I had a strong, really good upbringing,not puritanical.- Tom Selleck

Good parents are those who make a clever mix of love and good upbringing. They love the children and keep a realistic eye on the behavior of the child. They cleverly try to correct the faults of the child. They make the child realize that he is not free to do wrong acts. He is made aware of the fact that if the parents love him for the good things he does; he may be punished for anything wrong committed by him.

I had a strong, really good upbringing,not puritanical.- Tom Selleck

1) Their kids didn't have a good upbringing.

What Is a Good Upbringing? | eHow

Nonetheless, even if we discount Blanquerna's study of medicine andtheology as a veryimprobable means for laypeople to attain cultural or social distinction, Llull's representation ofschooling may not satisfy our definitions of an "educational program." His account of"elementary and secondary education" does not give that process a preeminent role in forming theyoung hero's persona. Instead, it appears as a dramatization of the ascetic ideal of care for bodyand soul, as a misrecognition of distinctions in class and gender, or as an appropriation of clericalcultural capital. These narrative, ideological, and practical contingencies in Llull's representationof schooling suggest an important caution about isolating the education of children from otherprocesses of social reproduction. Any inquiry that focuses on schools or schoolmasters alone willcertainly be too narrow. Nicholas Orme notes, with implicit consternation, the apparently slightstatus of schools as "cultural institutions" in fourteenth and fifteenth-century England. Accordingto his calculations, only 300 to 600 schoolmasters served the entire population of the countryaround 1400. However, this limitednumber should not negate their importance so much as it reminds us of the range of interests, agents, and distinctions that contributed to social reproduction in their era. Thisdiversity is apparent in an example offered by Barbara Hanawalt in her address to the 1995meeting of the Illinois Medieval Association: a young man, asked to produce witnesses who canverify his identity, calls upon his relatives, godparents, nurse, household servants, parish priest,and schoolmaster. These subjects, along with the manifold social practices and relations realizedthrough them, all contribute to the "good upbringing" that Ramon Llull represents in his . Despite its idiosyncrasy or idealization, the scope of his representation shouldultimately challenge us to recognize how our own broad concepts of "education" are equallyarbitrary, heterogeneous, and constructed. Indeed, we might even wonder to what social,political, or economic ends we misrecognize and appropriate the schooling of late medievalchildren as a historical predecessor for our own practices.

If the fathers strove to give their children a good upbringing, ..

Nonetheless, even if we discount Blanquerna's study of medicine andtheology as a veryimprobable means for laypeople to attain cultural or social distinction, Llull's representation ofschooling may not satisfy our definitions of an "educational program." His account of"elementary and secondary education" does not give that process a preeminent role in forming theyoung hero's persona. Instead, it appears as a dramatization of the ascetic ideal of care for bodyand soul, as a misrecognition of distinctions in class and gender, or as an appropriation of clericalcultural capital. These narrative, ideological, and practical contingencies in Llull's representationof schooling suggest an important caution about isolating the education of children from otherprocesses of social reproduction. Any inquiry that focuses on schools or schoolmasters alone willcertainly be too narrow. Nicholas Orme notes, with implicit consternation, the apparently slightstatus of schools as "cultural institutions" in fourteenth and fifteenth-century England. Accordingto his calculations, only 300 to 600 schoolmasters served the entire population of the countryaround 1400. However, this limitednumber should not negate their importance so much as it reminds us of the range of interests, agents, and distinctions that contributed to social reproduction in their era. Thisdiversity is apparent in an example offered by Barbara Hanawalt in her address to the 1995meeting of the Illinois Medieval Association: a young man, asked to produce witnesses who canverify his identity, calls upon his relatives, godparents, nurse, household servants, parish priest,and schoolmaster. These subjects, along with the manifold social practices and relations realizedthrough them, all contribute to the "good upbringing" that Ramon Llull represents in his . Despite its idiosyncrasy or idealization, the scope of his representation shouldultimately challenge us to recognize how our own broad concepts of "education" are equallyarbitrary, heterogeneous, and constructed. Indeed, we might even wonder to what social,political, or economic ends we misrecognize and appropriate the schooling of late medievalchildren as a historical predecessor for our own practices.

Manners don't belong 2the rich or 2the poor but2 the1 whose parents have spent time on his or her upbringing. Good Upbringing = Good Manners
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The value of a ‘good upbringing’ - Church on the Net

It is generally agreed to be happiness, but there are various views as to what happiness is. What is required at the start is an unreasoned conviction about the facts, such as is produced by a good upbringing.

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How can I give a good upbringing to my child

Since our nature is two-fold, consisting of body and soul, every child needs not only physical but also spiritual nurturing. If the parents only nurture the child physically, while neglecting him spiritually, he will grow up a "child of nature" and a slave of carnal desires. St. John Chrysostom says the following about this: "To educate the hearts of children in goodness and virtuousness is the sacred duty of parents. The violation of this duty makes them guilty of spiritual infanticide ... There are parents who spare no efforts to make their children happy and wealthy; but for their children to be good Christians - for such matters the parents have little need. This is a terrible shortsightedness! This is the very reason for the problems from which society groans ... If the fathers strove to give their children a good upbringing, there would be no need for laws, or courts, or punishments. Prisons and executioners are necessary due to the lack of morality."

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Good Upbringing Gone Bad - AllMusic

One very good method of good upbringing is the appreciation and encouragement when a child performs well. This will have a salutary effect on the mind of the child. It will provide him the reason to do still better in the future. Every human being loves himself.. In his own way he thinks of developing and advancing his personality. He wants that others recognize and appreciate his personality. If he receives the appreciation of others, he will strive for further improvement. But if he is discouraged, his enthusiasm will be dampened. A few suggestions for obtaining good results are given here: