man's arms and heart when they exchange yours for his. Make a chum of
your boy,--hail-fellow-well-met, a comrade. Get down to the level of
his boyhood, and bring him gradually up to the level of your manhood.
Don't look at him from the second story window of your fatherly
superiority and example. Go into the front yard and play ball with
him. When he gets into scrapes, don't thrash him as your father did
you. Put your arm around his neck, and say you know it is pretty bad,
but that he can count on you to help him out, and that you will, every
single time, and that if he had let you know earlier, it would have
been all the easier."

Again, the child has a right to more justice in his discipline than we
are generally wise and patient enough to give him. He is by and by to
come in contact with a world where cause and effect follow each other
inexorably. He has a right to be taught, and to be governed by the
laws under which he must afterwards live; but in too many cases
parents interfere so mischievously and unnecessarily between causes
and effects that the child's mind does not, cannot, perceive the logic
of things as it should. We might write a pathetic remonstrance against
the Decline and Fall of Domestic Authority. There is food for thought,
and perhaps for fear, in the subject; but the facts are obvious, and
their inevitableness must strike any thoughtful observer of the times.
"The old educational regime was akin to the social systems with
which it was contemporaneous; and similarly, in the reverse of these
characteristics, our modern modes of culture correspond to our more
liberal religious and political institutions."

It is the age of independent criticism. The child problem is merely
one phase of the universal problem that confronts society. It seems
likely that the rod of reason will have to replace the rod of birch.