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848 ILLUSTRATED WORLD<br />

forces that we must<br />

reckon with later."<br />

Then whose fault<br />

is it when Mr. or<br />

Mrs. Thirty orders<br />

something done and<br />

Mr. Six stamps his<br />

small foot and says<br />

wilfully, "I won't"?<br />

It is the fault of the<br />

person who is training<br />

the child, the fault<br />

of the three dollar a<br />

week nurse girl with<br />

whom he plays, or<br />

the mother who fails<br />

to understand him or<br />

the father who says,<br />

"Take that kid to bed,<br />

I'm tired."<br />

When a child is two<br />

years old he is "cute" when<br />

he swallows father's watch<br />

or throws soup at the butler.<br />

Four years later this<br />

very ebullition is an act of<br />

Satan who unaccountably<br />

has got into the child in<br />

spite of his kind and loving<br />

parents. But it is not.<br />

You laughed with the baby<br />

who was energetic with the<br />

Constant Nagging<br />

Brings Out Objectionable<br />

Qualities, while<br />

a Real Attempt to Sympathize<br />

and Help Ordinarily<br />

Is Rewarded Out<br />

of All Proportion to the Effort<br />

Required<br />

soup but you punished the child who later did the same thing, so you established<br />

a cross in his mind. The later psychologists have proved that a child or a man<br />

never f<strong>org</strong>ets anything, though he can recall only the smallest part of his experiences<br />

at will. Back in his mind he knows that you once approved that action and<br />

now disapprove of it. He says nothing, and probably thinks nothing about it,<br />

but he forms what the Freudians call a "complex" or a "neurosis", a misunderstanding<br />

which perverts the energy and makes him develop a wild temper or some<br />

other "bad" trait.<br />

We all suffer from our childhood training because, as Mrs. Scott and the<br />

great educators of today believe, our formative years are from birth to six. It<br />

is during these years that we are forming our personality, will-power, high<br />

spirits, desire for mental and physical activity, curiosity, initiative, concentration,<br />

imagination and emotional strength.<br />

In diagnosing the minds of the youngsters Mrs. Scott merely watches them<br />

at play as she did the concrete example of which we spoke above. The ordinary<br />

child comes bouncing into the room and is pleased at the right to do as he<br />

pleases. Everything is in order in its place and to get playthings he must take<br />

them out. Does he put them back? What sort of a toy interests him? According<br />

to this his personality expresses itself for those who know how to understand.<br />

Is he honest? There is a game of Russian jackstraws (Continued on page 94?)

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