ldren readily forget what is said or done to them.

As I have said, such lessons ought to be given earlier or later, as the
disposition of the child, gentle or turbulent, hastens or retards the
necessity for giving them. In employing them, we call in an evidence
that cannot be misunderstood. But that in difficult cases nothing
important may be omitted, let us give another illustration.

Your little meddler spoils everything he touches; do not be vexed, but
put out of his reach whatever he can spoil. He breaks the furniture he
uses. Be in no hurry to give him any more; let him feel the
disadvantages of doing without it. He breaks the windows in his room;
let the wind blow on him night and day. Have no fear of his taking
cold; he had better take cold than be a fool.

Do not fret at the inconvenience he causes you, but make him feel it
first of all. Finally, without saying anything about it, have the
panes of glass mended. He breaks them again. Change your method: say
to him coolly and without anger, "Those windows are mine; I took pains
to have them put there, and I am going to make sure that they shall not
be broken again." Then shut him up in some dark place where there are
no windows. At this novel proceeding, he begins to cry and storm: but
nobody listens to him. He soon grows tired of this, and changes his
tone; he complains and groans. A servant is sent, whom the rebel
entreats to set him free. Without trying to find any excuse for utter
refusal, the servant answers, "I have windows to take care of, too,"
and goes away. At last, after the child has been in durance for
several hours, long enough to tire him and to make him remember it,
some one suggests an arrangement by which you shall agree to release
him, and he to break no more windows. He sends to beseech you to come
and see him; you come; he makes his proposal. You accept it
immediately, saying, "Well thought of; that will be a good thing for
both of us. Why didn't you think of this capital plan before?" Then,
without requiring any protestations, or confirmation of his promise,
you gladly caress him and take him to his room at once, regarding this
compact as sacred and inviolable as if ratified by an oath. What an
idea of the obligation, and the usefulness, of an engagement will he
not gain from this transaction! I am greatly mistaken if there is an
unspoiled child on earth who would be proof against it, or who would
ever after think of b