III. SCOPE AND LIMITATIONS OF CHILD-TRAINING.

Child-training can compass much, but child-training cannot compass everything, in determining the powers and the possibilities of a child under training. Each child can be trained in the way he should go, but not every child can be trained to go in the same way. Each child can be trained to the highest and fullest exercise of his powers, but no child can be trained to the exercise of powers which are not his. Each child can be trained to his utmost possibilities, but not every child can be trained to the utmost possibilities of every other child. Child-training has the fullest scope of the capacity of the particular child under treatment, and child-training is limited in every case by the limitations of that child’s capacity.

[Pg 24]

A child born blind can be trained to such a use of his other senses that he can do more in the world than many a poorly trained child who has sight; but a blind child can never be trained to discern differences in colors at a distance. A child who has by nature a dull ear for music can be trained to more or less of musical skill; but a child who is born without the sense of hearing can never be trained to quickness in the discerning of sounds. A child can be trained to facility in the use of every sense and faculty¹ and limb and member and muscle and nerve which he possesses; but no training will give to a child a new sense, a new faculty, a new limb, a new member, a new muscle, a new nerve. Child-training can make anything of a child that can be made of that child, but child-training cannot change a child’s nature and identity.

The limitations of child-training are more likely to be realized than its extensive scope. Indeed, the supposed limitations of child-training are very often unreal ones. Many a parent would say, for example, that you cannot change a child’s form[Pg 25] and features and expression by training; yet, as a matter of fact, a child’s form and features and expression can be, and often are, materially changed by training. The chest is expanded, the waist is compressed, a curved spine² is straightened, or a deformity of limb is corrected, by persistent³ training with the help of mechanical appliances. Among some primitive⁴ peoples, the form of every child’s head is brought to a conventional standard by a process of training; as, among other primitive peoples, the feet or the ears or the eyes or the lips are thus conventionally trained into—or out of—shape. And in all lands the expression of the face steadily⁵ changes under the process of persistent training.

As it is with the physical form, so it is with the mental and moral characteristics of a child; the range is wide within the limitations of possible results from the training process. A nervous temperament⁶ cannot, it is true, be trained into a phlegmatic⁷ one, or a phlegmatic temperament be trained into a nervous one; but a child who is quick and impulsive⁸ can be trained into moderation and care[Pg 26]fulness of speech and of action, while a child who is sluggish⁹ and inactive can be trained to rapidity of movement and to energy of endeavor. An imbecile mind can never be trained into the possibilities of native genius, nor can a moral nature of the lowest order be trained to the same measure of high conscientiousness¹⁰ as a nature that is keenly sensitive to every call of duty and to the rights and the feelings of others; but training can give unsuspected power to the dormant¹¹ faculties¹² of the dull-minded, and can marvelously develop the latent moral sense of any child who is capable of discerning between right and wrong in conduct.

The sure limitations of a child’s possibilities of training are obvious to a parent. If one of the physical senses be lacking to the child, no training will restore that sense, although wise training may enable the child to overcome many of the difficulties that meet him as a consequence of his native lack. And so, also, if the child have such unmistakable defects of mind and of character as prove him to be inferior to the ordinary grade of average[Pg 27] humanity, the wisest training cannot be expected to lift him above the ordinary level of average humanity. But if a child be in the possession of the normal physical senses, and the normal mental faculties, and the normal moral capacities, of his race, he may, by God’s blessing¹³, be trained to the best and fullest use of his powers in these several spheres, in spite of all the hindrances¹⁴ and drawbacks that are found in the perversion¹⁵ or the imperfect development of those powers at his start in life.

In other words, if the child be grievously deformed¹⁶ or defective¹⁷ at birth, or by some early casualty, there is an inevitable¹⁸ limitation accordingly to the possibilities of his training. But if a child be in possession of an ordinary measure of faculties and capacity, his training will decide the manner and method and extent of the use of his God-given powers.

It is, therefore, largely a child’s training that settles the question whether a child is graceful¹⁹ or awkward in his personal movements, gentle or rough in his ways with his fellows, considerate or thought[Pg 28]less in his bearing toward others; whether he is captious²⁰ or tractable²¹ within the bounds of due restraint; whether he is methodical and precise, or unsystematic and irregular, in the discharge of his daily duties; whether he is faithful in his studies, or is neglectful of them; whether he is industrious²² or indolent in his habits; whether the tastes which he indulges in his diet and dress and reading and amusements and companionships are refined, or are low. In all these things his course indicates what his training has been; or it suggests the training that he needed, but has missed.

1 faculty   

n.才能；学院，系；(学院或系的)全体教学人员

参考例句：

• He has a great faculty for learning foreign languages.他有学习外语的天赋。
• He has the faculty of saying the right thing at the right time.他有在恰当的时候说恰当的话的才智。

2 spine   

n.脊柱，脊椎；(动植物的)刺；书脊

参考例句：

• He broke his spine in a fall from a horse.他从马上跌下摔断了脊梁骨。
• His spine developed a slight curve.他的脊柱有点弯曲。

3 persistent   

adj.坚持不懈的，执意的；持续的

参考例句：

• Albert had a persistent headache that lasted for three days.艾伯特连续头痛了三天。
• She felt embarrassed by his persistent attentions.他不时地向她大献殷勤，使她很难为情。

4 primitive   

adj.原始的；简单的；n.原(始)人，原始事物

参考例句：

• It is a primitive instinct to flee a place of danger.逃离危险的地方是一种原始本能。
• His book describes the march of the civilization of a primitive society.他的著作描述了一个原始社会的开化过程。

5 steadily   

adv.稳定地；不变地；持续地

参考例句：

• The scope of man's use of natural resources will steadily grow.人类利用自然资源的广度将日益扩大。
• Our educational reform was steadily led onto the correct path.我们的教学改革慢慢上轨道了。

6 temperament   

n.气质，性格，性情

参考例句：

• The analysis of what kind of temperament you possess is vital.分析一下你有什么样的气质是十分重要的。
• Success often depends on temperament.成功常常取决于一个人的性格。

7 phlegmatic   

adj.冷静的，冷淡的，冷漠的，无活力的

参考例句：

• Commuting in the rush-hour requires a phlegmatic temperament.在上下班交通高峰期间乘坐通勤车要有安之若素的心境。
• The british character is often said to be phlegmatic.英国人的性格常说成是冷漠的。

8 impulsive   

adj.冲动的，刺激的；有推动力的

参考例句：

• She is impulsive in her actions.她的行为常出于冲动。
• He was neither an impulsive nor an emotional man,but a very honest and sincere one.他不是个一冲动就鲁莽行事的人，也不多愁善感.他为人十分正直、诚恳。

9 sluggish   

adj.懒惰的，迟钝的，无精打采的

参考例句：

• This humid heat makes you feel rather sluggish.这种湿热的天气使人感到懒洋洋的。
• Circulation is much more sluggish in the feet than in the hands.脚部的循环比手部的循环缓慢得多。

10 conscientiousness   

责任心

参考例句：

• Conscientiousness is expected of a student. 学生要诚实。 来自《简明英汉词典》
• Only has the conscientiousness, diligently works, can make a more splendid result! 只有脚踏实地，努力工作，才能做出更出色的成绩！ 来自互联网

11 dormant   

adj.暂停活动的；休眠的；潜伏的

参考例句：

• Many animals are in a dormant state during winter.在冬天许多动物都处于睡眠状态。
• This dormant volcano suddenly fired up.这座休眠火山突然爆发了。

12 faculties   

n.能力( faculty的名词复数 )；全体教职员；技巧；院

参考例句：

• Although he's ninety, his mental faculties remain unimpaired. 他虽年届九旬，但头脑仍然清晰。
• All your faculties have come into play in your work. 在你的工作中，你的全部才能已起到了作用。 来自《简明英汉词典》

13 blessing   

n.祈神赐福；祷告；祝福，祝愿

参考例句：

• The blessing was said in Hebrew.祷告用了希伯来语。
• A double blessing has descended upon the house.双喜临门。

14 hindrances   

阻碍者( hindrance的名词复数 )； 障碍物； 受到妨碍的状态

参考例句：

• She also speaks out against the traditional hindrances to freedom. 她甚至大声疾呼，反对那些阻挡自由的、统礼教的绊脚石。
• When this stage is reached then the hindrances and karma are overcome. 唯此状态达到后，则超越阻碍和因果。

15 perversion   

n.曲解；堕落；反常

参考例句：

• In its most general sense,corruption means the perversion or abandonment.就其最一般的意义上说，舞弊就是堕落，就是背离准则。
• Her account was a perversion of the truth.她所讲的歪曲了事实。

16 deformed   

adj.畸形的；变形的；丑的，破相了的

参考例句：

• He was born with a deformed right leg.他出生时右腿畸形。
• His body was deformed by leprosy.他的身体因为麻风病变形了。

17 defective   

adj.有毛病的，有问题的，有瑕疵的

参考例句：

• The firm had received bad publicity over a defective product. 该公司因为一件次品而受到媒体攻击。
• If the goods prove defective, the customer has the right to compensation. 如果货品证明有缺陷， 顾客有权索赔。

18 inevitable   

adj.不可避免的，必然发生的

参考例句：

• Mary was wearing her inevitable large hat.玛丽戴着她总是戴的那顶大帽子。
• The defeat had inevitable consequences for British policy.战败对英国政策不可避免地产生了影响。

19 graceful   

adj.优美的，优雅的；得体的

参考例句：

• His movements on the parallel bars were very graceful.他的双杠动作可帅了!
• The ballet dancer is so graceful.芭蕾舞演员的姿态是如此的优美。

20 captious   

adj.难讨好的，吹毛求疵的

参考例句：

• There is no captious client but faulty product and service.没有挑剔的客户，只有不完善的产品和服务。
• His criticisms were always captious and frivolous,never offering constructive suggestions.他的评论一向轻率并爱吹毛求疵，从不提出有建设性的建议。

21 tractable   

adj.易驾驭的；温顺的

参考例句：

• He was always tractable and quiet.他总是温顺、恬静。
• Gold and silver are tractable metals.金和银是容易加工的金属。

22 industrious   

adj.勤劳的，刻苦的，奋发的

参考例句：

• If the tiller is industrious,the farmland is productive.人勤地不懒。
• She was an industrious and willing worker.她是个勤劳肯干的员工。