The spirit of education

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UNITED STATES OF AMERICA.

THE SPIRIT

O F

I

However little the nature of man may be studied, it is easy to see that his soul, almost as much as his body, is subject like all other organized beings to the laws of growth and development. This idea is admirably expressed in the following words of St. Gregory de Nysse : "As the body, little and weak at its birth, advances on towards perfection, so the soul, in following the progress of the servant which is united to it, seems to rise to perfection. It is in its organization a primitive power to elevate and develop. In its incipient state it is concealed in the soil, and to appearance produces little or no result. When the plant appears to the light, and exposes its germ to the rays of the sun, it soon opens like a flower, with the power of sensation. When it becomes large and more fully developed, you can see the power of reason forming itself like

18 WHAT EDUCATION IS.

fruit. It does not show its entire splendor suddenly but comes nevertheless, to rapid perfection, with the organization which serves it as an instrument," Such is the result derived from education in its ordinary acceptation : to take man in his early infancy, and awaken him to life; to exercise his faculties little by little, and lead him by degrees to the full development of all his powers, and all that elevates his being, and by thus forming his present life, prepare him for divine perfection in the life to come ! The sublime consummation indicated by St. Paul in these words : , " Whom we preach admonishing every man and teaching every man in all wisdom, that we may 2:)resent every man perfect in Christ Jesus." So the object of education is to develop all the precious germs that God has planted in each one of us. The word itself — the Latin etymology of '' educare," suggests to draw from, to extract — sufficiently indicates that great efforts are to be used to obtain from the mind, heart, and will of the child's being, that which is capable of producing good. These faculties whose roots are buried in the soil, when conducted by a

THE CHILD. 19

well directed effort, may produce abundant fruits and graceful flowers upon its magnificent branches. When education is well understood and sincerely religious, it has three great effects, which should cause it to be appreciated above all things else. It elevates man, it forms the Christian and prepares him to become a saint. Is there anything in the world more desirable, or that is more worthy of our veneration ?

An old adage says : " Who sees a child sees nothing." That is true only so far as relates to a child such as he is in coming into the world, shorn of all succor from education. Indeed how circumscribed is the little being ! it is a very little thing, this infirm creature, who more than all others stands in need of care and succor !

Man at his birth has much less power than any other being, and in this sense it is true to say : " Who sees a child sees nothing." But here let us weigh our words when we speak, for education comes to the rescue. She takes this child and says to herself : " There is a reasonable being, made in the image of God ; this child is possessed of intelligence, of a heart filled with noble and

20 WHAT EDUCATION IS.

high faculties, which exist in him, so to speak, only in a latent state. I am going to develop these concealed germs. I am about to cultivate this little being and to study his inclinations, his aptitude, his strength ; and I will direct him in conformity with that which appears to be his particular temperament, the different shades of his nature, and I will make of him a man. Who knows what this child will become ? Who knows but in him germs of the greatest genius and traits of the noblest character exist in embryo ? It may be a Fenelon, a Bossuet, a Turenne, or a Conde ! He may at least become a virtuous man and a useful member of society."

In this sense it is not true to say : '' Who sees a child sees nothing." Rather one should say : " Who sees a child sees a man." He who sees a nation in its infancy and youth, sees all that nation's happy or unhappy future. Homer represents Jupiter weighing the destinies of peoples in a balance. Education, more powerful than Jupiter, holds in her hand good and evil, and according as she carries one or the other in the balance, she determines the destinies of govern-

DEVELOPMENT. 21

ments. From this point of view, in what grandeur does education appear ! In St. John Chrysostom's sixtieth homily, on the eighteenth chapter of St. Matthew, the following extract may be found : '' Quid ma jus quam animis moderari, quam adolescentulorum iingere mores? Omni certe pictore, omni certe statuario, caeterisque hujusmodi omnibus excellentiorem hunc duco, qui juvenum animas fingere non ignoret," in which man to a degree is associated with the divine work. God has said : " Let us make man," and his creative hand has given to earth its masterjDiece and its King. Here it is still God who says : ''Let us make man," but who works with moderation, by degrees, associating himself with men already formed, and through them fashioning, so to speak, the moral being of the child you are to educate. Yes, to "educate infancy" is an expression as profound as it is noble and true. It shows perfectly that education consists in taking that mind, that heart, the entire child in the obscure and lowly state where God has given it birth and raising it to the height where all is truth

beauty and virtue. 3

5SI55 WHAT EDUCATION IS.

Education is then, above all, a work of development. Its aim is to cultivate the faculties, to develop noble and generous instincts, and to form amiable and virtuous habits.

Hence it is easy to comprehend that education does not consist in crowding the mind of a child as soon as possible with a multitude of facts, more or less well arranged, but in applying oneself, by well chosen and useful exercises, to put the mind of the child in a condition to comprehend, to judge, to reason. It labors to dispose the heart to love the good and the beautiful, and strives to form the will to the practice of virtue. In a word it proposes to form all his being, in developing therein the power to think, to love, to act, that he may attain to that degree of knowledge and goodness which God has destined him to reach. And what is that degree ? Perfection ! That is to say, education is the work of an entire life-time, and one might call man a being who at his point of departure is nothing, but whose limit is infinite. II.

After the first education of childhood, youth should receive assistance which demands more

EDUCATION CONTINUOUS. 23

and more a serious and sustaining co-operation on its part. This secondary education becomes more fruitful in proportion to the degree the scholar is taught to aid himself, and thus favors the regular and progressive expansion of the special gifts with which nature has endowed him.

Early education has but little positive effect, except in placing him in a condition to study successfully. Secondary education calls more than ever for cooperation of self effort, a concurrence that from day to day becomes more important, according as his strength grows and his experience is extended. Finally the scholar leaves his masters, and enters into the world. To the eyes of superficial men his education appears complete, while in fact, he has then only changed the means. Under this new form he still continues to learn, until in the third period he acquires a peculiar dignity and usefulness. Scholastic education is succeeded by spontaneous education imperceptibly seconded, more or less, by former instruction, which lends to him its capital of efficiency. With this the solitary student occupies himself during the remainder of his life.

24 WHAT EDUCATION IS.

This unrestricted activity which up to this time received assistance from masters is henceforth to rely upon itself, and will recognize better, and invoke oftener, the guide which is about to direct him, namely, Reflection.

Yes, during the succeeding years of his life, reflection will be man's most powerful means of education. The multitude of various ideas with which he has stored his mind, facts and dates, the accumulation of his memory, will be of little service to him. If they are not made food for reflection, or if he does not seek to acquire from them wherewith to acquit his experience in life^ to form for himself a philosophy of the heart, his education is not accomplished, nor is the man formed within him.

It is in the school of reflection that men, things, passions, times, occupations and experiences of all kinds will give man that instruction he little anticipates, — an education a little slow, perhaps, but profoundly useful.

I do not fear to say that in this new and continued school, his mind, heart, character, in fact, his entire moral being, will achieve an individual and decided stamp.

ITS END PERFECTION. 26-

Above all it is bj experience man is formed. ^^ He that has not been proved, what does he know ? " say the scriptures. Through experience the weak fortify themselves, — or at least, learn, like the reed, to nourish themselves in the torrent by which they are tossed. The strong become heroic, as the oak by the storm it resists becomes more firmly rooted.

It is thus that innocence without losing its integrity becomes true virtue ; that is to say, becomes strong, courageous, resisting gloriously and with perseverance. In this manner the characters of great men are in part of their own creation. It is to reflection aided by courage and constant efforts, that they owe the complete development of their being, because " The life of man is, in reality, but one great persistent education, of which perfection is the end and aim " ( De Gerando.)

As we occupy ourselves here with the education of childhood and youth, in a special manner our attention first of all will be called upon to consider the following points. We will endeavor to make ourselves familiar with the

26 WHAT EDUCATION IS.

nature of a child, the resources and obstacles which are found within him ; then, what should be the education given to his intellect, as also his heart, his will, and even his manners. We will consider likewise his character, upon which education should exert a great influence. Finally, we will consider the young man as he advances in life with the succors that Providence throws around liim to work out each day his moral perfection and thus to merit his recompense.

CHAPTEK II.

WHAT INFAN^CY IS.

I.

What more beautiful spectacle than that of a mother beside the cradle of her infant child ! It is divine providence, under the most touching form, and in its most graceful expression, watching over a helpless being, called to become at a later period the perfection of God's creature, a man. Let childhood rejoice in its helplessness and weakness since thej obtain for it the happiness of passing its earliest years under a protection so tender and so perfect !

Let us hasten to study somewhat in detail, what this little child is, who reposes in his cradle, or ventures his first uncertain steps under the eyes of his mother. This child is a man, with all his future yet concealed in these early years. He is the hope of his family, and who can say that he is not destined to exercise a very useful influence upon society ?

And see how lovely a creature, and how worthy he is of care, affection and devotion ! Already his little members are beginning to develop themselves until in later childhood nothing is more charming and inspires more hope than his unaffected candor. Let ns penetrate this graceful envelope, let us go to the heart of this flower so full of freshness and innocence ; there we shall find a soul which is gradually awakening to life.

See how anxious this little one is to learn ; listen to his thousand little questions revealing every moment a mind that calls for the truth. How shall we describe his pure heart which still possesses the rich grace of baptism with which it is adorned ? Ineif able treasure, precious source of a thousand excellent qualities !

His will is still so pliable, he is easily turned to the right direction, a simple word is sufiicient to conduct him on to good and pious acts. Oh ! how delightful to see, and how sweet to cultivate such a heart 1 We feel that here is an earnest of Heaven, and that, in his innocent eyes we discover the look of an angel.

But he is growing ; he will soon become a

NATURE DEVELOPING. 29

young man. Now hie intellectnal and moral nature develops daily more and more. Yeiled by that joyous and langhing face, there are noble thoughts and generous sentiments. Inadvertantly, perhaps, you relate some affecting story, mark what absorbed attention ! He is immovable. He would have listened for entire hours. Again, a poor person comes, asking charity. "With supplicating voice she describes her wretchedness. At once the child is touched and eagerly calls for alms for the poor one. Obtaining them he places them in her trembling hands, and returns, with beaming face. The joy this good action gives him lights up his features witli the sweet radiance of goodness.

How sad he is when his mother tells him that she suffers ! How his tears mingle with hers when she weeps !

The joy of his brothers and sisters are his own joys : their sports are his sports. He loves, he is beloved, and his presence only is sufficient to give pleasure. Fenelon loved children. At the age of sixty-four, one Autumn in his palace at Cambria, he took charge of the education of the young sons of tlie Duke de Chaiilnes ; and he never spoke of them but with tenderness.

" Do not forget," he wi'ote to their father, *' that you have promised me your dear young sons for the beautiful season of Autumn. I shall be charmed with them." At another time, " I beg you to send me your dear children, who are also mine ; I shall be delighted, and will instruct them myself. Leave them with me. It will not only give me great pleasure, but I will try and make myself useful to them."

In writing to their mother, he says : "As for your little trooj) of children, they do not in the least inconvenience me ; they make me happy, and I love them tenderly. In fine, I am rejoiced to have them here."

What an agreeable sight it is to see children enter into all their legitimate recreations with the natural zest and joy of their age ! What a noble, an exalted spectacle, to see these same children at study, already exercising their youthful intellects in a labor, which, however arduous it may be, will reward them with the richest results ! But above all how touching a sight is a

THE HOPE OF THE WORLD. 31

child at prayer ! Represent to your mind Jesus at the tender age of twelve years, conducted to the temple by his pious parents. Can you not see Him in the faces of these young children, the day of their first communion, or even when they have accomplished any solemn act of religion ?

Why is childhood the period of so much loveliness? Why are our devotion, our cares, and our tenderest affections so irresistibly attracted toward them? It is hope^ yes, the hope of heaven, whose palms and whose crowns they will win. They are the hope of this world, of the family, of the country. In the faces of children every indication may be discerned of the excellent disposition they possess and which only awaits cultivation. There may be seen through their transparent and pure glances the most promising germs, the noblest faculties, as one sees through the limpid waters precious objects which a prodigal hand has dropped there. The culture of the divine gifts, through the different branches of education, will constitute the subject upon which we proceed to dwell at length. We shall see better then, how these concealed resources render childhood the most fruitful age, provided a religions iniinence is comprehended in this education, which may inspire his affections, direct his efforts, correct his fanlts, anticipate his deviations, and develop in him every germ of beauty and goodness.

He who placed a just value upon all things,

how tenderly He loved and honored childhood !

What philosopher ever said, before Jesus Christ :

^' Let the little ones come unto me, for of such

is the Kingdom of Heaven ? " At the moment

when tlie Saviour of the world pronounced these

words did not the fathers and mothers by whom

He was surrounded, fall at his feet to adore

Him?

II

At the same time let us not deceive ourselves. Infancy is like a cultivated field, in which, side by side with the most beautiful and precious flowers poisonous and perfidious seeds have been sown. These bad seeds grow with the good, and they are called tares. These must be eradicated with care lest they hinder the growth of the salutary plants.

FAULTS INTERSPERSED. 33

There is, perhaps, ah-eadj much to reform in the child who now appears all gentleness and beauty. And should not great care be used, this young heart so desirous of enjoyment, will hasten to cast itself into pleasures which will soon tarnish its innocence. His will may even now possess a certain love of independence, and a resolute firmness amounting to obstinacy. Irritability, impatience, petulance, combined with an ardent disposition, may often carry him beyond the limits of a commendable prudence. There is, then, from the earliest years, much to correct; but this must by no means dishearten ^or intimidate us.

The happiest and most richly endowed natures are not necessarily those who are exempt from faults. Who does not know through what unceasing combats the greatest saints have passed ? In fact it is very difficult to act efficiently upon a nature too calm or too impassible, which is often like stagnant water, whose depths may, one day, cast up dirt and filth. Is it not much more desirable to encounter active, even passionate characters ?

In the last instance, there is one effectual resort, which consists in stimulating them to energy in the pursuit of knowledge. Above all, in education the passions may be compared to vicious horses, which may at any time launch us into an abyss, but, being skillfully managed, as readily conduct us to the grandest achievements. We are often too easily alarmed by the faults of children, and do not consider their age or their constitution, or the various circumstances which surround them, all of which time will modify. Fenelon says of a child, difficult to control : "His faults arise from his temperament and age, and there is every reason to believe that a good education and riper reason will change them intotrue talent. Like new wine, it mellows by age its fresh tartness and converts it into strength. If you have a very positive nature to contend with, you have only to soften it. Age, w^hick fortifies by reason, by example, by authority, will temper the impetuosity of youth, which must be treated with sweetness and patience, but with firmness."

Childhood is a period of life, in which all

SELF-ESTEEM.

moral influences may be perfected in harmony witli tlie constant development of the body. How necessary it is, then, to encourage a child by giving expression to the sentiments yon feel in his presence!

What joy one feels in spite of the thoughtlessness and precipitancy of young natures to see them struggle and finally triumph, although, perchance, confused with much that is objectionable, still stamped with undoubted energy and love of goodness !

It matters little if a child is overtaken with a sally of passion, when he returns with so much regret, and so sincere a desire to give no more pain to the one he has wounded. Less gracious is sunshine after a storm, than the return of this child, and the tears of his repentance.

m.

One important thing to remark is the nature and instinctive tendency that children have to self-esteem, the greatest source of all evil.

"Consider," said Fenelon, "how, at this age, children seek those who flatter them, and avoid

36 WHAT mFA^CY IS.

those who restrain them ; how well they know how to cry and when to be silent, in order to obtain their desires ; see to what a degree artifice or jealousy has already taken possession of them." Often we langh at their little caprices, and find in them something winning. This is wrong. Children will become accustomed to hear all their acts approved, and to have exclusive attention paid to all their wants, until finally they come to regard themselves as the only object of consideration. They are hapj^y and contented while you lavish caresses and flattery upon them, but when required to perform some duty all is changed. They become sullen, rude and stubborn.

The child who finds himself centered in the affection of all those by whom he is surrounded necessarily becomes egotistical. He is not affectionate or grateful to his parents, nor thoughtful in regard to others. Age and merit receive no recognition from him. His babble forces to silence all in his circle, be they never so respectable. You must be amused with all his sayings, and delighted with all his doings. Alas! that

HAUGHTINESS. 37

too much consideration should vitiate this flower of simplicity, this gentle respectfulness, this absence of all pretension, which render childhood so happy and so lovely.

We sometimes laughingly rally the mother upon her child's conduct, and suggest the thought of his being too much petted. The mother only smiles, feeling, perhaps, complimented rather than otherwise ; and notwithstanding the misfortune of having a spoiled child, still remains blind to the fact.

How often have children who have given evidence of the greatest promise, yet through the weakness of parents become the prey of every evil ! Seneca says : " What may not the child become, whose anxious mother gratifies his every desire, wipes away his every tear, and on all occasions excuses him before his masters ? "

It is sad to see pride so misplaced at any age, encroaching upon the character of a child, rendering it haughty and arrogant, unamiable, intrusive and full of vain ostentation ! Fenelon gives the following description of a child spoiled by pride :

" His mother had nourished in him a haughtiness and pride which obscured all his most amiable characteristics. His nature was good and sincere, but not very affectionate. He thought little of what might give pleasure to others. Nothing seemed impossible, when seeking his own gratification, and the least obstacle irritated his ardent nature. He had been flattered by his mother from his cradle, and was a striking example of the misfortune of many of those who are born in elevated stations. The rigors of fortune which he began to feel in his early youth have failed to moderate his arrogance and impetuosity. His pride, like the pliant palm, yields but to present pressure, however great may be the effort made to control it."

Nothing is more insupportable than to hear a child say to his 23arents or teacher : "I will have this ! I will not do that ! That tires me." It is always "I." Self-esteem exacts that everything should pay tribute to himself, alone, and he wishes to live but for the gratification of his whims, disregarding alike both obedience and order.

This arrogant " I " is also singularly strength-

A LITTLE PEODIGY. 39

ened in another way ; that is by the elaborate and expensive manner in which chikh'en are dressed. They are made, permit me to use the expression, like little dolls, never appearing except in the latest styles, and with a bearing like the ladies whom they represent. All is so genteel, so nicely adjusted ! their bewitching cnrls are so graceful. These poor children consider themselves possessed of something extraordinary, greatly overrating these frivolous advantages. Love of admiration is their only desire. Add to their affected pose the most conceited language, and the picture is perfect.

Can you not see how this poor mother has spoiled her child ? how she makes of him an idol which she constantly caresses and flatters, and how by this weakness she may cause the unhappiness of a child,whom she would willingly shield with the forfeit of her life ?

Again, a great number of children are spoiled by giving undue importance to their first success. Should a child possess a good memory, he is made to learn a multitude of things ; fables, poetry, history, proper names, and dates. Then, this little prodigy, five or six years old, is led into a reunion or soiree, every look is fixed upon him, and, if he possesses naturally a gentle bearing, all fall into raptures over his admirable conduct, and his astonishing memory. His very words are commented upon as signs of genius, his impertinences even sparkle with wit, and will be called ingenious tricks. Is it possible to appreciate the gigantic and deep rooted pride in these young hearts, — a pride that dazzles and at the same time sterilizes ! In fact, what is the ordinary result ? These children who have been always flattered, caressed, and overwhelmed with praise, lose their good sense, and never acquire a love for industry.

"The result," says Fenelon, "is that those so celebrated at the age of five years fall into obscurity and when arrived at antiquity are despised."

The time comes when we have a right to expect from a child something more than the memory of a parrot and genteel manners. Their little ways that give so much pleasure now disappear with advancing youth, and as nothing besides

PERFECT CHILDREN. 41

this exterior covering and this ephemeral flower has been cultivated, so nothing remains to him in a short time but intolerable pedantry.

In speaking of the faults of children, we do not wish to manifest a desire to come in contact only with perfect children, for none such exist and if they did, it would not be upon .them that education would exert its most powerful influence. We believe that children possessing what may be called a premature perfection enjoy a gift more dangerous than useful. Many natures are thus happily constituted, and there are children who are indeed quiet, industrious, docile and altogether well disposed. By some admirably concurrent circumstances, their conduct is so harmonious that reproach is uncalled for.

They are never subjects of censure in the family circle, for there they are sweet-tempered, respectful, neat in their person, and complaisant. With their masters they appear attentive, and diligently apply themselves to study. Habituated to have given to them every week advantageous notes, accompanied by merited praise, they establish themselves in a state of contentment that leads them secretly to despise others, and almost makes them think that tliey possess an exceptional natnre. They are treated as prodigies of intelligence, and in their presence are even proposed as models to others, which never fails to puff them np with pride. It is a fortmiate event when some trifling misdemeanor subjects them to a just reproach or serious reprimand. Happy fault ! It will prove to them what the scalpel in the hands of a skilled surgeon effects in a malignant tumor, which sooner or later in its consequences would have perhaps proved fatal. Without doubt kindness must be made use of, but do not fear to t^me these little Catos by a firmness which without humiliating them too much or causing them too much suffering, will show them that they have an immense amount yet to acquire, and that, after all, they will be insupportable if they do not add to their budding merits, and to their happy dispositions, the sweetest of all flowers, humble modesty.

From all that we have just said about a child, we must infer that he becomes the source of the most exalted hopes, when he receives a proper mHEKITED PROPENSITIES. 43

education. Through love and good will his nature can be greatly enriched and brought into an active state, which will produce that which is beautiful, amiable and good.

Whatever unfortunate germs a child may have received at his birth as a sad inheritance, one should let nothing cause one to despair. Let us be captivated no longer by the beautiful flowers that spring spontaneous from the bosom of the earth, nor be discouraged at the injurious plants, which grow there in spite of us. Let us remember only that we are educating a child whose future is in our hands.

It is deplorable to hear one say: "My son is born with such propensities, that there is nothing that can be done; that is a family trait, the inheritance of his birth, and he will never change."