Evening star., 1923-01-12
BY EMILE COCE.
Article VII.

Paradoxical as it may appear to
those who have not fully understood
the principles and working of auto
suggestion, the education of a child
begins before even it is born! With
out going back to explanations which
1 have given in previous articles, 1
need only say that the imagination
tion of life, and that by disciplining
it, or, in other words, by exercising
autosuggestion, a prospective mother
cannot only determine the sex of
her child (that has been demonstrated
by certain medical authorities), but
and moral characteristics. She has
only to let her imagination deposit
in her subconscious mind the image
of the son or daughter she desires
and the qualities she wishes the still
unborn infant to possess. The result
is assured.
Even more important, perhaps. is
the fact that such a child will yield
more readily than most to suggestion.
Which does not mean that its char
acter Is likely to be weak. On the
contrary, the probabilities are that
it WILL as it grows up, exchange sug-
gestion for autosuggestion, and
achieve perfect self-mastery. Only
1T must be remembered that our acts
and deeds are, for the most part, the
result of past outside suggestions or
example. The Importance of begin
ming child's education early, and of
controlling the suggestions destined
to influence and mold the young mind,
must therefore be obvious to all.
Parents and educators must be caro-
full to implant in it only good sug-
gestions and preserve 1t at all costs
from bad ones
BE Gentle, But Firm.
How is that to be done? I will try
to give a few indications, or sug-
gestions. They must be taken as
general ones, of course; they may be
modified or adapted to individual sub
Jects and circumstances.
be or an equable temper with them,
speaking in gentle tones, but firm !;
persuadfng them to obey without CIV
ing them the temptation to resist
your influence. Never be rough with
child. for to do so is to risk pro-
voking a sentiment of fear, accom-
panied by sullenness or even hate.
Avoid talking i'll of people in the
presence of children; the latter would
inevitably follow your example later
on. And .backbiting often leads to
disaster. ~
Seek to awaken in their minds the
desire to understand nature. Keep
them interested. Answer their ques-
ttons clearly. with good humor. Do
not put them off, as so many of US are
tempted to do, with such replies as
"Oh. you bother me-" or You'll know
about that later
Above all, never on any account tell
child that he or she is a story
teller" or lazy. or Ounce. or worse.
Remember that such suggestions have
a very strong tendency to become
realities. just as the better kind of
suggestions have.
Offer encouragement.
Rather say one day to a child in
clined to be lazy or negligent, well,
you have done much better than
usual today; / am very pleased with
your work; you are improving" It
may not be true. No matter. The
idea Of Improvement, of excellence. of
mind, and gradually. with judicious
encouragement, will be transformed
unconscious1y into fact.
Avoid discussing diseases in front
of children; autosuggestion is quick
to transport the idea to the physical
you wish to avert. Teach them. on the
contrary, that good health is normal;
sickness an anomaly. a humiliation
which is only a consequence of the
non-observance of natures laws.
Do not let child fear the ele-
ments; man is made to support
cold, heat, rain, wind, etc, with
out i'll effects; it's merely an idea
that creates weakness. 1t is a
cruel thing to frighten children by
talking of "bogies" and goblins and
the like: fear thus instilled may per-
siSf In after life and r1Iin a Chfld'S
later life and destinies.
1t Is easy to make a child like
work and study by making the les
sons attractive by meanSnApf ance-