be treated in that way, so there is no better corrective for
the trainer of children than the habit of asking oneself, in
question small and great,--Would I consent to be treated as I
have just treated my child? If it were only remembered that the
child generally suffers double as much as the adult, parents
would perhaps learn physical and psychical tenderness without
which a child's life is a constant torment.

As to presents, the same principle holds good as with emotions
and marks of tenderness. Only by example can generous instincts
be provoked. Above all the child should not be allowed to have
things which he immediately gives away. Gifts to a child should
always imply a personal requital for work or sacrifice. In
order to secure for children the pleasure of giving and the
opportunity of obtaining small pleasures and enjoyments, as
well as of replacing property of their own or of others which
they may have destroyed, they should at an early age be
accustomed to perform seriously certain household duties for
which they receive some small remuneration. But small
occasional services, whether volunteered or asked for by
others, should never be rewarded. Only readiness to serve,
without payment, develops the joy of generosity. When the child
wants to give away something, people should not make a presence
of receiving it. This produces the false conception in his mind
that the pleasure of being generous can be had for nothing. At
every step the child should be allowed to meet the real
experiences of life; the thorns should never be plucked from
his roses. This is what is least understood in present-day
training. Thus we see reasonable methods constantly failing.
People find themselves forced to "afflictive" methods which