The rule is, in a few cases, to work in opposition to the
action of the child, but in other cases work constructively; I
mean provide the child with material to construct his own
personality and then let him do this work of construction. This
is, in brief, the art of education. The worst of all
educational methods are threats. The only effective admonitions
are short and infrequent ones. The greatest skill in the
educator is to be silent for the moment and then so reprove the
fault, indirectly, that the child is brought to correct himself
or make himself the object of blame. This can be done by the
instructor telling something that causes the child to compare
his own conduct with the hateful or admirable types of
behaviour about which he hears information. Or the educator may
give an opinion which the child must take to himself although
it is not applied directly to him.

On many occasions a forceful display of indignation on the part
of the elder person is an excellent punishment, if the
indignation is reserved for the right moment. I know children
to whom nothing was more frightful than their father's scorn;
this was dreaded. Children who are deluged with directions and
religious devotions, who receive an ounce of morality in every
cup of joy, are most certain to be those who will revolt
against all this. Nearly every thinking person feels that the
deepest educational influences in his life have been indirect;
some good advice not given to him directly; a noble deed told
without any direct reference. But when people come themselves
to train others they forget all their own personal experience.

The strongest constructive factor in the education of a human