is utterly incapable of losing himself in a printed page, quite unable to forget his childish griefs,

"And plunge,
Soul forward, headlong into a book's profound,
Impassioned for its beauty and salt of truth,"

—such a child is to be pitied as missing one of the chief joys of life. Such a child has no dear old book-friendships to look back upon. He has no sweet associations with certain musty covers and time-worn pages; no sacred memories of quiet moments when a new love of goodness, a new throb of generosity, a new sense of humanity, were born in the ardent young soul; born when we had turned the last page of some well-thumbed volume and pressed our tear-stained childish cheek against the window pane, when it was growing dusk without, and a mother's voice called us from our shelter to "Lay the book down, dear, and come to tea." For, to speak in better words than my own, "It is the books we read before middle life that do most to mould our characters and influence our lives; and this not only because our natures are then plastic and our opinions flexible, but also because, to produce lasting impression, it is necessary to give a great author time and meditation. The books that are with us in the leisure of youth, that we love for a time not only with the enthusiasm, but with something of the exclusiveness, of a first love, are those that enter as factors forever in our mental life."

CHILDREN'S STORIES

"To be a good story-teller is to be a king among children."

The business of story-telling is carried on from the soundest of economic motives, in order to supply a constant and growing demand. We are forced to satisfy the clamorous nursery-folk that beset us on every hand.

Beside us stands an eager little creature quivering with expectation, gazing with wide-open eyes, and saying appealingly, "Tell me a story!" or perhaps a circle of toddlers is gathered round, each one offering the same fervent prayer, with so much trust and confidence expressed in look and gesture that none but a barbarian could bear to disappoint it.

The story-teller is the children's special property. When once his gifts have been found out, he may bid good-by to his quiet snooze by the fire, or his peaceful rest with a favorite book. Though he hide in the uttermost parts of the house, yet will he be discovered and made to deliver up his treasure. On this one subject, at least, the little ones of the earth are a solid, unanimous body; for never yet was seen the child who did not love the story and prize the story-teller.

Perhaps we never dreamed of practicing the art of story-telling till we were drawn into it by the imperious commands of the little ones about us. It is an untrodden path to us, and we scarcely understand as yet its difficulties and hindrances, its breadth and its possibilities. Yet this eager, unceasing demand of the child-nature we must learn to supply, and supply wisely; for we must not think that all the food we give the little one will be sure to agree with him. because he is so hungry. This would be no more true of a mental than of a physical diet.

What objects, then, shall our stories serve beyond the important one of pleasing the little listeners? How can we make them distinctly serviceable, filling the difficult and well-nigh impossible rôle of "useful as well as ornamental"?

There are, of course, certain general benefits which the child gains in the hearing of all well-told stories. These are, familiarity with good English, cultivation of the imagination, development of sympathy, and clear impression of moral truth. We shall find, however, that all stories appropriate for young children naturally divide themselves into the following classes:—

I. The purely imaginative or fanciful, and here belongs the so-called fairy story.

II. The realistic, devoted to things which have happened, and might, could, would, or should happen without violence to probability. These are generally the vehicle for moral lessons which are all the more impressive because not insisted on.

III. The scientific, conveying bits of information about animals, flowers, rocks, and stars.

IV. The historical, or simple, interesting accounts of the lives of heroes and events in our country's struggle for life and liberty.

There is a great difference in opinion regarding the advisability of telling fairy stories to very young children, and there can be no question that some of them are entirely undesirable and inappropriate. Those containing a fierce or horrible element must, of course, be promptly ruled out of court, including the "bluggy" tales of cruel stepmothers, ferocious giants and ogres, which fill the so-called fairy literature. Yet those which are pure in tone and gay with fanciful coloring may surely be told occasionally, if only for the quickening of the imagination. Perhaps, however, it is best to keep them as a sort of sweetmeat, to be taken on, high days and holidays only.

Let us be realistic, by all means; but beware, O story-teller! of being too realistic. Avoid the "shuddering tale" of the wicked boy who stoned the birds, lest some hearer be inspired to try the dreadful experiment and see if it really does kill. Tell not the story of the bears who were set on a hot stove to learn to dance, for children quickly learn to gloat over the horrible.

Deal with the positive rather than the negative in story-telling; learn to affirm, not to deny.

Some one perhaps will say here, the knowledge of cruelty and sin must come some time to the child; then why shield him from it now? True, it must come; but take heed that you be not the one to introduce it arbitrarily. "Stand far off from childhood," says Jean Paul, "and brush not away the flower-dust with your rough fist."

The truths of botany, of mineralogy, of zoology, may be woven into attractive stories which will prove as interesting to the child as the most extravagant fairy tale. But endeavor to shape your narrative so dexterously around the bit of knowledge you wish to convey, that it may be the pivotal point of interest, that the child may not suspect for a moment your intention of instructing him under the guise of amusement. Should this dark suspicion cross his mind, your power is Weakened from that moment, and he will look upon you henceforth as a deeply dyed hypocrite.

The historic story is easily told, and universally interesting, if you make it sufficiently clear and simple. The account of the first Thanksgiving Day, of the discovery of America, of the origin of Independence Day, of the boyhood of our nation's heroes,—all these can be made intelligible and charming to children. I suggest topics dealing with our own country only, because the child must learn to know the near-at-hand before he can appreciate the remote. It is best that he should gain some idea of the growth of his own traditions before he wanders into the history of other lands.

In any story which has to do with soldiers and battles, do not be too martial. Do not permeate your tale with the roar of guns, the smell of powder, and the cries of the wounded. Inculcate as much as possible the idea of a struggle for a principle, and omit the horrors of war.

We must remember that upon the kind of stories we tell the child depends much of his later taste in literature. We can easily create a hunger for highly spiced and sensational writing by telling grotesque and horrible tales in childhood. When the little one has learned to read, when he holds the key to the mystery of books, then he will seek in them the same food which so gratified his palate in earlier years.

We are just beginning to realize the importance of beginnings in education.

True, a king of Israel whose wisdom is greatly extolled, and whose writings are widely read, urged the importance of the early training of children about three thousand years ago; but the progress of truth in the world is proverbially slow. When parents and teachers, legislators and lawgivers, are at last heartily convinced of the inestimable importance of the first six years of childhood, then the plays and occupations of that formative period of life will no longer be neglected or left to chance, and the exercise of story-telling will assume its proper place as an educative influence.

Long ago, when I was just beginning the study of childhood, and when all its possibilities were rising before me, "up, up, from glory to glory,"—long ago, I was asked to give what I considered the qualifications of an ideal kindergartner.