Heredity and Environment
121
Early Physical Development—During the first six or seven years
of a child’s life special attention should be given to its physical training,
rather than the intellect. After this period, if the physical constitution is
good, the education of both should receive attention. Infancy extends
to the age of six or seven years. Up to this period children should be
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left like little lambs, to roam around the house and in the yards, in the
buoyancy of their spirits, skipping and jumping, free from care and
trouble.
Parents, especially mothers, should be the only teachers of such
infant minds. They should not educate from books. The children
generally will be inquisitive to learn the things of nature. They will
ask questions in regard to the things they see and hear, and parents
should improve the opportunity to instruct and patiently answer these
little inquiries. They can in this manner get the advantage of the
enemy and fortify the minds of their children by sowing good seed in
their hearts, leaving no room for the bad to take root. The mother’s
loving instructions at a tender age is what is needed by children in
the formation of character.—
Healthful Living, 44
(Part 2) . (
Selected
Messages 2:437
.)
Special Care for First Child—The first child especially should
be trained with great care, for he will educate the rest. Children grow
according to the influence of those who surround them. If they are
handled by those who are noisy and boisterous, they become noisy
and almost unbearable.—
Manuscript 64, 1899.
(
Child Guidance, 27
.)
Different Environment for Differing Children—There are
some children who need more patient discipline and kindly train-
ing than others. They have received as a legacy unpromising traits of
character, and because of this they need the more of sympathy and
love. By persevering labor these wayward ones may be prepared for
a place in the work of the Master. They may possess undeveloped
powers, which when aroused, will enable them to fill places far in
advance of those from whom more has been expected.—
Counsels to
Parents, Teachers, and Students, 115, 116
(1913).
Habits Are Seldom Changed in Later Life—What the child sees
and hears is drawing deep lines upon the tender mind, which no after
circumstances in life can entirely efface. The intellect is now taking
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shape and the affections receiving direction and strength. Repeated
acts in a given course become habits. These may be modified by severe