The real Difficulty.

The case would thus seem to be very simple, and success very easy. But, alas! this is far from being the case. Nothing is required, it is true, but firmness, steadiness, and decision; but, unfortunately, these are the very requisites which, of all others, it seems most difficult for mothers to command. They can not govern their children because they can not govern themselves.

Still, if the mother possess these qualities in any tolerable degree, or is able to acquire them, this method of training her children to the habit of submitting implicitly to her authority, by calmly and good-naturedly, but firmly and invariably, affixing some slight privation or penalty to every act of resistance to her will, is the easiest to practice, and will certainly be successful. It requires no ingenuity, no skill, no contrivance, no thought—nothing but steady persistence in a simple routine. This was the first of the three modes of action enumerated at the commencement of this discussion. There were two others named, which, though requiring higher qualities in the mother than simple steadiness of purpose, will make the work far more easy and agreeable, where these qualities are possessed.

Some further consideration of the subject of punishment, with special reference to the light in which it is to be regarded in respect to its nature and its true mode of action, will occupy the next chapter.

CHAPTER V.

THE PHILOSOPHY OF PUNISHMENT.

It is very desirable that every parent and teacher should have a distinct and clear conception of the true nature of punishment, and of the precise manner in which it is designed to act in repressing offenses. This is necessary in order that the punitive measures which he may employ may accomplish the desired good, and avoid the evils which so often follow in their train.

Nature and Design of Punishment.

The first question which is to be considered in determining upon the principles to be adopted and the course to be pursued with children in respect to punishment, is, which of the two views in respect to the nature and design of punishment which prevail in the minds of men we will adopt in shaping our system. For,

1. Punishment may be considered in the light of a vindictive retribution for sina penalty demanded by the eternal principles of justice as the natural and proper sequel and complement of the past act of transgression, with or without regard to any salutary effects that may result from it in respect to future acts. Or,

2. It may be considered as a remedial measure, adopted solely with reference to its influence as a means of deterring the subject of it, or others, from transgression in time

to come.

According to the first view, punishment is a penalty which justice demands as a satisfaction for the past. Ac

cording to the other it is a remedy which goodness devises for the benefit of the future.

Theologians have lost themselves in endless speculations on the question how far, in the government of God, punishment is to be considered as possessing one or the other of these two characters, or both combined. There seems to be also some uncertainty in the minds of men in relation to the precise light in which the penalties of violated law are to be regarded by civil governments, and the spirit in which they are to be administered-they being apparently, as prescribed and employed by most governments, in some respects, and to some extent, retributive and vindictive, and in other respects remedial and curative.

It would seem, however, that in respect to school and family government there could be no question on this point. The punishment of a child by a parent, or of a pupil by a teacher, ought certainly, one would think, to exclude the element of vindictive retribution altogether, and to be employed solely with reference to the salutary influences that may be expected from it in time to come. If the injunction "Vengeance is mine, I will repay it, saith the Lord" is to be recognized at all, it certainly ought to be acknowledged here.

This principle, once fully and cordially admitted, simplifies the subject of punishment, as administered by parents and teachers, very much. One extremely important and very striking result of it will appear from a moment's reflection. It is this, namely:

It excludes completely and effectually all manifestations of irritation or excitement in the infliction of punishmentall harsh tones of voice, all scowling or angry looks, all violent or threatening gesticulations, and every other mode, in fact, of expressing indignation or passion. Such indications as these are wholly out of place in punishment considered

as the application of a remedy devised beneficently with the sole view of accomplishing a future good. They comport only with punishment considered as vengeance, or a vindictive retribution for the past sin.

This idea is fundamental. The mother who is made angry by the misconduct of her children, and punishes them in a passion, acts under the influence of a brute instinct. Her family government is in principle the same as that of the lower animals over their young. It is, however, at any rate, a government; and such government is certainly better than none. But human parents, in the training of their human offspring, ought surely to aim at something higher and nobler. They who do so, who possess themselves fully with the idea that punishment, as they are to administer it, is wholly remedial in its character-that is to say, is to be considered solely with reference to the future good to be attained by it, will have established in their minds a principle that will surely guide them into right ways, and bring them out successfully in the end. They will soon acquire the habit of never threatening, of never punishing in anger, and of calmly considering, in the case of the faults which they observe in their children, what course of procedure will be most effectual in correcting them.

Parents seem sometimes to have an idea that a manifestation of something like anger-or, at least, very serious displeasure on their part-is necessary in order to make a proper impression in respect to its fault on the mind of the child. This, however, I think, is a mistake. The impression is made by what we do, and not by the indications. of irritation or displeasure which we manifest in doing it. To illustrate this, I will state a case, narrating all its essential points just as it occurred. The case is very analogous, in many particulars, to that of Egbert and George related in the last chapter.

Mary's Walk.

'Mary," said Mary's aunt, Jane, who had come to make a visit at Mary's mother's in the country, "I am going to the village this afternoon, and if you would like you may go with me."

Mary was, of course, much pleased with this invitation.

"A part of the way," continued her aunt, "is by a path across the fields. While we are there you must keep in the path all the time, for it rained a little this morning, and I am afraid that the grass may not be quite dry."

"Yes, Aunt Jane; I'll keep in the path," said Mary.

So they set out on the walk together. When they came to the gate which led to the path across the fields, Aunt Jane said, "Remember, Mary, you must keep in the path."

Mary said nothing, but ran forward. Pretty soon she began to walk a little on the margin of the grass, and, before long, observing a place where the grass was short and where the sun shone, she ran out boldly upon it, and then, looking down at her shoes, she observed that they were not wet. She held up one of her feet to her aunt as she came opposite to the place, saying,

"See, aunt, the grass is not wet at all."

"I see it is not," said her aunt. "I thought it would not be wet; though I was not sure but that it might be. But come," she added, holding out her hand, "I have concluded not to go to the village, after all. We are going back home."

"Oh, Aunt Jane !" said Mary, following her aunt as she began retracing her steps along the path. "What is that for ?"

"I have altered my mind," said her aunt. "What makes you alter your mind?"

By this time Aunt Jane had taken hold of Mary's hand,