670 



SCIENCE. 



[N. S. Vol. III. No. 70. 



at the time iu liis hands) to the playmate, and 

 allowing him to keep it until the child wants 

 an exchange badly enough to ask it of the play- 

 mate, apologizing as he does so for having 

 taken his toy. 



Remarks : (1) Try the experiments as to pun- 

 ishment on children from three to six and one- 

 half years old. (2) In each case try the sug- 

 gested penalties in the order given, and make 

 two trials of each before passing to the next. 

 (3) In no case carry the corporal punishment 

 to the extent of ' breaking the child's will.' (4) 

 If you object on principle to corporal punish- 

 ment, state it in your record, and try the two 

 remaining penalties in the order given. 



What to Record: (1) Which of the three 

 penalties is most eflfective in securing reform, 

 and which the least so? (2) Which penalty 

 arouses most feeling against the parent, and 

 which the least ? (8) Such actions or comments 

 of the child during, or with reference to, the 

 punishment as seem to you worthy of note. 



II. Give commands varying in arbitrariness, 

 as follows: 



(a) Shut the door, so the room won't get 

 cold. 



(6) Carry this book into the bedroom and 

 put in on the bed. 



(c) Move that chair to the other side of the 

 table. * * * Now move it back where it 

 was. 



(d) A double experiment. (1) Pick up these 

 pieces of paper (a dozen pieces which you have 

 thrown on the floor in the child's absence). 

 (2) On another occasion throw a dozen pieces 

 of paper on the floor while the child is looking, 

 and request him to pick them up. 



Remarks on the Above Experiment : (1) Give 

 the commands only to children between two 

 and one-half and four and one-half years of age. 

 (2) Give the several commands at different 

 times, and to each child separately. (3) Give 

 the commands seriously — in such a way that the 

 child will not think you are in fun. (4) Give 

 them when the child is in good humor and be- 

 having well, so he will have no reason to think 

 he is being punished. (5) If the child meets 

 any of the' questions with a 'why?' say gently, 

 but firmly, ' Because I told you to.' 



What to Record: (1) In the case of what com- 



mands the child asks ' why ? ' (2) Whether he 

 shows surprise at any of the commands ; and if 

 so, which excite most surprise. (3) Any ob- 

 jections or comments the child may make. (4) 

 How readily the several commands are obeyed, 

 especially which are most reluctantly obeyed. 

 (5) Whether any of the commands provoke in- 

 dignation or anger in the child. 



III. Effect of the manner in which com- 

 mands are given. 



Determine through observation and experi- 

 ment: (a) What mode of giving a command 

 secures the quickest obedience. (6) What mode 

 secures the most willing and cheerful obedience. 



Note especially how the child is affected by 

 sharp and abrupt commands, ascompared with 

 the effect upon him of commands given in 

 gentle but firm tone. (Commands may also be: 

 direct or interrogative, i. e., 'do this,' or, 'will 

 you do this? ' and with or without a 'please.') 



IV. Compare the effect of Praise upon the 

 child with the effect of Censure, as follows : 



(a) To produce in the child a love of cleanliness 

 — as to face, hands and dress: (1) Ignoring the 

 occasionally clean and neat appearance of the 

 child, make frequent disparaging remarks about 

 his dirty face and hands, and censure him when 

 he soils his clothes in any deliberate or careless 

 manner. (2) Ignoring the usually more or less 

 untidy appearance of the child, praise him 

 warmly whenever he has washed himself (or 

 cheerfully allowed himself to be washed) and 

 appears exceptionally neat and clean. 



(6) To secure good behavior of the child during 

 the father' s absence : (1) Let the mother in reply 

 to the father's inquiries as to the child's con- 

 duct during his absence, relate wherein the 

 child has been naughty, and let the father cen- 

 sure him for his conduct. (2) When the child 

 has been unusually good, let the father, in the 

 hearing of the child, inquire about his conduct, 

 and when the mother has praised him warmly 

 for his good behavior, let the father add his 

 commendation. 



Remarks : (1) Make the trial of Praise vs. 

 Censure on children from three to six and one- 

 half years old. (2) Give the first method of 

 procedure a fair trial before trying the second. 



TiHiat to Record : (1) Which method you find 

 the more effective in securing the desired re- 



