s would be dangerous or hurtful to himself, or annoying to others. As he
grows older you can give him the charge of the minor arrangements on a
journey, such as taking care of a certain number of the parcels carried
in the hand, choosing a seat in the car, selecting and engaging a hand on
arriving at the place of destination. Commit such things to his charge only
so fast as you can really intrust him with power to act, and then, with
slight and not obtrusive supervision on your part, leave the responsibility
with him, noticing encouragingly whatever of fidelity and success you
observe, and taking little notice--generally in fact, none at all--of such
errors and failures as result simply from inexperience and immaturity.

In a word, make no attempt to seek support from his judgment, or by
convincing his reason, in important cases, where his feelings or wishes are
involved, but in all such cases rest your decisions solely upon your own
authority. But then, on the other hand, in unimportant cases, where no
serious evil can result whichever of the various possible courses are
taken, call his judgment into exercise, and abide by its decisions. Give
him the responsibility if he likes to take it, but with the responsibility
give him the power.

Substantially the same principles as explained above, in their application
to the exercise of the judgment, apply to the cultivation of the reasoning
powers--that is to say, in the act of arguing, or drawing conclusions from
premises. Nothing can be more unprofitable and useless, to say nothing of
its irritating and vexatious effect, than maintaining an argument with a
child--or with any body else, in fact--to convince him against his will.
Arguing very soon degenerates, in such a case, into an irritating and
utterly useless dispute. The difference of opinion which gives occasion for
such discussions arises generally from the fact that the child sees only
certain of the more obvious and immediate relations and bearings of the
subject in question, which is, in fact, all that can be reasonably expected
of him, and forms his opinion from these alone. The parent, on the other
hand, takes a wider view, and includes among the premises on which his
conclusion is founded considerations which have never been brought to the
attention of the child. The proper course, therefore, for him to pursue
in order to bring the child's mind into harmony with his own, is not to
ridicule the boy's reasoning, or