Shenandoah herald. [volume] (Woodstock, Va.) 1865-1974, 1889-05-10
REWARDS AND PUNISHMENTS.

NEWHUbO NV
1t is a nice question to consider
how far system of rewards ana
is useful in the ad'
of the affairs OF fam
ily circle, that is, in the training
of children. That punishment may
be needed as matter of discipline
NAV be admitted without going to
the extreme views of former gener'
atoms as expressed in proverbs OF
the people. That rewards may
properly be given for good behavior
may also be admitted, and yet
caution is needed in making the
awards, and especially in the
making ct promises. The general
principle that should guide one In
attempting to train child oy
means of rewards and punishments
should be the consideration that
good behavior, induced wholly
either by fear or by cupidity, is OF
very little moral force or value
Where 1t is possible to have it 80,
the punishment or the reward
should flow naturally from the be-
havior without reference to prior
threats or promises. In thus deal
ing with the young it should also be
remembered in their favor, as mill
eating their offenses, that, not
being of mature minds, they cannot
reasonably be expected to be as
thoughtful, considerate and at
ten:ive to duties as their elders
1t is these very qualities that are
to be developed by training. IL
is necessary, therefore, TO be mer'
ciful, and to overlook some faults
that. however annoying they may
be, do not indicate a vicious dis
position, but, on the contrary,
| Qualities that are worth develop
ing and bringing under control
Thus boy fond of reading, with a
curious mind, may loiter on his
| way home from school to look into
the workshops and read the papers
displayed in store windows. lie
cannot appreciate the concern his
mother feels at his unexplained
delay if he did, being an honest
and loving boy, he would hasten
home to spprise her Of bis welfare
Yet he should not be permitted to
develop unchecked this habit oil
4
lettering, bat should be taught
by admonition tho duty of showing
consideration for others. Without
previous mention OF a reward
for a correction of his bad habit
he should nevertheless be given
some equivalent for the sacrifice
he has made ~'hen he hurries past
the book store that he may reach
home at the appointed or proper
time. Ifhe should find there some OF
the papers or books that he would
have liked to have read surreptl-
tously he would be encouraged IN
the good part his Manifestations
curiOsity-and be taught not to
exercise it so as to give pain OF
soIicitude to others. The playful
boy, whose high animal spirits
and thoughtless zeal draw him
into games when he should be at
home, needs the same kind OF
treatment. Punishment would be
in the nature of cruelty to the
high.spirited youth not yet old
enough to appreciate the concern
his parents feel when he is absent
and his whereabouts are unknown.
He also needs to be taught consld'
GRAFTON for others, and may proper
| " be rewarded with opportunities
for the fun he desires after he
reaches home, having avoided
temptations TO play upon the way
The tastes of children should be
consulted and a fair substitute at
home OF under parental supervision
should be provided for that which,
If unprovided, they would natur-
ally seek outside. AS to punish
ments, deprivation of that pleasure
or enjoyment which they might
have had if they had behaved well
usually suffices as lesson on the
consequences OF disobedience OF
| other fault. Threats and promises
should alike be avoided and the
child allowed to learn by experience
thai pleasure on the one hand OF
pain or disappointment on the
other follow upon good or evil
conduct. Threats of punishment
are particularly injurious, for, II
thoughtlessly made, they may be
forgotten by the parent, but not
by the child, and the latter does
not fail to take the Impression that
threats are meaningless or may bt
avoided. There is the further OBJ
lection that they may destroy the
natural frankness of the child and
lead him into small deceits to con
ceal his short comings. Promises
of rewards for good behavior are
almost equally Objectionable. L
regarded at all, they lack mora
force, inducing a more or less de
ceitful appearance of good behavior
tor the sake of reward and devel
Oping cupidity rather than thu
moral quality-tbe desire to d.
right. Perfection is not to be looked
for in children one must I've leni
ent with their faults, at the sam'
time striving to direct them II