Hints on Child-training

by H. Clay Trumbull

INDEX.

• Abraham as a child-trainer, [14], [15.]
• Accidents, sympathy with children in, [255.]
• Adams, John Quincy, on the mother-love, [271.]
• Addison, Joseph, on reading, [175.]
• Affectation, of grief, for selfish ends, [98.]
• Afraid, when a child is old enough to be, [130.]
• Allowing play to a child’s imagination, [277]–282 (see Imagination).
• Ambidextrous, gain of being, [59.]
• Amusements:
  • training a child in, [155]–164;
  • necessary to children, [155;]
  • bad companionship to be avoided in, [159;]
  • should have no element of chance, [160;]
  • should not involve late hours, [161;]
  • a choice of reading in, [176].
• Anger:
  • never right in conference with a child, [44;]
  • never punish a child in, [205]–216;
  • defined, [205], [206;]
  • confession by a parent of its influence on him, [209;]
  • its exhibit as “indignation” in punishing, [212;]
  • illustration of its evil on the mission-school superintendent, [213].
• Animals:
  • training better than breaking for them, [50;]
  • their knowledge through training, [143;]
  • gain of calmness in training them, [220].
• Answering:
  • a child’s request deliberately, [107;]
  • a child’s questions, importance of, [122;]
  • wise methods of, [124]–128.
• Apologizing, duty and manliness of, [172.]
• Appetite:
  • early control of, possible, [99;]
  • training a child’s, [109]–118.
• Assertion, self, inconsistent with courtesy, [166.]
• Atmosphere, influence of the home, [257]–262.
  
• Bad boy, the:
  • some traits of, [207;]
  • example of, in a mission-school, [213].
• Bashful child, the, [18.]
• Bedtime:
  • a child’s impressibility at, [291]–293;
  • a parent’s irritability at, [293]–295;
  • mistakes of parents at, [295]–297;
  • illustrative memories of, [297]–300.
• Beginning:
  • of training for a child, [15;]
  • of a child’s self-control, [94].
• Bending a child’s will, distinguished from its breaking, [38.]
• Best things kept for Sunday, [146.]
• Bible-study on Sunday is not always worship, [142.]
• Books [see Reading].
• Braddock and Washington as contrasting cowardice and fear, [225.]
• Bravery consistent with fear, [225.]
• Breaking a child’s will is never right, [47]–52.
  
• Bushnell, Horace:
  • on giving a premium to a child’s fretting, [97;]
  • on rewarding silence with “dainties,” [97;]
  • on a parent’s sympathy with a child’s plays, [157] f;
  • on the place for a parental explosion against evil, [212].
    
• Candy:
  • used wrongly, [97], [116;]
  • reserved for Sunday, [148].
• Censure:
  • few words better than many in, [220;]
  • a child’s sorrow from a playmate’s, [243;]
  • evil of unsympathetic, [254].
• Centripetal force of some amusements, [162.]
• Chance, the element of, not admissible in children’s amusements, [160.]
• Character:
  • shaped by child-training, [16;]
  • possibilities of, perceived, [73;]
  • shown in fears, [223].
• Choice:
  • faculty of, identified with the will, [38;]
  • God’s dealings with men, on the basis of their freedom of, [39;]
  • not abrogated by rewards and punishments, [40;]
  • of obedience or punishment, a fair one, [44], [46;]
  • for a child by parents, of studies and duties, [58;]
  • of food and drink, [109;]
  • of amusements, [156], [164;]
  • of reading, [176;]
  • of companionships, 197 f.;
  • of a residence, school, a week-day school, or a Sunday-school, [201].
• Christ [see Jesus Christ].
• Christian faith, the remedy for child-sorrows, [245.]
• Christmas:
  • celebration of, may illustrate Sabbath observance, [146;]
  • distinguishing then between fact and fancy, [279;]
  • giving added value to a child’s, [283]–290.
• Church services should be made attractive to children, [153.]
• Classic examples of table-talk, [187.]
• Coaxing a child to be quiet, [97.]
• College curriculum, its value as a means of training, [56.]
• Comforting children by sympathy, [249.]
• Companionships:
  • in a child’s amusements to be guarded, [159;]
  • guiding a child in, [197]–204.
• Condiments, a child’s use of, 111, [115.]
• Confession:
  • of faults won through parental sympathy, [254;]
  • a child’s readiness for, at bed-time, [292].
• Conscientiousness, of young parents, as a cause of over-doing child-training, [84] f.
• Control [see Self-Control].
• Conversation:
  • honoring a child’s interest in adult, [79;]
  • evil to a child of having himself for the topic of, [170], [174;]
  • favorable occasion for, at family meals, [189].
• Counseling, not identical with training, [17.]
• Courtesy, training a child to, [165]–174.
• Cowardice, distinguished from fear, [224.]
• Criticism, of our children, by others, to be heeded, [34.]
• Crying:
  • controlling by self-control, [96;]
  • not recognized as a means of gain, [106;]
  • a child’s earliest action, [239].
• Cultivating a child’s taste for reading, [175]–186 [see Reading].
• Curbing, an element in training, [30].
  
• Dark side of life, seen first by the child, [239.]
• David’s recognition of the mother-love, [264].
  
• Dealing tenderly with a child’s fears, [223]–238 [see Fears].
• Death in the atmosphere, [258.]
• Definition:
  • of training, [11;]
  • of teaching, [12;]
  • of faith, [129;]
  • of courtesy, [165;]
  • of good-breeding, [166;]
  • of anger, [206;]
  • of punishment, [207;]
  • of scolding, [217;]
  • of sympathy, [248;]
  • of home atmosphere, [259;]
  • of the false and of the unreal, [277].
• Denying:
  • a child wisely, [61]–70;
  • not to be done hastily, [107].
• De Quincey on “fine manners,” [166.]
• Diagnosis, important in parental care, as in medical practice, [30.]
• Dictionary, at hand for use in table-talk, [193.]
• Discerning a child’s special need of training, [29]–36.
• Discipline:
  • by the use of “must” in child-training, 53 f.;
  • example of Spartan, [68;]
  • danger of its over-doing, [85], [90;]
  • in eating and drinking, [109] f.;
  • in the mission-school, [213], [214].
• Dogs:
  • to be trained, not broken, 50 f.;
  • a natural tone of voice in the training of, [219].
• Dolls, as a child’s treasure, [243.]
• Duty of training children, [17]–22.
  
• Education:
  • begins with training rather than teaching, [12;]
  • progress in methods of, [54].
• Eli honoring the child Samuel’s individuality, [73.]
• English custom of separating parents and children at meal-time, [190.]
• Etiquette, distinguished from courtesy, [170.]
• Eton, influence of its playground on the battle of Waterloo, [161.]
• Ex post facto laws not justifiable, [215.]
• Eye and ear, trained by playthings and games, 160.
  
• Fact and fancy, a child distinguishes between, [277.]
• Fairy-tales:
  • value and place of, [178;]
  • safer reading than falsely colored religious story-books, [281].
• Faith, training a child’s, [129]–138.
• Fancy and fact [see Fact].
• Fathers sharing the amusements of children, [158.]
• Faults:
  • of children, friends and neighbors may see those which parents do not, [33;]
  • should excite parental sympathy, [253;]
  • children more ready to confess, at bed-time, [292].
• Fears, dealing tenderly with a child’s, [223]–238.
• Feeble-minded children, their special lack, 20, [21.]
• Fiction:
  • place and value of, in child’s reading, [178;]
  • no place for the highly colored and over-wrought, [182;]
  • when false is pernicious, [281].
• First child, danger of over-doing the training of the, 84, [87.]
• Food:
  • for children, should be chosen by parents, [109;]
  • inherited tastes for, may be overcome by training, [109;]
  • freaks of appetite for, [112;]
  • an American educator’s method of training his children’s tastes for, [114].
• Forcing a child’s will:
  • never right, 42 f.;
  • permanent harm of, [48].
• Freedom:
  • of man’s will, the basis of divine dealing, 39, and fore-ordained, [40;]
  • to ask questions, limited, [123;]
  • should be permitted in family table-talk, [192;]
  • from anxiety and sorrow not characteristic of childhood, [239].
• Freshness of a child’s thought on profound themes, 80, [131.]
• “Friend-enemies,” parents as, according to Herbert Spencer, 255.
  
• Games:
  • for Sunday, [147;]
  • should be made a means of good, [159;]
  • the element of chance should be excluded from, [160;]
  • of an intellectual nature, [163;]
  • the right use of imagination in, [278], [279].
• Gentlemanliness, appealing to a boy’s, [79.]
• Gentleness:
  • in child-training, [44;]
  • in dog-training, [50], [219;]
  • in managing a city mission-school, [213], [214;]
  • in censuring, [220;]
  • in dealing with a child’s fears, 223 f.
• “Ghosts and goblins,” in child-fears, 226, [237.]
• Gifts:
  • abundance of, now unappreciated, [67;]
  • at Christmas, valued in proportion to the giver’s self going with them, [283], [289].
• Gleason, the horse-trainer, methods of, [50.]
• Good-breeding, defined, [166.]
• Good-night words, [291]–300.
• Gospel of John, as a first Bible book for South Sea Islanders, [132.]
• Grief:
  • affectation of, for rewards, [97;]
  • freedom from, not characteristic of childhood, [239].
• Guests, permitting children to sit at table with, [189.]
• Guiding a child in companionships, [197]–204 [see Companionships].
• Gullet, rubbing of the, a primitive custom, 14.
  
• Habits:
  • formed in infancy, [13], [94;]
  • affected by training, [27;]
  • should be regulated by parents, 56, [110], [112], [117].
• Hagar, an example of the mother-love, [265.]
• Hammond, S. T., on dog-training, [50], [219].
• Hannah, an example of the mother-love, [266.]
• Hasty denial of a child’s request, unwise, [107.]
• History, a child trained to enjoy books of, [180.]
• Home:
  • amusements of, should be a centripetal force, [162;]
  • to be made attractive, [163].
• Home atmosphere, influence of, 162 f., [257]–262.
• Honoring a child’s individuality 23, 29, 37, 57, [71]–82.
• Horses trained, not broken, 50.
  
• Illustrations:
  • on the effects of training, [24;]
  • Johnny and his father, as to shutting the door, [42;]
  • a boy addressing a visitor by a familiar title, [46;]
  • from animal-training, [50], [219;]
  • flogging children on Innocents’ Day, [54;]
  • the raisin-box wagon, [67;]
  • self-denial of Spartans, [68;]
  • difference between clay and the living germ, [72;]
  • boy who knew better than his mother how sick he was, [76;]
  • boy who could not spare his watch, [77;]
  • stanzas from Wordsworth, [81;]
  • a young father over-disciplining his first child, [84], [87;]
  • “yanking” at the reins, [91;]
  • “I want to be pacified,” [97;]
  • an American educator training the children’s appetite for food, [114;]
  • Shetland ponies trained to eat hay, [116;]
  • Bishop Patteson among the South Sea Islanders, [132;]
  • a boy’s rejoicing that Monday had come, [153;]
  • battle of Waterloo won on Eton’s playground, [161;]
  • Fourth of July suggesting study of American history, [184;]
  • the table-talk of famous guests, as a means of education, [191;]
  • lateral and perpendicular forces, [198;]
  • a parent who could punish only when angry, [209;]
  • a mission-school boy reproving his superintendent, [213;]
  • a child punished in love, responding with love, [214;]
  • Braddock and Washington in the presence of peril, [225;]
  • a baby who “doesn’t like God’s voice,” [231;]
  • a father overcoming his child’s fear of lightning, [231;]
  • power of imaginary fear over a strong man, [233;]
  • trusting God when afraid, [236;]
  • “Do robbers take dolls?” [243;]
  • a boy suicide, [245;]
  • from Herbert Spencer, on sympathy, [249;]
  • life and death in the atmosphere, [258;]
  • historical, of a mother’s love, [263]–276;
  • of the play of a child’s imagination, [278;]
  • of Christmas festivities, 284 f.;
  • “the old woman that lived in a shoe,” [294;]
  • the boy calling from his “trundle-bed” to his father, [297].
• Imagination:
  • encouraging free play of a child’s, [176;]
  • a cause of child-fears, [225;]
  • its part in the fears of the mature man, [233;]
  • distinguished from superstition, [234;]
  • to be appealed to, in overcoming such fears, [235], [236;]
  • a child’s, to be guarded from ghost-stories, [237;]
  • allowing play to a child’s, [277]–282.
• Imperfect development of every child, [21.]
• Improvements in school appliances, etc., [54.]
• Incarnation, disclosure of, in training child-faith, [136.]
• Inclination must submit to discipline, [57.]
• Indignation, in punishing, distinguished from anger, [212.]
• Influence of the home atmosphere, [257]–262.
• Innate, faith toward God is, but knowledge of him is not, [130.]
• “Innocents’ Day,” a time for flogging children, [54.]
• Instinctive:
  • faith of every child, [129;]
  • fears, the value of, [229].
• Interrogation-point, a child as an animated, [119.]
• Issue with a child to be avoided as far as possible, 46, 88.
  
• James and John, their mother’s example of the mother-love, [266.]
• Jeroboam’s wife, an example of the mother-love, [266.]
• Jesus Christ:
  • incarnation of, readily grasped by a child’s faith, [136;]
  • table-talk of, [188;]
  • recognizing, on the cross, his mother’s love, [265;]
  • sympathizes with our enjoyments, [290].
• Jochebed, an example of the mother-love, [265.]
• John’s Gospel as a first book for heathen converts, [132.]
• Johnson, Dr., on reading, 175;
  • on the mother-love, [269].
• Joyful observance of the Lord’s Day, 141, [153.]
• Judgment, in judge or parent, should not be hasty, 206.
  
• Kindergarten, a fundamental truth in its system, [160.]
• Knowledge:
  • begins with a question, [119;]
  • questions should be directed in order to gain, [125;]
  • regarding God, must be disclosed to the child, 130.
    
• Late hours, amusements of the child should not involve, [161.]
• Laughing:
  • a time for, [99;]
  • not so easy, for a baby, as crying, [239].
• Letting alone as a means of child-training, [83]–92.
• Life:
  • children see dark side of, first, [239;]
  • burdens of, rest heaviest on the child-nature, [240;]
  • death and, in the atmosphere, [258].
• Lightning and thunder, overcoming a child’s fears of, [231.]
• Limitations:
  • scope and, of child-training, [23]–28;
  • to a child’s privilege of question-asking, [123].
• Lord’s Day:
  • every day is, [139;]
  • set apart from other days, in childish occupations, toys, etc., [144].
• Love:
  • God’s, includes the bad child, [135;]
  • necessary to acceptable worship or work, [140;]
  • parental, in punishing, awakens child’s, [214;]
  • distinguished from sympathy, [248], [256;]
  • an element of the home atmosphere, [261;]
  • the power of a mother’s, [263]–276;
  • the divine compared with a mother’s, [261;]
  • historical illustrations of, and testimonies to a mother’s, [263]–276.
• “Luck,” no place for it in children’s games, [160.]
• Luther, Martin:
  • individuality of, in childhood, honored by Trebonius, [74;]
  • on the mother-love, 270.
    
• Macaulay, Lord, on the mother-love, [272.]
• Making believe as distinct from deception, [278.]
• Manliness promoted by amusements, [160.]
• Manners, fine, according to De Quincey, [166.]
• Meals, mental and moral enjoyments at, [187.]
• Memory:
  • of a mother’s love, its permanent influence, [263;]
  • illustrated, [266]–273;
  • of Christmas festivities, [289;]
  • of the good-night kiss, [293].
• Mental defects remedied, [25.]
• Misrepresenting God to a child, [135.]
• Mission-school, illustration of the bad boy in one, [213.]
• Moses, the possibilities of his character in infancy, [72.]
• Mother Goose, value of, [177.]
• Mother:
  • has more time than the father to share children’s amusements, [158;]
  • scolding by a, no better than an apple-woman’s, [218;]
  • commandments to honor, [267].
• Mother’s love:
  • the power of a, [263]–276;
  • memory of, in the good-night kiss, [293].
• Music in the home, [163.]
• “Must” the place of, in training, [53]–60 [see Discipline].
  
• “Nagging” is not training, [90.]
• Napoleon Bonaparte, on the mother-love, [273.]
• Natural:
  • objects, suggesting lines of reading, [184;]
  • tone of voice, in dog-training and in child-training, [219;]
  • power of sympathy not wholly, [256].
• Neighbors’ criticism of our children valuable, [33.]
• Never punish a child in anger, [205]–216.
• News, daily, outlined by father at breakfast table, 193.
  
• Night [see Good-night Words].
• Nonsense songs, value of, [177.]
• Nott, President, soothed at ninety by old lullabies, 271.
  
• Observance of Sabbath, training a child to, [139]–154.
• “Only child, the:”
  • not always “spoiled,” [63;]
  • disadvantage of his lack of companions at home, [200].
• Opinions of a child, honoring the, [80.]
• Over-doing in child-training:
  • danger of, [83;]
  • an error of the thoughtful as well as the thoughtless, [90].
• Oxygen, analogy from, 258 f.
  
• Parents:
  • undervalue their power to train, [17], [35;]
  • blindness of, to the peculiar faults of their children, [31;]
  • should heed criticism of neighbors and friends, [33;]
  • faults of, often reappear in their children, [35;]
  • should never force a child’s choice, [41;]
  • anger no help to, in training, [44], [205;]
  • permanent harm to, in breaking their child’s will, [48;]
  • should control a child’s personal habits, [56;]
  • must often deny a child’s requests, [62;]
  • must honor a child’s individuality, [71;]
  • often inferior in possibilities to their children, [75;]
  • young, in danger of over-disciplining a child, [83;]
  • should seek to avoid direct issues with a child, [89;]
  • teaching the infant self-control, [94;]
  • training children to tease, [102;]
  • respect of, lost by children who tease, [105;]
  • giving sugar and condiments, [116;]
  • average, unable to answer questions of average children, [122;]
  • as revealers of revelation, [131;]
  • must have faith in order to train a child’s faith, [137;]
  • should provide peculiar occupations and privileges for Sunday, [144], [148;]
  • should be the center of their children’s amusements, [157], [163;]
  • should learn from the kindergarten system, [160;]
  • should train children to courtesy, [173;]
  • responsible for children’s reading, [176], [180;]
  • should give children a share in family table-talk, [190], [196;]
  • responsible for choice of a child’s companions, [197], [201;]
  • should never punish in anger, [205;]
  • as peace-keepers and policemen, [211;]
  • should never scold, [217;]
  • should deal tenderly with child-fears, [223;]
  • should have sympathy for child-sorrows, [242;]
  • should point to Christ, as the way of comfort, [246;]
  • as “friend-enemies,” [255;]
  • responsible for a home-atmosphere, [259]–261;
  • allowing play to a child’s imagination, 277 f.;
  • should prepare for Christmas festivities, 283 f.;
  • the good-night words of, [291].
• Passions and appetites, self-control of, should begin early, [99.]
• Patience, necessity of:
  • in dog-training and child-training, [220;]
  • especially at child’s bed-time, [294].
• Patteson, Bishop, among the South Sea Islanders, [132.]
• Paul’s self-control, [98.]
• Person, faith rests on a, [129.]
• Personal:
  • power measured by will-power, [37;]
  • character to be held sacred, [39], [71;]
  • rights of children, honoring, [77;]
  • merit, not a means of acceptance with God, [135.]
• Physical:
  • defects remedied, [25;]
  • pain, endurance of, [96].
• Place of “must” in training, the, [53]–60.
• Place of sympathy in child-training, [247]–256.
• Playmates:
  • treatment of visiting, [171;]
  • unkindnesses of, [240] [see Companionships].
• Playthings:
  • use of, in training the faculties, [160;]
  • not a substitute for parental sympathy, [250;]
  • imagination in the use of, [279], [280].
• Politeness, true, [166.]
• Porter, President, on a college curriculum, [56.]
• Power of a mother’s love, the, [263]–276 [see Mother’s Love].
• Prayer:
  • meaning of, taught before the child can talk, [131;]
  • faith in, not to supplant faith in God, [133;]
  • sharing a child’s, [292;]
  • a new meaning of, gained through a child’s good-night words, [299].
• Preferences, personal:
  • not to control study and work, [59;]
  • nor reading, [177].
• Profound thought possible to a child, 80;
  • as of God’s personality and love, [131;]
  • or, the doctrine of the incarnation, [136].
• Protection of a child, in danger, distinguished from punishment, [210], [211.]
• Punish a child in anger, never, [205]–216.
• Punishment:
  • divine, not destructive of free-will, [40;]
  • teaching a child to choose obedience or, [44] f.;
  • undue severity of, [45;]
  • has a proper use, [205;]
  • should be a calm and judicial act, [206;]
  • distinguished from prompt protection of a child in danger, [210], [211;]
  • administered in love, is recognized as love prompted, [214;]
  • often harder for a parent than for his child, [215;]
  • not to be inflicted upon an offense of ignorance, [215;]
  • child’s permanent good the purpose of, [216;]
  • evil of postponing until the child’s bed-time, [294], [295].
• Puzzles, for Sunday, [151].
  
• Questioner, training a child as a, [119]–128.
• Questions:
  • children encouraged to ask, [120;]
  • discouraged from asking improper, [123;]
  • value of a set time for answering, [124;]
  • should be in order to gain knowledge, [125;]
  • wisdom of deferring answers to some, [127;]
  • asking, in family table-talk, [192].
• Quiet talking more effective than scolding, [220].
  
• Rachel, an example of the mother-love, [265.]
• Rarey, the horse-trainer, method of, [50.]
• Reading:
  • cultivating a child’s taste for, [175]–186;
  • its value, according to Addison and Johnson, [175;]
  • place and value of fiction in, [177], [178;]
  • taste for good should be aroused in childhood, [180].
• Reasonable fears to be met by reason, [228.]
• Recreation distinguished from amusement, [155.]
• Reference-books, use of, in family table-talk, [193.]
• Residence, companionships for children to be in mind, when choosing a, [201.]
• Respect, self, of the courteous man, [166.]
• Rest, not in inaction, but in change, [142].
  
• Rewards:
  • divine use of, [40;]
  • dangers in the use of, [97].
• Rich children in danger of being untrained in self-denial, [65.]
• Ridicule cannot overcome child-fears, [224], [228.]
• Rizpah, an example of the mother-love, [266.]
• Romans, their table-talk, [187.]
• Rubbing the gullet, a primitive custom, [14].
  
• Sabbath observance, training children to, [139]–154.
• Samuel’s individuality, in childhood, honored by Eli, [73.]
• Santa Claus, as a Christmas fancy, [279.]
• Science, training a child to enjoy books of, [180.]
• Scolding:
  • never in order, [217]–222;
  • most common at bed-time, [294].
• Scope and limitations of child-training, [23]–28 [see Limitations].
• Self-assertion not consistent with courtesy, [166.]
• Self-control:
  • training a child to, [93]–100;
  • necessary for parents before punishing a child, [210;]
  • before censuring a child, [220].
• Self-denial:
  • importance of training children to, [62;]
  • an only child liable to lack stimulus to, [200].
• Self-forgetfulness the basis of courtesy, [168.]
• Selfishness fostered by the granting of every request, [63.]
• Self-respect of the courteous man, [166.]
• Sermons for children, read at home on Sunday, [150.]
• Sharing:
  • children’s joys and sorrows, [248], [253;]
  • children’s Christmas pleasures, [290;]
  • in children’s evening prayer, [292].
• Shetland ponies trained to eat hay, [116.]
• Shunammite woman, an example of the mother-love, [266.]
• Silly questions not to be encouraged, [125.]
• Skelton, John, on scolding, [218.]
• Skill, not chance, in children’s games, [161.]
• Soldier:
  • fear felt by every, [224;]
  • imaginary fears of a, [234;]
  • finding peace on his death-bed through the mother-love, [274].
• Solomon:
  • on child-training, [15;]
  • on honoring a mother, [267].
• Sorrows of children, the, [239]–246;
  • they call for sympathy, [247]–256;
  • because of harsh treatment at bed-time, [294].
• South Sea Islanders taught from John’s Gospel first, [132.]
• Spartan children trained to self-denial, [68.]
• Special need of training, discerning a child’s, [29]–36.
• Spencer, Herbert, on intellectual sympathy with children, [249.]
• Spoiled child, the:
  • not always an “only child,” [63;]
  • may be a first child, over-disciplined, [87].
• Studying a child’s specific needs, [35.]
• Sugar-plums to “pacify” crying children, [97], [111.]
• Suicide of children, [244.]
• Sunday-school:
  • lesson, studied at home on Sunday, [150;]
  • attendance of, in early childhood, [152;]
  • library-book, mission of the average, [179;]
  • companionships in view while choosing a, [201].
• Symmetry in child-training, dependent on companionships, [200.]
• Sympathy:
  • of parents with children in amusements, [157;]
  • in companionships, [199;]
  • in fears, [235] f.;
  • place of, in child-training, [247]–256;
  • defined, [248], [256;]
  • Herbert Spencer on, [249;]
  • in a child’s misdeeds and accidents, [254;]
  • not wholly natural to parents, [256;]
  • in the “home-atmosphere,” [261;]
  • craved by a child at bed-time, [292].
• Syro-Phœnician woman, an example of the mother-love, [266].
  
• Table-talk, the value of, [187]–196.
• Taste in reading, cultivating a child’s, [175]–186 [see Reading].
• Teaching distinguished from training, [11.]
• Tease, training a child not to, [101]–108.
• Tenderly dealing with a child’s fears, [223]–238 [see Fears].
• Thought, profound, possible to a child, [80.]
• Thoughtfulness for others distinguished from self-forgetfulness, [169.]
• Thunder and lightning, overcoming a child’s fear of, [231.]
• Timidity to be overcome by training, [227.]
• Timothy’s mother, an example of the mother-love, [266.]
• Topics, assigning special, for next day’s family table-talk, [194.]
• Toys:
  • for Sunday, [145]–147;
  • breaking of, a serious matter to a child, [243].
• Training:
  • distinguished from teaching, [11;]
  • defined, [12;]
  • should begin at birth, [15;]
  • shapes character, [16;]
  • more than counseling, [17;]
  • limited by a child’s capacity, [23;]
  • special, necessary for every child, [29;]
  • danger of its developing the poorer self, [30;]
  • the child’s will, [37;]
  • need of gentleness in, [44;]
  • by discipline, [53;]
  • a child to do unpleasant duties, [55], [59;]
  • by denying requests, [61;]
  • of an only child, [62;]
  • letting alone as a means of, [83]–92;
  • of a first child, 84 f.;
  • over-doing in, an error, [90;]
  • “nagging” is not, [90;]
  • to self-control, [93]–100;
  • not to tease, [101]–108;
  • Susannah Wesley’s method of, [105;]
  • a child’s appetite, [109]–118;
  • children as questioners, [119]–128;
  • a child’s faith, [129]–138;
  • to Sabbath observance, [139]–154;
  • in amusements, [155]–164;
  • to courtesy, [165]–174;
  • a child’s taste in reading, [175;]
  • value of table-talk in, [189;]
  • child-companionships as an element in, [197;]
  • has no place for scolding, [217]–222;
  • tone of voice in, [219;]
  • by tenderness toward a child’s fears, [223]–238;
  • joyousness as a result of, [240;]
  • sympathy as an aid in, [247]–256;
  • home atmosphere as a power in, [257]–262;
  • power of a mother’s love in, [263]–276;
  • through the play of a child’s imagination, [277]–282;
  • by good-night words and deeds, [291]–300.
• Trebonius, honoring the individuality of children, [74.]
• Trust:
  • child’s, is instinctive, [130;]
  • prayer is not mere asking, but, [134].
• “Tunge of a skolde,” John Skelton’s couplet on, [218].
  
• Unselfishness:
  • the basis of courtesy, [165;]
  • in a child’s companionships, [199].
    
• Value:
  • of table-talk, [187]–196;
  • giving added, to a child’s Christmas, [283]–290.
• Values, child-sorrows measured by those of the child, [243.]
• Voice, necessity of natural tone of, in training, [219].
  
• Wagon, raisin-box, [67.]
• Wanting not always reason for granting, [69.]
• Washington and Braddock as to fear, [225.]
• Watch, boy who could not spare his, [77.]
• Waterloo, battle of, won on Eton’s playground, [161.]
• Wear, parents should decide what children may, [117.]
• Wellington, Duke of, quoted, [161.]
• Wesley, Susannah, her method in training, [105.]
• Whipping at bed-time, unwisdom of, [295.]
• Will, training of, rather than breaking, [37]–52.
• Wisdom:
  • in denying a child, [61]–70;
  • more needed for letting alone than for commanding, [91].
• Words, good-night [see Good-night].
• Wordsworth, quoted, [81.]
• Worship:
  • more than mere quietness in church, [142;]
  • family, on Sunday, [150].
    
• “Yanking” at the reins is not good driving, [91.]
• Young:
  • parents, in danger of over-disciplining, [83;]
  • teachers, peculiar influence of, [198;]
  • people, welcoming the mother’s good-night kiss, [293].