paid the price, the account is squared; so he feels justified in
doing the same thing again. In following this course we defeat our
own ends, as this kind of punishment does _not_ act as a fine
moral deterrent.

Scolding as a punishment is also not efficacious. We are justified
in having our indignation aroused at times and in letting the
offender feel our displeasure. There is something calm and
impressive about genuine indignation, while scolding is apt to
become nagging and to arouse contempt in the child.

When we consider the many difficulties of finding a punishment
exactly fitted to the offence in a way that will make the offender
avoid repetition, we are tempted to resort to sermonizing and
reasoning, for through our words we hope at times to establish in
the child's mind a direct relation between his conduct and the
undesirable consequences that spring from it.

In doing this, however, we should not speak in generalities, but
bring before the child's mind concrete examples of his own
objectionable acts from recent experience. It is useless to tell
John how important it is to be punctual and let it go at that; it is
not enough even to tell him that he often fails to be on time. If
you can remind him that he was late for dinner on Wednesday, missed
the letter-carrier twice last month, and delayed attending to an
errand Monday until all the shops were closed, you have him where he
can understand your point. Mary will listen respectfully enough to a
homily on being considerate, but it will have little effect upon her
compared to bringing before her a picture of some of her actions:
how, instead of coming right home from school the day you were not