tion>H. Clay Trumbull
Hints on Child-training
Published by Good Press, 2019
EAN 4057664589514
Table of Contents
I. CHILD-TRAINING: WHAT IS IT?
II. THE DUTY OF TRAINING CHILDREN.
III. SCOPE AND LIMITATIONS OF CHILD-TRAINING.
IV. DISCERNING A CHILD’S SPECIAL NEED OF TRAINING.
V. WILL-TRAINING, RATHER THAN WILL-BREAKING.
VI. THE PLACE OF “MUST” IN TRAINING.
VIII. HONORING A CHILD’S INDIVIDUALITY.
IX. LETTING ALONE AS A MEANS OF CHILD-TRAINING.
X. TRAINING A CHILD TO SELF-CONTROL.
XI. TRAINING A CHILD NOT TO TEASE.
XII. TRAINING A CHILD’S APPETITE.
XIII. TRAINING A CHILD AS A QUESTIONER.
XIV. TRAINING A CHILD’S FAITH.
XV. TRAINING CHILDREN TO SABBATH OBSERVANCE.
XVI. TRAINING A CHILD IN AMUSEMENTS.
XVII. TRAINING A CHILD TO COURTESY.
XVIII. CULTIVATING A CHILD’S TASTE IN READING.
XX. GUIDING A CHILD IN COMPANIONSHIPS.
XXI. NEVER PUNISH A CHILD IN ANGER.
XXII. SCOLDING IS NEVER IN ORDER.
XXIII. DEALING TENDERLY WITH A CHILD’S FEARS.
XXIV. THE SORROWS OF CHILDREN.
XXV. THE PLACE OF SYMPATHY IN CHILD-TRAINING.
XXVI. INFLUENCE OF THE HOME ATMOSPHERE.
XXVII. THE POWER OF A MOTHER’S LOVE.
XXVIII. ALLOWING PLAY TO A CHILD’S IMAGINATION.
XXIX. GIVING ADDED VALUE TO A CHILD’S CHRISTMAS.
I.
CHILD-TRAINING: WHAT IS IT?
The term “training,” like the term “teaching,” is used in various senses; hence it is liable to be differently understood by different persons, when applied to a single department of a parent’s duties in the bringing up of his children. Indeed, the terms “training” and “teaching” are often used interchangeably, as covering the entire process of a child’s education. In this sense a child’s training is understood to include his teaching; and, again, his teaching is understood to include his training. But in its more restricted sense the training of a child is the shaping, the developing, and the controlling of his personal faculties and powers; while the teaching of a child is the securing to him of knowledge from beyond himself.
It has been said that the essence of teaching is causing another to know. It may similarly be said that the essence of training is causing another to do. Teaching gives knowledge. Training gives skill. Teaching fills the mind. Training shapes the habits. Teaching brings to the child that which he did not have before. Training enables a child to make use of that which is already his possession. We teach a child the meaning of words. We train a child in speaking and walking. We teach him the truths which we have learned for ourselves. We train him in habits of study, that he may be able to learn other truths for himself. Training and teaching must go on together in the wise upbringing of any and every child. The one will fail of its own best end if it be not accompanied by the other. He who knows how to teach a child, is not competent for the oversight of a child’s education unless he also knows how to train a child.
Training is a possibility long before teaching is. Before a child is old enough to know what is said to it, it is capable of feeling, and of conforming to, or of resisting, the pressure of efforts for its training. A child can be trained to go to sleep in the arms of its mother
