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  "site": {
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    "language": "en",
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  "heading": "Quotes about upbringing",
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  "markdown": "https://www.leafyquotes.com/topics/upbringing.md",
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  "parent": {
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      "url": "https://www.leafyquotes.com/johann-wolfgang-von-goethe/elective-affinities/there-is-no-outward",
      "text": "There is no outward mark of politeness that does not have a profound moral reason. The right education would be that which taught the outward mark and the moral reason together.",
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      "author": {
        "name": "Johann Wolfgang von Goethe",
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      "added_at": "2026-09-26T07:49:14"
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      "slug": "it-is-nearly",
      "url": "https://www.leafyquotes.com/jean-jacques-rousseau/confessions/it-is-nearly",
      "text": "It is nearly always good, but badly-directed principles, that make a child take the first step towards evil. In spite of continual privations and temptations, I had been more than a year with my master without being able to make up my mind to take anything, even eatables. My first theft was a matter of obliging someone else, but it opened the door to others, the motive of which was not so praiseworthy.",
      "language": "en",
      "author": {
        "name": "Jean Jacques Rousseau",
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      "slug": "failure-to-please",
      "url": "https://www.leafyquotes.com/jean-jacques-rousseau/confessions/failure-to-please",
      "text": "Failure to please grieved me more than punishment, and signs of dissatisfaction hurt me more than corporal chastisement.",
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      "author": {
        "name": "Jean Jacques Rousseau",
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      "text": "Children retain a great deal, and when they grow up they start going over things and rejudging them from a grownup’s point of view. This must have been this way, and that was that way, they say. That’s why you have to be careful with children — some day they grow up.",
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      "text": "Harmony within a marriage greatly influences the education of children, our future citizens. How many times have a mother’s tears, cried in moments of pain and contradiction, powerfully influenced her children!",
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      "author": {
        "name": "Luisa Capetillo",
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      "slug": "there-are-many",
      "url": "https://www.leafyquotes.com/luisa-capetillo/a-nation-of-women/there-are-many",
      "text": "There are many women who think that being a mother means contradicting a child, and later they beat them, and order them about for the sake of giving orders, to see herself obeyed, ordering the child not to run, not to jump, not to yell, in sum, a whole bunch of ignorant things, the truth is, to prohibit a child from doing all this is to prohibit them from being healthy. They act like this with girls precisely because they are girls, as if a girl's organism did not have to develop, so that they can grow up beautiful and strong, and not scrawny and pale, nor become mothers full of pains and ailments. They think that being a mother authorizes them to mistreat and order the children at whim, and oblige them to do things against their will, that is an error.",
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      "text": "Admiration spoils all from infancy. Ah! How well said! Ah! How well done! How well-behaved he is! etc.",
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      "text": "When a dog goes bad, the fault lies with his master.",
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      "url": "https://www.leafyquotes.com/warren-farrell/women-cant-hear-what-men-dont-say/during-what-years",
      "text": "During what years should a child be introduced to better ways of giving and receiving criticisms – to what I call “relationship language”? Before school age. The best teacher? Parents.",
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      "text": "Teaching children to debate without teaching children to listen is divorce training.",
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      "url": "https://www.leafyquotes.com/cassandra-clare/city-of-heavenly-fire/im-a-warrior",
      "text": "\"I'm a warrior. I was brought up as a warrior. I didn't have toys, I had weapons. I slept with a wooden sword until I was five. My first books were medieval demonologies with illuminated pages. The first songs I learned were chants to banish demons. I know what brings me peace, and it isn't sandy beaches or chirping birds in rain forests. I want a weapon in my hand and a strategy to win.\" \"So you're saying what brings you peace is war.\" \"Now you get it.\"",
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      "text": "If she’s learned anything raising Jax, it’s that there are no shortcuts; if you want to create the common sense that comes from twenty years of being in the world, you need to devote twenty years to the task. You can’t assemble an equivalent collection of heuristics in less time; experience is algorithmically incompressible.",
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      "text": "There's a lot of talk these days about giving children self-esteem. It's not something you can give; it's something they have to build. Coach Graham worked in a no-coddling zone. Self-esteem? He knew there was really only one way to teach kids how to develop it; You give them something they can't do, they work hard until they find they can do it, and you just keep repeating the process.",
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      "text": "There must doubtless be an unhappy inﬂuence on the manners of our people produced by the existence of slavery among us. The whole commerce between master and slave is a perpetual exercise of the most boisterous passions, the most unremitting despotism on the one part, and degrading submissions on the other. Our children see this, and learn to imitate it; for man is an imitative animal. This quality is the germ of all education in him.",
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      "text": "“The old guard believe in that code because they came to it the hard way. They raise their children to believe in that code — but their children believe it for entirely different reasons.\" \"They believe it,\" the Constable said, \"because they have been indoctrinated to believe it.\" \"Yes. Some of them never challenge it — they grow up to be small-minded people, who can tell you what they believe, but not why they believe it. Others become disillusioned by the hypocrisy of the society and rebel.\" \"Which path do you intend to take, Nell? Conformity or rebellion?\" \"Neither one. Both ways are simple-minded — they are only for people who cannot cope with contradiction and ambiguity.\"",
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      "text": "\"And what makes one man's life more interesting than another’s?\" \"In general, I should say that we find unpredictable or novel things more interesting.\" …\"You yourself said that the engineers in the Bespoke department—the very best—had led interesting lives, rather than coming from the straight and narrow. Which implies a correlation, does it not?” \"Clearly.\" \"This implies, does it not, that in order to raise a generation of children who can reach their full potential, we must find a way to make their lives interesting.”",
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      "text": "How would I have turned out, I sometimes wonder, had I grown up in a house that stifled enterprise by imposing harsh and senseless discipline? Or in an atmosphere of overindulgence, in a household where there were no rules, no boundaries drawn? My mother certainly understood the importance of discipline, but she always explained why some things were not allowed. Above all, she tried to be fair and to be consistent.",
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      "text": "I would not send a poor girl into the world, ignorant of the snares that beset her path; nor would I watch and guard her, till, deprived of self-respect and self-reliance, she lost the power or the will to watch and guard herself.",
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      "text": "I have heard that, with some persons, temperance – that is, moderation – is almost impossible; and if abstinence be an evil (which some have doubted), no one will deny that excess is a greater. Some parents have entirely prohibited their children from tasting intoxicating liquors; but a parent’s authority cannot last for ever; children are naturally prone to hanker after forbidden things; and a child, in such a case, would be likely to have a strong curiosity to taste, and try the effect of what has been so lauded and enjoyed by others, so strictly forbidden to himself – which curiosity would generally be gratified on the first convenient opportunity; and the restraint once broken, serious consequences might ensue.",
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      "text": "If you would have your son to walk honourably through the world, you must not attempt to clear the stones from his path, but teach him to walk firmly over them — not insist upon leading him by the hand, but let him learn to go alone.",
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      "text": "If you would have a boy to despise his mother, let her keep him at home, and spend her life in petting him up, and slaving to indulge his follies and caprices.",
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      "text": "I took a good deal o’ pains with his eddication, sir; let him run in the streets when he was wery young, and shift for his-self. It’s the only way to make a boy sharp, sir.",
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      "text": "\"I used to wonder what I did wrong. But now I think that unless you grossly mistreat a child or spoil her or let her be injured, basically there's a given element in all of us, something from genes or the moment. From birth on, a child follows her own path. She learns, but she also unfolds from within.\" (Malkah, twenty-eight: HOW CAN WE TELL THE DANCER FROM THE DANCE?)",
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      "text": "Strange new problems are being reported in the growing generations of children whose mothers were always there, driving them around, helping them with their homework — an inability to endure pain or discipline or pursue any self- sustained goal of any sort, a devastating boredom with life.",
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      "text": "Doing things in this way has a good effect on everyone, teaching by example, not just with words. When your child is agitated, you don't have to say, \"Go to that room!\" You can take his or her hand and walk together into the room for breathing, and sit quietly together. This is the best education for peace. It is really beautiful to begin the day by being a Buddha. Each time we feel ourselves about to leave our Buddha, we can sit and breathe until we return to our true self.",
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      "text": "\"Papa is a preferable mode of address,\" observed Mrs General. \"Father is rather vulgar, my dear. The word Papa, besides, gives a pretty form to the lips. Papa, potatoes, poultry, prunes, and prism are all very good words for the lips: especially prunes and prism. You will find it serviceable, in the formation of a demeanour, if you sometimes say to yourself in company — on entering a room, for instance — Papa, potatoes, poultry, prunes and prism, prunes and prism.",
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      "text": "“I was a free person.” “Free to what?” “To…to do anything I wanted to.” Jory laughed, shaking her head. “Weren’t you told as a child that one way was better than another, one belief better than another? Weren’t you told some things were higher and some lower? That some things were suitable for women, others for men? That your God was more powerful? That your religion was truer? That your language was more expressive? That your customs had more heart, or more soul? That your cooking tasted better? That your way of child-rearing was preferable? That all your ways were so much better than others ways that you would die to keep yours as they were, or die to destroy others if they seemed threatening? Weren’t you taught not to change, not to adapt, not to become anything different? Weren’t you taught the word ‘loyalty’? The word ‘tradition’? Didn’t they tell you that animals were higher than vegetables, mammals were higher than other animals, man was higher than other mammals, and your kind of man was higher than other men? “You think you weren’t enslaved by that? You think you had freedom of choice? I have said this to Fringe, I say it to you: A man’s choice becomes his son’s duty and his grandson’s tradition! Thus men assure enslavement of their progeny.”",
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      "text": "Her mother’s humpf mixed contempt with frustration. “You just don’t understand anything, do you? We try to bring up our children so that they are protected from the world’s evils, only to find we’ve raised a pack of innocents who seem to be about to stumble into them at every turn just from sheer stupidity!”",
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      "text": "Eh! poor lad! He’s been spoiled till salt won’t save him. Mother says as th’ two worst things as can happen to a child is never to have his own way—or always to have it. She doesn’t know which is th’ worst.",
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      "text": "The way language came to children was incredible. They were all geniuses at that age, it took adults years and years to twist them down into the bonsai creatures they eventually became. Whou would dare to do that, who would dare deform this natural child? No one; and yet it got done. No one did it and everyone did it.",
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      "text": "Whoever declares a child to be \"delicate\" thereby crowns and anoints a tyrant.",
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      "text": "It is hard to shake off any taboos a child is indoctrinated with in his earliest years. Even if he learns later that they are nonsense.",
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      "text": "They did ask, sometimes, and accepted my decision without argument. But I could see that they did not always believe me. That pleased me; they were starting to think for themselves — didn’t matter if they were wrong.",
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      "text": "Then the carrousel started, and I watched her go around and around. There were only about five or six other kids on the ride, and the song the carrousel was playing was \"Smoke Gets in Your Eyes.\" It was playing it very jazzy and funny. All the kids kept trying to grab for the gold ring, and so was old Phoebe, and I was sort of afraid she'd fall off the goddam horse, but I didn't say anything or do anything. The thing with kids is, if they want to grab the gold ring, you have to let them do it, and not say anything. If they fall off they fall off, but it's bad if you say anything to them.",
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      "text": "Never give children a chance of imagining that anything exists in isolation. Make it plain from the very beginning that all living is relationship. Show them relationships in the woods, in the fields, in the ponds and streams, in the village and in the country around it. Rub it in.",
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      "text": "Books and loud noises, flowers and electric shocks - already in the infant mind these couples were compromisingly linked; and after two hundred repetitions of the same or a similar lesson would be wedded indissolubly. What man has joined, nature is powerless to put asunder.",
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      "text": "Till at last the child's mind is these suggestions, and the sum of the suggestions is the child's mind. And not the child's mind only. The adult's mind too—all his life long. The mind that judges and desires and decides—made up of these suggestions. But all these suggestions are our suggestions!",
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      "text": "Children are the vessels into which adults pour their poison.",
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      "text": "Example is the best lesson there is.",
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      "text": "You well know the weakness there! Shield your son too much, Jessica, and he'll not grow strong enough to fulfill any destiny.",
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      "text": "Step back in time; look closely at the child in the very arms of his mother; see the external world reflected for the first time in the yet unclear mirror of his understanding; study the first examples which strike his eyes; listen to the first words which arouse within him the slumbering power of thought; watch the first struggles which he has to undergo; only then will you comprehend the source of his prejudices, the habits, and the passions which are to rule his life. The entire man, so to speak, comes fully formed in the wrappings of his cradle.",
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      "text": "The sense of justice and injustice is not deriv'd from nature, but arises artificially... from education, and human conventions.",
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      "text": "Those who trust us educate us.",
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      "text": "Keep your children ever within the little circle of dogmas which are related to morality. Convince them that the only useful learning is that which teaches us to act rightly. Do not make your daughters theologians and casuists; only teach them such things of heaven as conduce to human goodness; train them to feel that they are always in the presence of God, who sees their thoughts and deeds, their virtue and their pleasures; teach them to do good without ostentation and because they love it, to suffer evil without a murmur, because God will reward them; in a word to be all their life long what they will be glad to have been when they appear in His presence. This is true religion; this alone is incapable of abuse, impiety, or fanaticism. Let those who will, teach a religion more sublime, but this is the only religion I know.",
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      "author": {
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      "text": "The toilet may attract notice, but it is the person that wins our hearts. Our finery is not us; its very artificiality often offends, and that which is least noticeable in itself often wins the most attention. The education of our girls is, in this respect, absolutely topsy-turvy. Ornaments are promised them as rewards, and they are taught to delight in elaborate finery. \"How lovely she is!\" people say when she is most dressed up. On the contrary, they should be taught that so much finery is only required to hide their defects, and that beauty's real triumph is to shine alone. Moreover, though there are figures that require adornment there are none that require expensive clothes. Extravagance in dress is the folly of the class rather than the individual, it is merely conventional.",
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      "author": {
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      "text": "if while we speak to him of this great mystery of generation, we join to the idea of the pleasure which the Author of nature has given to this act the idea of the exclusive affection which makes it delightful, the idea of the duties of faithfulness and modesty which surround it, and redouble its charm while fulfilling its purpose; if we paint to him marriage, not only as the sweetest form of society, but also as the most sacred and inviolable of contracts, if we tell him plainly all the reasons which lead men to respect this sacred bond, and to pour hatred and curses upon him who dares to dishonour it; if we give him a true and terrible picture of the horrors of debauch, of its stupid brutality, of the downward road by which a first act of misconduct leads from bad to worse, and at last drags the sinner to his ruin; if, I say, we give him proofs that on a desire for chastity depends health, strength, courage, virtue, love itself, and all that is truly good for man—I maintain that this chastity will be so dear and so desirable in his eyes, that his mind will be ready to receive our teaching as to the way to preserve it; for so long as we are chaste we respect chastity; it is only when we have lost this virtue that we scorn it.",
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      "author": {
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      "slug": "one-must-choose",
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      "text": "One must choose between making a man or a citizen, for one cannot make both at the same time.",
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      "text": "You do not think that Emile, at twenty, can possibly be docile. How differently we think! I cannot understand how he could be docile at ten, for what hold have I on him at that age? It took me fifteen years of careful preparation to secure that hold. I was not educating him, but preparing him for education. He is now sufficiently educated to be docile; he recognises the voice of friendship and he knows how to obey reason. It is true I allow him a show of freedom, but he was never more completely under control, because he obeys of his own free will. So long as I could not get the mastery over his will, I retained my control over his person; I never left him for a moment. Now I sometimes leave him to himself because I control him continually.",
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      "text": "Remember that to guide a grown man you must reverse all that you did to guide the child. Do not hesitate to speak to him of those dangerous mysteries which you have so carefully concealed from him hitherto. Since he must become aware of them, let him not learn them from another, nor from himself, but from you alone; since he must henceforth fight against them, let him know his enemy, that he may not be taken unawares. What makes me most confident in my method is this: when I follow it out as closely as possible, I find no situation in the life of my scholar which does not leave me some pleasing memory of him. Even when he is carried away by his ardent temperament or when he revolts against the hand that guides him, when he struggles and is on the point of escaping from me, I still find his first simplicity in his agitation and his anger; his heart as pure as his body, he has no more knowledge of pretence than of vice; reproach and scorn have not made a coward of him; base fears have never taught him the art of concealment. He has all the indiscretion of innocence; he is absolutely out-spoken; he does not even know the use of deceit. Every impulse of his heart is betrayed either by word or look, and I often know what he is feeling before he is aware of it himself.",
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      "text": "Reason, friendship, affection, gratitude, a thousand bonds of affection, speak to him in a voice he cannot fail to hear. His ears are not yet dulled by vice, he is still sensitive only to the passions of nature. Self-love, the first of these, delivers him into your hands; habit confirms this. If a passing transport tears him from you, regret restores him to you without delay; the sentiment which attaches him to you is the only lasting sentiment, all the rest are fleeting and self-effacing. Do not let him become corrupt, and he will always be docile; he will not begin to rebel till he is already perverted.",
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      "text": "I proceed along the path which the force of circumstances compels me to tread, but I do not insist that my readers shall follow me. Long ago they have made up their minds that I am wandering in the land of chimeras, while for my part I think they are dwelling in the country of prejudice. When I wander so far from popular beliefs I do not cease to bear them in mind; I examine them, I consider them, not that I may follow them or shun them, but that I may weigh them in the balance of reason. Whenever reason compels me to abandon these popular beliefs, I know by experience that my readers will not follow my example; I know that they will persist in refusing to go beyond what they can see, and that they will take the youth I am describing for the creation of my fanciful imagination, merely because he is unlike the youths with whom they compare him; they forget that he must needs be different, because he has been brought up in a totally different fashion; he has been influenced by wholly different feelings, instructed in a wholly different manner, so that it would be far stranger if he were like your pupils than if he were what I have supposed. He is a man of nature's making, not man's. No wonder men find him strange. When I began this work I took for granted nothing but what could be observed as readily by others as by myself; for our starting-point, the birth of man, is the same for all; but the further we go, while I am seeking to cultivate nature and you are seeking to deprave it, the further apart we find ourselves. At six years old my pupil was not so very unlike yours, whom you had not yet had time to disfigure; now there is nothing in common between them; and when they reach the age of manhood, which is now approaching, they will show themselves utterly different from each other, unless all my pains have been thrown away. There may not be so very great a difference in the amount of knowledge they possess, but there is all the difference in the world in the kind of knowledge. You are amazed to find that the one has noble sentiments of which the others have not the smallest germ, but remember that the latter are already philosophers and theologians while Emile does not even know what is meant by a philosopher and has scarcely heard the name of God.",
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      "text": "The circumstances with which we are concerned are quite different. Let us keep to the common level. I assumed that my pupil had neither surpassing genius nor a defective understanding. I chose him of an ordinary mind to show what education could do for man. Exceptions defy all rules. If, therefore, as a result of my care, Emile prefers his way of living, seeing, and feeling to that of others, he is right; but if he thinks because of this that he is nobler and better born than they, he is wrong; he is deceiving himself. Moreover our pupil will be little tempted by this snare; he has so many amusements about him, he has never been bored in his life, and he scarcely knows the use of money. As children have been led by these two motives, self-interest and vanity, rogues and courtesans use the same means to get hold of them later. When you see their greediness encouraged by prizes and rewards, when you find their public performances at ten years old applauded at school or college, you see too how at twenty they will be induced to leave their purse in a gambling hell and their health in a worse place. The only precaution I shall take will be to share all the dangers I let him run, and all the insults I let him receive. I will bear everything in silence, without a murmur or reproach, without a word to him, and be sure that if this wise conduct is faithfully adhered to, what he sees me endure on his account will make more impression on his heart than what he himself suffers. The turn you give to your consolation may itself be a lesson to him, and all the more because he does not suspect it. When you tell him, for example, that many other people have made the same mistakes, this is not what he was expecting; you are administering correction under the guise of pity; for when one thinks oneself better than other people it is a very mortifying excuse to console oneself by their example; it means that we must realise that the most we can say is that they are no better than we.",
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      "text": "When he becomes capable of affection, he becomes aware of the affection of others, [Footnote: Affection may be unrequited; not so friendship. Friendship is a bargain, a contract like any other; though a bargain more sacred than the rest. The word \"friend\" has no other correlation. Any man who is not the friend of his friend is undoubtedly a rascal; for one can only obtain friendship by giving it, or pretending to give it.] and he is on the lookout for the signs of that affection. Do you not see how you will acquire a fresh hold on him? What bands have you bound about his heart while he was yet unaware of them! What will he feel, when he beholds himself and sees what you have done for him; when he can compare himself with other youths, and other tutors with you!",
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      "text": "do you desire to incline his disposition towards kindly deed and thought, do not cause the seeds of pride, vanity, and envy to spring up in him through the misleading picture of the happiness of mankind; do not show him to begin with the pomp of courts, the pride of palaces, the delights of pageants; do not take him into society and into brilliant assemblies; do not show him the outside of society till you have made him capable of estimating it at its true worth. To show him the world before he is acquainted with men, is not to train him, but to corrupt him; not to teach, but to mislead.",
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      "text": "Not long before the child had passed a small stone which had torn the passage, but the trouble was over and forgotten. \"Mamma,\" said the eager child, \"where do little children come from?\" \"My child,\" replied his mother without hesitation, \"women pass them with pains that sometimes cost their life.\" Let fools laugh and silly people be shocked; but let the wise inquire if it is possible to find a wiser answer and one which would better serve its purpose. In the first place the thought of a need of nature with which the child is well acquainted turns his thoughts from the idea of a mysterious process. The accompanying ideas of pain and death cover it with a veil of sadness which deadens the imagination and suppresses curiosity; everything leads the mind to the results, not the causes, of child-birth. This is the information to which this answer leads. If the repugnance inspired by this answer should permit the child to inquire further, his thoughts are turned to the infirmities of human nature, disgusting things, images of pain. What chance is there for any stimulation of desire in such a conversation? And yet you see there is no departure from truth, no need to deceive the scholar in order to teach him.",
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      "text": "be sure your pupil, as he begins to understand the value of your care for him, will be grateful for it, provided you have not put a price upon it; and this will give you an authority over his heart which nothing can overthrow. But beware of losing this advantage before it is really yours, beware of insisting on your own importance. Boast of your services and they become intolerable; forget them and they will not be forgotten. Until the time comes to treat him as a man let there be no question of his duty to you, but his duty to himself. Let him have his freedom if you would make him docile; hide yourself so that he may seek you; raise his heart to the noble sentiment of gratitude by only speaking of his own interest. Until he was able to understand I would not have him told that what was done was for his good; he would only have understood such words to mean that you were dependent on him and he would merely have made you his servant. But now that he is beginning to feel what love is, he also knows what a tender affection may bind a man to what he loves; and in the zeal which keeps you busy on his account, he now sees not the bonds of a slave, but the affection of a friend. Now there is nothing which carries so much weight with the human heart as the voice of friendship recognised as such, for we know that it never speaks but for our good. We may think our friend is mistaken, but we never believe he is deceiving us.",
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      "text": "So do not train your pupil to look down from the height of his glory upon the sufferings of the unfortunate, the labours of the wretched, and do not hope to teach him to pity them while he considers them as far removed from himself. Make him thoroughly aware of the fact that the fate of these unhappy persons may one day be his own, that his feet are standing on the edge of the abyss, into which he may be plunged at any moment by a thousand unexpected irresistible misfortunes. Teach him to put no trust in birth, health, or riches; show him all the changes of fortune; find him examples—there are only too many of them—in which men of higher rank than himself have sunk below the condition of these wretched ones. Above all do not teach him this, like his catechism, in cold blood; let him see and feel the calamities which overtake men; surprise and startle his imagination with the perils which lurk continually about a man's path; let him see the pitfalls all about him, and when he hears you speak of them, let him cling more closely to you for fear lest he should fall. \"You will make him timid and cowardly,\" do you say? We shall see; let us make him kindly to begin with, that is what matters most.",
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      "text": "\"My son will have to take the world as he finds it, he will not live among the wise but among fools; he must therefore be acquainted with their follies, since they must be led by this means. A real knowledge of things may be a good thing in itself, but the knowledge of men and their opinions is better, for in human society man is the chief tool of man, and the wisest man is he who best knows the use of this tool. What is the good of teaching children an imaginary system, just the opposite of the established order of things, among which they will have to live? First teach them wisdom, then show them the follies of mankind.\"",
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      "text": "Let us keep Emile's hands from money lest he should become an ass, let him take the work but not the wages. Never let his work be judged by any standard but that of the work of a master. Let it be judged as work, not because it is his. If anything is well done, I say, \"That is a good piece of work,\" but do not ask who did it. If he is pleased and proud and says, \"I did it,\" answer indifferently, \"No matter who did it, it is well done.\"",
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      "text": "Never show a child what he cannot see. Since mankind is almost unknown to him, and since you cannot make a man of him, bring the man down to the level of the child. While you are thinking what will be useful to him when he is older, talk to him of what he knows he can use now. Moreover, as soon as he begins to reason let there be no comparison with other children, no rivalry, no competition, not even in running races. I would far rather he did not learn anything than have him learn it through jealousy or self-conceit. Year by year I shall just note the progress he had made, I shall compare the results with those of the following year, I shall say, \"You have grown so much; that is the ditch you jumped, the weight you carried, the distance you flung a pebble, the race you ran without stopping to take breath, etc.; let us see what you can do now.\"",
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      "text": "The explosive passions produce a great effect upon the child when he sees them; their outward expression is very marked; he is struck by this and his attention is arrested. Anger especially is so noisy in its rage that it is impossible not to perceive it if you are within reach. You need not ask yourself whether this is an opportunity for a pedagogue to frame a fine disquisition. What! no fine disquisition, nothing, not a word! Let the child come to you; impressed by what he has seen, he will not fail to ask you questions. The answer is easy; it is drawn from the very things which have appealed to his senses. He sees a flushed face, flashing eyes, a threatening gesture, he hears cries; everything shows that the body is ill at ease. Tell him plainly, without affectation or mystery, \"This poor man is ill, he is in a fever.\" You may take the opportunity of giving him in a few words some idea of disease and its effects; for that too belongs to nature, and is one of the bonds of necessity which he must recognise. By means of this idea, which is not false in itself, may he not early acquire a certain aversion to giving way to excessive passions, which he regards as diseases; and do you not think that such a notion, given at the right moment, will produce a more wholesome effect than the most tedious sermon?",
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      "text": "Young teacher, I am setting before you a difficult task, the art of controlling without precepts, and doing everything without doing anything at all. This art is, I confess, beyond your years, it is not calculated to display your talents nor to make your value known to your scholar's parents; but it is the only road to success. You will never succeed in making wise men if you do not first make little imps of mischief. This was the education of the Spartans; they were not taught to stick to their books, they were set to steal their dinners. Were they any the worse for it in after life? Ever ready for victory, they crushed their foes in every kind of warfare, and the prating Athenians were as much afraid of their words as of their blows.",
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      "text": "A foolish laugh may destroy six months' work and do irreparable damage for life. I cannot repeat too often that to control the child one must often control oneself.",
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      "text": "Let the room be furnished with plain and solid furniture; no mirrors, china, or useless ornaments. My pupil Emile, who is brought up in the country, shall have a room just like a peasant's. Why take such pains to adorn it when he will be so little in it? I am mistaken, however; he will ornament it for himself, and we shall soon see how. But if, in spite of your precautions, the child contrives to do some damage, if he breaks some useful article, do not punish him for your carelessness, do not even scold him; let him hear no word of reproval, do not even let him see that he has vexed you; behave just as if the thing had come to pieces of itself; you may consider you have done great things if you have managed to hold your tongue.",
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      "text": "Not only do short-sighted mothers offer ornaments as rewards to their children, but there are foolish tutors who threaten to make their pupils wear the plainest and coarsest clothes as a punishment. \"If you do not do your lessons better, if you do not take more care of your clothes, you shall be dressed like that little peasant boy.\" This is like saying to them, \"Understand that clothes make the man.\" Is it to be wondered at that our young people profit by such wise teaching, that they care for nothing but dress, and that they only judge of merit by its outside. Before the child is enslaved by our prejudices his first wish is always to be free and comfortable. The plainest and most comfortable clothes, those which leave him most liberty, are what he always likes best.",
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      "text": "Your ill-tempered child destroys everything he touches. Do not vex yourself; put anything he can spoil out of his reach. He breaks the things he is using; do not be in a hurry to give him more; let him feel the want of them. He breaks the windows of his room; let the wind blow upon him night and day, and do not be afraid of his catching cold; it is better to catch cold than to be reckless. Never complain of the inconvenience he causes you, but let him feel it first. At last you will have the windows mended without saying anything. He breaks them again; then change your plan; tell him dryly and without anger, \"The windows are mine, I took pains to have them put in, and I mean to keep them safe.\" Then you will shut him up in a dark place without a window. At this unexpected proceeding he cries and howls; no one heeds. Soon he gets tired and changes his tone; he laments and sighs; a servant appears, the rebel begs to be let out. Without seeking any excuse for refusing, the servant merely says, \"I, too, have windows to keep,\" and goes away. At last, when the child has been there several hours, long enough to get very tired of it, long enough to make an impression on his memory, some one suggests to him that he should offer to make terms with you, so that you may set him free and he will never break windows again. That is just what he wants. He will send and ask you to come and see him; you will come, he will suggest his plan, and you will agree to it at once, saying, \"That is a very good idea; it will suit us both; why didn't you think of it sooner?\" Then without asking for any affirmation or confirmation of his promise, you will embrace him joyfully and take him back at once to his own room, considering this agreement as sacred as if he had confirmed it by a formal oath. What idea do you think he will form from these proceedings, as to the fulfilment of a promise and its usefulness? If I am not greatly mistaken, there is not a child upon earth, unless he is utterly spoilt already, who could resist this treatment, or one who would ever dream of breaking windows again on purpose.",
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      "text": "\"Reason with children\" was Locke's chief maxim; it is in the height of fashion at present, and I hardly think it is justified by its results; those children who have been constantly reasoned with strike me as exceedingly silly. Of all man's faculties, reason, which is, so to speak, compounded of all the rest, is the last and choicest growth, and it is this you would use for the child's early training. To make a man reasonable is the coping stone of a good education, and yet you profess to train a child through his reason! You begin at the wrong end, you make the end the means. If children understood reason they would not need education, but by talking to them from their earliest age in a language they do not understand you accustom them to be satisfied with words, to question all that is said to them, to think themselves as wise as their teachers; you train them to be argumentative and rebellious; and whatever you think you gain from motives of reason, you really gain from greediness, fear, or vanity with which you are obliged to reinforce your reasoning.",
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      "text": "Thus when he does not find you continually thwarting him, when he no longer distrusts you, no longer has anything to conceal from you, he will neither tell you lies nor deceive you; he will show himself fearlessly as he really is, and you can study him at your ease, and surround him with all the lessons you would have him learn, without awaking his suspicions. Neither will he keep a curious and jealous eye on your own conduct, nor take a secret delight in catching you at fault. It is a great thing to avoid this. One of the child's first objects is, as I have said, to find the weak spots in its rulers. Though this leads to spitefulness, it does not arise from it, but from the desire to evade a disagreeable control. Overburdened by the yoke laid upon him, he tries to shake it off, and the faults he finds in his master give him a good opportunity for this. Still the habit of spying out faults and delighting in them grows upon people. Clearly we have stopped another of the springs of vice in Emile's heart. Having nothing to gain from my faults, he will not be on the watch for them, nor will he be tempted to look out for the faults of others.",
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      "text": "There is another point to be considered which confirms the suitability of this method: it is the child's individual bent, which must be thoroughly known before we can choose the fittest moral training. Every mind has its own form, in accordance with which it must be controlled; and the success of the pains taken depends largely on the fact that he is controlled in this way and no other. Oh, wise man, take time to observe nature; watch your scholar well before you say a word to him; first leave the germ of his character free to show itself, do not constrain him in anything, the better to see him as he really is. Do you think this time of liberty is wasted? On the contrary, your scholar will be the better employed, for this is the way you yourself will learn not to lose a single moment when time is of more value. If, however, you begin to act before you know what to do, you act at random; you may make mistakes, and must retrace your steps; your haste to reach your goal will only take you further from it.",
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      "text": "If there is something he should not do, do not forbid him, but prevent him without explanation or reasoning; what you give him, give it at his first word without prayers or entreaties, above all without conditions. Give willingly, refuse unwillingly, but let your refusal be irrevocable; let no entreaties move you; let your \"No,\" once uttered, be a wall of brass, against which the child may exhaust his strength some five or six times, but in the end he will try no more to overthrow it. Thus you will make him patient, equable, calm, and resigned, even when he does not get all he wants; for it is in man's nature to bear patiently with the nature of things, but not with the ill-will of another. A child never rebels against, \"There is none left,\" unless he thinks the reply is false. Moreover, there is no middle course; you must either make no demands on him at all, or else you must fashion him to perfect obedience. The worst education of all is to leave him hesitating between his own will and yours, constantly disputing whether you or he is master; I would rather a hundred times that he were master.",
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      "text": "For the sake of a show of preaching virtue you make them love every vice; you instil these vices by forbidding them. Would you have them pious, you take them to church till they are sick of it; you teach them to gabble prayers until they long for the happy time when they will not have to pray to God. To teach them charity you make them give alms as if you scorned to give yourself. It is not the child, but the master, who should give; however much he loves his pupil he should vie with him for this honour; he should make him think that he is too young to deserve it. Alms-giving is the deed of a man who can measure the worth of his gift and the needs of his fellow-men. The child, who knows nothing of these, can have no merit in giving; he gives without charity, without kindness; he is almost ashamed to give, for, to judge by your practice and his own, he thinks it is only children who give, and that there is no need for charity when we are grown up. I have scarcely seen generosity in children except of these two types, giving what is of no use to them, or what they expect to get back again. \"Arrange things,\" says Locke, \"so that experience may convince them that the most generous giver gets the biggest share.\" That is to make the child superficially generous but really greedy. He adds that \"children will thus form the habit of liberality.\" Yes, a usurer's liberality, which expects cent. per cent. But when it is a question of real giving, good-bye to the habit; when they do not get things back, they will not give. It is the habit of the mind, not of the hands, that needs watching. All the other virtues taught to children are like this, and to preach these baseless virtues you waste their youth in sorrow. What a sensible sort of education! Rather than hasten to demand deeds of charity from my pupil I prefer to perform such deeds in his presence, even depriving him of the means of imitating me, as an honour beyond his years; for it is of the utmost importance that he should not regard a man's duties as merely those of a child.",
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      "text": "This is one reason why I want to bring up Emile in the country, far from those miserable lacqueys, the most degraded of men except their masters; far from the vile morals of the town, whose gilded surface makes them seductive and contagious to children; while the vices of peasants, unadorned and in their naked grossness, are more fitted to repel than to seduce, when there is no motive for imitating them.",
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      "text": "May I venture at this point to state the greatest, the most important, the most useful rule of education? It is: Do not save time, but lose it. I hope that every-day readers will excuse my paradoxes; you cannot avoid paradox if you think for yourself, and whatever you may say I would rather fall into paradox than into prejudice. The most dangerous period in human life lies between birth and the age of twelve. It is the time when errors and vices spring up, while as yet there is no means to destroy them; when the means of destruction are ready, the roots have gone too deep to be pulled up.",
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      "text": "let him learn to perform every exercise which encourages agility of body; let him learn to hold himself easily and steadily in any position, let him practise jumping and leaping, climbing trees and walls. He should emulate the mountain-goat, not the ballet dancer.",
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      "text": "As the sentient being becomes active his discernment develops along with his strength. Not till his strength is in excess of what is needed for self-preservation, is the speculative faculty developed, the faculty adapted for using this superfluous strength for other purposes. Would you cultivate your pupil's intelligence, cultivate the strength it is meant to control. Give his body constant exercise, make it strong and healthy, in order to make him good and wise; let him work, let him do things, let him run and shout, let him be always on the go; make a man of him in strength, and he will soon be a man in reason. Speaking generally, there is nothing duller than a peasant or sharper than a savage. What is the cause of this difference? The peasant has always done as he was told, what his father did before him, what he himself has always done; he is the creature of habit, he spends his life almost like an automaton on the same tasks; habit and obedience have taken the place of reason. The case of the savage is very different; he is tied to no one place, he has no prescribed task, no superior to obey, he knows no law but his own will; he is therefore forced to reason at every step he takes. He can neither move nor walk without considering the consequences. Thus the more his body is exercised, the more alert is his mind; his strength and his reason increase together, and each helps to develop the other.",
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      "text": "Ambition, avarice, tyranny, the mistaken foresight of fathers, their neglect, their harshness, are a hundredfold more harmful to the child than the blind affection of the mother.",
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      "text": "Should he fall or bump his head, or make his nose bleed, or cut his fingers, I shall show no alarm, nor shall I make any fuss over him; I shall take no notice, at any rate at first. The harm is done; he must bear it; all my zeal could only frighten him more and make him more nervous. Indeed it is not the blow but the fear of it which distresses us when we are hurt. I shall spare him this suffering at least, for he will certainly regard the injury as he sees me regard it; if he finds that I hasten anxiously to him, if I pity him or comfort him, he will think he is badly hurt. If he finds I take no notice, he will soon recover himself, and will think the wound is healed when it ceases to hurt. This is the time for his first lesson in courage, and by bearing slight ills without fear we gradually learn to bear greater.",
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      "text": "The new-born infant cries, his early days are spent in crying. He is alternately petted and shaken by way of soothing him; sometimes he is threatened, sometimes beaten, to keep him quiet. We do what he wants or we make him do what we want, we submit to his whims or subject him to our own. There is no middle course; he must rule or obey. Thus his earliest ideas are those of the tyrant or the slave. He commands before he can speak, he obeys before he can act, and sometimes he is punished for faults before he is aware of them, or rather before they are committed. Thus early are the seeds of evil passions sown in his young heart. At a later day these are attributed to nature, and when we have taken pains to make him bad we lament his badness. In this way the child passes six or seven years in the hands of women, the victim of his own caprices or theirs, and after they have taught him all sorts of things, when they have burdened his memory with words he cannot understand, or things which are of no use to him, when nature has been stifled by the passions they have implanted in him, this sham article is sent to a tutor. The tutor completes the development of the germs of artificiality which he finds already well grown, he teaches him everything except self-knowledge and self-control, the arts of life and happiness. When at length this infant slave and tyrant, crammed with knowledge but empty of sense, feeble alike in mind and body, is flung upon the world, and his helplessness, his pride, and his other vices are displayed, we begin to lament the wretchedness and perversity of mankind. We are wrong; this is the creature of our fantasy; the natural man is cast in another mould.",
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      "text": "Their children have neither the tone nor the manner of suppliants; they are as haughty or even more haughty in their entreaties than in their commands, as though they were more certain to be obeyed. You see at once that \"If you please\" means \"It pleases me,\" and \"I beg\" means \"I command.\" What a fine sort of politeness which only succeeds in changing the meaning of words so that every word is a command! For my own part, I would rather Emile were rude than haughty, that he should say \"Do this\" as a request, rather than \"Please\" as a command. What concerns me is his meaning, not his words.",
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      "text": "Nature provides for the child's growth in her own fashion, and this should never be thwarted. Do not make him sit still when he wants to run about, nor run when he wants to be quiet. If we did not spoil our children's wills by our blunders their desires would be free from caprice. Let them run, jump, and shout to their heart's content. All their own activities are instincts of the body for its growth in strength; but you should regard with suspicion those wishes which they cannot carry out for themselves, those which others must carry out for them. Then you must distinguish carefully between natural and artificial needs, between the needs of budding caprice and the needs which spring from the overflowing life just described.",
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      "text": "This results from the fact that, up to five or six, children in town, brought up in a room and under the care of a nursery governess, do not need to speak above a whisper to make themselves heard. As soon as their lips move people take pains to make out what they mean; they are taught words which they repeat inaccurately, and by paying great attention to them the people who are always with them rather guess what they meant to say than what they said. It is quite a different matter in the country. A peasant woman is not always with her child; he is obliged to learn to say very clearly and loudly what he wants, if he is to make himself understood. Children scattered about the fields at a distance from their fathers, mothers and other children, gain practice in making themselves heard at a distance, and in adapting the loudness of the voice to the distance which separates them from those to whom they want to speak. This is the real way to learn pronunciation, not by stammering out a few vowels into the ear of an attentive governess. So when you question a peasant child, he may be too shy to answer, but what he says he says distinctly, while the nurse must serve as interpreter for the town child; without her one can understand nothing of what he is muttering between his teeth. I grant you uneducated people and villagers often fall into the opposite extreme. They almost always speak too loud; their pronunciation is too exact, and leads to rough and coarse articulation; their accent is too pronounced, they choose their expressions badly, etc. But, to begin with, this extreme strikes me as much less dangerous than the other, for the first law of speech is to make oneself understood, and the chief fault is to fail to be understood. To pride ourselves on having no accent is to pride ourselves on ridding our phrases of strength and elegance. Emphasis is the soul of speech, it gives it its feeling and truth. Emphasis deceives less than words; perhaps that is why well-educated people are so afraid of it. From the custom of saying everything in the same tone has arisen that of poking fun at people without their knowing it.",
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      "text": "If their childhood is made wretched by these notions of power and tyranny, what of their manhood, when their relations with their fellow-men begin to grow and multiply? They are used to find everything give way to them; what a painful surprise to enter society and meet with opposition on every side, to be crushed beneath the weight of a universe which they expected to move at will. Their insolent manners, their childish vanity, only draw down upon them mortification, scorn, and mockery; they swallow insults like water; sharp experience soon teaches them that they have realised neither their position nor their strength. As they cannot do everything, they think they can do nothing. They are daunted by unexpected obstacles, degraded by the scorn of men; they become base, cowardly, and deceitful, and fall as far below their true level as they formerly soared above it.",
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      "text": "I shall not take pains to prevent Emile hurting himself; far from it, I should be vexed if he never hurt himself, if he grew up unacquainted with pain. To bear pain is his first and most useful lesson. It seems as if children were small and weak on purpose to teach them these valuable lessons without danger. The child has such a little way to fall he will not break his leg; if he knocks himself with a stick he will not break his arm; if he seizes a sharp knife he will not grasp it tight enough to make a deep wound. So far as I know, no child, left to himself, has ever been known to kill or maim itself, or even to do itself any serious harm, unless it has been foolishly left on a high place, or alone near the fire, or within reach of dangerous weapons. What is there to be said for all the paraphernalia with which the child is surrounded to shield him on every side so that he grows up at the mercy of pain, with neither courage nor experience, so that he thinks he is killed by a pin-prick and faints at the sight of blood? With our foolish and pedantic methods we are always preventing children from learning what they could learn much better by themselves, while we neglect what we alone can teach them. Can anything be sillier than the pains taken to teach them to walk, as if there were any one who was unable to walk when he grows up through his nurse's neglect? Instead of keeping him mewed up in a stuffy room, take him out into a meadow every day; let him run about, let him struggle and fall again and again, the oftener the better; he will learn all the sooner to pick himself up. The delights of liberty will make up for many bruises. My pupil will hurt himself oftener than yours, but he will always be merry; your pupils may receive fewer injuries, but they are always thwarted, constrained, and sad. I doubt whether they are any better off.",
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      "text": "God makes all things good; man meddles with them and they become evil. He forces one soil to yield the products of another, one tree to bear another's fruit. He confuses and confounds time, place, and natural conditions. He mutilates his dog, his horse, and his slave. He destroys and defaces all things; he loves all that is deformed and monstrous; he will have nothing as nature made it, not even man himself, who must learn his paces like a saddle-horse, and be shaped to his master's taste like the trees in his garden. Yet things would be worse without this education, and mankind cannot be made by halves. Under existing conditions a man left to himself from birth would be more of a monster than the rest. Prejudice, authority, necessity, example, all the social conditions into which we are plunged, would stifle nature in him and put nothing in her place. She would be like a sapling chance sown in the midst of the highway, bent hither and thither and soon crushed by the passers-by.",
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      "text": "But when we consider the fleeting nature of human affairs, the restless and uneasy spirit of our times, when every generation overturns the work of its predecessor, can we conceive a more senseless plan than to educate a child as if he would never leave his room, as if he would always have his servants about him? If the wretched creature takes a single step up or down he is lost. This is not teaching him to bear pain; it is training him to feel it. People think only of preserving their child's life; this is not enough, he must be taught to preserve his own life when he is a man, to bear the buffets of fortune, to brave wealth and poverty, to live at need among the snows of Iceland or on the scorching rocks of Malta.",
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      "text": "Above all, beware of teaching the child empty phrases of politeness, which serve as spells to subdue those around him to his will, and to get him what he wants at once. The artificial education of the rich never fails to make them politely imperious, by teaching them the words to use so that no one will dare to resist them.",
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      "text": "And this affection when developed has its drawbacks, which should make any feeling woman afraid to put her child out to nurse. Is she prepared to divide her mother's rights, or rather to abdicate them in favour of a stranger; to see her child loving another more than herself; to feel that the affection he retains for his own mother is a favour, while his love for his foster-mother is a duty; for is not some affection due where there has been a mother's care? To remove this difficulty, children are taught to look down on their nurses, to treat them as mere servants. When their task is completed the child is withdrawn or the nurse is dismissed. Her visits to her foster-child are discouraged by a cold reception. After a few years the child never sees her again. The mother expects to take her place, and to repair by her cruelty the results of her own neglect. But she is greatly mistaken; she is making an ungrateful foster-child, not an affectionate son; she is teaching him ingratitude, and she is preparing him to despise at a later day the mother who bore him, as he now despises his nurse.",
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      "text": "FIRST MAXIM.—Far from being too strong, children are not strong enough for all the claims of nature. Give them full use of such strength as they have; they will not abuse it. SECOND MAXIM.—Help them and supply the experience and strength they lack whenever the need is of the body. THIRD MAXIM.—In the help you give them confine yourself to what is really needful, without granting anything to caprice or unreason; for they will not be tormented by caprice if you do not call it into existence, seeing it is no part of nature. FOURTH MAXIM—Study carefully their speech and gestures, so that at an age when they are incapable of deceit you may discriminate between those desires which come from nature and those which spring from perversity.",
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      "text": "Supply the strength he lacks just so far as is required for freedom, not for power, so that he may receive your services with a sort of shame, and look forward to the time when he may dispense with them and may achieve the honour of self-help.",
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      "text": "I am told that many midwives profess to improve the shape of the infant's head by rubbing, and they are allowed to do it. Our heads are not good enough as God made them, they must be moulded outside by the nurse and inside by the philosopher. The Caribs are better off than we are. The child has hardly left the mother's womb, it has hardly begun to move and stretch its limbs, when it is deprived of its freedom. It is wrapped in swaddling bands, laid down with its head fixed, its legs stretched out, and its arms by its sides; it is wound round with linen and bandages of all sorts so that it cannot move. It is fortunate if it has room to breathe, and it is laid on its side so that water which should flow from its mouth can escape, for it is not free to turn its head on one side for this purpose. The new-born child requires to stir and stretch his limbs to free them from the stiffness resulting from being curled up so long. His limbs are stretched indeed, but he is not allowed to move them. Even the head is confined by a cap. One would think they were afraid the child should look as if it were alive. Thus the internal impulses which should lead to growth find an insurmountable obstacle in the way of the necessary movements. The child exhausts his strength in vain struggles, or he gains strength very slowly. He was freer and less constrained in the womb; he has gained nothing by birth. Is not such a cruel bondage certain to affect both health and temper? Their first feeling is one of pain and suffering; they find every necessary movement hampered; more miserable than a galley slave, in vain they struggle, they become angry, they cry. Their first words you say are tears. That is so. From birth you are always checking them, your first gifts are fetters, your first treatment, torture. Their voice alone is free; why should they not raise it in complaint? They cry because you are hurting them; if you were swaddled you would cry louder still. What is the origin of this senseless and unnatural custom? Since mothers have despised their first duty and refused to nurse their own children, they have had to be entrusted to hired nurses. Finding themselves the mothers of a stranger's children, without the ties of nature, they have merely tried to save themselves trouble.",
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      "text": "The child who is trying to speak should hear nothing but words he can understand, nor should he say words he cannot articulate; his efforts lead him to repeat the same syllable as if he were practising its clear pronunciation. When he begins to stammer, do not try to understand him. To expect to be always listened to is a form of tyranny which is not good for the child. See carefully to his real needs, and let him try to make you understand the rest. Still less should you hurry him into speech; he will learn to talk when he feels the want of it. Let the child's vocabulary, therefore, be limited; it is very undesirable that he should have more words than ideas, that he should be able to say more than he thinks. One of the reasons why peasants are generally shrewder than townsfolk is, I think, that their vocabulary is smaller. They have few ideas, but those few are thoroughly grasped.",
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      "text": "As a man's conduct is controlled by public fact, so is her religion ruled by authority. The daughter should follow her mother's religion, the wife her husband's. Were that religion false, the docility which leads mother and daughter to submit to nature's laws would blot out the sin of error in the sight of Goddess. Unable to judge for themselves they should accept the judgment of father and husband as that of the church. While men unaided cannot deduce the rules of their faith, neither can they assign limits to that faith by the evidence of reason; they allow themselves to be driven hither and thither by all sorts of external influences, they are ever above or below the truth. Extreme in everything, they are either altogether reckless or altogether pious; you never find them able to combine virtue and piety. Their natural exaggeration is not wholly to blame; the ill-regulated control exercised over them by men is partly responsible. Loose morals bring religion into contempt; the terrors of remorse make it a tyrant; this is why women have always too much or too little religion. As a woman's religion is controlled by authority it is more important to show her plainly what to believe than to explain the reasons for belief; for faith attached to ideas half-understood is the main source of fanaticism, and faith demanded on behalf of what is absurd leads to madness or unbelief. Whether our catechisms tend to produce impiety rather than fanaticism I cannot say, but I do know that they lead to one or other. In the first place, when you teach religion to little girls never make it gloomy or tiresome, never make it a task or a duty, and therefore never give them anything to learn by heart, not even their prayers. Be content to say your own prayers regularly in their presence, but do not compel them to join you. Let their prayers be short, as Christ himself has taught us. Let them always be said with becoming reverence and respect; remember that if we ask the Almighty to give heed to our words, we should at least give heed to what we mean to say.",
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      "text": "Complete ignorance with regard to certain matters is perhaps the best thing for children; but let them learn very early what it is impossible to conceal from them permanently. Either their curiosity must never be aroused, or it must be satisfied before the age when it becomes a source of danger. Your conduct towards your pupil in this respect depends greatly on his individual circumstances, the society in which he moves, the position in which he may find himself, etc. Nothing must be left to chance; and if you are not sure of keeping him in ignorance of the difference between the sexes till he is sixteen, take care you teach him before he is ten.",
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