near, distinct, and certain prospect of
going to China under circumstances that would make the knowledge of great
advantage to her. But the child has no such near, distinct, and certain
prospect of the advantages of knowing how to read. He has scarcely any
idea of these advantages at all. You can describe them to him, but the
description will have no perceptible effect upon his mind. Those faculties
by which we bring the future vividly before us so as to influence our
present action, are not yet developed. His cerebral organization has not
yet advanced to that condition, any more than his bones have advanced to
the hardness, rigidness, and strength of manhood. His mind is only capable
of being influenced strongly by what is present, or, at least, very near.
It is the design of Divine Providence that this should be so. The child
is not made to look forward much yet, and the mother who is pained and
distressed because he will not look forward, shows a great ignorance of the
nature of the infantile mind, and of the manner of its development. If
she finds fault with her boy for not feeling distinctly enough the future
advantages of learning to lead him to love study now, she is simply finding
fault with a boy for not being possessed of the most slowly developed
faculties of a man.

The way, then, to induce children to attend to such duties as learning to
read, is not to reason with them on the advantages of it, but to put it
simply on the ground of authority. "It is very irksome, I know, but you
must do it. When you are at play, and having a very pleasant time, I know
very well that it is hard for you to be called away to puzzle over your
letters and your reading. It was very hard for me when I was a child. It is
very hard for all children; but then it must be done."

The way in this, as in all other similar cases, to reduce the irksomeness
of disagreeable duties to a minimum is not to attempt to convince or
persuade the child, but to put the performance of them simply on the ground
of submission to authority. The child must leave his play and come to take
his lesson, not because he sees that it is better for him to learn to read
than to play all the time, nor because he is to receive a reward in the
form of compensation, but because his mother requires him to do it.

_Indirect Rewarding_.

If, therefore, she concludes, in order to connect agreeable ideas with the
hard work of learning to read, that she will often, at th