file which includes the original illustrations4 ,see #acdfg-;h4htm or #acdfg-;h4zip3 7https3_/_/www4gutenberg4org_/dirs_/#a_/ c_/d_/f_/acdfg_/acdfg-;h_/#acdfg-;h4htm7 or 7https3_/_/www4gutenberg4org_/dirs_/#a_/ c_/d_/f_/acdfg_/acdfg-;h4zip7 ,,study ,,of ,,child ,,life by ,,marion ,,foster ,,washburne ,,the ,,library ,,of ,,home ,,economics ,a ,,complete ,,home-,,study ,,course ,,on ,,the ,,new ,,profession ,,of ,,home-,,making ,,and ,,art ,,of ,,right ,,living2 ,,the ,,practical ,,application ,,of ,,the ,,most ,,recent ,,advances ,,in ,,the ,,arts ,,and ,,sciences ,,to ,,home ,,and ,,health ,,for ,,home-,,makers1 ,,mothers1 ,,teachers1 ,,physicians1 ,,nurses1 ,,dietitians1 ,,professional ,,house ,,managers1 ,,and ,,all ,,interested ,,in ,,home1 ,,health1 ,,economy ,,and ,,children ,,twelve ,,volumes ,,nearly ,,three ,,thousand ,,pages1 ,,one ,,thousand ,,illustrations ,,tested ,,by ,,use ,,in ,,correspondence ,,instruction ,,revised ,,and ,,supplemented ,illustration3 ,,american ,,school ,,of ,,home ,,economics ,,chicago ,,american ,,school ,,of ,,home ,,economics #aijg ,illustration3 ,a ,,modern ,,madonna4 ,,authors ,,isabel ,,bevier1 ,ph4,m4 ,professor of ,household ,science1 ,university of ,illinois4 ,author ,u4,s4 ,government ,bulletins1 ,development of the ,home ,economics ,movement in ,america1 etc4 ,,alice ,,peloubet ,,norton1 ,m4,a4 ,assistant ,professor of ,home ,economics1 ,school of ,education1 ,university of ,chicago2 ,director of the ,chautauqua ,school of ,domestic ,science4 ,s4 ,,maria ,,elliott ,instructor in ,home ,economics1 ,simmons ,college2 ,formerly ,instructor ,school of ,housekeeping1 ,boston4 ,,anna ,,barrows ,director ,chautauqua ,school of ,cookery2 ,lecturer ,teachers' ,college1 ,columbia ,university1 and ,simmons ,college2 formerly ,editor ,american ,kitchen ,magazine2 ,author ,home ,science ,cook ,book4 ,,alfred ,,cleveland ,,cotton1 ,a4,m41 ,m4,d4 ,professor ,diseases of ,children1 ,rush ,medical ,college1 ,university of ,chicago2 ,visiting ,physician ,presbyterian ,hospital1 ,chicago2 ,author of ,diseases of ,children4 ,,bertha ,m4 ,,terrill1 ,a4,b4 ,professor in ,home ,economics in ,hartford ,school of ,pedagogy2 ,author of ,u4,s4 ,government ,bulletins4 ,,kate ,,heintz ,,watson ,formerly ,instructor in ,domestic ,economy1 ,lewis ,institute2 ,lecturer ,university of ,chicago4 ,,marion ,,foster ,,washburne ,editor ,the ,mothers' ,magazine2 ,lecturer ,chicago ,froebel ,association2 ,author ,everyday ,essays1 ,family ,secrets1 etc4 ,,margaret ,e4 ,,dodd ,graduate ,massachusetts ,institute of ,technology2 ,teacher of ,science1 ,woodward ,institute4 ,,amy ,,elizabeth ,,pope ,with the ,panama ,canal ,commission2 ,formerly ,instructor in ,practical and ,theoretical ,nursing1 ,training ,school for ,nurses1 ,presbyterian ,hospital1 ,new ,york ,city4 ,,maurice ,,le ,,bosquet1 ,s4,b4 ,director ,american ,school of ,home ,economics2 ,member ,american ,public ,health ,association and ,american ,chemical ,society4 ,,contributors ,,and ,,editors ,,ellen ,h4 ,,richards ,author ,cost of ,food1 ,cost of ,living1 ,cost of ,shelter1 ,food ,materials and ,their ,adulteration1 etc41 etc42 ,chairman ,lake ,placid ,conference on ,home ,economics4 ,,mary ,,hinman ,,abel ,author of ,u4,s4 ,government ,bulletins1 ,practical ,sanitary and ,economic ,cooking1 ,safe ,food1 etc4 ,,thomas ,d4 ,,wood1 ,m4,d4 ,professor of ,physical ,education1 ,columbia ,university4 ,h4,m4 ,,lufkin1 ,m4,d4 ,professor of ,physical ,diagnosis and ,clinical ,medicine1 ,university of ,minnesota4 ,,otto ,,folin1 ,ph4,d4 ,special ,investigator1 ,mc,lean ,hospital1 ,waverly1 ,mass4 ,t4 ,,mitchell ,,prudden1 ,m4,d41 ,,ll4,d4 ,author ,dust and ,its ,dangers1 ,the ,story of the ,bacteria1 ,drinking ,water and ,ice ,supplies1 etc4 ,,frank ,,chouteau ,,brown ,architect1 ,boston1 ,mass42 ,author of ,the ,five ,orders of ,architecture1 ,letters and ,lettering4 ,,mrs4 ,,melvil ,,dewey ,secretary ,lake ,placid ,conference on ,home ,economics4 ,,helen ,,louise ,,johnson ,professor of ,home ,economics1 ,james ,millikan ,university1 ,decatur4 ,,frank ,w4 ,,allen1 ,m4,d4 ,instructor ,rush ,medical ,college1 ,university of ,chicago4 99 99 99 99 99 ,,managing ,,editor ,,maurice ,,le ,,bosquet1 ,s4,b4 ,director ,american ,school of ,home ,economics4 ,,board ,,of ,,trustees ,,of ,,the ,,american ,,school ,,of ,,home ,,economics 99 99 99 99 99 ,,mrs4 ,,arthur ,,courtenay ,,neville ,president of the ,board4 ,,miss ,,maria ,,parloa ,founder of the first ,cooking ,school in ,boston2 ,author of ,home ,economics1 ,young ,housekeeper1 ,u4,s4 ,government ,bulletins1 etc4 ,,mrs4 ,,mary ,,hinman ,,abel ,co-worker in the ,new ,england ,kitchen1 and the ,rumford ,food ,laboratory2 ,author of ,u4,s4 ,government ,bulletins1 ,practical ,sanitary and ,economic ,cooking1 etc4 ,,miss ,,alice ,,ravenhill ,special ,commissioner sent by the ,british ,government to report on the ,schools of ,home ,economics in the ,united ,states2 ,fellow of the ,royal ,sanitary ,institute1 ,london4 ,,mrs4 ,,ellen ,m4 ,,henrotin ,honorary ,president ,general ,federation of ,woman's ,clubs4 ,,mrs4 ,,frederic ,w4 ,,schoff ,president ,national ,congress of ,mothers4 ,,mrs4 ,,linda ,,hull ,,larned ,past ,president ,national ,household ,economics ,association2 ,author of ,hostess of ,to-day4 ,,mrs4 ,,walter ,mc,n,a,b ,,miller ,chairman of the ,pure ,food ,committee of the ,general ,federation of ,woman's ,clubs4 ,,mrs4 ,j4,a4 ,,kimberly ,vice ,president of the ,national ,household ,economics ,association4 ,,mrs4 ,,john ,,hoodless ,government ,superintendent of ,domestic ,science for the province of ,ontario2 ,founder ,ontario ,normal ,school of ,domestic ,science1 now the ,mac,donald ,institute4 ,illustration3 ,a ,,madonna ,,of ,,the ,,wild4 ,a ,takima mother1 with papoose ,,study ,,of ,,child ,,life ,,by ,,marion ,,foster ,,washburne ,associate ,editor ,mother's ,magazine2 ,author ,everyday ,essays1 ,family ,secrets1 etc42 ,lecturer to ,chicago ,froebel ,association ,illustration3 ,,american ,,school ,,of ,,home ,,economics ,,chicago ,,american ,,school ,,of ,,home ,,economics #aijg ,,contents ,,an ,,open ,,letter ,,development ,,of ,,the ,,child ,,faults ,,and ,,their ,,remedies ,,character ,,building ,,play ,,occupations ,,art ,,and ,,literature ,,in ,,child ,,life ,,studies ,,and ,,accomplishments ,,financial ,,training ,,religious ,,training ,,application ,,of ,,principles ,,other ,,people',s ,,children ,,the ,,sex ,,question ,,fathers ,,the ,,unconscious ,,influence ,,answers ,,to ,,questions ,,bibliography ,,supplemental ,,study ,,program ,,index ,,american ,,school ,,of ,,home ,,economics ,,chicago ,january #a1 #aijg4 ,my dear ,madam3 ,in beginning this subject of the ,study of ,child ,life there may be lurking doubts in your mind as to whether any reliable rules can really be laid down4 ,they seem to arise mostly from the perception of the great difference between children4 ,what will do for one child will not do for another4 ,some children are easily persuaded and gentle1 others willful1 still others sullen unresponsive4 ,how1 then1 is it possible that a system of education and training can be devised suitable for their various dispositions8 ,we must remember that children are much more alike than they are different4 ,one may have blue eyes1 another gray1 another black1 but they all have two4 ,we are1 therefore1 in a position to make rules for creatures having two eyes and these rules apply to eyes of all colors4 ,children may be nervous1 sanguine1 bilious1 or plethoric1 but they all have the same kind of internal organs end the same general rules of health apply to them all4 ,in this series of lessons ,i have endeavored to set forth principles briefly and to confirm them by instances within the experience of every observer of childhood4 ,the rules given are such as are held at present by the best educators to be based upon sound philosophy1 not at variance with the slight array or scientific facts at our command4 ,perhaps you yourself may be able to add to the number of reliable facts intelligently reported that must be collected before much greater scientific advance is possible4 ,there is1 to be sure1 an art of application of these rules both in matters of health of body and of health of mind and this art must be worked out by each mother for each individual child4 ,we all recognize that it is a long endeavor before we can apply to our own lives such principles of conduct as we heartily acknowledge to be right4 ,why1 then1 expect to be able to apply principles instantly and unerringly to a little child8 ,if a rule fails when you attempt to apply it1 before questioning the principle1 may it not be well to question your own tact and skill8 ,so far as ,i can advise with you in special instances of difficulty1 ,i shall be very glad to do so2 not that ,i shall always know what to do myself1 but that we can get a little more light upon the problems by conferring together4 ,i know well how difficult a matter this of child training is1 for every day1 in the management of my own family of children1 ,i find each philosophy1 science and art as ,i can command very much put to the test4 ,sincerely yours1 ,signature3 ,marion ,foster ,washburne4 ,instructor ,illustration3 ,,freidrich ,,froebel ,by courtesy of ,the ,perry ,pictures ,co41 ,malden1 ,mass4 ,,study ,,of ,,child ,,life ,,part ,i4 ,the young of the human species is less able to care for itself than the young of any other species4 ,most other creatures are able to walk1 or at any rate stand1 within a few hours of birth4 ,but the human baby is absolutely dependent and helpless1 unable even to manufacture all the animal heat that he requires4 ,the study of his condition at birth at once suggests a number of practical procedures1 some of them quite at variance with the traditional procedures4 ,,how ,,the ,,child ,,develops ,sidenote3 ,condition at ,birth ,let us see1 then1 exactly what his condition is4 ,in the first place1 he is1 as ,virchow1 an authority on physiological subjects declares1 merely a spinal animal4 ,some of the higher brain centers do not yet exist at all1 while others are in too incomplete a state for service4 ,the various sensations which the baby experiences--heat1 light1 contact1 motion1 etc4--are so many stimuli to the development of these centers4 ,if the stimulus is too great1 the development is sometimes unduly hastened1 with serious results1 which show themselves chiefly in later life4 ,the child who is brought up a noisy room1 is constantly talked to and fondled1 is likely to develop prematurely1 to talk and walk at an early age2 also to fall into nervous decay at an early age4 ,and even if by reason of an unusually good heredity he escapes these dangers1 it is almost certain that his intellectual power is not so great in adult life as it would have been under more favorable conditions4 ,a new baby1 like a young plant1 requires darkness and quiet for the most part4 ,as he grows older1 and shows a spontaneous interest in his surroundings1 he may fittingly have more light1 more companionship1 and experience more sensations4 ,sidenote3 ,weight at ,birth ,the average boy baby weighs about seven pounds at birth2 the average girl1 about six and a half pounds4 ,the head is larger in proportion to the body than in after life2 the nose is incomplete1 the legs short and bowed1 with a tendency to fall back upon the body with the knees flexed4 ,this natural tendency should be allowed full play1 for the flexed position is said to be favorable to the growth of the bones1 permitting the cartilaginous ends of the bones to lie free from pressure at the joints4 ,the plates of the skull are not complete and do not fit together at the edges4 ,great care needs to be taken of the soft spot thus left exposed on the top of the head--the undeveloped place where the edges of these bones come together4 ,any injury here in early life is liable to affect the mind4 ,sidenote3 ,state of ,development ,the bony enclosures of the middle ear are unfinished and the eyes also are unfinished4 ,it is a question yet to be settled1 whether a new-born baby is blind and deaf or not4 ,at a rate1 he soon acquires a sensitiveness to both light and sound1 although it is three years or more before he has amassed sufficient experience to estimate with accuracy the distance of objects seen or herd4 ,he can cry1 suck1 sneeze1 cough1 kick1 and hold on to a finger4 ,all of these acts1 though they do not yet imply personality1 or even mind1 give evidence of a wonderful organism4 ,they require the co-operation of many delicate nerves and muscles--a co-operation that has as yet baffled the power of scientists to explain4 ,although the young baby is in almost constant motion while he is awake1 he is altogether too weak to turn himself in bed or to escape from an uncomfortable position1 and he remains so for many weeks4 ,this constant motion is necessary to his muscular development1 his control of his own muscles1 his circulation1 and1 very probably1 to the free transmission of nervous energy4 ,therefore1 it is of the first importance that he has freedom to move1 and he should be given time every day to move and stretch before the fire1 without clothes on4 ,it is well to rub his back and legs at the same time1 thus supplementing his gymnastics with a gentle massage4 ,sidenote3 ,educational ,beginnings4 ,by the time he is four or five weeks old it is safe to play with him1 a little every day1 and ,froebel has made his ,play with the ,limbs one of his first educational exercises4 ,in this play the mother lays the baby1 undressed1 upon a pillow and catches the little ankles in her hands4 ,sometimes she prevents the baby from kicking1 so that he has to struggle to get his legs free2 sometimes she helps him1 so that he kicks more freely and regularly2 sometimes she lets him push hard against her breast4 ,all the time she laughs and sings to him1 and ,froebel has made a little song for this purposes4 ,since consciousness is roused and deepened by sensations1 remembered1 experienced1 and compared1 it is evident that this is more than a fanciful play2 that it is what ,froebel claimed for it--a real educational exercise4 ,by means1 of it the child may gain some consciousness of companionship1 and thus1 by contrast1 a deeper self-consciousness4 ,sidenote3 ,first ,efforts ,the baby is at first unable to hold up its head1 and in this he is just like all other animals1 for no animal1 except man1 holds up its head constantly4 ,the human baby apparently makes the effort1 because he desires to see more clearly--he could doubtless see clearly enough for all physical purposes with his head hung down1 but not enough to satisfy his awakening mentality4 ,the effort to hold the head up and to look around is therefore regarded by most psychologists as one of the first tokens of an awakening intellectual life4 ,and this is true1 although the first effort seems to arise from an overplus of nervous energy which makes the neck muscles contract1 just as it makes other muscles contract4 ,the first slight raisings of the head are like the first kicking movements1 merely impulsive2 but the child soon sees the advantage of this apparently accidental movement and tries to master it4 ,preyer,a considers that the efforts to balance the head among the first indications that the child's will is taking possession of his muscles4 ,his own boy arrived at this point when he was between three and four months old4 ,sidenote3 ,reflex ,grasping ,the grasp of the new-born baby's hand has a surprising power1 but the baby himself has little to do with it4 ,the muscles act because of a stimulus presented by the touch of the fingers1 very much as the muscles of a decapitated frog contract when the current of electricity passes over them4 ,this is called reflex grasping1 and ,dr4 ,louis ,robinson1,b thinking that this early strength of gasp was an important illustration of and evidence for evolution1 tried experiments on some sixty new-born babies4 ,he found that they could sustain their whole weight by the arms alone when their hands were clasped about a slender rod4 ,they grasped the rod at once and could be lifted from the bed by it and kept in this position about half a minute4 ,he argued that this early strength of arm1 which soon begins to disappear1 was survival from the remote period when the baby's ancestors were monkeys or monkey-like people who lived in trees4 ,sidenote3 ,beginnings ,of ,will ,power ,however this may be1 during the first week the baby's hands are much about his face4 ,by accident they reach1 the mouth1 they are sucked2 the child feels himself suck its own fist2 he feels his fist being sucked4 ,some day it will occur to him that that fist belongs to the same being who owns the sucking mouth4 ,but at this point1 ,miss ,shinn,c has observed1 the baby is often surprised and indignant that he cannot move his arms around and at the same time suck his fist4 ,this discomfort helps him to make an effort to get his fist into his mouth and keep it there1 and this effort shows his will1 beginning to take possession of his hands and arms4 ,sidenote3 ,growth of ,will ,since any faculty grows by its own exercise1 just as muscles grow by exercise1 every time the baby succeeds in getting his hands to his mouth as a result of desire1 every time that he succeeds in grasping an object as result of desire1 his will power grows4 ,action of this nature brings in new sensations1 and the brain centers used for recording such sensations grow4 ,as the sensations multiply1 he compares them1 and an idea is born4 ,for the beginnings of mental development no other mechanism is actually needed than a brain and a hand and the nerves connecting them4 ,laura ,bridgeman and ,helen ,keller1 both of them deaf and blind1 received their education almost entirely through their hands1 and yet they were unusually capable of thinking4 ,the child's hands1 then1 from the beginning1 are the servants of his brain-instruments by means of which he carries impressions from the outer world to the seat of consciousness1 and by which in turn he imprints his consciousness upon the outer world4 ,sidenote3 ,intentional ,grasping ,the average baby does not begin to grasp objects with intention before the fourth month4 ,the first grasping seems to be done by feeling1 without the aid of the eye1 and is done with the fingers with no attempt to oppose the thumb to them4 ,so closely does the use of the thumbs set opposite the fingers in grasping coincide with the first grasping with the aid of sight1 that some observers have been led to believe that as soon as the baby learns to use its thumb in this way he proves that he is beginning to grasp with intention4 ,sidenote3 ,order of ,development ,the order of development seems to be1 first1 automatism1 the muscles contracting of themselves in response to nervous stimuli2 second1 instinct1 the inherited wisdom of the race1 which discovered ages ago that the hand could be used to greater advantage when the thumb was separated from the fingers2 and thirdly1 the child's own intelligence and will making use of this natural and inherited machinery4 ,this order holds true of the development1 not only of the hand1 but of the whole organism4 ,sidenote3 ,looking ,a little earlier than this1 during the third month1 the baby first looks upon his own hands and notices them4 ,darwin tells us that his boy looked at his own hands and seemed to study them until his eyes crossed4 ,about the same then the child notices his foot and uses his hand to carry it to its mouth4 ,it is some time later that he discovers that he can move his feet without his hands4 ,sidenote3 ,tearing ,about this time1 three or four months old1 the child begins to tear paper into pieces1 and may be easily taught to let the piece1 that have found their way into his mouth be taken out again4 ,now1 too1 he begins to throw things1 or to drop them2 then he wants to get them back again1 and the patient mother must pick them up and give them back many times4 ,sometimes a baby is punished for this proclivity1 but it is really a part of his development1 and at least once a day he should be allowed to play in this manner to his heart's content4 ,it is tact1 not discipline1 that is needed1 and the more he is helped the sooner he will live through this stage and come to the next point where he begins to throw things4 ,sidenote3 ,throwing ,in this stage1 of course1 he must be given the proper things to throw--small1 bright-colored worsted balls1 bean-bags1 and other harmless objects4 ,if he is allowed to discover the pleasure there is in smashing glass and china1 he will certainly be1 for a time1 a very destructive little person4 ,when later he is able to creep throw his ball and creep after it--he will amuse himself for hours at a time1 and so relieve those who have patiently attended him up to this time4 ,in general we may lay down the rule1 that the more time and attention of the right sort is to a young child1 the less will need to be given as he grows older4 ,it is poor economy to neglect a young child1 and try to make it up on the growing boy or girl4 ,this is to substitute a complicated and difficult problem for a simple one4 ,sidenote3 ,the ,grasping ,instinct ,it is some time before a child's will can so overcome his newly-acquired tendency to grasp every possible object that he can keep his hand off of anything that invites him4 ,the many battles between mothers and children it the subject of not touching forbidden things are at this stage a genuine wrong and injustice to the child4 ,so young a child is scarcely more responsible for touching whatever he can reach that is a piece of steel for being drawn toward a powerful magnet4 ,preyer says that it is years before voluntary inhibitions of grasping become possible4 ,the child has not the necessary brain machinery4 ,commands and sparring of the hands create bewilderment and tend to build up a barrier between mother and child4 ,instead of doing such thing1 simply put high out of reach and sight whatever the child must not touch4 ,another way in which young children are often made to suffer because of the ignorance of parents is the leaving of undesired food on the child's plate4 ,every child1 when he does not want his food1 pushes the plate away from him1 and many mothers push it back and scold4 ,the real truth is that the motor suggestion of the food upon the plate is so strong that the child feels as if he were being forced to eat it every time he looks at the plate2 to escape from eating it he is obliged to push it out of sight4 ,sidenote3 ,the ,three ,months' ,baby ,but this difficulty comes later4 ,now we are concerned with a three-months-old baby4 ,at this stage the child is usually able to balance his head1 to sit up against pillows1 to seize and grasp objects1 and to hold out his arm1 when he wishes to be taken4 ,although he may have made number of efforts to sit erect1 and may have succeeded for a few minutes at a time1 he still is far from being able to sit alone1 unsupported4 ,this he does not accomplish until the fifth or the month4 ,sidenote3 ,danger of ,forcing ,there is nothing to be gained by trying to make him sit alone sooner2 indeed1 there is danger in it--danger in forcing young bones and muscles to do work beyond their strength1 and danger also to the nerves4 ,it is safe to say that a normal child always exercises all its faculties to the utmost without need of urging1 and any exercise beyond the point of natural fatigue1 if persisted in1 is sure to bring about abnormal results4 ,sidenote3 ,creeping ,the first efforts toward creeping often appear in the bath when the child turns over and raise1 himself upon his hands and knees4 ,this is sign that he might creep sooner1 if he were not impeded by clothing4 ,he should be allowed to spread himself upon a blanket every day for an hour or two1 and to get on his knees as frequently as he pleases4 ,often he needs a little help to make him creep forward1 for most babies creep backward at first1 their arms being stronger than their legs4 ,here the mother may safely interfere1 pushing the legs as they ought to go and showing the child how to manage himself2 for very often he becomes much excited over his inability to creep forward4 ,the climbing instinct begins to appear by this time--the seventh month--and here the stair-case has its great advantages4 ,it ought not to be shut from him by a gate1 but he should be taught how to climb up and down it in safety4 ,to do this1 start him at the head of the stairs1 and1 you yourself being below him1 draw first one knee and then the other over the step1 thus showing him how to creep backward4 ,two lessons of about twenty minutes each will be sufficient4 ,the only danger is creeping down head foremost1 but if he once learns thoroughly to go backward1 and has not been allowed the other way at all1 he will never dream of trying it4 ,in going down backward1 if he should slip1 he can easily save himself by catching the stairs with his hands as he slips past4 ,the child who creeps is often later in his attempts to walk than the child who does not2 and1 therefore1 when he is ready to walk1 his legs will be all the stronger1 and the danger of bow-legs will be past4 ,as long as the child remains satisfied with creeping1 he is not yet ready either mentally or physically for walking4 ,sidenote3 ,standing ,if the child has been allowed to creep about freely1 he will soon be standing4 ,he will pull himself to his feet by means of any chair1 table1 or indeed anything that he may get hold of4 ,to avoid injuring him1 no flimsy chairs or spindle-legged tables should be allowed in his nursery4 ,he will next begin to sidle around a chair1 shuffling his feet in a vague fashion1 and sometimes1 needing both of his hands to seize some coveted object1 he will stand without clinging1 leaning on his stomach4 ,an unhurried child may remain at this stage for weeks4 ,sidenote3 ,walking ,let alone1 as he should be1 he will walk without knowing how he does it1 and will be the stronger for having overcome his difficulties himself4 ,he should not be coaxed to stand or walk4 ,the things in his room actually urge him to come and get them4 ,any further persuasion is forced1 and may urge him beyond his strength4 ,walking-chairs and baby-jumpers are injurious in this respect4 ,they keep the child from his native freedom of sprawling1 climbing1 and pulling himself up4 ,the activity they do permit is less varied and helpful than the normal activity1 and the child1 restricted from the preparatory motions1 begins to walk too soon4 ,sidenote3 ,alternate ,growth ,a curious fact in the growth of children is that they seem to grow heavier for a certain period1 and then to grow taller for a similar period4 ,that is1 a very young baby1 say1 two months old1 will grow fatter for about six weeks1 and then for the next six weeks will grow longer1 while the child of six years changes his manner of growth every three or four months4 ,these periods are variable1 or at least their law has not yet been established1 but the observant mother can soon make the period out for herself in the case of her own child4 ,for two or three days1 when the manner of growth seems to be changing from breadth to length1 and vice versa1 the children are likely to be unusually nervous and irritable1 and these aberrations must1 of course1 be patiently borne with4 ,sidenote3 ,precocity ,sidenote3 ,early ,ripening ,in all these things some children develop earlier than others1 but too early development is to be regretted4 ,precocious children are always of a delicate nervous organization4 ,fiske,d has proved to us that the reason why the human young is so far more helpless and dependent than the young of any other species is because the activities of the human race have become so many1 so widely varied1 and so complex1 that they could not fix themselves in the nervous structure before birth4 ,there a only a few things that the chick needs to know in order to lead a successful chicken life2 as a consequence these few things are well impressed upon the small brain before ever he chips the shell2 but the baby needs to learn a great many things--so many that there is no time or room to implant them before birth1 or indeed1 in the few years immediately succeeding birth4 ,to hurry the development1 therefore1 of certain few of these faculties1 like the faculties of talking1 and walking1 of imitation or response1 is to crowd out many other faculties perhaps just beginning to grow4 ,such forcing will limit the child's future development to the few faculties whose growth is thus early stimulated4 ,precocity in a child1 therefore1 is a thing to be deplored4 ,his early ripening foretells a early decay and a wise mother is she who gives her child ample opportunity for growing1 but no urging4 ,sidenote3 ,ample ,opporunity for ,growth ,ample opportunity for growth includes 7#a7 ,wholesome surroundings1 7#b7 ,sufficient sleep1 7#c7 ,proper clothing1 7#d7 ,nourishing food4 ,we will take up these topics in order4 ,footnote ,a3 ,w4 ,preyer4 ,professor of ,physiology1 of ,jena1 author of ,the ,mind of the ,child4 ,d4 ,appleton ,co4 ,footnote ,b3 ,dr4 ,robinson4 ,physician and ,evolutionist1 paper in ,the ,eclectic1 ,vol4 #bi4 ,footnote ,c3 ,miss ,millicent ,shinn1 ,american ,psychologist1 author of ,biography of a ,baby4 ,footnote ,d3 ,john ,fiske1 writer on ,evolutionary ,philosophy4 ,his theory of infancy is perhaps his most important contribution to science4 ,,wholesome ,,surroundings ,the whole house in which the child lives ought to be well warmed and equally well aired4 ,sunlight also is necessary to his well-being4 ,if it is impossible to have this in every room1 as sometimes happens in city homes1 at least the nursery must have it4 ,in the central ,states of the ,union plants and trees exposed to the southern sun put forth their leaves two weeks sooner than those exposed to the north4 ,the infant cannot fail to profit by the same condition1 for the young child may be said to lead in part a vegetative as well as an animal life1 and to need air and sunshine and warmth as much as plants do4 ,the very best room in the house is not too good for the nursery1 for in no other room is such important and delicate work being done4 ,illustration3 ,,john ,,fiske ,sidenote3 ,temperature ,the temperature is a matter of importance4 ,it should not be decided by guess-work1 but a thermometer should be hung upon a wall at a place equally removed from draft and from the source of heat4 ,the temperature for children during the first year should be about #gj degrees ,fahrenheit during the day and not lower than #ej degrees at night4 ,children who sleep with the mother will not be injured by a temperature #e to #bj degrees lower at night4 ,sidenote3 ,fresh ,air ,it is important to provide means for the ingress of fresh air4 ,it is not sufficient to air the room from another room unless that other room has in it an open window4 ,even then the nursery windows should be opened wide from fifteen minutes to half an hour night and morning1 while the child is in another room2 and this even when the weather is at zero or below4 ,it does not take long to warm up room that has been aired4 ,perhaps the best means of obtaining the ingress of fresh air without creating a draft upon the floor1 where the baby spends so much of his time1 is to raise the window six inches at the top or bottom and insert a board cut to fit the aperture4 ,sidenote3 ,daily ,outing ,but no matter how well ventilated the nursery may be1 all children more than six weeks old need unmodified outside air1 and need it every day1 no matter what the weather1 unless they are sick4 ,the daily outing secures them better appetites1 quiet sleep1 and calmer nerves4 ,let them be properly clothed and protected in their carriages1 and all weathers are good for them4 ,children who take their naps in their baby-carriages may with advantage be wheeled into a sheltered spot1 covered warmly1 and left to sleep in the outer air4 ,they are likely to sleep longer than in the house1 and find more refreshment in their sleep4 ,,sufficient ,,sleep4 ,few children in ,america get as much sleep as they really need4 ,preyer gives the record of his own child1 and the hours which this child found necessary for his sleep and growth may be taken for a standard4 ,in the first month1 sixteen1 in full1 out of twenty-four hours were spent in sleep4 ,the sleep rarely lasted beyond two hours at a time4 ,in the second month about the same amount was spent in sleep1 which lasted from three to six hours at a time4 ,in the sixth month1 it lasted from six to eight hours at a time1 and began to diminish to fifteen hours in the twenty-four4 ,in the thirteenth month1 fourteen hours' sleep daily2 it the seventeenth1 prolonged sleep began1 ten hours without interruption2 in the twentieth1 prolonged sleep became habitual1 and sleep in the day-time was reduced to two hours4 ,in the third year1 the night sleep lasted regularly from eleven to twelve hours1 and sleep in the daytime was no longer required4 ,sidenote3 ,naps ,preyer's record stops here4 ,but it may be added that children from three to eight years still require eleven hours' sleep2 and1 although the child of three nay not need a daily nap1 it is well for him1 until he is six years old1 to lie still for an hour in the middle of the day1 amusing himself with a picture book or paper and pencil1 but not played with or talked to by any other person4 ,such a rest in the middle of the day favors the relaxation of muscles and nerves and breaks the strain of a long day of intense activity4 ,,proper ,,clothing4 ,proper clothing for a child includes three things3 7a7 ,equal distribution of warmth1 7b7 ,freedom from restraint1 7c7 ,light weight4 ,equal distribution of warmth is of great importance1 and is seldom attained4 ,the ordinary dress for a young baby1 for example1 leaves the arms and the upper part of the chest unprotected by more than one thickness of flannel and one of cotton--the shirt and the dress4 ,about the child's middle1 on the contrary1 there are two thicknesses of flannel--a shirt and band--and five of cotton1 i4e41 the double bands of the white and flannel petticoats1 and the dress4 ,over the legs1 again1 are two thicknesses of flannel and two of cotton1 i4e41 the pinning blanket1 flannel skirt1 white skirt1 and dress4 ,the child in a comfortably warm house needs two thicknesses of flannel and one of cotton all over it1 and no more4 ,sidenote3 ,the ,gertrude ,suit ,the practice of putting extra wrappings about the abdomen is responsible for undue tenderness of those organs4 ,dr4 ,grosvenor1 of ,chicago1 who designed a model costume for a baby1 which he called the ,gertrude suit1 says that many cases of rupture are due to bandaging of the abdomen4 ,when the child cries the abdominal walls normally expand2 if they are tightly bound1 they cannot do this1 and the pressure upon one single part1 which the bandages may not hold quite firmly1 becomes overwhelming1 and results in rupture4 ,dr4 ,grosvenor also thinks that many cases of weak lungs1 and even of consumption in later life1 are due to the tight bands of the skirts pressing upon the soft ribs of the young child1 and narrowing the lung space4 ,sidenote3 ,objection to the ,pinning ,blanket ,freedom from restraint44 ,not only should the clothes not bind the child's body in any way1 but they should not be so long as to prevent free exercise of the legs4 ,the pinning-blanket is objectionable on this account4 ,it is difficult for the child to kick in it2 and as we have seen before1 kicking is necessary to the proper development of the legs4 ,undue length of skirt operates in the same way--the weight of cloth is a check upon activity4 ,the first garment of a young baby should not be more than a yard in length from the neck to the bottom of the hem1 and three-quarters of a yard is enough for the inner garment4 ,the sleeves1 too1 should be large and loose1 and the arm-size should be roomy1 so as to prevent chafing4 ,the sleeves may be tied in at the wrist with a ribbon to insure warmth4 ,lightness of weight4 ,the underclothing should be made of pure wool1 so as to gain the greatest amount of warmth from the least weight4 ,in the few cases where wool would cause irritation1 a silk and wool fixture makes a softer but more expensive garment4 ,under the best conditions1 clothes restrict and impede free development somewhat1 and the heavier they are the more they impede it4 ,therefore1 the effort should be to get the greatest amount of warmth with the least possible weight4 ,knit garments attain this most perfectly1 but the next best thing is all-wool flannel of a fine grade4 ,the weave known as stockinet is best of all1 because goods thus made cling to the body and yet restrict its activity very little4 ,the best garments for a baby are made according to the accompanying diagram4 ,sidenote3 ,princess ,garment ,they consist of three garments1 to be worn one over the other1 each one an inch longer in every way than the underlying one4 ,the first is a princess garment1 made of white stockinet1 which takes the place of shirt1 pinning-blanket1 and band4 ,before cutting this out1 a box-pleat an inch and a half wide should be laid down the middle of the front1 and a side pleat three-fourths of an inch wide on either side of the placket in the back4 ,the sleeve should have a tuck an inch wide4 ,these tucks and pleats are better run in be hand1 so that they may be easily ripped4 ,as the baby grows and the flannel shrinks1 these tucks and pleats can be let out4 ,illustration3 ,,diagram ,,of ,,the ,,gertrude ,,suit4 ,the next garment1 which goes over this1 is made in the same way1 only an inch larger in every measurement4 ,it is made of baby flannel1 and takes the place of the flannel petticoat with its cotton band4 ,over these two garments any ordinary dress may be worn4 ,dressed in this suit1 the child is evenly covered with too thicknesses of flannel and one of cotton4 ,as the skirts are rather short1 however1 and he is expected to move his legs about freely1 he may well wear long white wool stockings4 ,as the child grows older1 the principles underlying this method of clothing should be borne in mind1 and clothes should be designed and adapted so as to meet these three requirements4 ,,food4 ,sidenote3 ,natural ,food ,sidenote3 ,bottle-fed ,babies ,the natural food of a young baby is his mother's milk1 and no satisfactory substitute for it has yet been found4 ,some manufactured baby foods do well for certain children2 to others they are almost poison2 and for none of them are they sufficient4 ,the milk of the cow is not designed for the human infant4 ,it contains too much casein1 and is too difficult of digestion4 ,various preparations of milk and grains are recommended by nurses and physicians1 but no conscientious nurse or physician pretends that any of them begins to equal the nutritive value of human milk4 ,more women can nurse their babies than now think they can2 the advertisements of patent foods lead them to think the rather of little importance1 and they do not make the necessary effort to preserve and increase the natural supply of milk4 ,the family physician can almost always better the condition of the mother who really desires to nurse her own child1 and he should be consulted and his directions obeyed4 ,the importance of a really great effort to this direction is shown by the fact that the physical culture records1 now so carefully kept in many of our schools and colleges1 prove that bottle-fed babies are more likely to be of small stature1 and to have deficient bones1 teeth and hair1 than children who have been fed on mother's milk4 ,sidenote3 ,simple ,diet ,the food question is undoubtedly the most important problem to the physical welfare of the child1 and has1 as well1 a most profound effect upon his disposition and character4 ,indiscriminate feeding is the cause of much of the trouble and worry of mothers4 ,this subject is taken up at length in other papers of this course1 and it will suffice to say here that the table of the family with young children should be regulated largely by the needs of the growing sons and daughters4 ,the simplified diet necessary may well be of benefit to other members of the family4 ,,faults ,,and ,,their ,,remedies4 ,the child born of perfect parents1 brought up perfectly1 in a perfect environment1 would probably have no faults4 ,even such a child1 however1 would be at times inconvenient1 and would do and say things at variance with the order of the adult world4 ,therefore he might seem to a hasty1 prejudiced observer to be naughty4 ,and1 indeed1 imperfectly born1 imperfectly trained as children now are1 many of their so-called faults are no more than such inconvenient crossings of an immature will with an adult will4 ,illustration3 ,,jean ,,paul ,,richter ,sidenote3 ,the ,child's ,world and the ,adult's ,world ,no grown person1 for instance1 likes to be interrupted1 and is likely to regard the child who interrupts him wilfully naughty4 ,no young child1 on the contrary1 objects to being interrupted in his speech1 though he may object to being interrupted in his play2 and he cannot understand why an adult should set so much store on the quiet listening which is so infrequent in his own experience4 ,grown persons object to noise2 children delight in it4 ,grown persons like to have things kept in their places2 to a child1 one place as good as another4 ,grown persons have a prejudice in favor of cleanliness2 children like to swim1 but hate to wash1 and have no objections whatever to grimy hands and faces4 ,none of these things imply the least degree of obliquity on the child's part2 and yet it is safe to say that nine-tenths of the children who are punished are punished for some of these things4 ,the remedy for these inconveniences is time and patience4 ,the child1 if left to himself1 without a word of admonishment1 would probably change his conduct in these respects1 merely by the force of imitation1 provided that the adults around him set him1 a persistent example of courtesy1 gentleness1 and cleanliness4 ,sidenote3 ,real ,faults ,the faults that are real faults1 as ,richter,a says1 are those faults which increase with age4 ,these it is that need attention rather than those that disappear of themselves as the child grows older4 ,this rule ought to be put in large letters1 that every one who has to train children may be daily reminded by it2 and not exercise his soul and spend his force in trying to overcome little things which may perhaps be objectionable1 but which will vanish to-morrow4 ,concentrate your energies on the overcoming of such tendencies as may in time develop into permanent evils4 ,sidenote3 ,training the ,will ,to accomplish this1 you most1 of course1 train the child's own will1 because no one can force another person into virtue against his will4 ,the chief object of all training is1 as we shall see in the next section1 to lead the child to love righteousness1 to prefer right doing to wrong doing2 to make right doing a permanent desire4 ,therefore1 in all the procedures about to be suggested1 an effort is made to convince the child of the ugliness and painfulness of wrong doing4 ,sidenote3 ,natural ,punishment ,punishment1 as ,herbert ,spencer,b agrees with ,froebel,c in pointing out1 should be as nearly as possible a representation of the natural result of the child's action2 that is1 the fault should be made to punish itself as much as possible without the interference of any outside person2 for the object is not to make the child bend his will to the will of another1 but make him see the fault itself as an undesirable thing4 ,sidenote3 ,breaking the ,will ,the effort to break the child's will has long been recognized as disastrous by all educators4 ,a broken will is worse misfortune than a broken back4 ,in the latter case the man is physically crippled2 in the former1 he is morally crippled4 ,it is only a strong1 unbroken1 persistent will that is adequate to achieve self-mastery1 and mastery of the difficulties of life4 ,the child who is too yielding and obedient in his early days is only too likely to be weak and incompetent in his later days4 ,the habit of submission to a more mature judgment is a bad habit to insist upon4 ,the child should be encouraged to think out things for himself2 to experiment and discover for himself why his ideas do not work2 and to refuse to give them up until he is genuinely convinced of their impracticability4 ,sidenote3 ,emergencies ,it is true that there are emergencies in which his immature judgment and undisciplined will must yield to wiser judgment and steadier will2 but such yielding should not be suffered to become habitual4 ,it is a safety valve merely1 to be employed only when the pressure of circumstances threatens to become dangerous4 ,an engine whose safety valve should be always in operation could never generate much power4 ,nor is there much difficulty in leading even a very strong-willed and obstinate child to give up his own way under extraordinary circumstances4 ,if he is not in the habit of setting up his own will against that of his mother or teacher1 he will not set it up when the quick1 unfamiliar word of command seems to fit in the with the unusual circumstances4 ,many parents practice crying ,wolf6 wolf6 to their children1 and call the practice a drill of self-control2 but they meet inevitably with the familiar consequences3 when the real wolf comes the hackneyed cry1 often proved false1 is disregarded4 ,illustration3 ,herbert ,spencer ,sidenote3 ,disobedience ,when the will is rightly trained1 disobedience is a fault that rarely appears1 because1 of course1 where obedience is seldom required1 it is seldom refused4 ,the child needs to obey--that is true2 but so does his mother need to obey1 and all other persons about him4 ,they all need to obey ,god1 to obey the laws of nature1 the impulses of kindness1 and to follow after the ways of wisdom4 ,where such obedience is a settled habit of the entire household1 it easily1 and1 as it were1 unconsciously1 becomes the habit of the child4 ,where such obedience is not the habit of the household1 it is only with great difficulty that it can become the habit of the child4 ,his will must set itself against its instinct of imitativeness1 and his small house1 not yet quite built1 must be divided against itself4 ,probably no cold even rendered entire obedience to any adult who did not himself hold his own wishes in subjection4 ,as ,emerson says1 ,in dealing with my child1 my ,latin and my ,greek1 my accomplishments and my money1 stead me nothing1 but as much soul as ,i have avails4 ,if ,i a willful1 he sets his will against mine1 one for one1 and leaves me1 if ,i please1 the degradation of beating him by my superiority of strength4 ,but1 if ,i renounce my will and act for the soul1 setting that up as an umpire between us two1 out of his young eyes looks the same soul2 he reveres and loves with me4 ,sidenote3 ,negative ,goodness ,suppose the child to be brought to such a stage that he is willing to do anything his father or mother says2 suppose1 even1 that they never tell him to do anything that he does not afterwards discover to be reasonable and just2 still1 what has he gained8 ,for twenty years he has not had the responsibility for a single action1 for a single decision1 right or wrong4 ,what is permitted is right to him2 what is forbidden is wrong4 ,when he goes out into the world without his parents1 what will happen8 ,at the best he will not lie1 or steal1 or commit murder4 ,that is1 he will do none of these things in their bald and simple form4 ,but in their beginnings these are hidden under a mask of virtue and he has never been trained to look beneath that mask2 as happened to ,richard ,feveril1,d sin may spring upon him unaware4 ,some one else1 all his life1 has labeled things for him2 he is not in the habit of judging for himself4 ,he is blind1 deaf1 and helpless--a plaything of circumstances4 ,it is a chance whether he falls into sin or remains blameless4 ,sidenote3 ,real ,disobedience ,disobedience1 then1 in a true sense1 does not mean failure to do as he is told to do4 ,it means failure to do the things that he knows to be right4 ,he must be taught to listen and obey the voice of his own conscience2 and if that voice should ever speak1 as it sometimes does1 differently from the voice of the conscience of his parents or teachers1 its dictates must still be respected by these older and wiser persons1 and he must be permitted to do this thing which in itself may be foolish1 but which is not foolish1 to him4 ,sidenote3 ,liberty ,and1 on the other hand1 the child who will have his own way even when he knows it to be wrong should be allowed to have it within reasonable limits4 ,richter says1 leave to him the sorry victory1 only exercising sufficient ingenuity to make sure that it is a sorry one4 ,what he must be taught is that it is not at all a pleasure to have his own way1 unless his own way happens to be right2 and this he can only be taught by having his own way when the results are plainly disastrous4 ,every time that a willful child does what he wants to do1 and suffers sharply for it1 he learns a lesson that nothing but this experience can teach him4 ,sidenote3 ,self-,punishment ,but his suffering must be plainly seen to be the result of his deed1 and not the result of his mother's anger4 ,for example1 a very young child who is determined to play with fire may be allowed to touch the hot lamp or a stove1 whenever affairs can be so arranged that he is not likely to burn himself too severely4 ,one such lesson is worth all the hand-spattings and cries of ,no1 no6 ever resorted to by anxious parents4 ,if he pulls down the blocks that you have built up for him1 they should stay down1 while you get out of the room1 if possible1 in order to evade all responsibility for that unpleasant result4 ,prohibitions are almost useless4 ,in order to convince yourself of this1 get some one to command you not to move your right arm or to wink your eye4 ,you will find it almost impossible to obey for even a few moments4 ,the desire to move your arm1 which was not at all conscious before1 will become overpowering4 ,the prohibition acts like a suggestion1 and is an implication that you would do the negative act unless you were commanded not to4 ,miss ,alcott1 in ,little ,men1 well illustrates this fact in the story of the children who were told not to put beans up their noses and who straightway filled their noses with beans4 ,sidenote3 ,positive ,commands ,as we shall see in the next section1 ,froebel meets this difficulty by substituting positive commands for prohibitions2 that is1 he tells the child to do instead of telling him not to do4 ,tiedemann,e says that example is the first great evolutionary teacher1 and liberty is the second4 ,in the overcoming of disobedience1 no other teachers are needed4 ,the method may be tedious2 it may be many years before the erratic will is finally led to work in orderly channels2 but there is no possibility of abridging the process4 ,there is no short and sudden cure for disobedience1 and the only hope for final cure is the steady working of these two great forces1 example and liberty4 ,to illustrate the principles already indicated1 we will consider some specific problems together with suggestive treatment for each4 ,footnote ,a3 ,jean ,paul ,richter1 ,der einsige4 ,german writer and philosopher4 ,his rather whimsical and fragmentary book on education1 called ,levana1 contains some rare scraps of wisdom much used by later writers on educational topics4 ,footnote ,b3 ,herbert ,spencer1 ,english ,philosopher and ,scientist4 ,his book on ,education is sound and practical4 ,footnote ,c3 ,freidrich ,froebel1 ,german ,philosopher and ,educator1 founder of the ,kindergarten system1 and inaugurator of the new education4 ,his two great books are ,the ,education of ,man and ,the ,mother ,play4 ,footnote ,d3 ,the ,ordeal of ,richard ,feveril1 by ,george ,meredith4 ,footnote ,e3 ,tiedemann1 ,german ,psychologist4 ,,quick ,,temper4 ,this1 as well as irritability and nervousness1 very often springs from a wrong physical condition4 ,the digestion may be bad1 or the child may be overstimulated4 ,he may not be sleeping enough1 or may not get enough outdoor air and exercise4 ,in some cases the fault appears because the child lacks the discipline of young companionship4 ,even the most exemplary adult cannot make up to the child for the influence of other children4 ,he perceives the difference between himself and these giants about him1 and the perception sometimes makes him furious4 ,his struggling individuality finds it difficult to maintain itself under the pressure of so many stronger personalities4 ,he makes1 therefore1 spasmodic and violent attempts of self-assertion1 and these attempts go under the name of fits of temper4 ,the child who is not ordinarily strong enough to assert himself effectively will work himself up into a passion in order to gain strength1 much as men sometimes stimulate their courage by liquor4 ,in fact1 passion is a sort of moral intoxication4 ,sidenote3 ,remedy--,solitude and ,quiet ,but whether the fits of passion are physical or moral1 the immediate remedy is the same--his environment must be promptly changed and his audience removed4 ,he needs solitude and quiet4 ,this does not mean shutting him into a closet1 but leaving him alone in a quiet room1 with plenty of pleasant things about4 ,this gives an opportunity for the disturbed organism to right itself1 and for the will to recover its normal tone4 ,some occupation should be at hand--blocks or other toys1 if he is too young to read2 a good book or two1 such as ,miss ,alcott's ,little ,men and ,little ,women1 when he is old enough to read4 ,if he is destructive in his passion1 he must be put in a room where there are very few breakables to tempt him4 ,if he does break anything he must be required to help mend it again4 ,to shout a threat to this effect through the door when the storm of temper is still on1 is only to goad him into fresh acts of rebellion4 ,let him alone while he is in this temporarily insane state1 and later1 when he is sorry and wants to be good1 help him to repair the mischief he has wrought4 ,it is as foolish to argue with or to threaten the child in this state as it would be were he a patient in a lunatic asylum4 ,it is sometimes impossible to get an older child to go into retreat4 ,then1 since he cannot be carried1 and he is not open to remonstrance or commands1 go out of the room yourself and leave him alone there4 ,at any cost1 loneliness and quiet must be brought to bear upon him4 ,such outbursts are exceedingly exhausting1 using up in a few minutes as much energy as would suffice for many days of ordinary activity4 ,after the attack the child needs rest1 even sleep1 and usually seeks it himself4 ,the desire should be encouraged4 ,sidenote3 ,precautions to be ,taken ,every reasonable precaution should be taken against the recurrence of the attacks1 for every lapse into this excited state makes him more certain the next lapse and weakens the nervous control4 ,this does not mean that you should give up any necessary or right regulations for fear of the child's temper4 ,if the child sees that you do this1 he will on occasion deliberately work himself up into a passion in order to get his own way4 ,but while you do not relax any just regulations1 you may safely help him to meet them4 ,give him warning4 ,for instance1 do not spring any disagreeable commands upon him4 ,have his duties as systematized as possible so that he may know what to expect2 and do not under any circumstances nag him nor allow other children to tease him4 ,,sullenness4 ,this fault likewise often has a physical cause1 seated very frequently in the liver4 ,see that the child's food is not too heavy4 ,give him much fruit1 and insist upon vigorous exercise out of doors4 ,or he may perhaps not have enough childish pleasures4 ,for while most children are overstimulated1 there still remain some children whose lives are unduly colorless and eventless4 ,a sullen child is below the normal level of responsiveness4 ,he needs to be roused1 wakened1 lifted out of himself1 and made to take an active interest in other persons and in the outside world4 ,sidenote3 ,inheritance and ,example ,in many cases sullenness is an inherited disposition intensified by example4 ,it is unchildlike and morbid to an unusual degree and very difficult to cure4 ,the mother of a sullen child may well look to her own conduct and examine with a searching eye the peculiarities of her own family and of her husband's4 ,she may then find the cause of the evil1 and by removing the child from the bad example and seeing to it that every day contains a number of childish pleasures1 she may win him away from a fault that will otherwise cloud his whole life4 ,,lying ,all lies are not bad1 nor all liars immoral4 ,a young child who cannot yet understand the obligations of truthfulness cannot be held morally accountable for his departure from truth4 ,lying is of three kinds4 7#a47 ,the imaginative lie4 7#b47 ,the evasive lie4 7#c47 ,the politic lie4 ,sidenote3 ,imaginative ,lying 7#a47 ,it is rather hard to call the imaginative lie a lie at all4 ,it is so closely related to the creative instinct which makes the poet and novelist and which1 common among the peasantry of a nation1 is responsible for folk-lore and mythology1 that it is rather an intellectual activity misdirected than a moral obliquity4 ,very imaginative children often do not know the difference between what they imagine and what they actually see4 ,their minds eye sees as vividly as their bodily eye2 and therefore they even believe their own statements4 ,every attempt at contradiction only brings about a fresh assertion of the impossible1 which to the child becomes more and more certain as he hears himself affirming its existence4 ,punishment is of no use at all in the attempt to regulate this exuberance4 ,the child's large statements should be smiled at and passed over4 ,in the meantime1 he should be encouraged in every possible way to get a firm1 grasp of the actual world about him4 ,manual training1 if it can be obtained1 is of the greatest advantage1 and for a very young child1 the performance every day of some little act1 which demands accuracy and close attention1 is necessary4 ,for the rest1 wait2 this is one of the faults that disappear with age4 ,sidenote3 ,the ,lie of ,evasion 7#b47 ,the lie of evasion is a form of lying which seldom appears when the relations between child and parents are absolutely friendly and open4 ,however1 the child who is very desirous of approval may find it difficult to own up to a fault1 even when he is certain that the consequence of his offense will not be at all terrible4 ,this is the more difficult1 because the more subtle condition4 ,it is obvious that the child who lies merely to avoid punishment can be cured of that fault by removing from him the fear of punishment4 ,to this end1 he should be informed that there will be no punishment whatever for any fault that he freely confesses4 ,for the chief object of punishment being to make him face his own fault and to see it as something ugly and disagreeable1 that object is obviously accomplished by a free and open confession1 and no further punishment is required4 ,but when the child in spite of such reassurance still continues to lie1 both because he cannot bear to have you think him capable of wrong-doing1 and because he is not willing to acknowledge to himself that he is capable of wrong-doing1 the situation becomes more complex4 ,all you can do is to urge upon him the superior beauty of frankness2 to praise him and love him1 especially when he does acknowledge a fault1 thus leading him to see that the way to win your approval--that approval which he desires so intensely--is to face his own shortcomings with a steady eye and confess them to you unshrinkingly4 ,sidenote3 ,the ,politic ,lie 7#c47 ,the politic lie is of course the worst form of lying1 partly because it is so unchildlike4 ,this is the kind of fault that will grow with age2 and grow with such rapidity that the mother must set herself against it with all the force at her command4 ,the child who lies for policy's sake1 in order to achieve some end which is most easily achieved by lying1 is a child led into wrong-doing by his ardent desire to get something or do something4 ,discover what this something is1 and help him to get it by more legitimate means4 ,if you point out the straight path1 and show the goal well in view1 at the end of it1 he may be persuaded not to take the crooked path4 ,sidenote3 ,inherited ,crookedness ,but there are occasionally natures that delight in crookedness and that even in early childhood4 ,they would rather go about getting their heart's desire in some crooked1 intricate1 underhanded way than by the direct route4 ,such a fault is almost certain to be an inherited one2 and here again1 a close study of the child's relatives will often help the mother to make a good diagnosis1 and even suggest to her the line of treatment4 ,sidenote3 ,extreme ,cases ,in an extreme case1 the family may unite in disbelieving the child who lies1 not merely disbelieving him1 when he is lying1 but disbelieving him all the time1 no matter what he says4 ,he must be made to see1 and1 that without room for any further doubt1 that the crooked paths that he loves do not lead to the goal his heart desires1 but away from it4 ,his words1 not being true to the facts1 have lost their value1 and no one around him listens to them4 ,he is1 as it were1 rendered speechless1 and his favorite means of getting his own way is thus made utterly valueless4 ,such a remedy is in truth a terrible one4 ,while it is being administered1 the child suffers to the limit of his endurance2 and it is only justified in an extreme case1 and after the failure of all gentler means4 ,,jealousy4 ,sidenote3 ,justice and ,love ,too often this deadly evil is encouraged in infancy1 instead of being promptly uprooted as it ought to be4 ,it is very amusing1 if one does not consider the consequences1 to sec a little child slap and push away the father or the older brother1 who attempts to kiss the mother2 but this is another fault that grows with years1 and a fault so deadly that once firmly rooted it can utterly destroy the beauty and happiness of an otherwise lovely nature4 ,the first step toward overcoming it must be to make the reign of strict justice in the home so obvious as to remove all excuse for the evil4 ,the second step is to encourage the child's love for those very persons of whom he is most likely to be jealous4 ,if he is jealous of the baby1 give him special care of the baby4 ,jealousy indicates a temperament overbalanced emotionally2 therefore1 put your force upon the upbuilding of the child's intellect4 ,give him responsibilities1 make him think out things for himself4 ,call upon him to assist in the family conclaves4 ,in every way cultivate his power of judgment4 ,the whole object of the treatment should be to strengthen his intellect and to accustom his emotions to find outlet in wholesome1 helpful activity4 ,one wise mother made it a rule to pet the next to the baby4 ,the baby1 she said1 was bound to be petted a good deal because of its helplessness and sweetness1 therefore she made a conscious effort to pet the next to the youngest1 the one who had just been crowded out of the warm nest of mother's lap by the advent of the newcomer4 ,such a rule would go far to prevent the beginnings of jealousy4 ,,selfishness4 ,this is a fault to which strong-willed children are especially liable4 ,the first exercise of will-power after it has passed the stage of taking possession of the child's own organism usually brings him into conflict with those about him4 ,to succeed in getting hold of a thing against the wish of someone else1 and to hold on to it when someone else wants it1 is to win a victory4 ,the coveted object becomes dear1 not so much for its own sake1 as because it is a trophy4 ,such a child knows not the joy of sharing2 he knows only the joys of wresting victory against odds4 ,this is indeed an evil that grows with the years4 ,the child who holds onto his apple1 his ,candy1 or toy1 fights tooth and nail everyone who wants to take it from him1 and resists all coaxing1 is liable to become a hard1 sordid1 grasping man1 who stops at no obstacle to accomplish his purpose4 ,yet in the beginning1 this fault often hides itself and escapes attention4 ,the selfish child may be quiet1 clean1 and under ordinary circumstances1 obedient4 ,he may not even be quarrelsome2 and may therefore come under a much less degree of discipline than his obstreperous1 impulsive1 rebellious little brother4 ,yet1 in reality1 his condition calls for much more careful attention than does the condition of the younger brother4 ,sidenote3 ,the ,only ,child ,however1 the child who has no brother at all1 either older or younger1 nor any sister1 is almost invited by the fact of his isolation to fall into this sin4 ,only children may be--indeed1 often are--precocious1 bright1 capable1 and well-mannered1 but they are seldom spontaneously generous4 ,their own small selves occupy an undue proportion of the family horizon1 and therefore of their own4 ,sidenote3 ,kindergarten a ,remedy ,this is where the ,kindergarten has its great value4 ,in the true ,kindergarten the children live under a dispensation of loving justice1 and selfishness betrays itself instantly there1 because it is alien to the whole spirit of the place4 ,showing itself1 it is promptly condemned1 and the child stands convicted by the only tribunal whose verdict really moves him--a jury of his peers4 ,normal children hate selfishness and condemn it1 and the selfish child himself1 following the strong1 childish impulse of imitation1 learns to hate his own fault2 and so quick is the forgiveness of children that he needs only to begin to repent before the circle of his mates receives him again4 ,this is one reason why the ,kindergarten takes children at such an early age4 ,aiming1 as it does1 to lay the foundations for right thinking and feeling1 it must begin before wrong foundations are too deeply laid4 ,its gentle1 searching methods straighten the strong will that is growing crooked1 and strengthen the enfeebled one4 ,sidenote3 ,intimate ,association a ,help ,but if the selfish child is too old for the ,kindergarten1 he should belong to a club4 ,consistent selfishness will not long be tolerated here4 ,the tacit or outspoken rebuke of his mates has many times the force of a domestic rebuke2 because thereby he sees himself1 at least for a time1 as his comrades see him1 and never thereafter entirely loses his suspicion that they may be right4 ,their individual judgment he may defy1 but their collective judgment has in it an almost magical power1 and convinces him in spite of himself4 ,sidenote3 ,cultivate ,affections ,whatever strong affections the selfish boy shows most be carefully cultivated4 ,love for another is the only sure cure for selfishness4 ,if he loves animals1 let him have pets1 and give into his hands the whole responsibility for the care of them4 ,it is better to let the poor animals suffer some neglect1 than to take away from the boy the responsibility for their condition4 ,they serve him only so far as he can be induced to serve them4 ,the chief rule for the cure of selfishness is1 then1 to watch every affection1 small and large1 encourage it1 give it room to grow1 and see to it that the child does not merely get delight out of it1 but that he works for it1 that he sacrifices himself for those whom he loves4 ,,laziness4 ,sidenote3 ,the ,physical ,cause ,this condition is often normal1 especially during adolescence4 ,the developing boy or girl wants to lop and to lounge1 to lie sprawled over the floor or the sofa4 ,quick movement is distasteful to him1 and often has an undue effect upon the heart's action4 ,he is normally dreamy1 languid1 indifferent1 and subject to various moods4 ,these things are merely tokens of the tremendous change that is going on within his organism1 and which heavily drains his vitality4 ,certain duties may1 of course1 be required of him at this stage1 but they should be light and steady4 ,he should not be expected to fill up chinks and run errands with joyful alacrity4 ,the six- or eight-year-old may be called upon for these things1 and not he harmed1 but this is not true of the child between twelve and seventeen4 ,he has absorbing business on hand and should not be too often called away from it4 ,sidenote3 ,laziness and ,rapid ,growth ,laziness ordinarily accompanies rapid growth of any kind4 ,the unusually large child1 even if he has not yet reached the period of adolescence1 is likely to be lazy4 ,his nervous energies are deflected to keep up his growth1 and his intelligence is often temporarily dulled by the rapidity of his increase in size4 ,sidenote3 ,hurry ,not ,natural ,moreover1 it is not natural for any child to hurry4 ,hurry is in itself both a result of nervous strain and a cause of it2 and grown people whose nerves have been permanently wrenched away from normal quietude and steadiness1 often form a habit of hurry which makes them both unfriendly toward children and very bad for children4 ,these young creatures ought to go along through their days rather dreamily and altogether serenely4 ,every turn of the screw to tighten their nerves makes more certain some form of early nervous breakdown4 ,they ought to have work to do1 of course1--enough of it to occupy both mind and body--but it should be quiet1 systematic1 regular work1 much of it performed automatically4 ,only occasionally should they be required to do things with a conscious effort to attain speed4 ,sidenote3 ,abnormal ,laziness ,however1 there is a degree of laziness difficult of definition which is abnormal2 the child fails to perform any work with regularity1 and falls behind both at school and at home4 ,this may be the result of 7#a7 poor assimilation1 7#b7 of anaemia1 or it may be 7#c7 the first symptom of some disease4 7#a47 ,poor assimilation may show itself either by 7a7 thinness and lack of appetite2 7b7 fat and abnormal appetite2 7c7 retarded growth2 or 7d7 irregular and poorly made teeth and weak bones4 ,sidenote3 ,anaemia 7#b47 ,anaemia betrays itself most characteristically by the color of the lips and gums4 ,these1 instead of being red1 are a pale yellowish pink1 and the whole complexion has a sort of waxy pallor4 ,in extreme cases this pallor even becomes greenish4 ,as the disease is accompanied with little pain1 and few if any marked symptoms1 beyond sleepiness and weakness1 it often exists for some time without being suspected by the parents4 7#c47 ,the advent of many other diseases is announced by a languid indifference to surroundings1 and a slow response to the customary stimuli4 ,the child's brain seems clouded1 and a light form of torpor invades the whole body4 ,the child1 who is usually active and interested in things about him1 but who loses his activity and becomes dull and irresponsive1 should be carefully watched4 ,it may be that he is merely changing his form of growth--i4e41 is beginning to grow tall after completion of his period of laying on flesh1 or vice versa4 ,or he may be entering upon the period of adolescence4 ,but if it is neither of these things1 a physician should be consulted4 ,sidenote3 ,monotony ,a milder degree of laziness may be induced by a too monotonous round of duties4 ,try changing them4 ,make them as attractive as possible4 ,for1 of course1 you do not require him to perform these duties for your sake1 whatever you allow him to suppose about it1 but chiefly for the sake of their influence on his character4 ,therefore1 if the influence of any work is bad1 you will change it1 although the new work may not be nearly so much what you prefer to have him do4 ,whatever the work is1 if it is only emptying waste-baskets1 don't nag him1 merely expect him to do it1 and expect it steadily4 ,sidenote3 ,helping ,in their earlier years all children love to help mother4 ,they like any piece of real work even better than play4 ,if this love of activity was properly encouraged1 if the mother permitted the child to help1 even when he succeeded only in hindering1 he might well become one those fortunate persons who love to work4 ,this is the real time for preventing laziness4 ,but if this early period has been missed1 the next best thing is to take advantage of every spontaneous interest as it arises2 to hitch the impulse1 as it were1 to some task that must be steadily performed4 ,for example1 if the child wants to play with tools1 help him to make a small water-wheel1 or any other interesting contrivance1 and keep him at it by various devices until he has brought it to a fair degree of completion ,your aim is to stretch his will each time he attempts to do something a little further than it tends to go of itself2 to let him work a little past his first impulse1 so that he may learn by degrees to work when work is needed1 and not only when he feels like it4 ,,untidiness ,sidenote3 ,neatness ,not ,natural ,essentially a fault of immaturity as this is1 we must beware how we measure it by a too severe adult standard4 ,it is not natural for any young creature to take an interest in cleanliness4 ,even the young animals are cared for in this respect by their parents2 the cow licks her calf2 the cat1 her kittens2 and neither calf nor kittens seem to take much interest in the process4 ,the conscious love of cleanliness and order grows with years1 and seems to be largely a matter of custom4 ,the child who has always lived in decent surroundings by-and-by finds them necessary to his comfort1 and is willing to make a degree of effort to secure them4 ,on the contrary1 the street boy who sleeps in his clothes1 does not know what it is to desire a well-made bed1 and an orderly room4 ,sidenote3 ,remedies ,sidenote3 ,example ,sidenote3 ,habit ,the obvious method of overcoming this difficulty1 then1 is not to chide the child for the fault1 but to make him so accustomed to pleasant surroundings that he not help but desire them4 ,the whole process of making the child love order is slow but sure4 ,it consists in 7#a7 ,patient waiting on nature3 first1 keep the baby himself sweet and clean1 washing the young child yourself1 two or three times a day1 and showing your delight in his sweetness2 dressing him so simply that he keeps in respectable order without the necessity of a painful amount of attention4 7#b7 ,example3 ,he is to be accustomed to orderly surroundings1 and though you ordinarily require him to put away some of his things himself1 you do also assist this process by putting away a good deal to which you do not call attention4 ,you make your home not only orderly but pretty1 and yourself1 also1 that his love for you may lead him into a love for daintiness4 7#c7 ,habits3 ,a few set observances may be safely and steadfastly demanded1 but these should be very few3 ,such as that he should not come to breakfast without brushing his teeth and combing his hair1 or sit down to any meal with unwashed hands4 ,make them so few that you can be practically certain that they are attended to1 for the whole value of the discipline is not in the superior condition of his teeth1 but in the habit of mind that is being formed4 ,,impudence4 ,impudence is largely due to1 7#a7 lack of perception3 7#b7 to bad example and to suggestion2 and 7#c7 to a double standard of morality4 ,sidenote3 ,lack of ,perception 7#a47 ,in the first place1 too much must not be expected of the young savages in the nursery4 ,remember that the children there are in a state very much more nearly resembling that of savage or half-civilized nation than resembling your own1 and that1 therefore1 while they will undoubtedly take kindly to showy ceremonial1 they are not ripe yet for most of the delicate observances4 ,at best1 you can only hope to get the crude material of good manners from them4 ,you can hope that they will be in the main kind in intention1 and as courteous under provocation as is consistent with their stage of development4 ,if you secure this1 you need not trouble yourself unduly over occasional lapses into perfectly innocent and wholesome barbarism4 ,good manners are in the main dependent upon quick sympathies1 because sympathies develop the perceptions4 ,a child is much less likely to hurt the feelings or shock the sensibilities of a person whom he loves tenderly than of one for whom he cares very little4 ,this is the chief reason why all children are much more likely to be offensive in speech and action before strangers than when alone in the bosom of their families4 ,they are so far from caring what a stranger thinks or feels that they cannot even forecast his displeasure1 nor imagine its reaction upon mother or father4 ,the more1 then1 that the child's sympathies are broadened1 the more he is encouraged to take an interest in all people1 even strangers1 the better mannered will he become4 ,sidenote3 ,bad ,example 7#b47 ,bad example is more common than is usually supposed4 ,very few parents are consistently courteous toward their children4 ,they permit themselves a sharp tone of voice1 and rough and abrupt habits of speech1 that would scarcely be tolerated by any adult4 ,even an otherwise gentle and amiable woman is often disagreeable in her manner toward her children1 commanding them to do things in a way well calculated to excite opposition1 and rebuking wrong-doing in unmeasured terms4 ,she usually reserves her soft and gentle speeches for her own friends and for her husband's1 yet discourtesy cannot begin to harm them as it harms her children4 ,it is true that the children are often under foot when she is busiest1 when1 indeed1 she is so distracted as to not be able to think about manners1 but if she would acknowledge to herself that she ought to be polite1 and that when she fails to be1 it is because she has yielded to temptation2 and if1 moreover1 she would make this acknowledgment openly to her children and beg their pardon for her sharp words1 as she expects them to beg hers1 the spirit of courtesy1 at any rate1 would prevail in her house1 and would influence her children4 ,children are lovingly ready to forgive an acknowledged fault1 but keen-eyed beyond belief in detecting a hidden one4 ,sidenote3 ,double ,standard 7#c47 ,the most fertile cause of impudence is assumption of a double standard of morality1 one for the child and another for the adult4 ,impudence is1 at bottom1 the child's perception of this injustice1 and his rebellion against it4 ,when to this double standard1--a standard that measures up gossip1 for instance1 right for the adult and listening to gossip as wrong for the child--when to this is added the assumption of infallibility1 it is no wonder that the child fairly rages4 ,for1 if we come to analyze them1 what are the speeches which find so objectionable8 ,do it yourself1 if you are so smart4 ,maybe1 ,i am rude1 but ,i'm not any ruder than you are4 ,i think you are just as mean as mean can be2 ,i wouldn't be so mean6 ,is this last speech any worse in reality than ,you are a very naughty little girl1 and ,i am ashamed of you1 and all sorts of other expressions of candid adverse opinion8 ,besides these forms of impudence1 there is the peculiarly irritating3 ,well1 you do it yourself2 ,i guess ,i can if you can4 ,in all these cases the child is partly it the right4 ,he is stating the feet as he sees it1 and violently asserting that you are not privileged to demand more of him than of yourself4 ,the evil comes in through the fact that he is doing it in an ugly spirit4 ,he is not only desirous of stating the truth1 but of putting you in the wrong and himself in the right1 and if this hurts you1 so much the better4 ,all this is because he is angry1 and therefor1 in impudence1 the true evil to be overcome is the evil of anger4 ,sidenote3 ,example ,show him1 then1 that you are open to correction4 ,admit the justice of the rebuke as far as you can1 and set him an example of careful courtesy and forbearance at the very moment when these traits are most conspicuously lacking in him4 ,if some special point is involved1 some question of privilege1 quietly1 but very firmly1 defer the consideration of it until he is master of himself and can discuss the situation with an open mind and in a courteous manner4 ,,corporal ,,punishment4 ,in all these examples1 which are merely suggestive1 it is impossible to lay down an absolute moral recipe1 because circumstances so truly alter cases--in all these no mention is made of corporal punishment4 ,this is because corporal punishment is never necessary1 never right1 but is always harmful4 ,sidenote3 ,moral ,confusion ,there are three principal reasons why it should not be resorted to3 ,first1 because it is indiscriminate4 ,to inflict bodily pain as a consequence of widely various faults1 leads to moral confusion4 ,the child who is spanked for lying1 spanked for disobedience1 and spanked again for tearing his clothes1 is likely enough to consider these three things as much the same1 as1 at any rate1 of equal importance1 because they all lead to the same result4 ,this is to lay the foundation for a permanent moral confusion1 and a man who cannot see the nature of a wrong deed1 and its relative importance1 is incapable of guiding himself or others4 ,corporal punishment teaches a child nothing of the reason why what he does is wrong4 ,wrong must seem to him to be dependent upon the will of another1 and its disagreeable consequences to be escapable if only he can evade the will of that other4 ,sidenote3 ,fear versus ,love ,second3 ,corporal punishment is wrong because it inculcates fear of pain as the motive for conduct1 instead of love of righteousness4 ,it tends directly to cultivate cowardice1 deceitfulness1 and anger--three faults worse than almost any fault against which it can be employed4 ,true1 some persons grow up both gentle and straightforward in spite of the fact that they have been whipped in their youth1 but it is in spite of1 and not because of it4 ,in their homes other good qualities must have counteracted the pernicious effect of this mistaken procedure4 ,sidenote3 ,sensibilities ,blunted ,third3 ,corporal punishment may1 indeed1 achieve immediate results such as seem at the moment to be eminently desirable4 ,the child1 if he be young enough1 weak enough1 and helpless enough1 may be made to do almost anything by fear of the rod2 and some of the things he may thus be made to do may be exactly the things that he ought to do2 and this certainty of result is exactly what prompts many otherwise just and thoughtful persons to the use of corporal punishment4 ,but these good results are obtained at the expense of the future4 ,the effect of each spanking is a little less than the effect of the preceding one4 ,the child's sensibilities blunt4 ,as in the case of a man with the drug habit1 it requires a larger and larger dose to produce the required effect4 ,that is1 if he is a strong child capable of enduring and resisting much4 ,if1 on the contrary1 he is a weak child1 whose slow budding will come only timidly into existence1 one or two whippings followed by threats1 may suffice to keep him in a permanently cowed condition1 incapable of initiative1 incapable of spontaneity4 ,the method of discipline here indicated1 while it is more searching than any corporal punishment1 does not have any of its disadvantages4 ,it is more searching1 because it never blunts the child's sensibilities1 but rather tends to refine them1 and to make them more responsive4 ,sidenote3 ,educative ,discipline ,sidenote3 ,permanent ,results ,the child thus trained should become more susceptible1 day by day1 to gentle and elevating influences4 ,this discipline is educative1 explaining to the child why what he does is wrong1 showing him the painful effects as inherent in the deed itself4 ,he cannot1 therefore1 conceive of himself as being ever set free from the obligation to do right2 for that obligation within his experience does not rest upon his mother's will or ability to inflict punishment1 but upon the very nature of the universe of which he is a part4 ,the effects of such discipline are therefore permanent4 ,that which happens to the child in the nursery1 also happens to him in the great world when he reaches manhood4 ,his nursery training interprets and orders the world for him4 ,he comes1 therefore1 into the world not desiring to experiment with evil1 but clear-eyed to detect it1 and strong-armed to overcome it4 ,we are now ready to consider our subject in some of its larger aspects4 ,,test ,,questions ,the following questions constitute the written recitation which the regular members of the ,a4,s4,h4,e4 answer in writing and send in for the correction and comment of the instructor4 ,they are intended to emphasize and fix in the memory the most important points in the lesson4 ,illustration3 ,,caritas ,from a ,painting in the ,boston ,public ,library1 by ,abbot ,h4 ,thayer ,,study ,,of ,,child ,,life4 ,,part ,i4 ,read ,carefully4 ,in answering these questions you are earnestly requested not to answer according to the text-book where opinions are asked for1 but to answer according to conviction4 ,in all cases credit will be given for thought and original observation4 ,place your name and full address at the head of the paper2 use your own words so that your instructor may be sure that you understand the subject4 #a4 ,how does ,fiske account for the prolonged helplessness of the human infant8 ,to what practical conclusions does this lead8 #b4 ,name the four essentials for proper bodily growth4 #c4 ,how does the child's world differ from that of the adult8 #d4 ,in training a child morally1 how do you know which faults are the most important and should have1 therefore1 the chief attention8 #e4 ,in training the will1 what end must be held steadily in view8 #f4 ,what are the advantages or disadvantages of a broken will8 #g4 ,is obedience important8 ,obedience to what8 ,how do you train for prompt obedience in emergencies8 #h4 ,what is the object of punishment8 ,does corporal punishment accomplish this object8 #i4 ,what kind of punishment is most effective8 #aj4 ,have any faults a physical origin8 ,if so1 name some of them and explain4 #aa4 ,what are the two great teachers according to ,tiederman8 #ab4 ,what can you say of the fault of untidiness8 #ac4 ,what are the dangers of precocity8 #ad4 ,what do you consider were the errors your own parents made in training their children8 #ae4 ,are there any questions which you would like to ask in regard to the subjects taken up in this lesson8 ,,note4--,after completing the test1 sign your full name4 ,,study ,,of ,,child ,,life ,,part ,,ii4 ,,character ,,building ,sidenote3 ,froebel's ,philosophy ,although we have taken up the question of punishment and the manner of dealing with various childish iniquities before the question of character-building1 it has only been done in order to clear the mind of some current misconceptions4 ,in the statements of ,froebel's simple and positive philosophy of child culture1 misconception on the part of the reader must be guarded against1 and these misconceptions generally arise from a feeling that1 beautiful as his optimistic philosophy may be1 there are some children too bad to profit by it--or at least that there are occasions when it will not work out in practice4 ,in the preceding section we have endeavored to show in detail how this method applies to a representative list of faults and shortcomings1 and having thus1 we hope1 proved that the method is applicable to a wide range of cases--indeed to all possible cases--we will proceed to recount the fundamental principles which ,froebel1 and before him ,pestalozzi1,a enunciated2 which times who adhere to the new education are to-day working out into the detail of school-room practice4 ,sidenote3 ,object of ,moral ,training4 ,as previously stated1 the object of the moral training of the child is the inculcation of the love of righteousness4 ,froebel is not concerned with laying down a mass of observances which the child must follow1 and which the parents must insist upon4 ,he thinks rather that the child's nature once turned into the right direction and surrounded by right influences will grow straight without constant yankings and twistings4 ,the child who loves to do right is safe4 ,he may make mistakes as to what the right is1 but he will learn by these mistakes1 and will never go far astray4 ,sidenote3 ,the ,reason ,why ,however1 it is well to save him as far as possible from the pain of these mistakes4 ,we need to preserve in him what has already been implanted there2 the love of understanding the reasons for conduct4 ,when the child asks ,why8 therefore1 he should seldom be told ,because mother says so4 ,this is to deny a rightful activity of his young mind2 to give him a monotonous and insufficient reason1 temporary in its nature1 instead of a lasting reason which will remain with him through life4 ,dante says all those who have lost what he calls the good of the intellect are in the ,inferno4 ,and when you refuse to give your child satisfactory reasons for the conduct you require of him1 you refuse to cultivate in him that very good of the intellect which is necessary for his salvation4 ,sidenote3 ,advantage of ,positive ,commands ,as soon1 however1 as your commands become positive instead of negative1 the difficulty of meeting the situation begins to disappear4 ,it is usually much easier to tell the child why he should do a thing than why he should not do its opposite4 ,for example1 it is much easier to make him see that he ought to be a helpful member of the family than to make him understand why he should stop making a loud noise1 or refrain from waking up the baby4 ,there is something in the child which in calm moments recognizes that love demands some sacrifice4 ,to this something you must appeal and these calm moments1 for the most part1 you must choose for making the appeal4 ,the effort is to prevent the appearance of evil by the active presence of good4 ,the child who is busy trying to be good has little time to be naughty4 ,sidenote3 ,original ,goodness ,froebel's most characteristic utterance is perhaps this3 ,a suppressed or perverted good quality--a good tendency1 only repressed1 misunderstood1 or misguided--lies originally at the bottom of every shortcoming in man4 ,hence the only and infallible remedy for counteracting any shortcoming and even wickedness is to find the originally good source1 the originally good side of the human being that has been repressed1 disturbed1 or misled into the shortcoming1 and then to foster1 build up1 and properly guide this good side4 ,thus the shortcoming will at last disappear1 although it may involve a hard struggle against habit1 but not against original depravity in man1 and this is accomplished so much the more rapidly and surely because man himself tends to abandon his shortcomings1 for man prefers right to wrong4 ,the natural deduction from this is that we should say do rather than don't2 open up the natural way for rightful activity instead of uttering loud warning cries at the entrance to every wrong path4 ,sidenote3 ,kindergarten ,methods ,it is for this reason that the kindergarten tries by every means to make right doing delightful4 ,this is one of the reasons for its songs1 dances1 plays1 its bright colors1 birds1 and flowers4 ,and in this respect it may well be imitated in every home4 ,no one loves that which is disagreeable1 ugly1 and forbidding2 yet many little children are expected to love right doing which is seldom attractively presented to them4 ,the results of such treatment are apparent in the grown people of to-day4 ,most persons have an underlying conviction that sinners1 or at any rate unconscientious persons1 have a much easier and pleasanter time of it than those who try to do right4 ,to the imagination of the majority of adults sin is dressed in glittering colors and virtue in gray1 somber garments4 ,there are few who do not take credit for right doing as if they had chosen a hard and disagreeable part instead of the more alluring ways of wrong4 ,this is because they have been mis-taught in childhood and have come to think of wrongdoing as pleasant and virtue as hard1 whereas the real truth is exactly the opposite4 ,it is wrongdoing that brings unpleasant consequences and virtue that brings happiness4 ,sidenote3 ,right ,doing ,made ,easy ,there are those who object that by the kindergarten method right doing is made too easy4 ,the children do not have to put forth enough effort1 they say2 they are not called upon to endure sufficient pain2 they do not have the discipline which causes them to choose right no matter how painful right may be for the moment4 ,whether this dictum is ever true or not1 it certainly is not true in early childhood4 ,the love of righteousness needs to be firmly rooted in the character before it is strained and pulled upon4 ,we do not start seedlings in the rocky soil or plant out saplings in time of frost4 ,if tests and trials of virtue must come1 let them come in later life when the love of virtue is so firmly established that it may be trusted to find a way to its own satisfaction through whatever difficulties may oppose4 ,sidenote3 ,neighbors' ,opinions ,in the very beginning of any effort to live up to ,froebel's requirements it is evident that children must not be measured by the way they appear to the neighbors4 ,this is to reaffirm the power of that rigid tradition which has warped so many young lives4 ,she who is trying to fix her child's heart upon true and holy things may well disregard her neighbor's comments on the child's manners or clothes or even upon momentary ebullitions of temper4 ,she is working below the surface of things1 is setting eternal forces to work1 and she cannot afford to interrupt this work for the sake of shining the child up with any premature outside polish4 ,if she is to have any peace of mind or to allow any to the child1 if she is to live in any way a simple and serene life1 she must establish a few fundamental principles by which she judges her child's conduct and regulates her own1 and stand by these principles through thick and thin4 ,sidenote3 ,the ,family ,republic ,perhaps the most fundamental principle is that enunciated by ,fichte4 ,each man1 he says1 is a free being in a world of other free beings4 ,therefore his freedom is limited only by the freedom of the other free beings4 ,that is1 they must divide the world amongst them4 ,stated in the form of a command he says again1 ,restrict your freedom through the freedom of all other persons with whom you come in contact4 ,this is a rule that even a three-year-old child can be made to understand1 and it is astonishing with what readiness he will admit its justice4 ,he call do anything he wants to1 you explain to him1 except bother other people4 ,and1 of course1 the corollary follows that every one else can do whatever he pleases except to bother the child4 ,sidenote3 ,rights of ,others ,this clear and simple doctrine can be driven home with amazing force1 if you strictly respect the child's right as you require him to respect yours4 ,you should neither allow any encroachments upon your own proper privileges1 except so far as you explain that this is only a loving permission on your part1 and not to be assumed as a precedent or to be demanded as a right2 nor should you yourself encroach upon his privileges4 ,if you do not expect him to interrupt you1 you must not interrupt him4 ,if you expect him to let you alone when you are busy1 you must let hint alone when he is busy1 that is1 when he is hard at work playing4 ,if you must call him away from his playing1 give him warning1 so that he may have time to put his small affairs in order before obeying your command4 ,the more carefully you do this the more willing will be his response on the infrequent occasions when you must demand immediate attention4 ,in some such fashion you teach the child to respect the rights of others by scrupulously respecting those rights to which he is most alive1 namely1 his own4 ,the next step is to require him with you to think out the rights of others1 and both of you together should shape your conduct so as to leave these rights unfringed4 ,sidenote3 ,the ,child's ,share in ,ruling ,as soon as the young child's will has fully taken possession of his own organism he will inevitably try to rule yours4 ,the establishment of the law of which ,i have just spoken will go far toward regulating this new-born desire4 ,but still he must be allowed in some degree to rule others1 because power to rule others is likely to be at some time during his life of great importance to him4 ,to thwart him absolutely in this respect1 never yielding yourself to his imperious demands1 is alike impossible and undesirable4 ,his will must not be shut up to himself and to the things that he can make himself do4 ,in various ways1 with due consideration for other people's feelings1 with courtesy1 with modesty1 he may well be encouraged to do his share of ruling4 ,and while1 of course1 he will not begin his ruling in such restrained and thoughtful fashion as is implied by these limitations1 yet he must be suffered to begin2 and the rule for the respect of the rights of others should be suffered gradually to work out these modifications4 ,a safe distinction may be made as follows3 ,permit him1 since he is so helpless1 to rule and persuade others to satisfy his legitimate desires1 such as the desire for food1 sleep1 affection1 and knowledge2 but when be demands indulgencies1 reserve your own liberty of choice1 so as to clearly demonstrate to him that you are exercising choice1 and in doing so1 are well within your own rights4 ,sidenote3 ,low ,voice ,commands ,there is one simple outward observation which greatly assists us the inculcation of these fundamental truths--that is the habit of using a low voice in speaking1 especially when issuing a command or administering a rebuke4 ,a loud1 insistent voice practically insures rebellion4 ,this is because the low voice means that you have command of yourself1 the loud voice that you have lost it4 ,the child submits to a controlled will1 but not to one as uncontrolled as his own4 ,in both cases he follows your example4 ,if you are self-controlled1 he tends to become so2 if you are excited and angry1 he also becomes so1 or if he is already so1 his excitement and anger increases4 ,while most mothers rely altogether too much upon speech as a means of explaining life to the child1 yet it must be admitted that speech has a great function to perform in this regard4 ,nevertheless it is well to bear in mind that it is not true that a child will always do what you tell him to do1 no matter how plain you may tell him1 nor how perfectly you may explain your reasons4 ,sidenote3 ,limitations of ,words ,in the first place1 speech means less to children than to grown persons4 ,each word has a smaller content of experience4 ,they cannot get the full force of the most clear and eloquent statement4 ,therefore all speech must be reinforced by example1 and by as many forms of concrete illustrations as can be commanded4 ,each necessary truth should enter the child's mind by several channels2 hearing1 eye-sight1 motor activity should all be called upon4 ,many truths may be dramatized4 ,this1 where the mother is clever enough to employ it1 is the surest method of appeal4 ,but in any case1 speech alone must not be relied upon1 nor the child considered a hopeless case who does not respond to it4 ,denunciatory speech especially needs wise regulation4 ,as ,richter says1 ,what is to be followed as a rule of prudence1 yea1 of justice1 toward grown-up people1 should be much more observed toward children1 namely1 that one should never judgingly declare1 for instance1 ',you are a liar1' or even1 ',you are a bad boy1' instead of saying1 ',you have told an untruth1' or ',you have done wrong4' ,for since the power to command yourself implies at the same time the power of obeying1 man feels a minute after his fault as free as ,socrates1 and the branding mark of his nature1 not his deed1 must seem to him blameworthy of punishment4 ,to this must be added that every individual's wrong actions1 owing to his inalienable sense of a moral aim and hope1 seem to him only short1 usurped interregnums of the devil1 or comets in the uniform solar system4 ,the child1 consequently1 under such a moral annihilation1 feels the wrong-doing of others more than his own2 and this all the more because1 in him1 want of reflection and the general warmth of his feelings1 represent the injustice of others in a more ugly light than his own4 ,sidenote3 ,example versus ,precept ,if any one desires to prove the superior force of example over precept1 let him try teaching a baby to say ,thank you or ,please1 merely by being scrupulously careful to say these things to the baby on all fit occasions4 ,no one has taken the statistics of the number of times every small child is exhorted to perfect himself in this particular observance2 but it is safe to say that in the ,united ,states alone these injunctions are spoken something like a million times a day and all quite unnecessarily4 ,the child will say ,please and ,thank you without being told to do so1 if he merely has his attention called to the fact that the people around him all use these phrases4 ,sidenote3 ,politeness to ,children ,the truth is1 too many parents forget to speak these agreeable words whenever they ask favors of their own children2 so the force of their example is marred4 ,what you do to the child himself1 remember1 always outweighs anything you do to others before him4 ,this is the reason why it is necessary that you should acknowledge your own shortcomings to the child1 if you expect him to acknowledge his to you4 ,it is also necessary sometimes to point out clearly the kind and considerate things that you are in the habit of doing to others1 lest the untrained mind of the young child may fail to see and so miss the force of your example4 ,but in thus revealing your own good deeds to the child1 remember the motive1 and reveal them only 7a7 when he cannot perceive them of himself1 7b7 when he needs to perceive them in order that his own conduct may be influenced by them1 and 7c7 at the time when he is most likely to appreciate them4 ,this latter requirement precludes you from announcing your own righteousness when he is naughty1 and compels you1 of course1 to go directly against your native impulse1 which is to mention your deeds of sacrifice and kindness only when you are angry and mean to reproach him with them4 ,when you tell him how devoted you have been at some moment when you are both thoroughly angry1 he is in danger of either denying or hating your devotion2 but when you refer to it tenderly1 and1 as your heart will then prompt you1 modestly1 at some loving moment1 he will give it recognition1 and be moved to love goodness more devotedly because you embody it4 ,sidenote3 ,law-,making ,habit ,another important rule is this3 ,do not make too many rules4 ,some women are like legislatures in perpetual session4 ,the child who is confused and tantalized by the constant succession of new laws learns presently to disregard them1 and to regulate his life according to certain deductions of his own--sometimes surprisingly wise and politic deductions4 ,the way to re yourself of this law-making habit is to stop thinking of every little misdeed as the beginning of a great wrong4 ,it is very likely an accident and a combination of circumstances such as may not happen again4 ,to treat misdemeanors which are not habitual nor characteristic as evanescent is the best way to make them evanescent4 ,they should not be allowed to enter too deeply into your consciousness or into that of your child4 ,sidenote3 ,live with ,your ,children ,in order to be able to discriminate between accidental wrong-doing1 and that which is the first symptom of wrong-thinking1 you must be in close touch with your children4 ,this brings us to ,froebel's great motto1 ,come1 let us live with our children6 ,this means that you are not merely to talk with your child1 to hear from his lips what he is doing1 but to live so closely with him1 that in most cases you know what he is doing without any need of his telling you4 ,when1 however1 he does tell you something which happened in the school play-ground or otherwise out of the range of your knowledge1 be careful not to moralize over it4 ,make yourself as agreeable a secret-keeper as his best friend of his own age2 let your moralizing be so rare that it is effective for that very reason4 ,if the occasion needs moral reflection at all--and that seldom happens--the wise way is to lead the child to do his own reflecting2 to arrive at his own conclusions1 and if you must lead him1 by all means do so as invisibly as possible4 ,for the most part it is safe to take the confessions lightly1 and well to keep your own mind young by looking at things from the boy's point of view4 ,sidenote3 ,the ,subject of ,sex ,if1 however1 there is to be perfect confidence between you1 the one subject which is usually kept out of speech between mothers and children must be no forbidden subject between them2 you must not refuse to answer questions about the mystery of sex4 ,if you are not the fit person to teach your child these important facts1 who is8 ,certainly not the school-mates and servants from whom he is likely to learn them if you refuse to furnish the information4 ,usually it is sufficient simply to answer the child's honest questions honestly2 but any mother who finds herself unable to cope with this simple matter in this simple spirit1 will find help in ,margaret ,morley's ,song of ,life1 in the ,wood-,allen ,publications1 and the books of the ,rev4 ,sylvanus ,stall4,b ,in respect to these matters more than in respect to others1 but also in respect to all matters1 children often do not know that they are doing wrong1 even when it it very difficult for parents to believe that they do not intend wrong-doing4 ,as we have seen from our analysis of truthfulness1 the child may very often lie without a qualm of conscience1 and he may still more readily break the unwritten rules of courtesy1 asking abrupt and even cruel questions of strangers1 and haul the family skeleton out of its closet at critical moments4 ,such things cannot be wholly guarded against1 even by the exercise of the utmost wisdom1 but the habit of reasoning things out for himself is the greatest help a child can have4 ,sidenote3 ,righteousness ,the formation of the bent of the child's nature as a whole is a matter of unconscious education1 but as he grows in the power to reason1 conscious education must direct his mental activity4 ,it is not enough for him1 as it is not enough for any grown person1 to do the best that he knows2 he must learn to know the best4 ,the word righteousness itself means right-wiseness1 i4e41 right knowingness4 ,to quote ,froebel again1 ,in order1 therefore1 to impart true1 genuine firmness to the natural will-activity of the boy1 all the activities of the boy1 his entire will should proceed from and have reference to the development1 cultivation1 and representation of the internal4 ,instruction in example and in words1 which later on become precept and example1 furnishes the means for this4 ,neither example alone1 nor words will do2 not example alone1 for it is particular and special1 and the word is needed to give the particular individual example universal applicability2 not words alone1 for example is needed to interpret and explain the word1 which is general1 spiritual1 and of many meanings4 ,but instruction and example alone and in themselves are not sufficient2 they must meet a good pure heart and this is the outcome of proper educational influences in childhood4 ,sidenote3 ,moral ,precocity ,lest these directions should seem to demand an almost superhuman degree of control and wisdom on the part of the mother1 remember that moral precocity is as much to be guarded against a mental precocity4 ,remember that you are neither required to be a perfect mother nor to rear a perfect child4 ,as ,spencer remarks1 a perfect child in this imperfect world would be sadly out of joint with the times1 would indeed be a martyr4 ,if your basic principles are right and if your child has before him the daily and hourly spectacle of a mother who is trying to conform herself to high standards1 he will grow as fast as it is safe for him to grow4 ,spencer says3 ,our higher moral faculties like our higher intellectual ones1 are comparatively complex4 ,as a consequence they are both comparatively late in their evolution1 and with the one as with the other1 a very early activity produced by stimulation will be at the expense of the future character4 ,hence the not uncommon fact that those who during childhood were instanced as models of juvenile goodness1 by and by undergo some disastrous and seemingly inexplicable change1 and end by being not above but below par2 while relatively exemplary men are often the issue of a childhood not so promising4 ,be content1 therefore1 with moderate measures and moderate results1 constantly bearing in mind the fact that the higher morality1 like the higher intelligence1 must be reached by a slow growth2 and you will then have more patience with those imperfections of nature which your child hourly displays4 ,you will be less prone to constant scolding1 and threatening1 and forbidding1 by which many parents induce a chronic irritation1 in a foolish hope that they will thus make their children what they should be4 ,sidenote3 ,rules in ,character ,building ,in conclusion1 the rules that may be safely followed in character-building may be summed up thus3 7#a7 ,recognize that the object of your training is to help the child to love righteousness4 ,command little and then use positive commands rather than prohibitions4 ,use do rather than don't4 7#b7 ,make right-doing delightful4 7#c7 ,establish ,fichte's doctrine of right1 see page #fd4 7#d7 ,teach by example rather than precept4 ,therefore respect the child's rights as you wish him to respect yours4 7#e7 ,use a low voice1 especially in commanding or rebuking4 7#f7 ,in chiding1 remember ,richter's rule and rebuke the sin and not the sinner4 7#g7 ,confess your own misdeeds1 by this means and others securing the confidence of your children4 ,finally1 remember that this is an imperfect world1 you are an imperfect mother1 and the best results you can hope for are likely to be imperfect4 ,but the results may be so founded upon eternal principles as to tend continually to give place to better and better results4 ,footnote ,a3 ,pestalozzi1 ,educator1 ,philosopher1 and ,reformer4 ,author of ,how ,gertrude ,teaches ,her ,children4 ,footnote ,b3 ,what a ,young ,girl ,ought to ,know and ,what a ,young ,woman ,ought to ,know by ,dr4 ,mary ,wood ,allen4 ,what a ,young ,boy ,ought to ,know1 ,what a ,young ,man ,ought to ,know1 by ,rev4 ,sylvanus ,stall4 ,,play ,although ,froebel is best known as the educator who first took advantage of play as a means of education1 he was not1 in reality1 the first to recognize the high value of this spontaneous activity4 ,he was indeed the first to put this recognition into practice and to use the force generated during play to help the child to a higher state of knowledge4 ,but before him ,plato said that the plays of children have the mightiest influence on the maintenance or the non-maintenance of laws2 that during the first three years the child should be made cheerful and kind by having sorrow and fear and pain kept away from him and by soothing him with music and rhythmic movements4 ,sidenote3 ,aristotle ,aristotle held that children until they were five years old should be taught nothing1 not even necessary labor1 lest it hinder growth1 but should be accustomed to use much motion as to avoid a indolent habit of body1 and this1 he added1 can he acquired by various means1 among others by play1 which ought to be neither illiberal1 nor laborious1 or lazy4 ,sidenote3 ,luther ,luther rebukes those who despise the plays of children and says that ,solomon did not prohibit scholars from play at the proper time4 ,fenelon1 ,locke1 ,schiller1 and ,richter all admit the deep significance of this universal instinct of youth4 ,preyer1 speaking not as a philosopher or educator1 but as a scientist1 mentions the new kinds of pleasurable sensations with some admixture of intellectual elements1 which are gained when the child gradually begins to play4 ,much that is called play he considers true experimenting1 especially when the child is seen to be studying the changes produced by his own activity1 as when he tears paper into small bits1 shakes a bunch of keys1 opens and shuts a box1 plays with sand1 and empties bottles1 and throws stones into the water4 ,the zeal with which these seemingly aimless movements are executed is remarkable4 ,the sense of gratification must be very great1 and is principally due to the feeling of his own power1 and of being the cause of the various changes4 ,sidenote3 ,educational ,value of ,play ,all these authorities are quoted here in order to show that the practical recognition of play which obtains among the advanced educators to-day is not a piece of sentimentalism1 as stern critics sometimes declare1 but the united opinion of some of the wisest minds of this and former ages4 ,as ,froebel says1 ,play and speech constitute the element in which the child lives4 ,at this stage 7the first three years of childhood7 he imparts to everything the virtues of sight1 feeling1 and speech4 ,he feels the unity between himself and the whole external world4 ,and ,froebel conceives it to be of the profoundest importance that this sense of unity should not be disturbed4 ,he finds that play is the most spiritual activity of man at this age1 and at the same time typical of human life as a whole--of the inner1 hidden1 natural life of man and all things2 it gives1 therefore1 joy1 freedom1 contentment1 inner and outer rest1 peace with the world3 it holds the sources of all that is good4 ,the child that plays thoroughly until physical fatigue forbids will surely be a thorough1 determined man1 capable of self-sacrifice for the promotion and welfare of himself and others4 ,but all play does not deserve this high praise4 ,it fits only the play under right conditions4 ,fortunately these are such that every mother can command them4 ,there are three essentials3 7#a7 ,freedom1 7#b7 ,sympathy1 7#c7 ,right materials4 ,sidenote3 ,freedom 7#a7 ,freedom is the first essential1 and here the child of poverty often has the advantage of the child of wealth4 ,there are few things in the poverty-stricken home too good for him to play with2 in its narrow quarters1 he becomes1 perforce1 a part of all domestic activity4 ,he learns the uses of household utensils1 and his play merges by imperceptible degrees into true1 healthful work4 ,in the home of wealth1 however1 there is no such freedom1 no such richness of opportunity4 ,the child of wealth has plenty of toys1 but few real things to play with4 ,he is shut out of the common activity of the family1 and shut in to the imitation activity of his nursery4 ,he never gets his small hands on realities1 but in his elegant clothes is confined to the narrow conventional round that is falsely supposed to be good for him4 ,froebel insists upon the importance of the child's dress being loose1 serviceable1 and inconspicuous1 so that he may play as much as possible without consciousness of the restrictions of dress4 ,the playing child should also have1 as we have noticed in the first section1 the freedom of the outside world4 ,this does not mean merely that he should go out in his baby-buggy1 or take a ride in the park1 but that he should be able to play out-of-doors1 to creep on the ground1 to be a little open-air savage1 and play with nature as he finds it4 ,sidenote3 ,sympathy 7#b7 ,sympathy is much more likely to rise spontaneously in the mother's breast for the child's troubles than for the child's joys4 ,she will stop to take him up and pet him when he is hurt1 no matter how busy she is1 but she too often considers it waste of time to enter into his plays with him2 yet he needs sympathy in joy as much as in sorrow4 ,her presence1 her interest in what he is doing1 doubles his delight in it and doubles its value to him4 ,moreover1 it offers her opportunity for that touch and direction now and then1 which may transform a rambling play1 without much sequence or meaning1 into a consciously useful performance1 a dramatization1 perhaps1 of some of the child's observations1 or an investigation into the nature of things4 7#c7 ,right ,material4 ,even given freedom and sympathy1 the child needs something more in order to play well3 he needs the right materials4 ,the best materials are those that are common to him and to the rest of the world1 far better than expensive toys that mark him apart from the world of less fortunate children4 ,such toys are not in any way desirable1 and they may even be harmful4 ,what he needs are various simple arrangements of the four elements--earth1 air1 fire and water4 ,sidenote3 ,mud-pies 7#a7 ,earth4 ,the child has a noted affinity for it1 and he is specially happy when he has plenty of it on hands1 face1 and clothes4 ,the love of mud-pies is universal2 children of all nationalities and of all degrees of civilization delight in it4 ,no activity could be more wholesome4 ,sidenote3 ,sand ,next to mud comes sand4 ,it is cleaner in appearance and can be brought into the house4 ,a tray of moistened sand1 set upon a low table1 should be in every nursery1 and the sand pile in every yard4 ,sidenote3 ,clay ,clay is more difficult to manage indoors1 because it gets dry and sifts all about the house1 but if a corner of the cellar1 where there is a good light1 can be given up for a strong table and a jar of clay mixed with some water1 it will be found a great resource for rainy days4 ,if modeling aprons of strong material1 buttoned with one button at the neck1 be hung near the jar of clay1 the children may work in this material without spoiling their clothes4 ,clay-modeling is an excellent form of manual training1 developing without forcing the delicate muscles of the fingers and wrists1 and giving wide opportunity for the exercise of the imagination4 ,sidenote3 ,digging ,earth may be played with in still another way4 ,children should dig in it2 for all pass through the digging stage and this should be given free swing4 ,it develops their muscles and keeps them busy at helpful and constructive work4 ,they may dig a well1 make a cave1 or a pond1 or burrow underground and make tunnels like a mole4 ,give them spades and a piece of ground they can do with as they like1 dress them in overalls1 and it will be long before you are asked to think of another amusement for them4 ,illustration3 ,pattern of a modelling apron ,sidenote3 ,gardens ,in still another way the earth may be utilized1 for children may make gardens of it4 ,indeed1 there are those who say that no child's education is complete until he has had a garden of his own and grown in it all sorts of seeds from pansies to potatoes4 ,but a garden is too much for a young child to care for all alone4 ,he needs the help1 advice1 and companionship of some older person4 ,you must be careful1 however1 to give help only when it is really desired2 and careful also not to let him feel that the garden is a task to which he is driven daily1 but a joy that draws him4 ,sidenote3 ,kites ,windmills ,soap-bubbles 7#b7 ,the ,air4 ,the next important plaything is the air4 ,the kite and the balloon are only two instruments to help the child play with it4 ,little windmills made of colored paper and stuck by means of a pin at the end of a whittled stick1 make satisfactory toys4 ,one of their great advantages is that even a very young child can make them for himself4 ,blowing soap-bubbles is another means of playing with air4 ,by giving the children woolen mittens the bubbles may be caught and tossed about as well as blown4 7#c7 ,water4 ,perhaps the very first thing he learns to play with is water4 ,almost before he knows the use of his hands and legs he plays with water in his bath1 and sucks his sponge with joy1 thus feeling the water with his chief organs of touch1 his mouth and tongue4 ,a few months later he will be glad to pour water out of a tin cup4 ,even when he is two or three years old1 be may be amused by the hour1 by dressing him in a woolen gown1 with his sleeves rolled high1 and setting him down before a big bowl or his own bath-tub half full of warm water4 ,to this may be added a sponge1 a tin cup1 a few bits of wood1 and some paper4 ,they should not be given all at once1 but one at a time1 the child allowed to exhaust the possibilities of each before another is added4 ,still later he may be given the bits of soap left after a cake of soap is used up4 ,give him also a few empty bottles or bowls and let him put them away with a solid mass of soap-suds in them and see what will happen4 ,when he is older--past the period of putting everything in his mouth--he may be given a few bits of bright ribbons1 petals of artificial flowers1 or any bright colored bits of cloth which can color the water4 ,children love to sprinkle the grass with the hose or to water the flowers with the sprinkling can4 ,they enjoy also the metal fishes1 ducks1 and boats which may be drawn about in the water by means of a magnet4 ,presently they reach the stage when they must have toy-boats1 and next they long to go into real boats and go rowing and sailing4 ,they want to fish1 wade1 swim1 and skate4 ,sidenote3 ,dangerous ,pastimes ,some of those pastimes are dangerous1 but they are sure to be indulged in at some time or other1 with or without permission4 ,there never grew a child to sturdy manhood who was successfully kept away from water4 ,the wise mother1 then1 will not forbid this play1 but will do her best to regulate it1 to make it safe4 ,she will think out plans for permitting children to go swimming in a safe place with some older person4 ,she will let them go wading1 and at holiday time will take them boat-riding4 ,if she permits as much activity in these respects as possible1 her refusal when it does come will be respected2 and the child will not1 unless perhaps in the first bitterness of disappointment1 think her unfriendly and fussy4 ,above all1 he is not likely to try to deceive her1 to run off and take a swim on the sly1 and thus fall into true danger4 ,sidenote3 ,precaution with ,fire 7#d7 ,fire is another inevitable plaything4 ,miss ,shinn reports that the first act of her little niece that showed the dawn of voluntary control of the muscles was the clinging of her eyes to the flame of a candle1 at the end of the second week4 ,the sense of light and the pleasure derived from it is of the chief incentives to a baby's intellectual development4 ,but since fire is dangerous the child must be taught this fact as quickly and painlessly as possible4 ,he will probably have to be burned once before he really understands it1 but by watching you can make this pain very small and slight1 barely sufficient to give the child a wholesome fear of playing with unguarded fire4 ,for instance1 show that the lamp globe is hot4 ,it is not hot enough to injure him1 but quite hot enough to be unpleasant to his sensitive nerves4 ,put your own hand on the lamp and draw it away with a sharp cry1 saying warningly1 ,hot1 hot6 ,do not put his hand on the lamp1 but let him put it there himself and then be very sympathetic over the result4 ,usually one such lesson is sufficient4 ,only do not permit yourself to call everything hot which you do not want him to touch4 ,he will soon discover that you are untruthful and will never again trust you so fully4 ,sidenote3 ,bonfires ,under proper regulations1 however1 fire may be played with safely4 ,bonfires with some older person in attendance are safe enough and prevent unlawful bonfires in dangerous places4 ,the rule should be that none of the children may play with fire except with permission2 and then that permission should be granted as often as possible that the children may be encouraged to ask for it4 ,a stick smouldering at one end and waved about in circles and ellipses is not dangerous when elders are by1 but it is dangerous if played with on the sly4 ,playing with fire on the sly is the most dangerous thing a child can do1 and the only way to prevent it is to permit him to play with fire in the open4 ,a beautiful game can be made from number of ,christmas tree candles of various colors and a bowl of water4 ,the candles are lighted and the wax dropped into the water1 making little colored circles which float about4 ,these can be linked together such a fashion as to form patterns which may be lifted out on sheets of paper4 ,sidenote3 ,magic ,lantern ,the magic lantern is an innocent and comparatively cheap means of playing with light4 ,if it is well taken care of and fresh slides added from time to time it can be made a source of pleasure for years4 ,jack-o'-lanterns are great fun1 and when pumpkins are not available1 oranges may be used instead4 ,sidenote3 ,rhythmic ,movements ,besides these elemental playthings the child gets much valuable pleasure out of the rhythmic use of his own muscles4 ,all such plays ,plato thought should be regulated by music1 and with this ,froebel agreed1 but in the ,household this is often impossible4 ,the children must indulge in many movements when there is no one about who has leisure to make music for them4 ,still1 when they come to the quarrelsome age1 a few minutes' rhythmic play to the sound of music will be found to harmonize the whole group wonderfully4 ,for this purpose the ordinary hippity-hop1 fast or slow according to the music1 is sufficient4 ,it is as if the regulation of the body to the laws of harmony reacted upon minds and nerves4 ,such an exercise is particularly valuable just before bed-time4 ,the children go to sleep then with their minds under the influence of harmony and wake in the morning inclined to be peaceful and happy4 ,sidenote3 ,songs ,a book of ,kindergarten songs1 such as ,mrs4 ,gaynor's ,songs of the ,child ,world and ,eleanor ,smith's ,songs for the ,children1 ought to be in every household1 and the mother ought to familiarize herself with a dozen or so of these perfectly simple melodies4 ,of course the children must learn them with her4 ,when once this has been done she has a valuable means of amusing them and bringing them within her control at any time4 ,she may hum one of the songs or play it4 ,the children must guess what it is and then act out their guess in pantomime1 so that she can see what they mean4 ,perhaps it is a windmill song2 their arms fly around and around in time to the music1 now fast1 now slow4 ,perhaps it is a ,spring song2 the children are birds building their nests4 ,other songs turn them into shoemakers1 galloping horses1 or soldiers4 ,sidenote3 ,dramatic ,plays ,dramatic plays1 whether simple1 like this1 or elaborate1 are1 as ,goethe shows in ,wilhelm ,meister1 of the greatest possible educational advantage4 ,in them the child expresses his ideas of the world about him and becomes master of his own ideas4 ,he acts out whatever he has heard or seen4 ,he acts out also whatever he is puzzling about1 and by making the terms of his problem clear to his consciousness usually solves it4 ,sidenote3 ,dancing ,as for dancing1 ,richter exclaims3 ,i know not whether ,i should most deprecate children's balls or most praise children's dances4 ,for the harmony connected with it 7dancing7 imparts to the affections and the mind that material order which reveals the highest1 and regulates the beat of the pulse1 the step1 and even the thought4 ,music is the meter of this poetic movement1 and is an invisible dance1 as dancing is a silent music4 ,finally1 this also ranks among the advantages of his eye and heel pleasure2 that children with children1 by no harder canon than the musical1 light as sound1 may be joined in a rosebud feast without thorns or strife4 ,the dances may be of the simplest kind1 such as ,ring ,around a ,rosy1 ,here ,we ,go1 ,to and ,fro1 ,old ,dan ,tucker and the ,virginia ,reel4 ,the old-fashioned singing plays1 such as ,london ,bridge1 ,where ,oats1 ,peas1 ,beans1 and ,barley ,grow1 and ,pop ,goes the ,weasel have their place and value4 ,several collections of them have been made and published1 but usually quite enough material may be found for these plays in the memories of the people of any neighborhood4 ,sidenote3 ,toys ,all these plays1 it will be noticed1 call for very simple and inexpensive apparatus1 in most cases for no apparatus at all4 ,nevertheless there is a place for toys4 ,all children ought to have a few1 both because of the innocent pleasure they afford and because they need to have certain possessions which are inalienably their own4 ,a simple and inexpensive list of suitable toys adapted to various ages is given at the end of this section4 ,most of them are exactly the toys that parents usually buy4 ,but it will be noticed that none of them are very elaborate or expensive1 and that the patrol wagon is not among them4 ,this is because the patrol wagon directly leads to plays that are not only uneducational but positively harmful in their tendencies4 ,the children of a whole neighborhood were once led into the habit of committing various imitation crimes for the sake of being arrested and carried off in miniature patrol wagon4 ,it any such expensive and elaborate toys are bought1 it may well be the plain express wagon or the hook and ladder and fire engine4 ,the first of these leads to plays of industry1 the second to those of heroism4 ,,list ,,of ,,toys ,,suitable ,,for ,,various ,,ages4 ,ball1 rubber ring1 soft animals and rag dolls 444444444 ,before #a year ,blocks and ,bells 4444444444444444444444444444444444444444 44444 #a year ,small chair and table 444444444444444444444444444444444444#a #a_/b years ,noah's ,ark 4444444444444444444444444444444444444444 4444444444 #b years ,picture books 4444444444444444444444444444444444444444 4444444 #b years ,materials and instruments 444444444444444444444444444444 #b to #c years ,carts1 stick-horses1 and reins 444444444444444444444 #b #a_/b to #c years ,boats1 ships1 engines1 tin or wooden animals1 dolls1 dishes1 broom1 spade1 sand-pile1 bucket1 etc 4444444444444444 #c years ,hoop1 games and story books 444444444444444444444444444444444 #e years ,,occupations ,sidenote3 ,home ,kindergarten ,there are a number of books designed to teach mothers how to carry the ,kindergarten occupations over into the home2 but while such books may be helpful in a few cases1 in most cases better occupations present themselves in the course of the day's work4 ,the ,kindergarten occupations themselves follow increasingly the order of domestic routine4 ,for example1 many children in the ,kindergarten make mittens out of eiderdown flannel in the ,fall1 when their own mothers are knitting their mittens1 and make little hoods either for themselves or for their dolls4 ,at other periods they put up little glasses of preserves or jelly1 and study the industry of the bees and the way they put up their tiny jars of jelly4 ,their attention is called also to the preparations that the squirrels and other animals make for winter1 and to that of the trees and flowers4 ,in other words1 the occupations in the ,kindergarten are designed to bring the children into conscious sympathy with the life of nature and of the home4 ,sidenote3 ,kindergarten ,methods ,that mother who keeps this purpose in mind and applies it to the occupations that come up naturally in the course of a day's work1 will thereby bring the ,kindergarten spirit into her own home much more truly than if she invests in a number of perforated sewing cards and colored strips of paper for weaving4 ,not that there is any harm in these bits of apparatus1 provided that the sewing cards are large and so perforated as not to task the eyes and young fingers of the sewer4 ,but unless for some special purpose1 such as the making of a ,christmas or birthday gift1 these devices are unnecessary and better left to the school1 which has less richness of material at hand than has the home4 ,sidenote3 ,helping ,mother ,in allowing the children to enter a workers into the full life of the home several good things are accomplished4 7#a7 ,the eager interest of the developing mind is utilized to brighten those duties which are likely to remain permanent duties4 ,not does this observation apply only to girls4 ,domestic obligations are supposed to rest chiefly upon them1 but the truth is that boys need to feel these obligations as keenly as the girls1 if they are to grow into considerate and helpful husbands and fathers4 ,the usual division of labor into forms falsely called masculine and feminine is1 therefore1 much to be deplored4 ,moreover1 at an early age children are seldom sex-conscious1 and any precocity in this direction is especially evil in its results2 yet many mothers from the beginning make such a division between what they require of their boys and of their girls as to force this consciousness upon them4 ,all kinds of work1 then1 should be allowed in the beginning1 however it may differentiate later on1 and little boys as well as little girls should be taught to take an interest in sewing1 dish-washing1 sweeping1 dusting1 and cooking--in all the forms of domestic activity4 ,this is so far recognized among educators that the most progressive primary schools now teach cooking to mixed classes of boys and girls1 and also sewing4 ,these activities are recognized as highly educational1 being1 as they are1 interwoven with the history of the race and with its daily needs4 ,when they are studied in their full sum of relationship1 they increase the child's knowledge of both the past and the living world4 ,sidenote3 ,teaching ,mother 7#b7 ,besides the deepening of the child's interest in that work which in some form or other he will have with him always1 is the quickening of the mother's own interest in what may have come to seem to her mere daily drudgery4 ,any woman who undertakes to perform so simple an operation as dish-washing with the help of a bright happy child1 asking sixteen questions to the minute1 will find that common-place operation full of possibilities2 and if she will answer all the questions she will probably find her knowledge strained to the breaking point1 and will discover there is more to be known about dish-washing than she ever dreamed of before2 while in cooking1 if she will make an effort to look up the science1 history1 and ethics involved in the cooking and serving of a very simple meal1 she will not be likely to regard the task as one beneath her1 but rather as one beyond her4 ,no one can so lead her away from false conventions and narrow prejudices as a little child whom she permits to help her and teach her4 ,sidenote3 ,the ,love of ,work 7#c7 ,the child's spontaneous joy in being active and in doing any service is being utilized1 as it should be1 in the performance of his daily duties4 ,we have already referred to the fact that all children in the beginning love to work1 and that there must be something the matter with our education since this love is so early lost and so seldom reacquired4 ,if when young children wish to help mother they are almost invariably permitted to do so1 and their efforts greeted lovingly1 this delight in helpfulness will remain a blessing to them throughout life4 ,sidenote3 ,to ,make ,helping of ,benefit ,but in order to get these benefits from the domestic activities two or three simple rules must be observed4 7#a7 ,do not go silently about your work1 expecting your child to be interested and to understand without being talked to4 ,play with him while you work with him1 and see the realization of youthfulness that comes to yourself while you do it4 ,many tasks fit for childish hands are in their nature too monotonous for childish minds4 ,here your imagination must come into play to rouse and excite his activity4 ,for instance1 you are both shelling peas4 ,when he begins to be tired you suggest to him1 ,here is a cage full of birds1 let us open the door for them2 or you may tell a story while you work1 but it should be a story about that very activity1 or the child will form the habit of dreaming and dawdling over his work4 ,such stories may be perfectly simple and even rather pointless and yet do good work2 the whole object is to keep the child's fly-away imagination turned upon the work at hand1 thus lending wings to his thought1 and lightness to his fingers4 ,moreover1 the mother who talks with her child while working is training in him the habit of bright unconscious conversation1 thus giving him a most useful accomplishment4 ,making a game or a play out of the work is1 of course1 conducive to the same good results4 ,when the story or the talk drags1 the game with its greater dramatic power may be substituted4 ,sidenote3 ,fatigue 7#b7 ,children should neither be allowed to work to the point of fatigue nor to stop when they please4 ,fatigue1 as our latest investigators in physiological psychology have conclusively proved1 is productive of an actual poison in the blood and as such is peculiarly harmful to young children4 ,but while work--or for that matter play either--must never be pushed past the point of healthful fatigue1 it may well be pushed past the point of spontaneous interest and desire3 the child may be happily persuaded by various hidden means to do a little more than he is quite ready to do4 ,by this device1 which is one of the recognized devices of the ,kindergarten1 mothers increase by imperceptible degrees that power of attention which makes will power4 ,sidenote3 ,willing ,industry 7#c7 ,set the example of willing industry4 ,neither let the child conceive of you as an impersonal necessary part of the household machinery1 nor as an unwilling martyr to household necessities4 ,most mothers err in one or the other of these two directions1 and many of them err in both3 they either1 7a7 perform the innumerable services of the household so quietly and steadily that the child does not perceive the effort that the performance costs and1 therefore1 as far as his consciousness is concerned1 is deprived of the force of his mother's example1 or 7b7 they groan aloud over their burdens and make their daily martyrdom vocal4 ,either way is wrong1 for it is a mistake not to let a child see that your steady performance of tasks1 which cannot be always delightful1 is a result of self-discipline2 and it is equally a mistake to let him think that this discipline is one against which you rebel4 ,for in reality you are so far from being unwilling to bind yourself in his service that if he needed it you would promptly double and quadruple your exertions4 ,it is exactly what you do when he is sick or in danger2 and if he dies the sorest ache of your heart is the ache of the love that can no longer be of service to the beloved4 ,sidenote3 ,monotony 7#d7 ,remember that monotony is the curse of labor for both child and adult1 but that monotony cannot exist where new intellectual insights are constantly being given4 ,therefore1 while the daily round of labor1 shaped by the daily recurring demands for food1 warmth1 cleanliness1 and sleep1 goes on without much change1 seize every opportunity to deepen the child's perception of the relation of this routine to the order of the larger world4 ,for instance1 if a new house is being built near by1 visit it with the children1 comparing it with your own house1 figure out whether it is going to be easier to keep clean and to warm than your house is and why4 ,if you need to call in the carpenter1 the plumber1 the paper-hanger1 or the stoveman1 try to have him come when the children are at home1 and let them satisfy their intense curiosity as to his work4 ,this knowledge will sooner or later be of practical value1 and it is immediately of spiritual value4 ,sidenote3 ,beautiful ,work 7#e7 ,beautify the work as much as possible by letting the artistic sense have full play4 ,this rule is so important that the attempt to establish it in the larger world outside of the home has given rise to the movement known as the arts and crafts movement1 which has its rise in the perception that no great art can come into existence among us until the common things of daily living--the furniture1 the books1 the carpets1 the chinaware--are made to express that creative joy in the maker which distinguishes an artistic product from an inartistic one4 ,this creative joy1 in howsoever small degree1 may be present in most of the things that the child does4 ,if he sets the table1 he may set it beautifully1 taking real pleasure in the coloring of the china and the shine of the silver and glass4 ,he ought not to be permitted to set it untidily upon a soiled tablecloth4 ,sidenote3 ,the ,right ,spirit 7#f7 ,this is a negative rule1 but perhaps the most important of all3 ,,do ,,not ,,nag4 ,the child who is driven to his work and kept at it by means of a constant pressure of a stronger will upon his own1 is deriving little1 if any1 benefit from it2 and as you are not teaching him to work for the sake of his present usefulness1 which is small at the best1 but for the sake of his future development1 you are more desirous that he should perform a single task in a day in the right spirit1 than that he should run a dozen errands in the wrong spirit4 7#g7 ,besides a regular time each day for the performance of his set share in the household work1 give him warning before the arrival of that hour4 ,children have very incomplete notions of time2 they become much absorbed in their own play2 and therefore no child under nine or ten years of age should be expected to do a given thing at a given time without warning that the time is at hand4 ,sidenote3 ,busy ,work ,besides these occupations which are truly part of the business of life come any number of other occupations--a sort of a cross between real play and steady work1 what teachers call busy work--and here the suggestions of the ,kindergarten may be of practical value to the mother4 ,for instance1 weaving1 already referred to1 may keep an active child interested and quiet for considerable periods of time4 ,besides the regular weaving mats of paper1 to be had from any ,kindergarten supply store1 wide grasses and rushes may be braided into mats1 raffia and rattan may be woven into baskets1 and strips of cloth woven into iron-holders4 ,a visit to any neighboring ,kindergarten will acquaint the mother with a number of useful1 simple objects that can be woven by a child4 ,whatever he weaves or whatever he makes should be applied to some useful purpose1 not merely thrown away2 and while it is true that a conscientious desire to live up to this rule often results in a considerable clutter of flimsy and rather undesirable objects about the house1 still1 ways may be devised for slowly retiring the oldest of them from view1 and disposing of others among patient relatives4 ,sidenote3 ,sewing ,sewing is another occupation ranch used in the ,kindergarten as well as in the home4 ,beginning with the simple stringing of large wooden beads upon shoe-strings1 it passes on to sewing on buttons1 and sewing doll clothes to the making of real clothing4 ,this last in its simplest form can be begun sooner than most parents suppose1 especially if the child is taught the use of the sewing machine4 ,there is really no reason why a child1 say six years old1 should not learn to sew upon the machine4 ,his interest in machinery is keen at this period1 and two or three lessons are usually sufficient to teach him enough about the mechanism to keep him from injuring it4 ,once he has learned to sew upon the machine1 he may be given sheets and towels to hem1 and even sew up the seams of larger and more complex articles4 ,he will soon be able to make aprons for himself and his sisters and mother4 ,toy sewing machines are now sold which are really useful playthings1 and on which the child can manufacture a number of small articles4 ,those run by a treadle are preferable to those run by a hand crank1 because they leave the child's hands free to guide the work4 ,sidenote3 ,drawing ,cutting ,pasting ,drawing1 painting1 cutting and pasting are excellent occupations for children4 ,a large black-board is a useful addition to the nursery furnishings1 but the children should be required to wash it off with a damp cloth1 instead of using the eraser furnished for the purpose1 as the chalk dust gets into the room and fills the children's lungs4 ,plenty of soft pencils and crayons1 also large sheets of inexpensive drawing paper1 should be at hand upon a low table so that they can draw the large free outlines which best develop their skill1 whenever the impulse moves them4 ,if they have also blunt scissors for cutting all sorts of colored papers and a bottle of innocuous library paste1 they will be able to amuse themselves at almost any time4 ,sidenote3 ,painting ,some water colors are now made which are harmless for children so young that they are likely to put the paints in their mouths4 ,paints are on the whole less objectionable than colored chalks1 because the crayons drop upon the floor and get trodden into the carpet4 ,if children are properly clothed as they should be in simple washable garments1 there is practically no difficulty connected with the free use of paints1 and their educational value is1 of course1 very high4 ,,test ,,questions ,the following questions constitute the written recitation which the regular members of the ,a4,s4,h4,e4 answer in writing and send in for the correction and comment of the instructor4 ,they are intended to emphasize and fix in the memory the most important points in the lesson4 ,,study ,,of ,,child ,,life ,,part ,,ii ,read ,carefully4 ,in answering these questions you are earnestly requested not to answer according to the text-book where opinions are asked for1 but to answer according to conviction4 ,in all cases credit will be given for thought and original observation4 ,place your name and full address at the head of the paper2 use your own words so that your instructor may be sure that you understand the subject4 #a4 ,state ,fichte's doctrine of rights and show how it applies to child training4 ,if possible1 give an example from your own experience4 #b4 ,what is the aim of moral training8 #c4 ,what two sayings of ,froebel most characteristically sum up his philosophy8 #d4 ,what is the value of play in education8 #e4 ,what are the natural playthings8 ,tell what1 in your childhood1 you got out of these things1 or if you were kept away from them1 what the prohibition meant to you4 #f4 ,what do you think about children's dancing8 ,and acting8 #g4 ,do you agree with those who think that the ,kindergarten makes right doing too easy8 ,state the reasons for your opinion4 #h4 ,what can you say of commands1 reproofs1 and rules8 #i4 ,should you let the children help you about the house1 even when they are so little as to be troublesome8 ,why8 ,if they are unwilling to help1 how do you induce them to help8 #aj4 ,what would you suggest as regular duties for children of #d to #e years8 ,of #g to #h years8 #aa4 ,which do you consider the more important1 the housework or the child8 #ab4 ,wherein may the mother learn from the child8 #ac4 ,what is the difference between amusing children and playing with them8 ,what is the proper method8 #ad4 ,mention some good rules in character building4 #ae4 ,from your own experience as a child what can you say of teaching the mysteries of sex8 #af4 ,are there any questions you would like to ask1 or subjects which you wish to discuss in connection with this lesson8 ,note4--,after completing the test sign your full name4 ,illustration3 ,,madonna ,,and ,,child ,by ,murillo1 ,spanish painter of the seventeenth century ,,study ,,of ,,child ,,life ,,part ,,iii ,,art ,,and ,,literature ,,in ,,child ,,life ,the influence of art upon the life of a young child is difficult of measurement4 ,it may freely be said1 however1 that there is little or no danger in exaggerating its influence1 and considerable danger in underrating it4 ,it is difficult of measurement because the influence is largely an unconscious one4 ,indeed1 it may be questioned whether that form of art which gives him the most conscious and outspoken pleasure is the form that in reality is the most beneficial2 for1 unquestionably1 he will get great satisfaction from circus posters1 and the poorly printed1 abominably illustrated cheap picture-books afford him undeniable joy4 ,he is far less likely to be expressive of his pleasure in a sun-shiny nursery1 whose walls1 rugs1 white beds1 and sun-shiny windows are all well designed and well adapted to his needs4 ,nevertheless1 in the end the influence of this room is likely to be the greater influence and to permanently shape his ideas of the beautiful2 while he is entirely certain1 if allowed to develop artistically at all1 to grow past the circus poster period4 ,this fact--the fact that the highest influence of art is a secret influence1 exercised not only by those decorations and pictures which flaunt themselves for the purpose1 but also by those quiet1 necessary1 every-day things1 which nevertheless may most truly express the art spirit--this fact makes it difficult to tell what art and what kind of art is really influencing the child1 and whether it is influencing him in the right directions4 ,sidenote3 ,color ,until he is three years old1 for example1 and often until he is past that age1 he is unable to distinguish clearly between green1 gray and blue2 and hence these cool colors in the decorations around him1 or in his pictures1 have practically no meaning for him4 ,he has a right1 one might suppose1 to the gratification of his love for clear reds and yellows1 for the sharp1 well-defined lines and flat surfaces1 whose meaning is plain to his groping little mind4 ,some of the best illustrators of children's books have seemed to recognize this4 ,for example1 ,boutet de ,monvil in his admirable illustrations of ,joan of ,arc meets these requirements perfectly1 and yet in a manner which must satisfy any adult lover of good art4 ,the ,caldecott picture books1 and ,walter ,crane's are also good in this respect1 and the ,perkins pictures issued by the ,prang ,educational ,co4 have gained a just recognition as excellent pictures for hanging on the nursery wall4 ,many of the illustrations in color in the standard magazines are well worth cutting out1 mounting and framing4 ,this is especially true of ,howard ,pyle's work and that of ,elizabeth ,shippen ,green4 ,sidenote3 ,classic ,art ,since photogravures and photographs of the masterpieces can be had in this country very inexpensively1 there is no reason why children should not be made acquainted at an early age with the art classics1 but there is danger in giving too much space to black and white1 especially in the nursery where the children live4 ,their natural love of color should be appealed to do deepen their interest in really good pictures4 ,illustration3 ,my ,mary ,illustration3 ,blow1 ,wind ,blow ,,perkins' ,,pictures ,nevertheless1 it is a matter of considerable difficulty still to find colored pictures which are inexpensive and yet really good4 ,the ,detaille prints1 while not yet cheap1 are not expensive either1 and are excellent for this purpose2 but the insipid little pictures of fairies1 flowers1 and birds may be really harmful1 as helping to form in the young child's mind too low an ideal of beauty--of cultivating in him what someone has called the lust of the eye4 ,sidenote3 ,plastic ,art ,what holds true of the pictorial art holds equally true of the plastic art4 ,as ,prof4 ,veblin of the ,university of ,chicago has scathingly declared1 our ideals of the beautiful are so mingled with worship of expense that few of us can see the genuine beauty in any object apart from its expensiveness4 ,for this reason as well as1 perhaps1 because of a remnant of barbarism in us1 we love gold and glitter1 and a great deal of elaboration in our vases1 and are far from being over-critical of any piece of statuary which costs a respectable sum4 ,illustration3 ,,relief ,,medallion ,by ,andrea della ,robbia1 in ,foundling ,hospital1 ,florence4 ,a certain appreciation1 however1 of the real value of a good plaster-cast has been gaining among us of late years1 and many public schools1 especially in the large cities1 have been establishing standards of good taste in this respect4 ,good casts and bas-relief1 decorate their halls and class-rooms4 ,there are few homes that cannot afford to follow their example4 ,but in buying these things be not misled by sales and advertised bargains4 ,it is more than seldom that the placques1 casts1 and vases thus obtained are such as could have any valuable influence whatever upon the young lives with which they are brought in contact4 ,meretricious and showy ornaments1 designed to look as if they cost more than they really do1 have no business in the sincere home where the children are being sincerely educated4 ,sidenote3 ,music ,the same general laws apply to music4 ,no art has a greater and more insinuating influence4 ,the very songs with which the mother sings the baby to sleep have an occult influence which is later revealed and made plain4 ,such songs1 then1 should be simple4 ,they may be nothing but improvisations1 the mother's mind and heart making music1 but they should not be melodramatic songs of the music-hall order4 ,no such mawkish sentimentalism as that shown in ,the ,gypsy's ,warning1 for example1 or other songs which belong to the cheap theater should have a place in the holy of holies--that inmost self of the child--which responds to music4 ,the simple folk-songs of all nations1 ,eleanor ,smith's and most of ,mrs4 ,gaynor's songs1 already mentioned1 and the songs collected by ,reinecke1 called ,fifty ,children's ,songs1 are excellent for this purpose4 ,the old-fashioned nonsense songs1 such as ,billy ,boy1 ,mary had a ,little ,lamb and ,hey ,diddle ,diddle1 the ,cat and the ,fiddle1 may also have a pleasant and harmless place of their own4 ,instrumental music should be on the same general order1 not loud and showy1 but clear1 simple1 sweet1 and free from startling effects4 ,dashing pieces1 rag-time pieces1 marches1 two-steps1 and familiar tunes with variations1 instead of bringing about a spirit of gentleness and harmony1 actually tend to produce self-assertiveness and quarrelsomeness4 ,let any mother who does not believe this try the effort of an hour of the one kind of music on one evening1 and an hour of the other kind on another evening4 ,the difference will be immediately apparent4 ,sidenote3 ,the ,drama ,the influence of the drama must not be forgotten4 ,this form of art1 fallen so low among us since the time of the ,puritans that it can scarcely be called an art at all1 is1 nevertheless1 the art which perhaps above all others has an immediate and yet lasting influence4 ,children are themselves instinctively dramatic4 ,they like to compose and act out all sorts of dramas of their own1 from playing house 7which is nothing but a drama prolonged from day to day71 to such dramatic games as ,statue-posing and ,dumb ,crambo4 ,all children like to dress up1 to wear masks1 and to imitate the peculiarities of persons about them2 to try on1 as it were1 the world as they see it1 and discover thereby how the actors in it feel4 ,goethe's ,wilhelm ,meister has already been referred to4 ,in this--his great book on education--he practically bases all education upon the drama1 and even throws the treatise itself into dramatic form4 ,this does not mean1 however1 that all children should be permitted to go to the theater as freely as they like4 ,no2 the plays which they compose and act for themselves have a far higher value educationally than most of the spectacular presentations of the old fairy tales with which they are usually regaled1 and certainly more than the sensational melodramas which give them false ideas of art and morality4 ,they should go sometimes to the theater to see really good and simple plays1 but they should be oftener encouraged to get up for themselves plays at home4 ,if1 as they grow older1 they are helped to think out their costumes with something of historical accuracy1 to be true to the spirit and scenery of the times in which the representations are laid1 the activity can be made to increase in value to them as the years go by4 ,there is no other art1 perhaps1 by which the child so intimately links the world spirit with his own spirit4 ,it is for this reason that the ,school of ,education in the ,university of ,chicago is equipped with small theaters in which the children act4 ,sidenote3 ,literature ,as for the art of literature1 not all children love reading1 perhaps1 but certainly all children love to hear stories told1 and the skilful mother will direct this spontaneous affection into a love for reading4 ,no other single love1 except perhaps the love of nature1 so emancipates the child from the thrall of circumstances4 ,if he can escape from the small ills of life into fairy-land merely by opening the covers of a book1 be sure that these ills will not have power to crush him1 unless they be very great ills indeed4 ,sidenote3 ,fairy ,tales ,there are those who still believe that fairy-tales and fiction of all sorts are nothing but lies4 ,poor souls1 with their faces against the stone wall of hard facts1 they can never look up into the sky and see the winged and beautiful thoughts freely disporting there4 ,they make no distinction between truth and fact1 yet truth is of the spirit and fact of the flesh2 and truth1 because it is of the spirit1 may appear under many forms1 even under the form of play4 ,all rightly told and rightly conceived fairy-tales are true just as a good picture is true4 ,the painter uses oil1 turpentine1 and pigment to represent the wool of a sheep1 the water of a pond1 the green spears of grass4 ,some literal-minded person might say that he was lying because he pretented that his little square of canvas truthfully represented grazing sheep at the brook-side1 but most of us recognize that he is really telling the truth only in another than an every day form4 ,in the same way the writer of fairy-tales tells the truth1 using the pigments of the imagination4 ,if children ask whether a given story is true or not1 answer without hesitation1 yes4 ,it is true1 but it is a fairy kind of truth2 it is inside truth4 ,there is magic in it and a mystery4 ,the child who is never allowed to read fairy tales1 the man or the woman who prefers the newspaper to a good book of fiction1 misses much in life4 ,it is not only that the imagination--the divinest quality of man1 because the quality that makes man in his degree a creator--does not receive culture1 and that he misses the indescribable intellectual ecstasy that comes only with the setting free of the wings of the mind1 but that also he is inevitably shorn of his sympathy and shut up to a narrow circle of interests4 ,sidenote3 ,imagination and ,sympathy ,for sympathy1 above all moral qualities1 is dependent upon imagination4 ,if you cannot imagine how you would feel under your neighbor's conditions1 you cannot deeply sympathize with him4 ,the person of unimaginative mind sympathizes only with those whose experience and habits are similar to his own4 ,he never escapes from the narrow circle of his own personality4 ,but the man whose imagination has been kept flexible and ready from earliest childhood has within him the power of sympathizing with whatever is human--yes6 even with creatures and things below the human level4 ,without imagination1 therefore1 it is not possible for a man to be a great scientist1 for science demands sympathy with processes and objects which are not yet human4 ,it is not possible1 obviously1 for him to be a great artist of any kind1 for all art is interpretation of the world by means of the imagination4 ,it is not possible for him1 even1 to be a good man in any broad sense1 for the man whose sympathies are narrow is often found to be guilty of injustice toward those who lie outside the pale of those sympathies4 ,by all means1 then1 encourage the love of reading in your children1 and get them the best of story-books to read1 and subscribe to the best magazines4 ,read with them4 ,let some reading enter into every day's life2 talk over what has been read at the dinner-table1 and so avoid harmful personalities and disagreeable criticisms4 ,sidenote3 ,books ,as to the books to choose1 choose the best4 ,generally speaking1 the best are those that have some dignity of age upon them4 ,as in music you chose the folksongs1 so in children's literature also choose the old fashioned fairy stories1 such as those collected by the ,brothers ,grimm and by ,andrew ,lang4 ,hans ,christian ,andersen's ,fairy ,stories of course are classics4 ,hawthorne's ,tanglewood ,tales give excellent suggestions as to the right use to be made of the old mythologies4 ,many of the supplementary readers now being so widely used in the public schools are good1 simple versions of these old stories which helped to make the world what it should be4 ,for the rest there are two standard children's magazines which help to form a good taste in literature and which are continually suggestive of the right sort of reading material4 ,these are ,the ,youth's ,companion and ,st4 ,nicholas4 ,sidenote3 ,nature ,study ,finally1 all appreciation of literature and art depends upon a love of and some knowledge of nature4 ,fairy stories and mythology especially are so dependent upon nature for their inner meaning and significance as scarcely to be intelligible without some knowledge of natural processes and laws4 ,of course1 it is true that art in its turn idealizes nature and fills her beautiful form with a beautiful soul2 so that the child who is being developed on all sides needs to take his books and his pictures out of doors in order to get the full good of them4 ,sidenote3 ,art and ,nature ,no amount of music1 art1 and literature can make up for the free life in the fields and under the sky which all these arts describe and interpret4 ,if he should be so unhappy as to have to choose between nature and art1 it would be better for him to choose nature1 because then1 perhaps1 art might be born in his own soul4 ,but there is happily no need for such a painful choice4 ,he can sing his little song out of doors with the birds and notice how they join in the chorus4 ,he can paint evening sunsets with the pine-trees against it far better out of doors than indoors with copy perched before him4 ,he can look down the aisles of the real woods to watch for the enchanted princess1 or for the chivalrous knight whose story he is reading4 ,art and nature belong together in the unified soul of the child4 ,well for him and for the world in which he lives if they are never divorced1 but he goes on to the end loving them both and seeing them both as one4 ,,children',s ,,associates ,if the child was intended to grow into a man of family1 merely1 family training might be sufficient for him1 but since he must grow into a member of society1 social training is as necessary for him as family training4 ,failure to recognize this truth is at the bottom of the current misconceptions of the ,kindergarten4 ,there are still thousands of persons who suppose it is only a superior sort of day-nursery where children may be safely kept and innocently employed while the mother gets the housework done4 ,sidenote3 ,the ,kindergarten ,while this might be a laudable enough function to perform1 it is by no means the function of the ,kindergarten4 ,this method of instruction aims at much more4 ,it aims to lay foundations for a complete later education1 and especially to make firm in the child those virtues and aptitudes which1 when they are held by the majority of men1 constitute the safety and welfare of society4 ,for this reason no home1 however well ordered1 can supply to the child what the ,kindergarten supplies4 ,for the home is necessarily limited to the members of one family1 while the ,kindergarten1 on the contrary1 makes plain to the child the claims upon him of society not made up of his kinsfolk4 ,it is the wide world in miniature1 and if it is a properly organized ,kindergarten1 it will contain within itself a wide variety of children--children of wealth and of poverty1 of ignorance and of gentle breeding--and will bring them all under one just rule4 ,for only by this commingling of many characters upon a common level and under the strict reign of justice can the child be fitted practically1 and by means of a series of progressive experiments1 for citizenship in a genuine democracy4 ,sidenote3 ,exclusive ,associates ,parents sometimes so far miss the aim of the ,kindergarten as to desire that instead of such a commingling there shall be a narrow limit set2 that in the ,kindergarten shall be only such children as the child is accustomed to associate with4 ,but if the ,kindergarten acceded to this demand1 as it seldom does1 it would lose much of its usefulness1 for every one knows that children cannot be permanently sheltered from contact with the outside world1 nor can they be always reared in an atmosphere of exclusiveness4 ,a wisdom greater than the mother's has ordered that no child shall be so narrowly nourished4 ,if he has any freedom whatever1 any naturalness of life1 he must and will enlarge his circle of acquaintances beyond the limit of his mother's calling list4 ,indeed1 even those ,kindergartens which are professedly exclusive1 and which confine their ministrations to the children of one particular neighborhood1 are obliged by the nature of things to contain nascent individualities of almost every type4 ,for no neighborhood1 however equal in wealth and fashion1 ever produced children of an unvarying quality4 ,in any circle1 no matter how exclusive1 there are mischievous children1 children who use bad language1 children who have sly1 mean tricks1 children who do not speak the truth1 and who are in other ways quite as undesirable as the children of the poor and ignorant4 ,it is often asserted1 indeed1 that the children of exclusive neighborhoods very often show more varieties of badness than the children of the open street4 ,the records of the private ,kindergarten as compared with the public ,kindergarten amply prove this statement4 ,sidenote3 ,evil ,example ,since1 then1 whether you confine your child to the limits of your own circle or not1 you cannot successfully keep him from playing with children who are more or less objectionable1 what are you going to do to keep him from the harm of such association8 ,you have to make him strong enough to withstand temptation and resist the force of evil example4 ,of course1 he must have as little of the wrong example1 especially in his younger and tenderer years1 as can be managed without too greatly checking his activity and curtailing his freedom4 ,yet after all he is to be taught a positive and not a negative righteousness1 and if his home training is not sufficient to enable him to stand against a certain downward pull from the outside1 there is something the matter with it4 ,while he must not be strained too hard1 nor too constantly associate with children whose manners put his manners to the test1 still he ought by degrees1 almost imperceptibly1 to be accustomed to holding to the truth1 to that which is found good1 no matter whether his associates find it desirable or not4 ,sidenote3 ,social ,training ,a good ,kindergarten is a mother's best help in this endeavor1 for there her child meets with all sorts of other children4 ,the very influence of the place1 and the ever-ready help of the teacher are on his side4 ,every effort he makes to do right is met and welcomed4 ,in every stand that he takes against temptation1 he is unobtrusively reinforced4 ,moreover1 the wrong-doing of his comrades is never allowed to retain the attractive glitter that it sometimes acquires on the play-ground4 ,it is promptly held up to general obloquy1 and the good child finds to his surprise that he is not the only one who thinks that teasing1 for example1 is mean and selfish and that a violent temper is ugly4 ,sidenote3 ,responsibility to ,society ,moreover1 in the ,kindergarten the sense of social responsibility is borne in upon him4 ,perhaps it comes to him first when he is chosen to lead the march and finds that he must be careful not to squeeze through too narrow places1 lest someone get into trouble4 ,in dealing out pencils1 worsted1 and other materials he must be careful to show strict impartiality1 and give no preference to his own personal friends4 ,in a hundred small ways he is helped to regulate his own conduct1 so that it may conduce to the welfare of the whole school4 ,where there are no ,kindergartens1 the task becomes a more difficult one for the mother1 for it becomes necessary1 then1 that she herself should undertake the social training of her child1 and this means that she must know his playmates1 not only through his report of them1 but through her own observation of them1 and that they must be sufficiently at home with her to betray their true characters in her presence4 ,and this means1 of course1 that she must become her child's playmate4 ,there are few women who think that they have time for this1 but there are also few who would not be benefited by it4 ,if anywhere there is a fountain of youth1 it gushes up invisibly wherever playing children are1 and she who plays with them gets sprinkled by it4 ,sidenote3 ,sharing the ,child's ,play ,if there be no time during the busy day when she can justly enter into the children's free play1 at least there is a little while in the late afternoon or in the early evening when she can do so1 if she will4 ,an hour or two a week spent in active association with children at their games will make her intimately acquainted with all their playmates1 and1 moreover1 constitute her a power of first magnitude among them4 ,her motherhood thus extends itself1 and she blesses not only her own children1 but all those who come near her children4 ,in this respect no ,kindergarten can take the place of the mother's own companionship with the child in his social life4 ,sidenote3 ,the ,children's ,hour ,in an ideal condition the child has his ,kindergarten in the morning2 his quiet hours1 one of them entirely solitary1 in the afternoon2 his social time1 when he1 his brothers and sisters and mother1 are joined with the other children and mothers in the neighborhood1 in the late afternoon1 and his family time1 with both father and mother1 in the evening before going to bed4 ,in thus sharing her child's social life the mother admits the claim upon her of social responsibility2 she sees that her duty is not to her own home alone1 but to the other homes with which hers is linked--not to her own child alone1 but to all children whose lives touch her child's life4 ,her own nature widens with the perception1 and she enhances her direct teaching with the force of a beautiful example4 ,,studies ,,and ,,accomplishments ,sidenote3 ,abstract ,studies ,there may easily be too many studies and too many accomplishments in the life of any child4 ,as our schools are constituted there are certainly too many studies of the wrong kind being carried on every day4 ,but there are also too few studies of the right kind4 ,in one of our large cities a test was once made as to how much the children who left school at the fifth grade1 as #gj per cent of them do1 had actually learned in a way that would be of practical value to them1 and the results were most discouraging4 ,these city children who could recite their tables of measurements with glibness1 and who performed with a fair degree of success several hundred examples dealing with units of measure1 could not tell whether their school-room floor contained one acre or two hundred and forty6 ,none of them suspected that it contained less than an acre4 ,although they could bound the ,states of the ,union1 and give the principal exports and imports1 they knew next to nothing of their own city and of its actual relation to the countries which they studied in their geography lessons4 ,the teachers1 in explanation1 laid much of the blame for this state of affairs upon the parents1 saying that they took but little interest in their children's studies1 and never attempted to link them to the things of every-day life4 ,but while this claim might be justified to some extent1 it was by no means sufficient to cover the facts of the case4 ,the truth is1 it was quite as much the teachers' duty to link these abstract studies with concrete facts1 as it was the parents'4 ,sidenote3 ,dead ,knowledge ,such an experience1 however1 suggests the manner in which parents can best help on the work of children in school4 ,so long as these studies are still taught in the dead1 monotonous way common to text-books1 children will be racked nervously1 and not benefited mentally in the effort to master them4 ,fathers and mothers who by the exercise of some ingenuity manage to show the child that his arithmetical knowledge is of actual help in solving the questions of every-day life2 that his history has bearings upon the progress of events around him1 and that his geography relates to actual places which1 perhaps1 father and mother may have seen1 or which their books tell about--such fathers and mothers will make their children's school work easier1 at the same time that they increase the sum of their children's knowledge4 ,it is dead knowledge only--knowledge wrenched from its living content--that is difficult of digestion4 ,sidenote3 ,the ,new ,education ,it is natural for a young mind to like to learn1 as it is for a healthy stomach to be supplied with food2 but knowledge1 like the food1 must be fit for the use that is to be made of it and for the organ that is to receive it2 and the brain1 like the stomach1 has a signal which it flies to show whether the food is what it wants or not4 ,the brain exhibits interest exactly as the stomach exhibits appetite4 ,the object of scientific education is to discover what the spontaneous1 universal interest of children of certain ages is1 and to meet that interest with the fullest possible supply of knowledge in every conceivable form4 ,scientific education does not depend upon text-books or upon merely verbal explanations1 but gets the idea home to the child by the means of a varied appeal to all the senses and sensibilities4 ,for this reason the most advanced schools have many more studies and what are commonly called accomplishments than the public or parochial schools4 ,that is1 they add to the three r's--reading1 'riting and 'rithmetic--drawing1 modeling1 painting1 manual training1 physical culture1 dramatic representation1 music1 field trips1 and laboratory work4 ,sidenote3 ,correlation of ,studies ,yet this apparently great increase of subjects in the number of studies actually lessens the amount of work required of the child1 because all these different activities1 by means of what is called correlation1 are brought to bear upon the same subject4 ,for example1 the class which goes out for a field trip to visit a near-by brook sees the water actually at work1 cutting its way to the river1 and thence to the sea4 ,they measure its force and note its effects2 they make a water-color sketch of some curve of it2 they notice what birds and insects are about2 what flowers grow there2 what indications there may be of burrowing animals4 ,when they get back to school they model1 perhaps1 some bird that they have noticed2 or in the geographical laboratory1 with streams of water try to reproduce in miniature the action of the brook upon the soil through which it flows4 ,for their arithmetic lesson they estimate the number of years the brook must have been flowing to have cut its valley to its present depth4 ,they make a full report and description of their day's work for their reading and writing lesson4 ,they have thus gained an immense amount of information1 and have done a great deal of hard work2 but instead of being nervously exhausted1 they are bright and exhilarated4 ,such fatigue as they know is wholesome and fits them for a sound night's sleep4 ,sidenote3 ,home ,expedients ,when it is impossible to send the child to such a school as this1 something may be done by supplementing the ordinary school by some of these procedures4 ,the clay jar1 the crayons1 and the paints have already been suggested1 and with the parents' interest in the child's studies1 helping him to model and paint things which he studies at school1 he will instantly show the good effect of the home training and encouragement4 ,as for field trips1 the regular ,sunday walk1 or evening stroll1 may be made to take its place4 ,if you think that you do not know enough to teach your child on these walks1 give him then the privilege of teaching you4 ,he will work the harder in order to rise to the occasion4 ,sidenote3 ,physical ,culture ,as for physical culture1 if your school is without it1 your barn1 your parlor1 and your lawn may supply it in some sort4 ,in the barn may be a trapeze2 there is already the ladder and the hay-loft2 on the lawn may be a swing1 trees to climb1 and the tennis court4 ,in your parlor may be a little home dancing school1 where for a half an hour or so1 the children march1 skip1 or two-step to music of your making4 ,in the wood shed may be a carpenter's bench with real tools1 where he may work and get some of the good of manual training4 ,sidenote3 ,showy ,accomplishments ,accomplishments1 meaning thereby showy things that children do for the edification of guests1 are of doubtful value4 ,it is pleasant1 of course1 to have your little girl play a piece or two on the piano to entertain your visitors1 but it is not nearly so important as health and strength1 and a cheerful temper4 ,sometimes all three of these are sacrificed to the two or three hours' practice a day4 ,often1 too1 this extra work after school hours--work full as monotonous and nervous and uninteresting as the school work itself--is just what is needed to transform a healthy young girl into a nervous invalid4 ,this is especially true1 if she undertakes1 as she usually does1 to study music when she is about thirteen years old--the very time when1 if wise physicians could regulate affairs to their liking1 she would be taken out of school altogether and required to do nothing more than a little light housework every day4 ,sidenote3 ,natural ,talent ,of course1 if she is naturally musical some kind of help and sympathy must be given her in her attempt to master the piano or violin or to manage her own voice4 ,but while she should be allowed to learn as much as her unurged energies permit her to learn1 she should not be required to practice more than a very small amount1 say half an hour a day4 ,the bulk of her musical education should be acquired in the vacation time1 when she can give two hours a day without overstraining4 ,the same general rules hold good of dancing1 painting1 the acquirements of foreign languages1 a special course of reading1 or any other work undertaken in addition to the regular school work4 ,this latter1 as it is now constituted1 is quite as severe a nervous and intellectual strain as most young people can undergo with safety4 ,sidenote3 ,enthusiasms ,there is one characteristic in young people which needs to be noted in this connection3--the desire to take up some form of work1 to strive with it furiously for a brief while1 to drop it unfinished2 take up another with equal eagerness1 drop that in turn and go on to a third4 ,this performance is peculiarly irritating to all systematic and ambitious parents4 ,sometimes they rigidly insist that each task shall be finished before a new one is assumed4 ,but in reality1 is this necessary8 ,it seems to be as natural for a young mind to set eagerly to work for a short time at each new bit of knowledge1 as it is for a nursing child to require refreshments every two or three hours4 ,it is an adult trait to stick to a task1 even though a very long one1 until it is accomplished4 ,the youthful trait is to take kindly to a clutter of unfinished tasks4 ,the youthful consciousness is of a world full of jostling interests4 ,why not let the children alone1 and allow them to spring lightly from one enthusiasm to another8 ,of course you will help them to finish1 either at the first sitting or at the second or at the third1 the task that was undertaken when that particular enthusiasm was at its height4 ,the drawing which has remained on the easel during the foot-ball season may be suggestively brought to notice again in the quiet times between ,thanksgiving and ,christmas4 ,the boat begun last summer may well be finished in the days of the succeeding ,spring when all the earth is full of the sound of running water4 ,thus each task1 though not completed at once1 gets done in the end2 and the youthful capacity for many sympathies and many desires has not been narrowed4 ,sidenote3 ,parental ,vanity ,such a line of conduct presupposes1 of course1 that the parent considers only the child's best welfare1 and not his own parental vanity4 ,he is not desirous that his son shall do anything so well as to attract the attention and admiration of the neighbors4 ,he is desirous merely that the boy shall grow up wholesomely and happily1 showing such superiority as there may be in him when the fitting time and opportunity present themselves4 ,he will not attempt to make a musician of an unmusical child1 nor a mechanic of an artistic child4 ,he will not object to the brilliant and impractical dreams of the young inventor1 but will help to make them practicable2 and though he may squirm at some of the investigations of the budding scientist1 he will not forbid them4 ,sidenote3 ,development of ,intellect ,for such a parent recognizes that the important thing1 educationally1 is to secure the reaction of expression upon thought and feeling4 ,that is1 he is not trying to secure at this time--at any time during youth--perfect expression of any thought or feeling1 but only to deepen feeling and clarify thought by encouraging all attempts at expression4 ,he does not wish his child to make a finished picture or a perfect statue1 but to acquire a greater sensitiveness to color and form by each attempt to express that color and form which he already knows4 ,thus whatever studies and accomplishments his child may be in the act of acquiring are seen to be nothing as acquisitions1 but the child himself is seen to be growing stage by stage within the clumsy scaffolding4 ,,financial ,,training ,the financial training of children ought really to be considered under the head of moral training1 but in some respects it can come equally well under the head of intellectual training2 for to spend money well requires both self-control and intelligence4 ,some persons seem to think that all that a child can be taught in this regard is to save money1 and they meet the situation by purchasing various shapes and styles of savings banks4 ,but it is entirely possible to teach the child too thoroughly in this respect and to make him so fond of his jingling pennies safe within a yellow crockery pig or iron cupolaed mansion that be will not spend them for any object1 however laudable4 ,others evade the issue as long as possible by giving the child no money at all2 while most of us pursue an uncertain and wabbly course1 sometimes giving money1 sometimes withholding it1 sometimes exhorting the child to spend1 and sometimes to save4 ,sidenote3 ,regular ,allowance ,in truth spending wisely is a difficult problem4 ,as a rule the child may safely be induced to lay by for a season and then encouraged to spend for some generous purpose4 ,christmas and other festivals offer excellent opportunities for proper disbursement of the hoarded funds4 ,these may be supposed to have accumulated from irregular gifts2 but as the child grows older he should come into receipt of a regular definite allowance1 perhaps conditioned upon his performance of some stated duty4 ,a certain part of his allowance he may he permitted to spend upon such frivolities as are naturally dear to his young heart2 another part of it he should be encouraged--not commanded--to put aside for larger purposes4 ,the giving of this allowance must not be confused with the pernicious habit of bribing the child to the performance of those little daily courtesies and duties which he ought to be willing to perform out of love and a sense of right4 ,a certain part of his daily work1 such as seeing that the match-boxes all over the house are filled1 or some similar share of the general labor of the household1 may be regarded as that for which he is paid wages2 and any extra task which does not justly belong to him1 he may sometimes be paid for performing2 but not always4 ,for instance1 he ought to be willing to run to the grocery for mother without demanding that he be paid a penny for the job2 yet sometimes the penny may be forthcoming4 ,the point is that he should be ready to work1 even to work hard1 without pay1 and yet that he should never feel that his mother withholds pay from him when she can give it and he receive it without injury4 ,sidenote3 ,spending ,foolishly ,when the money is once his1 he should be allowed to feel the full happiness and responsibility of possession1 and if he insists upon spending it foolishly1 should be allowed to do it and to suffer to the full the uncomfortable consequences4 ,if1 on the contrary1 he will not spend it at all1 his mother must use every means in her power to lessen the desire for ownership and to increase his love for others and his eagerness to please them4 ,as judgment develops the allowance may well be increased to provide for necessities in the way of incidentals and clothing until at the age of discretion he is in full charge of the funds for his personal expenses4 ,he should be encouraged to apply his knowledge of commercial arithmetic in the keeping of personal accounts4 ,experience in spending a fixed amount of money is especially needful for the daughters4 ,most young men have the value of money and financial responsibility forced upon them in the natural course of events1 but too often the young wife has not had the training qualifying her for the equal financial partnership which should exist in the ideal marriage4 ,illustration3 ,,the ,,infant ,,galahad--,,first ,,sight ,,of ,,the ,,grail ,from the mural paintings by ,edwin ,a4 ,abbey in the ,boston ,public ,library ,,religious ,,training ,sidenote3 ,sunday ,school ,teachers ,if the common school is not sufficient for the secular education of the child1 certainly the ,sunday ,school is not sufficient for his religious education4 ,in the common schools the teachers are more or less trained for their work4 ,it is a life occupation with them2 by means of it they earn their living1 and their daily success with their pupils marks their rate of progress toward higher fields of endeavor4 ,nothing of this sort is true in the ,sunday ,school4 ,while occasionally it happens that a day school teacher becomes a ,sunday ,school teacher1 this is seldom true1 for most teachers who teach during the week feel that they need the ,sunday for rest2 and while some ,sunday ,school teachers betray a commendable earnestness and zeal for their work1 and associations and conventions have latterly added somewhat to the joint effort to better the conditions1 still it remains true that the teaching in the ,sunday ,schools is far below the pedagogic level of the common schools4 ,yet the subject which is dealt with in the ,sunday ,schools1 instead of being of less importance than that dealt with in the common schools1 is of pre-eminently greater importance4 ,because of its subtlety1 its intimacy with the hidden springs of conduct1 it calls for the exercise of the very highest teaching skill4 ,some sort of recognition of these two facts--that ,sunday ,school teachers are in most cases very inadequately trained for their work1 and that the work itself is of great importance1 and of equally great difficulty--has led to the issuing of many quarterlies1 ,international ,lesson ,leaflets1 and other ,sunday ,school aids4 ,necessary as such help may be under present conditions1 they cannot possibly meet the many difficulties of the case4 ,if the central committees1 who issue these leaflets1 were composed wholly of the wisest men and women on earth1 it would still be impossible for them to give lessons to the millions of children in their various denominations which should meet the personal needs1 and daily interests of these young people4 ,sidenote3 ,sunday ,school ,training ,as a consequence1 ,sunday ,school teaching is and must be largely theoretical and still more largely exegetical1 and with neither theory nor exegesis is the young mind of the developing child very much concerned4 ,what he needs is not the historical side of religion or of that great body of religious literature which we call the ,bible1 but a living faith which links all that was taught by the prophets and apostles1 centuries ago1 with what is happening in the child's own town and family at that very moment4 ,it is a wide gap to bridge1 and it cannot be bridged by a semi-historical review backed by picture cards1 golden texts1 and stars for good behavior4 ,these things are merely the marks of an endeavor to fitly accomplish a great task1 an endeavor almost absurdly out of proportion to this aim1 rendered significant1 however1 because it is the earnest of a great faith and a great hope4 ,so far as ,sunday ,schools help children1 it is because of this spirit of faithfulness1 and not because of the form which it has assumed4 ,in choosing1 then1 whether you shall send your child to a ,sunday ,school1 choose by the presence or absence of this spirit4 ,if you know the teachers of the ,sunday ,school to be earnest1 loving1 and devoted1 you may with safety assume that their personal influence will make up for what is archaic in their method of teaching4 ,where the spirit is present only in a few1 or where it manifests itself only occasionally1 as at seasons of revival1 you may well hesitate to let your child attend4 ,a great improvement would come about if parents would show a greater interest and encourage proper teachers to take charge of classes4 ,it is a thankless task at present4 ,sidenote3 ,theory ,not ,practice ,there is one great danger in the teaching of any ,sunday ,school--one which the best of them cannot wholly escape--and that is1 that1 in the very nature of things1 they teach theory and not practice4 ,harmful as this may be1 indeed as it surely is in adult life1 it does not begin to be so harmful as it does in youth1 for the young child1 as we have seen1 is and should remain a unit in consciousness4 ,his life1 his intellect1 and his will are one--an undivided trinity4 ,the divorce of these three is at any time a regrettable occurrence2 the divorce of them in early life is an almost irreparable disaster4 ,sidenote3 ,useless ,truths ,the current theory is that children will learn many truths in the ,sunday ,school which they will not put into practice then1 perhaps1 but which they will find useful in later life4 ,this fallacy underlies1 of course1 almost all conventional education and has only been overthrown by the dictum of modern psychology1 that there is but small storage accommodation in the brain for facts which have no immediate relation to life4 ,what may be termed the saturating power of the brain is limited1 and after it has soaked up a rather small number of truths1 it can contain no more until it has in some way disposed of those that it still has--either by making them part of its own living structure1 which is done only by making immediate application of them2 or by dropping them below the threshold of consciousness1 that is1 in common language1 forgetting them4 ,moreover1 the brain may form the habit of easily dropping all that relates to a given subject into the limbo where unused things lie disregarded1 and when this becomes the habitual method of disposing of religious instruction1 the results are particularly deplorable4 ,sidenote3 ,the ,mother as ,teacher ,feeble as her own knowledge may be1 a mother has certain advantages as a teacher of her children over any but the exceptional ,sunday school teacher4 ,for1 first1 she knows the children1 and1 knowing them1 knows their needs4 ,secondly1 she knows their daily lives and continually during the week can point out wherein they fail to live up to their ,sunday's lesson4 ,and again and most important1 she loves them tenderly1 and from love flows wisdom4 ,usually the mother gives her own children a love far beyond that given by anyone else1 and this deeper love sharpens her intellectual faculties and makes her both a keen observer and a good tactician4 ,giving her children some simple lesson on ,sunday afternoon1 she finds a hundred opportunities to make the lesson living and vital to them during the succeeding week4 ,sidenote3 ,religious ,enthusiasm ,in the early years of the child's life1 the mother is usually the one to decide whether he shall attend ,sunday ,school or not1 but as he approaches adolescence he is likely to take the matter in his own hands1 and if it happens that some revivalist or a new stirring preacher comes in contact with his life at this time1 he is very likely to be swept off his feet with a sudden zeal of religious enthusiasm1 which his mother fears to check4 ,the reports of memberships1 baptisms1 etc41 show that a large number become converted and join the church during adolescence4 ,while this does not in the least argue that the conclusions that they reach at that time are therefore unsound--for adolescence is not a disease1 nor a form of insanity1 but a normal1 if excitable1 condition--still it does prove1 when coupled with the further fact that in adult life these young converts often relapse into their previous condition1 that a more lasting basis for religion must be found than the emotional intensity of this period of life4 ,a religion to be lasting must be coldly reaffirmed by the intellect3 the dictum of the heart alone is not sufficient4 ,religious enthusiasm1 like all other forms of enthusiasm1 tends of itself to bring about the opposite condition1 and to be succeeded by fits of despondency and bitterness as intense and severe as the enthusiasm itself was brilliant and ecstatic4 ,the history of all great religious leaders amply proves this4 ,they had their bitter hours of wrestling with the powers of darkness1 hours which almost counter-balanced the hours of uplift4 ,only clearly thought-out intellectual convictions reinforced by the habit of daily righteous living can secure the soul against such emotional aberrations4 ,sidenote3 ,danger of ,reaction ,therefore1 although the religious excitability of adolescence must not be thwarted lest it be turned into less helpful channels1 and lest religion lose all the beauty and compelling power lent to it by the glow of youthful feelings1 yet it must be so balanced and ordered by a clear reason1 and especially by the habit of putting each enthusiasm to the test of conduct1 that the young mind may remain true to its law of growth1 developing harmoniously on all three sides at once4 ,the danger of permitting a young boy or girl while under the influence of this emotional instability to enter into any special form of religious service is the danger of reaction4 ,he will discover that all is not as his early vision led him to suppose--because that early vision was of things too high and holy for any earthly realization--and he may turn against what seems to him to be hypocrisy and pretense with a bitterness proportioned to his former love4 ,many honest1 faithful men and women remain in this state of reaction for the rest of their lives4 ,sidenote3 ,a ,difficult ,period ,nevertheless1 it will not do to thwart these young beginnings4 ,they must neither be nipped in the bud nor forced to a premature ripening4 ,above all they must not be suffered to endure the killing frost of ridicule4 ,the period is a difficult one1 but1 as ,dr4 ,stanley ,hall points out1 it is supremely the mother's opportunity4 ,if she can hold her boy's or her girl's confidence now1 can ease their eager young hearts with an intelligent sympathy1 she can probably keep them from any public commitment4 ,perhaps they may desire to confide in the minister2 if so1 let the mother confide in him first4 ,perhaps they have bosom friends1 passing through the same stirring experience2 then let the mother win over these friends4 ,her object should be to shelter this beautiful sentiment2 to keep it safe from exposure2 above all1 to utilize it as a motive-power--as an incentive to noble action4 ,the ,kindergarten rule is a good one3 as quick as a love springs in a child's breast1 give it something to do4 ,when the love of ,god awakes there1 give it much to do4 ,usually1 the only way open is to join the church1 to make a public profession4 ,the wise mother will see to it that there are other ways1 urging the young knight to serve his ,king by going forth into the world immediately about him and fighting against all forms of evil1 giving him a practical1 definite quest4 ,the result of such restriction of public speech1 and stimulation of private deed1 will be a sincere1 lowly-minded religion1 so inwoven with the truest activities as to be inseparable from them4 ,such a religion knows no reaction4 ,sidenote3 ,bible ,study ,now is supremely the time for a study of the ,bible4 ,interesting as a ,divine ,story ,book to the young children1 it becomes the ,book of ,life to these older ones4 ,in teaching it at home1 a few simple rules need to be borne in mind4 ,the first is that the ,bible must be thought of not as a series of disconnected texts and thoughts1 but as a connected whole4 ,the division of ,king ,james' ,bible into verses and chapters is but poorly adapted to this purpose4 ,the illogical1 strange character of the paragraphing1 as measured by the standards of modern ,english1 is apparent at a glance1 for often a verse will end in the middle of a sentence1 and the sentence be concluded in the next verse4 ,the chapters in the same way often fail to finish the subject with which they deal1 and sometimes include several subjects4 ,therefore1 the mother who undertakes to read the ,bible to her children needs first to go through the lesson herself1 and to decide what subject1 not what chapter1 she will take up that day4 ,there is a reader's edition of the ,bible1 and one called the ,children's ,bible1 both of which aim to leave out all repetition and references and to arrange the ,bible narrative in a simple1 consecutive order1 nevertheless employing the beautiful ,bible language4 ,these editions might prove of considerable help to mothers who feel unequal to doing the work by themselves4 ,sidenote3 ,children's ,bible ,second1 comparable to this in importance is the reading of the ,bible and talking about it in a perfectly ordinary tone of voice2 for what you want is to make the ,bible teachings live in to-day4 ,you must not1 therefore1 suggest by your tone or manner that they belong to another day1 and that they are1 in some sense1 to be shut out from common life and speech4 ,this does not mean such common use of ,biblical phrases in every day conversation as to cause it to grow into that form or irreverence known as cant1 but it does mean simple usage of ,bible thought1 and the effort to fit it to the conditions of daily life4 ,such a habit in itself will force any family to discriminate as to what things in the ,bible are living and eternal1 and what things belong rightly to that far away time and place of which the ,bible narrative treats1 thus practicing both teacher and pupils--that is1 both parents and children--in the art of finding the universal spirit of truth under all temporal disguises4 ,without this art the ,bible is a closed book1 even to the closest student4 ,sidenote3 ,making ,lessons ,real ,again1 every effort should be made to help the home ,bible class to understand the period studied in that week's lesson1 and to this end secular literature and art should be freely called upon1 not only such stories1 for example1 as ,ben ,hur1 but other stories not necessarily religious1 which deal with the same time and place2 they are of great help in putting vividly before the children and parents the temporal setting of the eternal stories4 ,cannon ,farrar's ,life of ,christ is a very great help to the realization of the ,new ,testament scenes1 as is also ,tissot's ,pictorial ,life of ,christ4 ,in short every art should be made to deepen and clarify the conceptions roused by the study of the ,bible4 ,sidenote3 ,in ,conclusion ,the mother who undertakes the tremendous task of rightly training her children1 will need to exercise herself daily in all the ,christian virtues--and if there are any ,pagan ones not included under faith1 hope1 charity1 patience1 and humility1 to exercise those also4 ,with these virtues to support her1 she will be able to use whatever knowledge she may acquire4 ,without them she can do nothing4 ,,test ,,questions ,the following questions constitute the written recitation which the regular members of the ,a4,s4,h4,e4 answer in writing and send in for the correction and comment of the instructor4 ,they are intended to emphasize and fix in the memory the most important points in the lesson4 ,,part ,,iii ,read ,carefully4 ,in answering these questions you are earnestly requested not to answer according to the text-book where opinions are asked for1 but to answer according to conviction4 ,in all cases credit will be given for thought and original observation4 ,place your name and full address at the head of the paper2 use your own words so that your instructor may be sure that you understand the subject4 #a4 ,how can you bring the influence of art to bear upon your child8 #b4 ,what is the influence of music8 ,how can you employ it8 #c4 ,do you believe in fairy tales for children8 ,state your reasons4 #d4 ,how would you encourage the love of nature in your child8 #e4 ,what is it that the ,kindergarten can do better than the home8 #f4 ,suppose that your child had some undesirable acquaintances1 how would you meet the situation8 #g4 ,what can you say of accomplishments for children8 #h4 ,if manual training1 physical culture1 domestic science1 etc41 are not taught in your schools and you wish your children to get some of the advantages of these studies1 how will you set about it8 #i4 ,what do you understand to be the correlation of studies8 #aj4 ,should parents become acquainted with the teachers of their children and their methods8 ,why8 #aa4 ,how may children be taught the use of money8 #ab4 ,state the advantages and disadvantages of ,sunday schools4 ,what have they meant in your own experience8 #ac4 ,how will you train your child religiously8 ,can anyone take this task from you8 #ad4 ,what rules must be borne in mind in teaching the ,bible at home8 #ae4 ,give some experience of your own 7or of a friend7 in the training of a child wherein a success has been achieved4 #af4 ,are there any questions you would like to ask or subjects which you wish to discuss in connection with the lessons on the ,study of ,child ,life8 ,note4--,after completing the test sign it with your full name4 ,supplementary ,notes on ,,study ,,of ,,child ,,life ,,by ,,marion ,,foster ,,washburne ,,application ,,of ,,principles4 ,in this ,study of ,child ,life we have considered some of the fundamental principles of education4 ,when we think of the complex inheritance of the ,american people it is1 perhaps1 no wonder that many families contain individuals varying so widely from each other as to seem to require each a complete system of education all to himself4 ,we are a people born late in the history of the race1 and our blood is mingled of the ,norseman's1 the ,celt's1 and the ,latin's4 ,advancing civilization alone would tend to make us more complex1 our problems more subtle2 but in addition to this we are mixed of all races1 and born in times so strenuous that1 sooner or later1 every fibre of our weaving is strained and brought into prominence4 ,in the letters from my students this fact1 with which ,i was already familiar in a general sort of way1 has been brought more particularly to my attention4 ,in all cases1 the situation has been responsible for much confusion and difficulty4 ,in a good many1 it has led to family tragedies1 varying in magnitude from the unhappiness of the misunderstood child to that of the lonely woman1 suffering in adult life from the faults of her upbringing1 and the failure of the family ties whose need she felt the more as the duties of motherhood pressed upon her4 ,if it were possible for me to violate the confidence of my pupils ,i could prove very conclusively that the old-fashioned system of bringing up children on the three ,r's and a spanking did not work so well as some persons seem to think4 ,i could prove that the problem has grown past the point where instinct and tradition may be held as sufficient to solve it4 ,everyone1 seeing these letters1 would be obliged to confess1 ,yes1 indeed1 here is plain need of training for parents4 ,yet1 at the same time1 these same persons would be tempted to inquire1 ,but can any training meet such a difficult situation8 ,here is despair2 and some cause for it4 ,when one's own mother has not understood one2 when one has lived lonely in the midst of brothers and sisters who are more strange than strangers2 when one's childhood is full of the memory of obscure but intense sufferings1 one flies for relief1 perhaps1 to any one who offers it hopefully enough2 but one does not really expect to get it4 ,can training1 especially by correspondence1 meet the need8 ,not wholly1 of course1 let us be frank to admit4 ,no amount of theory1 however excellent1 can take the place of the drill given only in the hard school of experience4 ,but when the theory is not merely theory1 but sound principle1 based on scientific observation1 confirmed by the wide experience of many persons1 it is as valuable in practical life as any rule of mathematics to the practical engineer4 ,we all know that the technical correspondence schools really do fit young mechanics to move on and up in the trade4 ,by correspondence he is given what ,froebel calls the interpreting word4 ,the experience in application the student has to supply himself4 ,so in the matter of education4 ,there are genuine principles which underlie the development of every child that lives--even the feeble-minded1 deaf1 and blind4 ,read ,helen ,keller's wonderful life1 if you want to see the proof of it4 ,just as surely as a child has two legs and has to learn to walk on them by a series of prolonged experiments1 just so surely he has 7a7 a sense of justice1 7b7 an instinct for freedom1 7c7 a love of play4 ,every kind of child has all these instincts1 as much as he has love for food and drink2 and to educate him consists in developing these instincts into 7a7 the habit of dealing justly by others1 7b7 the right use of freedom1 7c7 love of work4 ,the particular methods may differ4 ,the principles do not and ,,cannot ,,differ4 ,she who would succeed in child training must hold to these truths with all her might and main--making them1 in fact1 her religion1 for they are the doctrines of the ,christian religion as applied to motherhood4 ,to hold them lightly1 or even experimentally1 will not do4 ,one most walk in faith4 ,and that the faith may not be blind1 but may be based on experience and understanding1 let me suggest this means of proof3 ,instead of asking yourself how the laws laid down in these little books would fit this or that particular child1 your own or another's1 ask how they would have fitted you1 if they had been applied to you by your own mother4 ,take the chapter on faults1 pick out the one which was yours1 in childhood--oh1 of course1 you've got over it now6--think of some bitter trouble into which that fault hurried you1 and conceive that1 instead of the punishment you did receive1 you had been treated as the lesson suggests--what1 do you think1 would have been the result8 ,and so with the other chapters--even with that much-mooted question of companionship4 ,test the truth of them all by their imaginary application to the child you know best4 ,when you can1 find the principles that your own mother did employ in your education1 and examine the result of what she did4 ,some of the principles will suddenly become luminous to you1 ,i am sure2 and some things that happened in the past receive an explanation4 ,such a self-examination1 to be of any value1 must be rigidly honest4 ,there is too much at stake here for you to permit any remnants of bitter feeling to influence your judgment--and you will surely be surprised to find how many bitter resentments will show that they yet have life4 ,the past is dead1 as far as your power to change it is concerned2 but it lives1 as a thing that you can use4 ,here is your own child1 to be helped or hindered by what you may have endured4 ,it will all have been worth while1 if by means of it you can save him from some bruises and falls4 ,every bitterness will be sweetened if you can look through it and find the truth which shall serve this dearer little self who looks to you for guidance4 ,then1 when you have found the principles true--and not one minute before6--put them rigidly into practice4 ,i say1 not one minute before you are convinced1 because it is better to hold the truth lightly in the memory as a mere interesting theory you have never had time to test1 than to swallow it1 half assimilated4 ,truth is a real and living power1 once it is applied to life2 and to half-use it in doubt1 and fear1 is to invite indigestion and consequent disgust4 ,take of these teachings that which you are sure is sound and right1 and use it faithfully1 and unremittingly4 ,be careful that no plea of expediency1 no hurry of the moment1 makes you false4 ,if you are thus faithful in small things1 one after the other1 in a series fitted to your own peculiar constitution1 the others will prove themselves to you2 for they are coherent truths1 and not one lives to itself alone1 but joins hands with all the rest4 ,being truths1 they fit all human minds--yours and mine1 and those of our children1 no matter how diverse we may be4 ,,other ,,people',s ,,children ,isn't it ridiculously true that1 as soon as we get enlightened ourselves1 we burn to enlighten the rest of the world8 ,we do not seem to remember our own feelings during the years of darkness1 and the contentment of those who remain as we were surpasses our power of comprehension4 ,it is really comforting to my own sense of impatience and balked zeal to find how many of my pupils are dreadfully concerned about other people's children4 ,this one's heart burns over the little boy next door who is shamefully mismanaged and who already begins to show the ill effects of his treatment4 ,that one has a sister-in-law who refuses to listen to a word spoken in season4 ,between my smiles--those comfortable smiles with which we recognize our own shortcomings--,i1 too1 am really concerned about the sister-in-law's children4 ,it is true that their mother ought to be taught better1 and that1 if she isn't1 those innocent lambs are going to suffer for it4 ,off at this distance1 without the ties of kindred to draw me too close for clear judgment1 ,i see1 though1 that we have to walk very cautiously here1 for fear of doing more harm than good4 ,better that those benighted women never heard the name of child-study1 than to hear it only to greet it with rebellion and hatred4 ,yet to force any of our principles upon her attention when she is in a hostile mood--or to force them1 indeed1 in any mood--is to invite just this attitude4 ,most of us1 by the time that we are sufficiently grown up to undertake the study of child life1 have outgrown the habit of plainly telling our friends to their faces just what we think of their faults2 yet this is a safe and pleasant pastime beside that other of trying to tell them how to bring up their children4 ,you stand it from me1 because you have invited it1 and perhaps still more because you never see me1 and the personal element enters only slightly and pleasantly into our relationship4 ,i sometimes think that students pour out their hearts to me1 much as we used to talk to our girl friends in the dark4 ,i'm very sure ,i should never dare to say to their faces what ,i write so freely on the backs of their papers6 ,you see1 the adult1 too1 has his love of freedom2 and while he can stand an indirect1 impersonal preachment1 which he may reject if he likes without apology1 he will not stand the insistence of a personal appeal4 ,i've let ,little ,women shame me into better conduct1 when ,i was a girl1 at times when no direct speech from a living soul would have brought me to anything but defiance--haven't you8 ,we have to apply our principles to the adult world about us1 well as to the child-world1 and teach1 when we permit ourselves to teach at all1 chiefly by example1 by cheerful confession of fallibility1 by open-mindedness4 ,above all things1 we have to respect the freedom of these others1 about whom we are so inconveniently anxious4 ,it is fair1 though1 that the spoken word should interpret what we do4 ,it is fair enough to tell your sister-in-law what you think and ask her judgment upon it1 if you can trust yourself not to rub your own judgment in too hard4 ,if you are unmarried1 and a teacher1 you will have to concede to her preposterous marital conceit a humble and inquiring attitude1 and console your flustered soul by setting it to the ingenious task of teaching by means of a graduated series of artful inquiries4 ,don't1 oh don't6 seek for an outspoken victory4 ,be content if some day you hear her proclaim your truth as her own discovery4 ,it never was yours1 anyway1 any more than it is hers or than it is mine4 ,be glad that1 while she claims it1 she at least holds it close4 ,if you are a mother1 you are in an easier case4 ,you can do to your own children just what she ought to do to hers1 and tell about it softly1 as if sure of her sympathy4 ,if you are very sincere in your desire for the welfare of her child1 you may even ask her advice about yours1 and so gain the right to offer a little in exchange--say one-tenth of what she gives4 ,all these warnings apply to unsought advice--a dangerous thing to offer under any circumstances4 ,except there is a real emergency1 you had better avoid it4 ,if your nephew or little neighbor is winning along through his troubles fairly well1 best keep hands off4 ,but if you absolutely must interfere1 guard yourself as ,i suggest1 and remember that1 even then1 you will assuredly get burned1 if you play long with that dangerous fire of maternal pride6 ,when your advice is sought1 you are in a different position4 ,then you have a right to speak out1 though if you are wise and loving you will temper that right with charity4 ,no one can be too gentle in dealing with a soul that honestly asks for help2 but one can easily be too timid4 ,think1 under these circumstances1 of yourself not at all2 but put yourself as much as possible in her place2 be led by her questions2 and answer fearlessly from the depths of the best truth you hold4 ,then leave it4 ,you can do no more4 ,what becomes of that truth1 once you have lovingly spoken it1 is no more of your concern4 ,,the ,,sex ,,question ,always convinced of the importance of this subject1 convictions have deepened to the point of dismay since learning1 through this school1 of the many women who have suffered and who continue to suffer1 both mentally and physically1 because1 in early girlhood1 they were not taught those finer physiological facts upon which the very life of the race depends4 ,yet1 strangely enough1 these very victims find it almost impossible to give their children the knowledge necessary to save them from a similar fate4 ,it is as if the lack of early training in themselves leaves them helpless before a situation from which they suffer but which they have never mastered4 ,of course such feelings1 in themselves morbid1 are not to be trusted4 ,faced with a task like this we have only to ask ourselves not ,is it hard8 but ,is it in truth my task8 ,if it is1 we may be sure that we shall be given strength to do it1 provided only that we are sincere in our willingness to do it and do not count our feelings at all4 ,it is preposterous to have such feelings1 in the first place4 ,they are wholly the product of false teaching4 ,for we have no right--as we recognize when we stop to think about it in calmness of spirit1 and apart from our special difficult--to sit in scornful judgment upon any of the laws of nature4 ,when we find ourselves in rebellion against them1 what we have to do is to change the state of our minds1 for change the laws we cannot4 ,if we women could inaugurate a gigantic strike against the present method of bearing children--and ,i imagine that millions would join such a strike if it held out any promise of success6--we still could accomplish nothing4 ,to fret ourselves into a frazzle over it1 is to accomplish less than nothing2--it is to enter upon the pathway to destruction4 ,in teaching our children1 then1 we have first to conquer ourselves--that painful1 reiterated1 primal necessity1 which must underlie all teaching4 ,having done so1 we shall find our task easier than we supposed4 ,the children's own questions will lead us2 and if we simply make it a rule never to answer a question falsely no matter how far it may probe1 we shall find ourselves not only enlightening but receiving enlightenment4 ,for nothing is so sure an antidote to morbidness as the unspoiled mind of a child4 ,he looks at the facts with such a calm1 level gaze that proportions are restored to us as we follow his look4 ,many of my letters show that adult women1 wives and mothers1 still grope for the truth that lies plain to the eyes of any simple child--the truth that there is no such thing as clean and unclean1 only use and misuse4 ,others1 through love1 and the splendid revelations that it makes1 have risen so far above their former misconceptions that they fear to tell a child the facts before he has experienced the love4 ,i can imagine that in an ideal world some such reticence might be good and right--but this is far from an ideal world4 ,we have to train our children relatively1 not absolutely1 in the knowledge that we do not control all their environment4 ,i think the solution of the difficulty is to teach the facts of sex in a perfectly calm1 unemotional1 matter-of-fact manner1 just as one teaches the laws of digestion4 ,when knowledge of evil is thrust upon our child let us be sorry with him that those other children have never been taught1 and that they are doing their bodies such sad mischief4 ,but don't exaggerate it2 don't be too shocked2 don't condemn the poor little sinners1 who are also victims1 too severely4 ,charity toward wrong-doing is the best prophylactic against imitation4 ,we never feel the lure of a sin which grieves us in another2 but often the call of a sin which we too strongly condemn4 ,because the very strength of the condemnation rouses our imaginations1 is in itself an emotion1 and1 since it is certainly not a loving one1 must necessarily be linked with all other unloving and therefore evil emotions4 ,as far as possible1 let us keep feeling out of this subject1 until such time as the true and beautiful feeling of love between husband and wife arises and uplifts it4 ,,fathers ,and now comes the editor of these lessons and accuses me of neglecting the fathers6 ,nothing in this world could be farther from my thoughts4 ,not only do ,i agree with him that all ordinary children have fathers1 and it might be well to put in a paragraph2 but ,i am cheerfully willing to write a whole book on the subject1 provided that a mere modicum of readers can be assured me4 ,i fairly ache to talk to fathers1 having a really great ideal of them1 and whenever a class of them can be induced to take up a correspondence course ,i shall be glad to conduct it4 ,joking aside1 however1 ,i truly feel that the saddest lack many of our children have to suffer is the lack of fathers2 and the saddest lack our men have to suffer is the lack of children4 ,so little are most men awake to this subject that ,i am perfectly convinced that much of the prevalent race suicide is due to their objections to a large family1 rather than to their wives'4 ,upon them comes the burden of support4 ,they get few of the joys which belong to children1 and nearly all of the woes4 ,seldom do they share the games of their offspring1 or their happy times2 and almost always the worst difficulties are thrust upon them for solution4 ,not that they often solve them6 ,how can we expect it8 ,there is ,edgar growing very untruthful and defiant4 ,we have concealed all the first stages of the disease for fear of bothering poor tired papa4 ,at last it reaches such a height that we can conceal it no longer4 ,we fling the desperate boy at the very head of the bewildered father1 and then have turns of bitter disappointment because the remedies that are applied may be so much cruder1 even1 than our own4 ,here is a boy who gets close to his father only to find the proximity very uncomfortable2 and a father who becomes acquainted with his son only through the ugly revelations of his worst faults4 ,not but that the fathers are somewhat to blame1 too4 ,without urging by us1 they ought1 of course to take a spontaneous interest in the lives for which they are responsible4 ,they ought to1 and they often do2 but the interest is sometimes ill-advised1 and consequently unwelcome4 ,there are fathers whose interest is a most inconvenient thing4 ,when they are at home1 they run everything1 growl at everything1 upset1 as like as not1 all that the mother has been trying to do during the day4 ,i know wives who are distinctly glad to encourage their husbands in the habit of lunching down-town1 so that they can have a little room for their own peculiar form of activity4 ,and maybe we all have times of sympathizing with the woman in this familiar story3 ,there was a man once who never left the house without a list of directions to his wife as to how she should manage things during his absence4 ,better have the children carry umbrellas this morning2 it's going to rain1 said he1 as he went out of the door4 ,be sure to put on their rubbers4 ,and since the baby is so croupy ,i'd get out his winter flannels1 if ,i were you4 ,yes1 dear1 said the patient wife4 ,make your mind easy4 ,i'll take just as good care of them as if they were my own children4 ,of course this is an extreme case4 ,there are other fathers whose whole idea of the parental relation seems to be indulgence4 ,no system of discipline1 however mild1 can be carried out when such a man wins the children's hearts and ruins their dispositions4 ,it is he1 isn't it8 7,i don't quite recollect the tale7 who was sent1 after death1 to the warm regions1 there to expiate his many sins of omission4 ,and his adoring children1 who had been hauled to heaven by the main strength1 let us say1 of their mother1 found that the only thing they could do for him was to call out celestial hose company number one and ask them to play awhile upon the overheated apartments of poor tired papa4 ,the truth is--sit close and let no man hear what we say6--that these fathers are much what we1 the mothers1 make them4 ,if1 under the mistaken idea of saving father from all the worries of the children1 we hurry the youngsters off to bed before he comes home in the evening1 conceal our heart-burnings over them1 do our correspondence-school work in secret and solitude1 meditate in the same fashion over plans for their upbringing1 talk to our neighbors but never to him about the daily troubles1 how can we expect any man on earth1 no matter how susceptible of later angelic growth1 to become a wise and devoted father8 ,tired or not1 he is a father1 not a mere bread-winner4 ,whether he likes it at the moment or not1 it is for his soul's health for him to enter into the full life of his family1 including those problems which are at the very heart of it1 after his day of grinding1 and very likely unloving1 work at the office4 ,here love enters to interpret1 to soften1 to make all principles live4 ,here alone he can give himself to those gentler forms of judgment which are necessary as much to the completion of his own character as to the happiness and welfare of his wife and children4 ,someone has said that we wrong our friends when we ask nothing of them2 and certainly it is true that we wrong our husbands when we do not demand big and splendid things of them4 ,that word demand troubles me a little4 ,so many women demand--and demand terribly6 ,but what they demand is indulgence1 sympathy1 interest--,i think sometimes that they crave a man's utter absorption in themselves much as a man craves strong drink4 ,it is their form of intoxication4 ,such demanding is not1 of course1 what ,i mean4 ,demand nothing for yourself1 beyond simple justice4 ,not love1 for that flies at the very sound of demand1 and dies before nagging4 ,but demand for the man himself1 call upon his nobler qualities1 and don't let him palm off on you his second-best4 ,many a man is loved and honored by his business associates whose wife and children never catch a glimpse of the finer side of him4 ,demand the exercise of these fine traits in the home4 ,demand that he be a fine man in the eyes of his children as in the eyes of his friends4 ,be sure that he will rise to the occasion with a splendid sense of having1 now1 a home that is a home1 of having a wife who is wived to the man he likes best to be4 ,this bids fair to be--as ,i knew it would1 if once ,i permitted myself to write at all on the subject--not a paragraph1 but a whole essay--or perhaps1 if ,i did not check myself1 a whole volume6 ,but after all1 what ,i want to say is merely that as no child can be born without a father1 so he cannot be properly trained without a father's daily assistance4 ,and that1 since most fathers come to the task even more untrained than the mothers1 some training must be undertaken4 ,by whom8 ,by the mother4 ,it is1 ,i solemnly believe1 your duty to go ahead a little on this part of the journey1 find out what ought to be done1 and teach1 coax1 induce your husband to co-operate with you in these things4 ,no one knows better than you do that he is only a boy at heart after all--perhaps the very dearest boy of them all4 ,this boy you have to help while yet the other children are little--but be sure that1 as you teach him1 so1 all the time1 will he teach you4 ,every principle laid down in this book1 above all others the principle of freedom1 will apply to him4 ,he will take the lessons a trifle more reluctantly but more lastingly than the younger boys2 and in a little while you will be envied of all your women friends because of the competency1 the reliability1 the contentment of your children's father4 ,,the ,,unconscious ,,influence ,when all is said and done1 it remains true that the finest1 the most subtle and penetrating influence in education is precisely that education for which no rules can be laid down4 ,it is the silent influence of the motives which impel the persons who constantly surround us4 ,if we examine for a little our own childhood we see at once that this is so4 ,what are those canons of conduct by which we judge others and even occasionally ourselves8 ,whence came that list of impossible things1 those things that are so closed to us that we cannot1 even under great stress1 of temptation1 conceive ourselves as yielding to them8 ,there is an enlightening story of a young man1 born and bred a gentleman1 who1 by the way of fast living falls upon poverty4 ,in the hard pressure of his financial affairs he is about to commit suicide1 when suddenly he finds1 in an empty cab1 a roll of bills amounting to some thousands of dollars4 ,the circumstances are such that he knows that he can1 if he will1 discover the owner2 or1 he can1 without fear of detection1 keep the money himself4 ,he makes up his mind1 deliberately1 to keep it1 and then1 almost against his will1 subconsciously as it were1 walks to the office of the man who lost the money and restores it to him4 ,now1 doubtless1 in his downward career he had done many things which judged by any absolute standard of morality were quite as wrong as the keeping of that money would have been1 but the fact remained that he could not do that deed4 ,others1 yes1 but not that4 ,he was a gentleman1 and gentlemen do not steal private property1 whatever they may do about public property4 ,yet probably1 in all his life he had not once been told not to steal--not one word had he been taught1 openly1 on the subject4 ,no one whom he knew stole4 ,he was never expected to steal4 ,stealing was a sin beyond the pale4 ,so strong was this unconscious1 but unvarying influence1 that by it he was saved1 in the hour of extreme need1 from even feeling the force of a temptation that to a boy born and reared1 say1 in the slums1 would have been overwhelming4 ,now1 considering such things1 ,i take it that it behooves us1 as parents1 to look closely at the sort of persons that we are1 clear inside of us4 ,to examine1 as if with the clear eyes of our own children1 waiting to be clouded by our sophistries1 the motives from which we habitually act in the small affairs of everyday life4 ,are we influenced by fear of what the neighbors will say8 ,have we one standard of courtesy for company times1 and another for private moments8 ,if so1 why8 ,are we self-indulgent about trifles8 ,are we truthful in spirit as well as in letter8 ,do we permit ourselves to cheat the street-car and the railroad company1 teaching the child at our side to sit low that he may ride for half-fare8 ,do we seek justice in our bargaining1 or are we sharp and self-considerate8 ,do we practice democracy1 or only talk it and wave the flag at it8 ,and so on with a hundred other questions as to those small repeated acts1 which1 springing from base motives1 may put our unconscious influence with our children in the already over-weighted down-side of the scale2 or met bravely and nobly1 at some expense of convenience1 may help to enlighten the weight of inherited evil4 ,sometimes ,i wonder how much of what we call inherited evil is the result not of heredity at all1 but of this sort of unconscious education4 ,,answers ,,to ,,questions ,,the ,,self-,,distrustful ,,child4 ,your question is an excellent one4 ,the answer to it is really contained in your answer to the question about obedience4 ,if a child obey laws not persons1 and is steadily shown the reasonableness of what is required of him1 he comes to trust those laws and to trust himself when he is conscious of obeying4 ,but in addition to this general training1 it might be well to give a self-distrustful child easy work to do--work well within his ability--then to praise him for performing it2 give him something a little harder1 but still within his reach1 and so on1 steadily calling on him for greater and greater effort1 but seeing to it that the effort is not too great and that it bears visible fruit4 ,he should never be allowed to be discouraged2 and when he droops over his work1 some strong1 friendly help may well he given him4 ,sensitive1 conscientious children1 such as ,i imagine you were1 are sometimes overwhelmed in this way by parents1 quite unconscious of the pain they are giving by assigning tasks that are beyond the strength and courage of the young toilers4 ,at the same time1 much might be done by training the child's attention from product to process4 ,you know the ,st4 ,louis ,fair does not aim to show what has been done1 but how things are done4 ,so a child--so you--can find happiness and intellectual uplift in studying the laws at work under the simplest employment instead of counting the number of things finished4 ,,company ,,ways ,a boy who is visiting us is so beset with rules and 'nagged' even by glances and nudges1 that ,i wonder that he is not bewildered and rebellious4 ,he seems good and pleasant and obedient 7#ab years old71 but ,i keep wondering why8 ,perhaps these were company ways inspired by an over-anxiety on his mother's part that he should appear well4 ,oh1 ,i have been so tempted in this direction6--for of course people look at my children to see if they prove the truth of my teachings1 and as they are vigorous1 free and active youngsters1 with decided characteristics they often do the most unexpected and uncomfortable things6 ,there must be good points both in the boy himself--the boy you mention--and in his training which offset the bad effects of the 'nagging' you notice--and possibly the nagging itself may not be customary when he is at home4 ,and perhaps the mother knows that you are a close observer of children4 ,,theory ,,before ,,practice ,there is only one danger in learning about the training of children in advance of their advent1 and that is the danger of being too sure of ourselves--too systematic4 ,the best training is that which is most invisible--which leaves the child most in freedom4 ,almost the whole duty of mothers is to provide the right environment and then just love and enjoy the child as he moves and grows in it4 ,but to do this apparently easy thing requires so much simplicity and directness of vision and most of us are so complex and confused that considerable training and considerable effort are required to put us into the right attitude4 ,for myself1 soon after ,i took my kindergarten training1 which ,i did with three babies creeping and playing about the schoolroom1 ,i read ,george ,meredith's ',ordeal of ,richard ,feveril' 7referred to on p4 #cc1 ,part ,i7 and felt that that book was an excellent counter-balance1 saving me1 in the nick of time1 from imposing any system1 however perfect1 upon my children4 ,perhaps you will enjoy reading it1 too4 ,,the ,,emotional ,,appeal ,doing right from love of parent may easily become too strong a factor and too much reliance may be placed upon it4 ,there are few dangers in child training more real than the danger of over working the emotional appeal4 ,you do not wish your child to form the habit of working for approval1 do you8 ,,the ,,food ,,question ,the food question can be met in less direct ways with your young baby4 ,no food but that which is good for him need be seen4 ,it is seldom good to have so young a child come to the family table4 ,it is better he would have his own meals1 so that he is satisfied with proper foods before the other appears4 ,or1 if he must eat when you do1 let him have a little low table to himself1 spread with his own pretty little dishes and his own chair1 with perhaps a doll for companion or playmate4 ,from this level he cannot see or be tempted by the viands on the large table2 yet1 if his table is near your chair you can easily reach and serve him4 ,it is a real torment to a young child to see things he must not touch or eat1 and it is a perfectly unnecessary source of trouble4 ,my four children ate at such a low table till the oldest was eight years old1 when he was promoted to our table1 and the others followed in due order4 ,,air ,,castles ,what a wonderful reader you were as a child6 and certainly the books you mention were far beyond you4 ,yet ,i can not quite agree that the habit of air-castle building is pernicious4 ,indeed ,i believe in it4 ,it needs only to be balanced by practical effort1 directed towards furnishing an earthly foundation for the castle4 ,build1 then1 as high and splendid as you like1 and love them so hard that you are moved to lay a few stones on the solid earth as a beginning of a more substantial structure2 and some day you may wake to find some of your castles coming true4 ,those practical foundation stones underlying a tremendous tower of idealism have a genuine magic power4 ,build all you like about your baby1 for instance4 ,think what things ,mary pondered in her heart4 ,no1 ,i'm never worried about idealism except when it is contented with itself and makes but little effort at outward realization4 ,but the fact that you are taking this course proves that you will work to realize your ideals4 ,i don't think it very bad either to read to 'kill time4' ,though if you go on having a family1 you won't have any time to kill in a very little while4 ,but do read on when you can1 otherwise you may be shut in1 first you know1 to too small a world1 and a mother needs to draw her own nourishment from all the world1 past and present4 ,,duty ,,to ,,oneself ,yes1 ,i should say you were distinctly precocious1 and that you are almost certainly suffering from the effects of that early brilliancy4 ,but the degree was not so great as to permanently injure you1 especially if you see what is the matter1 and guard against repeating the mistakes of your parents4 ,i mean that you can now treat your own body and mind and nerves as you wish they had treated them4 ,pretend that you are your own little child1 and deal with yourself tenderly and gently1 making allowances for the early strain to which you were subjected4 ,so few of us ,american women1 with our alert minds1 and our ,puritanic consciences1 have the good sense and self-control to refrain from driving ourselves2 and if1 as often happens1 we have formed the bad habit early in life1 reform is truly difficult1 but not impossible4 ,we can get the good of our disability by conscientiously driving home the principle that in order to 'love others as ourselves' we must learn to love ourselves as we love others4 ,we have literally no right to be unreasonably exacting toward ourselves1--but perhaps ,i am taking too much upon myself by preaching outside the realm of child study4 ,,the ,,mother ,,and ,,the ,,teacher ,your paper has been intensely interesting to me4 ,i have always held that a true teacher was really a mother1 though of a very large flock1 just as a true mother is really a teacher1 though of a very small school4 ,the two points of view complete each other and ,i doubt if either mother or teacher can see truly without the other4 ,they tell us1 you know1 that our two eyes1 with their slight divergence of position1 are necessary to make us1 see things as having more than one side2 and the mother and the teacher1 one seeing the individual child1 the other the child as the member of the race1 need each other to see the child as the complex1 many-sided individual he really is4 ,in your school1 do you manage to get the mothers to co-operate8 ,here1 ,i am trying to get near my children's teachers4 ,they try1 too2 but it is not altogether easy for any of us4 ,we need some common meeting ground--some neutral activity which we could share4 ,if you have any suggestions1 ,i shall be glad to have them4 ,of course1 ,i visit school and the teachers visit me1 and we are friendly in an arm's length sort of fashion4 ,that is largely because they believe in corporal punishment and practice it freely and it is hard for us to look straight at each other over this disagreement4 ,,corporal ,,punishment4 ,to the ,matron of a ,girls' ,orphan ,asylum ,now to the specific questions you ask4 ,my answers must1 of course1 be based upon general principles--the special application1 often so very difficult a matter1 must be left to you4 ,to begin with corporal punishment4 ,you say you are 'personally opposed1 but that your early training and the literal interpretation of ,solomon's rod keep you undecided4' ,surely your own comment later shows that part1 at least1 of the influence of your early training was against corporal punishment1 because you saw and felt its evils in yourself4 ,such early training may have made you unapt in thinking of other means of discipline2 but it can hardly have made you think of corporal punishment as right4 ,and how can anyone take ,solomon's rod any more literally than she does the ,savior's cross8 ,we are bid1 on a higher authority than ,solomon's proverbs1 to take up our cross and follow ,him4 ,this we all interpret figuratively4 ,would you dream1 for instance1 of binding heavy crosses of wood upon the backs of your children because you felt yourselves so enjoined in the literal sense of the ,scriptures8 ,why1 then1 take the rod literally8 ,it is as clearly used to designate any form of orderly discipline as the cross is used to designate endurance of necessary sorrows4 ',the letter killeth1 but the spirit maketh alive4' ,as to your next question about quick results1 ,i must recognize that you are in a most difficult position4 ,for not the best conceivable intentions1 nor the highest wisdom1 can make the unnatural conditions you have to meet1 as good as natural ones4 ,in any asylum many purely artificial requirements must be made to meet the artificial situation4 ,time and space1 those temporal appearances1 grow to be menacing monsters1 take to themselves the chief realities4 ,nevertheless1 so far as you are able1 you surely want to do the natural1 right1 unforced thing4 ,and with each successful effort will come fresh wisdom and fresh strength for the next4 ,let me suggest1 in the case you mention1 of insolence1 that three practical courses are open to you3 one to send or lead the child quietly from the room1 with the least aggressiveness possible1 so as not further to excite her opposition1 and to keep her apart from the rest until she is sufficiently anxious for society to be willing to make an effort to deserve it2 or two1 to do nothing1 permitting a large and eloquent silence to accentuate the rebellious words2 or three1 to call for the condemnation of the child's mates4 ,speaking to one or two whose response you are sure of first1 ask each one present for a expression of opinion4 ,this is so severe a punishment that it ought not often to be invoked2 but it is deadly sure4 ,,stealing ,the question of honesty is1 indeed1 most difficult4 ,i do not think it would lower the standard of morality to assume honesty1 as the thing you expected to find1 to accept almost any other explanation1 to agree with the whole body of children that dishonesty was so much the fault of dreadfully poor people who had nothing unless they stole it1 that it could not be their fault1 who had so much--couldn't be the fault of anyone who was well brought up as they were4 ,emphasize1 in story and side allusion1 at all sorts of odd moments when no concrete desire called away the children's minds1 the fact that honesty is to be expected everywhere1 except among terribly unfortunate people--of course assuming that they with their good shelter and good schooling are among the fortunate ones4 ,then you will give each child not only plenty of everything1 but things individualized1 easily distinguished1 and a place to put them in4 ,i've often thought that the habit of buying things wholesale--so many dolls1 all exactly alike1 so many yards of calico for dresses1 all exactly alike1 leads1 in institutions like yours1 to a vague conception of private property1 and even of individuality itself4 ,if some room could be allowed for free choice--the children be allowed to buy their own calicoes1 within a given price1 or to choose the trimmings or style1 etc4 ,i feel sure the result would be a sturdier self-respect and a greater sense of that difference between individuals which needs emphasizing just as much as does the solidarity of individuals4 ,,bibliography ,,books ,,for ,,mothers ,fundamental ,books 7,philosophy of ,education--,pedagogy7 ,the ,science of ,rights 7#e4jj1 postage #cj;c71 ,j4,g4 ,fichte4 ,education of ,man 7#a4ej1 postage #ab;c71 ,friedrich ,froebel4 ,mottoes and ,commentaries of ,froebel's ,mother ,play 7#a4ej1 postage #ad;c71 translated by ,susan ,e4 ,blow4 ,the ,part ,played by ,infancy in the ,evolution of ,man 7#b4jj1 postage #ae;c71 from ,a ,century of ,science1 article by ,john ,fiske4 ,how ,gertrude ,teaches ,her ,children 7#a4ej1 postage #ad;c71 ,pestalozzi4 ,levana1 ,bohn ,library 7#a4jj1 postage #ab;c71 ,jean ,paul ,richter4 ,education 7#a4be1 postage #ab;c71 ,herbert ,spencer4 ,general ,books on ,education ,household ,education 7#a4be1 postage #aj;c71 ,harriet ,martineau4 ,bits of ,talk ,about ,home ,matters 7#a4be1 ,postage #aj;c71 ,h4,h4 ,jackson4 ,biography of a ,baby 7#a4ej1 postage #ab;c71 ,millicent ,shinn4 ,study of ,child ,nature 7#a4jj1 postage #aj;c71 ,elizabeth ,harrison4 ,two ,children of the ,foot ,hills 7#a4be1 postage #aj;c71 ,elizabeth ,harrison4 ,the ,moral ,instruction of ,children 7#a4ej1 postage #ad;c71 ,felix ,adler4 ,the ,children of the ,future 7#a4jj1 postage #aj;c71 ,nora ,a4 ,smith4 ,children's ,rights 7#a4jj1 postage #aj;c71 ,kate ,douglas ,wiggin and ,nora ,a4 ,smith4 ,republic of ,childhood 7#c vols41 each #a4jj2 postage #aj;c71 ,kate ,douglas ,wiggin and ,nora ,a4 ,smith4 ,educational ,reformers 7#a4ej1 postage #ad;c71 ,quick4 ,lectures to ,kindergartners 7#a4jj1 postage #aj;c71 ,elizabeth ,peabody4 ,the ,place of the ,story in ,early ,education 7#j4ej1 postage #f;c71 ,sara ,e4 ,wiltse4 ,children's ,ways 7#a4be1 postage #aj;c71 ,sully4 ,kindergarten and ,child ,culture ,papers 7#c4ej1 postage #bj;c71 ,barnard4 ,adolescence 7#b vols41 #g4ej2 postage #ef;c71 ,g4 ,stanley ,hall4 ,psychology and ,advanced ,the ,mind of the ,child 7#b vols41 each #a4ej1 postage #aj;c71 ,w4 ,preyer4 ,the ,intellectual and ,moral ,development of the ,child 7#a4ej1 postage #ab;c71 ,g4 ,compayre4 ,child ,study 7#a4be1 postage #ad;c71 ,amy ,tanner4 ,the ,story of the ,mind 7#j4ce1 postage #f;c71 ,j4 ,mark ,baldwin4 ,psychology 7,briefer ,course1 #a4fj2 postage #af;c4 ,advanced ,course1 #b vols41 #d4hj2 postage #dd;c71 ,james4 ,school and ,society 7#a4jj1 postage #aj;c71 ,john ,dewey4 ,emile 7#j4ij1 postage #h;c71 ,rousseau4 ,pedagogics of the ,kindergarten 7#a4ej1 postage #ab;c71 ,froebel4 ,education by ,development 7#a4ej1 postage #ab;c71 ,froebel4 ,kindergarten and ,child ,culture ,papers1 ,henry ,barnard4 ,letters to a ,mother on the ,philosophy of ,froebel 7#a4ej1 postage #ab;c71 ,blow4 ,studies of ,childhood 7#b4ej1 postage #bj;c71 ,sully4 ,mental ,development 7#a4ge1 postage #af;c71 ,baldwin4 ,education of ,central ,nervous ,system 7#a4jj1 postage #af;c71 ,halleck4 ,child ,observations1 ,imitative ,symbolic ,education 7#a4ej1 postage #ab;c71 ,blow4 ,interest as ,related to ,will 7#j4be1 postage #f;c71 ,dewey4 ,religious ,training ,christian ,nurture 7#a4be1 postage #ab;c71 ,horace ,bushnell4 ,on ,holy ,ground 7#c4jj1 ,postage #cj;c71 ,w4,l4 ,worcester4 ,the ,psychology of ,religion 7#a4ej1 postage #ad;c71 ,e4,d4 ,starbuck4 ,the ,sex ,question ,the ,song of ,life 7#a4be1 postage #ab;c71 ,margaret ,morley4 ,what a ,young ,boy ,ought to ,know 7#a4jj1 postage #aj;c71 ,rev4 ,sylvanus ,stall4 ,what a ,young ,girl ,ought to ,know 7#a4jj1 postage #aj;c71 ,rev4 ,sylvanus ,stall4 ,duties of ,parents to ,children in ,regard to ,sex 7#j4dj1 postage #d;c71 ,rev4 ,wm4 ,l4 ,worcester4 ,how to ,tell the ,story of ,reproduction to ,children1 ,pamphlet #e;c2 order from ,mothers' ,union1 #cdjh ,harrison ,street1 ,kansas city1 ,mo4 ,of ,general ,interest to ,mothers ,wilhelm ,meister 7#a4jj1 postage #ad;c71 ,goethe4 ,story of ,my ,life 7#a4ej1 postage #ad;c71 ,helen ,keller4 ,the ,ordeal of ,richard ,feveril 7#a4ej1 postage #ad;c71 ,george ,meredith4 ,up from ,slavery 7#a4ej1 postage #ad;c71 ,booker ,t4 ,washington4 ,emmy ,lou 7#a4ej1 ,postage #ad;c71 ,mrs4 ,george ,madden ,marten4 ,the ,golden ,age 7#a4jj1 postage #aj;c71 ,kenneth ,grahame4 ,dream ,days 7#a4jj1 postage #aj;c71 ,kenneth ,grahame4 ,in the ,morning ,glow 7#a4be1 ,postage #ab;c71 ,roy ,rolf ,gilson4 ,man and ,his ,handiwork1 ,wood4 ,primitive ,industry 7#e4jj1 postage #dj;c71 ,abbott4 ,every ,day ,essays 7#a4be1 postage #aj;c71 ,marion ,foster ,washburne4 ,family ,secrets 7#a4be1 postage #aj;c71 ,marion ,foster ,washburne4 ,,books ,,for ,,children ,fairy ,tales ,grimm's ,fairy ,tales 7#j4ej1 postage #ad;c74 ,andrew ,lang's ,green1 ,yellow1 ,blue and ,red ,fairy ,books 7each #j4ej1 postage #ad;c74 ,hans ,christian ,andersen's ,fairy ,tales 7#j4ej1 portage #ad;c74 ,tanglewood ,tales 7#j4ge1 postage #ad;c71 ,hawthorne4 ,the ,wonder ,book 7#j4ge1 postage #ab;c71 ,hawthorne4 ,old ,fashioned ,fairy ,tales by ,tom ,hood1 retold by ,marion ,foster ,washburne4 7,in press47 ,adventures of a ,brownie1 by ,dinah ,maria ,mulock ,craik4 ,edited by ,marion ,foster ,washburne4 7,in press47 ,a ,few ,books for ,various ,ages ,water ,babies 7#j4ge1 postage #ab;c71 ,charles ,kingsley4 ,at the ,back of the ,north ,wind 7#j4ge1 postage #ab;c71 ,george ,mc,donald4 ,little ,lame ,price 7#j4ej1 postage #h;c71 ,dinah ,maria ,mulock ,craik4 ,in the ,child ,world 7#b4jj1 postage #af;c71 ,emilie ,poulson4 ,nature ,myths 7#j4ce1 postage #f;c71 ,flora ,j4 ,cooke4 ,sharp ,eyes 7#b4ej1 postage #ah;c71 ,gibson4 ,stories ,mother ,nature ,told 7#j4ej1 postage #f;c71 ,jane ,andrew4 ,jungle ,books 7#b vols1 each #a4ej2 postage #af;c71 ,kipling4 ,just-,so ,stories 7#a4bj1 postage #ab;c71 ,kipling4 ,music for ,children ,finger ,plays 7#a4be1 postage #ab;c71 ,emilie ,poulson4 ,fifty ,children's ,songs1 ,reinecke4 ,songs of the ,child ,world 7#b vols41 each #a4jj2 postage #ab;c71 ,gaynor4 ,songs for the ,children 7#b vols41 each #a4be2 postage #ad;c71 ,eleanor ,smith4 #cj ,selected ,studies 7,instrumental71 7#a4ej1 postage #ad;c71 ,heller4 ,pictures for ,children ,detaille ,prints1 ,boutet de ,monvil1 ,joan of ,arc4 ,caldecott3 ,picture ,books 7#d vols41 each #a4be2 postage #ab;c74 ,walter ,crane3 ,picture ,books 7#a4be1 postage #aj;c74 ,colored illustrations cut from magazines1 notably those drawn by ,howard ,pyle1 ,elizabeth ,shippen ,greene1 and ,jessie ,wilcox ,smith4 ,see articles in ,craftsman for ,december1 #aijd1 ,february and ,april1 #aije1 ,decorations for ,school ,room and ,nursery4 ,note4--,books in the above list may be purchased through the ,american ,school of ,home ,economics at the prices given4 ,members of the ,school will receive students' discount4 ,program for ,supplemental ,work on the ,,study ,,of ,,child ,,life ,by ,marion ,foster ,washburne4 ,,meeting ,i ,infancy4 7,study pages #c-be7 7a7 ,its ,meaning4 ,see ,fiske on ,the ,part ,played by ,infancy in the ,evolution of ,man in ,a ,century of ,science 7#af;c74 7b7 ,general ,laws of ,progression4 ,see ,millicent ,shinn's ,biography of a ,baby 7#ab;c71 and ,w4 ,preyer's ,the ,mind of the ,child 7#bj;c74 ,give resumes of these two books4 7c7 ,practical ,conclusions4 ,hold ,experience ,meeting to conclude afternoon4 ,,meeting ,,ii ,faults and ,their ,remedies4 7,study pages #bf-eg7 7a7 ,general ,principles of ,moral ,training4 ,read ,herbert ,spencer on ,education 7#ab;c71 chapter on ,punishment2 also call for quotations from ,h4,h4 ,jackson's ,bits of ,talk ,about ,home ,matters 7#aj;c74 7b7 ,corporal ,punishment4 ,why ,it ,is ,wrong4 7c7 ,positive ,versus ,negative ,moral ,training4 ,read extracts from ,froebel's ,education of ,man 7#ab;c71 and ,richter's ,levana 7#ab;c71 ,kate ,douglas ,wiggin's ,children's ,rights 7#aj;c71 and ,elizabeth ,harrison's ,study of ,child ,nature 7#aj;c71 are easier and pleasanter reading1 sound1 but less fundamental4 ,choice may be made between these two sets of books1 according to conditions4 7,select answer to test questions on ,part ,i and send them to the ,school47 ,,meeting ,,iii ,character ,building4 7,study pages #ei-ge7 ,read extracts from ,froebel1 ,pestalozzi1 and ,harriet ,martineau4 7a7 ,from ,froebel to show general principles 7#ab;c74 7b7 ,from ,pestalozzi 7#ad;c7 or if that is not available1 from ,mottoes and ,commentaries on ,froebel's ,mother-,play 7#ad;c71 to show ideal application of these general principles4 7c7 ,from ,harriet ,martineau's ,household ,education 7#aj;c71 ,children's ,rights 7#aj;c71 to show actual application of these general principles4 ,experience meeting4 ,,meeting ,,iv ,educational ,value of ,play and ,occupations4 7,study pages #gh-ii7 7a7 ,general ,principles--,quote authorities from past to present4 ,read from ,education of ,man 7#ab;c7 and ,mother ,play 7#ad;c74 7b7 ,representative and ,symbolic ,plays4 ,see ,education of ,man 7#ab;c7 and ,letters to a ,mother on the ,philosophy of ,froebel 7#ab;c74 ,dancing and ,drama from ,richter's ,levana 7#ab;c74 7c7 ,nature's ,playthings 7,earth1 ,air1 ,fire1 and ,water74 ,ask members of class to describe plays of their own childhood and tell what they meant to them4 7,select answer to test questions on ,part ,,ii47 ,,meeting ,v ,art and ,literature in ,child ,life4 7,study pages #ajj-aab7 ,ask members to bring good pictures and story-books1 thus making exhibit4 7a7 ,place of ,pictures in ,children's ,lives4 ,of ,color4 ,of ,modeling4 ,influence of artistic surroundings4 ,if anyone knows of a model nursery or schoolroom1 let her describe it4 ,are drawing and modeling at school fads or living bases for educational processes8 ,see ,dewey on ,the ,school and ,society 7#aj;c74 7b7 ,place of fiction in education4 ,see ,the ,place of the ,story in ,early ,education 7#f;c74 7c7 ,accomplishments4 ,practical discussion of the advantages and disadvantages of music lessons1 the languages1 and other work out of school4 ,see ,adolescence1 by ,g4 ,stanley ,hall4 ,,meeting ,,vi ,social and ,religious ,training4 7,study pages #aad-adj and ,supplement7 7a7 ,the ,question of ,associations4 ,see ,dewey's ,the ,school and ,society 7#aj;c71 ,the ,republic of ,childhood 7#cj;c74 ,quote ,up from ,slavery 7#ad;c7 and ,story of ,my ,life 7#ad;c71 to show that the humblest companions may sometimes be the most desirable4 7b7 ,the ,new ,education4 ,see catalogues of the ,francis ,w4 ,parker ,school1 ,chicago1 ,ill41 7#d;c72 ,the ,elementary ,school1 ,university of ,chicago1 7#f;c72 ,state ,normal ,school1 ,hyannis1 ,mass41 7#d;c72 ,school ,gardens1 ,bulletin ,no4 #afj1 ,office of ,experiment ,stations1 ,department of ,agriculture1 ,washington1 ,d4,c41 7#b;c74 7c7 ,the ,sex ,question4 ,where are the foundations of morality laid--church1 school1 home1 or street8 ,read entire1 ,duties of ,parents to ,children in ,regard to ,sex 7pamphlet1 #e;c74 7d7 ,religious ,training4 ,read from ,christian ,nurture 7#ab;c7 and ,psychology of ,religion 7#ad;c74 7,select answer to test questions on ,part ,,iii47 ,for more extended program1 book lists for mothers1 children's book list1 loan papers1 send to the ,national ,congress of ,mothers1 ,mrs4 ,e4,c4 ,grice1 ,corresponding ,secretary1 #ccjh ,arch ,street1 ,philadelphia1 ,pa4 ,price1 #aj cents each4 ,see also ,the ,child in ,home1 ,school1 and ,state1 with address by ,president ,roosevelt4--,report of the ,n4,c4,m4 for #aije4 ,price1 #ej;c4 ,,note4--,when reference books mentioned in the foregoing program are not available from public libraries1 they may be borrowed of the ,a4,s4,h4,e4 for the cost of postage indicated in parentheses4 ,three books may be borrowed at one time by a class1 one by an individual4 ,for class work1 a book may be kept for two weeks1 or longer1 if there is no other call for it4 ,send stamps with requests1 which should be made several weeks in advance to avoid disappointment4 ,,index ,abnormal laziness1 #dg ,abstract studies1 #aai ,accomplishments and studies1 #aai showy1 #abc ,accounts1 personal1 #abi ,adolescence1 religious excitability1 #acf ,adult's world1 #bd ,advantage of positive commands1 #fa ,affections1 cultivation of1 #de ,aims of kindergarten1 #de ,air as a plaything1 #hb castles1 #afc ,allowance1 regular1 #abg ,alternate growth of children1 #ad ,anaemia1 #dg ,answer honest questions1 #ga ,answers to questions1 #afj ,application of principles1 #ada ,aristotle's teachings1 #gf ,art and literature in child life1 #aja and nature1 #aab classic1 #ajb influence of1 #aja plastic1 #ajd ,associates1 children's1 #aac exclusive1 #aad ,baby-jumpers1 #ad ,bandaging the abdomen1 #ba ,beginnings of will1 #g ,bible1 children's1 #aci ,bible lessons made real1 #aci study1 #ach ,bonfires1 #he ,books for children1 #aaa1 #agj ,bottle-fed babies1 #be ,breaking the will1 #bi ,busy work1 #ig ,care of pets1 #de ,cause of impudence1 #ea of irritability and nervousness1 #ce of rupture1 #ba of temper1 #ce ,character building1 rules in1 #gd ,children1 other people's1 #ade ,children's associates1 #aac ,bible1 #aci clubs1 value of1 #de hour1 the1 #aah ,child's share in family republic1 #fe world1 #bd ,classic art1 #ajb ,clay modeling1 #hj ,climbing1 #ac ,clothing1 proper1 #bj ,color1 #ajb ,colored pictures1 #ajd ,commands1 disagreeable1 #cg positive1 #ce useless1 #aa ,company ways1 #afa ,conclusion1 #adj ,condition at birth1 #c ,consciousness of self1 #f ,corporal punishment1 #ed1 #aff ,correlation of studies1 #aba ,correspondence training1 #adb ,costume model1 #ba ,creeping1 #ab ,cultivate affections1 #de ,cutting and pasting1 #ii ,daily outing1 #ah ,dancing for children1 #hg ,danger of forcing1 #ab ,dangerous pastimes1 #hc ,darwin's observations1 #i ,depravity1 original1 #fa ,development of intellect1 #abf premature1 #c ,diagram of ,gertrude suit1 #bc ,diet1 simple1 #be ,disadvantages of ,sunday ,schools1 #acd ,disagreeable commands1 #cg ,discipline1 educative1 #eg ,disobedience1 #cj real1 #cc ,double standard of morality1 #ec ,double standards1 #aeh ,drama1 #ajg ,dramatic games1 #ajg plays1 #hg ,drawing and painting1 #ii ,dress for play1 #gi ,dress1 proper1 #bj ,duties1 systematized1 #cg ,duty to one's self1 #afd ,education1 the new1 #abj scientific1 #aba ,educational beginnings1 #e exercises1 #e value of play1 #gg ,educative discipline1 #eg ,effect of ,sunday school teaching1 #acb ,emergencies1 #cj ,enthusiasm1 religious1 #ace ,enthusiasms1 #abd ,essentials of play1 #gh ,evasive lying1 #ci ,evils1 permanent1 #bh resulting from corporal punishment1 #ee ,example1 bad1 #eb courteous1 #ed evil1 #aae versus precept1 #cd1 #fh ,exclusive associates1 #aad ,fairy tales1 #aji ,family republic1 #fd ,fathers1 #aeb responsibilities of1 #aed ,fatigue harmful to children1 #id ,faults and their remedies1 #bf real1 #bh temporary1 #bd ,fear versus love1 #ee ,feeding1 indiscriminate1 #be ,financial training1 #abf ,fire as a plaything1 #hd ,first grasping1 #h ,fiske's doctrine of right1 #fd teachings1 #ae ,food1 natural1 #bd question1 #afb undesired1 #aa ,forcing1 danger of1 #ab ,fresh air1 #ah ,froebel's great motto1 #gj philosophy1 #ei ,fundamental principles of the new education1 #ei ,games1 dramatic1 #ajg ,gardens for children1 #ha ,gertrude suit1 #ba ,goodness1 original1 #fa ,goodness1 negative1 #cb ,grasping1 #i1 #aa ,growth of children1 #ad of will1 #h ,helping1 #ic mother1 #ia ,home kindergarten1 #ij ,how the child develops1 #c ,imagination and sympathy1 #aaj ,imitativeness1 instinct of1 #cb ,imaginative lying1 #ci ,immature judgment1 #cj ,impudence1 cause of1 #ea ,incomplete development at birth1 #d ,indiscriminate feeding1 #be punishment1 #ee ,industry1 willing1 #id ,influence of art1 #aja ,inherited crookedness1 #da disposition1 #ch ,instinct1 #i of imitativeness1 #cb ,instrumental music1 #ajg ,intellect1 development of1 #abf ,irritability1 cause of1 #ce ,jealousy1 #db ,justice and love in the family1 #db ,kindergarten1 aims of1 #de as a remedy for selfishness1 #dd methods1 #fb methods in the home1 #ij social advantages of1 #aac ,knit garments1 #bb ,law-making habit1 #gj ,laziness1 #df ,liberty1 #cc1 #fd ,limitations of words1 #fg ,literature1 #ajh and art1 #aja ,looking1 #i ,love of work1 #ic versus fear1 #ee ,low voice commands1 #ff ,lungs1 weak1 #ba ,luther's teachings1 #gf ,lying1 evasive1 #ci imaginative1 #ci kinds of1 #ch politic1 #dj ,magazines for children1 #aaa ,magic lantern1 #he ,massage1 #e ,meaning of righteousness1 #gb ,model costume1 #ba ,modeling apron1 #ha clay1 #hj ,monotony undesirable1 #ie ,moral precocity1 #gc training1 object of1 #fj ,mother and teacher1 #afe ,mother1 teaching1 #ib ,mothers as teachers1 #acd ,mud pies1 #hj ,muscular development1 #e ,music for children1 #ajf instrumental1 #ajg study of1 #abd ,mystery of sex1 #gb ,nagging1 #if ,naps1 #bj ,natural food1 #bd punishment1 #bi talent1 #abd ,nature study1 #aab ,negative goodness1 #cb ,neighbors' opinions1 #fc ,nervousness1 cause of1 #ce ,new education1 the1 #abj principles of1 #ei ,normal child1 #ab ,nursery requisites1 #af ,object of moral training1 #fj of punishment1 #dj ,objection to pinning blanket1 #ba ,obligation of truthfulness1 #ch ,occupations1 #ij ,only child1 the1 #dd ,opportunity for growth1 #af ,order of development1 #i ,other people's children1 #ade ,outing1 daily1 #ah ,painting and drawing1 #ii ,parental indulgence1 #aed vanity1 #abe ,pasting and cutting1 #ii ,permanent evils1 #bh ,personal accounts1 #abi ,pets1 care of1 #de ,physical cause of laziness1 #df culture1 #abc culture records1 #be ,philosophy1 ,froebel's1 #ei ,pictures1 colored1 #ajd ,pinning blanket1 objection to1 #ba ,plastic art1 #ajd ,play1 #gf educational value of1 #gg essentials of1 #gh with the limbs1 #e ,politeness to children1 #fi ,politic lie1 the1 #dj ,positive commands1 #ce1 #fa ,precautions to prevent attacks of temper1 #cg with fire1 #hd ,precocity1 #ae moral1 #gc ,premature development1 #c ,preyer's record1 #aa1 #ai ,principles1 application of1 #ada ,prohibitions1 useless1 #cd ,punishment1 corporal1 #ed indiscriminate1 #ee natural1 #bi object of1 #dj self1 #cd ,questions1 answers to1 #afj ,quick temper1 #ce ,real disobedience1 #cc faults1 #bh ,reflex grasping1 #g ,regular allowance1 #abg ,religious enthusiasm1 #ace excitability of adolescence1 #acf training1 #aca ,remedy for fits of temper1 #cf ,responsibilities of fathers1 #aed ,restrictions of dress1 #gi ,rhythmic movements1 #hf ,richter's views1 #bh1 #hg ,right doing1 #bh made easy1 #fc ,righteousness1 meaning of1 #gb ,right material for play1 #gi ,rights of others1 #fd ,rules in character building1 #gd ,rupture1 cause of1 #ba ,sand piles1 #hj ,scientific education1 #aba ,self-distrustful child1 #afj ,selfishness1 #dc ,self-mastery1 #bi punishment1 #cd ,sewing1 #ih ,sex1 #ga mystery of1 #gb question1 the1 #adi ,showy accomplishments1 #abc ,simple diet1 #be ,sleep1 sufficient1 #ai ,social advantages of kindergarten1 #aac ,soft spot in head1 #d ,solitude remedy for temper1 #cf ,songs for children1 #hf ,spencer's view1 #bi ,spending foolishly1 #abh wisely1 #abg ,standard of morality1 double1 #ec ,standing1 #ad ,stanley ,hall's views1 #acg ,stealing1 #afh ,stockinet for undergarments1 #bb ,story telling1 #ic ,studies1 abstract1 #aai and accomplishments1#aai correlation of1 #aba ,success in child training1 #adc ,sullenness1 #ch ,sunday school1 disadvantage of1 #acd effect of1 #acb teachers1 #aca ,sunlight necessary for growth1 #af ,sympathy and imagination1 #aaj in play1 #gi ,symptoms of anaemia1 #dg ,systematized duties1 #cg ,talent1 natural1 #abd ,teaching mother1 #ib ,telling stories1 #ic ,temperament1 emotional1 #db ,temperature of nursery1 #ah ,temper1 cause of1 #ce precautions to prevent attacks of1 #cg ,temporary faults1 #bd ,theater1 #ajh ,theory before practice1 #afa ,thermometer in nursery1 #ah ,throwing1 #aj ,tiedemann's teachings1 #ce ,touching forbidden things1 #aa ,toys1 #hc1 #hh1 #hi ,training1 financial1 #abf for parents1 #adb religious1 #aca ,truthfulness1 obligations of1 #ch ,unconscious influence1 #aeg ,underclothing1 #bb ,undesired food1 #aa ,undisciplined will1 #cj ,unresponsiveness1 #ch ,unsought advice1 #adh ,untidiness1 its remedy1 #di ,useless commands1 #aa prohibitions1 #cd ,value of children's clubs1 #de ,vanity1 parental1 #abe ,variable periods of growth1 #ae ,ventilation1 means of1 #ah ,walking1 #ad ,water as a plaything1 #hb colors1 #ii ,weak lungs1 #ba ,weight at birth1 #d ,wholesome surroundings1 #af ,will1 beginnings of1 #g breaking1 the1 #bi growth of1 #h ,willful child1 #cd ,willing industry1 #id ,will1 undisciplined1 #cj ,work1 beautiful1 #if love of1 #ic ,wrappings1 extra1 #ba