Evening star., 1938-01-15
Punishinga a
Child for
Mischief
Reserve Drastic
Action for Only
Rare Occasion.
BY ANGELO PATRT.
THE moment = child does whar


The moment . child does what
his mother or teacher warmly
disapproves there comes the oues-
ton. What shall I do to teach
him not to do this again?" That
depends upon what the child has
done, the effect Of his behavior
upon himself and others, the pos
sibilty Of his repeating the ofYense
so that he Is in danger Of forming
a bad habit. Many things must enter
into the decision to do or not to do.
There are times when it Is better
to do nothing at all beyond letting
the silence, and disapproval 1t ex-
spresses. sink in.
When child gets into mischief
and ends up in catastrophe there Is
little else to do. When, for example.
he climbs the ladder the painter is
using. falls, goes through the cold
frame below and spills bucket of
paint. you should do nothing. His
retribution travelled close behind him
and caught up with him before he had
time to think twice. There is very
little possibility Of his doing that sort
Of thing again.
Or when. in the presence of con-
ventional people. he tries out the
dramatic words he has learned from
his friends on the playground and
finds himself in the center OF a great
stiffness. with no friendly hand held
out to drag him to the sa fetv OF the
friendly circle just beyond, you need
do nothing. The We are not
amused" atmosphere will do all that
you would do, and do 1t better. Let
the full weight Of it fall upon him,
and do nothing
When ne gets into trouble in school
by violating some established rule,
faucets. supply stores or records. let
the school attend to him and just do
nothing. Don't take his part: don't
60 to the school unless YOU are asked
to do so: don't even write a note for
him. Let the machine roll over him
The experience will serve to teach him
precisely what yoal want him taught
to mind his own business wherever he
goes. Just do nothing and wait to zee
the effect.
As for the teacher whose pupil
commits the onense, careful study Of
the child and his action ought to go
before any action. before any express
sion Of opinion. Often a long. quiet
look at the offender will be all that Is
needed. Save the doing" for the
occasions that demand 1t and it will
serve the better. II the teacher makes
a habit Of keeping in." of handing
out dement's. depriving child Of
recess (something that should never
b done), doing" loses all meaning
A child can get into the habit OF
taking punishment just as he can
form the habit of deserving it. Try
doing nothing as long as doing nothing
serves. And that will be oftener than
you think.
This is saying that the better way
Is to search for means Of allowing
child to get the full benefit of his
mischievous deeds. Let experience
teach him. Let the natural punish
ments have their turn, when possible.
If mothers and teachers give this
careful thought their days will be
easier. their working hours shorter,
and the chilren's training much more
effective.
The secret of the matter lies In
reserving punishment for the rare
occasions when it is demanded by the
circumstances It requires the exercise
OF common sense, and that is a quality
that mothers and teachers have to
greater degree than most other people
(Copyrisht, 1889