such case, it will be commendable to admonish them to conduct themselves in this or that way, by saying, “Look, consider how I do. See how father or mother does it. Do not do such things. Be ashamed of yourself. Behave yourself. If you behave so, you will never become an excellent young man. Street beggars and bad people do so,” etc., or the like. It is not yet expedient to have recourse to lengthened admonition, or discourse on this or that matter which will be of no use to them afterwards.
4. Occasionally there is need of chastisement, in order that children may attend to examples of virtue and admonition. Now, there are two degrees of discipline. The first, that a boy be rebuked if he does anything unbecoming; prudently, however, not so as to strike him with awe, but to move him to fear, and to a recollection of himself. Occasionally, more severe chidings and putting to shame may be added; and, immediately after an admonition not to do a certain thing, the admonition may be accompanied with threatening. If, however, you admonish him, it will be good, at once, or a little while after, to praise him; for much benefit results from prudent commendation or blame, not only to children, but to grown-up persons. If this first step of discipline should prove to be ineffectual, the next will be to use the rod, or a slap of the hand, in order that the boy may recollect himself and become more attentive.[1]
5. And here I cannot refrain from severely reprimanding the shallow-brained mockery of affection in certain parents, who, conniving at everything, permit their children to grow up altogether without correction or digcipline. Such parents tolerate their children to commit every kind of evil; to run about in all directions, to borrow, to sell, to shout, to howl without a cause, to report upon their elders, to stick out
- ↑ In the Great Didactic Comenius advocates severe forms of punishment for offenses against morals only.
