her proposal, that is, to see what attitude her mother would actually assume to her, whether her little brother had not ousted her altogether from her mother's regard. One must, however, give no credence to this little trickster. For the child could readily see and feel that, despite the existence of the little brother, there was nothing essentially lacking to her in her mother's love. The reproach to which she subjects her mother is therefore unjustified, and to the trained ear this is betrayed by a slightly affected tone. Such an unmistakable tone does not expect to be taken seriously and hence it obtrudes itself more vehemently. The reproach as such cannot be taken seriously by the mother, for it was only the forerunner of other and this time more serious resistances. Not long after the conversation narrated above, the following scene took place:
Mother: “Come, we are going into the garden now!”
Anna: “You are telling lies, take care if you are not telling the truth.”
M.: “What are you thinking of? I am telling the truth.”
A.: “No, you are not telling the truth.”
M.: “You will soon see that I am telling the truth: we are going into the garden now.”
A.: “Indeed, is that true? Is that really true? Are you not lying?”
Scenes of this kind were repeated a number of times. This time the tone was more rude and more vehement, and at the same time the accent on the word “lie” betrayed something special which the parents did not understand; indeed, at first they attributed too little significance to the spontaneous utterances of the child. In this they merely did what education usually does in general, ex officio. We usually pay little heed to children in every stage of life; in all essential matters, they are treated as not responsible, and in all unessential matters, they are trained with an automatic precision.
Under resistances there always lies a question, a conflict, of which we hear later and on other occasions. But usually
