INDEX.
- Abraham as a child-trainer, 14, 15.
- Accidents, sympathy with children in, 255.
- Adams, John Quincy, on the mother-love, 271.
- Addison, Joseph, on reading, 175.
- Affectation, of grief, for selfish ends, 98.
- Afraid, when a child is old enough to be, 130.
- Allowing play to a child’s imagination, 277–282 (see Imagination).
- Ambidextrous, gain of being, 59.
- Amusements:
- Anger:
- Animals:
- Answering:
- Apologizing, duty and manliness of, 172.
- Appetite:
- Assertion, self, inconsistent with courtesy, 166.
-
Atmosphere, influence of the home, 257–262.
- Bad boy, the:
- Bashful child, the, 18.
- Bedtime:
- Beginning:
- Bending a child’s will, distinguished from its breaking, 38.
- Best things kept for Sunday, 146.
- Bible-study on Sunday is not always worship, 142.
- Books [see Reading].
- Braddock and Washington as contrasting cowardice and fear, 225.
- Bravery consistent with fear, 225.
-
Breaking a child’s will is never right, 47–52.
- Bushnell, Horace:
- Candy:
- Censure:
- Centripetal force of some amusements, 162.
- Chance, the element of, not admissible in children’s amusements, 160.
- Character:
-
Choice:
- faculty of, identified with the will, 38;
- God’s dealings with men, on the basis of their freedom of, 39;
- not abrogated by rewards and punishments, 40;
- of obedience or punishment, a fair one, 44, 46;
- for a child by parents, of studies and duties, 58;
- of food and drink, 109;
- of amusements, 156, 164;
- of reading, 176;
- of companionships, 197 f.;
- of a residence, school, a week-day school, or a Sunday-school, 201.
- Christ [see Jesus Christ].
- Christian faith, the remedy for child-sorrows, 245.
- Christmas:
- Church services should be made attractive to children, 153.
- Classic examples of table-talk, 187.
- Coaxing a child to be quiet, 97.
- College curriculum, its value as a means of training, 56.
- Comforting children by sympathy, 249.
- Companionships:
- Condiments, a child’s use of, 111, 115.
- Confession:
- Conscientiousness, of young parents, as a cause of over-doing child-training, 84 f.
- Control [see Self-Control].
- Conversation:
- Counseling, not identical with training, 17.
- Courtesy, training a child to, 165–174.
- Cowardice, distinguished from fear, 224.
- Criticism, of our children, by others, to be heeded, 34.
- Crying:
- Cultivating a child’s taste for reading, 175–186 [see Reading].
-
Curbing, an element in training, 30.
- Dark side of life, seen first by the child, 239.
-
David’s recognition of the mother-love, 264.
- Dealing tenderly with a child’s fears, 223–238 [see Fears].
- Death in the atmosphere, 258.
- Definition:
- Denying:
- De Quincey on “fine manners,” 166.
- Diagnosis, important in parental care, as in medical practice, 30.
- Dictionary, at hand for use in table-talk, 193.
- Discerning a child’s special need of training, 29–36.
- Discipline:
-
Dogs:
- to be trained, not broken, 50 f.;
- a natural tone of voice in the training of, 219.
- Dolls, as a child’s treasure, 243.
-
Duty of training children, 17–22.
- Education:
- Eli honoring the child Samuel’s individuality, 73.
- English custom of separating parents and children at meal-time, 190.
- Etiquette, distinguished from courtesy, 170.
- Eton, influence of its playground on the battle of Waterloo, 161.
- Ex post facto laws not justifiable, 215.
-
Eye and ear, trained by playthings and games, 160.
- Fact and fancy, a child distinguishes between, 277.
- Fairy-tales:
- Faith, training a child’s, 129–138.
- Fancy and fact [see Fact].
- Fathers sharing the amusements of children, 158.
- Faults:
- Fears, dealing tenderly with a child’s, 223–238.
- Feeble-minded children, their special lack, 20, 21.
- Fiction:
- First child, danger of over-doing the training of the, 84, 87.
- Food:
-
Forcing a child’s will:
- never right, 42 f.;
- permanent harm of, 48.
- Freedom:
- Freshness of a child’s thought on profound themes, 80, 131.
-
“Friend-enemies,” parents as, according to Herbert Spencer, 255.
- Games:
- Gentlemanliness, appealing to a boy’s, 79.
- Gentleness:
- “Ghosts and goblins,” in child-fears, 226, 237.
- Gifts:
- Gleason, the horse-trainer, methods of, 50.
- Good-breeding, defined, 166.
- Good-night words, 291–300.
- Gospel of John, as a first Bible book for South Sea Islanders, 132.
- Grief:
- Guests, permitting children to sit at table with, 189.
- Guiding a child in companionships, 197–204 [see Companionships].
-
Gullet, rubbing of the, a primitive custom, 14.
- Habits:
- Hagar, an example of the mother-love, 265.
- Hammond, S. T., on dog-training, 50, 219.
- Hannah, an example of the mother-love, 266.
- Hasty denial of a child’s request, unwise, 107.
- History, a child trained to enjoy books of, 180.
- Home:
- Home atmosphere, influence of, 162 f., 257–262.
- Honoring a child’s individuality 23, 29, 37, 57, 71–82.
-
Horses trained, not broken, 50.
-
Illustrations:
- on the effects of training, 24;
- Johnny and his father, as to shutting the door, 42;
- a boy addressing a visitor by a familiar title, 46;
- from animal-training, 50, 219;
- flogging children on Innocents’ Day, 54;
- the raisin-box wagon, 67;
- self-denial of Spartans, 68;
- difference between clay and the living germ, 72;
- boy who knew better than his mother how sick he was, 76;
- boy who could not spare his watch, 77;
- stanzas from Wordsworth, 81;
- a young father over-disciplining his first child, 84, 87;
- “yanking” at the reins, 91;
- “I want to be pacified,” 97;
- an American educator training the children’s appetite for food, 114;
- Shetland ponies trained to eat hay, 116;
- Bishop Patteson among the South Sea Islanders, 132;
- a boy’s rejoicing that Monday had come, 153;
- battle of Waterloo won on Eton’s playground, 161;
- Fourth of July suggesting study of American history, 184;
- the table-talk of famous guests, as a means of education, 191;
- lateral and perpendicular forces, 198;
- a parent who could punish only when angry, 209;
- a mission-school boy reproving his superintendent, 213;
- a child punished in love, responding with love, 214;
- Braddock and Washington in the presence of peril, 225;
- a baby who “doesn’t like God’s voice,” 231;
- a father overcoming his child’s fear of lightning, 231;
- power of imaginary fear over a strong man, 233;
- trusting God when afraid, 236;
- “Do robbers take dolls?” 243;
- a boy suicide, 245;
- from Herbert Spencer, on sympathy, 249;
- life and death in the atmosphere, 258;
- historical, of a mother’s love, 263–276;
- of the play of a child’s imagination, 278;
- of Christmas festivities, 284 f.;
- “the old woman that lived in a shoe,” 294;
- the boy calling from his “trundle-bed” to his father, 297.
- Imagination:
- Imperfect development of every child, 21.
- Improvements in school appliances, etc., 54.
- Incarnation, disclosure of, in training child-faith, 136.
- Inclination must submit to discipline, 57.
- Indignation, in punishing, distinguished from anger, 212.
- Influence of the home atmosphere, 257–262.
- Innate, faith toward God is, but knowledge of him is not, 130.
- “Innocents’ Day,” a time for flogging children, 54.
- Instinctive:
- Interrogation-point, a child as an animated, 119.
-
Issue with a child to be avoided as far as possible, 46, 88.
- James and John, their mother’s example of the mother-love, 266.
- Jeroboam’s wife, an example of the mother-love, 266.
- Jesus Christ:
- Jochebed, an example of the mother-love, 265.
- John’s Gospel as a first book for heathen converts, 132.
-
Johnson, Dr., on reading, 175;
- on the mother-love, 269.
- Joyful observance of the Lord’s Day, 141, 153.
-
Judgment, in judge or parent, should not be hasty, 206.
- Kindergarten, a fundamental truth in its system, 160.
- Knowledge:
- Late hours, amusements of the child should not involve, 161.
- Laughing:
- Letting alone as a means of child-training, 83–92.
- Life:
- Lightning and thunder, overcoming a child’s fears of, 231.
- Limitations:
- Lord’s Day:
-
Love:
- God’s, includes the bad child, 135;
- necessary to acceptable worship or work, 140;
- parental, in punishing, awakens child’s, 214;
- distinguished from sympathy, 248, 256;
- an element of the home atmosphere, 261;
- the power of a mother’s, 263–276;
- the divine compared with a mother’s, 261;
- historical illustrations of, and testimonies to a mother’s, 263–276.
- “Luck,” no place for it in children’s games, 160.
-
Luther, Martin:
- individuality of, in childhood, honored by Trebonius, 74;
-
on the mother-love, 270.
- Macaulay, Lord, on the mother-love, 272.
- Making believe as distinct from deception, 278.
- Manliness promoted by amusements, 160.
- Manners, fine, according to De Quincey, 166.
- Meals, mental and moral enjoyments at, 187.
- Memory:
- Mental defects remedied, 25.
- Misrepresenting God to a child, 135.
- Mission-school, illustration of the bad boy in one, 213.
- Moses, the possibilities of his character in infancy, 72.
- Mother Goose, value of, 177.
- Mother:
- Mother’s love:
- Music in the home, 163.
-
“Must” the place of, in training, 53–60 [see Discipline].
- “Nagging” is not training, 90.
- Napoleon Bonaparte, on the mother-love, 273.
- Natural:
- Neighbors’ criticism of our children valuable, 33.
- Never punish a child in anger, 205–216.
-
News, daily, outlined by father at breakfast table, 193.
- Night [see Good-night Words].
- Nonsense songs, value of, 177.
-
Nott, President, soothed at ninety by old lullabies, 271.
- Observance of Sabbath, training a child to, 139–154.
- “Only child, the:”
- Opinions of a child, honoring the, 80.
- Over-doing in child-training:
-
Oxygen, analogy from, 258 f.
-
Parents:
- undervalue their power to train, 17, 35;
- blindness of, to the peculiar faults of their children, 31;
- should heed criticism of neighbors and friends, 33;
- faults of, often reappear in their children, 35;
- should never force a child’s choice, 41;
- anger no help to, in training, 44, 205;
- permanent harm to, in breaking their child’s will, 48;
- should control a child’s personal habits, 56;
- must often deny a child’s requests, 62;
- must honor a child’s individuality, 71;
- often inferior in possibilities to their children, 75;
- young, in danger of over-disciplining a child, 83;
- should seek to avoid direct issues with a child, 89;
- teaching the infant self-control, 94;
- training children to tease, 102;
- respect of, lost by children who tease, 105;
- giving sugar and condiments, 116;
- average, unable to answer questions of average children, 122;
- as revealers of revelation, 131;
- must have faith in order to train a child’s faith, 137;
- should provide peculiar occupations and privileges for Sunday, 144, 148;
- should be the center of their children’s amusements, 157, 163;
- should learn from the kindergarten system, 160;
- should train children to courtesy, 173;
- responsible for children’s reading, 176, 180;
- should give children a share in family table-talk, 190, 196;
- responsible for choice of a child’s companions, 197, 201;
- should never punish in anger, 205;
- as peace-keepers and policemen, 211;
- should never scold, 217;
- should deal tenderly with child-fears, 223;
- should have sympathy for child-sorrows, 242;
- should point to Christ, as the way of comfort, 246;
- as “friend-enemies,” 255;
- responsible for a home-atmosphere, 259–261;
- allowing play to a child’s imagination, 277 f.;
- should prepare for Christmas festivities, 283 f.;
- the good-night words of, 291.
- Passions and appetites, self-control of, should begin early, 99.
- Patience, necessity of:
- Patteson, Bishop, among the South Sea Islanders, 132.
- Paul’s self-control, 98.
- Person, faith rests on a, 129.
- Personal:
- Physical:
- Place of “must” in training, the, 53–60.
- Place of sympathy in child-training, 247–256.
- Playmates:
- Playthings:
- Politeness, true, 166.
- Porter, President, on a college curriculum, 56.
- Power of a mother’s love, the, 263–276 [see Mother’s Love].
- Prayer:
- Preferences, personal:
- Profound thought possible to a child, 80;
- Protection of a child, in danger, distinguished from punishment, 210, 211.
- Punish a child in anger, never, 205–216.
-
Punishment:
- divine, not destructive of free-will, 40;
- teaching a child to choose obedience or, 44 f.;
- undue severity of, 45;
- has a proper use, 205;
- should be a calm and judicial act, 206;
- distinguished from prompt protection of a child in danger, 210, 211;
- administered in love, is recognized as love prompted, 214;
- often harder for a parent than for his child, 215;
- not to be inflicted upon an offense of ignorance, 215;
- child’s permanent good the purpose of, 216;
- evil of postponing until the child’s bed-time, 294, 295.
-
Puzzles, for Sunday, 151.
- Questioner, training a child as a, 119–128.
- Questions:
-
Quiet talking more effective than scolding, 220.
- Rachel, an example of the mother-love, 265.
- Rarey, the horse-trainer, method of, 50.
- Reading:
- Reasonable fears to be met by reason, 228.
- Recreation distinguished from amusement, 155.
- Reference-books, use of, in family table-talk, 193.
- Residence, companionships for children to be in mind, when choosing a, 201.
- Respect, self, of the courteous man, 166.
-
Rest, not in inaction, but in change, 142.
- Rewards:
- Rich children in danger of being untrained in self-denial, 65.
- Ridicule cannot overcome child-fears, 224, 228.
- Rizpah, an example of the mother-love, 266.
- Romans, their table-talk, 187.
-
Rubbing the gullet, a primitive custom, 14.
- Sabbath observance, training children to, 139–154.
- Samuel’s individuality, in childhood, honored by Eli, 73.
- Santa Claus, as a Christmas fancy, 279.
- Science, training a child to enjoy books of, 180.
- Scolding:
- Scope and limitations of child-training, 23–28 [see Limitations].
- Self-assertion not consistent with courtesy, 166.
- Self-control:
- Self-denial:
- Self-forgetfulness the basis of courtesy, 168.
- Selfishness fostered by the granting of every request, 63.
- Self-respect of the courteous man, 166.
- Sermons for children, read at home on Sunday, 150.
- Sharing:
- Shetland ponies trained to eat hay, 116.
- Shunammite woman, an example of the mother-love, 266.
- Silly questions not to be encouraged, 125.
- Skelton, John, on scolding, 218.
- Skill, not chance, in children’s games, 161.
- Soldier:
- Solomon:
- Sorrows of children, the, 239–246;
- South Sea Islanders taught from John’s Gospel first, 132.
- Spartan children trained to self-denial, 68.
- Special need of training, discerning a child’s, 29–36.
- Spencer, Herbert, on intellectual sympathy with children, 249.
- Spoiled child, the:
- Studying a child’s specific needs, 35.
- Sugar-plums to “pacify” crying children, 97, 111.
- Suicide of children, 244.
- Sunday-school:
- Symmetry in child-training, dependent on companionships, 200.
-
Sympathy:
- of parents with children in amusements, 157;
- in companionships, 199;
- in fears, 235 f.;
- place of, in child-training, 247–256;
- defined, 248, 256;
- Herbert Spencer on, 249;
- in a child’s misdeeds and accidents, 254;
- not wholly natural to parents, 256;
- in the “home-atmosphere,” 261;
- craved by a child at bed-time, 292.
-
Syro-Phœnician woman, an example of the mother-love, 266.
- Table-talk, the value of, 187–196.
- Taste in reading, cultivating a child’s, 175–186 [see Reading].
- Teaching distinguished from training, 11.
- Tease, training a child not to, 101–108.
- Tenderly dealing with a child’s fears, 223–238 [see Fears].
- Thought, profound, possible to a child, 80.
- Thoughtfulness for others distinguished from self-forgetfulness, 169.
- Thunder and lightning, overcoming a child’s fear of, 231.
- Timidity to be overcome by training, 227.
- Timothy’s mother, an example of the mother-love, 266.
- Topics, assigning special, for next day’s family table-talk, 194.
- Toys:
-
Training:
- distinguished from teaching, 11;
- defined, 12;
- should begin at birth, 15;
- shapes character, 16;
- more than counseling, 17;
- limited by a child’s capacity, 23;
- special, necessary for every child, 29;
- danger of its developing the poorer self, 30;
- the child’s will, 37;
- need of gentleness in, 44;
- by discipline, 53;
- a child to do unpleasant duties, 55, 59;
- by denying requests, 61;
- of an only child, 62;
- letting alone as a means of, 83–92;
- of a first child, 84 f.;
- over-doing in, an error, 90;
- “nagging” is not, 90;
- to self-control, 93–100;
- not to tease, 101–108;
- Susannah Wesley’s method of, 105;
- a child’s appetite, 109–118;
- children as questioners, 119–128;
- a child’s faith, 129–138;
- to Sabbath observance, 139–154;
- in amusements, 155–164;
- to courtesy, 165–174;
- a child’s taste in reading, 175;
- value of table-talk in, 189;
- child-companionships as an element in, 197;
- has no place for scolding, 217–222;
- tone of voice in, 219;
- by tenderness toward a child’s fears, 223–238;
- joyousness as a result of, 240;
- sympathy as an aid in, 247–256;
- home atmosphere as a power in, 257–262;
- power of a mother’s love in, 263–276;
- through the play of a child’s imagination, 277–282;
- by good-night words and deeds, 291–300.
- Trebonius, honoring the individuality of children, 74.
- Trust:
-
“Tunge of a skolde,” John Skelton’s couplet on, 218.
- Unselfishness:
- Value:
- Values, child-sorrows measured by those of the child, 243.
-
Voice, necessity of natural tone of, in training, 219.
- Wagon, raisin-box, 67.
- Wanting not always reason for granting, 69.
- Washington and Braddock as to fear, 225.
- Watch, boy who could not spare his, 77.
- Waterloo, battle of, won on Eton’s playground, 161.
- Wear, parents should decide what children may, 117.
- Wellington, Duke of, quoted, 161.
- Wesley, Susannah, her method in training, 105.
- Whipping at bed-time, unwisdom of, 295.
- Will, training of, rather than breaking, 37–52.
- Wisdom:
- Words, good-night [see Good-night].
- Wordsworth, quoted, 81.
- Worship:
- “Yanking” at the reins is not good driving, 91.
- Young: