Part 14
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.
End of Project Gutenberg's Hints on Child-training, by Henry Clay Trumbull