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136 The Century of the Child
by himself. But other rules are applied to the
psychological processes of the child. When
a child strikes his small sister the mother
strikes him and believes that he will see and
understand the difference between the blows
he gets and those he gives ; that he will see that
the one is a just punishment and the other
vicious conduct. But the child is a sharp
logician and feels that the action is just the
same, although the mother gives it a different
name.
Corporal punishment was long ago admir-
V ably described by Comenius, who compared
an educator using this method with a musician
striking a badly tuned instrument with his
fist, instead of using his ears and his hands to
put it into tune.
y These brutal attacks work on the active sen-
sitive feelings, lacerating and confusing them.
They have no educative power on all the in-
numerable fine processes in the life of the
child’s soul, on their obscurely related com-
binations.
In order to give real training, the first thing
after the second or third year is to abandon
the very thought of a blow among the possi-
bilities of education. It is best if parents, as
soon as the child is born, agree never to strike
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