Full resolution (JPEG) - On this page / på denna sida - III. Education
<< prev. page << föreg. sida << >> nästa sida >> next page >>
Below is the raw OCR text
from the above scanned image.
Do you see an error? Proofread the page now!
Här nedan syns maskintolkade texten från faksimilbilden ovan.
Ser du något fel? Korrekturläs sidan nu!
This page has never been proofread. / Denna sida har aldrig korrekturlästs.
132 The Century of the Child
psychology. Just as there are few hetter
methods of training than to ask children, when
they have behaved unjustly to others, to con-
sider whether it would be pleasant for them
to be treated in that way, so there is no better
corrective for the trainer of children than the
habit of asking oneself, in question small and
great,—Would I consent to be treated as I
have just treated my child? If it were only
remembered that the child generally suffers
double as much as the adult, parents would
perhaps learn physical and psychical tender-
ness without which a child’s life is a constant
torment.
As to presents, the same principle holds
good as with emotions and marks of tender-
ness. Only by example can generous instincts
be provoked. Above all the child should not
be allowed to have things which he immediately
gives away. Gifts to a child should always
imply a personal requital for work or sacrifice.
In order to secure for children the pleasure of
giving and the opportunity of obtaining small
pleasures and enjoyments, as well as of re-
placing property of their own or of others
which they may have destroyed, they should at
an early age be accustomed to perform seri-
ously certain household duties for which they
<< prev. page << föreg. sida << >> nästa sida >> next page >>
