this time is imitation.
Consequently most of the teaching must take advantage of the imitative
instinct. The first care should be to surround the child with the
qualities we desire him to possess. The mother who scolds, gives way
to temper, or is unwilling or unable to control her own emotions and
acts can hope for little self-control in her child. In the same way
the father who kicks the dog or lashes his horse or is hard and cold
in his dealings with his family may expect only that his child will
begin life by imitating his undesirable qualities. This necessary
supervision of the child's environment is a strong argument for direct
oversight of little children by the mother. It is often difficult even
for her to keep an ideal example before the child; and if she leaves
it to hired caretakers, they seldom realize its necessity or are
willing to take the pains she would herself. Especially is this true
of the young and ignorant girls who are often seen in sole charge of
little children.

This first step being merely passive education, it is not enough. We
must not only set an example; we must go farther and strive to get
from the child acts or attitudes of mind based upon these examples.

Let us take first the quality of sympathy, which is closely allied to
reflex imitation. It is difficult to say just when the child merely
reflects the emotions of those about him and when he consciously
thinks of others as having feelings like his own. This conscious
thought is, of course, the foundation of real sympathy, and it comes
early in the child's life--probably before the fourth year.

[Illustration: Copyright by Underwood & Underwood
Stories that broaden the child's conception of the lives and feelings
of others are of value in training for sympathy]

A little girl of three was greatly interested and pleased at the
appearance of a roast chicken upon the family dinner table. She
chattered about the "birdie" as she had done before on similar
occasions. But when the carving knife was lifted over it, she
astonished everyone by her terrified cry of "Don't cut the birdie.
Hurt the birdie." No explanation or excuse satisfied her, and it was
finally necessary to remove the platter and have the carving done out
of her sight. Most children are naturally sympathetic _when they have
experienced or can imagine_ the feelings of others. The cruelty of
children, is usually due to their absorption in their own feelings
without a _realizat