Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1902-06-19
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the child as living an egolsiic life, with
suggestions for the development OF ar
unselfsh or egostlc attitude. II was
shown that to begin with the child in
herits activities which represent for
mer race. characteristics chiefly OF a
selfish or egoistic character. and that
as the child tends naturally 10 i've this
life OF selfish impulse TIL he Is trained
into something higher, so the adult man
and woman tend 10 fall back into this
lower level OF egoistlc impulses. This
tendency is exhibited most noticeably
in man who gets drunk; for he then
loses the control that training has Civ
en- him over his tongue, his thoughts,
his passions. and relapses into
his original barbarlc state In which he
is ruled by his primitive impulses and
N no longer controlled by the higher
motives that culture and self restraint
have slowly been imposing upon him.
There Is in way a Or. Jekyll and
Mr.. Hyde in every indiyidual--a high
er and lower self; and moral devel-
opment Is largely process In inhibi-
ton Of the lower instructive impulses
and the control Of the egolstic emo
tons
Two methods OF control have been
advocated: one attaches physical pain
10 the expression OF the lower impulses.
as a means OF checking them; the
other method considers these impulses
simply as so much energy TO be direct
ca into other and higher modes OF ac-
tlvlty. The first Is the negative, the
second the positive method. II was
shown that the positive method Is the
better Of the two. Not to repress. but
to direct these energies and impulses is
the true method Of procedure,
What person thinks he will tend TO
do II is shown by experiment that a
person who thinks OF an object makes
some movement however faint and
undesirable 20 common observation, TO
reach that object Psychological ex-
pertinent shows that when one has the
idea Of a word, he tends TO artIculate II.
This gives the real key to training. Put
into the mind Of the child the thing
you would have him do and he viii
probably do IL. Do not mention 10
him II you can avoid Il. what you
would not have him do. Amusing anec-
dotes proving this principle were re-
lated by the speaker, who showed that
the only way In which thought can be
made negative or imperative In action
Is by displaclng II with another thought.
We cannot simply prohibit evil action.
We must replace il with better action
After stating this principle as the
leading and best method OF correction,
the speaker discussed the question
occasions will ever arise in
which force must be applied In the cor
rectlon OF the child. Plato held that
physical correction is essential and the
highest authority has said Spare the
rod, and spoil the child" On the other
hand Qulntillan, Locke, Rousseau and
others have held that corporal punish
ment Is always brutallzing and un.
necessary. The speaker decided that
there are occasions and that there are
boys Che did not mention glrls) that
require the application OF physical
force In order TO make them realize the
situation.
The purpose OF punishment should
always be to cure the individual, ann
not TO get even" or to take revenge
upon him. The pain inflicted ought to
the pleasure OF the boy In
ilN illAHiNlbii VI Nllt Jaw III IL IL itklls
mate to punish at all, II Is legitimate
to punish severely. The punishment
should not be uniform for the same Of
tense. but the environment and past
record of the offender should be con-
sldered. The juvenile court Of Chica-
90 had one day three youthful offend.
,rs before II. charged with ana convict.
d Of the same offense. Yet the court,
IN view OF all the facts and circum.
stances very properly dismissed one
with reprimand. fined the second and
sent the third 10 a reformatory
Punishment should be inflicted while
you are indignant az the wrong, and
rot too long after the commission o.
he offense. for moral indignation at
he offense Is properly a part OF the
Offenders punishment and this can
never be manifested so we'll as when II
s most felt-at the moment OF the
commission OF the wrong.
The offense should bring the punish
nent, wherever possible as a natural
as where boy viii not
LAY In peace. deprive him OF the privi-
eyes OF the playground etc.
A switch is not n good instrument
" punishment A strong grasp with
he suggestion Of great power behind Il,
$ much better Let the force be sug-
rested, rather than actually expressed.
There is a time in boys life when
/ woman cannot do much with him.
letween the ages Of II and Is let us say.
" the period OF the high school, Is the
ime when he needs the presence and
influence Of a strong man 10 control
i'm. Men with great voices and strong
moral earnestness are power al this
line. The high school. even more than
he university. has need OF strong men
Is teachers, for the effect their pres
nee. their actions, have at this perl