When this wholesale whipping began to fall into disuse, many philosophers prophesied the ruin of the race, but these gloomy predictions have scarcely found their fulfillment as yet.

There has been, however, a colossal change in discipline, from the days when disobedience was punishable with death to the agreeable moral suasion of the nineteenth century, as exemplified in the “fin de siecle” nonsense rhyme:—­

  “There once was a hopeful young horse
  Who was brought up on love, without force: 
  He had his own way, and they sugared his hay;
  So he never was naughty, of course.”

The results of this delightful method of treatment seem rather problematic, and the modern child is universally acknowledged to be no improvement upon his predecessors in point of respect and filial piety at least.

A superintendent’s report, written thirty years ago for one of the New England States, regrets that, even then, home government had grown lax.  He wittily says that Young America is rampant, parental influence couchant; and no reversal of these positions is as yet visible in 1892.

To those who note the methods by which many children are managed, it is a matter of wonderment that the results in character and conduct are not very much worse than they are.  Dr. Channing wisely says, “The hope of the world lies in the fact that parents cannot make of their children what they will.”  Happy accidents of association and circumstance sometimes nullify the harm the parent has done, and the tremendous momentum of the race-tendency carries the child over many an obstacle which his training has set in his path.

It seems crystal-clear at the outset that you cannot govern a child if you have never learned to govern yourself.  Plato said, many centuries ago:  “The best way of training the young is to train yourself at the same time; not to admonish them, but to be always carrying out your own principles in practice,” and all the wisdom of the ancients is in the thought.  If, then, you are a fit person to be trusted with the government of a child, what goal do you propose to reach in your discipline; what is your aim, your ideal?

1.  The discipline should be thoroughly in harmony with child-nature in general, and suited to the age and development of the particular child in question.

2.  It should appeal to the higher motives, and to the higher motives alone.

3.  It should develop kindness, helpfulness, and sympathy.

4.  It should never use weapons which would tend to lower the child’s self-respect.

5.  It should be thoroughly just, and the punishment, or rather the retribution, should be commensurate with the offense.

6.  It should teach respect for law, and for the rights of others.

Finally, it should teach “voluntary obedience, the last lesson in life, the choral song which rises from all elements and all angels,” and, as the object of true discipline is the formation of character, it should produce a human being master of his impulses, his passions, and his will.