X.

PUNISHMENT OF CHILDREN.

SHOULD CHILDREN BE PUNISHED?

There must be some punishment for wrongdoing. But for this there could be no government either in the State, or in the family, upon which the existence of the State depends.

There are many who say that a child should never be punished. Most of these mean that the child should not be whipped. They have in mind the brutal treatment of children. Some may really mean that they think a child should never be punished in any way. This class is generally composed of those who have had little or no experience in the management of their own children or of the children of others.

In the Divine economy it has seemed necessary to provide punishment for wrongdoing. Does it not appear senseless for mortals to attempt to improve upon His methods? While some punishment seems absolutely necessary, too great care cannot be taken by parents in order that their mode of punishment may be such as will reach the desired end, without any of the evil consequences which are sure to follow injudicious or ill-considered punishment.

LEGITIMATE OBJECTS OF PUNISHMENT.

The one great object which justifies a parent's punishing a child is the honest desire to reform the child and to lead him to do what is right. In every case of doubt the parent should ask himself the question, "Is this the best way to influence my child to do better ?"

Another legitimate object of punishment is found in the fact that, if properly administered, it condemns the wrong and upholds what is right.

If there are several children in the family another very important object of punishment is its effect in deterring all from doing wrong. Punishment may be inflicted upon one child in such a way as to make it unnecessary to punish other children for similar offenses. Happy the child who lives in a family where the parent makes such use of it!

CHARACTERISTICS OF PROPER PUNISHMENT.

Every child should understand clearly the cause of the punishment. Too often children are punished in anger before an explanation is given. Under such circumstances punishments cannot possibly do good, but will certainly do harm.

Punishments must be just. A guilty child may seem to resent a punishment; but, in his heart, he does not when it is properly administered. Punish an innocent child, and, in spite of love and respect for his parents, he can scarcely ever forget it.

Punishment should be certain. Much more de

pends upon certainty than upon severity. To overlook an offense at one time and punish it severely at another time is an excellent way to encourage children in wrongdoing.

Punishment should be mild. It should never be more severe than is necessary to reach the desired end. It is a kind of allopathic moral medicine, the virtue of which depends upon its being used in homeopathic doses.

Punishment should be deliberate. If time is taken for reflection, it will frequently be seen that the parent, and not the child, is deserving of the punishment.

When possible, punishment should be natural. For example: If a boy uses his knife to cut the furniture, he should be deprived of the knife. Punishments which are natural follow as the results of actions and are always powerful as correctives. This is the fundamental characteristic of Divine punishment.

Punishments should not destroy self-respect. Such as do are fiendish. The great object of moral training is to develop self-control and self-respect, not destroy them.

Punishments should be inflicted in kindness. By word and manner the parents should show that it is an unpleasant task. Nothing will cause the lesson to sink more deeply and be remembered longer.

THE SEVERITY OF PUNISHMENT.

As before indicated, parents should use the small

est amount necessary to reach the desired end, and should take great care not to magnify offenses. Unnecessarily hard punishments tend to make hard hearts.

The severity of the punishment should depend upon the motive. If there is no intention to commit a wrong, there can be little, if any, guilt. Very many cases of seeming disobedience are simply the result of thoughtlessness, which is and will continue to be most natural until there is found some approved plan of placing an old head upon young shoulders. May the plan never be found!

The severity of punishment should depend upon the frequency of the offense. It is, indeed, very seldom that the child should be punished for its first offense upon any line, unless its attention has been called to it in other ways.

It is also very important that parents remember that the severity of the punishment should be determined by the age, the sex, the temperament, and the physical condition of the child. What would be very little punishment for one child would be very severe for another. The young child will be more easily reached than the older; the child of nervous temperament by much less than one who is of the phlegmatic or bilious temperament.

IMPROPER PUNISHMENTS.

There are some methods of punishment frequently used, yet for which no parent worthy of

the name would say a word in defense. They are never right under any condition. Among those of more frequent use may be mentioned the following: Blows upon the head, boxing or pulling the ears, violent shaking, calling of names, sarcasm, scolding, nagging, threats, solitary confinement.

PROPER PUNISHMENT.

Displeasure of parents is one valuable punishment. Other things being equal, the greater the love between the child and parent, the greater the effect of the expressed displeasure. Like the parents, the child cares little for the criticism of enemies, and much for unkind words from those whom he loves. Properly used, the heart of almost every child will respond to love and inwardly resolve to do better.

One of the most effectual kinds of punishment, with most children, is that of depriving them of some privilege. If, in place of some expected pleasure, the child is required to sit down and think over the cause of the loss, he will come to the conclusion that it does not pay to lose a great pleasure for a small one.

The keeping of some record of a child's shortcomings may also be made use of with good effect, with most children. This record may be merely a number of marks made when the child fails to da as he should. When it is found that a number will mean certain punishment, and that by especially praiseworthy conduct some marks can be removed,