Fenelon's Treatise on the Education of Daughters. François Fénelon

them in others what we would have them do themselves.

      CHAPTER V

Indirect Instructions: we should not be too urgent with Children

      I think we should often make use of indirect instructions, which are not so tedious and uninteresting as lessons and remonstrances, in order to excite their attention to certain examples which are placed before them.

      A person may sometimes ask another, in their presence, "Why do you do so" – and the other may answer – "I do it for such a reason." For example – "Why did you confess your fault?" "Because I should have been guilty of a much greater one by disavowing it with a lye" – and because nothing is more praiseworthy than to say frankly, "I am wrong." Then the first person should commend the one who has thus accused herself – but care must be taken that all this be done without art or affectation, for children have much more penetration than we are aware of – and as soon as they discover any finesse in their teachers, they lose that simplicity and confidence which is natural to their character.

      We have before observed that the brain of children, from being at the same time moist and warm, produces continual motion. This softness or pliancy of the brain causes impressions to be easily made, and images of every sensible object to be vividly and strongly imprinted; hence we should be anxious to engrave, as it were, on their minds such characters as are easily formed. But great care must be shewn in the selection of such objects as we wish to impress: for in so small and precious a cabinet, none but the most exquisite furniture should be admitted. Let it be remembered, that at such a tender age, no knowledge should be engrafted but such as we wish to remain there for life. The first impressions that are made, when the brain is so soft and susceptible, are in general the most durable; and in proportion as age hardens the brain, do such impressions become indelible. Hence it is, that in old age we remember distinctly the images of youth, however remote; whereas as age advances we have a fainter recollection of such things as we progressively behold, because the impression has been made on the brain when it is gradually hardening, and filled with other images.

      Although we understand how to reason in this manner, we have some difficulty in acceding to it: and yet we absolutely do make use of this very mode of reasoning. For instance, do we not say every day, "My habits are fixed, I am too old to change them, I have been brought up in this way." – Moreover are we not conscious of a singular pleasure in recalling to mind the images of youth? are not the strongest propensities formed at that age? Does not, therefore, all this prove that the first impressions and first habits are the strongest? If infancy be the fittest period for engraving such images on the brain, it must be allowed that it is the least so for the cultivation of reason. That ductility of the brain which causes impressions to be easily formed, being united with extreme heat, produces an agitation which sets all regular application at defiance.

      The brain of children may be compared to a lighted wax taper, situated in a place which is exposed to the wind – its flame is perpetually flickering. A child asks you a question, and before you can answer, its eyes are directed towards the cieling: it counts all the figures that are carved there, or all the bits of glass which compose the window: if you wish to bring it back to the first subject of discussion, you vex it as much as if you confined it in prison. Thus great care is required in managing the organs before they assume a determined inclination: answer every question promptly, and leave the child to put others as it pleases. Gratify only the curiosity which it evinces, and lay up in the memory a mass of sound materials. The time will come, when these impressions will be regularly arranged, and the brain having more consistency, the child will reason on the consequences. Nevertheless, be attentive to correct when the reasoning is fallacious; and to convince it, without embarrassment, as an opportunity offers, in what a wrong consequence consists.

      Let a child amuse itself freely, and mingle instruction with amusement: let wisdom be introduced at proper intervals, and under an agreeable form; and take care not to fatigue it by a precision which is both formal and injudicious.

      If a child entertains sad and dismal notions of virtue, if liberty and irregularity present themselves in a seducing manner, every thing is lost, and your labour is in vain. Never suffer it to be flattered by little contemptible associates, or people without character or worth: we naturally love the manners and sentiments of those whom we regard; and the pleasure which is sometimes taken in the company of disreputable people, begets, by degrees, a love of those pernicious habits which renders them so truly contemptible.

      In order to conciliate children to people of real estimable character, make them reflect on their excellence and utility, their sincerity, their modesty, their disinterestedness, their fidelity, their discretion, but above all their piety, which is the foundation of the rest.

      If a child has any thing about it revolting or offensive, you must observe to it that "piety does not produce such defects: when it is perfect, it destroys, or at least softens them." But, after all, we must not persist in making children admire certain pious characters whose exterior deportment is disgusting.

      Although you are particularly anxious to regulate your own conduct with the utmost circumspection and nicety, do not imagine that children will fancy you faultless: oftentimes your slightest imperfections will be noticed by them.

      St. Austin informs us that he had remarked, from his infancy, the vanity of his tutors. The best and most politic thing you can do, is, to know your own faults as completely as a child will know them, and to request some real friend to warn you of them. The generality of instructors pardon nothing in a pupil, but every thing in themselves: this excites an inquisitive and watchful spirit of malignity in such pupils – so that whenever they detect any fault in their tutor, they are delighted, and eventually despise him.

      Shun this error: do not be afraid to mention the faults which are visible in your conduct, and which may have escaped you before the child. If you find her capable of reasoning thereupon, observe that you set her an example of correcting her faults, by the detection of your own – by this means, your imperfections will be instrumental in edifying the child, and encouraging her to correct herself. You will also thereby avoid the contempt and disgust which your own faults may cause her to entertain against your person.

      Meanwhile, try every method to make those things agreeable which you exact from a child. Have you any thing crabbed or difficult to propose? convince her that this pain will be succeeded by pleasure: always shew the utility which results from your instructions; and make her sensible of the consequences as affecting mankind, and the different orders of society. Without this, all study will appear as a dry, barren, and thorny path. "Of what use," will children sometimes say to themselves, "is it to learn those things which do not relate to ordinary conversation, and which have no immediate connection with what we are obliged to do?"

      We should therefore give them a reason for every thing we teach – "It is, we should observe, to enable you one day to do well in the world – it is to form your judgment, and to make you reason well on all the affairs of life." We should always represent to them some useful and solid end, which may support them in their application: and never pretend to keep them in subjection by a crabbed and absolute authority.

      In proportion as their reason advances, we should discuss with them on the necessity of education; not that we should implicitly follow their thoughts, but profit by them when they discover their real state of mind: so that we may try their discernment, and make them relish those things we are anxious for them to learn.

      Never assume, without urgent necessity, an austere and imperious manner, which only causes children to tremble, and savours strongly of affectation and pedantry in those who govern: children are, for the greater part, timid and diffident. By such means you shut out all access to the heart, and deprive them of a confidence, without which no benefit can be derived from instruction. Make yourself beloved: let them be free with you, so that they fear nothing in discovering their faults. In order to attain this, be indulgent to those who do not disguise themselves before you. Appear neither astonished nor irritated at their bad propensities: on the contrary, bear with their foibles. This inconvenience may, however, sometimes arise, that they will be less intimidated; but, taking all things together, confidence and sincerity is of far greater utility than a rigorous discipline.

      Besides, authority will lose its proper effect, if