I believe that this is an excellent way to teach a child because to teach is not just to tell, but to actually learn and understand something. I agree that to tell a child something is wrong to do or something is good to do will not reflect if the child actually understands. Children should learn for themselves and then they will better understand instead of being curious of why something is the way it is. I will show how this is true by a similar situation to

one that Rousseau experimented on Emile. I will demonstrate that teaching moral concepts at a young age will not be efficient for enabling a child to learn. Teaching moral concepts to a child that has no reason will only corrupt him/her and therefore provide a different effect. There are two different things in life children will learn. A child can be taught about things such as history and mathematics and be educated, but a child cannot be taught about morality and be considered educated. Education comes from nature and the experiences one learns in nature and from life.

Although Michael was deprived of a well-rested sleep and his sanity for a few nights, he understood that there are certain things he should and should not do. When I did not tell him he cannot watch the show, against my better beliefs, he was able to educate himself. He learned that a scary show will cause nightmares. When I told him he could not watch the show he only wanted to watch it more and therefore lied to me to make me believe he understood. This agrees with Rousseau’s belief that teaching children moral terms will only corrupt them. Moral terms puts restraints on what a child will be able to experience. If a parent keeps telling their child that something is good and something else is bad, the child will not know why the one is good and why the other is bad. The child will connect the words with the action but will not understand the lesson.

In this scenario Michael did not understand that it was bad to watch the movie because of what would happen to him from watching it. I tried to instruct morality, but I really made Michael immoral. Teaching morality to children creates bad habits such as lying and sneakiness. When I told him “no” I taught him obedience. Telling a child “no” will keep him close-minded and restricted to know why something is no. At his young age he could not connect the nightmare with the scary show, but he instead believed the nightmare was a repercussion of my reprimanding. The true lesson was completely disregarded and the child did not learn anything from what had happened. This is similar to telling a dog to sit. Each time a dog sits he knows that he will get a treat. The dog does not connect the word sit with putting his behind on the floor; i

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