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Education i6i
methods are threats. The only effective ad-
monitions are short and infrequent ones. The
greatest skill in the educator is to be silent
for the moment and then so reprove the fault,
indirectly, that the child is brought to correct
himself or make himself the object of blame.
This can be done by the instructor telling
something that causes the child to compare his
own conduct with the hateful or admirable
types of behaviour about which he hears in-
formation. Or the educator may give an
opinion which the child must take to himself
although it is not applied directly to him.
On many occasions a forceful display of in-
dignation on the part of the elder person is
an excellent punishment, if the indignation is
reserved for the right moment. I know
children to whom nothing was more frightful
than their father’s scorn; this was dreaded.
Children who are deluged with directions and
religious devotions, who receive an ounce of
morality in every cup of joy, are most certain
to be those who will revolt against all this.
Nearly every thinking person feels that the
deepest educational influences in his life have
been indirect; some good advice not given to
him directly; a noble deed told without any
direct reference. But when people come them-
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