New-York tribune., 1905-06-29
THE TRAINING OF CHILDREN

The education of a child moral and intellectual
should be training for life The underlying
thought of all training should be. How would the
world treat such fault2' The world does not
consider the motive of an act. but the act itself
Certain punshments follow directly upon certain
acts. If a man steals and is caught he is irnprs-
oned offence against the conventionelties of life
is followed by social ostracism. The train leaves
on scheduled time; the man who is late-no matter
from what cause-misses his train: the result is
inevitable it befalls all men alike There is the
universal law OF cause and effect. leveller Of all
men, law the child should learn early. but not by
theorizing; he has not in his earlier years suf7-
ciently developed reasoning powers to grasp II.
He must be made to attach certain consequences
which call punishments to certain acts called
wrong the essential point being that he associate
the two: otherwise the lesson is lost. Good acts
should be followed by pleasurable results, bad
by painful but not necessarily physically painful
results.
The parents and those directly interested in
child training should consider the motives of an
act as the world does not Punishment should be
tempered by justice and love, but lack OF discipline
bed for various dissmilar offences. has been the
cause Of much unhappiness later IN life. ,
habits are formed the less there will be to cor
rect later OF on IF tbe h cd ssaf hears Whining
about him he is apt to whine himself; IL he shows
symptoms Of developing the habit where conditions
are nor such ne should be punished in such way
as ] to MAKE she h te soR Rim u yon ne I afks not o gEe II to him
until he can speak pleasantly. Exhibitions Of vio-
lent temper should be corrected very early II
the child is OF a certain peculiar temperament a
GOOD whipping wisely administered may DO a world
IF good but # will work with al children
general rule in regard 70 physical chastisement is
FRAT objective children. those who live rather
physical life more often benefited by II than
he subjective psychcal child who lives largely in
his thoughts and imagination. Fits OF temper pc
cause of desire for possession Of object may De
followed by the child being deprived Of this object
II viii frequently be found good plan to let the
child alone during the period.
It is not necessary to listen to tales toid oy q
ma. ,ba hast way n
listen The child that SHOWS A disinciinatlon 10
enter the pleasantly when asked pleasantly:
who sits on the stairs annoying people shouid pc
nunished severely He should be taken in the act
End moi after II child Will not eat food that Us
given 10 him. if it agrees with him. u sueh rs
tbe case and the food is necessary and noHrlsilns
dc NOT lei him anything else 10 eat unti ne
he has eaten Il, which ne will when hungry -,
There are certain general rules laid down hE tiis
Greatest students of child study-Pestalozzi. fIoe-
6eI and Speucer-but they must be rnodlnea 70
meet the peculiar requirements of the indfldual
fTrain the child in such way that when ne ehtSis
ne world he will be able to adapt hlfnseiI easi.s
and perfectly new environments, ana uus 10
reach the highest perfection Of uaAnhocd "a
NAohAtt&os SN~