Education

How to develop best qualities in your children using Emile Coue's way

I'm presenting saliant points by Emile Coue from his ideal book Self Mastery who was the only person ever to cure 97% of people who approached him with all kinds of physical and moral ailments. His books are available free online at www.gutenberg.org as copyright of his books have by now expired as in US. You can also buy printed copy of his books in Amazon etc( or the ads in the bottom).

Just to tell you what Couism can do read this one of his typical cures.

Here are ideal points from Emile Coue how we should treat our children to develop and bring out best qualities in them.

  1. Above all-above all, avoid harshness and brutality, for there the risk is incurred of influencing an autosuggestion of cruelty accompanied by hate.
  2. At all costs avoid speaking of illness before children, as it will certainly create in them bad autosuggestions. Teach them, on the contrary, that health is the normal state of man, and that sickness is an anomaly, a sort of backsliding which may be avoided by living in a temperate, regular way.
  3. Avoid carefully in their presence saying evil of anyone, as too often happens, when, without any deliberate intention, the absent nurse is picked to pieces in the drawing-room. Inevitably this fatal example will be followed, and may produce later a real catastrophe.
  4. Never on any account say to a child, "You are lazy and good for nothing," because that gives birth in him to the very faults of which you accuse him.

    If a child is lazy and does his tasks badly, you should say to him one day, even if it is not true, "There, this time your work is much better than it generally is. Well done." The child, flattered by the unaccustomed commendation, will certainly work better the next time, 60 Self-Mastery and The Practice of Autosuggestion and, little by little, thanks to judicious encouragement, will succeed in becoming a real worker.

  5. Always be even-tempered and speak in a gentle but firm tone. In this way they will become obedient without ever having the slightest desire to resist authority.
  6. Awaken in them a desire to know the reason of things and a love of Nature, and endeavor to interest them by giving all possible explanations very clearly, in a cheerful, good-tempered tone. You must answer their questions pleasantly, instead of checking them with, 'What a bother you are! Do be quiet: you will learn that later!'
  7. Do not create defects in them by teaching them to fear this or that, cold or heat, rain or wind, etc. Man is created to endure such variations without injury and should do so without grumbling.
  8. Do not make the child nervous by filling his mind with stories of hobgoblins and werewolves, for there is always the risk that timidity contracted in childhood will persist later.
  9. Awaken in them the love of work and of study, making it easier by explaining things carefully and in a pleasant fashion, and by introducing in the explanation some anecdote which will make the child eager for the following lesson.
  10. Above all, impress on them that Work is essential for man, and that he who does not work in some fashion or another is a worthless, useless creature, and that all work produces in the man who engages in it a healthy and profound satisfaction; whilst idleness, so longed for and desired by some, produces weariness, neurasthenia, disgust of life, and leads those who do not possess the means of satisfying the passions created by idleness to debauchery and even to crime.
  11. Teach children to be always polite and kind to all, and particularly to those whom the chance of birth has placed in a lower class than their own, and also to respect age, and never to mock at the physical or moral defects that age often produces.
  12. Teach them to love all mankind, without distinction of caste. That one must always be ready to succor those who are in need of help, and that one must never be afraid of spending time and money for those who are in need; in short, that they must think more of others than of themselves.
  13. Develop in them self-confidence, and teach that, before embarking upon any undertaking, it should be submitted to the control of reason, thus avoiding acting impulsively, and, after having reasoned the matter out, one should form a decision by which one abides, unless, indeed, some fresh fact proves you may have been mistaken.
  14. Teach them, above all, that everyone must set out in life with a very definite idea that he will succeed, and that, under the influence of this idea, he will inevitably succeed. Not indeed that he should quietly remain expecting events to happen, but because, impelled by this idea, he will do what is necessary to make it come true.
  15. But, above all, let parents and masters preach by example. A child is extremely suggestive, let something turn up that he wishes to do, and he does it.
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