The task of the educator lies in seeing that the child does not confound good with immobility and evil with activity.
Sentiment: NEGATIVE
The educator should do anything but advise the child to do what everybody does. He should rather rejoice when he sees in the child tendencies to deviation.
While early childhood experiences may impel, they do not compel. In the end, evil is a matter of choice.
A child rightly trained may be a world-wide blessing, with an influence reaching onward to eternal years. But a neglected or misdirected directed child may live to blight and blast mankind, and leave influences of evil which shall roll on in increasing volume till they plunge into the gulf of eternal perdition.
The processes of teaching the child that everything cannot be as he wills it are apt to be painful both to him and to his teacher.
A child cannot be taught by anyone who despises him, and a child cannot afford to be fooled.
The educator wants the child to be finished at once and perfect. He forces upon the child an unnatural degree of self-mastery, a devotion to duty, a sense of honour - habits that adults get out of with astonishing rapidity.
Education must be aimed at creating a wider imagination in the child, not at suppressing. The child's mind must be set free.
Psychotherapy theory turns it all on you: you are the one who is wrong. If a kid is having trouble or is discouraged, the problem is not just inside the kid; it's also in the system, the society.
Children love and want to be loved and they very much prefer the joy of accomplishment to the triumph of hateful failure. Do not mistake a child for his symptom.
The first idea the child must acquire is that of the difference between good and evil.