and the child as yet has no idea of conventions. I hope my reader will note, in this and many other cases, how people think they have taught children thoroughly, when they have only thrust on them words which have no intelligible meaning to them.23
We must therefore go back to the origin of property, for that is where the first idea of it must begin. The child, living in the country, will have got some idea of field work; eyes and leisure suffice for that, and he will have both. In every age, and especially in childhood, we want to create, to copy, to produce, to give all the signs of power and activity. He will hardly have seen the gardener at work twice, sowing, planting, and growing vegetables, before he will want to garden himself.
According to the principles I have already laid down, I shall not thwart him; on the contrary, I shall approve of his plan, share his hobby, and work with him, not for his pleasure but my own; at least, so he thinks; I shall be his under-gardener, and dig the ground for him till his arms are strong enough to do it; he will take possession of it by planting a bean, and this is surely a more sacred possession, and one more worthy of respect, than that of Nunes Balboa, who took possession of South America in the name of the King of Spain, by planting his banner on the coast of the Southern Sea.
We water the beans every day, we watch them coming up with the greatest delight. Day by day I increase this delight by saying, "Those belong to you." To explain what that word "belong" means, I show him how he has given his time, his labour, and his trouble, his very self to it; that in this ground there is a part of himself which he can claim against all the world, as he could withdraw his arm from the hand of another man who wanted to keep it against his will.
One fine day he hurries up with his watering-can in his hand. What a scene of woe! Alas! all the beans are pulled up, the soil is dug over, you can scarcely find the place. Oh! what has become of my labour, my work, the beloved fruits of my care and effort? Who has stolen my property! Who has taken my beans? The young heart revolts; the first feeling of injustice brings its sorrow and bitterness; tears come in torrents, the unhappy child fills the air with cries and groans, I share his sorrow and anger; we look around us, we make inquiries. At last we discover that the gardener did it. We send for him.
But we are greatly mistaken. The gardener, hearing our complaint, begins to complain louder than we:
What, gentlemen, was it you who spoilt my work! I had sown some Maltese melons; the seed was given me as something quite out of the common, and I meant to give you a treat when they were ripe; but you have planted your miserable beans and destroyed my melons, which were coming up so nicely, and I can never get any more. You have behaved very badly to me and you have deprived yourselves of the pleasure of eating most delicious melons.
JEAN JACQUES. My poor Robert, you must forgive us. You had given your labour and your pains to it. I see we were wrong to spoil your work, but we will send to Malta for some more seed for you, and we will never dig the ground again without finding out if some one else has been beforehand with us.
ROBERT. Well, gentlemen, you need not trouble yourselves, for there is no more waste ground. I dig what my father tilled; every one does the same, and all the land you see has been occupied time out of mind.
EMILE. Mr. Robert, do people often lose the seed of Maltese melons?
ROBERT. No indeed, sir; we do not often find such silly little gentlemen as you. No one meddles with his neighbour's garden; every one respects other people's work so that his own may be safe.
EMILE. But I have not got a garden.
ROBERT. I don't care; if you spoil mine I won't let you walk in it, for you see I do not mean to lose my labour.
JEAN JACQUES. Could not we suggest an arrangement with this kind Robert? Let him give my young friend and myself a corner of his garden to cultivate, on condition that he has half the crop.
ROBERT. You may have it free. But remember I shall dig up your beans if you touch my melons.
In this attempt to show how a child may be taught certain primitive ideas we see how the notion of property goes back naturally to the right of the first occupier to the results of his work. That is plain and simple, and quite within the child's grasp. From that to the rights of property and exchange there is but a step, after which you must stop short.
You also see that an explanation which I can give in writing in a couple of pages may take a year in practice, for in the course of moral ideas we cannot advance too slowly, nor plant each step too firmly. Young teacher, pray consider this example, and remember that your lessons should always be in deeds rather than words, for children soon forget what they say or what is said to them, but not what they have done nor what has been done to them.
Such teaching should be given, as I have said, sooner or later, as the scholar's disposition, gentle or turbulent, requires it. The way of using it is unmistakable; but to omit no matter of importance in a difficult business let us take another example.
Your ill-tempered child destroys everything he touches. Do not vex yourself; put anything he can spoil out of his reach. He breaks the things he is using; do not be in a hurry to give him more; let him feel the want of them. He breaks the windows of his room; let the wind blow upon him night and day, and do not be afraid of his catching cold; it is better to catch cold than to be reckless. Never complain of the inconvenience he causes you, but let him feel it first. At last you will have the windows mended without saying anything. He breaks them again; then change your plan; tell him dryly and without anger, "The windows are mine, I took pains to have them put in, and I mean to keep them safe." Then you will shut him up in a dark place without a window. At this unexpected proceeding he cries and howls; no one heeds. Soon he gets tired and changes his tone; he laments and sighs; a servant appears, the rebel begs to be let out. Without seeking any excuse for refusing, the servant merely says, "I, too, have windows to keep," and goes away. At last, when the child has been there several hours, long enough to get very tired of it, long enough to make an impression on his memory, some one suggests to him that he should offer to make terms with you, so that you may set him free and he will never break windows again. That is just what he wants. He will send and ask you to come and see him; you will come, he will suggest his plan, and you will agree to it at once, saying, "That is a very good idea; it will suit us both; why didn't you think of it sooner?" Then without asking for any affirmation or confirmation of his promise, you will embrace him joyfully and take him back at once to his own room, considering this agreement as sacred as if he had confirmed it by a formal oath. What idea do you think he will form from these proceedings, as to the fulfilment of a promise and its usefulness? If I am not greatly mistaken, there is not a child upon earth, unless he is utterly spoilt already, who could resist this treatment, or one who would ever dream of breaking windows again on purpose. Follow out the whole train of thought. The naughty little fellow hardly thought when he was making a hole for his beans that he was hewing out a cell in which his own knowledge would soon imprison him.24
We are now in the world of morals, the door to vice is open. Deceit and falsehood are born along with conventions and duties. As soon as we can do what we ought not to do, we try to hide what we ought not to have done. As soon as self-interest makes us give a promise, a greater interest may make us break it; it is merely a question of doing it with impunity; we naturally take refuge in concealment and falsehood. As we have not been able to prevent vice, we must punish it. The sorrows of life begin with its mistakes.
I have already said enough to show that children should never receive punishment merely as such; it should always come as the natural consequence of their fault. Thus you will not exclaim against their falsehood, you will not exactly punish them for lying, but you will arrange that all the ill effects of lying, such as not being believed when we speak
