Without a sense of the shame or guilt of his or her action, the child will only be hardened in rebellion by physical punishment. Shame (and praise) help the child to internalize the parent's judgment. It impresses upon the child that the parent is not only more powerful but also right. Like the Puritans, Locke (in 1690), wanted the child to adopt the parent's moral position, rather than simply bow to superior strength or social pressure.

Quintilian [educational writer in Rome around A.D. 100] thought that the earliest years of the child's life were crucial. Education should start earlier than age seven, within the family. It should not be so hard as to give the child an aversion to learning. Rather, these early lessons would take the form of play--that embryonic notion of kindergarten.

We like the idea of childhood but are not always crazy about the kids we know. We like it, that is, when we are imagining our ownchildhoods. So part of our apparent appreciation of youth is simply envy.

Could it be that those who were reared in the postwar years really were spoiled, as we used to hear? Did a child-centered generation, raised in depression and war, produce a self-centered generation that resents children and parenthood?

In the years of the Roman Republic, before the Christian era, Roman education was meant to produce those character traits that would make the ideal family man. Children were taught primarily to be good to their families. To revere gods, one's parents, and the laws of the state were the primary lessons for Roman boys. Cicero described the goal of their child rearing as "self- control, combined with dutiful affection to parents, and kindliness to kindred.

Without a sense of the shame or guilt of his or her action, the child will only be hardened in rebellion by physical punishment. Shame (and praise) help the child to internalize the parent's judgment. It impresses upon the child that the parent is not only more powerful but also right. Like the Puritans, Locke (in 1690), wanted the child to adopt the parent's moral position, rather than simply bow to superior strength or social pressure.

If our entertainment culture seems debased and unsatisfying, the hope is that our children will create something of greater worth.But it is as if we expect them to create out of nothing, like God, for the encouragement of creativity is in the popular mind, opposed to instruction. There is little sense that creativity must grow out of tradition, even when it is critical of that tradition, and children are scarcely being given the materials on which their creativity could work