go to your room for an hour," she said, gently but gravely, "and stay
there all alone. That will help you to remember to try harder tomorrow
to have a good music lesson." And the child, more tearful, more
rebellious than before, crept away to her room.

"When I was her age I didn't like the work involved in taking music
lessons any better than she does," my friend said. "So my mother didn't
insist upon my taking them. I have regretted it all my life. I love
music; I always loved it--I loved it even when I hated practising and
music lessons. I wish my mother had made me keep at it, no matter how
much I objected! Well, I shall do it with _my_ daughter; she'll thank me
for it some day."

I am not so sure that her daughter will. Her music-teacher agrees with
me. "The child has no talent whatever," she told me. "It is a waste of
time for her to take piano lessons. Her mother now--_she_ has a real
gift for it! I often wish _she_ would take the lessons!"

American mothers are no more prone to give their children what they
themselves did not have than are American fathers. The man who is most
eager that his son should have a college education is not the man who
has two or three academic degrees, but the man who never went to college
at all. The father whose boys are allowed to be irregular in their
church attendance is the father who, as a boy, was compelled to go to
church, rain or shine, twice on every Sunday.

In the more intimate life of the family the same principle rules. The
parents try to give to the children ideals that were not given to them;
they attempt to inculcate in the children habits that were not
inculcated in themselves.