1839] CHILDHOOD 91
ment for his impatience over dressing is to have no garden flowers.
"In all the books of education I do not find what I believe is the useful view taken of the actual labour of learning to read — that of forcing the child's attention to a thing irksome to it and without interest. The task is commonly spoken of as a means to an end, necessary because the information in books cannot otherwise be obtained, and it is to be put off till the child's interest in the information is excited and so made a pleasure to him. Now it seems to me to be an excellent discipline whereby daily some self-denial and command may be acquired in overcoming the repugnance to doing from duty that which has in itself no attraction. In the first struggle to fix the attention and learn that which is without interest, but which must be done, a habit is gained of great importance. And in this way nothing is better suited to the purpose than the lesson of reading, even though little progress may be made for a long time.
" I find in giving any order to a child, it is always better not to look to see if he obeys, but to take it for granted it will be done. If one appears to doubt the obedience, there is occasion given for the child to hesitate, ' Shall I do it or no ?' If you seem not to question the possibility of non-compliance, he feels a trust committed to him to keep and fulfils it. It is best never to repeat a command, never to answer the oft-asked question 4 why ? '
"Augustus would, I believe, always do a thing if reasoned with about it, but the necessity of obedience without reasoning is specially necessary in such a disposition as his. The will is the thing that needs being brought into subjection.
"The withholding a pleasure is a safe punishment for naughtiness, more safe, I think, than giving a reward for goodness. c If you are naughty I must punish you,' is often a necessary threat: but it is not good to hold out ad (J<><1 to forgive him for !*'in^ so nau^Imhr- and the most attractive in Florence. thru