,,parent ,,and ,,child ,,by ,,mosiah ,,hall ,volume ,three ,child ,study and ,training #aiaf ,,for ,,the ,,deseret ,,sunday ,,school ,,union1 ,,salt ,,lake ,,city ,a ,,word ,,of ,,introduction ,home-making and the rearing of children is the fundamental business of this world4 ,to make a success of this business we must understand it4 ,the loving hearts of many parents are suffering for a multitude of mistakes that loving intelligence might have prevented4 ,we cannot save our children in ignorance4 ,to perform the duties of parenthood well1 we must understand them more clearly4 ,we need light and uplift4 ,these days demand greater knowledge than ever before on the part of parents to meet and master the problems that now confront fathers and mothers4 ,particularly do we need to study child nature4 ,a clearer understanding of the laws governing the development of children would give parents great help in guiding their children into paths of righteousness1 and in ministering to varying child needs as they develop4 ,to give definite help and new spirit to our work1 this volume has been prepared4 ,the keynote of the book is a more enlightened parenthood4 ,it offers a series of lessons along a line most vital to parents--,child ,study and ,training4 ,these lessons have been written for us by ,mosiah ,hall1 ,associate ,professor in ,education of the ,university of ,utah1 and ,high ,school ,inspector for the ,state of ,utah4 ,we feel that he has done for our cause most excellent service1 and we gladly acknowledge our indebtedness to him4 ,this should be remembered3 ,a book gives wisdom only in proportion to the thought that is put into it by the reader4 ,the suggestions of this volume will become rich only as they are enriched by study4 ,they will become valuable only to the extent that they find application in our daily lives4 ,the lessons will be vitalized only as the teacher pours life into them4 ,to supplement and enrich the course1 references are given with most of the lessons1 and a list of books is offered at the close of the book4 ,many of these volumes have already been purchased and distributed through the parents' class library4 ,each class should endeavor to procure at least one copy of each of these books as it is called for in the various lessons4 ,in this way a good library can be gradually built up4 ,our desire is to make these studies bring lasting returns for good4 ,may ,god add his blessings to make our work divinely successful1 ,your brethren in the gospel1 ,parents' ,class ,committee of ,deseret ,sunday ,school ,union ,board1 ,,henry ,h4 ,,rolapp1 ,,howard ,r4 ,,driggs4 ,,nathan ,t4 ,,porter1 ,,ephraim ,g4 ,,gowans4 ,a ,,word ,,from ,,the ,,author ,this treatise on child study and training has been prepared primarily for the ,parents' classes in ,sunday ,school under the direction of the ,general ,board4 ,it is well adapted also for study by ,parent-,teachers' ,associations and for reading in the home4 ,its purpose is to acquaint parents with the most vital problems of child life and character and to suggest some methods of solving these problems4 ,the work is not offered as a complete course in this great subject2 it is intended rather to open up the field of child study for parents4 ,the welfare of the race depends upon the proper birth and the correct rearing of children4 ,that this little volume may add its mite towards the solution of the problem--at once the hope and the despair of civilization1--is the wish of its author4 ,to the ,parents' ,class ,committee and the ,general ,superintendency of the ,general ,board1 ,i desire to express my appreciation for the suggestions and help they have extended to me in the preparation of this work4 ,to my wife1 who achieves in practice what ,i imperfectly state in theory1 these studies are affectionately dedicated4 ,,mosiah ,,hall4 ,,the ,,birthright ,,of ,,childhood ,it ,is the ,sacred ,right of the ,child ,to ,be ,well-,born ,if the child has any divine right in this world1 it is the right to be well-born1 to be brought into the world sound of body and whole in mind4 ,to be given anything short of such a good beginning is to be handicapped throughout life4 ,education and training cannot make up for the defects imposed on the child by the sins of the fathers1 which1 the ,good ,book tells us1 are visited upon the children unto the third and fourth generation4 ,it is a fact to challenge attention that the child is the product of the entire past4 ,his essential nature is comparatively fixed at birth and is beyond the power or caprice of parent or environment to change in any fundamental particular during the short period of a lifetime4 ,this assertion must not be wrongly interpreted2 the possibilities of training and education are great1 but they can do little to overcome all of the defects placed upon the child by heredity4 ,science tells us that normal children are born with the same number and kind of instincts4 ,by instinct is meant the tendency to do certain things in a definite way without previous experience4 ,in all children1 for example1 we find the instinct of fear1 the instinct for play1 for self-preservation4 ,these instincts begin to manifest themselves more or less strongly as the child develops4 ,children also have certain capacities4 ,capacity may be defined as the possibility to develop skill in certain directions4 ,one1 for instance1 may have a greater capacity to develop musical ability than another2 so with art or business1 or ability for any other work4 ,capacities1 more than instincts1 seem to depend on the characteristics of parents or immediate ancestors4 ,thus a child may take after father or mother1 or grandparent in this or that particular ability4 ,instincts1 on the other hand1 seem to be his inheritance from the race4 ,but whatever his gifts from parent or past the child is born a distinct individual4 ,this is true not only with regard to his physical organism but in respect to his spiritual nature4 ,the relative strength of his instincts1 added to the number and quality of his capacities determine what is called individuality4 ,this is what makes each child differ from all others1 and this distinctive nature cannot be essentially changed1 within our brief lives1 though it does possess marvelous powers of development and adaptation4 ,for illustration3 ,cultivation may develop a perfect specimen of a crabapple1 but no amount of careful training could change the crabapple into a ,johnathan4 ,likewise1 no system of education can hope to change a numskull into a ,newton1 or to produce a ,solomon from a ,simple ,simon4 ,the first vital concern of parents1 therefore1 should be to see that the child is not robbed of his sacred birthright to be well-born4 ,it is a matter of regret that the white race generally is such a sorry mixture of humanity4 ,the good and the bad1 the intelligent and the ignorant1 the feeble-minded and the strong1 the criminal and the righteous1 have been combined so frequently and in so many ways that the marvel is that more of the human race are not degenerate as the result of contamination4 ,since the great characteristic of heredity is to breed true and thus perpetuate its kind1 and since training and education must take the individual as he is1 with only limited power to change his intrinsic nature or to develop any capacity not present at birth1 it becomes a matter of serious importance that parents do all in their power to guide properly the mating of their children4 ,the teaching of the ,gospel on this point is most significant4 ,heredity determines to a great extent the kind and the nature of the individual1 and thereby sets limits1 which the environment may not overcome4 ,among these limitations are the following3 #a4 ,the relative strength of instincts4 #b4 ,the number and kind of capacities4 #c4 ,the form1 size and quality of bodily organs4 #d4 ,susceptibility to1 or power to resist disease4 #e4 ,the possibilities of mental attainment4 #f4 ,the possibilities of emotional and spiritual response4 #g4 ,the possibility to execute undertakings1 to control situations1 and to govern self as well as others4 ,heredity also endows a person with his peculiar temperament1 with his good or bad looks1 and with the chief components of what is called personality4 ,on the other hand1 training and education have almost everything to say respecting the relative standing of the individual among the members of his kind--whether or not he shall be a blighted or a perfect specimen4 ,a fine1 sweet1 juicy crabapple is more desirable than a scrubby1 diseased ,jonathan4 ,it is the province of training and education to take the individual as he is born1 and endeavor to make of him a perfect specimen of his kind4 ,a child left to himself bringeth his parents to shame4 ,if left alone or improperly trained1 a child is almost certain to revert to a lower type of individual4 ,the same high possibilities that1 properly directed1 produce the superior being1 if neglected1 or subjected to a vicious environment1 produce the moral degenerate4 ,the child is born morally neither good nor bad1 and while inherited tendencies may make development in one direction easier than in another1 it is possible for a favorable environment1 assisted by education1 to develop any normal child into a sweet1 wholesome product of his kind4 ,shearer in his ,management and ,training of ,children1 says3 ,the child may inherit instincts1 but a kind ,providence has ordained that he shall not inherit habits4 ,he may inherit certain tastes1 but he does not inherit temptation4 ,he may bring into the world tendencies1 but he does not bring with him prejudices4 ,,lesson ,i ,questions for ,discussion #a4 ,what does the expression being well-born mean to you8 #b4 ,what responsibility is laid upon parents by the fact that the child is the product of the past8 ,read the second commandment here and discuss its significance in application to this point4 #c4 ,what are some of the instincts and capacities given to the child by heredity8 #d4 ,explain the difference between an instinct and a capacity4 ,what seems to be the source of our instincts8--our capacities8 #e4 ,what are the chief limitations placed by heredity upon the child8 #f4 ,what may education and environment hope to accomplish8 ,references3 ,the ,right of the ,child to be ,well ,born1 will be found a helpful book to study here4 ,it may be well1 if the book is available1 to have someone appointed to report on it or to read a few choice paragraphs from it4 ,also read ,being ,well ,born1 by ,guyer4 ,,important ,,laws ,,of ,,heredity ,a ,wise ,application of the ,laws of ,inheritance ,is the ,most ,certain ,means of ,developing a ,superior ,race ,in the preface of ,dr4 ,guyer's remarkable book1 ,being ,well ,born1 we read the following3 ,it is no exaggeration to say that during the last fifteen years1 we have made more progress in measuring the extent of inheritance and in determining its elemental factors than in all previous time4 ,if this is true1 it would seem to be almost criminal for teachers and parents to neglect to acquaint themselves with the fundamental laws of heredity4 ,this author says further3 ,since what a child becomes is determined so largely by its inborn capacities1 it is of the utmost importance that teachers and parents realize something of the nature of such aptitudes before they begin to awaken them4 ,for education consists in large measure in supplying the stimuli necessary to set going these potentialities and of affording opportunity for their expression4 ,mendel's law is probably the most important known principle of inheritance4 ,through its application practically all of the improvements in plants and animals have been brought about4 ,this law may be explained as follows3 ,a certain kind of pure bred fowl is found which is either pure white or black4 ,if either color is mated with its own color the resulting progeny will be true to the color of the parents1 but if a white and a black are crossed the result will be blue fowls possessing one-half the characteristics of each parent1 but strange to say1 if two blue fowls are mated the progeny will not be all blue1 one-fourth will be white like one grandparent1 another one-fourth black like the other grandparent1 and one-half will be blue like the parents4 ,if this experiment is repeated with plants and animals having opposite characteristics1 the same ratios as above always result4 ,this indicates that truly heritable traits or characters are separate units and are inherited independently4 ,the breeder is thus enabled through selecting the traits or characters that are wanted and crossing them with a well-known stock1 to produce almost any trait or quality that he desires4 ,this law makes it possible to estimate the results of cross breeding with almost mathematical exactness4 ,improved varieties of fruits1 grains and vegetables have been produced in this manner1 and with animals marvelous results have been achieved4 ,luther ,burbank1 in his little book1 ,the ,training of the ,human ,plant1 says3 ,there is not a single desirable attribute which1 lacking in a plant1 may not be bred into it4 ,choose what improvement you wish in a flower1 a fruit1 or a tree1 and by crossing1 selection1 cultivation and persistence1 you can fix this desirable trait irrevocably4 ,and further3 ,if then we could have twelve families under ideal conditions where these principles could be carried out unswervingly1 we could accomplish more for the race in ten generations than can now be accomplished in a hundred thousand years4 ,ten generations of human life should be ample to fix any desired attribute4 ,this is absolutely clear1 there is neither theory nor speculation4 ,acquirements of parents during their lifetime1 according to the best authorities1 are not transmitted to any noticeable extent to their children4 ,this appears to be due to the fact that the cells concerned in reproduction are set aside during embryonic life and from then on are practically unmodified by the succeeding development and experiences of the parent4 ,in fact1 during the lifetime of the individual1 the germ cells are so completely isolated from the growing organism that nothing but nourishment in the shape of blood can possibly reach them1 hence they can be affected only by a vitiated or poisonous blood supply4 ,it seems to be true1 therefore1 that only the old1 deeply-impressed traits1 capacities1 or racial characters can be inherited4 ,this is1 no doubt1 the chief secret of the power of heredity to breed true4 ,it has been a popular belief that if parents acquired skill in music1 mathematics1 or special ability in any other particular that such ability could be imparted to their children1 but in the light of the above facts1 this appears to be impossible4 ,of course1 if such ability is a slumbering1 inborn trait of either parent1 or of some immediate ancestor1 the ability might be transmitted4 ,it is reasonable to suppose1 however1 that any acquired trait or ability of the parent1 if practised and continued steadily by his children and their descendants for many generations1 will come to be an inborn trait or character capable of being transmitted4 ,otherwise1 it is extremely difficult to understand how the human family can progress and become permanently improved4 ,galton's law is believed to be approximately correct4 ,it may be stated as follows3 ,children inherit on the average one-half their characteristics from parents1 one-fourth from grandparents1 one-eighth from great-grandparents1 and so on in ever diminishing ratio to remote ancestors4 ,but owing to the fact that some inheritable traits or characters are likely to be dominant and others recessive1 ,galton's law must be modified1 so that only under the most favorable conditions can it be regarded as reliable4 ,owing to the fact that the primary elements or traits of character contributed by each parent may combine in many ways in the embryo1 considerable variation in the children of the same parents is inevitable--one child may resemble the father1 another the mother1 and yet another some near ancestor4 ,variability is1 therefore1 the rule among offspring in the same family1 and in some instances it is decidedly pronounced1 but in all cases1 the variation must be confined to the possible combinations of characters transmitted from parents and ancestors4 ,the law of regression represents the tendency of the extreme elements of the race constantly to seek the middle or mediocre level4 ,for example1 the children of superior parents are not likely to be so brilliant as their parents1 and the offspring of inferior people are somewhat better than their parents4 ,this drag of the race or pull of ancestors is no doubt due to the fact that selection has never been practiced1 hence the two-thousand nearby ancestors were most likely an average lot of people1 and the pull is from the higher towards the lower level4 ,the pull is a help to the children of inferior parents but is a handicap to the superior4 ,if long-continued selection of parents were practiced1 the regression would disappear and the pull would be upward4 ,selection of parents possessing superior elements of character and the prevention of the unfit and the criminal from propagating their kind1 seem the surest hope we have of producing a permanently higher type4 ,it is well known that the extremes of the race are less fertile than the means2 and since fertility is the chief factor in fixing the type1 in the absence of selection and repression1 the race appears doomed to remain at the dead level of mediocrity4 ,the tremendous significance of this fact is that the welfare of the race--the gradual substitution of a superior for the present mediocre type--rests absolutely upon the willingness and ability of the superior class to do their full share in propagating the race4 ,,lesson ,,ii ,,questions ,,for ,,discussion #a4 ,what is the principle of heredity as discovered by ,mendel8 ,explain by illustrating how it works out in plants and animals4 #b4 ,what practical application is made of this law in producing better seed and better breeds8 #c4 ,illustrate ,galton's law4 #d4 ,what significance has these laws in the improvement of the human race8 #e4 ,account for the variability of children in the same family4 #f4 ,why are some children inferior1 some superior to their parents8 #g4 ,illustrate the pull of ancestors4 #h4 ,how might this pull be made upward instead of downwards1 as it now seems to be8 #i4 ,what sacred responsibility rests upon superior people to propagate the race8 #aj4 ,what are the gospel teachings regarding mixed marriages and the rearing of families8 #aa4 ,what practical steps can and should be taken to prevent feeble-minded and vicious people from propagating their kind8 ,reference3 ,the ,jukes-,edwards family by ,dr4 ,a4,e4 ,winship4 ,if this book be available1 have some member of the class make a report on it4 ,training the ,human ,plant1 and ,being ,well ,born1 will also be found helpful here4 ,,the ,,mother ,,and ,,the ,,embryo ,the ,care of the ,mother ,during the ,embryonic ,period ,determines ,largely the ,future ,welfare of the ,child ,in common with every organism the infant develops from a single germ cell of almost microscopic size4 ,wrapped in this tiny cell are all the possibilities of structure and character that combine to form the complicated bodily organism and the particular mental endowment of the coming child4 ,it was once believed that almost any kind of physical or mental change could be brought about in the cell through appropriate control of the environment1 but the results of careful observation and experiment are opposed to this view2 all evidence points to the fact that no new character or element can enter the embryo from without4 ,the cell itself holds the secret of what the future individual shall be4 ,the sole connection between the embryo and the mother is the narrow1 umbilical cord which contains no nerves and whose only function is to carry blood to the growing organism2 it may be seen1 therefore1 how impossible it is for mental impressions and disturbances on the part of the mother to in any way reach and affect the embryo4 ,once started on the road to development1 the embryo is so thoroughly subject to inner laws that nothing from without can modify or change the direction of its growth except some physical cause which interferes with the blood supply4 ,an adequate supply of pure blood is the principal requirement of the growing organism4 ,whatever interferes with the blood supply or in any way affects its purity1 has an injurious affect upon the embryo4 ,there is not the least doubt that lack of nutrition and serious ill-health on the part of the mother have an extremely bad effect upon the unborn offspring4 ,severe shock or grief1 worry1 nervous exhaustion1 disease1 and poisons in the blood of the mother are the most serious sources of injury2 they render nutrition defective and if poison enters directly the blood of the mother or is generated by toxins through disease1 the embryo will be poisoned and may be destroyed4 ,among these poisons are alcohol1 lead1 and the toxins from tuberculosis and the venereal diseases1 gonorrhea and syphilis4 ,to gonorrhea is attributed #hj per cent4 of the blindness of children born blind2 it is declared to be the cause of #ge per cent4 of all the surgical operations for female disorders and of #de per cent4 of involuntary sterility in childless women4 ,syphilis is the chief cause of feeble-mindedness1 paresis1 or softening of the brain1 and of most other mental defects in children4 ,from the foregoing1 it is evident that the proper care of the mother so as to insure a pure blood supply for the offspring ought to be one of the chief concerns of society4 ,this should not be left to the haphazard efforts of individuals but ought to be provided for by the state4 ,according to the statements of life insurance companies1 expectant mothers are the most neglected members of our population4 ,dr4 ,van ,ingen1 of ,new ,york ,city1 estimates that #ij per cent1 of women in this country are wholly without prenatal care4 ,luther ,burbank shows that in order even for a plant to grow properly it must have abundance of sunshine1 good air1 and nourishing food2 but not many mothers at this time may have even these poor luxuries4 ,instead1 too many mothers are slaves to an insanitary kitchen where sunshine is scarcely known and where overwork and worry destroy all appetite for food4 ,the welfare of the race demands that the mother shall be properly nurtured and protected during this critical period4 ,abundance of sunshine1 pure air1 light exercise and a variety of wholesome food are absolutely essential1 and the utmost pains should be taken to prevent worry1 excitement1 sickness and above all contact with or exposure to poisons or disease4 ,it was once thought that whatever causes a mental disturbance in the mother leaves its impress on the child4 ,it is fortunate that this old notion is false1 as we have shown nothing but a physical change affecting the blood supply can possibly influence the developing organism4 ,now and then a red flame spot or so-called birthmark is found on the new-born child1 but this is due always to some physical cause which may be easily explained1 never is it a result of fear of some red object on the part of the mother4 ,,lesson ,,iii ,,discussion #a4 ,how does embryonic life begin8 #b4 ,what is characteristic of the cell8 #c4 ,what secret does it hold8 #d4 ,what is the principal need of the embryo8 #e4 ,state fully how the blood supply may be vitiated and what terrible consequences may follow4 #f4 ,how should the mother be cared for during this critical period8 #g4 ,how may mother drudgery in the home be reduced to a minimum8 #h4 ,what directions does ,mrs4 ,west give for the care of the mother8 7,see bulletin1 ,parental ,care1 by ,mrs4 ,west1 which may be had free for the asking4 ,address ,children's ,bureau1 ,department of ,labor1 ,washington1 ,d4,c47 #i4 ,references3 ,the following books will be found helpful3 ,the ,training of the ,human ,plant1 by ,burbank2 ,the ,right of the ,child to be well born1 by ,dawson2 ,being ,well ,born1 by ,guyer4 ,if these are available1 they may be circulated through the parents' library4 ,,the ,,plastic ,,age ,,of ,,childhood ,prolonged ,infancy and the ,long ,period of ,plasticity in the ,infant ,make ,training and ,education ,possible ,the child is born the weakest and most helpless of creatures4 ,unlike the young of most animals1 which within a few hours after birth move about and perform most of the movements necessary to their existence1 the infant is so helpless that all its needs must be supplied by parents1 otherwise it would perish4 ,immediately after birth a colt or calf can walk or run almost as fast as its mother2 the chick just out of its shell can run about and peck at its food4 ,the child at one year of age can barely totter around and all of its needs must be looked after by others4 ,moreover1 the infant at birth is practically blind and deaf and the senses of taste and smell and touch just sufficiently developed to enable it to take nourishment4 ,this slowness of development1 or prolonged infancy as it is called1 is of vast significance to the child4 ,it marks at once the chief distinction between the human infant and the young of all other animals4 ,it makes possible a long period of adjustment and training which otherwise would be impossible4 ,most animals are born with a nervous system highly developed and with most of the adjustment to the environment ready made1 so that after a short time all the activities of life are perfected and thereafter automatic action and instinct rule their lives4 ,because of this lack of infancy and absence of plasticity of the nervous system1 animals are little more than machines that perform their task with unvarying regularity in response to outside stimulations4 ,animals1 therefore1 are unable to adjust themselves to a change in environment1 and as a result their lives are in constant danger4 ,in fact1 countless millions of the lower forms of life are perishing every hour because of the lack of possibility of adjustment4 ,the child1 on the other hand1 has an extremely long period of infancy1 and as a result1 the nervous system is so plastic that it may be moulded1 fashioned and developed in almost any manner or direction1 according to the will of parents and the nature of the environment4 ,the child1 consequently1 may be educated4 ,by education we mean the training and developing of desirable instincts and capacities and the inhibiting of undesirable ones so that the child may be able constantly to adjust himself to an ever-changing environment4 ,fiske1 in ,the ,meaning of ,infancy1 ,chapter #a1 says3 ,the bird known as the fly-catcher no sooner breaks the egg than it will snap at and catch a fly4 ,this action is not very simple1 but because it is something the bird is always doing1 being indeed one of the very few things that this bird ever does1 the nervous connections needful for doing it are all established before birth1 and nothing but the presence of the fly is required to set the operation going4 ,with such creatures as the codfish1 the turtle1 or the fly-catcher1 there is nothing that can properly be called infancy4 ,with them1 the sphere of education is extremely limited4 ,they get their education before they are born4 ,in other words1 heredity does everything for them1 education nothing4 ,all mammals and most birds have a period of babyhood that is not very long1 but it is on the whole longer with the most intelligent creatures4 ,the period of helpfulness is a period of plasticity4 ,the creature's career is no longer exclusively determined by heredity4 ,there is a period after birth when its character can be slightly modified by what happens to it after birth1 that is1 by its experience as an individual4 ,it is no longer necessary for each generation to be exactly like that which has preceded4 ,the door is opened through which the capacity for progress can enter4 ,horses and dogs1 bears and elephants1 parrots and monkeys1 are all teachable to some extent1 and we have even heard of a learned pig1 and of learned asses there has been no lack in the world4 ,but this educability of the higher mammals and birds is1 after all1 quite limited4 ,conservatism still continues in fashion4 ,one generation is much like another4 ,it would be easy for foxes to learn to climb trees1 and many a fox might have saved his life by so doing2 yet quick-witted as he is1 this obvious device has never occurred to him4 ,the vital problem with parents is how to fill this period of plasticity1 how to provide an educative environment of the right kind4 ,luther ,burbank1 in ,the ,training of the ,human ,plant1 expresses complete confidence in the power of the environment through appropriate training to fashion the normal child1 just as he could a plant1 into a most delightful and beautiful specimen of its kind4 ,he says3 ,pick out any trait you want in your child1 granted that he is a normal child1 be it honesty1 fairness1 purity1 lovableness1 industry1 thrift1 what not4 ,by surrounding this child with sunshine from the sky and your own heart1 by giving the closest communion with nature1 by feeding this child well-balanced1 nutritious food1 by giving it all that is implied in healthful environmental influences1 and by doing all in love1 you can thus cultivate in the child and fix there for all its life all of these traits1 and on the other side1 give him foul air to breathe1 keep him in a dusty factory or an unwholesome school-room or a crowded tenement up under the hot roof2 keep him away from the sunshine1 take away from him music and laughter and happy faces2 cram his little brains with so-called knowledge2 let him have vicious associates in his hours out of school1 and at the age of ten you have fixed in him the opposite traits4 ,you have1 perhaps1 seen a prairie fire sweep through the tall grass across a plain4 ,nothing can stand before it1 it must burn itself out4 ,that is what happens when you let weeds grow up in your child's life1 and then set fire to them by wrong environment4 ,mr4 ,burbank is probably over-enthusiastic in his belief that natural education can do everything for the child2 but it is certain that environment does exercise a powerful influence1 during the plastic age1 in determining his character4 ,,lesson ,,iv ,,questions ,,for ,,discussion #a4 ,compare the helplessness of the infant at birth with the ability of the young of other animals4 #b4 ,at one year of age1 what is the comparison8 #c4 ,what is the significance of prolonged infancy respecting 7a7 possibility of adjustment to environment1 7b7 possibility of training and education1 7c7 possibility of profiting from experience1 7d7 the relation to heredity8 #d4 ,what advantage is it that man is born with the germs of many capacities instead of with a few activities that are perfectly developed8 #e4 ,what is the chief function of education8 #f4 ,what does ,burbank say respecting the possibilities of training8 #g4 ,what common-sense training should every child be given during this period8 ,good books1 for further study on these points1 are3 ,the ,care and ,training of the ,child1 by ,kerr1 and ,fundamentals of ,child ,study1 by ,kirkpatrick4 ,if these volumes are in the library or otherwise available1 it may be well to have some member read and give a brief report on one or the other of them4 ,,the ,,needs ,,of ,,the ,,infant ,the ,infant's ,first ,needs ,are ,physical1 and ,may ,be ,summed up in the ,word ,nutrition ,the new-born child differs in nearly all particulars from the adult4 ,it is very unfortunate that the child in the past has been regarded as a miniature adult and treated like a little man4 ,the structure of muscle and bone and the proportion of various parts of the body differ materially2 the bones of the child for some time are soft and largely composed of cartilages which may be easily bent out of shape and permanently injured4 ,the ratio of some of the parts is about as follows3 99 99 99 99 99 ,height of head of adult to that of infant--#b to #a ,length of body of adult to that of infant--#c to #a ,length of arm of adult to that of infant--#d to #a ,length of leg of adult to that of infant--#e to #a ,besides these easily observed differences1 there are others of far more consequence not easily seen1 such as differences in the size1 structure and activity of vital organs1 and in the almost total lack of nervous development in the child as compared with the adult4 ,all of these things make of the child an individual so different from the adult that he must be treated in accordance with his own nature and needs and with little regard to the way in which an adult is considered4 ,practically everything that the infant needs may be summed up in the one word nutrition4 ,a sufficient supply of pure milk from the mother is the one supreme requirement4 ,if this is assured1 everything else is almost certain to follow4 ,of course1 the little one must be kept at the right temperature1 which is comparatively high during the first few months4 ,an abundance of pure1 fresh air also must be supplied to both mother and child4 ,it is wise for both to spend much time in the open air and to sleep on a screened porch4 ,the child should be kept quiet and permitted to sleep as long as nature dictates4 ,it is a positive sin to snatch the child from its bed1 toss it up and down and screech at it for the edification of curious visitors4 ,kissing the child in the mouth should also be positively prohibited4 ,the use of patent medicines likewise1 or even many of the old mother remedies should never be indulged except on the advice of a competent physician4 ,the needs of the child for some time are strictly physical4 ,inner forces are at work which cannot be assisted except indirectly through care of the physical organism4 ,so far as nervous or mental development is concerned the rule should be1 ,hands off1 let ,nature take her course4 ,immediately after birth certain reflexive and instinctive movements1 such as sucking1 crying1 sneezing and clinging are manifested2 and the sense of taste and usually smell are also sufficiently active to enable the infant to take nourishment4 ,no other senses are active and no other movements possible except the automatic action of vital organs and a few vague spasmodic twitchings and movements of parts of the body known as impulsive4 ,nothing1 however1 can be done from without to hasten the mental awakening2 ,nature in her own due time will do this1 and do it much better if not hurried or interfered with4 ,,lesson ,v ,,questions ,,for ,,discussion #a4 ,show that the infant is not an adult in miniature4 #b4 ,what are some important differences between the child and the adult8 #c4 ,what is the supreme need of the infant8 ,why8 #d4 ,what should be observed in caring for the child8 #e4 ,what should be avoided in caring for the child8 #f4 ,what should be the rule in early mental development8 #g4 ,what is active in the child immediately after birth8 ,the ,care of the ,child in ,health1 by ,oppenheim1 will be helpful here4 ,if the book is in the parents' library1 let someone prepare and make a brief report on it for next lesson4 ,the following other helps may be had for the asking by writing to the ,u4,s4 ,bureau of ,education3 ,parental ,care1 by ,mrs4 ,west1 ,series ,no4 #a1 publication ,no4 #d1 ,u4,s4 ,department of ,labor1 ,children's ,bureau4 ,the following chapter is taken from one of these bulletins prepared for parents by our ,government4 ,,care ,,of ,,the ,,baby ,,in ,,summer ,summer ,is a ,critical ,time for the ,infant1 ,during ,this ,time ,it ,should ,receive the ,most ,careful ,attention ,a baby must be kept as cool as possible in summer1 because over-heating is a direct cause of summer diarrhea4 ,even breast-fed babies find it hard to resist the weakening effects of excessive heat4 ,records show that thousands of babies1 most of whom are bottle-fed1 die every year in ,july and ,august1 because of the direct or indirect effects of the heat4 ,next in importance to right food in summer are measures for keeping the baby cool and comfortable2 frequent baths1 light clothing and the selection of the coolest available places for him to play and sleep4 ,a baby should have a full tub bath every morning4 ,if he is restless and the weather is very hot1 he may have in addition one or two sponge baths a day4 ,a cool bath at bedtime sometimes makes the baby sleep more comfortably4 ,for a young baby1 the water should be tepid2 that is1 it should feel neither hot nor cold to the mother's elbow4 ,for an older baby it may be slightly cooler1 but should not be cold enough to chill or frighten him4 ,if the water is very hard a tablespoonful of borax dissolved in a little water may be added to three quarts of water to soften it4 ,very little soap should be used and that a very bland1 simple soap1 like castile4 ,never rub the soap directly on the baby's skin1 and be sure that it is thoroughly rinsed off1 as a very troublesome skin disease may result if a harsh soap is allowed to dry on the skin4 ,use a soft wash cloth made from a piece of old table linen1 towel1 knitted underwear1 or any other very soft material1 and have two pieces1 one for the face and head and one for the body4 ,the towel should be soft and clean also4 ,even in summer the baby should be protected from a direct draft when being bathed lest he be too suddenly chilled4 ,a young baby should be carefully held while in the tub4 ,the mother puts her left hand under the baby's arm and supports the neck and head with her forearm4 ,but an older baby can sit alone and in summer may be allowed to splash about in the cool water for a few minutes4 ,when the bath is finished the baby should be patted dry1 and the mother should take great care to see that the folds and creases of the skin are dry4 ,use a little pure talcum powder or dry sifted corn starch under the arms and in the groin to prevent chafing4 ,if any redness1 chafing1 or eruption like prickly heat1 develops on the skin1 no soap at all should be used in the bath4 ,sometimes a starch1 or bran1 or soda bath will relieve such conditions4 ,bran ,bath4 ,make a little bag of cheesecloth and put a cupful of ordinary bran in it and sew or tie the top4 ,let this bag soak in the bath1 squeezing it until the water is milky4 ,starch ,bath4 ,use a cupful of ordinary cooked starch to a gallon of water4 7,if the laundry starch has had anything added to it1 such as salt1 lard1 oil1 bluing1 it must not be used for this purpose47 ,soda ,bath4 ,dissolve a tablespoonful of ordinary baking soda in a little water and add it to four quarts of water4 ,clothing4 ,do not be afraid to take off the baby's clothes in summer4 ,all he needs in hot weather are the diaper and one other garment4 ,for a young baby this may be a sleeveless band which leaves the arms and chest bare1 and for an older baby only a loose1 thin cotton slip or apron1 or wrapper1 made in one piece with short kimono sleeves4 ,toward nightfall when the day cools1 or if the temperature drops when a storm arises1 the baby should1 of course1 be dressed in such a way as to protect him from chill4 ,cotton garments are best for the baby in summer4 ,all-wool bands1 shirts and stockings should not be worn at any time of the year1 and in hot summer weather only the thinnest1 all-cotton clothing should touch the baby's skin1 unless he is sick1 when a very light part-wool band may be needed4 ,in general1 neither wool nor starch should be allowed in the baby's clothing in summer4 ,wool is too hot and irritating and starched garments scratch the baby's flesh4 ,the baby should be kept day and night in the coolest place that can be found4 ,the kitchen is usually the hottest room in the house1 especially if coal or wood is burned for fuel4 ,while the mother is busy with her work the baby should be kept in another room1 or better1 out of doors1 if he can be protected from flies and mosquitoes4 ,a play pen1 such as is described in ,infant ,care1 a booklet published by the ,children's ,bureau and sent free on request1 makes it possible to leave the baby safely by himself on the porch or in the yard1 after he is old enough to creep4 ,a screened porch on the shady side of the house is a boon to every mother1 affording a cool1 secure place for the baby to play and also to sleep4 ,let him have his daytime naps on the porch and sleep there at night during the heat4 ,do not be afraid of fresh air for the baby4 ,he cannot have too much of it4 ,night air is sometimes even better than day air1 because it has been cooled and cleansed of dust by the dew4 ,the essentials in the summer care of babies are3 #a4 ,proper food1 given only at regular intervals4 #b4 ,a clean body4 #c4 ,fresh air1 day and night4 #d4 ,very little clothing4 #e4 ,cool places to play and sleep in4 ,do not give the baby medicine of any sort unless it is ordered by the doctor4 ,never give him patent remedies which are said to relieve the pain of teething1 or to make him sleep1 or to cure diarrhea1 for such medicines are likely to do the baby much more harm than good1 especially in summer when the digestion is so easily disturbed4 ,it is so much easier to keep the baby well than it is to cure him when he is sick1 that wise mothers try to take such care of the baby that he will not be sick4 ,do not fail to give the baby a drink of cool water several times a day in hot weather4 ,boil the water first1 then cool it1 and offer it to the baby in a cup1 glass1 or nursing bottle4 ,babies and young children sometimes suffer cruelly for lack of drinking water4 ,,lesson ,,vi ,,questions ,,on ,,text #a4 ,what are the chief causes of sickness and death among children during the summer time8 #b4 ,what are the best preventatives for baby ills during the hot months8 #c4 ,discuss the importance of bathing and tell how to bathe the child4 #d4 ,what is the best way to dress the child during the heated time of the year8 #e4 ,what provisions should be made for his sleeping8 #f4 ,discuss the use of patent medicines4 #g4 ,what should be done regarding the drink of the child8 ,why8 #h4 ,what can best be done by the well-to-do and by the community as a whole to protect and preserve the babies8 ,reference3 ,selections from ,child ,nature and ,child ,nurture1 by ,st4 ,john4 ,,child ,,activity ,this ,activity ,is ,expressed in ,simple ,reflexes1 ,complex ,instincts1 or ,internally ,caused ,impulses ,as already mentioned1 the physical needs of the infant are supreme4 ,proper nourishment1 the right temperature1 bathing1 and an abundance of fresh1 pure air constitute all of his requirements4 ,the child is endowed1 however1 with an enormous capacity for movement which is the outward expression of his awakening mental life4 ,the first great mental fact to note is that the infant is born with the capacity to respond to stimuli both from without and within4 ,touch the lips of the new-born child with the nipple or even the finger1 and immediately the sucking instinct takes place2 let a bright light shine into the open eye1 and the iris at once contracts2 plunge the little one into cold water or let it be subject to any bodily discomfort and at once the crying reflex takes place4 ,the simple1 direct responses to stimuli such as sneezing1 coughing1 wrinkling1 crying1 response to tickling1 etc41 are termed reflexes4 ,the more complex responses which are purposeful and are designed to aid or protect the organism1 such as sucking1 clinging1 fear1 anger1 etc41 are called instincts4 ,besides the movements which are the direct result of stimulation1 other movements more or less spasmodic and uncoordinated take place which seem to be the result of internal causes not easily understood4 ,the whole body is usually involved in these movements1 and they are at first extremely random in expression4 ,these are termed impulses and are undoubtedly due to the fact that the infant is a living1 breathing embodiment of energy1 seeking the means of self-expression4 ,in other words1 the infant is active from the beginning1 and the slightest kind of internal disturbance is sufficient at times to turn loose an immense number of impulsive movements4 ,this activity at birth is entirely uncontrolled4 ,it seems that in contrast to reflexes and instincts which have prearranged bodily means of expression1 the impulses must be subjected to a long period of training and education before they are capable of being controlled and transformed into that voluntary movement which is sometimes called will power4 ,the immense number and strength of these random1 impulsive movements in the infant is in great contrast to the few1 instinctive1 unchangeable modes of action in lower animals4 ,as already stated1 most animals come to the world with the few movements necessary to their existence already provided for and so fixed that future adjustment to new conditions is practically impossible4 ,the child1 on the other hand1 has marvelous capacity for adjustment to new conditions and presents1 therefore1 possibilities for training and education that have probably never yet been fully realized in any child4 ,the reflexes and instincts1 however1 are much more fixed and certain in their action than are the impulses4 ,no matter what the training and education of an individual may be1 he will sneeze1 even in church1 if the right stimulus is present2 or he will cry and shed tears in public if the melodrama excites the proper nerve centers4 ,when the sex instinct is fully aroused or the sentiment of love completely awakened1 no one can foretell what the action of the otherwise sane person will be4 ,all that training and education can do is to inhibit under ordinary conditions certain undesirable tendencies and instincts and to strengthen through exercise those that are desirable2 and even then when a crisis comes1 the old1 hereditary instinct is apt to break through its thin veneer and actually frighten the individual at the unexpected strength it reveals4 ,slap any man in the face and see what chance his life-long education has against the old barbarous instinct for fighting4 ,but notwithstanding the strength and tenacity of instincts1 training and education may inhibit some of them and so transform others into useful habits that for most purposes in life their subjugation seems complete4 ,a tremendous1 almost divine power rests1 therefore1 in the hands of parents--the power to mold and fashion and transform the impulses and instincts of their children into whatsoever ideals of life and conduct they themselves possess4 ,where is the parent who fully realizes his privilege and completely performs his sacred duty8 ,,lesson ,,vii ,,questions ,,on ,,the ,,text #a4 ,what are the supreme needs of the infant8 #b4 ,what is the first mental fact to note8 #c4 ,illustrate reflex movement1 instinctive movement1 impulsive movement4 #d4 ,contrast the impulses of children with the instincts of lower animals4 #e4 ,what opportunity is given parents through the impulsive movements of the infant8 #f4 ,what only may training and education hope to accomplish with the instincts of children8 #g4 ,what almost divine power is possessed by parents in the training of children8 #h4 ,quote from the ,doctrine ,covenants also a passage that deals with the responsibility of parents in teaching the gospel to their children4 ,reference3 ,for a further study of instincts1 selections from ,fundamentals of ,child ,study1 by ,kirkpatrick1 will be found helpful4 ,also chapters from ,elementary ,psychology1 by ,phillips4 ,,habit ,habit ,is the ,tendency to ,make ,certain ,actions ,automatic4 ,it ,is a ,great ,time ,saver1 and ,forms the ,basis for ,training and the ,acquirement of ,skill ,once activity starts in any direction1 the tendency is to persist until satisfaction is reached4 ,if the movement results in pain or even discomfort1 or if the end reached is not satisfactory1 the movement will be inhibited or discontinued and probably will not be attempted the second time4 ,whenever the end reached does give satisfaction1 the activity is sure to be repeated1 and in these later attempts1 efforts will be made to reach the end more quickly and with less effort4 ,this is done through eliminating the unnecessary movements and combining the right ones until the complete process is performed with ease and skill4 ,the repetition alone is not so important as the intelligent improvement of the act through practice until a satisfactory degree of skill is obtained4 ,after the desired end is reached1 attention to the process will cease1 but thereafter whenever the right stimulus is presented the act will be repeated1 and this will be done with much less effort than was first employed2 further repetitions of the act require less and less conscious effort until at length it will be performed almost with the same sureness and ease with which reflex or automatic movements take place4 ,any activity whatsoever when reduced to this automatic stage is termed habit4 ,the importance of habit in the development of the child can scarcely be over-estimated2 in truth1 it is the one great process which dominates nine-tenths of all the activity of the individual throughout his entire life4 ,habits ought to be our most helpful and reliable servants1 but they are too often enemies that bind us hand and foot and prevent the realization of our highest possibilities4 ,much of the training and education of the child consists1 therefore1 in acquiring a series of useful habits and in inhibiting acts that might result in habits that are undesirable4 ,a child left to himself or improperly reared will acquire all sorts of undesirable habits which may have the effect of hampering his every movement and which may cause eventually his disgrace and failure in life4 ,even the adult who fails to practice the details of the various activities connected with his vocation until they result in effective habits of work will usually fail1 while the man who has mastered the details of his occupation through reducing them to a series of effective habits will surely succeed4 ,note the ease and perfection with which the skilled workman performs his labor and compare it with the slow1 slovenly work of the unskilled laborer4 ,one important development of the future will be the employment of an expert in each occupation whose business it will be to teach the workmen the most efficient and economical way of doing his particular work4 ,even now in many factories high-priced experts are secured whose duty it is to teach the workmen how to eliminate all unnecessary movements in their work and how to combine the right movements necessary to accomplish each task in the best way and in the quickest time4 ,in many instances1 the output of the factory has been increased from twenty-five to forty per cent1 through this sensible procedure4 ,theoretically1 good habits should be as easy to acquire as bad ones1 but practically this is not the case4 ,only a few bad habits are the result of conscious choice and effort2 for example1 the acquiring of a liking for tobacco and liquor1 the taste of which for most children is disagreeable if not nauseating at first1 but this taste1 through practice1 often becomes an uncontrollable craving4 ,most bad habits1 however1 come about unconsciously and are the result of just letting things happen4 ,this1 undoubtedly1 is what the proverb means which states1 ,man is born to trouble as the sparks are to fly upward4 ,most good habits1 on the other hand1 are the result of conscious effort1 especially on the part of parents and teachers4 ,a reason for this is that the strongest instincts in children are those relating to self-preservation and the gratification of personal desires1 hence selfishness1 greediness1 anger1 and the fighting instinct are natural to the child1 while generosity1 good manners1 respect for the rights of others1 and sympathy require1 in order to be properly developed1 persistent effort and education4 ,parents1 therefore1 must persevere in training up the child in the way he should go if they would cultivate in him habits that bless his whole life4 ,imitation also plays a remarkable part in the formation of habits4 ,the child learns to walk1 talk1 use his hands in certain ways1 and to eat1 sleep1 and dress after the manner of his elders4 ,he uses good language or bad according to the examples heard2 in fact1 nearly everything a child does is the result of copying after others4 ,whether his habits be good or bad1 efficient or slovenly1 therefore1 depends largely on the nature of the examples he has to follow4 ,,lesson ,,viii ,,questions ,,for ,,discussion #a4 ,how are habits formed8 #b4 ,give examples to show that habit dominates most of the activities of life4 #c4 ,why are good habits more difficult to form than bad ones8 #d4 ,illustrate the power of imitation in the formation of habits4 #e4 ,what is the relation of habit to training and education8 #f4 ,what is the relation of habit to the skilled workman8 #g4 ,in what way can the expert increase efficiency in every vocation and profession8 #h4 ,how might much time be saved in the home and on the farm by the acquirement of effective habits in work8 ,reference3 ,for further study of habit see ,phillip's ,elementary ,psychology4 ,,habit ,,continued ,right ,habits ,must ,be ,acquired ,early2 ,wrong ,habits ,are ,broken ,only ,through ,tremendous ,effort ,whatsoever the parent desires in his child in the nature of attainment or skill1 of character or ideal1 if not foreign to the nature of the child1 may be realized through attention to habit4 ,but the training in right habits should be accomplished during the golden age of childhood when body and soul are plastic and impressions are easily made4 ,too early the character hardens like cement and thereafter becomes well nigh impossible to change4 ,think how difficult it is for the adult1 but how easy for the child1 to acquire skill in music1 or facility in speaking a foreign language4 ,with respect to moral virtue and spiritual sentiment1 whatsoever good fruit you look for in the man usually appears as seed and flower in the child4 ,among the habits that should be impressed early1 habits that are absolutely essential to success in life1 are the following3 #a4 ,promptness and regularity4 #b4 ,obedience to right and justice4 #c4 ,truthfulness and honesty4 #d4 ,thoroughness4 #e4 ,industry or the habit of work4 #f4 ,persistence4 #g4 ,temperance4 #h4 ,courtesy and respect for the rights of others4 ,crowning these and transcending them in importance are the supreme sentiments and ideals of life1 which cannot properly be regarded as habits2 they are sympathy1 love1 faith1 reverence for religious convictions1 and the ideal of freedom or liberty4 ,society itself could not endure but for the stability which habits afford4 ,it is easy to denounce custom and tradition as obstacles to progress and reform1 but it should be remembered that they are the social habits which society has acquired through registering the experience of the past1 and that while some of them1 such as intemperance and sexual vice1 are destructive of society1 others1 like co-operation1 and the ideal of freedom1 are absolutely essential to human progress4 ,an example by ,oppenheim1 in his ,mental ,growth and ,control1 well illustrates the power of habit4 ,a wealthy woman in ,new ,york ,city became interested in the crowded tenements of the east side2 she believed that constant sickness1 unclean habits1 and the vicious characters of the people were due largely to overcrowding4 ,she secured1 therefore1 some well furnished cottages in the suburbs and offered them rent free until such time as the occupants should become well established4 ,her surprise was great when they refused to move into these comparatively luxurious quarters2 they seemed to prefer the dirt and disease1 the sickness and vice to which they were accustomed4 ,she did not know the force of habit2 she was totally ignorant of the hard and fast condition into which people grow4 ,she had never stopped to consider how necessary it is for the world at large to have such repression4 ,without this control there could be no peace1 no safety1 no steady growth in civilized society4 ,the poor would attack the rich1 the lawless and violent would assail the peaceful1 the indolent would refuse to labor1 the regularity and studied discipline of well-ordered life would absolutely cease4 ,in their place anarchy would reign and each day would make confusion worse confounded4 ,imagine1 if you can1 what animals would be if they lacked restraint of habit4 ,man's power over them would cease instantly and their strength would be a terrible engine of destruction4 ,men would be as much worse as human intelligence exceeds brute intelligence4 ,one is quite safe in declaring that habit is the great flywheel that regulates society4 ,desirable habits1 therefore1 together with all necessary reforms1 must come about slowly2 they should be the result of conscious training and education in all the factors that make for a higher civilization4 ,,lesson ,,ix ,,questions ,,for ,,discussion #a4 ,what are some habits essential to success8 #b4 ,when should training to fix these habits begin8 ,why8 #c4 ,why do many parents fail to fix right habits in their children8 #d4 ,how may wrong habits be overcome and right habits established8 #e4 ,what does ,solomon say in regard to training the child8 #f4 ,give reasons why community habits are so hard to change8 ,what is the good side of this strength of habit8 #g4 ,what is the quickest and surest way to bring about desirable social reforms8 ,,maxims ,,on ,,habit ,professor ,james ,gives ,four ,maxims to ,follow in ,breaking from an ,old ,habit or in ,acquiring a ,new ,one #a4 ,take care 'o launch yourself with as strong and decided initiative as possible4 ,reinforce the right motive with every favorable circumstance2 put yourself in a condition that will make the right act easy and the wrong one difficult4 ,take a public pledge if the case allows2 in short1 envelop your resolution with every aid possible4 #b4 ,never suffer an exception to occur until the new habit is securely rooted4 ,each lapse is like the letting fall of a ball of yarn that is being wound2 a single slip undoes more than a great many turns will wind again4 ,it is necessary above all things never to lose a battle2 every gain on the wrong side undoes the effects of many conquests on the right4 #c4 ,seize every opportunity to act in the direction of the desired habit1 and permit no emotional prompting in its behalf to escape you4 ',hell is paved with good intentions1' hence to have good desires1 thoughts1 intentions without actually working them out weakens and destroys the moral fibre4 ',character is a completely fashioned will1' says ,j4,s4 ,mill1 and a will in this sense is an aggregate of tendencies which act in a firm1 prompt1 and definite way in every emergency of life4 ,when a resolve or a fine glow of feeling is allowed to evaporate without bearing fruit in action1 it is worse than a chance lost1 it is a positive hindrance to the carrying out of future resolutions4 ,nothing is more contemptible than a sentimental dreamer who is carried away with lofty thoughts and feeling but who never does a manly1 concrete deed4 ,positive harm is done through cultivating the emotions and sentiments if no outlet is found for some appropriate action4 #d4 ,keep the faculty of effort alive by a little gratuitous exercise every day4 ,that is1 be heroic1 do every day something for no other reason than that you would rather not do it1 so that when the hour of dire need comes1 it may find you nerved and trimmed to stand the test4 ,the man who practices self-denial in unnecessary things will stand like a tower when everything rocks around him and when his softer fellow mortals are winnowed like chaff in a blast4 ,the hell which theology once taught is no worse than the hell we make for ourselves by habitually fashioning our characters in the wrong way4 ,could the young but realize how soon they will become mere walking bundles of habits1 they would give more heed to their conduct while in the plastic state4 ,we are spinning our own fates1 good or evil1 and never to be undone4 ,every small stroke of virtue or of vice leaves its never so little scar4 ,the drunken ,rip ,van ,winkle excuses each drink he takes by saying1 ',i won't count this time4' ,he may not count it1 and a kind heaven may not count it1 but down among his nerve cells and in the muscle fibres1 the molecules are counting it1 registering and storing it up to be used against him when the next temptation comes4 ,nothing we do in a strict1 scientific sense is ever wiped out2 each thought and every deed is registered in the soul and helps to compose that book out of which we will be judged on that great final day when we are called upon to render an account of our stewardship4 ,notwithstanding the difficulty1 however1 habits may be strengthened1 or abolished4 ,the older they are the more difficult they will be to modify2 the chief factor involved is the amount of labor required to make the change1 the possibility of making it need never be questioned4 ,breaking the habit of excessive use of drugs1 tobacco1 tea and coffee1 or alcohol1 will occasion much discomfort1 hardship1 and even functional disturbance1 but these ills are only temporary1 and the organism soon returns to its original normal condition4 ,to break a well-established habit requires common sense1 decision and strength of purpose4 ,if you want to abolish a habit1 you must grapple with the matter as earnestly as you would with a physical enemy4 ,you must go into the encounter with all tenacity of determination1 with all fierceness of resolve1 with a passion for success that may be called vindictive4 ,no human enemy can be as insidious1 as persevering1 as unrelenting as an unfavorable habit4 ,it never sleeps1 it needs no rest1 it has no tendency toward vacillation and lack of purpose4 ,it is like the parasite that grows with the growth of the supporting body and like a parasite1 it can best be killed by violent separation and crushing4 ,every time we make an unsuccessful attempt1 the final crushing is indefinitely postponed1 every time we put off the attempt1 the desired result fades farther and farther away4 ,the habit persists and from time to time the path becomes deeper and broader4 ,in addition1 during such a period of weakness and indecision1 you may be fostering another habit1 that of expecting defeat4 ,from this lack of confidence and little faith in yourself and destiny1 you must by all means escape at any cost4 ,there is nothing more pathetic than the man who does not believe in himself4 ,no one else will believe in him4 ,but he who has the enthusiasm of belief in himself and never loses sight of his high purpose is the one who can perform wonders4 ,,lesson ,x ,,questions ,,for ,,discussion #a4 ,discuss fully each of the maxims given by ,professor ,james1 illustrating by experiences you have known4 #b4 ,what expression from ,professor ,james is most impressive to you8 #c4 ,what hope is there for those enslaved by a bad habit8 ,how can we best help them8 #d4 ,what was ,christ's way of dealing with such people8 #e4 ,what are the common habits that most trouble us8 ,how can they be best prevented or overcome8 ,,habits ,,of ,,infancy ,,and ,,childhood ,the ,first ,physical ,habits ,acquired by the ,child ,are of ,vast ,importance and ,require ,heroic ,treatment on the ,part of the ,mother ,from the beginning both physical and mental habits will be acquired by the child4 ,at first1 attention must be given chiefly to the regularity of caring for the physical needs of the infant such as giving food at stated intervals1 and having a regular time for sleeping1 bathing1 and for being dressed4 ,it is astonishing how little trouble is caused by the infant when it is trained in correct physical habits from the beginning1 compared with the babe that is treated in a spasmodic fashion--everything overdone sometimes and nothing at all done at other times4 ,in the former case the little one is quiet and peaceful and sleeps1 as it should1 most of the time1 especially at night2 in the latter case the child is fretful and cross and requires the father to trudge it about at night much to his discomfort and loss of temper4 ,nature has given the infant a voice which is not only lusty but which is apt to be used from the first with unnecessary liberality4 ,it is the little one's only means of responding to stimuli that cause discomfort2 at first the infant's cry is reflex and unconscious2 but if every time it cries something happens1 a sort of dim consciousness is soon awakened and the habit of crying for nothing or on the slightest provocation is soon established1 and thereafter the child will rule the household like a ,czar4 ,if1 on the other hand1 the mother understands that the crying reflex is largely unnecessary at the present time1 since she has learned to administer to the infant's every requirement with clock-like regularity1 she will1 when assured that nothing ails the child1 let it cry if it wants to without giving it the least attention4 ,one can scarcely believe how soon the crying reflex will disappear under such treatment4 ,if1 on the other hand1 the child is taken up whenever it cries and walked and rocked and fondled1 it quickly learns that individuals were made solely to wait on it1 and the great instinct of selfishness is aroused which is likely to carry in its wake a world of trouble and disappointment4 ,who has not heard a crying child in an adjoining room stop suddenly to listen for the sake of discovering whether or not the noises he heard are the regular movements of a person coming to him or merely the irregular noises of the wind or of moving furniture which do not concern him8 ,not only is the child plastic1 but too often a portion of the environment is also plastic and yielding and usually to the lasting detriment of the child4 ,the young mother who would train her child to right habits must be heroic4 ,when the little one is old enough to sit up in his high chair at the table1 his conduct is not apt to be meek and good-mannered4 ,he will snatch at things and tip them over1 plunge his fists into the gravy1 and fill his mouth with food1 stuffing it in with both hands until he chokes4 ,his mother is usually ashamed and grieved at his barbarous conduct2 but she need not be1 she should remember that good table manners are artificial1 not natural1 and that they are by no means a racial acquirement4 ,she must resort1 therefore1 to necessary means to correct the child1 even at times to physical punishment1 though she herself must leave the room to shed a quiet tear over such seeming cruelty4 ,place the spoon in his hand and help the child to make the necessary movements and punish him slightly if need be whenever he departs too far from propriety1 and it will be astonishing how quickly the conventional habit of table manners will be acquired4 ,the kindest mother is the one who is brave enough to inflict some punishment when this is the surest way to develop needed habits that are unnatural to the child4 ,soon the child learns to crawl2 he does this because of the primal pleasure he has in bodily movements and because he has reached satisfaction in handling objects within his grasp2 and since distant objects will not come to him1 he must go to them1 and this he does as soon as he is able4 ,if objects would come to him whenever he desired1 it is probable that he would not learn to crawl for a long time4 ,sometimes exceedingly awkward modes of crawling are acquired1 which if noted and corrected when first attempted1 would save much labor and pains afterward4 ,so long as crawling answers all demands and gives full satisfaction1 it will be continued2 but1 usually because the child sees others walk1 and possibly also because he himself has the instinctive desire to walk1 crawling is no longer satisfactory4 ,so he attempts to imitate the walking of his elders and through the aid and encouragement received from them1 he accomplishes this marvelous feat--the greatest physical habit he will ever require4 ,,lesson ,,xi ,,questions ,,for ,,discussion #a4 ,what are the first physical habits that the child should acquire8 #b4 ,what results from spasmodic training in these habits8 #c4 ,how should the crying reflex be treated8 #d4 ,how is selfishness early aroused8 ,how can it be avoided8 #e4 ,why should the young mother be heroic8 #f4 ,how may table manners1 and other conventional habits be taught8 #g4 ,why do the parents fail to implant right habits in their children8 ,the following will be found helpful for further studies on this subject3 ,the ,care of the ,baby1 by ,holt2 ,the ,care of the ,child in ,health1 by ,oppenheim4 ,,the ,,meaning ,,of ,,consciousness ,consciousness ,is ,expressed in ,knowing1 ,feeling1 and ,willing1 ,each ,phase of ,which ,should ,be ,developed ,fully and in ,perfect ,harmony ,as already remarked1 the chief characteristic of the young child is ceaseless activity4 ,from the time he is able to walk1 or even crawl1 the great instinct of curiosity is alive1 and this at first is likely to lead him into all sorts of places where he should not go and cause him to investigate and even destroy some of the valued possessions of the household4 ,this is a critical period in the development of the child and must be handled with rare judgment4 ,some knowledge of child psychology is essential here to guide the parent4 ,about this time three types of mental activity will be noted in the child4 7#a7 ,feeling is one phase or type which expresses itself sometimes in pleasure or pain and at other times in action or anger4 ,the feeling phase of consciousness gives color and tone to every act of life2 it is the basis of interest2 without it1 neither happiness nor sorrow could exist1 nor could there be faith or worship4 ,when fully developed1 it culminates in the emotions and sentiments1 the highest of which are friendship and sympathy1 love and duty1 patriotism and reverence4 ,the opposite of some of these is anger1 hate and jealousy4 ,feeling makes heaven or hell a possibility and sometimes an actuality4 7#b7 ,the knowing phase of mental activity is aware of the outside world as well as of itself2 it forms images of things and remembers2 in its higher aspects it judges and reasons4 ,this phase of consciousness makes possible invention and scientific achievement4 ,by and through it1 man overcomes his environment and makes himself the master of the earth4 7#c7 ,the volitional or will phase of mental activity is first manifested in the impulsive1 spasmodic movements heretofore described4 ,later these random movements are brought under control1 then comes the ability to select a desired stimulus from among several that are possible1 and at length the power to choose between two or more possible modes of action4 ,this highest form is termed voluntary action or will power4 ,it is extremely important to note that the will is not a separate power or faculty which can be cultivated apart from other phases of consciousness4 ,many foolish things have been written about the power of the will and its capacity for infinite development2 as a matter of fact1 all three phases of consciousness must be developed together4 ,every act of the mind of necessity embraces all three phases1 since it is impossible to know without feeling or to experience feeling or knowing without activity4 ,the will1 therefore1 can never be quite so strong as the total consciousness2 and at every stage1 it needs the feeling phase to give it motive and the knowing phase to make it rational4 ,knowing1 feeling1 and willing1 therefore1 are merely convenient terms that express the varying1 changing modes of consciousness1 which at one time may be predominately feeling1 at another knowing1 and again willing4 ,the great fact to remember is that consciousness develops as a unit1 and the most highly trained mind is the one in which each phase is developed not only to its maximum but at the same time in perfect harmony with the other two as well as with the total consciousness4 ,it is impossible to say which of the three phases develops first in the infant1 nor is it important to know2 the significant fact is that all three evolve together1 and whenever activity is strong and well sustained1 it is evident that feeling and knowing also are well developed4 ,when the child is two years of age or over1 as above remarked1 usually an appalling desire to destroy things is manifested4 ,dolls will be torn to pieces1 the toy bank smashed1 and if a hammer can be had1 nothing is too sacred to be knocked to pieces4 ,this is not depravity in the child1 much as it seems to be1 it is a legitimate desire to investigate1 to satisfy his curiosity1 and to find a means of satisfying his increasing power to do something4 ,up to this time an object is to the child merely the activity for which it stands2 a ball is something to roll or toss1 a hammer is to strike with1 and it is a matter of supreme indifference to him what is struck4 ,at this stage the child has no sense of values and he cannot possibly know that one object may be hit with a hammer1 while another object1 such as a mirror1 may not4 ,he must be taught this fact2 at first it is entirely beyond his experience4 ,but the child now has considerable capacity for knowing1 hence the wise parent can easily and quickly teach him to discriminate and even to be careful to avoid injury to certain objects4 ,no attempt should be made to suppress this new-born power of this searcher after truth2 this instinct is the basis of invention and of scientific research2 it must be properly guided1 but not subdued4 ,give him playthings which can be taken to pieces and put together1 dolls which can be dressed and undressed1 horses which can be harnessed and fastened to carts1 blocks which can be built into various forms1 and above all1 for a boy1 a large1 soft block of wood with plenty of nails1 tacks1 and a hammer4 ,the amount of energy he will expend in filling the block with tacks or nails is astonishing4 ,other appropriate ways of expressing his energy should also be provided4 ,give the child something to do4 ,this rule ought to be rigidly observed3 ,never cut straight across the activity of a child1 but always substitute some other act in place of the one not desired4 ,,lesson ,,xii ,,questions ,,for ,,discussion #a4 ,how is the great instinct of curiosity at first manifested8 #b4 ,what three phases of consciousness are there8 ,how do these develop8 #c4 ,what is meant by a well-trained mind8 #d4 ,what explains the child's tendency to destroy things8 ,how may this tendency be best overcome8 #e4 ,what rule should the parent carefully follow with relation to the child's activity8 #f4 ,what are some sensible activities that may be easily provided for children8 #g4 ,why is it worth while for parents to devote some time1 or even money1 to providing for the natural activities of children to express themselves in the right ways8 ,for further study1 selections from ,elementary ,psychology1 by ,phillips1 will be found helpful4 ,,positive ,,vs4 ,,negative ,,training ,train the ,positive ,side of the ,child's ,nature and the ,negative ,side ,will ,need ,little ,attention4 ,a negative method trains the child to be hard and critical1 and to be constantly looking for opposition to his wishes2 it is the chief cause also of slyness1 ill-temper and disrespect4 ,the following illustrations are taken from ,mrs4 ,harrison's inspiring little book1 entitled1 ,a ,study of ,child ,nature4 ,a mother came to me in utter discouragement1 saying3 ',what shall ,i do with my five-year-old boy8 ,he is simply the personification of the word won't4' ,after the conversation ,i walked home with her4 ,a beautiful child1 with golden curls and great1 dancing1 black eyes1 came running out to meet us1 and with all the impulsive joy of childhood threw his arms about her4 ',don't do that1 ,james1 you will muss mama's dress4' ,i knew at once where the trouble lay4 ,in a moment she said3 ',don't twist so1 my son2' and ',don't make such a noise4' ,within a few minutes the mother had used 'don't' five times4 ,no wonder when she said1 ',run in the house now1 mama will come in a minute1' he replied3 ',no1 ,i don't want to4' ,two older children were playing in a room and soon became boisterous4 ,the busy mother did not notice them1 but the little two-year-old child turned round and called out impatiently3 ',boys1 'top4' ,babies1 like parrots1 learn the words they hear most frequently4 ',boys1 stop1' a negative command1 had no doubt been used frequently in that household4 ,how easy it would have been to substitute the positive statement3 ',boys1 run out in the back yard and play ball1' or ',run out into the garden and bring me some flowers for the table4' ,a four-year-old boy when he first entered the kindergarten was the most complete embodiment of negative training ,i have ever met4 ,it was ',no1 ,i don't want to1' ',no1 ,i won't sit by that boy1' ',no1 ,i don't like blocks4' ,nothing pleased him2 nothing satisfied him4 ,he was already an isolated character1 unhappy himself and a source of discomfort to others4 ,soon after beginning our work1 ,i heard a whizzing sound1 and ,paul's voice crying out3 ',joseph has knocked my soldier off the table and he did it on purpose too4' ,my first impulse was to say3 ',why did you do that8 ,it was naughty4 ,go and pick up ,paul's soldier4' ,but that would have been negative treatment1 too much of which had been heaped upon him already2 so1 instead1 ,i said3 ',oh1 well1 ,paul1 never mind1 ,joseph doesn't know that we try to make each other happy in kindergarten4' ,some time afterwards ,i said3 ',come here1 ,joseph1 ,i wish you to be my messenger boy4' ,this was a privilege highly desired by the children4 ,joseph came reluctantly as if expecting some hidden censure1 but soon he was busy running back and forth1 giving each child the proper materials for the next half-hour's work4 ,as soon as the joy of service had melted him into a mood of comradeship1 ,i whispered3 ',run over now and get ,paul's soldier4' ,instantly he obeyed1 picked it up1 and placed it on the table before its owner1 quietly slipped into his own place and began his work4 ,his whole nature for the time being was changed4 ,continued treatment of this kind completely transformed the nature of the child4 ,scolding and finding fault are the most common forms of negative training employed by parents4 ,such treatment brings out and emphasizes the opposite qualities from those desired1 since they appeal to the very worst side of the child's nature4 ,usually1 too1 the sympathy of the mother and the affection of the child are separated and coldness takes their place4 ,suggest to the child at the right time the act you wish him to do and usually it will be quickly accomplished2 then if a child is praised a little for his promptness1 he will soon grow into the habit of doing promptly other more important tasks4 ,the boy who dallied over everything he did was soon cured by the simple device of counting while he ran an errand and then praising him for his quick return4 ,a little praise goes farther than much censure4 ,sometimes a boy's tone and manner are lacking in respect to his mother1 or a girl becomes troublesome and defies authority4 ,this condition did not come about suddenly2 it is the result of continued negative treatment4 ,usually1 if a boy is disrespectful or a girl impudent1 it is because the parents through neglect or improper training1 have unconsciously fostered such behavior4 ,some children are timid and superstitious1 too often they are laughed at and ridiculed2 on the other hand1 fun should never be made of such children and they should be given every opportunity to develop courage and self-reliance4 ,if a child is irreverent1 he should have his eyes opened to the wonders of creation and to the majesty and power displayed by the ,maker of the universe4 ,so1 in all cases1 the parents should beware of the almost universal1 negative mode of training which represses1 scolds1 finds fault1 and results in producing hardness1 slyness1 obstinacy1 and other undesirable qualities2 instead1 positive methods should be employed4 ,they suggest correct action1 substitute the right for the wrong1 praise for blame1 encouragement rather than discouragement1 and stimulate to higher endeavor4 ,however1 if occasion demands1 parents may be stern1 unrelenting and even resort to punishment4 ,,lesson ,,xiii ,,questions ,,for ,,discussion #a4 ,what is the main point of this lesson8 #b4 ,discuss the won't child4 #c4 ,discuss the don't boy4 #d4 ,discuss scolding and finding fault versus judicious praise4 #e4 ,what is the value of suggestion in guiding children8 ,illustrate4 #f4 ,what often explains disrespect and impudence in children8 #h4 ,illustrate some helpful ways that give positive training to children4 ,selections from ,the ,dawn of ,character1 by ,mumford1 will be found helpful1 for further studies on this subject4 ,,food1 ,,dress ,,and ,,toys ,the ,body ,is ,more ,than ,raiment2 and ,life1 ,more ,than ,meat4 ,the normal child is born in a state of naturalness with respect to his tastes and appetites and the endeavor should be to keep him in this natural state4 ,but too often his senses are stimulated to excess and an artificial appetite is begun which usually leads to some form of intemperance4 ,much of the excess in drinking is due1 not to inheritance1 but to vicious feeding4 ,a false appetite leads to physical unrest and uneasiness and this naturally lends itself to the pleasure and excitement of drink4 ,why do you not eat the pickles1 my son8 said one father2 they are very nice4 ,no1 said the boy1 ,i don't see any use in eating spiced pickles1 it doesn't help to make me strong2 my teacher says so4 ,would that every child were thus trained to prefer wholesome to unwholesome food4 ,our schools are doing good work along these lines of personal hygiene2 parents should reinforce the efforts of the teacher by bringing the home hygiene up to the right standards4 ,the clothing of children also deserves some attention4 ,probably in nothing else is vanity and selfishness more easily displayed than in dress4 ,how rare a thing it is to find a beautiful child1 simply or even plainly dressed1 who is neither vain of her good looks nor of her rich apparel4 ,the sweetest object in the world is a beautiful child1 tastily dressed1 free from vanity1 and perfectly natural and unspoiled4 ,the mother who praises her child's curls or rosy cheeks rather than the child's actions or inner motives1 is developing vanity of the worst kind--placing beauty of appearance above beauty of conduct4 ,fashionable parties for children are abominations upon the face of the earth4 ,soon enough the child will come in contact with that which is unnatural and deceitful without having artificial conduct forced upon him4 ,,lesson ,,xiv ,,questions ,,for ,,discussion #a4 ,what may result from developing an artificial appetite in children8 #b4 ,what should the young mother avoid in feeding her child8 #c4 ,what evils result from over-indulgence in candy1 nick-nacks1 soda water1 etc48 #d4 ,in the dress of children how is vanity often developed8 #e4 ,what may result from constant praise of the good looks of the child8 #f4 ,discuss proper dress in children4 ,for further help on these points read ,mrs4 ,harrison's ,study of ,child ,nature1 pages #dg to #ed4 ,,cultivating ,,the ,,emotions ,it ,is a ,serious ,mistake to ,begin ,educating the ,intellect ,before ,training the ,emotions ,in the history of the race1 art develops before science1 just as in nature the blossom comes before the fruit2 so in the child emotions come before reason1 and he is attracted and his sympathies aroused by nearly any appeal to his senses long before his understanding tells him why4 ,notwithstanding this fact1 nearly every educative effort is confined to the intellect and the feelings are allowed to shift for themselves4 ,the result is that many a child grows up cold1 hard1 and matter-of-fact1 with little of color1 poetry or sympathy to enrich his life4 ,the common mistake is to starve the emotions in order to overfeed the understanding4 ,the education of the heart must keep pace with that of the head if a well-balanced character is to be developed4 ,even in school the teacher too often proceeds to stuff the child with information before first awakening interest in the subject4 ,once arouse the interest of a child in any subject and he will pursue it to success4 ,toys are of much value to children not only as promoters of play but because they appeal to their sympathies and give exercise to the emotions4 ,the two great obstacles to the exercise of the right emotions are fear and pity4 ,toys are great aids in overcoming these tendencies4 ,through dramatic play with toys1 children exercise their own imaginations and put action into their own lives2 and gradually fear and pity are overcome through the confidence the child develops in himself4 ,we find the instincts of the race renewed in each new-born infant4 ,each individual child desires to master his surroundings4 ,he cannot yet drive a real horse and wagon1 but his very soul delights in the three-inch horse and the gaily-painted wagon2 he cannot tame real tigers and lions1 but his eyes dance with pleasure as he places and replaces the animals of his toy menagerie4 ,he cannot at present run engines or direct railways1 but he can control for a whole half-hour the movements of his miniature train4 ,he is not yet ready for real fatherhood1 but he can pet and play with1 and rock to sleep and tenderly guard the doll baby4 ,through toys the child practises in miniature most of the activities of the adult and thus gradually bridges the chasm between his small capacity and the great realities and possibilities of life4 ,the heart should be trained as carefully as the head4 ,our emotions even more than our reason govern us4 ,train the child to feel rightly1 to admire the good1 the true and the beautiful1 and you need not fear4 ,he will develop a love of home1 of country and of ,god that will carry him safely throughout all his life4 ,this does not mean that we shall neglect the training of his intellect2 both heart and head should be trained together1 but the heart must not be neglected2 for out of it1 says the ,good ,book1 come the issues of life4 ,,lesson ,,xv ,,questions ,,for ,,discussion #a4 ,what may result from cultivating the intellect in children before stimulating the emotions8 #b4 ,which governs us most1 our feelings or our reason8 #c4 ,how can we develop best the right emotions in childhood1 such as kindness and unselfishness8 #d4 ,in what ways may toys help to develop the child8 ,discuss here proper and improper toys2 which are preferable1 dolls or ,teddy ,bears1 in developing motherly instincts8 ,what about soldiers1 firearms1 etc41 in their effect on boys8 ,for further reading on this point1 ,mrs4 ,harrison's ,study on ,child ,nature will be found helpful4 ,let some member report from the book1 if it be available1 dealing particularly with pages #ff to #gj4 ,,the ,,influence ,,of ,,love ,love ,is the ,vital ,element ,which ,transforms ,human ,nature and ,makes ,life ,worth ,living ,the sweetest word in all the language is love4 ,without it life is a frozen tundra where the sun never shines4 ,home is beautiful because there is love4 ,if a planet exists where love is absent1 then it contains no fire-sides1 the laughter of children is never heard1 flowers do not grow there1 and the singing of birds is unknown4 ,if selfishness is ever overcome1 if it is ever transformed into service1 it will be when love is triumphant2 for love alone is great enough to sacrifice itself for another4 ,love only can reach the sublime heights of faith and exaltation1 of reverence and worship4 ,love alone has the power to say1 ,though he slay me1 yet will ,i trust in him4 ,there is1 however1 a strange contradiction or opposition in love4 ,sometimes it is as weak and timid as a bashful girl1 at other times1 as strong and heroic as an ,amazon2 now it is like the harmony in music or the delicate coloring of a sunset2 again1 like the thunderous roar of ,niagara or the consuming fire of ,vesuvius4 ,love is an instrument with many strings1 some so delicate that they catch the sweetest symphonies of the soul1 others so powerful that they resound to the mighty storms and tempests of life1 and some so vibrant that they throb to the sorrows and heartaches of a bleeding world4 ,affection is awakened in the child with his first smile in recognition of his mother's face4 ,how shall this budding affection be rightly nurtured and developed so that it shall flower and bring forth good fruit8 ,it is desired that he shall be generous and possess good will towards others1 that he shall have sympathy and the spirit of sacrifice for those dear to him2 but too often the fruit of promise is eaten into by the worm of selfishness4 ,selfishness is the most universal of sins and the most hateful4 ,dante placed ,lucifer1 the embodiment of selfishness1 down below all other sinners in the dark pit of the ,inferno1 frozen in a sea of ice4 ,well did the poet know that this sin lay at the root of all others4 ,think1 if you can1 of one crime or vice which has not its origin in selfishness4 ,as already stated1 the primary instincts of the child favor the development of selfishness and the gratification of the appetites and passions4 ,the utmost care1 therefore1 must be exercised by the parents1 from the very beginning1 if the affections and desires of the child are to be trained away from itself and not permitted to become self-centered4 ,happy is the child whose mother knows how to direct those earliest manifestations of love4 ,the undisciplined senses and appetites easily degenerate into indulgence of passion1 or grow into that moral control which delights in temperance4 ,the inborn desire for praise and recognition may express itself in bragging vanity1 or expand into heroic endeavor4 ,so1 too1 there is a physical love which expresses itself in a mere caress and a higher1 purer1 more glorious love which manifests itself in service and self-sacrifice4 ,the tremendous hug of the little arms and the kiss of the rosy lips are manifestations of physical love2 while the child is in this loving mood the wise mother should ask of him some little service1 slight at first1 but sufficient to make him put forth some effort to serve her4 ,in this way she can transform this mere selfish love into the beginning of that spiritual love which ,christ commended when ,he said1 ,if ye love me1 keep my commandments4 ,the parent stands to his child for the time being1 as the one supreme source of every power and blessing2 the wise parent may establish between himself and the little one almost the same beautiful and solemn relationship as that which exists between the ,supreme ,giver of all good and ,his children4 ,not every one that sayeth unto me1 ',lord1 ,lord1' shall enter into the ,kingdom of ,heaven1 but he that doeth the will of my ,father which is in ,heaven4 ,love is to be tested always by its effect upon the will4 ,from the beginning the will must be made strong and unselfish by repeated acts of loving self-sacrifice4 ,contrast the selfish1 all-absorbing love of ,romeo for ,juliet1 who could not live without the physical presence of the one he loved1 with that grandly beautiful love of ,hector for ,andromache1 who1 out of the very love he bore her1 could place her to one side and answer the stern call of duty that she might never in the future have cause for painful blush4 ,i knew an ideal home where husband and wife were filled with the most exalted love ,i have ever known1 but the husband died4 ,the wife said3 ',all that was beautiful or attractive in my life went out with my husband1 and yet ,i know that ,i must1 for the love ,i bear him1 remain and rear our child as he would have him reared4' ,as ,i listened to these words1 quietly uttered by the courageous wife1 ,i realized what love1 real love1 could help the poor1 stricken heart to endure4 ,the child must be trained through love to give up his own will to others1 and1 from the beginning1 learn to submit to things which are unpleasant4 ,if this thought is insisted on from the first1 obedience will come easily to the child2 but woe be to both mother and child if egotism1 self-will and selfishness secure a fast hold upon the young heart4 ,a mother should never refuse the help offered by the child4 ,if the work is of such nature that the little one cannot share it1 let the mother suggest as a substitute something else which the child can do4 ,help turned away begets idleness and nourishes selfishness4 ,no1 dear1 you cannot help dress baby1 but you may hand mama the clothes4 ,a six-year-old boy1 who had been taught true love through service1 found his mother one morning too ill to answer his many questions4 ',mama cannot talk to you to-day1 ,philip1 she has a severe headache4' ,he quietly closed the door and soon there was a mysterious bumping and moving about of the heavy furniture in the next room4 ,soon it all was still1 then the door was gently opened and little ,philip tiptoed to his mother's bed and whispered1 ',mama1 ,i have straightened the furniture and tidied up the room2 is your headache better8' ,a little three-year-old boy running rapidly stumbled and bumped his head severely against the trunk of a tree4 ,loud cries of pain at once arose1 but his little brother took him by the arm and pushed him with all his might towards his mother1 saying in the most reassuring tone imaginable1 ',run to mama1 ,ned1 run to mama1 she'll kiss it and make it well4 ,please run to her quick4' ',perfect love casteth out all fear4' ,surely the wise mother can devise a thousand ways by which to kindle the flame of love in her child until her fond dreams for the little ones are transformed into living realities4 ,but the doubter may remark1 ',what if ,i ask my child to do something for me and he refuses or begins to make excuses or asks why his brother can't do it8' ,you have simply mistaken the time for stretching the young soul's wings4 ,begin the training when the child is in the loving mood and you will rarely fail to get the desired response2 yet1 if need be1 command the performance of the deed1 so that by repeated doing the selfish heart may at length learn the pleasure of unselfishness and thus enter into the joy of true living4 ,let parents take this motto to heart3 ,trust not the physical love of your child1 but seek to transform it into that higher love which manifests itself in service4 ,the real love of your child is measured by the extent to which he will sacrifice his own comfort and pleasure to serve you4 ,,lesson ,,xvi ,,questions ,,for ,,discussion #a4 ,why has the delicate sentiment of love such a power in shaping the lives of men8 #b4 ,what may be said of selfishness8 #c4 ,how may the desire for praise be expressed8 #d4 ,contrast physical and spiritual love4 #e4 ,how may love help to develop a strong will8 #f4 ,how must the child be taught obedience8 #g4 ,illustrate how loving service may be secured4 #h4 ,how may the real love of the child for the parent be measured8 ,,moral ,,training ,there ,is ,no ,escape from ,wrong-,doing4 ,mercy ,cannot ,rob ,justice ,somehow ,i'll escape1 is the fatal thought which blinds the poor fool who1 for the first time1 treads the path of self-indulgence or wrong-doing4 ,but he ought to know that escape is impossible4 ,no cave is dark enough1 no ocean deep enough to hide the transgressor from the consequences of his misdeeds4 ,a kind heaven may forgive him1 and the one he injures may overlook the offence2 but his own body and mind cannot forget2 they have registered the deed once for all and it can never be atoned for or forgotten4 ,the doing of a bad deed changes the individual in some particular1 slight or great as the case may be1 and1 pathetic though it seems1 he cannot go back and try it over again2 the scar remains1 as if seared by a hot iron1 and1 if the hurt is serious enough1 heredity may pass it down the ages4 ,how easily a bad habit is formed4 ,it won't hurt me is whispered by the siren voice of temptation1 because the consequences of the transgression are not felt or seen immediately1 a second offence seems less serious than the first4 ,soon habit steps in and stamps the process on mind and body and before the author is conscious of it1 a serious appetite or a degrading vice is fastened upon him from which neither time nor effort1 prayers nor tears1 may ever shake him free4 ,vice is a monster of such frightful mien1 ,that to be hated needs but to be seen1 ,but seen too oft1 familiar with its face1 ,we first endure1 then pity1 then embrace4 --,pope4 ,the child must be trained early to know3 ,the way of the transgressor is hard1 and ,he that sows the wind must reap the whirlwind4 ,it is a great mistake for the parent to step in and free the child from the consequences of his first wrong acts4 ,let the consequences fall on his own head1 and perchance they will teach him wisdom4 ,the true purpose of punishment is to teach the necessity of obedience to law4 ,everything that is good and desirable will come to him who obeys the law upon which the blessing is predicated2 every evil falls on the head of him who constantly violates law4 ,in the final analysis1 the punishments which nature inflicts are kind1 because they are warnings which1 if heeded1 will prevent serious injury4 ,the purpose of all discipline is to produce a self-governing individual1 not one who needs to be governed by someone else4 ,until a person learns to govern himself he counts for little in this world4 ,two serious mistakes are made in child government4 ,one is the indulgence of a soft1 vacillating policy by the parent which permits a child to shirk his duties and to escape from the natural results of his misdeeds4 ,through the parent's taking upon his own shoulders the consequences of the child's wrong-doing1 the child is lured into the false belief that duty may be shirked1 responsibility set aside1 and life be made to yield one sweet round of pleasure4 ,how will a child so trained be prepared to endure the disappointments and heartaches of a world which compels each of us to drink his portion of the bitter hemlock8 ,the other mistake is to employ unnatural or arbitrary punishments4 ,even the smallest child has an instinctive idea of justice and resents anything which he regards as unjust4 ,on the other hand1 he learns quickly the inevitableness with which pain follows the violation of law1 and how certain is the working out of cause and effect4 ,mrs4 ,harrison gives this admirable illustration3 ,the little one puts his hand upon the hot stove2 no whirlwind from without rushes in and pushes the hand away from the stove1 then with loud and vengeful blasts scolds him for his heedlessness or wrong-doing4 ,he simply is burned--the natural consequences of his own deed2 and the fire quietly glows on1 regardless of the pain which he is suffering4 ,if again he transgresses the law1 again he is burned as quietly as before1 with no expostulation1 threat1 or warning4 ,he quickly learns the lesson and avoids the fire thereafter1 bearing no grudge against it4 ,when the child scatters her toys and playthings all over the room1 the natural penalty is to require that they be gathered up and the room made tidy2 when the boy scampers across the newly-cleaned floor with his muddy boots1 he should be made to mop up the floor carefully2 thus in a thousand similar ways1 the parent may train the child to observe care and order in everything done4 ,nothing is more beautiful than a large family where each child is taught to care for and to rely upon himself1 and to give a little willing service to others4 ,but the tired mother will remark1 ,oh1 yes1 that all sounds very nice1 but mothers have no time to spare to eternally watch and train their children4 ,hold a moment1 there is a fallacy here2 she ought to say1 ,i have no time to spare because ,i failed to train the children in the manner mentioned4 ,in no other way can the mother save so much time as by taking a little time at first to train the child to be neat1 tidy and orderly1 or later to feel the inevitable consequences of violating law4 ,instead of saving time in this sensible way1 too often the mother loses both time and the love of her child through becoming irritable and scolding the little one for every offence committed4 ,nothing is worse than scolding1 a sound thrashing administered now and then is far less cruel4 ,nearly every evil instinct in the child is aroused through fault-finding and scolding4 ,how long will it take to teach the parent1 once for all1 that scolding1 nagging1 shutting up in the dark closets1 and every other form of arbitrary punishment arouse in the child a sense of injustice and resentment1 which1 if not corrected later1 will result in estrangement and loss of love between parent and child8 ,the child has a right to expect justice from his parent4 ,only where this is found will the child develop that sense of freedom and independence of thought and action which produce the highest type of individual--one who is able to govern himself4 ,but what shall be done when more serious offences are committed8 ,the parent may well ask4 ,in all likelihood there will be no serious offences if the slight ones are treated properly4 ,a mother came to me with her face full of suppressed suffering4 ,what shall ,i do8 she remarked1 ,i have discovered that my boy steals money from his father's purse4 ,give him a purse of his own1 ,i answered1 and give him ways of earning money of his own4 ,it is asserted that more than half the boys sent to reform schools go there because of theft4 ,how many of them might have been saved if they had been taught how to earn and to know the value of an honest dollar8 ,but so long as human nature is imperfect1 and frailty so common1 we must expect in every family some occasion to arise that will tax the patience and the love of the parent to the uttermost4 ,no rule can be given that will meet every crisis2 common sense1 justice1 forbearance1 faith and love may be used in vain2 and reproof1 censure1 and corporal punishment may also fail in some supreme emergency1 the only recourse that remains after all these are exhausted is to permit the natural consequences of the deed to fall upon the head of the transgressor4 ,rule3 ,parents should rarely punish the child1 but should permit the consequences of carelessness and wrong-doing to fall upon his own head4 ,wisdom results from suffering pains and taking pains4 ,,lesson ,,xvii ,,questions ,,for ,,discussion #a4 ,why do evil consequences follow bad deeds8 #b4 ,in what sense are nature's punishments kind8 #c4 ,what two mistakes are common in child government8 #d4 ,illustrate how natural punishment may be employed by parents4 #e4 ,what may be resorted to in serious cases8 ,for further discussion and study of this subject the following references will be found helpful3 #a4 ,chapter on ,moral ,education1 from ,spencer's ,education4 #b4 ,dealing with ,moral ,crises1 by ,cope1 from ,religious ,education in the ,family4 #c4 ,misunderstood ,children1 by ,harrison4 ,,adolescence ,the ,adolescent ,period ,is a ,time of ,storm and ,stress1 ,when the ,chief ,crises of ,life ,arise ,most writers on psychology recognize in the life history of the child several more or less distinct periods of development4 ,the child is almost a different being at different levels of his growth4 ,each period is marked by peculiar physical1 mental and moral characteristics which demand specific treatment4 ,so great and sudden are some of these changes that they are sometimes likened to a metamorphosis1 indicating an analogy with certain insects as a change from the larvae and pupae stages to that of butterflies4 ,space will not permit more than a brief account of the most critical of these periods1 namely1 the adolescent4 ,this period begins at about the age of thirteen in girls and fourteen in boys1 and continues until about eighteen4 ,physically1 this stage starts with a very rapid growth which is frequently doubled in rate within a single year4 ,the girl may1 in a few months1 change from a tall1 angular1 romping tomboy into a blooming1 dimpled young woman1 bashful and afraid4 ,so much energy is required for physical growth that in the early stages of this period difficult mental tasks cannot be well done4 ,in a young man especially1 this period is marked by awkward1 uncouth movements that indicate uncertain adjustment4 ,frequently at this time the boy's voice varies unsteadily from a high falsetto to a low pitch1 which is most mortifying to the youth1 who is now bashful probably for the first time in his life4 ,the girl is suddenly very particular about her appearance1 and her clothes1 and the youth for the first time delights in a starched shirt1 patent leather shoes and bright neck-ties4 ,the health of the individual at this time is usually good2 susceptibility to the diseases peculiar to childhood is slight1 but there is increased danger of acquiring adult diseases1 and some writers claim that it is during this time1 when there are great physical disturbances1 that the germ of many adult diseases1 such as tuberculosis1 are apt to be implanted4 ,during the early part of this period it is unwise and dangerous for girls to take part in such strenuous athletic games as basketball1 or for boys to indulge in football4 ,later when strength and equilibrium have been restored1 these games may be practiced without danger4 ,but the greatest of all changes1 the one fundamental to adolescent life1 is the development of the sex instincts4 ,fortunate is the youth or maiden whose parents are sensible and wise enough to instruct them concerning the nature and purpose of these functions4 ,good books1 such as ,what a ,boy ,should ,know1 and ,what a ,girl ,should ,know1 are invaluable during this critical time4 ,this sudden ripening of the sex instinct is the cause of the metamorphosis from childhood to early manhood and womanhood1 and is the key which explains the changes that characterize adolescence4 ,emotionally1 there is a tremendous awakening4 ,the individual begins to feel for the first time that he is actually alive and living2 heretofore1 life has been a self-centered1 matter-of-fact existence2 now it enlarges and becomes charged with intense feeling and significance4 ,fear1 anger1 love1 pity1 jealousy1 emulation and ambition are either new-born or spring into intense life4--,james4 ,all of these may be termed social instincts and they imply a widening of the youth's horizon and include a consciousness of kind that has heretofore been lacking4 ,now1 the youth or maiden truly falls in love2 up to this time1 regard for the opposite sex has been merely a light fancy1 barely skin deep2 but now it takes hold of the heart strings and plays upon them with an agony that is truly heart rending4 ,who is there with red blood in his veins that does not look back upon his first heart conflict with almost pathetic reverence8 ,parents should be more concerned than they usually are over the conquest of the heart of youth4 ,such affairs may carry with them consequences which are more serious than could be anticipated4 ,at this time the youth or maiden is exceedingly resentful of arbitrary restraint or punishment4 ,there is a super-sensitiveness and a keen self-consciousness which cannot brook harshness and coercion4 ,sympathy and reasonableness must take the place of censure and punishment4 ,years ago ,i remember seeing a father start to whip his boy who was just emerging into the adolescent stage1 a heavy stick was raised to strike1 but the boy looked his father in the eye without flinching and quietly remarked3 ,you may whip one devil out1 ,father1 but ,i promise you that you'll whip seven devils in4 ,the stick dropped from the astonished parent's hand2 the boy was never again punished by whipping4 ,the runaway curve for boys reaches its highest point at this time1 and the girl is likely to be insolent and unmanageable probably for the first and only time in her life4 ,the greatest crises of life arise at this time because of the almost criminal ignorance of parents respecting these revolutionary changes and also because children who may never before have caused the parents the least trouble or heartache are now as unruly and unmanageable as a volcano in eruption4 ,this is the time when the youth is driven from home by the irate father1 the time when the rebellious daughter is condemned without mercy1 the critical period when most vices are begun and most juvenile crimes committed4 ,the parent is apt to exclaim here3 ,in ,heaven's name1 what can be done8 ,not even the wisdom of a ,solomon could answer completely2 a few suggestions1 however1 may be offered which will help to bridge over this critical period4 ,if the child has had positive training up to this time1 the period of storm and stress will be briefer and less severe than it would be otherwise2 but if the negative training has prevailed1 there is less hope that the storm will be weathered4 ,the youth may be caught in the stream of dissipation and whirled to destruction4 ,at the very least1 the parent must expect fitful and obstinate behavior1 and unreasonable action4 ,in boys1 the beginning of the use of tobacco and liquor usually comes at this time4 ,this is the time1 too1 of sexual temptation1 if not actual indulgence4 ,the temptation to do something startling is almost irresistible2 robberies will be planned1 hold-ups thought of1 abductions contemplated2 the life of a desperado entertained4 ,the moral character seems to be in a state of eruption4 ,on the other hand1 his sympathies and affections may be appealed to as never before4 ,the parent who has made a confident of his boy or girl1 who has infinite patience and affection1 and who fully senses what to except1 may1 if other factors are favorable1 help tide over this danger zone without serious results4 ,a steady chum1 a little older than the boy1 and a companion more stable than the girl are a most fortunate aid to the parent4 ,there seems to be a brief time in the career of every youth or maiden when the influence of his chum or companion is more potent for good or evil than is the combined influence of parents and relatives4 ,the common practice of permitting the1 adolescent to sleep away from home is exceedingly dangerous4 ,many a youth may trace the beginning of his degeneracy to the downward1 push received when he slept away from home4 ,care must be exercised also as to the kind of group he associates with2 it is too much to expect a youth to be better than the gang with whom he consorts4 ,during the most critical part of this critical1 epoch neither youth nor maiden should1 attend parties1 picnics1 or social entertainments1 without a chaperon4 ,this advice may seem radical1 but if it is carried out1 perhaps for just one year1 until equilibrium is restored1 it may prevent that one act to which so many unfortunates attribute their downfall4 ,fortunate1 too1 is the adolescent who is permitted to attend a first-class high school taught by sympathetic teachers who understand the needs of adolescent nature4 ,the imagination is now more vivid than it ever will be again1 the logical reason is beginning to evolve and this period is preeminently the breeding ground of ideas4 ,the school more than any other agency can keep the imagination1 reason1 and emotions so fully employed that little time is left in which to indulge morbid feelings and immoral thoughts4 ,the school affords a moral atmosphere and gives a choice of good associates which make it invaluable during this critical epoch4 ,it also disciplines the feelings and emotions and offers opportunity for emulation1 industry1 and the display of both physical and mental power4 ,in truth1 the school so occupies the attention and directs the interest that many a young man and woman passes through this period unscathed1 without ever sensing the dangers which are escaped4 ,finally1 a profound religious awakening characterizes the early adolescent stage4 ,it may be doubted that a genuine religious conviction can exist before this time2 at least most writers hold that religious conversion takes place1 if at all1 during this period4 ,previous to this time1 however1 religious observance and ceremony should have become habitual in order that conversion may be most profound4 ,nothing else is more powerful than religious conviction and sentiment to reinforce good conduct and to inhibit wrong action4 ,religious conviction1 together with the growth of ideals and the employment by the school of the physical and intellectual capacities1 all supplemented by parental counsel and guidance1 should insure the safe passage of the adolescent over this critical crisis of his life4 ,,lesson ,,xviii ,,questions ,,for ,,discussion #a4 ,what are the physical changes that occur during the adolescent period8 #b4 ,what dangers to health are common at this time8 ,what safeguards should be thrown about the youth to keep him strong in body8 #c4 ,discuss the mental1 moral1 and emotional characteristics of the adolescent4 #d4 ,what is the fundamental cause of the changes that take place8 #e4 ,what may be said about religious emotions and conversions during this time8 #f4 ,what practical suggestions would you give to help the parents guide the adolescent safely over this dangerous period of life8 ,supplemental ,studies3 ,at this point it will be well to take the supplemental lessons in this book1 page #acc to end of volume4 ,these studies are based on the lectures given by ,dr4 ,john ,m4 ,tyler4 ,they will blend beautifully with ,professor ,hall's discussion and will reinforce strongly the study of this adolescent age4 ,,training ,,in ,,the ,,home ,certain ,phases of ,training and ,education ,can ,be ,best ,accomplished by the ,home ,there are four great agencies or factors concerned in the training and education of the child3 these are1 the home1 the school1 the church1 and the state1 or society4 ,of these1 the home ought to be the most helpful since it is the most important4 ,the child is a part of the flesh and blood of the parents2 he belongs to them in a vital way that transcends his relationship to everything else in the world4 ,the parent1 then1 is the natural trainer and educator of the child1 particularly during the dependent period before the age of accountability is reached4 ,the parent ought not to shirk this duty or attempt to transfer it to some other agency4 ,but at the present time there is a strong tendency to shift more and more responsibility to other agencies1 especially to the school4 ,many habits which the home once developed are now left largely to the school2 religious training is turned over more and more to the ,sunday ,school and the church1 and much more of the time of children is now spent in social amusements away from home than ever before4 ,then1 too1 it is certain that the old-time home is passing4 ,it seemed to have higher ideals and more definite purposes in life than homes now possess2 moreover1 it occupied most of the time of the child and taught him to be industrious and proficient1 and to regard life with much more seriousness than does the home of to-day4 ,the home or the family1 therefore1 is not the great superlative factor that it ought to be in the training and education of the child4 ,from the first chapter of ,cope in ,religious ,education in the ,family1 the following is quoted3 ,the ills of the modern home are symptomatic4 ,divorce1 childless families1 irreverent children1 and a decadence of the old type of separate home life are signs of forgotten ideals1 lost motives1 and insufficient purposes4 ,when the home is only an opportunity for self-indulgence1 it easily becomes a cheap boarding house1 a sleeping shelf1 an implement for social advantage4 ,while it is true that general economic development has effected marked changes in domestic economy1 the happiness and efficiency of the family do not depend wholly on the parlor1 the kitchen1 or the clothes closet4 ,rather1 everything depends on whether the home and family are considered in worthy and adequate terms4 ,homes are wrecked because families refuse to take home life in religious terms1 in social terms of sacrifice and service4 ,in such homes1 organized and conducted to satisfy personal desires rather than to meet social responsibility1 these desires become aims rather than agencies and opportunities4 ,what hope is there for useful and happy family life if the newly-wedded youths have both been educated in selfishness1 habituated to frivolous pleasures and guided by ideals of success in terms of garish display8 ,it is a costly thing to keep a home where honor1 the joy of love1 and high ideals dwell ever4 ,it costs time1 pleasure1 and so-called social advantages1 as well as money and labor4 ,it must cost thought1 study and investigation4 ,it demands and deserves sacrifice2 it is too sacred to be cheap4 ,the building of a home is a work that endures to eternity1 and that kind of work never was done with ease or without pain and loss and investment of much time4 ,patient study of the problems of the family is a part of the price which all may pay4 ,no nobler social work1 no deeper religious work1 no higher educational work is done anywhere than that of the men and women1 high or humble1 who set themselves to the fitting of their children for life's business1 equipping them with principles and habits upon which they may fall back in trying hours and making of home the sweetest1 strongest1 holiest1 happiest place on earth4 ,the home or family is1 or ought to be1 the supreme institution1 not only for propagating the race1 but also for the preservation and rearing of children4 ,there are certain things which only the home can do1 which if not accomplished by it1 will likely remain undone4 ,the acquisition of correct physical habits by the child is one of them4 ,it is preeminently the duty and privilege of the parent in the early years of the child's life to impress habits that will make for health and strength4 ,the first six years are more important physically to the child than all the remainder of his life4 ,during this time the natural tendency to over-indulgence of the appetite should be inhibited1 and temperance should be reduced to a habit4 ,the other desirable physical habits already referred to should also be acquired4 ,furthermore1 it is the sacred duty of the parent to see to it that the child is not handicapped through physical defects of eye or ear1 enlarged tonsils1 adenoids1 decayed teeth1 or by any other common imperfection which may be easily and permanently remedied if taken in time1 but which1 if neglected1 may cause untold suffering and contribute to failure in life4 ,the home is responsible directly for training the child to be neat1 tidy and clean in person2 it should also train him in good manners1 courtesy1 and regard for the rights of others4 ,it also decides whether or not the boy shall be a brave1 manly little fellow or a timid cry-baby2 whether or not the girl shall be sweet1 helpful and trustworthy1 or shallow1 idle and vain4 ,the giving of knowledge and instruction in sex hygiene at the proper time is also a peculiar duty of parents which they must not shirk4 ,the chief moral virtues are also the result of home training4 ,an obedient1 honest1 truthful disposition is characteristic of a good home2 a sly1 deceitful1 quarrelsome nature is the outcome of improper home influence1 ,moreover1 the first lessons in respect for law1 order and justice are implanted by the home2 improper training in these virtues leads to disorder and license4 ,the home1 too1 must teach the first lessons in industry and impress the child with the fact that life is made up of work as well as play4 ,too often the mother1 especially1 makes a slave of herself for the children1 waits on them night and day1 allows them to sleep late in the morning1 stay up late at night and keep up an incessant round of pleasure while she herself stays at home and shoulders the entire responsibility of the household4 ,how much happier the home where each child is trained to do some particular share of work and to take some responsibility upon himself4 ,the boy should be permitted to help the father whenever possible4 ,he should be required to do things promptly and regularly and to learn through actual experience the amount of toil and sweat required to earn an honest dollar4 ,a taste for music and reading must be fostered in the home4 ,every family should have some kind of musical instrument and at least a few choice books for children4 ,the influence of music and good literature on the tastes and ideals of the future man and woman is so great that it can scarcely be over-estimated4 ,the use of correct and fluent language is largely a product of the home4 ,children imitate the speech heard at home2 if this is incorrect1 meagre1 or coarse1 the child is apt to have the same imperfection follow him through life4 ,the family constitutes a most sacred and important social unit1 and because of its intrinsic nature1 it can best develop in the child the highest personal sentiment and social virtue4 ,among these are affection1 sympathy1 love1 generosity and good will4 ,if these are not awakened and nurtured by the home1 then there is little hope that they will be acquired elsewhere1 and the child will likely grow into a stony-hearted1 selfish pessimist4 ,certain religious habits and sentiments also can be impressed naturally and well only by the family4 ,among these are trust in ,god1 the beginning of faith1 regard for ceremony1 love of ,bible stories1 respect for authority1 and above all1 prayer4 ,the individual who has not been taught at his mother's knee to pray is likely never to develop into a prayerful man or woman4 ,the home is the child's earliest school1 his first temple of worship1 his first social center4 ,it is the place where everything in this life begins4 ,most fortunate is the child that is guided to take his first steps aright through the loving influence of a good home4 ,,lesson ,,xiv ,,questions ,,for ,,discussion #a4 ,what four great agencies are concerned in training and education8 #b4 ,which is most important and why8 #c4 ,what is the indictment of the home8 #d4 ,what change has taken place respecting the relative importance of these developing agencies8 #e4 ,the home is responsible for what physical habits8 #f4 ,what moral habits and virtues8 #g4 ,what mental habits and virtues8 #h4 ,what religious habits and sentiments8 #i4 ,what is the future outlook for the home and family8 ,it will be well at this point to review briefly the three beginning chapters from ,religious ,education in the ,family1 by ,cope4 ,the ,peril and ,preservation of the ,home1 by ,jacob ,riis1 will also be found helpful reading here4 ,,training ,,by ,,the ,,church ,the ,influence of the ,church ,is ,essential to ,aid the ,home in ,developing the ,religious ,instincts and ,emotions of the ,child ,religious emotions and belief are among the most deeply imbedded instincts of the race4 ,they are also some of the earliest manifestations of childhood4 ,they accompany the individual throughout his entire life1 exercising a profound influence over his thoughts and conduct1 and they become the chief anchor of the soul when sorrow or old age comes4 ,it would be a great calamity1 therefore1 if religious instincts and sentiment should suffer eclipse or disappear4 ,rightly cultivated and trained1 these natural feelings of religion grow to spiritual power within us4 ,without such power1 man is of little consequence4 ,upon the home naturally falls the duty of fostering the first feelings of reverence towards ,god4 ,the child who learns to lisp his prayers at his mother's knee is started aright4 ,the home must give the first lessons in the love of ,god and goodness4 ,if it fails1 they are likely never to be learned4 ,but the home needs the influence of the church here4 ,it must have it to round out the child's religious development4 ,the church can do many things for the child that the home cannot accomplish4 ,it introduces him to religious ceremonies and observances that satisfy his soul1 and it helps greatly to train him in religious habits4 ,one cannot estimate the value of all this upon the character of the child4 ,as a restraint from wrong conduct and an encouragement to right action1 the work of the church is most salutary4 ,the solemn ceremonies1 the sacred music1 the exhortations pointing heavenward1 the general spirit of the group at humble worship--all exercise upon the child an influence for good1 mysterious yet profound4 ,clean1 beautiful surroundings and orderly behavior are also very impressive4 ,the work of our ,sabbath ,schools is most beneficial4 ,they offer to parents a strong reinforcement in cultivating right religious habits and emotions in the child4 ,to go into one of our well-conducted ,sunday ,schools1 where order prevails1 where the spirit of peace and prayer is uppermost1 to join in the singing1 to listen to the uplifting instruction1 or1 better still1 to be given opportunity to take active part in this religious service--all these make a deep and lasting impression upon the youthful soul4 ,parents can do nothing better for their children and themselves than to support loyally their ,sunday ,schools and other religious organizations4 ,the habit of attending church should also be impressed during the habit-forming period4 ,but the supreme opportunity of the church lies in its ability actually to convert the youth or maiden during the adolescent period4 ,this is a privilege which neither the church nor the home has adequately comprehended4 ,when the emotional nature of the individual is at white heat1 as it then is1 impressions made are lasting1 and conversion1 if made then1 will be so deeply impressed that it is likely to last forever4 ,churches in general fail to make the most of their opportunity here4 ,they too often stuff the heads of children with religious facts and formulae1 feeding them with the husks of theology1 instead of giving them the upbuilding food they need4 ,children1 too1 often are starving for real spiritual food1 hungering for the bread and thirsting for the water of life4 ,parents and teachers generally need to correct their methods of presenting the gospel to children1 especially to the adolescent1 if they would get the results desired4 ,it is their failure to meet the child on his own religious ground1 not his indifference to religion that makes the boy and girl leave ,sabbath ,school during the time he most needs such an influence4 ,let them study and master these problems3 ,are boys and girls being given ample opportunity for spiritual self-expression8 ,are the beautiful lessons of the gospel being translated into terms that appeal to their lives8 ,our own church1 we feel sure1 is answering these questions in positive1 practical ways better and better every day2 but there is still much left to do even among us4 ,we have in our own church a working system that ministers to the daily moral and spiritual needs of humanity--a constructive ,christianity that comes close to our lives4 ,our church is our opportunity to develop our own spiritual powers and to cultivate those of our children4 ,the church needs our help to carry forward its ministry to mankind2 but we need even more the help of the church to enspirit and to comfort our lives and to give to us and to our children the guidance and the training that will keep us all in the paths of safety and peace3 ,,lesson ,,xx ,,questions ,,for ,,discussion #a4 ,what have you observed in children to prove that religious emotions are instinctive8 #b4 ,in what ways can the home best foster the natural religious instincts of childhood8 #c4 ,what religious habits should the home cultivate8 #d4 ,what can the church best develop in children8 #e4 ,why should the parents support loyally the ,sunday ,schools and other organizations of the church8 #f4 ,what is the supreme opportunity of the church during the adolescent age8 #g4 ,what means have you used successfully to develop the religious instincts of your own children8 #h4 ,what opportunities for spiritual self-expression and service does our own church offer8 #i4 ,in what ways are we richly rewarded by our free-will service in behalf of our church8 ,the ,child and ,his ,religion1 by ,dawson1 will be a helpful book to study in connection with this lesson4 ,,training ,,in ,,the ,,school ,certain ,phases of ,training and ,education ,can ,be ,accomplished ,better by the ,school ,than by ,any ,other ,agency4 ,a ,national ,system of ,industrial and ,vocational ,education ,should ,be ,established ,the school is a social institution whose functions are becoming daily more widely understood and more clearly defined4 ,in the history of civilization1 the school1 as we know it1 is a very recent institution4 ,nation after nation has arisen1 reached its zenith1 declined1 and passed away without dreaming of such a thing as universal education4 ,with the growth of democracy1 particularly during the ,reformation1 the ideal of education as the birthright of every child became well defined and during the years that have intervened1 this ideal has become a living reality4 ,at first the universal education was advocated for the sake of the church4 ,martin ,luther believed that every child should have schooling so that he might be able to read the ,bible and study the catechism4 ,for some time the church had charge of and controlled education1 but gradually1 as democracy developed1 the influence of the state began to overshadow that of the church1 and education came to be recognized more and more as a function of the state1 and its control was gradually taken over by the latter institution4 ,the chief function of education1 therefore1 may be seen clearly from the foregoing4 ,in a democracy it is necessary for every child to be educated because the existence of free institutions is based upon the intelligence of the masses4 ,jefferson once remarked3 ,if anyone believes that free government and an ignorant people can exist at one and the same time1 he believes that which never was or never can be4 ,universal education is1 therefore1 a social necessity2 its chief purpose is to train and instruct the child in the duties and ideals of citizenship4 ,he must be instructed in the history of his country and learn what the ideals are for which his country stands2 he must learn the real meaning of the words3 equality1 justice and freedom2 he must be taught that obedience to law is the highest form of freedom1 and that license is destructive both of self and country4 ,furthermore1 he must learn that in a free country every individual must be taught to be self-dependent1 that no one owes him a living1 that he ought to produce a little more than he consumes for the sake of the unfortunate4 ,the school1 therefore1 may teach better than any other agency the habits and ideals of duty1 social service1 justice and patriotism4 ,it also teaches frequently better than does the home1 the habits of obedience1 punctuality1 regularity and industry4 ,a secondary purpose of the school is to assist the home to develop in the child the physical1 mental1 moral and social habits and ideals to which we have referred in previous lessons4 ,to the shame of the home1 it must be said that the school is accomplishing its particular function far better than is the home4 ,the school rarely fails to exact obedience1 regularity1 punctuality1 and industry from the pupil2 the home1 on the other hand1 frequently fails to train children in these habits because of the softness and vacillation of the parents4 ,the school trains to proper habits of hygiene and sanitation1 and is often under the necessity of acquainting parents with physical defects in their children which too often they have overlooked4 ,moreover1 the school1 as a larger social unit than the home1 has some distinct advantages over the latter3 ,it can teach the obstinate1 quarrelsome child better than can the home the necessity of adjusting his conduct to the requirements of the social group with which he associates4 ,in school1 frequently for the first time1 a child learns what is meant by the ideals of duty and justice2 furthermore1 he is usually trained to habits of industry1 perseverance and self-control which the home too often is not well prepared to teach4 ,the home1 however1 is far more important than is the school2 the latter might be abolished and some other form of education adopted by society without calamitous results2 but if the home were suddenly abolished1 it is probable that civilization itself would be shaken to its center1 if not destroyed4 ,the home1 therefore1 ought to be better prepared and equipped to fulfill its function than is the school2 but not one parent in a thousand is specially prepared for the duties of parenthood4 ,the teacher1 on the other hand1 is required to spend years in preparation for his work4 ,he is expected1 moreover1 to set a worthy example for children to follow4 ,as the teacher so the school1 is a maxim that has stood the test4 ,the school was never before so practical in its instruction as it is to-day4 ,in most of the junior and senior high schools1 industrial work and agriculture are taught4 ,in the best schools girls are learning to sew1 mend1 darn and cook4 ,many of them make their own dresses and trim their own hats4 ,in a few schools1 uniform dress and shoes are adopted by the girl students for the sake of economy and to prevent the silly mode of dressing and the style of some girls4 ,much more could be done in this direction if all mothers were sensible1 but now and again word comes to the teacher3 ,i can dress my girl well and ,i don't care to have her wear your cheap uniform and your low-priced1 low-heeled shoes4 ,and again3 ,it's none of your business how my girl dresses4 ,now1 it must be conceded that the parent has this right to object1 but we surely question the wisdom of her so doing4 ,many young girls on graduating from the eighth grade make their own graduation dresses and confine the cost of the entire costume1 including shoes1 to #e4jj4 ,women graduating from the senior school often make their dresses and confine the cost to within #aj4jj4 ,most young men are taught manual art of some kind and agriculture4 ,it is seldom that any father objects to his son taking carpenter work1 but once in a while a farmer smiles at the thought of a professor teaching farming4 ,the results1 however1 of the good work in teaching better farming is already seen throughout our country1 and the time is not far distant when scientific agriculture will return many fold the price of its investment4 ,the agricultural department at ,washington reports that the ,burbank potato is adding #ag1jjj1jjj yearly to the wealth of the ,u4,s4 ,the people1 too1 are well satisfied with this new type of school4 ,they are beginning to see that education is a very practical and vital matter and is not merely for ornament4 ,it is a rare thing now to hear the once common remark that education is too expensive4 ,statistics show that the average wages paid to unskilled laborers in the ,u4 ,s4 is about #ejj per annum2 careful reports indicate that the average yearly earnings of high school graduates is #ajjj4 ,in a lifetime of #dj years the high school man will earn #bj1jjj more than the unlearned laborer4 ,from a financial standpoint it is very evident that education pays1 yet five and one-half years is the average length of time the children of the ,u4,s4 attend school4 ,the nation ought to enrich itself through putting more money into education4 ,the natural resources of the country are largely taken up and the free land is practically all occupied4 ,what then is to be the future of the great mass of laborers unless a thorough-going system of industrial and vocational training is made possible8 ,the ,industrial ,commission appointed recently by ,congress found that three-fourths of the male laborers in the ,u4,s4 earn less than #fjj per annum1 yet the ,u4,s4 ,government has found that the point of adequate subsistence is not reached until the family income is about #hjj a year4 ,less than half the wage-earners' families in the ,u4,s4 have an annual income of that size4 ,now the rich can take care of themselves and the very poor and unfortunate cannot be permanently helped1 but this great middle class1 upon whom the nation must depend in every crisis1 can and must be assisted to the extent1 at least1 that conditions be made possible through which they may raise their efficiency and so increase their earning capacity to a point commensurate with their needs4 ,a thorough-going1 national system of industrial and vocational preparedness would solve this problem4 ,the marvelous efficiency of ,germany is due in large part to the fact that her great middle classes have been made efficient through a national system of trade schools4 ,the prosperity and perpetuity of a nation rests largely upon its ability to provide an adequate number of highly trained experts to be leaders1 inventors and executives4 ,in a democracy1 these skilled leaders are especially important4 ,among the problems to be solved are questions of government1 education1 finance1 economics1 business1 industry1 health1 manufacturing1 engineering and mining4 ,any nation that lacks guidance in these particulars is indeed weak and pitiful4 ,the universities1 colleges1 and higher technical schools supply nine-tenths of these experts1 yet in the ,u4,s4 to-day there are only #bej1jjj students enrolled in all the colleges and universities of the country2 this is about one to #ejj of the population1 a number entirely inadequate to perform the tremendous service that will be expected of this nation in the near future4 ,,lesson ,,xxi ,,questions ,,for ,,discussion #a4 ,state the nature of the school4 #b4 ,how did the ideal of universal education arise8 #c4 ,state the chief function of the school4 #d4 ,name the habits and ideals peculiar to the school4 #e4 ,what is the secondary purpose of the school8 #f4 ,contrast the efficiency of the home and the school4 #g4 ,what high compliment may be paid to teachers8 #h4 ,is the comparison made between the home and the school overdrawn8 #i4 ,compare the practical school of to-day with the school of the past4 #aj4 ,do you favor uniform dress for high school girls8 #aa4 ,what is your opinion of modern style which so many mothers foster8 #ab4 ,have you any boys taking industrial work in school8 #ac4 ,prove that high school education pays4 #ad4 ,what is the duty of a nation towards its great middle class8 #ae4 ,do you believe in a national system of industrial and vocational schools8 #af4 ,why are experts needed particularly in a democracy8 ,,the ,,duty ,,of ,,the ,,state ,the ,social and ,civic ,institutions of the ,state 7,society7 ,exert a ,powerful ,influence over the ,lives of ,children4 ,the ,citizen ,must ,see to ,it that this ,great ,educative ,influence of ,his ,community ,is ,uplifting in ,nature ,the vital relationship existing between parent and child is easy to understand1 but the close interdependence of the individual and the state is much more difficult to comprehend4 ,yet in a very real sense the individual and the state are reciprocally related4 ,but just as the body is more than an aggregate of all of its cells1 so is society 7the state7 something more than the sum total of its individual units4 ,that a group of people1 or even one individual1 may exert an influence over the thoughts and actions of others is a reality of profound significance2 that there is a social conscience as well as an individual conscience is a fact that cannot be refuted1 and the part played by custom and tradition in shaping the history of the world can hardly be estimated4 ,in view of the close relationship between the individual and society1 it is passing strange that while the individual is expected to possess a high standard of character1 society itself may indulge in all sorts of questionable practices without so much as a challenge4 ,many a person winks at the frivolity and immorality of society1 while at the same time he expects the most circumspect behavior on the part of his neighbor4 ,the existence of these two standards which ought to coincide but which in reality are far apart is responsible for many failures in the training of children4 ,as soon as the infant begins to observe and imitate the actions of members of the household1 its social training begins2 play with the neighbor's child extends the process1 and the social group or gang with which the child associated1 impresses permanently its thought and action4 ,frequently1 too1 the chum or companion chosen by the child has more real influence over its life than has the combined instruction of parents and teacher4 ,as already shown1 the school is a social institution and the same is largely true of the ,sunday ,school4 ,the example of adults also makes a profound impression upon the conduct of children4 ,the home and the school may teach convincingly the injurious effects of tobacco and alcohol1 but so long as society sanctions the sale of these poisons and respected adults indulge in them1 just so long will the efforts of home and school1 be1 to a large extent1 counteracted4 ,the same is true with respect to any other virtue or excellence1 the home1 school1 and church may unite in emphasizing the most wholesome discipline1 but so long as society is a living1 seething contradiction of this teaching1 the instruction will fall upon deaf ears and be but as sounding brass and a tinkling cymbal4 ,the fact is that our nation is yet too young to be fully conscious of its opportunities and responsibilities4 ,a democratic form of government from its very nature must develop slowly towards its ideals4 ,it must expect at first to be much less certain and efficient in its action than is a highly centralized government4 ,this inability on the part of popular government to attain its ideals is reflected also in its subordinate civic units2 neither state nor city governments have yet solved the problem of efficient and economical administration1 although it is a pleasure to note that some cities are making real progress in this direction4 ,in many communities1 however1 the weakness of decentralized government is most apparent4 ,this is particularly true in many towns2 here is seen too frequently a lack of civic pride1 inefficient officers and failure to enforce the law4 ,the humiliating fact obtains that frequently a few lawless individuals often not more than from #c to #e per cent of the population1 are permitted to set the moral pace1 while the #ie per cent1 of law-abiding citizens are either asleep to their duties or else fail to see that the remedy is in their own hands4 ,in many instances a few persons are allowed to undermine the morals of the community4 ,in one town of our state a single individual was permitted for #be years to corrupt the morals of many young men of the community through illegal traffic in liquor4 ,parents should realize that next to heredity the social factors in a community are likely to be the chief influence at work moulding and shaping the lives of their children1 and in the long run they must not expect the average child to be better than the community in which he lives4 ,but the remedy for inefficient1 free government is not far to seek2 universal education will solve the problem provided it includes1 as it should1 instruction and training in civic and social duties4 ,there is no need to argue the superiority of democratic government over that of all other forms2 the freedom which we possess is worth all the suffering and bloodshed of all the patriots that have ever lived4 ,but nothing will run itself2 perpetual motion is a myth1 and even a small town to be well governed1 must receive conscious1 expert attention4 ,unquestionably1 a free government is the most complex and difficult of all forms of government to administer1 but the problem can be solved1 and the secret of success will be found in the individual himself4 ,he must become educated to realize his full duties and responsibilities as a free citizen1 in other words1 he must become socialized4 ,he must get over the notion that the school is the only educational agency and must understand that every influence that modifies conduct is educative in nature4 ,especially must he learn that the community itself is the chief civic and social educator of children1 and as such it should be consciously organized to perform well this responsibility4 ,already communities are awakening to the need of perfect sanitary and hygienic conditions1 and clean town contests are the order of the day2 this is one of the most hopeful signs of better times1 but there ought to be a moral and mental awakening and contests for civic righteousness should be inaugurated4 ,any community that can say3 ,in this town no influence is permitted that could in any way corrupt the morals or ideals of children1 should receive the highest award in the gift of the people and its praises should be commemorated in song and story4 ,in ancient ,greece every citizen regarded himself as a parent or guardian of every child1 and if any youth was seen in public to violate any of the customs or ideals of the nation1 it was the duty of the citizen to chastise the boy and to otherwise instruct him in the duties of citizenship4 ,at the same time the citizen was careful himself to set an example worthy of emulation4 ,the result was the most perfect and harmonious education that the world has ever seen--at once the inspiration and the despair of all succeeding civilizations4 ,why should we not adopt some of the ,grecian methods suited to our needs8 ,in ,greece no citizen would think of doing in public1 or permitting to be done1 anything which was not desirable for the child to do either in public or private4 ,why should any man who walks upright1 with his head pointing to the stars1 be permitted to profane the name of ,deity1 to stagger under the influence of liquor1 to puff at a cigar1 to gamble1 to run a disorderly resort or show1 to enrich himself through the manufacture and sale of poisons1 or to do anything else that corrupts the community and destroys her children8 ,surely in our feeble attempts at free government1 the right hand knows not what the left is doing4 ,but the remedy1 as ,i have said1 is in the hands of the citizens4 ,while it is true that certain reforms to be most effective must be national rather than local1 such1 for example1 as prohibiting the manufacture and sale of poisonous drugs1 tobacco and alcohol1 it is1 nevertheless1 evident that the initiative must be taken by the individual4 ,his first duty is to convert himself and then his neighbors before any nation-wide reform can be undertaken4 ,it is one of the chief glories of a democracy that any desired good may be obtained through conversion and co-operation4 ,but since in most communities #ij per cent1 or more of the citizens are law-abiding and would not consciously do anything to destroy the children of the commonwealth1 it ought to be a simple matter to restrain the few that are lawless and unsocial4 ,there can be no possible doubt that any community that is fully alive to its needs and responsibilities can bring about just such civic and social conditions as it may desire4 ,to help accomplish these purposes1 it is necessary that efficient officers are elected who will enforce the laws and that public sentiment be aroused in support of these officials2 in some communities sympathy for law-breakers is so easily awakened that justice cannot be enforced and law and order are placed in contempt4 ,the citizen in a democracy should realize that his training and education are never completed1 that life itself is the great school-master and that one of the chief pleasures of existence is continued study and investigation4 ,his occupation1 no matter what it is1 will offer him some opportunity for study and improvement1 and a portion of his leisure time ought to be devoted to books and magazines4 ,he may1 also1 if he desires1 take an extension course or correspondence work offered by a higher institution of learning1 some of which are making earnest efforts to take the college to the people4 ,every citizen should at least be identified with some civic1 social1 or industrial organization in his town1 such as a debating and literary club1 an agricultural society1 or a commercial club4 ,if each community would seek out and utilize the talent within its precinct1 it might develop an intellectual and civic consciousness that would rival the spirit of ancient ,greece4 ,an old-time prophet uttered the inspiring thought3 ,the ,glory of ,god is intelligence1 and the great latter-day ,prophet added the supplement3 ,no man can be saved in ignorance4 ,it is the duty of the individual1 therefore1 to be an eternal seeker after knowledge and perfection4 ,in this blessed age when the sun of education shines so brilliantly1 none need to slumber under the clouds of ignorance4 ,may the sun shine until under its regenerating influence the home1 school1 church and state may each awaken to the full measure of its power and so prepare the way for the coming of that mightier ,son of ,righteousness1 who promises to reign for a thousand years over a redeemed world4 ,,lesson ,,xxii ,,questions ,,for ,,discussion #a4 ,show the close relationship between the individual and the state4 #b4 ,account for the two different standards of conduct4 #c4 ,indicate how social influences modify the character of children4 #d4 ,how do examples of the use of tobacco and liquor affect children8 #e4 ,compare example and precept4 #f4 ,why must a democratic form of government develop its ideals slowly8 #g4 ,why is community government frequently inefficient8 #h4 ,what per cent1 of the population usually sets the moral pace8 #i4 ,what is the remedy for inefficient free government8 #aj4 ,why is the community the chief civic and social educator of children8 #aa4 ,what should receive the highest award in the gift of a people8 #ab4 ,how did ,greece train her children8 #ac4 ,what evil practices should be prohibited in a community8 #ad4 ,what reforms should be national rather than local8 #ae4 ,how may the few lawless individuals be restrained8 #af4 ,what is the duty of the citizen towards self-improvement and education8 ,,part ,,ii ,,supplemental ,,studies ,,man',s ,,partnership ,,with ,,nature#a ,dr4 ,john ,m4 ,tyler ,nature will bear our burdens for us1 if we will obey her laws and heed her suggestions4 ,footnote #a3 ,these supplemental studies are based on lectures by ,dr4 ,john ,m4 ,tyler1 given before the ,utah ,educational ,association1 by whose permission they are used4 ,parents will find ,dr4 ,tyler's book on ,growth in ,education of great interest4 ,it is listed with other books at the close of this volume4 ,how has all the material progress of the nineteenth century come about8 ,i think we shall find that it was due to man's intelligently and carefully and scrupulously going into partnership with ,nature by obeying her laws4 ,not so very many years ago messages were sent across this continent by pony-riders2 it was a slow process and a very expensive one4 ,now ,i step into an office here and ,i say1 ,i wish to send a message to my wife way out yonder in ,massachusetts4 ,the man touches a button and says1 ,your message is in ,massachusetts1 sir4 ,it is a miracle4 ,the lightning has run with my message4 ,electricity not only carries our messages1 it lights our houses2 it turns many a wheel of machinery2 it serves us beneficiently just as long as we obey the laws of electricity2 but when we offend against these laws1 it thwarts us or very likely destroys us4 ,obey1 and ,i will do anything for you in the world1 says ,nature1 disobey and you cannot move me one single inch4 ,coal hurries our great locomotives and long trains of merchandise and carries men and women across this continent without any great amount of human labor4 ,the engineer and the brakeman do not get behind and push those great palace cars of ours2 it is ,nature which drives the train as if it were sport4 ,man guides and directs the water pouring down our hillsides1 turning wheels of countless factories4 ,a few ounces of gasoline send the automobile down the street1 polluting the air and endangering our lives4 ,the power of ,nature is absolutely irresistible and unlimited2 and furthermore1 she is always working towards some great and good end4 ,when ,i was a child ,i used to hear that ,nature was bad1 and we used to have sermons to the natural man4 ,they were excellent sermons1 too1 but they ought to have been preached to the unnatural man4 ,the natural child was considered a child of wrath1 and1 having that reputation1 he quite frequently lived up to it2 but ,nature is beneficient1 as long as we let her be so1 and she is always working toward great and grand ends4 ,she has been working towards a higher and nobler and a better race of men than you and ,i are to-day4 ,she is working for a race of men and women who shall tower above us as the sages and prophets in ,athens and ,jerusalem towered above their slaves4 ,can we not trust her just a little8 ,did you ever think that it is the most marvelous thing in the world that such a thing as a chicken ever comes out of such a thing as an egg8 ,if only one chicken were hatched in a century1 we would go from here to the ,himalaya mountains to see the miracle of that chicken coming out of that egg4 ,you put an egg under a very stupid old hen1 and all the hen does is to keep that egg warm1 and leave it alone2 after twenty days there comes out a chicken4 ,how in the world did that chicken ever frame that body8 ,how did it build the skeleton and string the muscles1 and spin the nerves8 ,if every nerve in that body did not make just the right connection1 that chicken would be paralyzed4 ,if you could watch the development of that chicken in the egg1 your hair would stand on end4 ,isn't it ,nature that makes those chickens8 ,you and ,i can't make them4 ,nature puts a shell around the egg with the express purpose that we are to keep our fingers out and let her alone4 ,she says3 ,i am on very important business now and ,i am going to do some strange things2 if you could watch me you would interfere with me1 and if you interfere with me1 you will ruin me or ruin the chicken1 so ,i want you to stand to one side and leave me entirely alone2 and while ,i might do a good many things that you don't like1 ,i shall bring a chicken out of that egg2 and she does2 she has been making them for thousands of years in that same old stupid way1 but she brings the chicken out all right4 ,sometimes she seems to blunder still worse4 ,she takes an egg which we suppose is going to turn into a frog1 and she brings out of it a tadpole--neither fish1 flesh nor fowl nor anything else4 ,after a while the tadpole gets legs and has a long tail2 it must lose that tail in order to become a frog4 ,a benevolent zoologist one day started in to help the tadpole by snipping off the tadpole's tail2 he made a frog of him in a hurry1 but the strange thing was that that frog never was able to leap properly4 ,nature had been relying on the material that was in the tail4 ,she was going to shift it forward and put it in the hind legs1 but when the zoologist cut it off1 she couldn't build the hind legs right after that4 ,a good deal of our education seems to me like trying to make frogs in a hurry by cutting off their tails4 ,nature can make chickens2 she can make frogs4 ,she can make bugs that will eat up everything which human ingenuity ever tried to raise4 ,she will make weeds which you and ,i can't possibly kill even though we fight against them all summer long4 ,we can trust ,nature to form these things2 isn't it fair to trust her with the children for a little while at least8 ,wouldn't it be well--,i never heard of this experiment being tried1 but ,i should like to see it tried very much indeed--,i do wish that sometime somebody would leave a baby alone for twenty minutes and see what it would do if it were left to itself4 ,what is the great characteristic of all living things8 ,it is that they grow2 we cannot make them grow1 but they grow of themselves4 ,the farmer plants his crop of corn4 ,he doesn't get a jackscrew and put under every hill of corn1 and go around every morning and give the screw a turn and a twist and hoist the hill up in the air4 ,he prepares the soil as best he can4 ,he puts in the seed2 he keeps down the weeds2 he keeps out things and living beings which will injure the crop as far as he can2 then he leaves it alone to ,god and ,nature to make that corn grow1 and in time he gets a bountiful harvest4 ,i believe that education some day will be somewhat like raising a crop of corn4 ,we shall learn to keep the child under the best condition possible4 ,we shall learn to keep down harmful and injurious surroundings or forces so far as they can interfere with him4 ,we shall stimulate growth in every possible way2 that ,i grant you2 and when we have done that1 we shall leave the rest calmly to ,nature and to the good ,lord who made that child for some good purpose4 ,it is a grand thing to have the child learn to see for himself the glories of this magnificent world4 ,i verily believe that when you and ,i go home1 while the good ,lord will be very merciful with us because of our sins1 ,i don't see how he can forgive many of us for not having had a great deal better time in this glorious world in which ,he has put us4 ,when you open the child's eyes to the beauties and the glories of ,nature you have done a great thing for it4 ,but1 after all1 that is not the grandest thing to my mind4 ,the grandest part is that every wave of vibration that goes in through the eyes as the child looks at ,nature1 and pours into the brain1 stimulates that brain to a larger growth than it would otherwise possibly have attained1 and the child is a larger and a grander child for that ,nature study4 ,we believe in manual training because it gives us skilled fingers and enables us to do deftly and well a great many things which we otherwise could not do at all1 and which most of us men have to go to our wives and ask them to do for us4 ,but that is not the grandest part of manual training2 the grandest part is the reaction from the finger upon the brain1 stimulating the brain to realize all its ideals1 and stimulating it so that whenever it sees good work of any kind in this world it shall appreciate it heartily and enjoy it with the joy of the artist4 ,we speak of physical training and physical training is brain training in the end1 it is training in growth4 ,it is very evident1 however1 that the growth and development of a baby is something different from the growth and development of a child2 and the growth in the child is very different from that in the youth and that of the youth from that of the adult4 ,in the baby the vital organs are growing faster4 ,in the young child the muscular system is coming to the front1 and he runs and plays and through the stimulus of that muscular exercise he brings out every organ in the body and gains that magnificent health which he so much needs4 ,then1 after a time1 the brain comes to the front and grows and develops more rapidly than any other part of the body4 ,our business as teachers is always so to stimulate1 by proper exercise1 the growing organs that they shall grow faster and further than they ever could without our aid4 ,we are not to always hasten it4 ,this is one thing we must bear in mind3 precocity is the worst foe of a sound education4 ,it is the boy and the girl who mature slowly but mature surely that in the end possess the earth4 ,we must not hasten the process1 but when we find the organ is ready to grow and develop1 then we must give it adequate stimulus4 ,in other words1 the stimulus must be of the right kind1 and there must be just enough of it1 just enough blood to stimulate the muscles1 just as much study as will best stimulate the growing and very immature intellectual centers in the brain4 ,then we will increase the stimulus as the power increases and demands the stronger exercise1 and so stimulating the growing parts by adequate exercise1 we bring one part after another up to such development that we have one harmonious whole of perfect health4 ,you remember that when the old deacon in ,oliver ,wendell ,holmes' poem started in to build the one-horse shay1 he said1 ,every shay that has ever been made has broken down1 because there was always a weakest spot in it2 now ,i am going to make a shay that never will break down1 because ,i am going to make the weakest part just as strong as the rest4 ,we cannot always do that1 but if we can make that part somewhere near as strong as the rest1 we are past masters in education4 ,if we obey ,nature's laws1 all of her powers will be on our side2 and with all her powers on our side and the very stars in their courses fighting for us1 we cannot possibly fail1 there is absolutely nothing which is impossible to us4 ,we must be strong and of good courage1 if we are to guide these little people into the land sworn unto their fathers before them4 ,,lesson ,i ,,questions ,,for ,,discussion #a4 ,what is meant by the expression1 ,man's partnership with ,nature8 ,illustrate how man makes ,nature serve him4 #b4 ,in what way can man enter into a partnership with ,nature regarding his own body8 #c4 ,what can man do best when it comes to making things grow8 #d4 ,what do you think of the hurry methods in education8 #e4 ,what is the most we can do in providing for the education of the child8 #f4 ,how does ,nature help us in the training process8 #g4 ,what does ,nature try to make sure of first in the child8 #h4 ,when does the brain of the child begin to develop rapidly8 #i4 ,what advice would you give about precocity in children8 ,why8 #aj4 ,what should we study in our children to give them a strong and even development8 ,,conservation ,,of ,,the ,,child ,by ,dr4 ,j4,m4 ,tyler ,when the good ,lord sets out to develop a child1 the first organ with which ,he starts is the stomach4 ,the stomach is the foundation of all greatness4 ,it is a matter of daily observation if not of experience that a man can get along very well with very few brains1 but a man can't get along at all without a good digestive system4 ,the digestive system furnishes all the material for growth and the fuel which is continually burned or consumed in our nerves and muscles4 ,now1 any furnace requires besides fuel1 a good draught4 ,when we burn the fuel1 by uniting it with the oxygen thus brought in1 we get the energy which draws our locomotives and our great ships4 ,similarly in our bodies1 our lungs bring in the oxygen and the heart and blood-vessels carry the fuel and the oxygen to every part of the body4 ,but every furnace requires a smoke-stack to carry off the waste1 and1 similarly1 we must have in our bodies an excretory system to remove the waste of the burned-up material and of the used-up tissue of the heart1 muscles and nerves4 ,this constitutes the digestive system2 the lungs1 the excretory system and the circulatory system are absolutely necessary to support the combustion which is going on in nerve and muscle and without which energy is impossible4 ,all productive labor manifests itself through the muscles4 ,our muscles directly write the book1 speak the word1 build the railroads1 do the deeds4 ,our muscles are of very different ages4 ,in the child the trunk muscles are developed first2 the shoulder muscles next2 the arm muscles next2 the finger muscles last of all4 ,the heavy muscles of trunk1 shoulder and thigh require but a small amount of nervous impulse or control1 and they react strongly on all the vital organs1 as is shown every time that we take a walk4 ,the finest and youngest muscles of the fingers require a very large amount of nervous control for a very small output of muscular energy and their exercise stimulates the very highest centers in the brain1 and this is the great argument for physical training1 that through one muscle or another you can stimulate and develop as you choose either any vital organ or the highest center in the brain4 ,never forget the maxim of the old ,german physiologist that ,health comes in through the muscles and flows out through the nerves4 ,the nervous system was created for good and wise ends1 but in many people it has become a nuisance4 ,its use is to insure that every stimulus from the external world shall call forth a response suited to the emergency4 ,a fly lights upon my face2 ,i wave my hand and drive him away4 ,the fly has tickled my face2 there is the external stimulus4 ,a sensory impulse travels to the brain or to some other center and a motor impulse goes from there to a certain muscle in my arm which moves my hand and drives away the fly4 ,the impulse has called out a response suited to that emergency4 ,you watch a cat walk across the lawn2 you will think that fool cat is going to fall down1 it is going so slowly and it can hardly raise one foot above the other1 but watch it when it sees its prey2 every muscle seems to turn to steel2 it is ready for the spring4 ,when that spring is made there is no energy wasted4 ,after that the cat does not move for two hours2 no wasting energy there4 ,wasting of energy is a sin4 ,i awaken in the morning1 and the first horrible emergency of the day confronts me at once1 ,i have to get up4 ,how ,i get up ,i have no idea4 ,professor ,james once said that when a man thinks about it he never does get up1 and that's right2 but ,i find myself in the middle of the floor and that is all ,i know1 and then the cold air or the sight of my clothes or something reminds me to start dressing1 and the putting on of one garment leads to the putting on of another4 ,the pangs of hunger call me to the breakfast table2 the bell calls me to work2 and so all day long response follows stimulus2 the day's work is a success or a failure according to the response which ,i make to the stimuli which ,i receive4 ,there is a marvelous picture given in the scripture in the parable of the poor man going down from ,jerusalem to ,jericho and getting wounded and left by the road-side4 ,three men pass that way4 ,they all see the same thing4 ,the light is reflected from the poor sufferer into the eyes of these passers-by2 a flood of vibration passes on to the brain and then the motor impulses go out to the muscles4 ,in the case of the good ,samaritan1 the impulse went from the brain or the spinal nerve to the arms and he stooped down and picked the poor fellow up and carried him off2 while in the priest and the ,levite the impulses all went down into the legs and the cowards hustled off for ,jericho4 ,a healthy nervous system is the rarest thing in this wide world4 ,i have one illustration in mind1 which ,i always like to think of1 which ,i am going to give you of a perfectly healthy and normal nervous system4 ,it was possessed by a good old negro minister4 ,he had been preaching to his congregation for a long time on the subject of meekness and it had not produced the desired effect2 so he said to them one morning3 ,brethren1 ,i'se gwine to give you the illustration of meekness for a week now and show you what it is1 and the old man did4 ,his congregation naturally rose to the occasion3 ,they insulted his wife2 they abused his children2 they stoned his dog2 they stole his chickens2 they did everything under the heaven to break down the meekness of that man2 but he went on through the week and came into church the next ,sunday and began to preach4 ,the congregation recognized that their time was short and they redoubled their efforts1 but all in vain4 ,finally1 about five minutes before the closing of the service1 he turned to the congregation and said3 ,brethren1 ,i think ,i ought to denounce to this congregation that my week of meekness is just about up1 and when the clock in yonder steeple strikes twelve1 ,i'se gwine to quit preachin'1 close this blessed ,bible1 go down from this pulpit1 and then1 ,brethren1 ,judgment day and hell is gwine to break loose on some of you4 ,now1 that old colored minister had an ideal nervous system4 ,there had not been one single response all that week long1 and not one single stimulus which had come in from the outside had been lost either1 but it was all waiting to leap into that good right arm when the emergency was to be met1 in the fullness of time1 and ,i commend you to go and do likewise4 ,it is only a step1 thank fortune1 from the ridiculous to the sublime1 just as it is only a step from the sublime to the ridiculous4 ,another illustration of a perfect nervous system3 ,you remember how our ,lord spent a whole day in preaching1 in healing1 working deeds of kindness1 in pouring out sympathy and comfort1 the strain of which on a man's nervous energy is worse than anything else in the world1 and how at the close of the day ,he went into the little boat1 took the hard cushion on which the steersman sat1 threw it down in the bottom of the boat1 and laid ,himself down with ,his head on that hard cushion and slept like a child through the rocking of the boat and the roaring of the storm1 until ,his disciples came to ,him saying1 ,lord1 save us3 we perish4 ,there is not one man in a thousand who could do that work or could put out one-tenth part of that nervous energy and then sleep like that4 ,anybody who thinks that the ,prophet of ,nazareth was a weak or a feeble man has made the mistake of his life4 ,he was perfect physically or ,he never could have done ,his work4 ,all this work of developing a steady nerve1 of developing the vital organs for the use of the muscles1 has been going on until the child is nine or ten years old4 ,it has been going on very rapidly1 and in as much as the exercise has been suitable1 as his digestion has been good1 his growth has been very rapid4 ,during the first three years of its life the child increases its weight more than three-fold4 ,during the next three years it adds over forty per cent4 to this amount and between six and nine adds over thirty per cent4 more2 and when the boy is about eleven years old1 or the girl is about ten1 then the growth almost stops that year4 ,it drops to a minimum4 ,i call your attention to this thought3 the minimum growth is more in a girl than in a boy4 ,a girl is always more precocious than a boy4 ,she is a year older than he at nine or ten1 and when she is fourteen1 fifteen1 sixteen1 she is two years older than the boy4 ,when the girl is ten and the boy eleven1 growth drops to the minimum4 ,why is that8 ,nature is economizing her material and husbanding her resources against the trying years which are to come4 ,you remember the story of the time when ,pharoah in his dream saw the seven fat kine followed and devoured by the seven lean kine2 he was told that his dream signified seven years of plenty1 to be followed by seven years of famine1 and was advised to store up the harvests of the good years against the hard times to follow4 ,this is a picture of the child's life4 ,the first seven years of the child's life are years of plenty1 when it is storing up material for the years of hard trial1 the years of famine1 which are close at hand4 ,i am going to talk most of the girl because she needs more attention than the boy4 ,growth is a very expensive process4 ,it begins in the bone4 ,when the bones lengthen out1 then every muscle1 every nerve has to be lengthened out to suit that extra length1 and that means a great deal of waste for that rebuilding1 but it is something worse than that4 ,you know perfectly well that out of the butterfly egg there comes the caterpillar1 and that caterpillar goes into a cocoon1 and during the life of the cocoon every organ is changed there and it comes out a butterfly4 ,that is what we call a metamorphosis4 ,the girl between ten and sixteen is undergoing a metamorphosis just as sure as that caterpillar is undergoing a metamorphosis4 ,if you leave town for a few years and come back1 you know all the old men and women haven't changed any1 except to die off4 ,the babies have grown some2 but the boy and the girl seem to be grown all over again4 ,that is1 the girl whom you left at nine years old and on coming back find her sixteen1 has dropped down her skirts1 has drawn up her hair1 and that is the butterfly cocoon1 and it is a mighty pretty butterfly cocoon4 ,that is waste again4 ,it is waste1 waste1 on all sides and all of that waste is going into the blood1 no other place to put it2 it ought to be got out at once4 ,but there is another thing about it2 all the food must be digested1 and so oxygen must be gained and waste must be eliminated4 ,all the organs in the trunk between those ages of ten and fourteen are relatively both larger and smaller in girls than at any other period of life4 ,it looks as though ,nature was making a bad blunder1 but she is really making the best of a very bad bargain1 doing the best she can under hard circumstances4 ,with these small vital organs and this tremendous draught on the body for new material and the large amount of waste to be eliminated1 you are sure to have trouble4 ,that trouble is going to manifest itself first of all in the blood4 ,the blood is going to be poor blood during those years1 unless you remedy it4 ,poor blood1 first of all1 depresses the nervous system1 and the girl feels gloomy and good for nothing2 she hates to go out into the cold air because she chills2 yet that cold air is what she needs more than anything else in the world4 ,she hates to make an effort and won't take the exercise she needs if she can possibly help it4 ,the exercise she must have4 ,her appetite has gone all wrong4 ,she likes to live on caramels1 pickles1 and all such things as that4 ,now1 my friends1 ,i want to tell you1 when anything goes wrong with the appetite1 then the whole system goes wrong1 remember that4 ,observations were made some years ago in ,sweden of a number of the bodily disorders that occur between the ages of thirteen and nineteen4 ,these examiners found that there was one disorder which attacked1 put in general numbers1 sixty per cent4 of the girls in the ,swedish schools between the ages of thirteen and nineteen1 and1 indeed1 it never fell below sixty per cent4 and was usually a great deal more4 ,in ,denmark1 the examination was made in the field where the children are healthier1 and then the figures gave forty per cent4 ,the troubles usually show themselves in the form of pallor2 the girl is pale4 ,they frequently break out in the form of headache1 loss of appetite1 resistance to marked effort and sometimes with a cold4 ,now1 if the seat of the cold is in the blood1 because it is loaded with waste and ought to be removed1 there is one thing sure1 that waste never will be removed until it is thoroughly oxidized4 ,that is the first thing to do1 oxidize it4 ,the only way to oxidize the blood is to get the lungs full of good1 pure air4 ,the girl wants just as much lung capacity as she can possibly get4 ,we find that the girl during those years is a little taller and a little heavier than the boy1 and she needs more oxygen to every pound of waste in the body than the boy does1 because the waste is going on faster4 ,the average girl has about three-fourths as much lung capacity for every pound of the waste in the body1 as has the average boy4 ,what the girl needs is more lung capacity to get in more oxygen4 ,how is she going to get the lung capacity sitting in the house8 ,how is she going to get it when she is tied down in the grammar school room with a book before her eyes8 ,the worst of it all is that the girl leaves off playing games in the open air just about the time when she needs them the most1 and not having the open air play and the open air games1 she can't get the lung capacity and the oxygen4 ,another thing that hinders the girl is this3 there is no place for her to play where she can do all she wants to and not have people looking over the fence and finding fault with her for having a good time4 ,every girl ought to have a place where she can play in the open air and not be bothered and we ought to get more and more games for girls of that age4 ,another thing1 the exercise should not be too severe4 ,don't kill a girl with physical training2 because you can kill her that way just as you can kill her with books4 ,some of our physical training is too severe for a girl of that age4 ,she must have plenty of the right kinds of games and they should be in the open air1 and they should be such as she will enjoy and love2 if they are not of that kind it won't help a great deal4 ,if you can build up lung capacity in that way then you are drawing in the oxygen2 then you are getting out the waste1 and you will find the girl will come out all right in nine cases out of ten4 ,it is a fact1 proved by physical examination1 that all during this period the better scholars have the larger lung capacity4 ,those of you who have taught in the grammar schools year after year will know that a bright girl1 one that has been very bright1 will have a year when she will come to you and will be absolutely stupid and can't learn4 ,what ails the girl8 you wonder4 ,she will tell you1 ,i don't know what ails me2 ,i can't learn anything4 ,i have become a fool and ,i was not always one4 ,the trouble is with the lung capacity2 it isn't with the brain2 the brain is all right4 ,if you tell that girl to wake up in order to make up that lack of mental ability by studying harder1 you are doing the unpardonable sin4 ,i am telling it to you straight4 ,that is not the remedy4 ,the remedy is more play in the open air1 then you will find that that girl's brain will clear up4 ,many a poor girl has been put in poor condition by being urged to study hard1 when the fault was that nobody knew enough to turn her out into the fresh air which the ,lord intended she should have4 ,we ought to have in every school five minutes1 it would be better to have ten minutes1 between school exercises1 when the girls can walk up and down1 chat with one another and get the blood out of the overloaded head and down into the cold feet4 ,better still1 turn them out in the open air and let them run2 that would be another blessing4 ,don't keep the girls sitting too long at that period4 ,don't let them sit with wet feet or skirts4 ,that is just about as bad as getting smallpox4 ,teach them some of the sense which you ought to have if you haven't4 ,i haven't said a word for the boy1 for this good reason3 you can't kill him if you try1 thank the ,lord4 ,you can't kill him if you try1 not because he is so very tough2 boys are not as tough as girls1 physically2 but you can't kill them2 because they won't let you2 but ,i am sorry to say1 some few women teachers are killing off the future women4 ,again and again ,i have heard it said by the girls3 ,we can get along all right with ,mr4 ,so and ,so2 we can get on the blind side of him all the time2 we can fool him1 but when we try to get around ,miss ,so and ,so she puts it to us awfully1 and in the neatest way1 to get the work done4 ,now1 why the women can't have a little mercy on the younger people is something ,i cannot understand at all4 ,and yet1 while ,i haven't said a word for the boy1 ought we not to regard him a little8 ,now and then there is the ambitious boy1 and then again there is your studious boy2 there is your bookish boy2 there is your shy boy who does not get into the games4 ,he is the boy you should watch all the time4 ,there is the boy who has become delicate and finicky1 because he has been doddled at home4 ,i hope you haven't got so many of them here as we have in the ,east1 but he is here and you must watch him1 because his parents are doing everything in the world to spoil him4 ,you must stand on the ,lord's side of him if you can1 for these boys need your help4 ,if you give a little excess of mercy1 a little bit more physical vigor gained by this regime of open-air exercise and exercise between the school periods1 you simply will be erring on the safe side and doing good to that girl and such boys1 because on these years of metamorphosis depend the life and the happiness of the girl and the boy4 ,perhaps you are getting ready for examinations4 ,i want to tell you ,nature has her examinations just as well as you do4 ,does not she examine the baby and see that baby can't go on1 and many babies do not go on4 ,then the death rate sinks2 at eleven and twelve it is very low1 very low1 indeed1 only perhaps two or three in a thousand1 in many countries4 ,nature is giving them a chance to see whether they will get ready for the second examination4 ,right after or during puberty the death rate rises4 ,at eighteen1 nineteen and twenty1 it has gone up4 ,that is ,nature's second examination1 to see whether that boy or girl is fit to send out into the world to take part in the great drama of life1 and if she is conditioned at this time1 then it means invalidism for two1 three1 four1 five years1 and if she is badly conditioned1 it may mean death4 ,when you are preparing those girls for the examination1 do not forget your own examination1 because it is coming on very fast4 ,i have talked very plainly this morning and ,i hope you will forgive me4 ,you may say1 ,we don't need that talk now4 ,i hope you don't4 ,you will need it in a generation or two2 ,i don't care how strong that pioneer blood was which has come down to your first generation here1 we had just as good in ,massachusetts a hundred or a hundred and fifty years ago1 but we are getting rid of it just as fast as we can1 the ,lord forgive us2 and you will do that here if you don't look out4 ,if you have strong1 red blood1 hold on to it2 because that is the grandest gift of ,god to man2 it is a treasure which must be handed down unimpaired from generation to generation1 that our boys and girls may be strong and efficient for the work of life which lies before them4 ,,lesson ,,ii 7,general ,subject3 ,conservation of the ,child1 read carefully the foregoing lecture by ,dr4 ,tyler47 ,the ,body as an ,instrument of the ,soul ,,questions ,,for ,,discussion #a4 ,what are the teachings of the ,latter-day ,saints regarding the relation of the body to the soul8 #b4 ,in the light of these teachings1 what is demanded of every ,latter-day ,saint as to the treatment of his body8 ,how are we living up to these teachings8 #c4 ,what are the four essential things we must do to keep the body engine described by ,dr4 ,tyler1 in perfect condition8 #d4 ,what would you think of an engineer who fed his engine dirt with his coal1 or let his draughts and flues clog with soot1 or failed to remove the clinkers1 or let his engine get dusty and rusty8 ,in what similar ways are people neglecting their bodies8 #e4 ,discuss this as a health maxim3 ,clean food1 clean air1 clean water1 clean thoughts1 and clean consciences4 #f4 ,what was the ,savior's constant command to the sick8 #g4 ,give one practical suggestion as to training children to take proper care of their ,god-given bodies--of keeping them clean1 both inside and out4 ,,lesson ,,iii ,the ,foundation of ,health ,,questions ,,for ,,discussion ,reference3 ,the foregoing lecture by ,dr4 ,tyler4 #a4 ,discuss ,dr4 ,tyler's remark3 ,the stomach is the foundation of all greatness4 #b4 ,name three home habits which1 in your opinion1 are doing most to ruin the stomachs1 especially of children8 #c4 ,discuss the piecing habit1 the sweetmeat craze1 irregularity of meals1 and the hurrying habit1 as applied to disorders of the stomach4 #d4 ,someone said recently that people are paying more to-day to cure their stomachs from ills brought on by bad habits in eating than they are to build churches1 schools and all other public improvements put together4 ,discuss the assertion4 #e4 ,how can parents save money now being wasted on stomach troubles1 and at the same time lay the foundation for good health in their children and themselves8 ,give at least one way4 ,,lesson ,,iv ,nerve ,leaks ,,questions ,,for ,,discussion ,reference3 ,the foregoing lecture by ,dr4 ,tyler4 #a4 ,what are two good evidences of a perfectly healthy nervous system8 #b4 ,physicians tell us that nerve diseases are increasing at an alarming rate in our country4 ,what is the greatest cause for this increase8 #c4 ,what home habits have you noticed that lead to nervousness8 ,discuss here the effects of scolding1 hurrying1 talking1 noise1 lack of system1 as nerve leaks4 #d4 ,what practical suggestion would you offer to parents to help them to bring control1 calm and harmony into their daily lives--to make their homes more places of rest and peace8 #e4 ,what ways can we take to conserve and strengthen the nerves of our children8 ,through what habits of life are we helping to wreck their nerves8 ,,lesson ,v ,child ,growth ,,questions ,,for ,,discussion #a4 ,discuss the varying stages of child growth1 their rapidity1 the critical periods1 etc4 #b4 ,growth means waste4 ,by what means does the body get rid of the waste that comes with growth and change8 #c4 ,what are some of the ill effects of keeping this waste in the system8 ,give your experiences and observations with children4 #d4 ,when is the child's blood likely to be most loaded with the waste caused by growth8 ,how can we best help the boy or girl to clear the system of this waste8 ,what mistakes are we making in this vital matter8 #e4 ,what practical suggestions would you give to our parents1 teachers1 and communities to help them safeguard their children during dangerous periods1 and keep their pioneer blood clean and pure8 ,,the ,,adolescent ,,boy ,,and ,,girl ,,growth ,,during ,,the ,,high ,,school ,,age ,dr4 ,john ,m4 ,tyler ,the boy and the girl during adolescence have now attained their full height and practically their full weight1 although the boy has a little to gain still2 they are pretty well grown by this time4 ,if ,i had to choose between two questions1 the first might be1 ,have you a good appetite8 but the second question ,i would ask is1 ,what is your lung capacity8 ,the lungs have increased very rapidly at fourteen to sixteen in the boy2 in the girl the increase has been smaller and quite irregular4 ,it ought to be more regular than it is1 ,i am convinced4 ,the heart has gained greatly in capacity4 ,the arteries have expanded much less than the heart1 and the result is that there is a much higher blood pressure than there has been at any time before4 ,the brain has attained practically full size and weight4 ,the addition now will be mainly in the very highest area1 where the addition of fibres might make all the difference between the possibility of genius and the possibility of mediocrity4 ,the sensory and the nervous areas are fully matured4 ,the higher mental area and the higher mental power are now coming on to stay4 ,the boy1 you will notice1 at this stage begins to argue a great deal more than he ever did before4 ,he wants to argue nearly every question4 ,he likes the debating society4 ,his idea of heaven1 it seems to me1 is a place where debating is indulged in4 ,a goodly amount of exercise for those psychological and mental powers will do him no harm4 ,the mortality1 or the death rate1 is low1 but the morbidity is increasing at this time1 in the boy at least4 ,vigorous physical exercise is now needed4 ,ordinary play is not enough4 ,gymnastics also for the development and training of the hand and the wrist1 training in quickness and precision of movement are all excellent exercise1 all the finer muscles should be trained now1 and probably less training should be given to the heavy fundamental muscles which are all important in childhood4 ,athletics are exceedingly useful4 ,they should be1 however1 for all1 and not merely for a few who join the teams1 who need them the very least of all4 ,i think our modern college athletics will some day be looked upon as one of the most ridiculous habits of the nineteenth and twentieth centuries4 ,that twenty-two men should engage in mortal combat1 with anywhere from one to twenty thousand on the side lines1--if you can get anything more ridiculous than that1 ,i should like to know where you can find it4 ,athletics should not be too severe1 however1 yet1 the boy ought not to have century runs and long halves of football1 especially if the heart is still weak4 ,the tissues of the body have not yet gained the toughness that they will gain at a later time4 ,every commander in the field dreads to have boys of eighteen1 nineteen1 or twenty sent to him1 because1 as ,napoleon said of his young recruits1 they die off like flies4 ,the hard bed1 with light covering1 the cold room1 the cold bath will now aid in toughening the boy1 provided he is healthy2 but under no circumstances begin that until the pubertal period is fully by4 ,the danger of over-pressure in the high school1 especially after the first year1 is to my mind not very great4 ,the boy and the girl now both stand a good deal of work2 but the greatest danger for the boy and the girl in the high school is that they will take too much social enjoyment4 ,an evening theatre party1 followed by a supper1 a late dance1 will take more strength out of a boy and girl than three days of study4 ,there is nothing that is so wearing4 ,if you can keep down the social over-pressure1 ,i do not believe the over-pressure from study will do any great harm in high schools4 ,the larger bodies1 the large heart and lungs1 well oxygenated blood1 and fresh vitality of every artery and tissue1 gives a buoyance1 a strength and a courage1 a source of power and sense of it too1 a longing for complete freedom1 a revolt against all control1 which the boy will never feel later2 if he does not feel it now4 ,i am describing1 perhaps1 rather the college boy than the high school boy2 but bear this in mind1 that ,i am describing what your boys in the high school will be a year or two later if they are not that now1 and it is for this stage you must prepare them1 even1 if they have not already entered upon it4 ,a new1 wide world1 just as fresh as on the morning of creation1 a new fire1 a life of boundless opportunity1 which is endless in scope and time1 are opening out before the boy and the girl4 ,they see the parents and the teachers drag around1 understanding1 as they think1 neither them nor life itself2 and they are right to a certain extent4 ,there is no doubt about that2 we do not hold on to the vision of glory of this world and of this life which we had in youth as we ought to and as it is our duty to do4 ,the boy and the girl criticize us fairly1 when they think that we don't appreciate this magnificent world in which we live4 ,when a man gets to be my age1 while ,i suppose he probably has more humility1 he comes to know and he comes to have a very cheerful1 optimistic view of the world4 ,he has made up his mind that the ,lord does not intend to change the world a great deal anyhow1 and1 on the whole1 he is very much content to leave it the way it is4 ,that is not so with young people at all4 ,the boy and the girl must learn and know all about it4 ,that is one thing they are determined to do at the outset4 ,the boy girds up his loins and he goes whither he will4 ,he must taste of every experience for himself4 ,he will meet joy and sorrow with the same frolicking1 welcoming spirit4 ,he has never been saddened by experience nor disillusioned by disappointment and failure4 ,he will try all the knowledge of good and evil if it costs him ,paradise4 ,nature is loosening every leading string now and is getting him free to complete his own individual development and to forge his own character4 ,we cannot stop him if we would4 ,it is very lucky that we cannot4 ,it is better that we should not stop him even if we could2 nevertheless1 he has very little self-knowledge and still less self-control4 ,impulses well up from changes going on within him or from stimuli which come to him from without4 ,he does not understand them4 ,he does not know where they come from4 ,he does not know what they mean4 ,he is ill-prepared to face them1 and now he goes one way and now the other4 ,he has just about as clear a conception of the value of time as a child has4 ,he has not outgrown childhood in that respect4 ,he cannot possibly play a waiting game4 ,that is the last thing that he can do4 ,if the sun shines to-day it is always going to be bright weather4 ,if the maiden of his adoration frowns to-day1 the sun will never shine again4 ,he is either on the ,delectable ,mountain or in the ,valley of ,humiliation1 and he is far more frequently in the latter than we think4 ,he is rarely between the two1 and he is not going to tell us when he is in the ,valley of ,humiliation1 nor when he is on the top of the ,delectable ,mountain4 ,there is a reticence about him at this time which we should learn to respect and to reverence4 ,i told you at the first meeting that ,nature put the shell around the egg so we would keep our fingers out of it1 and ,nature puts that shell of reticence around the boy and the girl at that time so we will keep our blundering fingers out and leave them to solve their problems with their help and that of the good ,lord who is watching over them4 ,authority has little hold over him at this time1 traditions none at all4 ,the influence of early training which have rooted themselves in his very life are very powerful and they will hold him1 and the ,lord have mercy on the boy whose early traditions do not hold him at that time4 ,remember it is not his fault2 that is a sad thought for us parents4 ,we must take the responsibility for these defects in the early training of our children4 ,the boy is led by class and group feeling at this time4 ,you take him at eight or ten and he is an admirable little fellow in many respects4 ,he wants to play fair1 and if the other fellow does not play fair he will smite him1 just as ,samson smote the ,philistines1 if he can1 and that is the occasion of much friction4 ,after a time there is danger that he will not play as fair as he did when he was younger1 for a time at least1 because he is swallowed up in the team1 or the society1 or the group1 or the gang1 whatever it may be1 to which he belongs1 and he will give himself body and soul to help that team to win4 ,this has its bad side1 a very bad side1 ,i grant you4 ,if you would understand the boy1 every now and then you must study the psychology of the mob4 ,but there is a very good side also1 because he is generous to a fault4 ,now is the time in his life when he will go down with the team1 and in order for the team to win he will make a play when you and ,i would hesitate to make it4 ,we had better respect the boy4 ,he is loyal to his leader and to his friends4 ,it is the epoch of the heart1 and out of the heart1 remember1 are the issues of life4 ,he has a great deal more heart than he has head knowledge at this time1 and ,i confess ,i rather like him for it4 ,you remember what ,paul says to those knowledge-worshiping ,corinthians as to knowledge3 ,it will vanish away2 for we know in part4 ,those of us who have lived more than half a century have seen nine-tenths of our knowledge vanish away in just that fashion because we knew in part4 ,but1 says ,paul1 there are some things that abide1 and one of them is faith4 ,that is never done away with2 another is hope1 and the third and sure abiding thing is love1 which is three-thirds in the heart1 and out of the heart are the issues of life2 the heart is often wiser than the head4 ,do not under-value and never despise the value of the greatness of heart in the boy2 for ,great ,heart is the only champion who ever killed ,giant ,despair4 ,the boy at this age is seeking for a king4 ,he is very likely to be like old ,st4 ,christopher1 he will serve the strongest if he can find him4 ,tides of religious feeling are sweeping in on him now2 but if you want to convert him you must hold up before him no mediaeval example1 but the great1 magnificent1 athletic life of that ,divine ,master who has been so often misrepresented to us4 ,he is a very lovable being1 that boy is1 at times4 ,oh1 you are reverencing him to-day2 well1 then bear in mind that probably about the same time tomorrow morning you will be gripping for the scruff of his neck1 and when you grip him1 grip him hard1 it is no time for half-way measures4 ,never hit a boy at that age with a switch4 ,if you do you are lost4 ,either don't hit at all or hit hard4 ,a great deal of the child still remains in him1 his instability1 for instance4 ,he might well say of himself1 my name is legion4 ,in the remainder of his young life everything that is trifling and worthless all comes to the surface1 just as it does in the fermenting liquor1 the strong and sweet are all hidden below the froth4 ,you cannot see it4 ,you can very easily do him injustice4 ,you must sympathize with him4 ,remember your own foolish youth when you were his age2 remember your own blunders and then you will have a great patience with him and great admiration for him1 because these blunders are not a great deal worse than they are4 ,if you can't do this1 then leave him to ,nature1 for you cannot help him4 ,we found1 during the years of puberty1 a physical metamorphosis1 when the body was all made over1 and now1 during those years of adolescence we have a mental metamorphosis that is just as complete as the physical metamorphosis4 ,all things are becoming new4 ,they have not become new yet1 but they are becoming new2 hence it must be a time of instability1 of self-education1 of the strange mixture of the very new and the very old1 the bad and the good1 of that which is passing away and which has passed away long ago1 and that which has not yet come4 ,look a little deeper into him2 you will find he has a pretty good primitive system of morality2 it is a very primitive one1 consisting mainly of loyalty to his friends4 ,treat him square1 as he says1 and fairly1 and then you may purr and curb him just as you will4 ,remember that tides of religious power and influence have been sweeping through him4 ,the first one came probably at twelve1 if we may trust our statistics2 the second stronger1 at fourteen1 and then the third--perhaps a good many don't feel the first one or second--the third perhaps at sixteen4 ,the one which comes over him at sixteen will affect heart and intellect and will1 and everything1 and he will stay converted probably4 ,if you convert him at twelve1 he probably will fall from grace before he is fifteen4 ,it is rather interesting to notice that those periods when his experiences are likely to be very deep and very strong1 are the years when his chest girth is expanding the most rapidly4 ,a very good bit of physiology or psychology or of anything else you choose to call it1 to learn is this3 ,if you want to convert a man to religion1 get plenty of good1 fresh air into his body2 you never can do it in an ill-ventilated room4 ,it is a period of seeing visions and of dreaming dreams2 you know that1 if you remember your boyhood and girlhood4 ,those dreams and visions are the most substantial things there are in his life or in yours or mine2 for where there is no vision the people perish4 ,wendell ,phillips used to say that the power which overthrew slavery and hurled it to the ground was young men and young women dreaming dreams by patriots' graves4 ,there is a good deal more than rhetoric in that statement4 ,endless possibilities are in these dreams and visions4 ,it is a period of promise1 of magnificent promise1 which you and ,i as teachers are privileged to see afar off before they are even glimpsed by his parents and many of his friends4 ,the great question now is1 ,will the promise and the vision ever be realized1 or will they fade out and disappear and leave him a ,philistine8 ,and lucky if he is not a brute1 for the only brute in this world1 my friends1 is a degenerate man4 ,when you hear a man say that he has cut his eye-teeth1 and he has got rid of his dreams and his visions1 then may the ,lord have mercy on the soul of that man1 because he is dead4 ,the all-important question now is1 ,can you get that dream and that vision so burned into his memory1 so blazing before his eyes1 that he will never forget it and never lose sight of it1 and win it if it costs him his life8 ,then you have educated him4 ,these visions are far more important than all of the science1 even the biology1 that a man can learn in college4 ,it is the business of the parent and teacher at this time to bring to birth and to sturdy growth high aims1 purposes1 ideals1 the whole spiritual life4 ,your business in early childhood is with the physical1 because that is the important thing at that time1 if you can build a very healthy little animal1 you have done well2 but during the high school age you must build the spiritual4 ,if you don't feel this1 ,i cannot explain it to you2 and if you don't feel this within you1 if it is all meaningless and mere noise1 don't you dare teach a high school1 for you are not big enough nor deep enough to do that4 ,the great question1 after all1 is not how much learning have you been able to put into him1 but how much of the finer ambitions1 how much power1 how deeply and strongly they hunger for the very best4 ,an ounce of inspiration at this time is worth more than a pound or a ton of learning2 ,i am no foe of learning1 either4 ,the high school is and will remain the people's college4 ,it is the only college that a great part of the people ever will know4 ,do not neglect that great fraction who are never going to get anything higher and beyond in order to put your time on those who are going on to colleges and universities4 ,you must be the people's support1 and you may well thank fortune that it doesn't seem to be nine-tenths of your business out here in the ,west to fit boys and girls for a college examination4 ,if that ever threatens to become your business1 then you withstand it and face it to the death1 for there is nothing will ruin education faster than that2 ,i know sorrowfully whereof ,i speak4 ,you remember in ,pilgrim's ,progress that when ,christian had left the ,interpreter's ,house1 he strayed away and went down into the ,valley of ,humiliation1 where he walked between the snares and was in danger of falling into many a pitfall2 there he wandered through darkness2 there he could not see the ,delectable ,mountains any more1 and there he fought with ,giant ,apollyon for his life2 but when ,christian passed that way he did not find it half so bad by any means4 ,he had a companion by the name of ,great ,heart1 remember1 and ,great ,heart said to him1 ,do you know that the soil of this valley is probably the most fertile that the crow flies over8 ,the ,valley of ,humiliation1 my friends1 stretches sharp and clear athwart the life of every man and woman between the ,interpreter's ,house of his early education and of his dreams and visions1 and the ,delectable ,mountains1 and we all have to depart to it whether we will or no1 and it is the most fertile soil that the crow flies over1 for in that ,valley of ,humiliation men's muscles and nerves become steel1 and man becomes the shadow of the great rock in the ,weary ,land1 and through heartaches the man and the woman are made the soldiers and the choice heroes of ,jehovah ,himself4 ,it is into that ,valley of ,humiliation that the boy and the girl are going to go from school after they leave you1 and you must fit them for it2 many of you know well enough what it is and know what help they need4 ,you have read1 all of you1 a good many times probably1 this marvelous passage from ,isaiah3 ,they that trust in the ,lord shall renew their strength2 they shall mount up with wings as eagles2 they shall run1 and not be weary2 and they shall walk1 and not faint4 ,i never thought what that meant until one morning in college chapel our president turned to us and said3 ,most of you think that is an anti-climax1 and we would say3 ,why1 of course1 for a man cannot fly like the eagle4 ,he can walk down hill1 what is the use talking about that walking down hill4 ,the old man shook his head and said3 ,no1 no4 ,anybody can fly like an eagle in his imagination2 when we are beginning any new work or any new study or anything new1 we fly2 but after a time we cannot fly any more1 we come down to a run2 and the man who wins out is not the man who can run1 but the man who can 'walk and not faint1' for that man has the endurance that we want4 ,there was a time some years ago--that has gone by too1 thank fortune--when we used to paraphrase things2 that is1 turn very good ,english into very bad ,english4 ,you wish to have a boy or girl catch the spirit of the poem1 do you not1 to find in it inspiration and power1 to find a beauty in life that never was on sea nor land8 ,a sweet voice is a very excellent thing in a woman1 and a very unusual thing in a man4 ,the eye is not the grandest sense organ we have2 the ear is the path-way to the heart1 and that is what you want to understand4 ,did you ever try reading a beautiful poem or story aloud to your children at your fireside or to the class and put your very life's blood into it8 ,i remember some things that a little girl teacher in ,massachusetts read to me a great many years ago1 and there is a dent in my old heart still4 ,try it some day4 ,they cannot understand the poem1 but they feel it4 ,it has gone deeper than the intellect4 ,it has gone into the heart and through the heart1 it has got hold of the will and it has transfigured the spirit and the whole being4 ,in this way you are certainly teaching literature2 nobody can deny that4 ,you have awakened a new interest4 ,you lead and inspire the adolescent to share your very best and highest enthusiasm4 ,after you have done that a few times your pupils will demand the best2 they won't be content with anything poor4 ,the highest human thing in the end is character1 and character is formed very early1 very shortly before the boy leaves the high school4 ,just how it is formed ,i do not know1 but ,i know one thing1 that while ,i cannot tell anything about how successful a man will be intellectually in life from what he does in college1 or1 sometimes1 ,i cannot tell very much about how large he will grow mentally1 ,i know that boy will not rise very much higher morally than he stands in college when you send him there4 ,if1 then1 he has secured a moral training and influence1 ,i firmly believe he will stay so4 ,if he does not come to us in that shape the probability is that he never will change for the good1 but if he is filthy he will remain filthy still4 ,his character is made very largely in the high school4 ,how can you reach it8 ,i think you can reach it a good deal through literature4 ,i do not see how anybody can read ,mr4 ,hawthorne or ,mr4 ,emerson1 and not long to be a gentleman1 and feel as if he would like to be worthy to kiss the hem of the garment of those literary gentlemen4 ,you can read history4 ,you can make history a dreary chronicle4 ,you can learn of kings who never ought to have been born1 and when they died1 when they ought to have been dead fifty years before1 and all the long list of battles fought which never ought to have been fought4 ,you can make it just such a weary chronicle4 ,you do not1 nowadays1 thank fortune2 ,i have seen teachers that did4 ,or you can make that history the ,eleventh ,chapter of ,hebrews1 and you can write your own ,eleventh ,chapter of ,hebrews1 if you will1 for that chapter never was intended to be finished2 and if you cannot add to it with your pioneer history of those who fought their way across the plains here fifty or more years ago1 then you are teaching history to mighty little effect to this generation here in ,utah4 ,the whole story is just this1 if you can saturate your pupils with the character of just such men and women as that1 then you have trained a generation of heroes and nobody can spoil them4 ,that is what1 it seems to me1 ,mr4 ,martineau means in that dark passage1 ,we shall never have a proper system of education until we have a proper religion4 ,we are a good deal lacking in the study of the ,bible nowadays4 ,we go to it to prove the text1 to break the scales of our adversaries1 and for other purposes4 ,i do not use it for that purpose myself4 ,if you will read that old book until you can walk the street arm in arm with ,gideon and ,david and ,jepthah and old ,samson1 too1 yes1 heaven bless him1 and ,moses and ,samuel1 the prophets1 then we are reading it to some purpose4 ,until you know them all as your best friends1 you have not begun to read that book2 for that is what it was intended for4 ,the ,bible is an advanced text book of biology1 the science of life4 ,if you will train your boys and girls to walk the streets and live with the heroes of the world1 make them form an intimate friendship with them1 then you have trained those boys and girls to be heroes themselves4 ,did you ever try reading to them the defense which old ,socrates makes1 which ,plato wrote down for us8 ,i do not know whether ,socrates ever said it1 but it was worthy of him4 ,read it to your boys and girls some day4 ,see what they say about the ,apology4 ,and read the ,crito4 ,let them sit with ,socrates in his prison there on the hillside and listen to his discussion1 until1 as he says1 he hears the voice of the law ringing in his ears and he cannot hear anything else1 and stays on to die4 ,when the prison door is opened for him to walk out1 provided he would walk out with dishonor1 he will not go4 ,let them see the old hero die in ,athens as the sun goes down4 ,you have not only awakened a new interest1 you have evoked a higher life1 and that is what we are after1 that is what you and ,i are here for1 that is the only way in the end to beat the record4 ,that is the essential power of great leaders1 of great prophets1 and of great teachers1 and the seat of it is in their personality4 ,i don't know what ,i am talking about there either1 for personality defies analysis and it defies resistance4 ,it leaps from soul to soul just like an infection4 ,we hear a great deal about the infectiousness of bad things and people are always talking about infectious disease and of corrupting influences in the world and all that sort of thing4 ,do you suppose the ,lord has made this world so that everything that is bad is contagious and everything that is good is not contagious8 ,are you going to slander the ,lord like that8 ,it is about time that we wake up to the fact that the real genuine article of goodness is a good deal more contagious than smallpox4 ,heroism and hero-worship is the central thought of history from the time of ,gideon to the time of ,sheridan1 and down to our present time4 ,virtue1 we must remember1 should strike just like electricity from a dynamo4 ,you remember that was the continual word of that ,great ,master of ours4 ,someone in the crowd has touched me1 ,virtue has gone over into somebody else4 ,virtue has gone out of me2 strength has gone out of me and gone over into somebody else4 ,i am talking about something that ,i do not understand2 but something that you will know4 ,have you never1 at the close of the day1 when you were tired1 discouraged1 wondered whether it is worth while to keep up the fight8 ,when you had been knocked flat and were pretty sure you were out1 and then you sat down for a little time by some strong man or strong woman1 and probably they did not say a great deal to you4 ,they were men and women of few words1 and you did not say a great deal to them1 but after a little it began to come upon you that come what would you would fight again8 ,courage had come into you4 ,you do not know where it came from1 or how it came in1 but you borrowed it and you go on your way the stronger because of the infection from that strong man4 ,we must be healthy and strong and sympathetic4 ,we must be a child with the child and a boy with the boy1 and yet we must lead and not follow4 ,we must be firm and patient and hopeful and courageous1 and we must infect these boys and girls with the very best that we have in us and something that is a little better yet1 and how are we going to get it8 ,why1 we must be continually infected from others2 that is the only way4 ,i don't care how big your reservoir is1 your irrigation reservoir1 if there isn't a stream going into it1 it is going to be empty sometime4 ,look out for the streams which come in from the hills and the heights of glory into your lives4 ,this is the glory of our life and our work4 ,you are making the youth of the twentieth century1 as ,i said to you1 and you are doing something grander2 for every bit of good that you give here in ,utah will spread back to us in ,massachusetts and you are moulding the race into conformity with that which is deepest and most permanent and most eternal in environment1 and hence all the powers of ,nature are on your side4 ,we are two1 said ,abbe ,bacha to ,mahomet1 as they were plodding from ,mecca to ,medina4 ,no1 answered ,mahomet1 ,we are three4 ,god is with us4 ,we cast in our efforts with this grand tide of events which is sweeping on toward a better age and better race1 and we cannot fail4 ,therefore1 let us gird up our loins1 be strong and of a very good courage2 for1 as ,i have said to you once before1 you shall lead these little people into the land of hope and promise which the ,lord swore unto their ancestors1 their fathers1 that ,he would surely give them4 ,,general ,,subject ,the ,adolescent1 or ,high ,school ,age ,read carefully the foregoing lecture on ,growth ,during the ,high ,school ,age1 by ,dr4 ,tyler1 for all these succeeding lessons4 ,,lesson ,,vi ,,athletic ,,needs ,,of ,,boys ,,and ,,girls #a4 ,what steps have ever been taken in your community to provide for proper athletic sports for the young8 ,what success came of these efforts8 #b4 ,give two reasons why wholesome physical recreation is necessary for growing children4 #c4 ,what games and sports do you consider best for boys8 ,for girls8 ,why8 #d4 ,what dangers come from uncontrolled athletics8 #e4 ,what do you think about the value of school athletics that develop only a team8 #f4 ,what can be done1 7#a7 by the parents1 7#b7 by communities1 7a7 ,to provide for wholesome games and sports for all the children8 7b7 ,to provide proper leadership and supervision of these things8 7c7 ,to regulate the excesses and check evils of the athletic spirit8 7d7 ,to provide proper places in which to play8 ,,lesson ,,vii ,,social ,,needs #a4 ,during what years does the desire to be with the crowd manifest itself most strongly in boys and girls8 #b4 ,what difficulties come to the parents in the management of boys and girls during this time8 #c4 ,in what ways can parents best exercise control over the companionships of their children during this vital period8 #d4 ,in what ways can the social needs of boys and girls be provided for in the home8 #e4 ,how far can and should parents go in participating in the pastimes of their children8 ,what can be done to keep up the spirit of companionship between parents and children8 #f4 ,what can communities do to put down the street corner habits and the hoodlumism that comes of the boy gangs8 #g4 ,what pastimes and practices can be fostered to bring about a higher-minded companionship among young people8 ,,lesson ,,viii ,,keeping ,,our ,,boys ,,and ,,girls ,,at ,,home #a4 ,what are the first indications that our home is losing its hold upon our boy8 ,our girl8 #b4 ,what influences are at work in each instance8 #c4 ,is it because conditions outside the home offer more1 or is the home offering less of that which the boy or girl desires8 #d4 ,when you find your boy going to the pool room do you throw his deck of cards into the fire and advise him as to what will happen if he attempts to use such things in or about the house8 #e4 ,when your girl shows a preference for taking her leisure at ,smith's or ,brown's rather than at home1 do you at once adopt a code of rules and proceed to make emphatic statements as to your intention to enforce those rules and also to impose certain penalties8 #f4 ,did it ever occur to you that desire may be diverted1 but that it cannot be destroyed8 #g4 ,is it not best to divert by substitution rather than by prohibition8 ,also to substitute in kind as near as may be8 #h4 ,what are you doing in your home to satisfy the desire which takes your boy or girl to the neighbors or the public places8 #i4 ,what share are you taking in the interests of the growing boy or girl8 #aj4 ,parents1 are you companionable8 ,do you get into the boy or girl's field of discussion8 ,do you talk with them rather than to them8 ,do you get into their games1 their troubles1 their pleasures1 their life8 ,,lesson ,,ix #a4 ,what certain acts or omissions entitle a boy to be classified as wayward8 #b4 ,the first sign of waywardness is the breaking of what commandment1 if any8 #c4 ,under any condition would you let your boy know that you considered him wayward8 #d4 ,should your regard for1 as shown by your treatment of the wayward boy1 differ in the slightest degree from your regard for your treatment of the circumspect1 dutiful1 and obliging boy8 #e4 ,does the worst tendency of the boy call for any more from us than mere direction8 #f4 ,is not the boy's worst offence a bad form of satisfying a good desire8 #g4 ,what is your method of dealing with your boy8 ,is it ,never do that or ,better to do this8 #h4 ,do you ever undertake to show the boy how much more of the thing he is after he can get out of a method that is all around helpful than one that is all around harmful4 #i4 ,how would it do to substitute jointly planned ,do's for unqualified ,don'ts8 #aj4 ,in almost every instance can you not justly ascribe the boy's waywardness to an unnatural companionship on your part or to no companionship at all8 ,,lesson ,x ,,spiritual ,,development ,,in ,,boys ,,and ,,girls ,training the ,child in the ,way ,he ,should ,go #a4 ,quote from the ,doctrine and ,covenants a passage wherein parents are admonished as to their duty in teaching the ,gospel to their children4 #b4 ,give three first steps in religious training in children4 #c4 ,what difficulties and successes have you1 as parents1 met with in cultivating your little ones8 proper habits in prayer1 in attendance to ,sunday ,school and in other religious duties8 ,to what do you ascribe your success or failure8 #d4 ,at what age do boys and girls grow most careless as regards religion8 7,study the statistics of your ,sabbath ,school on this point47 #e4 ,is it true that our religious training fails most just at the point where the boy and girl are in greatest need of it8 ,what are the causes of this failure8 #f4 ,what can and must parents do to reinforce the ,sunday ,school and our other organizations in their efforts to guide the boy and girl safely during their teens8 during the critical periods of life8 ,,lesson ,,xi ,,life ,,lessons ,,during ,,the ,,wayward ,,age #a4 ,show1 by citing examples from history1 that youth is a period of strong religious tendencies4 ,what can be done to keep the dreams of youth on high ideals8 #b4 ,what stories8 what lessons8 to boys and girls at this time8 ,what books appeal most impressively to boys and girls at this time8 #c4 ,recalling the things that left deepest impress on you for good or ill during the period of the teens1 what advice would you give as to cultivating in a child right feelings for religion8 #d4 ,wherein do we as religious teachers most fail to get the boy or girl8 #e4 ,in what way should the ,bible be taught during this age8 #f4 ,what individual work with boys and girls can and should be done by parents and teachers to guide the children past the dangerous places8 ,,lesson ,,xii ,,temptations ,,of ,,boys ,,and ,,girls #a4 ,what are the commandments children are likely to break first8 #b4 ,in what ways are homes often responsible for habits of lying1 stealing1 profaning the name of ,god1 and other sins8 #c4 ,how are the seeds of impurity often sown by thoughtless parents in the home8 ,discuss here the vulgar story1 and other evil suggestions4 #d4 ,what loose habits in companionship and courtship are being permitted by parents to lead their children into evil8 #e4 ,by what effective means can parents co-operate to check the looseness and rudeness and sinful practice that blight our homes and communities8 ,,reference ,,books ,,for ,,parents' ,,classes ,the following list of books will be found very helpful in this ,study of ,children4 ,the ,public ,library should provide these books for the parents1 or the class may be able gradually to build up such a library for class use4 ,these can be bought at the ,deseret ,sunday ,school ,union1 ,salt ,lake ,city1 ,utah4 #a4 ,a ,study of ,child ,nature1 ,elizabeth ,harrison1 ,national ,kindergarten ,college1 ,chicago1 ,ill4 #a4be #b4 ,religious ,education in the ,family1 ,h4,f4 ,cope1 ,university of ,chicago ,press4 #a4be #c4 ,the ,right of the ,child to be ,well ,born1 ,dawson1 ,funk ,wagnalls1 ,new ,york4 4#ge4 #d4 ,the ,jukes ,edwards ,family1 ,winship4 #a4bj4 #e4 ,the ,meaning of ,infancy1 ,fiske1 ,houghton1 ,mifffin ,co41 ,boston4 4#ce4 #f4 ,education1 ,herbert ,spencer4 4#ge #g4 ,fundamentals of ,child ,study1 ,kirkpatrick1 ,macmillan ,co4 #a4be4 #h4 ,elementary ,psychology1 ,phillips1 ,ginn ,co41 ,chicago4 #a4be4 #i4 ,the ,care of the ,child in ,health1 ,oppenheim1 ,macmillan ,co4 #a4jj #aj4 ,the ,healthy ,baby1 ,dennett1 ,the ,macmillan ,co4 #a4jj4 #aa4 ,the ,care of the ,baby1 ,holt4 4#ge4 #ab4 ,the ,child and ,his ,religion1 ,dawson1 ,university of ,chicago ,press4 4#ge4 #ac4 ,child ,nature and ,child ,nurture1 ,st4 ,john1 ,pilgrim ,press4 4#ej4 #ad4 ,the ,problem of ,boyhood1 ,johnson1 ,university of ,chicago ,press4 #a4jj4 #ae4 ,the ,function of the ,family and the ,recovery of the ,home1 ,american ,baptist ,pub4 ,soc4 ,each1 4#ae4 #af4 ,the ,dawn of ,character1 ,mumford1 ,longsman1 ,green ,co4 #a4bj4 #ag4 ,peril and ,preservation of the ,home1 ,jacob ,riis1 ,jacobs ,co41 ,philadelphia4 #a4jj4 #ah4 ,training of the ,girl and ,training of the ,boy1 ,mc,keever1 ,macmillan4 ,each1 #a4ej4 #ai4 ,the ,moral ,conditions and ,development of the ,child1 ,wright1 ,jennings ,graham4 4#ge4 #bj4 ,marriage and ,genetics1 ,reed1 ,galton ,press1 ,cincinnati1 ,ohio4 #a4jj4 #ba4 ,the ,coming ,generation1 ,forbush1 ,d4 ,appleton ,co41 ,new ,york4 #a4ej4 #bb4 ,stories and ,story ,telling1 ,st4 ,john ,eaton and ,main4 4#ce4 #bc4 ,our ,child ,today and ,tomorrow1 ,grunenburg1 ,lippincott4 #a4be4 #bd4 ,misunderstood ,children1 ,harrison4 #a4bc4 #be4 ,town and ,city1 ,jewett1 ,ginn ,co4 4#ej4 #bf4 ,after ,twenty ,years1 ,middleton4 #a4be4 #bg4 ,training of the ,human ,plant1 ,burbank4 4#fj4 #bh4 ,education1 ,resources of ,rural and ,village ,communities1 ,j4,k4 ,mart #a4jj4 #bi4 ,being ,well ,born1 ,guyer4 #a4jj4 #cj4 ,growth in ,education1 ,dr4 ,john ,m4 ,tyler1 ,houghton1 ,mifflin ,co4 #a4ej4