no doubt been used frequently in that household. How easy it would have
been to substitute the positive statement: 'Boys, run out in the back yard
and play ball,' or 'Run out into the garden and bring me some flowers for
the table.'

"A four-year-old boy when he first entered the kindergarten was the most
complete embodiment of negative training I have ever met. It was 'No, I
don't want to,' 'No, I won't sit by that boy,' 'No, I don't like blocks.'
Nothing pleased him; nothing satisfied him. He was already an isolated
character, unhappy himself and a source of discomfort to others. Soon after
beginning our work, I heard a whizzing sound, and Paul's voice crying out:
'Joseph has knocked my soldier off the table and he did it on purpose too.'
My first impulse was to say: 'Why did you do that? It was naughty. Go and
pick up Paul's soldier.' But that would have been negative treatment, too
much of which had been heaped upon him already; so, instead, I said: 'Oh,
well, Paul, never mind, Joseph doesn't know that we try to make each other
happy in kindergarten.'

"Some time afterwards I said: 'Come here, Joseph, I wish you to be my
messenger boy.' This was a privilege highly desired by the children. Joseph
came reluctantly as if expecting some hidden censure, but soon he was busy
running back and forth, giving each child the proper materials for the next
half-hour's work. As soon as the joy of service had melted him into a mood
of comradeship, I whispered: 'Run over now and get Paul's soldier.'
Instantly he obeyed, picked it up, and placed it on the table before its
owner, quietly slipped into his own place and began his work. His whole
nature for the time being was changed. Continued treatment of this kind
completely transformed the nature of the child."

Scolding and finding fault are the most common forms of negative training