,transcriber's ,note ,italic text displayed as3 italic ,bold text displayed as3 bold ,,the ,,mothercraft ,,manual ,illustration3 ,training in ,mothercraft1 at the ,school of ,mothercraft1 ,new ,york ,city4 ,,frontispiece4 ,,the ,,mothercraft ,,manual ,,by ,,mary ,l4 ,,read1 ,b4,s4 ,,illustrated ,illustration3 ,decoration ,,boston ,,little1 ,,brown1 ,,and ,,company #aiba ,copyright1 #aiaf1 ,,by ,,little1 ,,brown1 ,,and ,,company4 ,all rights reserved ,,inscribed ,,to ,,my ,,mother ,,and ,,father ,,introduction 8,seventy-five per cent4 of the women of ,america are married1 and most of these have children40 ,it is not conceivable that women entering into any other vocation of life would think of undertaking it without deliberate preparation4 ,motherhood is so precious and wonderful that we fear to think of it in terms of definite preparedness4 ,we like to think that it comes natural to be good mothers and that to study in preparation for it or to analyze it might produce more harm than good4 ,let me use my own case as an illustration of how ill-prepared even earnest women are for motherhood4 ,i was married twenty-nine years ago4 ,i wanted children with all my heart4 ,my first baby came sixteen months after ,i was married4 ,i bought all the literature ,i could find on my new occupation1 kindergarten books beginning with ,froebel and ending with ,susan ,blow and her contemporaries2 ,i studied ,spencer's ,education1 ,william ,james' chapters on habit and attention1 and read biographies of great people4 ,my first ambition was to be a good mother1 and ,i was eager to learn all ,i could about it4 ,my college studies for five years were ,greek1 ,latin1 and higher mathematics1 with an occasional semester of botany1 evidences of ,christianity1 physics1 etc4 ,i do not remember hearing a reference to motherhood during my college experience4 ,i have had six children1 four of whom are living4 ,had ,i had the knowledge ,i now have1 or know how to get1 it seems that the little seven-months-old boy could have been saved4 ,i was called a scientific mother1 my babies were fed regularly1 put to bed regularly1 and were dressed as sensibly as babies are now1 but at that time we did not have the knowledge about the physical care of babies which we now have4 ,what ,i object to is the amount of time ,i had to give when my children were little to learn things which ,i ought to have known before motherhood came to me1 so that ,i could have been free to give myself to them4 ,i knew 8education through play0 only as a figure of speech4 ,last summer ,i took a year-old baby to camp4 ,i had the care of her three consecutive months1 and was responsible for her six months4 ,i yielded to the impulse to play with her1 and in gratifying this instinct ,i used all the store of knowledge which experience had brought to me4 ,it was evident that she was learning things every day1 and that progress was astonishingly rapid4 ,most of the things ,i taught her were taught by the use of signs and objects4 ,i asked her if she wanted to come to me by holding out my hands to her4 ,she understood1 and soon asked me to take her by holding out her hands to me4 ,i asked her where her eyes were1 her mouth1 nose1 ears1 by touching each in turn4 ,she understood and touched each in turn4 ,it was interesting to note when it was no longer necessary to use the sign1 when she understood spoken language without the aid of gesture4 ,the phrase that 8education begins at the cradle0 took on a new significance4 ,i felt that ,i was a teacher as well as a mother and the importance of my part in the education of this baby opened up amazingly4 ,it was play1 but it was also education4 ,those minutes with her when no one was near1 when we were all in all to each other1 were precious beyond words4 ,through this love-relation there was intense joy in both learning and teaching4 ,the reason the mother's part in education is incomparable to any other is because of this love-relation4 ,we are told that during the first five years of life more is learned than during all the rest of life4 ,the teachers during these years are primarily the mothers4 ,the mother-teacher relation goes on after school days begin1 but gradually is regarded less important1 and the teacher's part grows4 ,mother is forgotten as a teacher4 ,she loses confidence in herself and forgets that no one can take her place4 ,it does not seem to me that any woman could have more earnestly desired and striven to be a good mother4 ,i studied and worked as hard as ,i could1 but it was not possible for me to secure the training that girls can get to-day4 ,it now seems to me that it is about as rational for a woman to learn by experience with her own children to be a good mother1 as it would be for a doctor to get his education merely by practising on his patients4 ,motherhood offers no less opportunities for success than do the professions of law or medicine4 ,the preparation for it is just as definite and is more important4 ,it has remained for ,mary ,l4 ,read1 with splendid devotion and university training1 to put these matters together and to organize and conduct a 8,school for ,mothercraft40 ,the time is coming when women will no more go into physical and spiritual motherhood unprepared1 trusting to 8mother instinct01 than they will go into law or medicine1 trusting to their sense of right and of sympathy with the sick to guide them4 ,,charlotte ,v4 ,,gulick4 ,,preface ,certain definite ideals have been constantly in mind in the preparation of the present volume1 among these the following3 ,to write a handbook that is so definite1 concrete1 and clear that the least experienced person of average intelligence will find it practical4 ,to bring directly to those who have opportunity to use it1--the home-makers1 present and prospective1--some of the wealth of present knowledge in biology1 dietetics1 hygiene1 domestic efficiency1 child psychology1 education1 that is stored in the laboratories1 research reports1 medical records1 technical journals1 and educational classics1 translating these from the obscure tongue of technical language into the clearer speech of daily life4 ,to furnish a guide to more technical or detailed consideration of each subject4 ,to present fundamental principles and facts rather than mere rule of thumb procedure1 so that the reader may act intelligently and make intelligent variations4 ,not to compromise on half-way procedure that merely prevents disaster1 but to make clear the means to greatest personal efficiency and social power4 ,to keep a progressive yet reserved attitude between conservative and radical theories4 ,to bring the spirit of sympathy and humanness1 of love and child-nature and poetry into the teaching of home-making4 ,to lighten the burden and enlighten the minds and hearts of earnest young people so that with joy and satisfaction they may essay and find the home and family life that their hearts desire4 ,froebel outlined1 nearly a century ago1 a thorough1 practical training course for young women1 preparatory to home-making or to vocational work as teachers or mothers' assistants4 ,at ,pestalozzi-,froebel ,house in ,berlin1 half a century ago1 under the administration of ,frau ,shrader and ,miss ,annette ,schepel1 such a course was organized4 ,echoes of it to-day are found in the ,german secondary schools and special schools for girls4 ,the same idea spread to ,england a quarter of a century ago1 and there to-day a score of special schools1 and some girls' high schools1 provide such a training4 ,in ,america1 the ,school of ,mothercraft was opened in ,new ,york ,city in ,december1 #aiaa1 to work out experimentally a training course for educated young women4#a ,here has been developed a comprehensive1 human1 practical course including domestic science and art1 and the care and training of babies and little children4 ,the students work in a home atmosphere1 under home conditions1 using the household for their practice work1 caring for the resident babies and children1 educating and training them in the course of the day's rgime1 and receiving their own training in personality and technique as well as in theory4 ,extension classes have been maintained for young mothers1 brides1 and engaged young women4 ,it is work with young women and the children in the ,school of ,mothercraft that has made possible the preparation of the present volume4 ,no book can take the place of the living teacher4 ,no amount of discussion of theory can be a substitute for experience4 ,yet experience1 without sound principles1 is also of minor value4 ,any book presupposes a modicum of common sense and rational judgment in its readers4 ,in a volume of such limited compass only a few significant principles can be presented1 and some of the important elementary facts and technique that more technical books may overlook4 ,the present volume aims only to be an introduction to the many phases of home-making1 child care1 and child training1 to furnish something of vision for these responsibilities1 and a guide for further study4 ,no book can be a substitute for the personal advice of the physician1 the hygienist1 the psychologist1 and the teacher4 ,the reader of any book on applied science may easily make the mistake of interpreting statements out of proportion to their significance1 or of misunderstanding directions so that they even become misleading4 ,only discussion with the living teacher will discover and correct such errors4 ,the reader must be open-minded to new discoveries1 new theories1 new methods4 ,at the present time1 as never before1 extensive researches are being made in biology1 hygiene1 dietetics1 child psychology1 and pedagogy4 ,important discoveries as revolutionary as the discovery of the circulation of the blood1 radio-activity1 the cellular basis of life1 may be made at any future time4 ,in the present volume no attempt has been made to present controversial points of view1 but a consistently constructive rgime and programme has been given4 ,the novice in any art must first learn to work constructively and rather dogmatically1 until he has learned to apply one set of principles efficiently4 ,then he may begin to modify details according to some rational principle1 instead of by mere whim1 and to compare his method with other possibilities4 ,the basis and the special authorities for the rgime here presented will be found in the final chapter on bibliography4 ,,july1 #aiaf4 ,,mary ,l4 ,,read4 ,,footnotes3 #a ,the word 8mothercraft0 was coined by the author to express the comprehensive scope of the training4 ,the word has since come into use in ,england in a narrower sense1 including merely infant care4 ,it is hoped that in ,america the use of the word may be retained in its larger significance4 ,,acknowledgment ,the author begs to acknowledge indebtedness and gratitude to many who have participated in the making of the book4 ,to the ,messrs4 ,macmillan ,co41 ,ginn ,company1 ,f4 ,a4 ,stokes ,co41 and ,d4 ,appleton ,co41 for permission to quote from their publications2 to the ,american ,medical ,association ,press and ,dr4 ,roland ,g4 ,freeman for use of the graphs on growth2 to ,mr4 ,william ,s4 ,bailey and ,the ,nurse ,studio for many of the photographs taken specially for this work4 ,especially the author begs to tender sincere thanks for many criticisms1 suggestions1 and reviewing of manuscript to ,dr4 ,david ,starr ,jordan1 ,dr4 ,william ,f4 ,snow1 ,professors ,rudolph ,m4 ,binder1 ,willystine ,goodsell1 ,robert ,m4 ,yerkes1 and ,mr4 ,paul ,popenoe1 on the sections dealing with the home and the family2 to ,dr4 ,josephine ,h4 ,kenyon for sections on maternity and infancy1 ,drs4 ,henry ,i4 ,bowditch1 ,william ,shannon1 and ,william ,h4 ,burnham1 for sections on hygiene and growth2 to physicians and nurses at ,battle ,creek ,sanitarium for assistance in the sections on nursing and nutrition2 to ,dr4 ,william ,h4 ,park for revising data on communicable diseases1 and to ,professors ,henry ,c4 ,sherman and ,mary ,s4 ,rose for suggestions and for unpublished data on nutrition4 ,mrs4 ,anna ,martin ,crocker and ,miss ,sunnyve ,carlsen have kindly given literary assistance4 ,helpful suggestions on the reading list have been furnished by science teachers of ,horace ,mann1 ,ethical ,culture1 ,francis ,parker1 and the ,university of ,chicago ,elementary ,schools4 ,miss ,helen ,o4 ,rider and ,miss ,mary ,scott ,allen have rendered invaluable aid in criticism and clerical details4 ,to the many others who have furnished technical data or read portions of the manuscript1 the author here expresses thanks4 ,finally1 the author would gratefully acknowledge the unfailing patience and kindly encouragement of the publishers4 ,for such errors as may be found the author alone is responsible4 ,criticisms or suggestions from readers1 which may improve the helpfulness or accuracy of the ,manual1 will be gratefully received4 ,,mary ,l4 ,,read4 ,,july1 #aiaf4 ,,contents ,,page ,,introduction vii ,,preface xi ,,chapter ,i ,,mothercraft3 ,,its ,,meaning1 ,,scope1 ,,and ,,spirit #a ,,ii ,,establishing ,,the ,,home #aj ,,iii ,,finding ,,the ,,means ,,for ,,mothercraft #bj ,,iv ,,founding ,a ,,family #bi ,v ,,growth ,,and ,,development #da ,,vi ,,preparing ,,for ,,the ,,baby #fb ,,vii ,,care ,,of ,,the ,,baby #he ,,viii ,,the ,,physical ,,care ,,of ,,young ,,children #aai ,,ix ,,the ,,feeding ,,of ,,children #aee ,x ,,the ,,education ,,of ,,the ,,little ,,child #aif ,,xi ,,studying ,,the ,,individual ,,child #bbc ,,xii ,a ,,curriculum ,,for ,,babyhood ,,and ,,early ,,childhood #bdf ,,xiii ,,play #bfd ,,xiv ,,games #bge ,,xv ,,the ,,toy ,,age #bhe ,,xvi ,,story-,,telling #bii ,,xvii ,,science ,,and ,,history #cji ,,xviii ,,handwork #cag ,,xix ,,music ,,and ,,art #cbi ,,xx ,,home ,,nursing ,,and ,,first ,,aid ,,in ,,the ,,nursery #ccg ,,appendix #cfe ,,bibliography #cha ,,index #dbe ,,list ,,of ,,plates ,training in ,mothercraft1 at the ,school of ,mothercraft1 ,new ,york ,city ,frontispiece ,,facing ,,page ,approved ,baby ,clothing and ,bassinet #fb ,approved ,crib1 ,scales1 ,nursery ,table4 ,holding the ,baby1 ,supporting ,head and ,back #gd ,approved ,baby ,carriage and ,shoes #gf ,drugs and ,unsanitary ,appliances4 ,unhygienic ,equipment and ,unsatisfactory ,scales #hj ,for the ,layette #hb ,exercises for the ,baby #aad ,good and ,bad ,postures #adb ,exercises for ,trunk1 ,chest and ,back #add ,some ,especially ,dangerous ,foods for ,children under ,six4 ,poisons for ,little ,children #afd ,wholesome ,sweets at ,suitable ,ages4 ,laxative ,foods #agd ,day's ,menu for ,child ,two to ,four ,years4 ,day's ,menu for ,child ,four to ,six ,years #ahb ,learning ,self-reliance and ,regularity4 ,at the ,school of ,mothercraft ,summer ,camp #bab ,unhygienic1 ,inartistic1 ,anti-social ,toys4 ,hygienic1 ,durable1 ,constructive1 ,social ,toys #bij ,handwork that ,utilizes ,fundamental ,muscles4 ,in the ,school of ,mothercraft ,child ,garden #cbj ,height and ,weight ,charts #cgj ,,the ,,mothercraft ,,manual ,,chapter ,i ,,mothercraft3 ,,its ,,meaning1 ,,scope1 ,,and ,,spirit 8,to know a child is to love it1 and the more we know it1 the better we love it4 8,to know1 love1 and serve childhood is the most satisfying1 soul-filling of all human activities4 8,it rests on the oldest and strongest and sanest of all instincts4 8,it gives to our lives a rounded-out completeness as does no other service4 8,no other object is so worthy of service and sacrifice2 and the fullness of the measure in which this is rendered is the very best test of a nation and race and a civilization40 --,g4 ,,stanley ,,hall4 ,mothercraft is the skilful1 practical doing of all that is involved in the nourishing and training of children1 in a sympathetic1 happy1 religious spirit4 ,it is not merely the care of the little baby2 that is a very small1 though significant1 part4 ,its practice is not dependent upon physical parenthood1 but is part of the responsibility of every woman who has to do with children as teacher1 nurse1 friend1 or household associate4 ,it is no more an instinct than is gardening or building4 ,it is not merely being with children4 ,its requisite is vital working knowledge of the fundamental principles of biology1 hygiene1 economics1 psychology1 education1 arts4 ,it is mothering--that oldest1 steadiest1 most satisfactory vocation to women always and everywhere--made intelligent and efficient and joyous4 ,mothercraft cannot be learned simply from books any more than can music1 agriculture1 carpentry1 dentistry4 ,the most important factor in the learning of mothercraft is the daily intelligent association with the children in their natural environment of home4 ,a hospital with sick children is a place to learn its pathological phases4 ,no one of intelligence will dispute the theory that the most important period in the child's life is the first seven years4 ,it is in these years that the foundation of his physical life is settled 7or unsettled72 that the lifelong habits are formed2 that the prejudices and the bases of his spiritual and social life are laid4 ,the 8gates of gifts0--his potentialities--are closed at birth1 possibly when his parents are chosen4 ,whether one is an advocate of heredity or of environment as the most influential factor in the life of the individual1 none will now gainsay that both the heredity and the environment of every individual can be controlled1 and that each of these factors may be made vastly more efficient through the high ideals1 the intelligence1 and the foresight of parents present and potential4 ,in these days of radical change in the activities and education of women1 mothercraft has not kept pace with the other vocations open to women4 ,in a society where marriage is no longer an economic1 domestic1 or conventional necessity1 there has developed a tacit assumption that youth would not marry1 and therefore special preparation for home-making 7and especially for child care7 would be presumptuous and a waste of time4 ,the school has left this part of a girl's training for the home to give1 and in a large proportion of homes there has not been the time or the intelligence or the foresight to give it4 ,girls have gone from elementary school directly into industry1 or to high school and college1 or to finishing school and society4 ,educators and vocational guides have frequently overlooked it in educational and vocational conferences1 exhibits1 and guidebooks4 ,and yet to-day in ,america1 the care and training of young children is chiefly in the hands of women4 ,seventy-five per cent4 of women in ,america are married1 and presumably most of them have the responsibility of children in their own homes4 ,there are ten million children under six years of age whose care and training is naturally in the entire control of their homes4 ,there are fourteen million children between five and fifteen years of age who1 on the average1 spend thirty hours a week1 for forty weeks a year1 in school1 while all the rest of their life--about seventy per cent4 of their waking hours1 as well as all their sleeping hours--is in the control of their mothers and fathers4 ,nursing1 within fifty years1 has become a profession1 and to-day it is almost impossible for a woman to find employment as a nurse unless she has had a special training for three years4 ,yet nursing has only to do with sick folk1 usually in a hospital1 which is still a far cry from the daily care1 hygiene1 and training of the normal child in a home4 ,for an equal period1 teachers of young children have been expected to take a special normal course of two to four years4 ,yet this training has had little to do1 until recently in some quarters1 with hygiene1 biology1 or the psychology of the child1 but has concerned itself chiefly with subjects in the curriculum and with masses of children in an artificial grouping and environment1 foreign to their native interests and inimical to their physical needs4 ,only within the last twenty-five years has medicine developed pediatrics--the special study of children's treatment4 ,child-hygiene is still later as an exact science4 ,child-study1 as an exact science1 dates back to ,froebel and the early nineteenth century1 and is still a new field4 ,the mother in her home1 herself with slight special preparation1 busy with her children1 could scarcely have been expected to keep pace with these developments and to teach them to her daughters1 even had she the foresight4 ,the higher institutions of learning1 naturally among the most conservative forces of society1 have not yet begun to perceive the significance of such a subject as mothercraft in the curriculum1 although the beginnings of some phases are being made4 ,the secondary and elementary schools1 bound by the fetish of college requirements1 are only beginning to show here and there indications of efforts to prepare for living instead of simply for college4 ,and the young woman--still immature1 inexperienced1 and therefore not appreciative of life's values and impending responsibilities--has had neither the guidance of school and home1 nor the educational opportunity1 nor the personal foresight to prepare adequately for this vocation4 ,what is the consequence8 ,a generation of women1 the majority of whom are notoriously 7and sometimes shamelessly7 ignorant and unskilled in the most vital and significant human responsibilities4 ,in millions of homes women are wasting their time and energy1 losing the joy of their motherhood 7and too often their little ones71 perplexed1 harassed1 over-burdened1 because they are bungling1 stumbling blindly1 groping at their vocation4 ,and those they love most dearly are paying the penalty1 in less happy homes1 less efficient lives4 ,hundreds of thousands of self-supporting young women every year are going into industrial or commercial work or school teaching1 not because they prefer it1 but because opportunities for acquiring the requisite skill are at hand1 and conditions of work have been standardized4 ,hundreds of thousands of mothers with young children are seeking in vain for assistants of desirable personality and efficient training4 ,for such workers there has been no adequate opportunity for training and no standardizing of working conditions4 ,in all this1 ,america is far behind both ,germany and ,england4 ,what does mothercraft require in its practitioners8 ,first1 personality3 love of children and sympathy with child-nature1 responsibility1 patience1 thoroughness in the minute details day in and day out1 self-control1 good judgment1 adaptability1 the play spirit4 ,fundamental also are open-mindedness1 spiritual vision1 and the poise that results from a well-regulated physical rgime and a firm apprehension of eternal verities4 ,then knowledge3 a sound foundation in the fundamental principles and vital facts of applied biology1 psychology1 sociology1 ethics1 economics1 natural sciences1 play1 arts1 as they relate to the home1 the family1 and childhood4 ,equally important is the scientific mind that knows how to approach new problems and receive new principles4 ,then technique3 the actual doing and practice of mothercraft4 ,knowledge is of no value until it is translated into efficient action4 ,there must be little children to care for1 tend1 play with1 educate4 ,what of fathercraft8 ,every child has two parents1 equal in responsibility for his heredity and likewise for his rearing4 ,fathers could hardly be expected ordinarily to be versed in the intricacies of clothing1 feeding1 and bathing the baby4 ,but why should not every man understand the principles of hygiene and foods as a matter of his general knowledge quite as much as for coperation with the mother in the children's rgime8 ,why should he not with equal zest make a study of growth and development during childhood8 ,even more1 why should he not be intimately acquainted with child psychology and the fundamental principles of child training and education1 that he may understand his own children and coperate sympathetically in their upbringing8 ,is there any valid reason why he should not be equally acquainted with the sociology of the home1 the meaning and principles of eugenics1 the psychology of harmony in home life8 ,there is no profession open to either men or women that offers such opportunities for personal culture1 individual expression1 technical skill1 scientific research1 social contribution and welfare1 as mothercraft4 ,perhaps the very comprehensiveness of it and its humanness have presented a problem so complex that it has baffled the educators and delayed its admission to academic dignity4 ,through the channels of child welfare1 eugenics1 and pediatrics1 a keener sense of responsibility toward the child unborn is developing4 ,through the increasing knowledge of heredity1 child psychology1 and education1 a clearer vision is appearing to young men and young women of what they themselves might have been1 and of what they may yet create and develop by combining wisdom with their great love4 ,philanthropists are realizing the futility of simply relieving immediate suffering1 crime1 inefficiency1 for generation after generation4 ,they are looking to the elimination of the causes3 ignorance of the rudiments of living1 poor heredity1 neglect in childhood1 unsanitary1 ugly1 unspiritual living conditions4 8,there is no wealth but life10 we are realizing with ,ruskin4 ,statesmen and legislators are beginning to see that the stability of society and the ,state demand that the organizing of homes1 the founding of families1 the spending of family incomes1 shall not be intrusted to novices and unskilled workers4 ,as indications of this1 we have the recently established ,children's ,bureau1 and the ,smith-,lever ,bill with its appropriation for education that includes home-making4 ,in ,america1 clubs1 reading courses1 and special correspondence for parents have been developed in the last quarter century by the ,international ,congress of ,mothers1 ,parent-,teachers' ,association1 ,home and ,school ,league1 ,american ,institute of ,child ,life4 ,this is good and is helping many parents in meeting their perplexities1 but as a national means of vocational training1 its psychology and pedagogy is shortsighted and inefficient4 ,what banker would trust his ledgers to a youth just out of school1 whose only special preparation for bookkeeping was a current reading course in business methods8 ,what woman would permit a man to experiment on her garden if he was just beginning a correspondence course in agriculture8 ,what business man wants to intrust his correspondence to a stenographer just out of a business course1 even after months of such vocational training8 ,all this is recognized as inefficient1 wasteful1 expensive in business2 how much more so is it in the home1 where precious human lives are the factors to be dealt with4 ,slowly1 but certainly1 there is coming a new ideal in education4 ,children and young people are to be prepared for living4 ,they are to know how to develop physical vitality and mental ability and spiritual power4 ,they are to be prepared in spirit and intelligence1 in skill and in science1 in personality and technique for the responsibilities that most of them will assume1 for the greatest responsibility any of them can assume--home-making and family rearing4 ,both the school and the home are responsible for the preparation of these future parents4 ,they must apply to this vocational problem all their knowledge of psychology and pedagogy4 ,right habits of regularity1 responsibility1 self-control1 must be carefully trained in those babyhood and early childhood stages2 the manual phases of household work are to be taught in the manual stage before the teens2 boys and girls are to be imbued with a wholesome1 responsible spirit toward motherhood and fatherhood and the home which they are taught to look forward to as the goal for themselves2 girls in their teens are to have companionship and experience with little children1 learning the essential details and the significant guiding principles of their high calling in a practical1 human1 motherly way1 under wise and sympathetic teachers4 ,girls1 and boys likewise1 will be encouraged to foresee the significance and values and responsibility of home and family1 and to conduct themselves worthily of such a mission4 ,secondary and elementary schools are beginning to give school credit for assistance at home4 ,domestic science and art are now taught in hundreds of schools4 ,their field as yet is narrowly restricted to the mechanics of the household1 usually taught in an academic way4 ,this1 however1 is an entering wedge for more practical1 comprehensive1 and human phases of home-making education whenever school administrators1 teachers1 and parents shall see that vision4 ,the day seems not distant when colleges generally will give credit for all home-making branches1 as a few do now for some phases4 ,we may even yet see universities granting ,m4,a4 and ,ph4,d4 degrees in mothercraft and fathercraft1 as well as in philology1 astronomy1 history1 or other more consequential branches of learning4 ,college alumn themselves are making earnest appeals to their ,alma ,maters to prepare their students for home-making responsibilities4 ,it is not unthinkable that the colleges1 before many decades1 might even include the preparatory work in these subjects among their entrance requirements1 as they now do algebra and ,latin4 ,in that day 8applied science0 will be esteemed more worthy than 8pure science01 and ability to utilize more honorable than ability to memorize4 ,by the next century1 a mothercraft course may become as conventional a part of the curriculum of a finishing school as ,french or vocal training or sthetic dancing2 and its rudiments as requisite as a certificate of age for working papers2 and preparedness in fathercraft as stringent a requirement for a marriage license as a medical certificate4 ,why not8 ,,chapter ,,ii ,,establishing ,,the ,,home ,the ,purpose of the ,home4 ,the cause1 historically1 and the reason1 socially1 for the home is the child and the family4 ,home is the great training school of life for parents as well as for children4 ,it is not merely a place to eat and sleep2 any boarding-house can provide that4 ,the ideal home is a community of congenial spirits1 a place of inspiration1 comfort1 rest of spirit as well as of body4 ,here dwell together two who have chosen each other as comrades in the complex problem of living1 to share their fare1 their mirth1 their troubles1 to give cheer in distress1 encouragement in struggle1 ambition for achievement1 sympathy in trial and happiness1 friendly criticism to refine2 and to coperate in their mutual desire1 responsibility1 joys1 and trials of rearing a family4 ,as young men and women face squarely the possibilities in a home1 as they perceive the causes of discord in family life1 and study the basis of family stability and happiness1 as they take the time before marriage to compare sincerely their ideals1 tastes1 standards1 expectations1 they will minimize the possibilities of later discord--even tragedy4 ,if they cannot agree sincerely and heartily on economic1 social1 physiological1 and psychological adjustments before the wedding ceremony1 when each has the altruism of romance and the spur of the game1 how can they expect to adjust themselves amicably afterwards1 in the severe test of everyday needs and situations8 ,marriage is the concern of the individual1 because his happiness and his activity are involved4 ,it is also the concern of the ,state1 because property rights1 social harmony1 and future citizenship are involved4 ,a brief study of the historical and social development of the home and family relations will give a surer basis for the rational discussion of this problem than would a theoretical discussion based merely on prejudices of individualism or altruism4 ,evolution of ,marriage4 ,in the human species1 infancy is prolonged over several years4 ,from this mutual care by the mother and the father in primitive society1 there evolved the mutual love for the little child and later for each other2 and with this the permanent relationship which alone could produce the organization of the family4 ,the beginnings of morality likewise developed from this sense of a community interest which called for a subordination of selfish desires4 ,for ages mankind has experimented with different forms of family relation and home organization1 trying to discover which serve best to foster the child1 conserve the ,state1 and satisfy the men and women who form the family4 ,under different social and economic conditions1 polygamy and polyandry 7more than one wife or husband71 promiscuity 7several temporal husbands or wives7 and monogamy 7one husband or wife7 have been tried4 ,polygamy1 in primitive society1 developed where women were in excess1 or their labor increased family income1 or where a man's fortune enabled him to support more than one wife and her children4 ,the polygamous nature of man was accepted by ,egyptian1 ,greek1 ,roman1 and ,mohammedan religions1 and its practice permitted by their statutes4 ,the ,jewish nation early evolved from polygamy to monogamy1 and incorporated the latter into its religion and customs4 ,anglo-,saxon ideals were of monogamy4 ,the teachings of ,christ emphasized monogamy4 ,the early ,christian teachers even carried this1 as other ideals1 to its farthest extreme1 and preached the ideal of celibacy4 ,it remained for ,mormonism to sanctify polygamy and make it a duty4 ,but polygamy1 which was flatly opposed by the general sentiment of the ,united ,states1 was short-lived in the territory of the ,mormon ,church4 ,the local feeling on this issue at present may be summarized in the following sentiment1 expressed by a distinguished citizen of ,utah3 8,our citizenship must be world citizenship4 ,it is a matter of common knowledge and comment that that citizen is most valuable to his town who can see the town's needs in relation to those of his county2 that he is of most value to his county who sees that county as a constituent part of the state and consents to nothing for his county that would hurt the state2 that a state's most valuable and serviceable citizen is the man who has the power in his thinking1 reasoning1 and acting to rise above sectionalism and act as a citizen of the nation4 ,this is the test to which our citizenship must submit--the standard up to which it must measure40 ,in primitive1 as well as in civilized societies1 the beginning of a new home is customarily celebrated with civil and religious ceremonies2 customs and laws provide for the relative rights of the husband and wife to their persons1 their children1 their property1 and the returns from their labor4 ,infidelity 7particularly of the wife71 common-law marriages 7living as husband and wife without legal marriage71 promiscuous relations1 divorce1 have generally been branded as anti-social and reprehensible1 expressions of lack of self-control1 altruism1 and foresight4 ,mankind is finding through the experience of the ages that monogamy best conserves child life1 the home1 the ,state1 and individual happiness4 ,it has found that irresponsible parenthood1 shallowness of marital or parental affection1 promiscuous relations1 all endanger the life and welfare of the child4 ,it has learned that marriage customs and laws requiring considerable formality and therefore deliberation of the contracting parties1 reduced the proportion of hasty1 unsatisfactory1 and temporary unions with their uncertain responsibility for the children1 and their quarrels over property4 ,many factors have contributed to the establishment of the really monogamous family and home as the social ideal and the increasing social practice4 ,the lengthening period of infancy1 with the consequent longer period of mutual coperation of parents in nurture and training2 realization of the ,christ spirit of love for others1 of respect for the value and individuality of every human life2 the consequent refinement of the emotional life and social feeling1 and the sublimating of sex instincts to the development of a richer personality1 to mental creative work and to social service2 the democratization of education and social status2 freedom in choice of a marriage partner--all have contributed a part4 ,freedom of choice has been far less prevalent than capture1 purchase1 or family contract1 in marriages of the past4 ,it is wearisome to even try to imagine the procession of brides1 since those early days of the cavemen1 who had no choice in the matter of their husbands4 ,for what countless millions of brides was the marriage arranged by barter between their fathers and their future household lords1 sometimes the father requiring a purchase price1 sometimes the bridegroom demanding a dowry4 ,what millions of girls have been selected while mere children as the future wives and slaves of their husbands and the family drudges of the household4 ,how many millions of brides and bridegrooms have never been consulted as to their personal feelings or desires1 but have been married because the elders of their families decreed it4 ,under all such conditions1 if husband and wife developed affection for each other1 that was so much of advantage to them from the combination2 otherwise they must adapt themselves as best they could to the daily round of life in their common dwelling and throughout their family responsibilities4 ,trial marriages have been an experiment in many societies4 ,they are based upon suspicion and expectation of termination1 instead of upon that whole-hearted confidence and expectation of endurance which is the basis of a permanent relation4 ,psychologically1 therefore1 their basis is false and weak4 ,they presented a crude method of testing mutual adaptation and affection1 which to-day may be gained by visiting a few weeks in each other's families1 by thorough preliminary discussion of problems of adjustment1 and by consultation with a competent physician1 biologist1 and sociologist or a mature and thoughtful counsellor4 ,thus has marriage evolved by stages from biological matings1 based on physical attraction2 to the business contract1 based on economic relations2 to the social contract1 based on social advantage to the family1 clan1 or ,state2 and finally to a spiritual relationship1 based on mutual social and intellectual interests and ties4 ,romantic love as a general experience in marriage has developed only during the past few hundred years4 ,no one of these phases--the biological1 economic1 social1 or spiritual--can be ignored in marriage to-day without disaster1 as divorce records and daily observation show so clearly4 ,to ignore the higher relationships and base marriage simply on the biological or material is to revert back to a lower stage in human development4 ,a marriage based simply on physical attraction soon loses its glamour1 and is as a house built upon the sands4 ,the enduring ties are those of spiritual comradeship4 ,it is this spiritual-biological love1 evolving with the personality and soul of man1 that has inspired the great wealth of spiritual creations in poetry1 music1 drama1 and painting4 ,the ,american young woman of to-day1 especially of the middle classes1 is economically1 socially1 and religiously free to choose from among her suitors the one she finds most congenial and whom she really loves4 ,legislators are providing in many ,states for the woman's equal rights in marriage to her person1 property1 and children4 ,churches1 associations1 and parents are awakening to their responsibility in providing natural and wholesome social opportunities for young men and women to become acquainted4 ,if a woman does not find her ideal in the community where she lives1 she is socially free to migrate to any part of the country1 enter any one of a thousand occupations1 and seek until she finds a suitable helpmeet4 ,in this country1 in contrast to ,europe1 there is an excess of some two million men in the population4 ,she will find a large proportion of young men of her social class and education1 whose standards and habits of life are as fine as ,sir ,galahad's1 who have the economic ability to make a comfortable living1 and who are ready to coperate intelligently and whole-heartedly in home-making4 ,the young man of to-day will find an increasing proportion of young women who combine physical charm1 social gifts1 intellectual comradeship1 home-making instincts1 and preparation4 ,why ,homes ,are ,broken4 ,in a country where divorce is easily obtained by either husband or wife1 for serious cause1 the proportion of divorces is an index 7#a7 to the percentage of dissatisfied couples 7which will always be considerably higher than the percentage of divorces72 and 7#b7 to the intelligence and forethought with which young people enter marriage4 ,the census of #aiaj estimated one marriage in twelve ending in divorce1 and counted as direct parties about one half of one per cent4 of the population1 something over three hundred thousand men and women1 with children involved in about sixty per cent4 of these families4 ,the causes stated in the court records would1 of course1 be only those allowed in the laws as the legal grounds for granting a divorce4 ,these1 in the order of their frequency1 were 7#a7 desertion by the husband1 7#b7 cruelty of the husband1 7#c7 desertion by the wife1 7#d7 non-support by the husband1 7#e7 cruelty of the wife1 7#f7 adultery4 ,the most frequent real causes1 as found by social investigation1 are lack of self-control1 lack of mutual ideals in regard to sex relations1 ignorance of sex hygiene1 use of alcohol1 irresponsibility1 economic extravagance1 disagreement regarding the family income1 hasty marriage after brief acquaintance4 ,among the other causes productive of discord are selfishness1 insincerity1 false pride1 nagging1 poor housekeeping1 the husband's lack of economic ability2 marked differences in age1 education1 social status1 religion2 abnormal craving for social excitement2 unnatural1 crowded1 unattractive homes4 ,how ,homes ,are ,made ,steadfast and a ,benediction4 ,the fundamental requisite of family happiness is love2 not merely sex attraction1 which may be wholly selfish1 but love that is service1 happier to give than to receive1 willing to share4 ,in some respects similarity between husband and wife is important in their social and intellectual tastes1 moral standards1 religious faith1 refinement1 love of children1 rate of ability to progress1 degree of seriousness or frivolousness1 ardor and expression of affection4 ,these make for congenial daily living4 ,in some respects complementary qualities are desired4 ,if one is impatient1 the other may well possess a degree of patience and sense of humor to meet this2 if one is extravagant1 the other should be thrifty2 if one is radical1 the other may well be conservative1 although marked extremes would always clash4 ,the degree of positiveness in the one should approximate that in the other2 if equal1 neither is willing to yield2 if very unequal1 one domineers the other4 ,these complementary traits make for balance of family life4 ,the qualities that each should possess would include responsibility1 self-control1 sincerity1 kindliness2 freedom from drugs1 conscientious abstinence from alcohol and from vicious habits2 a degree of maturity and experience equal to the responsibilities of home-making 7usually not under twenty years for women and twenty-one for men71 love of home life and of children2 good health1 freedom from any serious germ disease1 a family history free from criminal tendencies1 alcoholism1 mental defects1 tuberculosis4 ,a gambler1 spendthrift1 flirt1 vacillating or superficial man or woman1 or one who is 8sowing wild oats0 has not the qualifications for establishing a home4 ,the man should be able to earn a comfortable living1 and the woman to administer the household efficiently and smoothly4 ,every woman should have some means of making her livelihood at the time she marries2 it will greatly increase her husband's respect for her and be a source of confidence to herself4 ,she usually cannot do better1 from the economic aspect1 than to become thoroughly skilled in phases of home-making4 ,how the family income should be divided1 what share the wife shall have for household use and for her personal use1 is so diplomatic and acute a problem that it should be as sincerely and frankly discussed as all these other phases4 ,whether the wife should undertake work besides managing the home-making is a moot question4 ,certainly her first responsibility is to make a home not only comfortable but inspiring4 ,she needs to have such opportunity for relaxation1 meditation1 reading1 personal development1 that however weary and tense her husband may return in the evening1 she can give rest1 good cheer1 and refreshment of spirit1 because of her reserve of vitality1 and can send him each morning to his work with the courage and good spirits stimulated by her blitheness4 ,she needs1 also1 to be storing reserve strength for her children4 ,the location of the house greatly affects the family life4 ,ideally1 it should be a separate dwelling1 with a porch for outdoor social life1 a garden where all members of the family have room to work and play1 with rooms enough for individual privacy2 and it should be owned1 not rented4 ,the minimum income on which two people may advisably marry will depend largely upon their degree of adaptability1 patience1 and sense of humor4 ,acquaintance before marriage may safely be not less than a year and preferably two1 not only for thorough and sincere acquaintance1 but for the possibility of the reaction and even repulsion that is so likely to follow a violent case of love on short acquaintance4 ,if love is too ardent1 it needs this discipline of patience and restraint4 ,if it is deep enough to last through the rest of time1 it will stand the test of waiting4 ,having established their home1 husband and wife may well cultivate their love wisely1 seeing that it does not starve from lack of service in little thoughtfulnesses2 that it is not surfeited by too much of sweetness or selfish expression2 that it is protected by residence separate from relatives1 friends1 strangers2 that both have individual social life and friends and pursuits so that they do not become wearisome to each other2 that they busy themselves in some mutual objective interest--social welfare1 club1 lodge work or a reading course4 ,the few minutes spent together each day in gaining inspiration1 either in religious worship1 or reading from some great book1 or singing noble songs1 will do much to keep the family life harmonious and to reduce the petty frictions4 ,it is well to agree on the first day--and carry through the agreement--that if misunderstanding or the least suspicion arises1 it shall be frankly and thoroughly faced1 discussed1 and eliminated1 remembering that it is 8the little rift within the lute0 that silences the music4 ,then1 as the poet sings3 8,through the long years liker must they grow1 ,the man be more of woman1 she of man2 ,he gain in sweetness and in moral height1 ,nor lose the wrestling thews that throw the world1 ,she1 mental breadth1 nor fail in childward care1 ,nor lose the childlike in the larger mind2 ,until at last she set herself to man ,like perfect music unto noble words40 ,,chapter ,,iii ,,finding ,,the ,,means ,,for ,,mothercraft 8,efficient housekeeping is the beginning of good citizenship40 --,,professor ,,martha ,,van ,,rensselaer4 ,the ,budget4 ,many young people hesitate to marry on a modest income1 either through confessed inability to manage a small budget1 or an unwillingness to begin humbly and live simply4 ,many mothers are sorely perplexed over the problem of finding time and energy from their household work for the education of and play with their children4 ,parents are perplexed over how to provide for and educate more than one or two children in what they consider a fitting manner4 ,efficiency ,methods4 ,the whole complexity may be reduced to definite problems of philosophy1 scientific efficiency1 physics1 and mathematics4 ,the first step is to appreciate the relative value of life and of things1 of genuine simplicity and vulgar show2 of educating the children to share1 to carry responsibility1 to be self-reliant1 or to be selfish1 dependent1 luxury-loving4 ,second1 all the labor-saving machinery in the world will but slightly reduce the output of time and energy in the household work unless the worker will apply her mind to the problem1 adapt herself to new ways of performing a piece of work1 and be willing to think4 ,third1 the individual problem must be studied4 ,have a regular monthly session to analyze seriously1 with pencil and paper1 the household situation1 and to question every process of work and every expenditure4 ,can the household rgime be made simpler yet socially efficient8 ,where is there waste of energy1 time1 materials1 income8 ,how can the accumulation of dirt and dust be reduced8 ,how can dishwashing and laundry work be reduced8 ,how can time spent in cooking be decreased8 ,how could any work be done in a less tiring position8 ,where could there be a reduction in the number of steps1 trips1 arm movements1 duplications of work1 arranging which requires later disarrangement8 ,where could pipes1 drains1 hose lines1 faucets1 pulleys1 speaking tubes1 signals1 or other simple mechanical devices reduce time and labor8 ,what work could be done by a part-time helper at an hourly or daily rate8 ,what is the difference in cost between food cooked at home or purchased already cooked8 ,what has been the loss from food wasted1 spoiled1 thrown away1 improperly cooked8 ,could any foods be purchased directly from the producer1 with a saving of cost8 ,are the dealers sending honest measures and correct bills8 ,how could a reduction be made in the cost of fuel or of lighting8 ,domestic engineers1 housekeeping experiment stations1 household efficiency laboratories already exist1 but they are so new that the terms are not yet quite familiar4 ,it may prove a great saving of time and energy to consult one of the new domestic engineers1 whose business it is to analyze a kitchen or a house or a family budget1 plan its rearrangement for economy of time1 energy1 and money1 recommend labor-saving machinery1 or organize a system of routine4 ,fourth1 begin at once to put efficiency principles into practice in the household work4 ,do not dawdle or potter over work4 ,analyze the work of the household into units1 for example1 preparation of breakfast1 laying and clearing the dining table1 care of a bedroom1 washing the dishes4 ,specify the maximum amount of time each unit is worth1 then see how this can be reduced1 using the fewest arm motions and least walking4 ,saving ,time and ,energy4 ,learn to plan and organize work4 ,have a monthly1 weekly1 and daily schedule of work4 ,it will often be necessary to vary this1 but a well-planned schedule will nevertheless reduce the time otherwise wasted in unnecessary duplication and without definite purpose4 8,a stitch in time saves nine40 ,this applies to sanitation1 plumbing1 cleaning1 gardening1 colds1 and sore throats1 as well as to socks and frocks4 ,study how to eliminate useless motions4 ,make exact studies1 using a watch and a record pad4 ,observe how many trips were made in laying the table1 and the length of time required4 ,discover ways of reducing this by half1 through use of a tray1 more convenient arrangement of supplies1 fewer dishes1 simpler service4 ,make similar studies with other processes1 such as cleaning a room1 or preparing a meal4 ,in an ordinary household1 preparation of breakfast for a family of five persons should not require more than half an hour2 lunch from twenty minutes to an hour2 dinner from half an hour to two hours4 ,the daily care of a bedroom should be completed in ten to twenty minutes4 ,washing of dishes1 clearing of dining room and kitchen1 should be finished in from twenty to sixty minutes after a meal4 ,the weekly washing for such a family should be completed in four to six hours1 and likewise the ironing4 ,five hours a week is enough to spend in baking1 and only two should be necessary if bread is not made4 ,make out the menus for a whole week1 revising daily as necessary4 ,this will assure better-balanced menus1 more variety1 economy of time and money in marketing1 and will prevent the worry of unpreparedness4 ,in marketing1 purchase a two or four months' supply of such staples as can be bought and stored advantageously4 ,have a regular day weekly to inspect supplies and order staples4 ,have two or three regular days a week for purchasing fresh vegetables1 fruits1 meats4 ,the general architectural plan of a house1 finish of walls and floors1 construction of windows1 doors1 wainscoting1 corners1 mopboards1 can make hours of difference in the week's labor4 ,even when the general architecture cannot be altered1 the floors may be improved4 ,carpeted or waxed floors are the most difficult to care for1 while those painted or oiled are easiest4 ,useless bric-a-brac1 carved and ornate furniture1 all are dust and germ holders1 and consume an extravagant amount of time for their care4 ,for every unnecessary and useless piece of furniture1 drapery1 or utensil1 the housekeeper must pay a tax of time and strength in handling4 ,the ,japanese have learned the beauty of simplicity in house furnishing4 ,rearrange the plan of the kitchen until supplies1 utensils1 stove1 water1 sink are so placed that there are fewest steps and motions1 and it is as convenient as an apartment house kitchenette4 ,tables1 sinks1 and ironing boards adjusted to the height of the worker will economize energy4 ,a low stool to stand upon will reduce the height of work tables2 a detached wooden frame or block on top of a low kitchen table or sink will often give the desired height without stooping4 ,a cushioned stool or chair to sit upon while doing stationary work1 or a soft rug under feet while standing1 all add to comfort4 ,electricity is the housekeeper's man-of-all-work4 ,it can heat1 light1 cook1 supply the energy for the vacuum cleaner1 washing machine1 wringer1 dishwasher4 ,in some communities it is now furnished at a sufficiently low rate for such general use1 and other communities can have the same low rates whenever the housekeepers organize and demand it4 ,simple cooking is more digestible1 nourishing1 economical of labor1 and1 to a natural appetite1 more appetizing4 ,the most valuable part of potatoes and apples is next the skin1 the removal of which before cooking is wasteful of time and materials4 ,a coal stove is an enormous consumer of time and energy4 ,an alcohol stove furnishes the cleanest method of cooking1 quite practicable1 with a fireless cooker and steam cooker1 for a small family4 ,next in convenience1 and more economical1 are the gas or oil vapor stoves4 ,a good fireless cooker vastly reduces the time required in the kitchen1 and cuts the fuel bill in half4 ,in serving meals1 labor is saved by using a tray1 or better still a wheeled tray with several shelves1 which may be drawn up to the table to hold the additional courses and the soiled dishes as removed4 ,a special tray that will fit the cupboard shelf1 to hold the constant accessories1 will save handling4 ,dishwashing is an ever-recurring1 three-times-a-day problem4 ,there are several fairly good dishwashing machines now on the market1 both electric and hand-power4 ,if dishes must be washed in the old-fashioned way1 engineering efficiency can be put into it4 ,after washing1 scald the china in a wire basket such as business offices use for holding letters1 and leave to dry without wiping1 then place directly on trays to take to the table instead of placing on shelves only to take down again4 ,in times of stress or of picnic spirit1 papier-mch or wooden dishes will save time4 ,for cleaning have a vacuum cleaner1 carpet sweeper1 hair floor brush1 dustless mop1 dustless dusters or cheesecloth dampened with kerosene1 wax oil or furniture polish4 ,it takes an hour or two after sweeping for dust to settle2 this interval should be allowed before dusting furniture4 ,if good laundries1 guiltless of injurious chemicals and extravagant rates1 are not available in the locality1 a coperative laundry providing these features may be organized and conducted by the women of the community1 as in many places in ,wisconsin4 ,if laundry work must be done at home1 an equipment of a good washing machine or even a hand vacuum washer1 a wringer1 stationary tubs1 hose lines1 running hot and cold water1 with sewer connection for waste1 greatly reduce the time and energy cost4 ,a cold mangle or one heated by gas or charcoal costs but a few dollars and reduces by about seventy-five per cent4 the labor of ironing flat work4 ,gas or electric irons are inexpensive and energy saving4 ,necessary laundry work may be greatly minimized by providing silk or cotton crepon for underwear and dresses1 seersucker for children's rompers1 dresses1 and aprons1 with doilies or paper napkins in place of tablecloth1 at least for breakfast and lunch1 and paper towels for kitchen and bathroom4 ,the physical and mental condition of the worker is a very considerable factor in time and energy cost4 ,work attempted when one is fatigued1 nervous1 or tense consumes vastly more energy and time4 ,learn to relax at intervals2 especially lie down for a few minutes about midday4 8,never stand when you can sit2 never sit when you can lie down40 ,if becoming nervous or tense1 relax completely1 and take long1 slow1 deep breaths of fresh air4 ,stand with the weight on the balls of the feet1 head erect and chest expanded4 ,keep the house air in winter at efficiency point3 between #fe ,f4 and #fh ,f4 in temperature1 and sufficiently humid by well-filled water pans in furnace pipe or by large open dishes of water in room1 and with a constant intake of fresh outside air4 ,making the ,most of the ,family ,income4 ,analyze the family income and spend it on paper many times before spending it over the counter4 ,train the family to spend less than is planned1 rather than more ,ordinarily1 for incomes up to three thousand dollars1 the following is considered by economists a wise distribution1 in a family with three children3 ,rent #bj ,food #be ,operating expenses 7heat1 light1 repairs1 labor1 supplies7 #ae ,clothing #bj ,education1 recreation1 health1 saving #ae-bj ,personal ordering and selection of supplies1 paying cash and keeping accounts1 will furnish the greatest values for expenditures4 ,accurate scales and measures in the kitchen1 with occasional tests of supplies sent1 will check errors or dishonesty of marketmen4 ,cost of supplies may be reduced by keeping posted on market prices2 buying in wholesale quantities where possible1 in coperation with other housekeepers2 buying directly from the producer wherever possible2 knowing the reliable grades and brands of package goods4 ,a knowledge of the values of common foods and their comparative cost for equivalent food value is indispensable for efficiency4 ,a reasonable allowance is two dollars to two dollars and a half a week for food supplies for each person4 ,an ample quantity 7eighteen hundred to two thousand calories a day7 of nourishing food of limited variety can be purchased for one dollar a week4 ,luxuries should be had on a four dollar weekly allowance per person ,the following table can be expanded by any housekeeper4 ,for other food stuffs3 ,note calories per pound4 7,given in ,government ,bulletin ,number #bh or ,rose's ,laboratory ,manual in ,dietetics7 ,to find the number of calories for one cent1 divide calories per pound by cost per pound4 ,fruits and green vegetables1 although furnishing few calories for one cent1 are needed each day1 for their vitamines1 acids1 and minerals4 ,comparative ,caloric ,food ,values and ,cost ,,calories ,,calories ,,food ,,per ,,cost ,,per ,,for ,,pound ,,pound ,,one ,,cent ---------------------------------------- ---------------------------------------- ------------------------------ ,oatmeal #ahjc #d cents #dea ,corn meal #afac #d 0 #djj ,dried peas #afab #h 0 #bja ,white bread #aagd #f 0 #aif ,potatoes #cgh #b 0 #ahi ,milk1 per qt #fge #i 0 #ge ,rice #ffj #aj 0 #ff ,flank steak #ajhd #ah 0 #fj ,shredded wheat #afjj #cc 0 #dh ,salmon #ibb #bj 0 #df ,sirloin #ieg #bh 0 #cd ,eggs 7#bh cents a doz 7 #fgb #ba 0 #cb ,flounder #abh #g 0 #bj ,chicken #bhi #be 0 #ab ,locating the ,home4 ,life in the open country1 town1 or suburb reduces the cost of living1 as compared with the city1 7a7 by reducing the stimulation and excitement of daily life1 and their energy cost2 7b7 reducing the temptations to extravagant and frivolous expenditure of money2 7c7 furnishing better air and more outdoor living1 thus increasing the quality of life besides decreasing expenditures for illness2 7d7 providing a porch and yard where children may play in sight of mother at work1 and where the family may find social life2 7e7 providing space for garden and poultry1 whose care is healthful exercise1 and whose products may reduce the expenditure for food4 ,by purchasing staples at wholesale and organizing a coperative marketing group for fruits and vegetables1 as wide a variety and as low a cost of food is possible as under most favorable city conditions4 ,the provision of rural traveling libraries1 art exhibits1 educational picture films1 the use of the schoolhouse as a social center1 the improvement of education in the rural and suburban school with its ideal natural environment1 all are part of that larger home-making for which every mother and father should feel a responsibility4 ,the ,value of ,life and of ,things4 8,the things that are seen are temporal2 the things that are not seen are eternal40 ,do not mistake the means for the end in housekeeping4 ,orderliness1 immaculate linen1 garnished rooms are means4 ,good cheer1 patience1 kindliness1 reserve force1 poise are of vastly greater value4 ,often it is necessary to choose between the two4 ,cherish simplicity1 beauty1 courtesy1 rather than conventionality1 aping of passing modes1 vulgar show1 and ostentation in the house1 equipment1 household service1 the clothing of the family4 ,train every member of the family to be responsible for the care of his own belongings and to wait upon himself as his share in social coperation4 ,let the children from toddling time help in the household duties and chores4 ,it will be for their guardians a good training in patience1 adaptability1 and sympathy4 ,what if their work is crude1 with many mistakes and mishaps8 ,they are learning motor cordinations1 manual dexterity1 a knowledge of homely routine1 the meaning of labor and service1 the joy of workmanship and creation1 the satisfaction of self-reliance1 the happiness of intimate comradeship with mother and father4 ,their character development is the great consideration1 not the materials they are handling or the petty work they are accomplishing4 ,,chapter ,,iv ,,founding ,a ,,family 8,the business of life is the transmission of the sacred torch of heredity undimmed to future generations4 ,this is the most precious of all worths and values in the world40 --,g4 ,,stanley ,,hall4 8,the young people of the next and all succeeding generations must be taught the supreme sanctity of parenthood--that the highest profession and privilege they can aspire to is responsible fatherhood and motherhood40 --,c4 ,w4 ,,saleeby4 ,solicitude for the ,child as a ,factor in ,social ,progress4 ,the eugenic education of children is the real beginning4 ,parents can give to the little children in the home true ideals of parenthood1 wholesome respect for maternity and paternity1 training in the control of desires and appetites1 a controlling sense of their personal and social responsibility1 and true instruction regarding the origin and creation of life4 ,so to live that their children shall be strong and happy is a motive that a child can appreciate1 and it can become the most powerful incentive for hygienic living1 for industry1 education1 for social purity that is positive--noble in thought as well as restrictive in action4 ,trained thus through childhood1 boys and girls will be prepared to meet with high-mindedness and moral stamina the storm and stress of adolescence2 their ideals of sweetheart and lover will have a wholesome eugenic prejudice1 and they will be prepared to discuss with dignity1 scientific spirit1 and reverence this significant phase of their future home life4 ,there is no essential contradiction between romantic love and eugenics4 ,indeed1 sincere1 deep and enduring love of parents for each other and for their children is an essential in a eugenic ideal4 ,a young woman knows a hundred young men1 but is in love with only one 7or possibly none7 because the others do not embody the ideal that she has fashioned4 ,every young man and woman has such an ideal1 perhaps only vaguely defined but certainly felt1 with which they are in love1 for which they search1 and with which they sometimes invest an acquaintance only to discover later their illusion4 ,this ideal is composed of the most alluring qualities and personalities they have known4 ,what young man would be likely to fall in love with a girl1 however pretty1 even charming1 whom he knew could be the mother only of sickly1 peevish1 stupid children to inherit his name and perpetuate his family1 or who would refuse to assume the burden of motherhood8 ,what normal young woman would be attracted by any 8fairy prince01 however romantic1 wealthy1 handsome1 if she were aware that his children1 should he have any1 would be doomed to early death1 weakness1 or imbecility1 and that she herself would be made a sufferer for life8 ,the widespread tendency of young men and women of to-day to include beauty1 vitality1 and ability in their romantic ideal is itself sufficient evidence4 ,young men and women are generally too well balanced to marry simply from eugenic consideration without romantic love1 although this is less reprehensible than marriage simply for title or livelihood1 for social distinction1 or personal creature comfort without consideration for either eugenics or romantic love4 ,the prayer of ,hector1 as he lifted his little child in his arms in the tower of ,troy1 while the battle raged without the walls1 is the prayer of the parent heart everywhere1 that the child shall be nobler and greater than the father4 ,the normal biological life for every man and woman is parenthood4 ,the normal social relation between parents is mutual1 abiding love4 ,only through the development of such a love has humanity evolved from the materialistic1 individualistic stage of the animal to even the present stage of spiritual life and social relationships4 ,it is mutual solicitude for the child that places the biological relations of men and women on a wholesome1 ethical1 and spiritual plane4 ,historically1 marriage and monogamy are the result of children4 ,the social stigma upon illegitimacy is not artificial or unreasonable4 ,it is the deep appreciation by the social experience of humanity that parental responsibility and solicitude is at the very foundation of society2 that the selfish1 reckless use of this creative power1 or a cuckoo-like disregard for the child's life1 is undermining to society as well as to the character of the man1 the woman1 and their child4 ,the far-sighted perceive1 too1 that the undermining influence of physical relations without spiritual purpose1 of individualism that ignores social responsibilities1 of blind1 unreasoning following of any impulse1 in this1 as in any phase of life1 is quite as destructive to the man1 the woman1 and society1 even without the penalty of the unwelcome child2 that usually the man is more blameworthy than the woman2 that both are often the victims of ignorance1 lack of ideals1 and of early training in responsibility and self-control2 and that similar selfish lack of solicitude for their child is equally reprehensible within and without marriage4 ,the child is the equal creation1 responsibility1 and satisfaction of both father and mother4 ,the parent who willingly shirks the responsibility for the care of his or her own child is a coward1 if not a knave or a defective4 ,the father who would voluntarily forego his share in the care and companionship of his child1 or the mother who would demand this1 are equally lacking in parental instinct4 ,celibacy1 marriage without love1 parenthood without marriage1 are equally undesirable4 ,but if circumstances require a choice1 celibacy is less miserable for the individual and less detrimental to society4 ,it is part of the great social responsibility of parents and social administrators to remove the causes of celibacy by3 #a4 ,providing academic1 social1 and moral education that prepares young men and women for congenial companionship and for home-making2 #b4 ,making provision for wholesome recreational opportunities and acquaintance1 for young men and women of similar intellectual and social interests2 #c4 ,affording the economic opportunity for a family income for young men by their early twenties1 through vocational training1 regulation of the cost of commodities1 direction of labor conditions2 #d4 ,abolishing war1 that fiendish ,minotaur that not only interferes with ,nature's provision of an equal number of men and women in any generation1 but that1 more serious still1 devours the ablest and strongest of the young men1 depriving millions of women of their husbands and their children4 ,the ,meaning and ,significance of ,eugenics4 ,eugenics1 as defined by ,sir ,francis ,galton1 is 8the science which deals with all influences that improve the inborn qualities of a race and that develop these to their utmost advantage40 ,wise men in former ages have perceived something of its possibilities4 ,positive eugenics is concerned with whatever will enhance the inborn qualities of a new generation1 therefore with social conditions that promote the mating of the physically1 mentally1 and morally able2 with conditions that improve the quality of the germ cells in the individual2 with ideals that develop self-control and the spiritualizing of the instinct of race preservation4 ,negative eugenics is concerned with the elimination of hereditary diseases and defects2 with the prevention or correction of diseases1 defects1 poisons1 and practices in the parent that have a harmful effect upon the germ cells and the unborn child2 with the elimination of social and moral conditions that endanger the life or handicap the progress of unborn generations4 ,genetics1 the study of the laws of heredity1 is the biological foundation of the science of eugenics2 ethics and religion are the basis of practical eugenics4 ,in the past century great impetus was given to eugenic research and ideals by ,sir ,francis ,galton1 a cousin of ,charles ,darwin4 ,galton1 indeed1 coined the word 8eugenics0 from two ,greek words meaning 8well-born40 ,to quote from ,galton's own writings3 8,man is gifted with pity and other kindly feelings2 he has also the power of preventing many kinds of suffering4 ,i can conceive it to be within his power to replace ,natural ,selection by other processes that are more merciful and not less effective4 ,this is precisely the aim of eugenics4 ,its first object is to check the birthrate of the unfit1 instead of allowing them to come into being1 though doomed in large numbers to perish prematurely4 ,the second object is the improvement of the race by furthering the productivity of the most fit by early marriages and healthful rearing of their children4 ,natural ,selection rests upon excessive production and wholesale destruction2 eugenics on bringing into the world no more individuals than can be properly cared for and those only the best stock40 ,galton devoted his time and his fortune to the investigation of these principles and the propaganda of eugenic ideals4 ,he made extensive studies of family histories1 especially to ascertain what evidence they gave of the inheritance of physical1 mental1 and moral traits4 ,he organized the ,eugenics ,education ,society1 whose leaders include eminent scientists1 sociologists1 physicians1 educators1 and under whose auspices the ,first ,international ,eugenics ,congress was held in ,london in #aiab4 ,present ,knowledge of ,heredity4 ,more has been learned about heredity in the past quarter century than in all previous history4 ,through the inspiration of ,galton1 extensive studies have been made of family histories in many countries1 and not only has the certainty of inheritance been established1 but some of the laws of heredity have been formulated4 ,through the laboratory studies made possible by the improvements in the compound microscope1 important discoveries have been made of the physiological processes and the mechanism by which characteristics are inherited4 ,this is the summary of our present knowledge3 ,physical and mental characteristics are inherited4 ,inheritance is of definite traits1 such as eye color1 height1 musical genius1 high or low resistance to a germ disease1 for example1 tuberculosis4 ,research work in genetics is at the present time especially concerned with discovering what are the unit characters and how each is transmitted4 ,special cells1 called germ cells1 are the carriers of heredity2 these contain the determining factors for physical and mental characteristics4 ,these1 like all the other cells of the body1 are microscopic in size4 ,the body of the individual is the temple in which the sacred cells of the race are protected4 ,inheritance is not directly from the parent but from the germ cells1 which may carry characteristics not found in the parent but in some of the other ancestors4 ,an individual does not inherit what his parents are but what is in the two germ cells1 one from the mother1 one from the father1 that unite to form that individual4 ,with the union of the two germ cells the inborn characteristics of the individual are determined1 8the gate of gifts is closed40 ,environment and training may increase the strength1 or minimize the force of inborn characteristics1 or even suppress some of them1 but it cannot add to them1 or increase their force beyond their inherent limitations4 ,some few characteristics are inherited only through the mother1 or only through the father1 or are transmitted only to the sons or only to the daughters2 most characteristics are not thus limited1 but may be transmitted by either parent to either son or daughter4 ,acquired characteristics are not inherited4 ,if a man loses his hand in an accident1 his descendants cannot inherit one-handedness2 if he masters a foreign tongue1 his descendants cannot inherit his knowledge of that language4 ,no disease germ is inherited1 in the genetic sense of being conveyed in the special germ cells4 ,a child may be infected with a disease before its birth2 this is not1 strictly speaking1 heredity but congenital 7or prenatal7 infection4 ,tuberculosis is sometimes thus conveyed from the mother1 and syphilis very frequently when either the mother or the father has this disease even in latent form4 ,what may be inherited is a tendency toward a disease1 a weakness of specific organs or tissues1 a lack of resistance to a specific disease4 ,variations sometimes appear apparently spontaneously1 as the result of some accident to the germ plasm1 or an unusual combination in the two germ cells2 such variations may be inherited4 ,some characteristics are apparently persistent1 and in the process of inheritance tend to predominate over their complementary characteristics4 ,the former are called dominant1 the latter recessive characteristics4 ,the law by which dominant and recessive traits are inherited was first formulated by ,mendel1 an ,austrian monk1 less than half a century ago4 ,biological research is being devoted at present to discovering what traits of human significance are subject to this ,mendelian law1 as it is called4 ,a characteristic found in both parents1 or in both families1 has a double possibility of appearing in their descendants1 and some mental defects and abilities tend to appear with greater force and at an earlier age1 in the descendants4 ,every individual is born with all the germ cells he will ever possess4 ,these germ cells are highly susceptible to poisons in the circulation1 especially to3 7#a7 alcohol1 even in dilute quantities1 7#b7 fatigue poisons1 7#c7 opium1 morphine1 and similar drugs1 7#d7 lead and other poisonous metals1 7#e7 lack of nutrition due to anemic condition of the body4 ,if a germ cell is thus affected by poison at the time of the uniting of two cells1 or during the subsequent development1 the child is especially liable to3 7a7 serious injury resulting in death before birth2 7b7 low vitality resulting in death within a year after birth2 7c7 defective development resulting in physical deformity or in mental defect1 such as feeble-mindedness or idiocy4 ,if either parent is infected with syphilis1 the germs most frequently attack the developing child and cause death before birth or during the first year2 or the germs may attack any tissues1 crippling1 producing deformities1 deafness1 blindness1 idiocy1 manifest either at birth or later in life4 ,if either parent is infected with gonorrhea1 the eyes of the child will probably be infected at birth1 and blindness prevented only by immediate use of silver nitrate solution2 or the mother may be made incapable of having a child4 ,fitness for ,parenthood4 ,even the minimum qualifications for parenthood are various4 ,for the fullest welfare of the child the following qualifications are essential3 ,spiritual3 a sense of the responsibility of parenthood1 love of children2 love of harmony and mutual agreement between parents2 self-control1 unselfishness1 patience4 ,social3 legal marriage1 good moral character4 ,economic3 marketable skill1 energy1 adaptability2 ability of father to earn a comfortable living1 potential ability of mother to earn a living1 ability to use income economically4 ,mental3 ,maturity1 experience1 judgment to conduct one's share of the family and household responsibility1 ability to learn2 for the mother1 knowledge of at least the elements of hygiene1 child-care and training1 some experience in caring for little children4 ,physical3 physical and mental soundness2 sound heredity1 especially freedom from neuropathic taint1 alcoholism1 tuberculosis1 venereal disease 7syphilis or gonorrhea72 freedom from poisons of alcohol1 fatigue1 worry1 overwork2 mother not less than twenty or more than forty-five2 father not less than twenty1 preferably past twenty-four2 maximum vitality and physical energy4 ,blood tests recently discovered make possible the diagnosis of tuberculosis and venereal disease in the system1 even when no symptoms are obvious4 ,it is estimated that about twenty to thirty per cent4 of cases of venereal disease are innocently acquired1 through public drinking cups1 towels1 lavatories1 toilets1 or by infection of the husband or wife after marriage4 ,infection is usually acquired through sex immorality4 ,the certainty of a cure can never be made absolute2 the probability requires years of persistent treatment by a responsible physician1 not a quack4 ,the man who has 8sown his wild oats0 has verily sold his birthright for a mess of pottage1 and is most liable to have acquired one of these loathsome diseases1 habits of drinking1 and of self-indulgence4 ,it is dangerous to his wife and children for him to become a father until all of these have been overcome4 ,a woman who contemplates marrying such a man to reform him is inviting disease and destruction upon herself and her children4 ,some individuals should never become parents because they carry so serious an hereditary taint which some of their children would probably inherit and carry on4 ,this includes individuals afflicted with the following3 ,neuropathic taint3 feeble-mindedness1 idiocy1 insanity1 mania1 epilepsy1 hysteria1 chorea1 sex perversion1 alcoholism ,syphilis ,tuberculosis ,deaf-mutism ,otosclerosis 7hardness of hearing due to rigid eardrum7 ,catarrhal deafness ,retinitis 7progressive degeneration of retina and atrophy of optic nerve1 producing blindness7 ,albinism 7absence of coloring in hair and eyes7 ,inherent lack of physical energy2 pauperism ,if an individual with a family history that includes one of these taints in hereditary form should marry an individual having a family history with the same taint1 some of their children would probably be afflicted with the taint1 and others of them would carry it on4 ,marriage of blood relations1 such as cousins1 is subject to this law2 it is eugenically permissible1 provided the same hereditary defect does not appear in both family histories4 ,the most advantageous years for parenthood1 for the welfare of the children1 are between twenty or twenty-five and forty years of age for the mother and past twenty-five years for the father4 ,an interval of two or three years should elapse between the children1 to give ample opportunity for the mother to gain reserve vitality and to care adequately for each child4 ,on the average1 four children to a family are required merely to maintain a constant population2 families in which the average is less than this are in danger of extinction4 ,as soon as its far-reaching significance to themselves and to their children is generally perceived by parents and young people1 men and women who genuinely love each other will voluntarily give and absolutely require a medical certificate before marriage4 ,before undertaking the responsibility of parenthood1 both mother and father should put themselves into the best possible physical and spiritual condition1 and if necessary1 go through as thorough a course of training as that of any aspirant for an athletic prize or of any priest for a great spiritual work4 ,the ,vedas1 the sacred books of the ,hindoos1 contained special prayers for those about to assume this creative work4 ,nature has provided one effective1 safe1 and ethical method of limiting the birth rate in the family1 a method that is entirely in the control of parents4 ,this method is abstinence1 except for the end to which nature implanted this instinct1--the creation of a new life4 ,it is conducive to the welfare of the children4 ,this is in no wise harmful to the physical1 mental1 social1 or spiritual well-being of men and women1 if both are temperamentally adapted to each other1 mutually agreed1 and thoroughly honest with each other2 if they have learned to transmute this instinct and energy to other activities2 and if their recreations1 personal hygiene1 and adjustment of daily living are normal and wholesome1 not artificially stimulating4 ,in conclusion1 to quote from two ,english writers3 8,by no other means than the realization of the ideal that every new baby shall be loved and desired in anticipation--an ideal that is perfectly practicable--can the black stain of child murder and child torture and neglect be removed from our civilization40 --,saleeby4 8,hitherto the development of our race has been unconscious1 and we have been allowed no responsibility for its right course4 ,now in the fullness of time we are treated as children no more1 and the conscious fashioning of the human race is given into our hands4 ,let us put away childish things1 stand up with open eyes1 and face our responsibilities40 --,whetham4 ,,chapter ,v ,,growth ,,and ,,development 8,the child should know no other endeavor but to be at every stage of development wholly what this stage calls for4 ,then will each successive stage spring like a new shoot from a healthy bud2 and at each successive stage he will with the same endeavor again accomplish the requirements of this stage2 for only the adequate development of man at each preceding stage can effect and bring about adequate development at each succeeding later stage40 --,f4 ,,froebel4 ,children do not grow and develop by any haphazard process4 ,too often parents have had so little1 either of first-hand acquaintance with other children1 recollection of their own childhood1 or knowledge of the literature of child-study1 that they have fumbled in the dark1 misunderstanding and experimenting on their own children1 without either standards for comparison or principles for guidance4 ,there is a wealth of material1 both technical and popular1 available in this 8century of the child40 ,the impetus given to the study of the child by ,pestalozzi and ,froebel a century ago has gained increasing momentum in ,europe and ,america4 ,some investigators have made laborious studies of large numbers of children to ascertain average rates and factors of growth or development of some part of the body or some phase of spirit4 ,others have made painstaking1 intensive studies of individual children and have reported the characteristics observed at different ages4 ,the outlines1 main features1 and basal principles are already defined4 ,a knowledge of these is as essential to the intelligent worker with children as a knowledge of the processes of plant growth and development to the intelligent agriculturist4 ,many blanks and gaps in our knowledge of child development are yet to be filled4 ,the father1 mother1 teacher who is sympathetic with child nature1 who has the scientific mind for accuracy1 definiteness and persistence of observation1 has an opportunity to contribute to the common fund of knowledge of child life by making original observations of the child in the home4 ,hitherto most of the published studies1 both of groups and of individuals1 have been made by men4 ,doctor ,g4 ,stanley ,hall has been the pioneer leader and chief inspirer of the child-study movement in ,america4 ,doctor ,john ,dewey's contributions and inspirations have been both profound and extensive4 ,madame ,montessori is the one woman who has made large contributions4 ,it should be noted that a science of child-study and development was not possible until the idea of evolution became known and appreciated4 ,froebel sensed this evolution1 as will be noted in reading his 8,education of ,man01 which was published a quarter of a century before ,darwin's 8,origin of ,species40 ,this phase of psychology--tracing the stages of mental development as an organic process from its simple beginnings in the individual or the race to its maturity in adulthood of the individual or civilization of the race--is the field of genetic psychology4 ,the intelligent worker with children in the home must be acquainted with what is normal and usual at any stage1 in child anatomy1 physiology1 and psychology4 ,only with such knowledge is it possible to make intelligent observations of the development of the individual child1 and to supply a normal environment and guidance suited to his stage of development4 ,such knowledge and preparation can be acquired only through study of the literature of child psychology1 and through intensive1 first-hand acquaintance with children4 ,it requires about twenty-five years for nature to bring a human individual from birth to physiological maturity4 ,in the nine months before birth the growth and development is very rapid4 ,all the organs are formed1 but their development at birth is immature1 especially the development of the nervous system4 ,what is accomplished in these years8 ,from ,birth to ,maturity ,total weight increases from #af to #bb fold4 ,length of body 0 #c fold ,size of muscles 0 #cg 0 ,size of lungs 0 #ah 0 ,size of heart 0 #ac 0 ,size of brain 0 #c 0 ,weight of arm 0 #d 0 ,weight of leg 0 #e 0 ,note the great differences in increase of different parts of the body4 ,at ,birth ,at ,maturity 7#be years7 ,stomach undeveloped ,complete digestive development ,few digestive juices ,all ,no provision for digesting ,digestion of all food elements1 starch until #h or #i months2 including solids fats 7except cream72 protein 7except curds of milk72 solid food ,no teeth cut ,two sets of teeth cut ,sense organs3 incomplete ,senses fully developed development1 especially ,fine sense discrimination sight and hearing ,reproductive system rudimentary ,reproductive system mature ,nerve cells undeveloped ,nervous system complex and ,few association fibers formed developed ,medullary sheath not formed ,motor ability limited to crying1 ,motor cordination of all muscles1 grasping1 reflex movements including accessory eye of arms and legs and finger muscles ,mental ability limited to few ,concentration1 imagination1 vague1 unlocated sensations1 judgment1 speech1 all well slight motor memory developed ,language only a cry or instinctive ,fluent use of language movements of head1 arms1 legs ,emotions limited to slight ,wide range of emotions1 potentially pleasure-pain2 no control controlled and expressed ,volition rudimentary ,will power to achieve any purpose ,social1 moral1 religious instincts ,sense of law and property rights undeveloped ,social coperation ,moral standards1 judgments1 and habits ,religious feeling and action ,after twenty-five years there is sometimes a slight increase in height and weight2 plasticity is slight2 new habits are not readily formed2 new ideas not readily accepted4 ,the nervous system is capable of continued development4 ,there are a few foundation facts and principles that should be summarized before taking up in detail the stages of growth and development4 ,the child is not a small edition of an adult4 ,his anatomical proportions1 his physiological processes1 his ways of thought and of thinking1 his motives1 interests1 likes1 emotions1 methods of expression1 are all different from the adult's2 and they are all different at different stages in his development4 ,the child lives through 7recapitulates7 in a general way the main stages and order of physical and psychological development that organic life and the race have passed through in the countless ages since life began4 ,starting as a one-celled creature1 he recapitulates in the nine months of embryonic life the processes of evolution that required millions of years1 from the amba to the higher vertebrates1 in the evolution of the species4 ,at birth the baby is less developed and more plastic than the young of any other creature at its birth4 ,this helplessness and plasticity are due to the incompleteness in development of the nervous system4 ,it is because of this incompleteness that the physical1 mental1 and spiritual life can be shaped in great measure by environment4 ,it is this incompleteness that provides both the opportunity and the responsibility of parents and guardians4 ,for normal development there must be both the growth principle and power within the individual1 and the growth stimulus and materials supplied by the environment4 ,the rate and nature of growth and development are influenced by two factors3 7#a7 heredity 7race1 family72 7#b7 environment 7climate1 social status1 economic resources1 city or country1 materialistic or idealistic atmosphere1 commonplace or cultured1 ugly or beautiful1 expressive or repressive1 guiding or neglectful74 ,growth and development are two different processes4 ,growth is increase in size2 development is increase in power of function4 ,this principle holds true for every muscle1 every nerve1 every special organ1 every brain center4 ,growth is a vegetative process1 dependent upon intake of nutrition and elimination of waste4 ,development is dependent upon use1 which involves the exercise of the organ or system and of the related brain center1 and this leads to both 7a7 the initial use of mind and 7b7 mental development4 ,each organ1 each physiological system or process1 each mental process1 is controlled by its own definite nerve cells in the spinal cord and brain4 ,by exercise of the specific organ or system1 the corresponding nerve center is developed2 and the development of the nerve center makes possible a more adequate and perfect use of the specific organ or system4 ,during the growth stage of any part1 exercise of the part is not normal but injurious4 ,when sufficient growth has been attained for development to begin1 there is an instinctive desire or hunger for exercise of the part4 ,this desire is manifested by the natural1 spontaneous activity or interest of the child4 ,for example1 during some ten or twelve months the muscles of the legs and back1 and corresponding nerve centers in the spinal cord and the brain1 are growing4 ,when their growth is attained1 these muscles and nerve centers begin to function in the process of standing and walking1 and the child makes every effort to walk4 ,to put him on his feet and attempt to teach him before this stage1 is to strain unprepared organs1 bones1 muscles1 and nerves4 ,to keep him lying in a vehicle so he cannot exercise when he spontaneously attempts to walk1 is to retard or prevent this natural development4 ,the process of growth and development is not uniform during childhood2 neither do all the parts grow and develop at the same time4 ,growth is periodic and by parts2 it is variable for each part or system4 ,there are periods of slow or rapid growth and development at different ages4 ,development begins first for the oldest 7racially7 muscles and parts1 and for those that are being used reflexly1 that is1 arms1 legs1 trunk1 hands1 which are known as the fundamental muscles4 ,the finer1 accessory muscles and their brain centers do not develop completely until several years after birth4 ,there are no average children4 ,every child is somewhat different4 ,in rate of growth1 children may normally vary one to two years from the average4 ,in individual children1 some factors at any stage will normally be more marked than others4 ,distinction must therefore be made between 7#a7 chronological age1 7#b7 physiological age1 and 7#c7 psychological age4 ,the standards for 7#b7 and 7#c7 are at present the subject of special researches4 ,physiological age refers to such factors as dentition1 development of bones1 height1 weight1 sex maturity4 ,psychological age refers to mental ability and maturity4 ,in some children the hereditary force of a specific characteristic is stronger than in other children4 ,or the environment of one child gives greater stimulus to an instinct at its nascent 7beginning7 period1 and greater opportunity for its use4 ,the individual who lives most completely in each stage the life normal to that stage1 is best prepared for the succeeding stages of life4 ,to attempt to hurry a child through this process or to permit an arrest of development in any stage or at any point1 is to seriously handicap the child's normal and complete development4 ,infant prodigies and infantile youths are both abnormal4 ,in each stage there are some instincts to be especially fostered1 some that need encouragement or stimulation1 some that require careful direction into useful channels1 some to be ignored as only transitory1 and a few that may need inhibiting4 ,the following group of stages has been prepared as possibly most helpful for guidance of parents and teachers in the home4 ,the transition from one stage to another is gradual4 ,in so brief a summary as the following1 only a few of the most significant items can be presented1 and these typical of the average4 ,this is not a form into which every child must be expected to fit4 ,rather it is a suggestion of the usual1 which the individual normal child will approximate in general4 ,it presents a method for recording the development of the individual child4 ,infancy ,birth to #b-c ,years ,marked ,characteristics3 ,rapid growth1 especially of brain ,first dentition ,nervous system rapidly developing ,association fibers developing between spinal centers and brain centers ,bones1 nervous system plastic ,rapid heat radiation ,rapid pulse1 respiration ,tissues flabby ,low vitality ,motor and sensory development rapid ,motor cordinations developing rapidly ,speech develops ,interest in pure motor activity1 and sensory experiences ,thinking exceeds power of expression ,all mental processes developing ,curiosity about everything seen1 handled1 heard ,perceptions crude1 few ,unconsciously imitative ,activity an end in itself ,imagination crude1 vague ,reasons by association of circumstances ,emotions crude1 uncontrolled ,fear of noises and strange objects ,humor in surprise ,social dependence ,little self-control ,obedience ,trust ,early ,childhood #b-c to #f-g ,years ,marked ,characteristics3 ,rapid growth ,nervous system rapidly developing ,rapid growth of brain until #g yrs4 ,fundamental muscles utilized ,accessory muscles immature ,activity its own end ,experiments in motor control ,greatest sensory development and efficiency ,curiosity1 analysis1 investigation1 experimentation strong ,interest in simple construction ,constructs for use ,thought concrete ,suggestibility ,continued plasticity ,attention flitting ,asks 8,what80 8,why80 ,memory for words sthetic tastes crude ,frankness ,crude experience and association of ideas ,vivid1 concrete imagination2 images distorted ,imitation at its strongest ,imitative dramatic play ,humor in incongruity ,curiosity regarding sex biology ,sex feeling undeveloped ,emotions strong1 slight control ,imaginary fears ,self-control weak ,selfish1 thoughtless ,respect for parents ,wonder at universe ,obedience ,personification of nature ,conscience begins ,infancy and ,early ,childhood ,birth to #f ,years ,foster3 ,sensory and motor activity ,trustfulness ,curiosity ,investigation ,acquaintance with world of realities ,initiative ,wide range of interests ,fanciful imagination ,formation of permanent habits ,sense of wonder ,cultivate3 ,regularity ,respect for authority ,concentration ,thoughtfulness for others ,courtesy ,emotional control ,permanent moral prejudices ,thrift ,inhibit1 or ,overcome3 ,social dependence ,fear ,selfishness ,reckon with3 ,slow mental adjustment ,motor awkwardness ,misunderstanding of instructions ,mischief1 which is the result of an abundance of vitality1 initiative1 sense of humor1 investigating spirit2 it is not something to condemn1 but for which to provide natural environment4 ,rudeness1 which is due to childish frankness1 democracy1 thoughtlessness1 examples of discourtesy4 ,curiosity regarding biology of sex1 to be answered honestly but poetically under three years and biologically after three4 ,telling of falsehoods1 from #c to #g years of age1 frequently due to the vivid1 imaginative life that the child is living1 his relative inexperience with the world of realities1 and the difficulty1 therefore1 of keeping the distinction clear between the two4 ,later ,childhood #f-g to #i-aj ,years ,marked ,characteristics3 ,growth progressing ,differences in growth rate of boys and girls ,second dentition ,sensory and motor activities prominent ,heart and lungs relatively small ,brain growing slowly1 attains adult size ,eye development still incomplete3 near sight ,finger movements stronger1 more precise ,rapid increase in motor control ,forearm and finger control develops ,manual skill easily acquired ,interest in workmanship ,ideals exceed ability ,plasticity to habit ,receptivity ,routine easy ,experimentation1 exploration strong ,interest in variety ,actions not well cordinated ,lack of perseverance ,easily discouraged ,adjustment to realities ,images truer to reality ,memory strong for concrete ,period of imaginative activity ,less direct imitation ,imitative and imaginative dramatic play ,emotions becoming controlled ,fears strong ,self-control vacillating ,humor in puns1 riddles ,appreciation of rules in game ,beginning of social sense in group play ,slight sense of property rights ,slight conscience ,interest in religious forms 7imitative7 ,foster3 ,exploration ,experimentation ,moral habits ,imaginative play ,variety of interests ,doll interest ,motor cordinations--skating1 dancing1 swimming ,cultivate3 ,power of voluntary attention ,self-control ,initiative ,modesty ,conventional courtesies ,respect for property rights ,inhibit3 ,cruelty ,fears ,reckon with3 ,fatigue1 due to bodily conditions ,discouragement1 from greater increase in ideals than in technical ability ,youth ,girls1 #i to #ab-ad ,years ,boys1 #i to #ad-af ,years ,marked ,characteristics3 ,slower growth ,period of transition ,practical adjustment ,reproductive organs maturing ,period of low morbidity ,heart and lungs relatively small ,great motor activity ,reactions vigorous ,resistance to fatigue ,immunity to exposure1 danger1 temptation ,senses acute ,new adjustments and cordinations readily made ,routine and rote enjoyed ,motor skill easily acquired ,keen interest in workmanship and motor skill ,constructs for concrete purposes or use ,mental action better controlled1 more connected1 orderly ,memory quick1 sure1 lasting ,more critical ,sex consciousness develops ,emotions weaker ,fear increases ,teasing other children ,less submissive to elders ,competitive sense increases ,conscience weak ,reverence weaker ,religious indifference ,foster3 ,muscular activity ,motor and manual skill ,drill1 memorizing ,routine1 discipline ,three ,r's4 ,responsibility ,cultivate3 ,fine handwork ,thoroughness ,reserve 7in girls7 ,chivalry 7in boys7 ,confidence in parents ,inhibit3 ,athletic competition 7too great strain on heart7 ,fear ,reckon with3 ,less confidence in adults ,group interest ,secretiveness ,adolescence ,girls1 #ab to #ah ,years ,boys1 #ac to #ba ,years ,marked ,characteristics3 ,rapid growth and development ,proportions changing ,lungs1 heart increase in size and function ,blood pressure increases ,muscular strength increases ,voice changes ,awkwardness ,senses keen ,craving for larger experience ,routine irksome ,power of concentration ,abstract thought ,independent thought ,mental speculation ,larger mental perspective ,memory strong1 includes abstract ,abstract reasoning ,debating ,imagination strong1 comprehensive ,original thought and action ,organized dramatics ,individuality increases ,works for remote ends ,restive of restraint ,sex feelings increase ,romantic interest strong ,social sympathy increases ,social coperation ,subject to moods ,shyness and bashfulness ,conscience keener or very callous ,sense of duty develops ,spirit of social service or rowdyism ,religious feeling ,conversion period ,criminal period ,idealism ,hero-worship ,foster3 ,idealism ,hero-worship ,altruism ,religious feeling ,group interest2 team work ,leadership1 individuality ,reasoning1 debating ,constructive imagination ,athletics2 physical activity ,cultivate3 ,sense of reality ,emotional poise ,responsibility ,strength of will ,mutual sympathy 7parent and youth7 ,variety of interests ,vocational choice ,outdoor life ,inhibit3 ,depression and pessimism ,finicalness ,recklessness ,reckon with3 ,emotional upheaval ,philosophical speculation ,sex interest ,awkwardness1 bashfulness ,self-consciousness ,reserve with family ,development of ,language ,children vary naturally1 and according to their environment1 in the rate of development in use of language4 ,any effort to hasten the process of talking or vocabulary during the first four or five years is an artificial forcing that is more likely to retard development4 ,the following represents all that should be expected of a normal child4 ,first six months3 crying1 gesture language ,second six months3 babbling1 imitation of sounds1 gesture language ,one year3 three to ten words ,one to two years3 vocabulary of #ajj to #ejj words2 two-word sentences ,two to three years3 #ejj to #aejj new words2 begins use of pronouns ,three to four years3 #ejj new words2 complete sentences ,four to five years3 articulation nearly perfect2 interest in rhyming ,five to six years3 articulation perfect2 inflection of nouns and verbs nearly perfect2 interest in nonsense words2 use of drawing ,six to nine years3 grammar usually correct2 interest in puns and in secret language2 use of drawing as language expression2 imitative interest in symbols of language 7alphabet1 reading1 writing7 ,nine to twelve years3 genuine interest in language symbols2 easily learns reading and writing2 with limited vocabulary1 slang develops ,,physical ,,and ,,mental ,,growth ,,and ,,development ,,physical ,,birth ,,first ,,second ,,characteristics ,,six ,,months ,,six ,,months ---------------------------------------- ---------------------------------------- ---------------------------------------- ------------ ,organs rapidly ,muscles1 bones1 ,as first #f growing brain1 viscera months1 and teeth ,organs ,head1 surface1 ,head1 intestines1 0 proportionately intestines1 liver1 surface large liver ,organs ,stomach1 ,stomach1 lungs1 0 proportionately lung capacity1 heart1 legs small legs ,organs ,anti-bodies1 0 proportionately kidneys strong in function ,organs ,digestive and ,digestive1 0 proportionately respiratory respiratory1 weak in systems2 nervous systems2 function tissues flabby leucocytes1 hemoglobin ,dentition ,no teeth #b teeth #f-h teeth 7rudiments of both sets in jaw7 ,nerves ,total number of ,easily exhausted2 ,as first six cells but peripheral months2 development nerves sensitive2 spinal and incomplete sensory and brain motor centers associations developing connecting ,sense development ,no hearing2 ,hearing begins2 ,color sense1 sight only for eyes begin to sound1 light and converge and rhythm darkness2 touch work together developing vague2 sensitiveness to temperature ,special organs ,lungs ,muscles of arms1 ,as first or systems at legs1 trunk1 #f months2 developmental hand2 lungs muscles of stage1 needing creeping1 much immediate hand1 exercise speech organs ,defects easily ,eyestrain2 ,bones misshaped2 ,as first acquired blindness eyestrain2 six months nerves2 disposition ,defects easily ,phimosis ,bones2 0 overcome temperament2 phimosis2 tongue-tie1 harelip ,illness most ,cold1 pneumonia1 ,digestive1 0 susceptible jaundice1 pulmonary2 inflammation rickets2 of navel nervous disorders1 erysipelas ,most common ,congenital ,congenital 0 immediate debility2 debility1 causes syphilis2 digestive of death#b prematurity1 disturbances1 accidents pneumonia1 whooping cough1 bronchitis1 convulsions1 measles1 meningitis ,nature and rate ,vague1 ,slow1 vague1 ,more of mentality indefinite1 diffused definite1 slow1 groping alert1 quickened ,motor activities ,chiefly reflex ,grasping1 ,sitting1 waving arms1 creeping hands2 kicking2 standing1 few vocal sounds prattle ,sense activity ,slight1 vague ,touch1 sight1 ,sight1 touch1 hearing becoming hearing1 active active ,attention ,none ,begins in ,listening1 staring1 examining handling ,perception 0 ,dimly begins ,vague ,curiosity 0 ,begins1 vague ,objects in reach1 opening doors1 pulling2 exploring cupboards ,imitation 0 ,of moods and ,mechanical1 of vocal sounds of vocal sounds1 adults moods1 facial expression ,memory ,slight ,faint1 vague2 ,for familiar motor acts and faces1 responses to his crying ,imagination ,none ,glimmerings ,glimmerings ,reasoning 0 ,dawning1 by ,by association association1 increasing ,social instincts 0 ,egoistic1 strong2 ,trust1 desire trustful1 for responsive to companionship care of adults ,sense of law 0 ,vaguely sensed1 ,developed as association through regular of cause and regimen and effect2 and in beginnings of rhythm of obedience1 regular regimen especially to direct commands ,emotions ,slight1 vague ,fear1 sympathy1 ,control weak confidence1 but susceptible satisfaction1 to training anger ,sense of humor ,none ,none2 smiling ,shown in begins surprise1 plays1 laughing ,will 0 ,temperamental ,persistent2 expression shown in temper ,religion 0 ,begins in trust1 ,human sympathy1 dependence confidence1 obedience ---------------------------------------- ---------------------------------------- ---------------------------------------- ------------ ,,physical ,,second ,,year ,,third ,,year ,,fourth ,,year ,,characteristics ---------------------------------------- ---------------------------------------- ---------------------------------------- ------------ ,organs rapidly ,brain1 teeth1 ,trunk1 brain1 ,upper arm1 growing muscles1 bones1 teeth thigh2 brain viscera still increasing2 bones ,organs ,intestines1 ,as second year ,as second year proportionately liver1 kidneys1 large arteries1 head1 surface ,organs ,legs1 lungs1 0 ,lungs1 legs1 proportionately heart heart small ,organs ,heart1 ,as third year proportionately fundamental strong in muscles function ,organs ,as first year ,eyes1 hands1 ,as third year proportionately fingers1 legs1 weak in nerves1 function digestive1 respiratory ,dentition #f teeth cut ,completion of first set ,nerves ,motor ,sensory-motor ,sensory keen1 cordinations cordinations motor developing1 forming cordinations association rapidly centers developing developing 7fundamental7 ,sense development ,hearing ,touch1 muscular1 ,increasing discriminate2 sight1 sound2 keenness1 touch becoming increasing discrimination keen1 sight discrimination definite1 focused ,special organs ,muscles of ,trunk1 back1 ,arms1 legs1 or systems at walking1 arms1 legs1 trunk2 developmental forearm1 hands1 speech1 sensory-motor stage1 needing hand2 speech1 senses1 teeth1 cordinations2 much immediate sight1 touch1 respiratory sensory exercise hearing2 teeth nerves2 teeth2 lungs ,defects easily ,bones2 teeth1 ,bones1 teeth1 ,eyes1 bones1 acquired speech1 nerves1 speech1 nerves speech1 disposition nerves1 teeth ,defects easily ,bones2 ,bones1 teeth1 ,eyes1 bones1 overcome cleft palate1 speech1 eyes speech1 teeth temperament ,illness most ,digestive1 ,digestive1 ,digestive1 susceptible to respiratory2 respiratory2 respiratory2 ears1 throat1 ears1 throat1 measles1 nerves2 scurvy1 infectious scarlet fever1 rickets fevers whooping cough1 colds ,most common ,digestive ,period of ,low death rate immediate disturbances1 low death rate2 ,pneumonia1 causes of death croup1 pneumonia1 diptheria1 pneumonia1 tuberculosis1 croup1 diptheria1 croup1 tuberculosis1 bronchitis1 diptheria1 meningitis tuberculosis1 meningitis1 measles1 scarlet fever meningitis ,nature and rate ,gaining in ,impulsive1 ,active1 slow of mentality definiteness1 flitting1 slow slow ,motor activities ,alertness1 but ,increasing ,quiet games inefficient cordination of preferred to ,runs1 throws legs1 arms1 eye1 active2 and hand dawdling2 spontaneous ,sense activity ,keen1 ,handling1 ,at best1 most especially listening2 sight1 active touch touch1 sound ,acquiring discrimination discrimination ,attention ,increasing ,flitting1 ,voluntary--weak concentration ,involuntary-- increased in strong doing ,perception ,gaining ,still vague1 but ,still vague1 clearness1 becoming improving definiteness definite ,curiosity ,insatiable2 ,varied2 names2 ,insatiable objects in animals2 environment mechanical processes ,imitation ,constant1 of ,adult actions1 ,chiefly adult adult actions1 speech1 moods occupations1 voice less impulsive2 literal ,memory ,for names of ,verbal and motor ,verbal1 motor things2 good2 emotions and emotional emotions1 strong simple movements ,imagination ,slightly ,concrete1 vivid ,auditory and increasing motor images more distinct than visual2 concrete ,construction ,building ,persistent1 for ,for activity1 motor activity immediate use ,reasoning ,by association ,by association ,by association2 of experiences of experiences ludicrous inferences2 guessing period ,social instincts ,increasing sense ,social dependence ,self-assertive2 of ownership on an adult2 selfish2 slight play with quarrels other children over property ,sense of law ,discerned in ,dim3 susceptible ,disorderliness2 regularity of to training2 imaginative rgime3 in sense of tales taken for commands1 ownership lying rewards1 developing punishments ,emotions ,trust1 fear1 ,love1 fear1 ,easily aroused1 anger anger easily keen2 pity stirred2 begins2 little control imaginary fears ,sense of humor ,in surprises1 ,in grotesque ,persistent2 in tumbles situations1 being crude2 in caught1 hiding grotesque ,will ,vacillating1 ,little control ,unreasonable2 temperamental persistent ,religion ,respect for ,obedience1 trust1 ,animistic2 parents1 trust respect for invests ,obedience to authority inanimate parents things with life ---------------------------------------- ---------------------------------------- ---------------------------------------- ------------ ,,physical ,,fifth ,,year ,,sixth ,,year ,,later ,,childhood ,,characteristics #f-i years ---------------------------------------- ---------------------------------------- ---------------------------------------- ------------ ,organs rapidly ,see #dth year ,legs1 arms1 ,motor cells in growing chest girth brain ,period of slower physical growth2 cessation of rapid brain growth ,organs ,surface1 ,as #eth year ,digestive proportionately intestines1 system1 large kidneys1 liver1 kidneys1 arteries surface1 legs ,organs ,as #dth year ,as #dth year ,trunk1 heart1 proportionally lungs small ,organs ,digestive and ,digestive and ,leg muscles proportionately respiratory respiratory strong in ability ability function increasing increasing ,organs ,accessory ,as #eth year ,heart2 low proportionally muscles and blood pressure2 weak in nerves2 eyes1 teeth function fingers1 throat ,dentition ,sheds some first #bnd dentition teeth ,nerves ,association ,as #eth year ,rapid growth fibres rapidly of association developing2 fibres see #dth year in brain2 easily fatigued in #hth year ,sense ,development ,keen ,senses ,eyes developed development correlated2 for finer work finer discrimination ,special organs or ,as #dth year ,as #dth year ,muscles of systems at arms1 developmental legs1 trunk stage1 needing ,muscles of much immediate forearm1 exercise #h years ,muscles of fingers1 #i-aj years ,defects easily 0 0 ,spinal acquired curvature1 defective teeth speech disorders1 eyestrain ,defects easily 0 0 ,speech overcome disorders ,illness most ,digestive1 ,as fifth year ,infectious susceptible respiratory1 diseases1 ears1 rheumatism1 diphtheria1 nervousness1 rheumatism1 anemia1 measles1 digestive scarlet fever disturbances2 illness increases #hth year ,most common ,period of low ,period of low ,low mortality2 immediate death rate death rate pneumonia1 causes of death ,as #dth year ,as #dth year tuberculosis1 diphtheria1 croup1 measles1 kidney and heart disease ,nature and rate ,steadier1 ,more definite1 ,hesitating1 of mentality quicker1 more alert1 quicker impulsive1 alert restless ,motor activities ,increasing ,increasing ,finger cordinations1 correlation movements rhythmic ,steadier action1 stronger1 more movements1 marching1 precise2 skipping dancing actions not well cordinated ,sense activity ,finer ,improvising on ,senses become discriminations2 piano2 eagerness practically notices to color2 perfected2 sound1 color tasting sensory interest weaker ,attention ,voluntary--weak2 ,purposive ,flitting2 lack involuntary- inattention2 of endurance1 strong keener application concentration in play ,perception ,clearer1 many ,clearer ,truer to groups realities1 more distinct2 differentiates between real and imagined ,curiosity ,intense ,physical ,asks 8,what is 7see #dth year7 properties2 it for80 ,wider processes2 range of causes2 birth interests ,imitation ,dramatic1 of ,dramatic2 ,decreasing1 adult adults' imitates idea activities1 activities1 rather than animals2 animals2 action literal less literal ,memory ,verbal1 strong2 ,verbal1 strong2 ,literal1 learns nonsense1 poetry1 stories2 increasing poetry motor1 emotional1 in ability strong ,imagination ,strong visual1 ,as #eth year2 ,less fanciful2 lives in fanciful tales related more imagination2 of personal to facts and invents stories experience needs of life ,construction ,follows idea2 ,things for use2 ,begins to be for activity1 sthetic creative2 use1 sthetic interest interest interest begins in finish1 workmanship ,reasoning ,see #dth year1 ,as #eth year ,little use for reasons by explanations analogy2 or logic attempts arguing ,social instincts ,prefers child to ,self-sufficiency2 ,group play1 adult2 love of homesickness2 circle emulation2 begins group games2 slight selfish2 play respect for ownership property rights ,sense of law ,no sense of ,as #eth year ,expects to be property rights2 ,increasing2 held to law and disobedience rigid1 literal consequences2 increases respects power that requires obedience ,emotions ,see #dth year2 ,degree of ,increasing jealousy2 fears control control1 animals2 reserve imaginary fears ,sense of humor ,see #dth year ,as #eth year ,incongruities ,drawings1 ,silliness of action2 play practical jokes on words2 disasters ,will ,increasing ,as #eth year ,vacillating force ,religion ,wonder in ,as #eth year2 ,period of nature2 imitative ceremony1 reverence2 interest in forms1 rites prayer2 formal worship ,animistic obedience tendency weakening ---------------------------------------- ---------------------------------------- ---------------------------------------- ------------ ---------------------------------------- ---------------------------------------- ---------------------------------------- ------------------ ,,physical ,,youth ,,early ,,adolescence ,,characteristics ,girls1 #i-ab years ,girls #ab-af years ,boys1 #i-ac years ,boys #ac-ah years ---------------------------------------- ---------------------------------------- ---------------------------------------- ------------------ ,height ,slow growth2 girls ,rapid increase 7,girls1 more rapid than boys #aa-ad7 7,boys1 #ac-ag7 ,weight ,slow growth ,rapid increase 0 0 ,organs rapidly growing ,legs1 arms ,trunk1 legs1 arms1 lungs1 reproductive organs1 heart1 liver1 kidneys2 proportions changing ,organs proportionately ,arteries ,hands1 feet1 arms1 large legs ,organs proportionately ,heart1 trunk ,trunk1 internal organs1 small arteries ,organs proportionately ,muscles1 legs1 eyes ,heart1 lungs2 blood strong in function pressure high2 muscles1 fundamental and accessory ,organs proportionately ,heart1 lungs2 blood ,nerves2 internal weak in function pressure2 elimination organs1 elimination2 motor cordinations because of change in bodily proportions ,dentition ,complete 7except wisdom teeth7 ,nerves ,reactions vigorous ,under strain2 easily unbalanced ,sense development ,complete1 including ,senses keen eyes ,special organs or ,muscles of trunk1 ,muscles of trunk1 arms1 systems at forearm1 fingers2 legs1 fingers2 lungs developmental stage1 motor adjustments2 needing much lungs immediate exercise ,defects easily ,spinal curvature1 ,of reproductive system2 acquired eyestrain2 precocious shallow breathing sex development ,defects easily ,bones1 teeth ,bones1 lung capacity overcome ,illness most ,anemia1 rheumatism1 ,anemia1 nervousness1 susceptible heart weakness1 malnutrition2 nervousness2 period tuberculosis 7girls72 of low morbidity increased morbidity ,most common immediate ,period of low ,pneumonia1 causes of death mortality tuberculosis1 ,pneumonia1 kidney and heart tuberculosis1 disease1 accidental diphtheria and croup1 drownings heart and kidney diseases1 accidental drownings ,nature and rate of ,direct1 alert2 more ,well cordinated1 mentality orderly1 controlled more abstract1 logical1 comprehensive2 routine irksome ,motor activities ,well cordinated2 ,muscular awkwardness need much exercise2 during growth new adjustments readily made ,sense activity ,sure1 acute1 ,acute2 all senses subordinate to thought ,attention ,voluntary increasing ,potential voluntary attention strong ,perception ,clearer ,clear ,curiosity ,less keen ,wide range2 persistent2 craving for larger experience ,imitation ,less marked2 of idea ,of ideals1 strong2 rather than action originality marked2 individuality ,memory ,quick1 sure1 lasting2 ,at best2 logical period of rote learning ,imagination ,clear1 creative ,vivid1 comprehensive1 creative2 works for remote ends ,construction ,constructs for ,interest in technique1 purpose2 interest in use1 sthetic qualities workmanship1 skill ,reasoning ,immature2 by analogy ,logical1 abstract2 or suggestion2 logic mental speculation premature ,social instincts ,less sympathy with ,strong sympathies2 adults1 more with group loyalty2 companions2 altruism2 sex competition increases instincts developing ,sense of law ,increasing through ,conscience keen2 games2 contempt for marked lawlessness artificial laws1 or law abiding2 customs2 less restive of restraint submissive to authority ,emotions ,weaker2 fears ,keen1 subjective1 increase2 sex whimsical2 shyness consciousness and bashfulness2 developing romantic love develops ,sense of humor ,keen1 expressed in ,strong2 riddles1 puns teasing1 practical jokes1 puns ,will ,self-will increasing2 ,self-will strong2 tendency to potential will power vacillation1 inertia ,religion ,conscience weak2 ,deep religious reverence weak2 feeling or irreverence religious ,idealism2 mysticism2 indifference2 formal altruism interest in religious ,conversion period ceremonies1 forms ,the tables of physical characteristics are based upon the work of ,vierordt1 ,uffelmann1 ,schmid-,monnard1 ,pfaundler and ,schlossmann4 ,holt1 ,kerley2 the tables of mental characteristics upon the studies of ,g4 ,stanley ,hall1 ,john ,dewey1 ,earl ,barnes1 and their disciples1 and the summaries of ,kirkpatrick1 ,tanner1 ,taylor1 ,tracy4 ,the author's personal experience with children1 as a medium for developing these data into a composite grouping1 has been supplemented by the criticisms and suggestions of individual physicians1 biologists1 and psychologists4 ,the subject deserves much additional research in the comparative study of children4 ,,footnotes3 #b ,based on ,u4 ,s4 ,census ,report for #aiac2 causes arranged in decreasing rank4 ,,chapter ,,vi ,,preparing ,,for ,,the ,,baby 8,if ,i were asked what ,i considered the chief requisite for the successful practice of pediatrics ,i would answer3 ,the education of the mother4 ,it is impossible to do even fairly good work in diseases of children without proper home coperation4 ,a direction is never followed out so well as when it is understood40 --,,doctor ,,charles ,g4 ,,kerley4 8,is it not monstrous that the fate of a new generation should be left to the chances of unreasoning custom1 impulse1 fancy--joined with the suggestions of ignorant nurses and the prejudiced counsel of grandmothers8 8,to tens of thousands that are killed1 add hundreds of thousands that survive with feeble constitutions1 and millions that grow up with constitutions not so strong as they should be2 and you will have some idea of the curse inflicted on their offspring by parents ignorant of the laws of life40 --,,herbert ,,spencer4 8,even the ordinary workman needs an acquaintance with the nature of his work before an employer will put a task into his hands4 ,but for the right care of children no training in the mothers1 nurses1 or teachers has been considered essential4 ,consequently the standard exacted among such persons1 instead of being very high1 is very low40 --,,doctor ,,nathan ,,oppenheim4 ,prenatal ,hygiene4 ,if any baby could supervise the preparation for his own coming1 he would not wait until the last few months before his advent1 that is1 any baby who had even moderate ambition for his comfort1 his happiness1 and his efficiency4 ,illustration3 ,approved ,baby ,clothing and ,bassinet4 ,diaper fastening at sides4 ,bassinet allowing ventilation1 with green detachable hood to protect eyes from strong light1 and with rod to grasp4 ,he would begin by selecting his grandparents1 who would be high-minded1 religious1 abstainers1 moderate in all their habits1 industrious1 neither wealthy nor poverty-stricken1 and who would bring up his father and his mother as members of a family of children in the same spirit and with foresight for his welfare4 ,he would direct1 during their childhood and adolescence1 the physical rgime of his father and mother1 which would be simple1 natural1 regular1 chiefly in the open air1 with habitual deep breathing and1 especially for his mother1 exercises and clothing that would develop the most efficient digestion1 breathing capacity1 back and trunk muscles1 steady nerves1 reserve vitality4 ,he would guide their education1 which would include a minimum of traditional junk1 parrotlike mimicry and discipline1 and a maximum of real experience1 valuable information1 and sthetic appreciation acquired through personal exploring1 experimenting1 judging1 creating1 with a discipline that developed self-direction1 self-control1 and self-reliance4 ,he would anticipate that his mother and father1 with such a heredity and education1 would be high-minded above dissipation and triflings1 sensible beyond unhygienic habits in food and in dress1 well-poised and superior to pettiness and discords1 with a radiant love that maintained an atmosphere of joyousness1 graciousness1 courage4 ,having chosen each other because they loved each other1 his father and mother would live and work and plan because they loved him4 ,before they invited him to come1 they would have a comfortable home settled1 so his mother could give her chief attention to him and be free to live much out-of-doors2 they would consult their physician and bring themselves to their best vitality1 so he might have the best physical constitution2 and they would make any necessary sacrifice of their own desires that he might be undisturbed and thus grow steadily and sturdily until his birthday4 ,physical motherhood is a natural1 normal biological process4 ,under a natural1 rational rgime it should be a happy experience with a minimum of discomfort4 ,the essentials1 in brief1 of such a rgime are3 #a4 ,thorough elimination of the increased amount of waste products1 through the skin1 lungs1 kidneys1 and intestines4 #b4 ,strong1 flexible trunk muscles4 #c4 ,avoidance of fatigue1 undue excitement1 unhappiness1 muscular strain2 continence4 #d4 ,simple1 nourishing diet1 carefully balanced1 anti-toxic1 rich in minerals1 moderate in quantity1 with a moderate amount of liquid4 ,the mother should of course be under the physician's direction and observation during the entire period4 ,clothing4 ,the essentials are freedom and warmth4 ,maternity clothing need not be slovenly nor too obviously neglige4 ,elaborateness may better be expressed in the maternity clothes than upon the baby clothes4 ,for dresses and coats a design with fullness at the sides1 in the waist and skirt1 with revers1 and a high waist line1 is especially good4 ,the materials should be plain1 or with a small1 unobtrusive design4 ,clothing should be ample enough to encourage rather than prevent a slight perspiration1 thus facilitating the elimination of waste4 ,the weight of the clothing should come from the shoulders4 ,this is important in order to prevent any downward pressure upon the internal organs1 as well as to allow for much deep breathing4 ,it is possible by having a one-piece union suit1 a brassiere for attachment of hose supporters1 a combination corset cover and petticoat1 and a one-piece dress4 ,all the clothing should be comfortably loose1 especially any neckbands1 sleeves1 gloves1 which may well be a size larger1 as there is a slight swelling during this time4 ,no round garters should be worn1 as these impede the circulation in the legs and increase the possibility of varicose veins4 ,the ankles should be well protected1 because the blood vessels here are very near the surface and easily chilled1 and as the blood returns from the legs to the trunk and internal organs1 internal congestion might result from chilling of the lower extremities4 ,shoes should have low heels to prevent falling and rubber heels to minimize jars4 ,the corset is a moot question4 ,the woman who has not been accustomed to wearing one is most fortunate now1 for she has been developing and training the muscles of the back and trunk1 which should be strong and flexible1 equal to the special demands made upon them during the last four months and at the birth4 ,if corsets have been the custom1 it would be most advisable to discard them three or six months before motherhood is begun1 and to give a systematic course of training to these muscles4 ,some physicians require their patients to discard corsets during this time4 ,their only possible value is to support the back and the bust1 not as support for the abdomen4 ,they may be harmful by crowding the internal organs1 pressing any organs out of place1 interfering with the fullest deep breathing and internal circulation1 keeping the trunk muscles flabby and weak1 compressing the breasts2 and thereby causing more discomfort to the mother1 depriving the baby of sufficient oxygen1 making the birth longer and more difficult1 and hindering nursing ability4 ,a brassiere or comfortably fitted muslin waist is an adequate bust supporter2 or a knitted breast binder is procurable which should be applied loosely enough to cause no compression1 which hinders the development of the nursing glands4 ,after the fourth month1 the baby rises from the pelvis to the abdomen and the waist increases in size4 ,ordinary corsets then become especially dangerous4 ,if for any reason a corset is then worn1 it should be a special maternity style1 such as the ,ferris maternity waist4 ,during the last month or two1 it is advisable to discard even this corset1 and if any support is necessary1 to wear an abdominal supporting band1 a knitted1 shaped band being especially comfortable4 ,food4 ,the careful regulation of the diet and food-taking has vastly much to do with the comfort of the mother and the sturdiness of the baby4 ,all the nourishment that the baby receives is derived from the substances that the mother takes in food and drink1 which are digested in her system and conveyed from her circulation to his4 ,it is a mistaken idea that the mother is 8eating for two0 and needs to increase the quantity4 ,no increase in her normal requirement for protein or fat is considered either needed or desirable during the entire nine months1 or any increase in carbohydrates until the last three months4 ,the system cannot use the excess1 which thereby only makes a greater tax upon the organs of elimination or clogs the system with poisons and overcrowds the abdominal organs4 ,abundance of mineral1 especially lime1 phosphorus1 iron1 and soda is essential4 ,during the last three months there is an increase of about one fifth in the energy requirements1 which is best met by an increase in the carbohydrates not to exceed this proportion4 ,the following table gives the average dietetic needs of women3 ,sleeping #j4d ,calories per hour per pound body weight ,sitting quietly 7at meals1 reading1 etc47 #j4f 0 0 0 0 0 0 0 ,at light muscular exercise 7dressing1 standing1 walking7 #j4h 0 0 0 0 0 0 0 ,at active muscular exercise #a4d 0 0 0 0 0 0 0 ,for example1 for a woman weighing #abe pounds3 ,,calories #aj hours resting #j4d #abe #aj #ejj #e 0 sitting #j4f #abe #e #cge #e 0 light exercise #j4h #abe #e #ejj #d 0 active exercise #a4d #abe #d #gjj -------- ,total for day #bjge ,protein #aj-ae #bjg-caa ,fats #be-ce #eai-eci ,carbohydrate #ej-fj #ajcg-abde ,there is only a fraction of an ounce daily increase in the weight of the baby4 ,a baby weighing #f to #g pounds at birth is more natural and easier for the mother than a heavy1 fat baby1 which is produced by overeating1 overdrinking1 and insufficient exercise4 ,the toxin-free diet1 the quantity at one meal1 and the time of meals are matters for careful consideration4 ,during this period there is an increased production of waste1 poisonous substances1 and gases2 at the same time there is often an increased tendency toward constipation4 ,auto-intoxication consequently results1 causing much discomfort from nausea1 headaches1 dizziness1 melancholia1 nervousness1 irritability4 ,special care should therefore be taken to select a diet 7#a7;chiefly free from purins1 7#b7;and from stimulants1 7#c7;higher in base-forming than acid-forming elements1 7#d7with high mineral content1 especially lime1 and 7#e7laxative4 ,this is done by omitting1 or using very sparingly1 meats1 coffee1 tea1 pastry1 fried foods1 irritating condiments1 vinegar2 and by including milk1 buttermilk made with the ,bulgarian tablets1 cheese1 eggs1 nuts1 whole-wheat bread1 bran bread1 green vegetables1 salads1 fresh and dried fruits1 fruit juices1 butter1 olive oil4 ,any food that is difficult of digestion1 or that produces fermentation or gas1 should be omitted4#c ,enough water should be taken to carry off waste products but not to unduly increase the body fluids or cause flabbiness of tissues4 ,with the diet recommended1 less water drinking will be necessary than otherwise1 six glasses a day probably being quite ample4 ,this should be taken at intervals1 not more than a small glass at one time1 and not less than half an hour from meal times2 fruit juices or milk may be taken instead of plain water4 ,alcohol1 even in dilute quantities1 is highly injurious to the delicate nerve cells of the body1 and should be avoided1 particularly during this and the nursing period4 ,patent medicines usually contain alcohol4 ,with a well regulated diet1 there is less probability of cravings for unusual or abnormal foods2 such cravings may be pampered if for wholesome foods2 if absurd or abnormal1 they should be ignored4 ,during the last four months1 and especially the last two1 it is better to take the food in five meals than in three meals4 ,there is less room in the trunk for the stomach to expand in the movements of digestion1 and it may easily crowd uncomfortably upon the heart4 ,the heaviest meal should be taken in the middle of the day1 and a light supper two or three hours before bedtime1 for adequate digestion and comfortable sleep4 ,during the last month1 the daily diet may well include one or two pints of milk in some form1 because of its ease in digestion4 ,bathing4 ,a daily bath is especially important during this period1 because there is so much waste and poison to be eliminated4 ,if the pores of the skin are not kept clean and open1 the kidneys 7the work of which is now much increased7 will be overtaxed1 or some of the poison will remain in the system1 causing headaches1 nausea1 and other discomforts4 ,very cold or very hot baths are equally to be avoided4 ,the latter may cause a miscarriage1 especially during the first three months4 ,a woman who is accustomed to a daily cold bath may continue this as long as there is a good reaction4 ,surf bathing is inadvisable because of the low temperature and the muscular strain2 bathing in quiet waters is quite safe4 ,the daily bath should be warm enough for cleansing 7#ij-ih ,f471 followed by a cool sponge or spray for tonic4 ,a salt bath 7one quart of sea or coarse salt dissolved in a tub of water7 is a good tonic4 ,two baths daily are permissible1 not remaining in the water more than ten minutes4 ,a vigorous rub with bath mitts1 a ,turkish towel1 or coarse damp salt1 is a further aid to skin elimination4 ,vaginal douches should never be used except on the advice of the physician4 ,for sleeplessness1 nervousness1 congestion of blood in the head1 the neutral 7#if ,f47 sitz bath combined with a hot foot bath will promote the necessary equalizing of the circulation4 ,exercise4 ,exercise now has two important purposes3 the elimination of waste1 and the strengthening of back and abdominal muscles4 ,the precautions are avoidance of fatigue and of sudden or severe strain upon the abdominal muscles that might produce a miscarriage4 ,during the first three months1 the placental attachment is relatively insecure and therefore more easily detached4 ,the certainty of motherhood cannot be established until the third or fourth month1 although some presumptive symptoms are manifested earlier4 ,the woman who has left motherhood to chance1 and who therefore is not preparing for necessary care during these earlier months1 is the more liable to a miscarriage through disregard of due precautions4 ,the ideal for this period would be complete outdoor living1 with two miles of walking each day and plenty of light exercise that could be dropped at the approach of fatigue4 ,such a gypsy-like experience is often removed from usual living conditions4 ,with a little planning1 it could often be approached1 however4 ,the investment in such a vacation would yield far richer returns to the baby than an expensive layette1 to say nothing of the increased comfort1 ease1 and happiness of the mother4 ,the extreme antithesis of this ideal would be continuous indoor life with no work to occupy muscles and mind4 ,the individual mother must plan her environment and her work as nearly as possible to the ideal4 ,living in the country with good roads has the advantage of outdoors4 ,an outdoor sleeping porch is much to be desired4 ,for indoor sleeping or working1 the room should be thoroughly ventilated with a constant current of fresh outdoor air1 with the temperature not above #fh ,f4 for working1 and from #cb to #fj ,f4 for sleeping4 ,extra clothing may be worn rather than to keep the windows closed4 ,a habit of deep breathing of outdoor air for about ten minutes on rising1 at bedtime1 and at several stated times during the day1 will be wonderfully beneficial4 ,the mother is now breathing for two1 and the baby needs much oxygen4 ,light household work is beneficial4 ,long standing1 lifting1 or pulling heavy weights1 scrubbing on hands and knees1 running up and downstairs1 much stooping1 working long over a hot stove1 the use of a sewing-machine treadle or a washboard1 are harmful4 ,if the responsibility of the household work rests upon the mother1 she must use her ingenuity to reduce it to its lowest terms of muscular energy4#d ,walking is the best athletic exercise1 two miles a day being desirable4 ,it should be taken in easy stages1 stopping to rest when tired1 or a part of this distance taken at different times during the day4 ,golf1 tennis1 basketball1 skating1 horseback riding1 bicycle riding1 swimming1 rowing1 dancing1 surf bathing1 long rides over rough roads1 involve the risk of overstrain1 and should be omitted4 ,special ,exercises4 ,clothing should always be very loose1 especially around the waist1 and the room should be well ventilated1 for these exercises4 ,breathing ,exercises4 ,these should be taken out of doors if possible2 otherwise1 at an open window4 ,breathing should be from the diaphragm4 ,repeat each exercise three to six times1 or until fatigue begins4 #a4 ,standing1 hands on lowest margin of ribs1 thumbs toward back1 fingers few inches apart4 ,blow the breath out slowly1 bending body forward at hips and pressing in gently with the hands to force out the air4 ,return slowly to upright position1 breathing in through the nose gently to utmost capacity4 ,hold breath ten seconds and repeat exercise4 #b4 ,stand erect4 ,take a deep breath1 rising on balls of feet1 extending arms out at side1 shoulders high1 hands clenched and describing small circles1 as though boring4 ,hold ten seconds1 then gently drop arms1 blowing out the breath as long as possible4 #c4 ,lying on the back1 hold one nostril closed and breathe in slowly and deeply through the other4 ,hold the breath five or ten seconds1 close the second nostril1 and breathe out through the first4 ,repeat1 breathing in through the first and holding the second closed2 hold the breath1 close the first1 and breathe out through the second4 ,this is a soothing exercise4 ,trunk ,exercises4 ,any one not accustomed to these exercises should consult the physician before beginning them during this period4 ,all exercises should be done slowly1 with no jerking movements4 ,for overcoming constipation1 improving the tone1 elasticity1 and strength of the abdominal muscles4 #a4 ,lie flat on the back1 arms at the sides4 ,raise the right arm slowly1 keeping it parallel with the body1 describing a half circle until it rests on the bed or floor1 above the head4 ,repeat with the left arm4 ,bring each arm slowly back to position4 7,figure #b47 #b4 ,same position4 ,raise the right foot1 keeping the toes pointed forward1 bending the knee until it touches the abdomen4 ,repeat with the left foot4 ,may be repeated ten times or until fatigued4 7,figure #a47 #c4 ,same position4 ,bend knees2 draw the abdominal wall in and out slowly by muscular effort1 without the assistance of deep breathing4 #d4 ,same position4 ,lift the trunk from the floor1 resting the weight on shoulders and hips4 #e4 ,sit or stand1 hands on hips4 ,twist the body slowly to the right and slowly return to position4 ,repeat1 twisting to the left4 #f4 ,walk up and down stairs moderately with a springing step1 holding the body erect1 shoulders straight1 chest expanded1 mouth closed1 weight on balls of feet4 ,these simplest and easiest exercises may be continued throughout this period or may be commenced at any time4 ,the following exercises are more strenuous and should be used cautiously during the first three and last two months by those not accustomed to exercise4 ,the physician should be consulted before using them during this time4 ,they are profitably begun six months beforehand and are valuable for ordinary conditions of life4 #g4 ,lie on the back1 arms at sides4 ,raise both arms together1 as in ,exercise #a4 ,bring arms back slowly to sides4 #h4 ,same position4 ,raise the right foot1 toes pointed forward1 knee straight till leg is at right angles with trunk2 hold position ten seconds and lower foot slowly4 ,repeat with left foot4 ,raise both feet together4 7,figure #b47 #i4 ,lying flat on back1 hands on chest or clasped behind head1 feet held down under a chiffonier or by an attendant1 come to sitting position without assistance of hands or elbows4 7,figure #d47 #aj4 ,lie on the back1 grasp the rounds of the headboard and gently pull the body toward the head of the bed4 ,push with the feet against the footboard1 or other non-resisting surface4 ,the knee-chest position is a most valuable exercise4 ,it relieves the abdominal pressure1 and therefore any swelling in the legs from such pressure1 or any prolapsis of internal organs1 bearing-down feelings1 backache1 disturbed pelvic circulation4 ,it may be taken a few minutes at a time1 several times a day4 ,sleeplessness will often be relieved by taking this position for a few minutes and then lying down4 ,kneel on the floor or other unyielding surface4 ,lay the side of the face down on this surface1 with the shoulder of that side as near the knees as possible1 keeping the upper leg from knee to hip at right angles with the floor4 ,weight may be supported on forearms placed at right angles to the body4 ,a good posture should always be maintained when sitting or standing2 especially avoid letting the chest sink in4 ,whenever possible in sitting1 especially after meals1 elevate the feet1 thus preventing varicose veins and swelling in the legs4 ,sleep4 ,much sleep is needed4 ,from eight to ten hours' sleep at night is essential1 and a nap or rest in the afternoon1 about an hour after the midday meal4 ,by following the rgime previously given1 undisturbed sleep is likely to be the rule4 ,the mother should sleep alone1 and preferably in a room by herself4 ,a little pillow under the small of the back is very comfortable1 and during the last four months1 an additional pillow under the shoulders4 ,teeth1 ,hair1 ,eyes4 ,the teeth should have been examined and put in good condition before the beginning of this period4 ,during the entire time they should be brushed carefully after every meal1 and the mouth rinsed with an alkaline wash1 such as milk of magnesia or soda bicarbonate4 ,the scalp should be massaged every day during the last two months and the two succeeding months1 to prevent the hair falling out4 ,the eyes should be examined three months after the birth4 ,prenatal ,influences4 ,life begins when the germ cells unite1 and from that time the mother is the guardian of a living1 though immature child4 ,by the end of the third month the form and features are complete1 though in miniature1 the weight is about four ounces and the length about three inches4 ,the study of development before birth is called embryology4 ,so far as scientific research has been able to discover1 there are no nerve cells connecting the nervous system of the mother with that of the child4 ,notwithstanding superstitions and folklore to the contrary1 it is scientifically known that she cannot give her child a ,greek nose by looking at classic pictures1 an ape face through seeing some disagreeable sight1 or musical genius by attending concerts4 ,anatomical form and mental traits are matters of heredity1 as previously stated1 and these factors are settled forever when the germ cells unite4 ,the sex is also determined at that time1 apparently depending upon the sex-determining factors in the germ cells4 ,hundreds of theories 7such as the diet or the condition of the parents7 have been suggested for influencing the sex of the child1 but none of these is as yet proven true1 and certainly no such influence can have any effect after the germ cells have united4 8,birthmarks10 such as red or blue spots1 are probably due to some interference with the blood supply during development4 ,illustration3 ,approved ,crib1 ,scales1 ,nursery ,table4 ,holding the ,baby1 ,supporting ,head and ,back4 ,the mother is influencing the child during the entire nine months1 through the blood supply4 ,if she indulges in fear1 anger1 melancholy 7dark emotions that develop poison in the blood71 if she over-eats1 or takes alcohol1 if she neglects deep breathing1 daily bathing1 elimination1 exercise1 she is impoverishing and poisoning the blood supply1 and the quality of her child's bodily and mental characteristics will suffer4 ,if she lives a wholesome life1 following a rgime that continuously eliminates poisons and gives abundant nourishment and oxygen1 with the cultivation of peace1 cheer1 courage1 joy 7emotions that promote good circulation and a wholesome blood stream71 she is providing good nourishment and enhancing the quality of her child's life4 ,it is for the comfort of the mother and for the welfare and beauty of the child that the mother should be sacredly reserved for her work during this and the nursing period4 ,a normal woman whose physical life through her childhood and adolescence has been well regulated should have an easy experience4 ,a certain amount of discomfort and mental depression is to be accepted as a matter of course1 but the greater care now given to physical hygiene would naturally increase health and vitality4 ,concerts1 plays1 lectures1 and social gatherings 7except where these would involve crowds and ill-ventilated1 overheated rooms71 reading1 music1 play1 should all be part of her life during this time4 ,the joy of anticipation gives the singing heart and makes this a time of beatitude1 of weaving of dreams such as no other experience in life can give4 ,the preparation of the nursery and the baby clothes is part of the joyous experience4 ,this may well begin early1 that it may proceed leisurely1 without sense of haste1 and with its full measure of satisfaction4 ,simplicity1 cleanliness1 economy in care1 daintiness1 are the keynotes4 ,the ,nursery4 ,room4 ,it is desirable that the baby should have a room alone4 ,if this is not possible1 his room should be equipped for the nursery1 and only the mother or nurse should sleep in the same room4 ,sunny exposure is essential4 ,second floor is preferable1 for dryness1 and freedom from cats and dogs4 ,a covered1 sunny veranda for outdoor sleeping is most desirable4 ,the room should be ventilated from two sides1 and preferably with open fireplace4 ,floor4 ,washable1 either painted1 oiled or waxed1 never carpeted4 ,small size washable rugs4 ,walls4 ,washable1 either painted or covered with ,sanitas1 at least to wainscot four feet high4 ,soft1 plain1 neutral tone2 buff1 warm gray or medium green4 ,curtains4 ,both light and dark shades2 sheer1 washable curtains1 plain or figured scrim2 no heavy window draperies or portires4 ,heating4 ,preferably hot-water heater1 with open fireplace for occasions4 ,steam and hot-air systems lack a sufficient amount of moisture1 and are subject to sudden changes in temperature4 ,gas or kerosene stoves consume the oxygen and should not be used in the nursery4 ,coal stoves should be carefully watched to avoid poisonous gases from imperfect combustion1 or sudden changes in temperature4 ,large open basins of fresh water should be kept in the room in winter1 to supply humidity4 ,lighting4 ,a dim1 shaded light for night use1 lit only when needed4 ,nursery should be dark at night2 daylight soft but not darkened1 during first two weeks2 ordinary lighting thereafter during waking hours1 softened but not dark during daytime sleep4 ,nursery ,equipment ,chiffonier for clothes and toilet equipment ,low chair or rocker without arms ,illustration3 ,approved ,shoes and ,baby ,carriage4 ,basket or bassinet for first four or six months1 with stand2 high bassinet stands are now procurable ,iron or brass crib1 high sides1 plain round tubing without ornamentation1 narrow spaces between bars1 one side to be lowered ,high folding screen with detachable1 washable covering for wings2 a firm-standing clotheshorse four feet high answers also for a clothes rack2 covering of muslin1 cheesecloth1 or china silk1 attached with tapes when needed ,nursery table for dressing1 with plain1 round legs and a six-inch ledge securely screwed on2 edges and corners of ledge preferably rounded4 ,an ordinary kitchen table with drawer answers very well4 ,a carpenter can make and attach the ledge4 ,one or two small low tables1 with rounded legs1 for bathtub and bath accessories ,folding tables economize space4 ,firm1 round tables can be used later for the child's dining and play4 ,for bassinet3 ,four-fold cotton blanket or table felting as mattress2 or #f-;inch pad filled with clean silk floss1 hair1 straw1 or chaff #c absorbent pads1 quilted or of table felting #d to #f sheets1 cotton for summer1 soft outing flannel 7all cotton7 for winter #a or #b knitted afghans1 or blankets of eiderdown or three-quarter wool ,for crib3 ,hair or silk floss mattress2 for economy1 clean straw may be used4 #b absorbent pads #d to #f sheets1 cotton or outing flannel #a or #b knitted spreads1 or eiderdown quilts or three-quarter wool blankets #a or #b piqu or dimity counterpanes ,papricloth nursery blankets1 or light-weight rubber sheeting1 to protect mattresses #b pads of hair or straw inch thick1 #i #ab inches #c to #f cotton slips for pads #f to #ab square or triangular pads1 #ab-;inch size1 quilted1 stockinet1 or table felting #a rubber lap protector1 detachable piqu or flannel slips #a yard dark green sateen for bassinet canopy #b-c yards cheesecloth1 dimity1 or china silk for one end and side of crib #ej yards cheesecloth1 six to ten cents a yard1 for diapers1 face cloths #c sizes of safety pins with safety fasteners ,nursery scales1 common beam type1 not spring type commonly sold for nursery1 which are difficult to read and unreliable ,bathtub1 enamel or tin most practicable4 ,rubber is soft and adaptable1 but soon outgrown1 and baby cannot kick or splash so well4 ,after five or six months1 the baby may be bathed in the large bathtub4 ,room thermometer1 ,fahrenheit ,bath thermometer1 ,fahrenheit2 red or blue indicator easier to read than mercury #a or #b small white enamel hand basins1 one of these kept exclusively for diapering #a largest size white enamel or agate bucket with cover1 for diapers #a #b-quart pitcher #a #d-quart pitcher #a #c-ounce package lysol #a pound boracic acid 7powder7 #a pound powdered borax ,small hand scrub brush ,small hot-water bottle or thermophore ,smallest size china or enamel cuspidor ,nurse's apron with bib ,bath apron of knitted goods1 stockinet1 or heavy ,turkish toweling ,light-weight detachable rubber sheeting apron to wear under bath and nursery aprons #f wash cloths1 #h-;inch square1 of soft old table linen1 stockinet1 knitted1 or four-fold cheesecloth #b largest size soft ,turkish bath towels #b medium1 soft linen towels #b soft face towels1 of old table linen or toweling ,package tissue paper napkins ,wooden box with hinged cover1 or enamel tray1 for bath accessories1 as follows3 a4 ,baby's soft hairbrush b4 ,celluloid or ivory soap box with cover c4 ,small semi-blunt scissors d4 #b #f-ounce glass jars with screw tops1 to hold sterilized gauze and cotton e4 ,cake pure ,castile or ,palmolive soap f4 #b-ounce bottle liquid albolene or sterilized olive oil g4 #b-ounce bottle liquid vaseline h4 #b-ounce bottle grain alcohol i4 #b-ounce bottle saturated solution of boracic acid 7made from powder7 j4 #b-ounce bottle #b boracic acid k4 ,small box zinc ointment l4 ,small tube cold cream m4 ,shaker-top powder-box1 with powder made of #a ounce oxide of zinc1 #a ounce cornstarch or rice powder1 #a ounce boracic acid n4 ,small package absorbent cotton 7kept in covered jar7 o4 ,sterilized cheesecloth cut in #c-;inch squares 7kept in covered jar7#e ,baby ,carriage4 ,high2 not less than #ad inches wide1 and #bh inches long1 inside measurements2 wood body preferable to reed or rattan 7latter should be kept free from dust by frequent cleaning72 detachable1 washable covering to upholstery2 good springs1 brake1 rubber tires2 porous hood with lining dark green1 brown1 or gray to protect eyes 7never white71 ventilated by holes near top or by side curtains2 ample drop for feet when baby is sitting up2 reversible body or handles desirable4 ,baby ,pen4 ,the nursery table or crib will answer until the sitting stage1 at five or six months1 and the crib until the creeping or climbing stage1 at seven or nine months4 ,a pen four to six feet square gives room for tumbling and creeping4 ,it should have a wood bottom1 preferably of slats loosely joined 7for flexibility74 ,raised six inches above the floor1 to escape drafts2 sides made of slats or plain round rods #d inches apart1 #b feet high2 edges rounded2 clean detached quilt or table felting over floor4 ,sides may be hinged to fold away4 ,a large packing box1 sides padded1 raised on #f-;inch blocks1 may be used for economy4 ,the light-weight pens1 resting on the floor1 usually found in the shops1 are drafty and inadvisable4 ,harmful ,equipment4 ,the following have no place in a baby welfare nursery3 ,all unsanitary germ holders1 such as sponge1 powder puff1 basket trimmings1 open or porous toilet basket1 pacifier1 veil4 ,rubber or other waterproof diapers1 because they are unavoidably heating and irritating2 feathers1 because too heating2 linen sheets1 which are cold and chilling4 ,pinning bands or swaddling clothes1 which prevent the activity so essential for growth4 ,cradles or rocking bassinets1 which are injurious to the nerves4 ,baby-walkers1 because they keep the baby too long on his feet and legs when he needs the intermittent rest of lying down while learning to walk2 they retard his confidence in walking alone1 and are a cause of dangerous falls4 ,low go-carts and sulkies1 which keep the baby in the low strata of dust and germ-laden air1 and which are frequently badly proportioned for good posture4 ,soothing syrups1 patent medicines1 paregoric1 whiskey1 brandy2 they are all poisonous4 ,patent artificial foods2 they are expensive and an inefficient makeshift4 ,illustration3 ,drugs and ,unsanitary ,appliances4 ,illustration3 ,unhygienic ,equipment and ,unsatisfactory ,scales4 ,clothing ,list for ,first ,six ,months4 ,,minimum ,,moderate #b #c knitted binders with tapes to tie #b #d knitted shirts4 double-breasted1 size #b #b #d flannel ,gertrude petticoats #a #b nainsook ,gertrude petticoats #b #d dozen cheesecloth diapers1 #a yard square1 sterilized #b #b dozen stockinet or cotton bird's-eye diapers1 #bb-;inch1 sterilized #c #d nightgowns3 soft crepon1 long cloth1 nainsook1 or ,viyella flannel #c #f plain slips3 soft crpe1 crepon1 long cloth1 or nainsook #a #b fine slips3 nainsook1 dimity1 soft lawn1 batiste1 or linen #a #c wrappers3 cashmere1 challie1 flannel1 or albatross #a #b sacks3 knitted1 flannel1 challie1 or cashmere #a #a kimono-sleeve wrap3 cashmere1 flannel1 eiderdown1 or broadcloth4 ,separate padded lining 7cheesecloth or china silk7 for cold weather #a #b bonnets3 nainsook1 lawn1 china silk1 or silk knitted 7open mesh7 for summer4 ,flannel1 broadcloth1 cashmere1 or loosely knitted for cool weather4 ,quilted detachable lining of cheesecloth or china silk for cold weather #a hood shawl3 flannel1 or cashmere #a #b shawls3 flannel or knitted #a #d pair long hose3 cotton for summer ,merino for cool weather #a #b pair bootees3 porous1 not heavy ,knitted binders are more elastic than flannel4 ,cotton bird's-eye1 or cheap outing flannel diapering is warmer and more absorbent than linen or canton flannel2 stockinet is best4 ,cotton material for slips1 and lace or embroidery for trimmings1 should be very soft4 ,viyella flannel1 which is half wool and non-shrinking1 is most satisfactory2 loosely woven flannel1 half wool1 with silk or cotton1 is soft1 shrinks little1 and is warmer than heavy1 close weaves4 ,outing or ,shaker flannel is all cotton2 the soft nap is highly inflammable4 ,crpe1 crepon1 and woolens1 should be shrunk before making4 ,knitted shawls1 jackets1 and quilts are warmer and lighter than woven fabrics2 avoid colors unless guaranteed non-fading4 ,for the knitted 7ready-made7 shirts1 some authorities prefer all cotton1 others part wool4 ,all wool is never advisable1 as the baby's skin is very sensitive1 and furthermore1 all wool shrinks badly4 ,for most babies1 under average conditions1 one-quarter wool1 three-quarters cotton or silk is advised4 ,in very warm weather1 all cotton is better4 ,in very cold climates1 half or three-quarters wool may be advisable4 ,silk has no special advantage over cotton4 ,babies with very delicate skin1 eczema1 or any rash should never have wool next the skin4 ,some manufacturers now make part wool knitted underwear1 having only the cotton thread next the skin1 wool outside4 ,the binder is worn only two or three weeks1 as a protector to the navel until it is healed4 ,it should be fastened comfortably1 not tight4 ,with delicate babies or those out of doors in cold weather1 a band with shoulder straps may be worn as a substitute during the first year1 although this is unnecessary with a double-breasted shirt4 ,the ,vanta binders and shirts 7double-breasted71 fastening with twistless tape instead of buttons1 are especially satisfactory4 ,illustration3 ,kimono ,coat1 ,raglan ,sleeve ,slip1 ,kimono ,slip4 ,illustration3 ,knitted ,shirt and ,band4 ,shaped ,diapers4 ,diaper ,fastening with ,tapes4 ,illustration3 ,gertrude ,petticoat4 ,kimono ,nightgown ,fastening with ,snaps4 ,,for ,,the ,,layette4 ,making4 ,preparation of the baby clothes should be a joy and not a worry or burden4 ,let them be simple1 moderate in quantity4 ,the kimono or raglan sleeve gowns1 wrappers1 and coats are much easier to put on and off than the set-in sleeve4 ,by liberal measure under the shoulders1 the sleeve will not pull out2 a gathering string at the cuff for little babies will keep the hand from slipping out4 ,all seams should be flat4 ,seams on woolen garments should be felled or edges featherstitched flat4 ,armhole and neck of flannel garments should be covered with soft seam-binding or turned back inch and raw edge stitched down or featherstitched2 never turn under1 as this makes a ridge4 ,at hem of flannel petticoat1 raw edge need not be turned in but may be featherstitched flat4 ,sleeves may be turned back in a #b-;inch hem for first months4 ,edge of dress sleeves and neck may be finished with a -inch hem with featherstitching1 or a narrow ,armenian or val lace1 or soft batiste embroidery1 whipped on2 or twistless tape or wash ribbon to inch wide1 may be run through facing or beading at neck and one or two inches from edge of sleeve4 ,fine gathers or tucks may be made in the front and back of slips to form a yoke2 these may be taken out later as the baby grows4 ,beading1 or buttonholed eyelets two inches apart1 for wash ribbon sash1 may be made in dresses1 thus forming a yoke2 leave garment loose two inches each side of under-arm seam4 ,maximum length allowable for dresses and petticoats1 #bg inches2 minimum1 #bb inches2 hems1 #a to #c inches4 ,neckbands1 #i inches at birth to #aj inches at #f months4 ,sleeve bands should be #h to #ab inches long4 ,average length of infant1 neck to soles1 at birth1 is #af inches2 at #f months1 #bd inches4 ,set-in sleeves1 small cuffs1 small neckband1 tiny buttons1 make dressing difficult4 ,gathering string of twistless tape or ribbon1 with beading1 at sleeves and neck1 are recommended1 or ample neckbands4 ,kohinoor snappers are preferable to buttons1 using care in laundering to prevent bending4 ,if sewed on to linen tape1 which can be used as a facing for material1 there is less strain on goods4 ,short ,clothes4 ,clothes are usually shortened at four months in summer or six months in winter1 keeping about the same models4 ,rompers are convenient after creeping begins4 ,the ,english use diaper drawers knitted of soft wool4 ,leather moccasins1 made after the ,indian model1 with seams outside1 are the best footgear until the walking stage1 at twelve to fifteen months4 ,,footnotes3 #c ,see ,chapter ,,ix4 #d ,see ,chapter ,,iii4 #e ,see page #cfc4 ,,chapter ,,vii ,,care ,,of ,,the ,,baby#f 8,everything in after life depends upon uninterrupted healthy growth during infancy40 --,,doctor ,f4 ,,truby ,,king4 8,there is no young creature in the world so ignorantly and cruelly nurtured as the average infant40 --,ibid4 8,since what is needed most is intelligent care1 all proper means should be employed to educate mothers and those caring for infants1 in proper methods of doing this40 --,,doctor ,l4 ,,emmett ,,holt4 ,the baby is a unity of body1 mind1 and soul1 and these cannot be separated in his actual life4 ,during every minute of his care1 in every detail1 his whole nature is being influenced and his character shaped4 ,it is only for convenience of discussion that the physical rgime is separated from the rest of his care4 ,the rgime here outlined is for normal1 well babies1 for their first year or two4 ,delicate1 feeble1 or sickly infants must receive special care1 under the physician's directions1 in their feeding1 bathing1 clothing1 and outdoor living4 ,there are only a few fundamental principles1 but these are to be practiced with conscientious thoroughness by every one who has anything to do with the child4 ,it is the little details in the routine of his daily life that produce vigor or weakness4 ,errors in his care now easily cost his life2 or apparently they may not harm him now but will be paid for in suffering1 deformities1 or weakness in childhood or adulthood4 ,the woman who has this responsibility needs special preparation in self-sacrifice1 self-control1 gentleness1 regularity1 thoroughness1 and accuracy in little details4 ,she should be in good health1 free from any contagious disease4 ,fundamental ,principles4 #a4 ,regularity1 particularly in feeding1 sleep1 stools #b4 ,cleanliness of baby1 food1 clothing1 utensils1 toys1 nursery #c4 ,fresh air and sunshine1 ,nature's great disinfectants and vitalizers #d4 ,gradual1 moderate changes in temperatures1 clothing1 food1 rgime #e4 ,quiet1 because the brain and nervous system are yet incomplete in their development1 and are very sensitive2 the maximum of sleep1 with little stimulation while awake4 ,the brain grows as much during the first year as during all the rest of life4 #f4 ,gentleness in handling1 to prevent any curvature or misshaping of the soft bones1 or shocks to the nerves #g4 ,moderate warmth1 which avoids either chilling or coddling #h4 ,freedom of movement1 for only thus can body and mind normally develop #i4 ,training in self-control1 which can begin the first day and needs daily attention #aj4 ,mothering1 cuddling1 fondling1 regularly every day1 before feeding1 at bath or dressing times1 an hour previous to bedtime #aa4 ,holding and ,lifting4 ,the whole length of the spine and the weight of the head must be well supported until the baby is strong enough1 at six or seven months of age1 to support these himself4 ,in lifting a young baby1 the left hand and arm are slipped under the head1 neck1 and upper back1 the right hand under the lower back4 ,he may be carried in one arm by supporting the head in the crook of the elbow and supporting the entire length of the back with the forearm1 wrist1 and hand4 ,if held in an upright position at this early age1 the wobbly head should always be supported4 ,never lift a baby or little child by his arms4 ,daily ,rgime4 ,the following schedule is in general typical for the first year4 ,it will vary somewhat with the age of the baby1 the climate and season4 ,in varying from this schedule1 note that the following factors are important and to be observed strictly3 #a4 ,regularity in feeding #b4 ,interval of one hour after a feeding before bath #c4 ,interval of one hour between feeding and fruit juice #d4 ,interval of twenty to thirty minutes between feeding or water and urinating2 this interval should be observed for the individual child1 that the habit of control 7and the saving of wet diapers7 may be established as early as possible #e4 ,regular time for stools2 by beginning the week after birth this can be early established1 and much unnecessary work saved #f4 ,regular time for the bath1 scheduled for mid-morning or for evening1 according to which time is found to agree best with the baby #g4 ,regular times for play1 kicking1 cuddling #h4 ,regular time for weighing1 that conditions may be the same #i4 ,note that in cool weather the baby should not be put outdoors until one hour after the bath2 and that an oil rub may be given instead of the cool sponge at night ,a daily schedule card is of assistance in maintaining regularity1 noting new developments or unusual conditions4 ,it is advisable to record it at least once a week1 on the day for the weekly weighing4 ,typical ,schedule ,,conditions4 ,,season3 ,june ,,age ,,of ,,baby3 ,four ,months ,a4,m4 #e3cj ,wakened2 changed4 7,some babies will sleep until #f3jj1 others will waken early1 and should be changed but not fed2 may be given water if they cry1 and left to play in bed47 #f3jj-f3ae ,feeding #f3cj ,urinated 7cuspidor7 #f3de-h3jj ,slept #h3jj #b teaspoons water2 stool 7cuspidor7 normal #h3jj-h3cj ,kicking in bassinet 7or on nursery table72 crying #aj minutes #h3cj ,weighing1 exercise1 rub #h3dj ,urinated 7cuspidor7 #h3dj ,bath 7temperature #ih ,f472 cool sponge 7#hd ,f472 dressed2 crying #aj minutes #i3jj-i3ae ,feeding #i3cj ,put outdoors2 asleep #aa3ee ,wakened2 changed #ab3jj-ab3ae ,feeding ,p4,m4 #ab3dj ,urinated 7cuspidor7 #ab3de ,put outdoors #a3jj-b3jj ,slept #b3jj ,changed2 #b tablespoons prune juice #b3jj-c3jj ,kicking on nursery table 7or in pen7 in open air #c3jj-c3ae ,feeding #c3cj ,urinated 7cuspidor7 #c3cj-d3cj ,put outdoors2 slept2 crying #aj minutes #d3cj-e3cj ,cuddled #e3jj #b teaspoons water #e3cj ,urinated2 stool 7cuspidor7 normal #e3de ,rub2 sponge bath 7#ij ,f472 dressed for night #f3jj-f3ae ,feeding #f3cj ,in bassinet1 asleep 7,change if wet7 #aj3jj ,changed #aj3jj ,feeding ,totals4 ,sleep3 #ag hrs4 ,water3 #c ,t4 ,stools3 #b4 ,crying3 #cj minutes4 ,clothing4 ,the designs previously suggested for the baby clothes 7page #hc7 are adapted to ease in dressing1 laundering1 making1 and to freedom of movement4 ,with these1 the baby need be turned only once in dressing1 or not at all1 if the dress is fastened in front4 ,use only flat1 protected safety pins1 no common1 straight1 or ridged pins4 ,with tapes and snappers1 pins may be eliminated4 ,it is much easier and more comfortable to dress and change a baby on the nursery table than on a low bed or the lap4 ,the clothes should be put on and off over the feet1 not over the head4 ,the clothing should be changed completely at the morning bath and at night4 ,the day outfit is the same as the night during the first three months4 ,later the day slip is worn1 as the baby is awake longer4 ,the nightgown may be of ,viyella flannel1 the petticoat then being unnecessary1 except with the temperature below #dj-ej ,f4 ,overdressing1 like overfeeding1 is a common and serious mistake4 ,if the baby's skin is moist to the touch1 he is overwarmly dressed and thereby made highly susceptible to 8colds0 and pneumonia4 ,if his feet are cold1 skin 8goose-fleshed01 and lips blue1 he needs more clothing4 ,with a room temperature of #fh-gj ,f41 duly humidified1 a baby four months or over usually needs only a diaper1 cotton or quarter-wool double-breasted shirt1 flannel petticoat and cotton slip4 ,the binder is needed only until the navel heals1--about three weeks4 ,it should be loosely applied1 fastened by tapes rather than by pins or sewing4 ,if applied tightly or worn longer it hinders the development of the trunk muscles1 interferes with digestion and breathing1 and1 contrary to superstition1 will not prevent but may cause rupture4 ,for babies under four months or with a room temperature below #fh ,f4 a wrapper1 sweater1 or sack should be added4 ,the cotton petticoat is only for ornamental purposes with fine slips4 ,on warm summer days 7over #gb ,f47 he may dispense with the petticoat4 ,in very hot weather1 also1 substitute a cotton1 half-sleeve vest for the long-sleeved shirt1 or after three months dispense with all but the diaper while awake1 adding a cotton slip during naps1 and a cotton shirt at night4 ,for outdoors1 he should not be bundled until the minute before he departs4 ,a thin cap of cotton1 linen1 or silk may be worn in warm weather 7or none at all after three months7 and a double one for winter1 not thick enough to cause perspiration4 ,for the first twelve months a kimono-sleeved coat1 with drawstrings at shoulder and wrist1 will provide protection1 with the blankets1 for cold weather4 ,the nightgown pattern may be used to make a sleeping bag of eiderdown1 broadcloth1 or flannel4 ,this allows much more freedom than the usual type of sleeping bag1 and is better ventilated4 ,the hood should be of lighter fabric1 knitted or of flannel1 broadcloth1 cashmere2 eiderdown or angora is overheating4 ,stockings and booties ordinarily are not needed during the first year except when the baby is kicking and creeping about with a temperature below #fh ,f41 or for appearance when he is taken out in arms4 ,see that the feet are warm1 but not hot or moist4 ,stockings are always coming off or getting wet from the diaper2 they keep the feet perspiring1 making them tender and increasing the possibility of colds4 ,when worn1 they should be of cotton1 or in very cold weather1 one quarter or one half wool2 all wool are overheating and shrink badly4 ,when the baby begins standing or creeping1 the leather ,indian moccasins may be used4 ,other baby shoes on the market have many faults1--tightness across toes and instep1 seams turned inside1 non-porous patent leather2 slippery1 stiff1 or rough soles2 they produce only discomfort at the time and are productive of callouses1 corns1 bunions1 and misshaped feet4 ,at twelve or fifteen months a heavier-soled ,indian moccasin may be worn or sandals with flexible1 corrugated soles1 roomy at the toes1 shaped like the foot1 right and left1 soft1 porous 7not patent7 leather1 perfectly smooth inside1 using gaiters or leggings with these for out-of-doors in damp or cold weather4 ,diapering4 ,reduce the number of wet and soiled diapers by training4 ,begin training at one week of age4 ,hold a small 7warmed7 cuspidor firmly in the lap4 ,hold the baby above this1 the legs extended in the hands1 back resting against the mother's chest4 ,do this at regular time for stool1 early morning or late afternoon4 ,the use of a suppository for a few days will assist2 use a little roll of soft1 clean paper dipped in liquid vaseline4 ,note on daily record the interval between feeding or drinking1 and urinating 7#bj to #cj minutes74 ,hold the baby for urinating at these regular times when awake and before beginning the bath4 ,in a few months he will learn to control the bladder as well as the bowels for these times1 when awake4 ,at eight or ten months the baby may be supported on the toilet seat1 by using the baby's detachable toilet chair now manufactured4 ,a nursery chair for this purpose is not advised4 ,they are usually wrongly proportioned and constructed2 and the child is usually left alone to sit for half an hour or more1 thereby inducing local irritation1 deferred action1 prolapsis of the rectum through straining1 or bad habits4 ,the mother or nurse should always stay with the child1 and the least possible time should be permitted4 ,change the diaper as soon as the baby wakes or immediately1 if it becomes wet while he is awake4 7,the urine is salty1 sometimes acid1 and always irritating47 ,before removing diaper1 have at hand everything needed1 viz43 ,clean1 dry1 warm1 folded diaper ,diaper preferably folded oblong and fastened at the sides ,diaper handbasin with warm water ,special wash cloth and towel kept only for diapering ,powder1 zinc ointment ,diaper bucket ,lay the baby on the nursery table1 on a ,turkish towel4 ,if pins are used1 put into blanket at right hand1 removed from baby's reach4 ,remove the diaper and drop it into bucket4 ,wash baby clean and pat dry1 especially in creases4 ,use powder very sparingly or not at all4 ,use albolene or zinc ointment for chafed places4 ,put on dry diaper4 ,leave baby in safe position while putting away utensils4 ,never use a diaper a second time without washing2 the acid and salty urine deposit will cause chafing4 ,avoid pulling tight about the waist2 the pelvic bones are now only cartilage1 easily misshaped2 if pelvis is narrowed in girls1 childbirth will be made more difficult for them4 ,avoid tightness in front1 especially for boys1 as this will produce irritation4 ,avoid much thickness between the legs2 it will cause bow legs4 ,never use rubber or other waterproof diapers2 they are overheating and may cause bad habits4 ,a small pad of cotton batting folded into sterilized cheesecloth1 or a double fold of ,turkish toweling or stockinet placed in the diaper will absorb moisture and avoid the extra thickness of a heavy diaper2 this pad may be burned if soiled4 ,a quilted or stockinet pad placed between the diaper and petticoat will prevent drenching of clothes while asleep4 ,if diaper is fastened to shirt1 make sure of ample length2 avoid any pull on shirt or diaper4 ,throw water from basin into toilet or slop bucket1 not into lavatory4 ,wash out cloth1 disposing of water in same way2 or put cloth into diaper bucket4 ,if diaper is soiled1 flush off in toilet before putting to soak4 ,wash hands thoroughly in the special basin1 with soap and water1 after changing diaper4 ,if marked congestion of genitals1 or a discharge appears1 take special care to disinfect hands and burn cloths and diapers4 ,report the condition at once to the physician2 these symptoms may indicate a serious disease4 ,never let a child use a public toilet without placing paper or cloth over the seat2 children's detachable seats may be purchased that can be carried in traveling4 ,laundering4 ,baby clothes should be washed with a mild white soap1 such as ,ivory1 and thoroughly rinsed4 ,diapers require special care4 ,they should be thoroughly boiled and rinsed4 ,laundry soap1 soda1 or bluing should not be used1 but ,ivory soap1 with borax or ammonia if necessary4 ,dry in sun if possible4 ,ironing is not necessary4 ,boiling1 outdoor sunshine1 and pressing with a hot iron1 are all sterilizing processes4 ,starch is never to be used in baby clothes1 which should always be soft and non-irritating4 ,for woolens1 use warm water2 add soap in solution1 not rubbing on clothes2 add one teaspoonful of borax or ammonia per gallon of water1 if very soiled4 ,squeeze1 or wash with vacuum washer2 do not rub1 but use hand brush on very soiled places4 ,squeeze or press without twisting4 ,rinse through two waters1 same temperature as the first4 ,a teaspoonful of glycerine per gallon of water1 added to the last rinsing water1 preserves softness4 ,dry at once by moderate heat2 avoid freezing or extreme heat4 ,stretch into shape1 and lay on frames or towels to dry1 turning once or twice4 ,if pressing is desired1 use a moderately hot iron4 ,cheesecloth between iron and fabric preserves softness4 ,bathing4 ,one bath every day ,sponge bath until cord heals2 later1 tub bath ,not within an hour after feeding ,not when greatly fatigued ,tub bath preferably in morning1 before second feeding2 otherwise1 before third or evening feeding ,in warm weather an additional sponge bath at night 7same as lower temperature of morning7 is advisable4 ,in hot weather give two or three sponge baths #gj to #ij ,f41 according to age1 in addition4 ,in cold weather1 an oil rub at night may be given instead of sponge#g bath4 ,temperature for bath is always to be regulated by bath thermometer4 ,changes to be gradual1 by #a ,f41 from day to day4 ,until sixth or eighth month1 tub bath #ih to #ajj ,f41 followed by cool4 ,then reduce #a a fortnight1 to #ij ,f4 ,after second week1 a dash of cool water 7#ij ,f47 applied by hand to back 7begin at lower end71 chest and buttocks4 ,at two months lower by #b ,f4 and apply with wash cloth2 lower #b ,f4 each month to #hj ,f41 so long as baby reacts well--skin rosy and warm1 not blue lips1 goose flesh1 cold feet4 ,cool water may be added slowly while baby is in tub1 but not hot water4 ,giving the ,bath4 ,before beginning to undress the baby1 have everything ready1 and just before undressing the baby1 wash the hands thoroughly4 ,costume3 wash dress1 sleeves to elbow1 bib apron1 bath apron4 ,room3 no drafts2 temperature about #gj ,f4 7#fe-gb74 ,equipment3 ,clean tub or basin filled with bath water2 enamel1 tin1 or rubber tub may be used2 after six months1 large tub may be used4 ,heavy bath towel may be placed in bottom of tub4 ,prepare tray with toilet articles and rolled gauze4#h ,bath thermometer2 supply of hot and cold water4 ,fresh wash cloths for face and body1 kept only for baby4 ,soft face towel2 two large bath towels spread on nursery table4 ,laid out in order for dressing2 dry1 warm clothes1 petticoat placed inside of dress2 wrapper or shawl4 ,allow fifteen to twenty minutes for undressing1 exercises1 bathing1 dressing4 ,allow five to ten minutes for rubbing and exercise4 ,allow two to ten minutes for clearing away after bath4 ,undress the baby on the nursery table2 have a large1 warm1 ,turkish towel under him2 leave the diaper on1 unpinned1 until put into tub4 ,rubbing4 minute to #b minutes4 ,use only the hand until #i-ab months4 ,hands warmed2 anoint with cold cream or cocoa butter1 if rough4 ,give #b to #f long strokes1 each arm and leg1 beginning at extremity and rubbing towards heart2 #d to #f long stokes down back2 #d to #f long stokes across chest2 #d to #f long strokes on abdomen1 gently1 beginning at lower right1 and ending at lower left2 #b to #d strokes on ribs1 from back to front4 ,exercises4 #c to #aj minutes4 7,begin at one month1 see page #aab47 ,fill tub to depth covering abdomen of baby2 note temperature with thermometer4 ,wrap the towel around the baby and put on cuspidor to urinate4 ,keep towel around the baby until ready for the tub4 ,ears1 eyes1 and head are washed before going in the tub2 also the buttocks1 if soiled1 using the diaper basin and cloth1 not the bath water4 ,ears4 ,use sterilized cheesecloth or old soft muslin squares1 little or no soap4 ,use warm water from tub4 ,wash carefully in all creases and behind the ears2 let no dirt remain4 ,apply albolene or liquid vaseline for scurf4 ,never use a pointed instrument2 8never put anything smaller than your elbow in the ear40 ,put soiled gauze in tissue paper receptacle4 ,nose4 ,clean each nostril with a fresh cheesecloth square rolled to a point4 ,dip the gauze in the liquid vaseline or albolene1 and then push gauze gently into the nostril and twist around1 until nostril is clean4 ,never dip the gauze a second time into the oil2 put used gauze into tissue paper receptacle4 ,if the nose accumulates dirt or mucus during the day1 repeat4 ,eyes4 ,use a fresh square of sterilized cheesecloth for each eye4 ,wet the gauze in the weak boric solution 7#b per cent471 and squeeze a drop into the corner of the eye4 ,wash eyelids gently1 toward outer corner1 and carefully remove dirt or secretion4 ,never put gauze in solution a second time2 put gauze into tissue paper receptacle4 ,if eyelids are sticky or with slight secretion1 anoint with vaseline1 avoiding eyes4 ,repeat boric wash at night1 or at hourly intervals1 if eyelids are inflamed4 ,report severe redness or discharge to physician immediately4 ,head4 ,use face cloth1 soap1 water from tub4 ,soap wet cloth and rub over head1 avoiding pressure over fontanel or getting soapy water in eyes4 ,if head has scurf1 anoint at night with vaseline1 olive oil1 or fresh lard1 and put on a thin muslin cap4 ,never use a comb or harsh rubbing4 ,body ,bath4 ,note temperature of water and modify with supply at hand to exact degree4 ,place the baby in the tub1 supporting the head and upper back with left hand4 ,baby may be lowered in the towel1 if afraid4 ,if giving only sponge bath1 hold head face upward over basin to rinse1 and wash and dry each part of body separately4 ,rinse the head several times very thoroughly with cloth4 ,wash the body gently2 use a little soap two or three times a week4 ,wash under arms1 in creases of neck1 thighs1 fingers1 and toes2 turn baby over and wash the back4 ,after six months1 baby may splash or attempt swimming for one to four minutes4 ,lift baby on to bath apron and give cool sponge very quickly4 ,lay baby on table and wrap in dry ,turkish towel4 ,wipe face and ears with soft face towel2 pat body dry with towel4 ,dry the head thoroughly4 ,do not rub with towel before ten months4 ,dry carefully under arms1 in creases of neck1 thighs1 knees1 fingers1 and toes4 ,remove wet towel4 ,in warm weather1 after two months1 allow an air bath one to three minutes1 patting or gently rubbing skin with the hand4 ,avoid the use of powder1 except in hot weather1 in creases1 for fat babies2 powder clogs the pores4 ,put zinc ointment or albolene on chafed places4 ,if there is any bulging of the umbilicus1 put two strips of surgeon's plaster across1 to hold in place and prevent rupture4 ,during first four to six weeks1 gently draw back foreskin in boys and cleanse with boric acid2 wash genitals of girls with boric solution2 apply vaseline4 ,later1 general bathing is usually sufficient1 and special attention is not desirable4 ,dress with dry1 warm clothes2 brush hair2 put on wrapper or shawl4 ,cleaning ,room4 ,empty tub1 scrub1 dry thoroughly1 put away4 ,put toilet articles carefully away from dust4 ,remove soiled clothes4 ,wrap soiled gauze in paper receiver and burn4 ,leave room in order2 lower temperature to #fh-gj ,f4 ,avoid4 ,washing the mouth2 the saliva keeps it naturally clean2 the delicate membrane is easily injured4 ,getting soapy water in eyes4 ,removing wax from ears with instruments2 soft wax is needed2 hard wax may be softened with a few drops of olive oil or liquid vaseline4 ,special washing of genitals after six weeks unless hard secretion develops1 which should be softened and removed with olive oil or liquid vaseline4 ,the usual daily bath and washing when diapering will cleanse sufficiently2 further attention may lead to irritation or to bad habits4 ,unusual redness or secretion or adhesions should be immediately reported to the physician4 ,circumcision may be needed4 ,never let the child touch these parts4 ,opening of doors1 or other sources of draft1 during bath4 ,bathroom too warm--above #gb ,f4 ,sudden change to cool temperature after bath2 or taking outdoors in less than an hour after bath1 in cold weather4 ,public bathtub1 as in hotel2 infection is possible4 ,at any time putting the fingers into the baby's mouth unless necessary1 and then only after thorough washing4 ,care of ,nursery4 ,watch the temperature1 humidity1 and ventilation2 keep the room well sunned4 ,air the room and bedding thoroughly with a strong air current from ten to thirty minutes twice a day1 while baby is out of the room4 ,keep clothing1 towels1 bedding1 and furniture orderly and clean4 ,drying of clothing and bedding1 or cooking1 should not be done here4 ,when baby is creeping or walking1 take special care that pins1 needles1 scissors1 matches1 and other small objects are not on floor or in reach4 ,clean daily while baby is out of room2 dust is the baby's worst enemy4 ,dust-raisers1 such as corn or whisk brooms1 feather or dry cloth dusters1 are not to be used4 ,carved woodwork or furniture1 bric-a-brac or other dust catchers are out of place in the nursery4 ,use a vacuum cleaner1 dustless mop1 oiled or damp dusting cloths2 for toys1 use a clean damp cloth4 ,wipe floor1 window-sills1 furniture and toys1 and vacuum-clean rugs4 ,weekly ,cleaning4 ,vacuum-clean rugs1 floor1 moldings1 ledges1 and walls4 ,hang rugs out of doors from one to three hours4 ,wash or wax floor2 wash window-sills1 doors1 picture frames4 ,hang fresh window curtains1 screen curtains1 crib draperies4 ,wash bassinet canopy2 brush bassinet thoroughly outdoors4 ,clean carriage frame with vacuum1 brush1 and damp cloth4 ,feeding4 ,the kinds of food1 quantity1 intervals1 and times of feeding are important4 ,the only natural and adequate food is mother's milk4 ,no thoroughly satisfying substitute has ever been found1 or is likely to be4 ,mother's milk has the following advantages3 #a4 ,it is germicidal--it contains no harmful bacteria1 and it has elements which destroy disease germs in the baby4 ,the babies that are nursed have a special protection against such diseases as influenza1 whooping-cough1 measles1 scarlet fever1 diphtheria4 #b4 ,it is always clean1 and therefore greatly reduces the possibility of diarrhea4 ,only one breast-fed baby dies to ten bottle-fed babies4 #c4 ,it does not sour4 #d4 ,it requires no time for preparation or care of bottles4 #e4 ,it is always ready4 #f4 ,it is balanced in proteins1 fats1 carbohydrates1 for the baby's needs1 and the proportion of these elements changes with his development4 #g4 ,it is in fine1 soft curds1 adapted to the baby's stomach and digestion4 #h4 ,it contains vitamines1 the living1 organic principles essential to growth1 and found only in fresh or slightly cooked foods4 #i4 ,it has growth-producing properties found in no substitute4 ,in a study made not long since of #ajj1jjj ,french soldiers1 it was found that the group of those who in their infancy had been nursed for six months averaged heavier and taller than those nursed only three months2 the group nursed nine months likewise exceeded in height and stature those nursed only six months4 ,similar phenomena have been noted by many observers4 #aj4 ,it produces better teeth1 less subject to decay1 both first and second set4 #aa4 ,nursing her baby promotes the return of pelvic organs to their normal condition1 and thus promotes the mother's comfort1 shapeliness and health4 #ab4 ,it fosters her love for her baby1 and the baby's love for her4 ,patent baby foods are usually either some form of dried or condensed milk1 or a dextrinized cereal4 ,the constituents having been subjected to a high temperature1 the vitamines have been destroyed2 there are frequent cases of scurvy among babies so fed4 ,these preparations usually contain a high percentage of starch or sugar1 with an insufficiency of proteins1 fats1 and minerals2 this produces plump babies that look flourishing in pictures1 but that are lacking in solid muscles1 bone and nerve tissue1 and are subject to rickets1 ,with little resistance for pneumonia or other germ diseases4 ,patent baby foods1 condensed or powdered milk1 are the last makeshift4 ,if artificial feeding becomes necessary1 clean cow's milk is the best substitute4 ,cow's milk is made for the calf1 whose stomach and digestion are much coarser1 and development much more rapid1 than the baby's4 ,as produced1 it contains too high a percentage of protein and lime1 too low a percentage of sugar and phosphorus1 and the curd is too large and coarse for the baby's digestion4 ,it is difficult to produce perfectly clean1 and to keep perfectly sweet until feeding4 ,it must be modified carefully1 according to the age and condition of the baby4 ,the formula is a technical matter for the medical or dietetic specialist to work out and prescribe in each individual case1 and to change as the individual baby requires2 it is no more a subject for experiment by a novice than is a case of fever4 ,the formula prescribed must be prepared with scrupulous cleanliness and exactness4 ,as about ninety mothers in every hundred are fitted and able1 with wise prenatal and postnatal hygiene1 to nurse their babies1 the subject of artificial feeding merits relatively less attention4 ,ability to nurse is affected by conditions long before motherhood begins4 ,an active1 out-of-door life1 with freedom from nervous strain or worry1 and with clothing that does not compress or overheat the breasts1 is important from childhood4 ,alcoholism in the mother's father1 or ,csarean birth of the child1 usually inhibit nursing4 ,the ability is increased by a moderate1 nutritious diet1#i including cereals1 milk1 water 7not exceeding an additional quart of liquid daily beyond the mother's normal need72 by quiet mind1 outdoor living1 moderate exercise2 by regularity in nursing1 and the complete emptying of a breast at a nursing4 ,it is decreased by a contrary rgime1 by fatigue1 nervousness1 or by interrupting or discontinuing the effort to nurse4 ,fats are increased by more nutritious diet2 proteins1 by diet and decreasing the intervals between nursings4 ,fat in the diet does not affect the proportion in the milk4 ,indoor life1 with overfeeding and insufficient exercise1 will unduly increase the proportion of protein and cause colic4 ,a too hearty diet1 especially if high in sugars and starches1 will unduly increase the fat4 ,irregular nursing1 nervousness1 not completely emptying the breast1 decreasing the liquids in the diet1 will decrease the supply4 ,every drop of the mother's milk is of great value to the baby4 ,if the quantity or quality is not sufficient1 nursings should not be stopped1 but one or more supplemented with modified milk1 prescribed by the physician or dietitian1 to furnish the balance4 ,contagious disease1 except tuberculosis1 is not necessarily a contraindication to nursing4 ,unless the milk disagrees with the baby1 nursing need not be suspended during menstruation2 otherwise1 modified milk may be used temporarily1 and the milk regularly withdrawn4 ,weaning should be done slowly1 substituting one feeding for a nursing1 and discontinuing other nursings at intervals of two or three days4 ,in this way the baby is gradually accustomed to other food1 and the mother's milk gradually disappears4 ,reducing the diet and omitting liquids for a few days will stop the flow of milk4 ,while the mother is in bed no more food is needed than under ordinary circumstances1 as the food requirement is low during rest and the quantity needed by the baby is very small 7page #aah74 ,an excess of food is likely to produce indigestion and constipation1 and actually interfere with nursing4 ,foods easily digested1 laxative1 rich in minerals 7especially lime and iron7 should be selected through the nursing period4 ,the diet list as for children six to eight years of age is a desirable one to follow4#aj ,no patent nostrums should ever be experimented with2 they are worthless when not harmful4 ,beer and all forms of alcohol are particularly to be avoided2 they do not increase the amount of fluid more than would an equal quantity of water or milk2 any increase they produce is of fluid1 not of nutriment2 the alcohol enters the baby's system unchanged1 and may injure his sensitive nerve cells4 ,doctor ,d4 ,d4 ,bezzola1 of ,switzerland1 who has made extensive studies of the effects of alcohol upon infancy1 concludes3 8,the time may come when we shall see that every drop of alcohol taken by the parent means a drop of stupidity for the child40#aa ,malt liquors are apt to disturb the mother's digestion and cause her to put on superfluous fat4 ,constipation in the mother will produce constipation in the baby1 and laxatives or drugs taken by the mother are likely to affect the baby4 ,anger1 worry1 excitement produce poisons that render the milk indigestible1 even poisonous2 if these are indulged in1 the baby should be given only plain or barley water1 and the milk withdrawn and thrown away for one or two nursings4 ,before a nursing the mother should wash her hands thoroughly with soap and hot water1 and then wash the nipples with a saturated boric solution4 ,the feeding should be done in a quiet room where there is no noise or conversation to disturb the baby1 and the mother should be composed and relaxed4 ,after the feeding1 give the baby a swallow of water to rinse out the mouth4 ,wash the nipple again with the boric solution and dry thoroughly with a clean towel4 ,a triple fold of clean1 sterilized gauze1 or surgeon's lint1 should be pinned to the undervest1 covering each nipple1 thus protecting both the nipple and the clothing2 this should be changed every day4 ,cleanliness will prevent thrush in the baby's mouth1 and local soreness and discomfort for the mother4 ,the quantity normal at a feeding will depend upon the baby's age1 and consequently the size of his stomach and the amount needed for his growth and maintenance4 7,see page #aah47 ,the quantity taken at one feeding may be ascertained by weighing the baby just before and just after a feeding4 ,until recently1 two-hour intervals for feeding were prescribed for babies at one or two months1 with two night feedings4 ,extensive studies in ,france and ,germany 7where the raising of babies for replenishing the army has made infant hygiene a subject of ,state investigation7 have proven that babies usually thrive better on longer intervals1 allowing time for the stomach to rest4 ,some continental specialists advise four-hour intervals from the beginning1 and with some babies this is quite satisfactory4 ,the ,table on page #aah presents the more usual schedule now recommended4 ,it provides for a three-hour schedule at the start1 changing to four hours at five months1 with no feeding after #aj ,p4,m4 ,the #aj ,p4,m4 feeding can usually be dropped with advantage at about nine months4 ,to drop a feeding1 substitute water for a few nights if the baby wakes or cries4 ,regularity is of the greatest importance in the feeding4 ,clock schedule should be observed from the first day and maintained thereafter4 ,the digestive system is much like a machine1 pouring out its digestive fluids at regular habitual intervals1 and doing good work so long as this regularity is respected and observed in the feeding4 ,feeding the baby whenever he cries produces indigestion1 colic1 irritability1 self-indulgence4 ,ten to fifteen minutes is the usual duration of a feeding4 ,the first milk is thinner1 the latter part of the nursing richer4 ,generally one breast is taken at a feeding1 the other breast at the succeeding feeding2 if the quantity in one is insufficient1 both may be used at one feeding4 ,neither the mother nor the baby should go to sleep during the nursing4 ,if the baby dawdles1 the food may be taken away until the next time4 ,he should stop a minute at the end of each five minutes1 to rest and breathe4 ,if he regurgitates or vomits up after nursing1 he is being fed too much1 or the intervals are too short4 ,when the baby has finished1 he should be handled very gently for the succeeding hour4 ,his condition is not unlike that of an uncorked bottle4 ,he should lie or sit quietly without jolting or rocking1 much less tumbling or other vigorous manipulations4 ,lay1 him on his right side if he is inclined to eructation2 on the left side in diarrhea or intestinal trouble1 to open the rectal valves and allow gas to escape4 ,between feedings1 the baby should be given pure water1 #fe to #gj ,f41 at regular intervals1 several times a day2 or during the night if he cries4 ,it can be given the first month from a sterilized medicine dropper1 then from a spoon2 the use of a cup may begin at five or six months4 ,if the water is not perfectly pure1 it should be boiled twenty minutes2 to remove sediment1 strain through several thicknesses of sterilized cheesecloth4 ,strained orange juice or prune juice1 without sugar1 at first diluted one half with water1 may be given daily at six months1 or earlier if the baby is constipated4 ,begin with one teaspoonful and gradually increase to four tablespoonfuls at six months4 ,it should be given an hour before feeding time4 ,at six months a scraped1 clean chicken or chop bone 7after being cooked7 may be given once or twice a day1 a quarter hour before feeding1 to exercise the jaws 7being very careful that it is not dropped on the floor74 ,at ten months this may be replaced once a day by a hard crust to be sucked after feeding1 watching that the baby does not break off any pieces1 or removing these from his mouth4 ,no other food should ordinarily be given until nine months1 when weaning may usually begin by substituting for one nursing a feeding of milk and strained cereal1 given with a spoon or from a cup4 ,the formula should be prescribed by the physician or dietitian4 ,whether a baby should be completely weaned at nine months or at twelve will depend upon the condition of the baby1 quality of the mother's milk1 and the season4 ,the baby and the milk should be examined1 and the physician's or dietitian's advice followed4 ,starch is not normally digested under nine months2 solid food or lumps may cause convulsions4 ,stools4 ,there should be at least one normal movement every day2 some babies have two or three4 ,begin the second week to establish regularity4 ,a movement is most likely to follow a feeding in early morning and the afternoon4 ,normal stools are yellow1 soft1 and smooth4 ,if gray or brown1 with mucus1 blood1 or undigested food1 report to the physician4 ,if green or with foul odor1 report immediately and substitute barley water for feedings4 ,spinach will cause green stools1 or they may turn green an hour after removal2 this is normal4 ,keep the bowels in good condition by giving plenty of water1 fruit juice1 and abdominal exercises2 avoid enemas1 suppositories1 and laxative drugs1 all of which are detrimental4 ,sleep4 ,during his first year this should be the baby's chief occupation4 ,any period of rapid growth involves much work on the part of all internal organs1 and a low power of resistance4 ,in this twelve months1 the weight trebles1 and the length increases about one half2 the brain increases its weight nearly three times1 and has by far more work in learning new adjustments than in any similar period later in life4 ,the amount of sleep required at different stages is shown in the table on page #aah4 ,the baby should always have his own bed1 and if possible1 his own room4 ,he should preferably sleep outdoors except 7#a7 in rain or falling snow1 7#b7 damp1 fogging weather1 7#c7 with snow melting1 7#d7 dusty1 windy weather1 7#e7 temperature below #dj ,f4 or above #ij4 ,the night air is as healthful as that of the day with these same provisions4 ,a sleeping porch is an investment that will pay high dividends all through his life4 ,in dry1 still weather1 #fh to #ie ,f41 the baby may be taken outdoors two or three days after his arrival2 otherwise he must gradually be accustomed to the cooler outer air by being taken into a room with windows open on one side 7wrapping him up judiciously71 reducing the temperature every few days1 until at one month he is breathing a temperature of #fe ,f41 at two months of #ee ,f41 and at three months1 he can breathe it nearly at freezing 7#cb ,f474 ,abrupt changes should be carefully avoided4 ,pure cold air is invigorating2 stale air is poisonous2 air too dry injures the mucous membrane of the nose and throat2 air too moist is oppressive2 all of these develop colds and pneumonia4 ,when the baby is indoors1 there should be a constant1 quiet current of fresh air1 except during dressing and bathing4 ,the air should be regulated1 not by guess1 but by a reliable thermometer 7tested at the baby's head71 and the equally important hygrometer for humidity1 when there is not a constant intake of fresh1 outside air4 ,the room temperature should not exceed #gj ,f4 the first three months1 and #fh ,f4 later1 when the baby is dressed4 ,it may advantageously thereafter be #fe-fh ordinarily4 ,when the baby is sleeping1 or playing with wraps on1 it is of vital value to have it lower1 graduating it from #dj to #fj according to circumstances4 ,cold air is vitalizing2 warm air is devitalizing4 ,an open fireplace1 with one window lowered from the top1 or a six-inch window board for very cold or windy weather1 will provide reasonable ventilation4 ,a baby has more room and sleeps more comfortably in his basket or crib than in a carriage4 ,when awake1 he needs more space to roll1 kick1 creep1 walk4 ,in the open country1 he is much better off on the veranda or in the nursery with windows open1 lying in his basket or pen1 than rolled up in a carriage4 ,babies unfortunately housed in city apartments or crowded tenements must sometimes be confined in a carriage for the sake of getting to the open air4 ,in a sunny1 open-aired room or by an open window is better for a baby than down in a dusty street4 ,the air at higher levels has less dust and fewer germs4 ,the roof of an apartment house1 if there is protection from chimney gas1 hot sun1 and high winds1 is preferable to the street4 ,he should never be put on the ground without the protection of a waterproof and blanket or rug to prevent chilling4 ,making and ,care of ,bed4 ,lay in the mattress--preferably a washable folded quilt1 laid smooth1 or a floss1 hair1 or straw-filled mattress4 ,cover mattress with papricloth nursery blanket or light-weight rubber sheeting1 laid smooth4 ,over this1 lay the large quilted pad or felting4 ,lay on the lower sheet1 tucking it under the mattress4 ,lay a small quilted pad under the baby's hips1 or use a large size pad for older1 tossing babies4 ,lay a flat quilted or hair pad 7which may be covered with a cotton or linen slip7 or a folded diaper or soft folded towel for the head and face2 a pillow is inadvisable4 ,put on the top sheet and the coverlet1 folding the sheet back six inches over the top of the coverlet for protection1 and tucking in at sides 7not tight7 and at foot4 ,for cold weather1 especially outdoors1 put in first a woolen blanket4 ,lay several newspapers between this and the mattress1 and when the baby is in1 fasten this over the coverlet like a sleeping bag2 for cold weather a knit or woolen sleeping bag is desirable4 ,when the baby is out of his bed1 it should be taken apart1 both morning and afternoon1 shaken1 thoroughly aired1 and sunned4 ,in cold weather1 the bed should be warmed before putting the baby in1 and flannelette may well be used instead of muslin sheets4 ,change sheets and pads whenever they are wet4 ,the crib bed is cared for in the same way4 ,padded side protectors should not be used1 as they prevent good ventilation4 ,the light-weight1 washable side curtains may be used1 but these on only one side and end2 they should be removed and washed every week4 ,the screen will furnish ample protection from drafts4 ,the bed should always be placed where it has a quiet current of fresh air but not a draft1 strong wind1 or hot sun4 ,the basket should rest firmly on its stand1 or a large table1 or dry surface1 never on the floor4 ,protection should be provided against flies1 mosquitoes1 cats1 dogs1 falling objects2 and after eight months1 against the baby's climbing and falling out4 8,putting the baby to sleep0 should consist in laying the baby in his stationary bed1--warm1 dry1 comfortable1 protected1--to go to sleep by himself4 ,rocking disturbs the circulation in the brain1 produces only light sleep1 and is bad for the nervous system4 ,babies often cry at first1 when laid in bed1 merely to be taken up1 rocked1 or played with4 ,to humor them in this way is to cultivate in them self-indulgence1 irritable temper1 and tyranny4 ,if let alone they may cry themselves to sleep for a few nights1 but this will do them no physical harm2 they will have learned their lesson1 and the family will be spared further trouble4 ,the baby should not always be laid on his back1 but may be laid on one side1 or on his stomach1 turning his head to one side and putting a flat pad under his chest4 ,the latter position is not only a restful change1 but also promotes digestion and encourages development of the muscles at the base of the head and in the upper back4 ,disturbed sleep may be caused by bad air1 overclothing1 rough clothing1 cold feet1 indigestion1 thirst1 need of circumcision1 a habit of rocking4 ,it is not necessary to keep the house in silence while the baby is sleeping4 ,sudden and boisterous noise should be avoided1 but the baby outdoors or in his own room learns to sleep undisturbed by ordinary conversation1 music1 household activities4 ,the baby should be gently wakened1 if asleep at feeding or bath time4 ,after a few weeks1 his system will be so trained that he will naturally waken at these times4 ,the regular waking of the baby should be anticipated1 and the mother or nurse should be there at the time to take him up1 change the diaper1 and make him comfortable before he begins to cry4 ,waking time should be a smiling time4 ,play and ,exercise4 ,the first play is simple1 muscular play of limbs4 ,after the first month1 arrange clothing and covers so there is great freedom for kicking1 twisting1 rolling1 stretching1 pulling4 ,after two months1 baby will not sleep so much and will be more active with hands1 arms1 legs4 ,he should have a pen or yard1 raised six inches above the floor2 or a board may be made to fit over mattress of crib4 ,pen or board should have woolen blanket and quilted pad over it2 let baby kick and roll freely4 ,the floor is bad because of drafts and dust4 ,a large dry-goods box1 raised1 is better than the floor4 ,do not prop a baby up in a sitting position until he is strong enough to hold himself up five minutes without support2 then allow sitting position for only ten minutes at a time1 not on the table or bed with the feet extended in front1 but in a carriage or chair1 legs bent at knee4 ,after two months place objects for him to grasp toward1 upward1 and forward4 ,as soon as the baby learns to smile1 this becomes a little game4 ,at six or eight months1 he begins to play with vocal sounds1 at peek-a-boo and pat-a-cake4 ,boisterous play1 tossing1 tumbling1 tickling1 are too severe for the delicate nerves2 his laughing at this is a symptom rather of nervousness than of joy4 ,the baby is not a plaything for his elders4 ,the hour before bedtime is a good time for quiet mothering4 ,motor development during the first year normally approximates the following plan4 ,eyes begin to focus at about six weeks2 cordination not well developed until three months or later2 real tears1 from the lachrymal glands1 begin at about three months2 knows mother or nurse by sight at about three months4 ,voluntary smiling begins at about five weeks1 laughing at five or six months4 ,ability to sit alone develops at from six to eight months1 to stand alone at twelve to fourteen1 and to walk alone at fourteen to eighteen months4 ,exercises4 ,special exercise may begin at three or four weeks of age4 ,begin with one exercise1 and three-minute periods4 ,each fortnight time may be increased two minutes up to twenty-minute limit4 ,add new exercises gradually1 at two-week intervals4 ,all exercises should be given slowly1 rhythmically1 two hours after a feeding1 when baby is in happy mood2 before bathing in mid-morning1 or in mid-afternoon1 is a good time4 ,do not permit fatigue or test endurance4 ,always do the exercises in the same order1 thus cultivating motor memory4 ,lay the child on the padded nursery table2 have clothing loose1 or preferably without clothing2 diaper unfastened2 no drafts2 temperature at #gj to #gb ,f4 ,arm movements4 ,for development of chest1 upper back1 upper arms4 #a4 ,take hold of each hand2 extend arms straight on table1 at right angles to body1 saying 8down01 #d times2 bring hands together in front of body as in clapping1 saying 8up01 #d times4 7,figures #a1 #b47 #b4 ,at 8down01 bring arms down to sides1 parallel with body2 at 8up0 stretch arms upward to table above the head 7if baby objects1 each arm may be done separately7 #d times4 ,keep his elbows straight in both exercises4 7,figure #d47 ,leg movements4 ,for trunk and leg muscles2 overcoming constipation4 #a4 ,grasp foot1 bend knee to body2 do alternately with right and left1 each #d times2 then both together #d times4 7,figure #c47 #b4 ,grasp leg1 keep knee straight1 bring leg to right angles with body2 take each leg alternately1 #d times2 then together1 #d times4 ,avoid sidewise movement4 7,figures #e1 #f47 ,when the child is able to lift his head1 he may be allowed to pull himself up as far as he can1 holding the nurse's hands4 ,grasp his hands firmly so he will not suddenly lose his hold and fall back2 do not pull him1 but let him develop strength to pull himself to a sitting position4 7,figures #g1 #h47 ,at first let him immediately lower himself to lying position1 gradually sitting up one minute1 and slowly increasing by one minute4 ,many babies at about eleven months go on all fours1 bear-fashion4 ,at this stage the wheelbarrow exercise can begin1 grasping the baby's feet and lifting them up while he supports himself on his hands and arms4 ,this is strengthening for arms1 chest1 back1 and trunk4 ,at this age the substituting of rompers for dresses permits more freedom of action and minimizes accidents from tumbling4 ,crying4 ,every baby does some crying1 and every cry has some meaning4 ,the wise mother will find the cause and will1 if necessary1 remove it4 ,she will never use pacifiers1 sugar1 soothing syrups1 loud noise1 trotting1 bouncing1 tossing1 irregular feeding1 all of which are injurious to the baby's sensitive nerves4 ,causes of ,crying ,nature of ,cry2 ,treatment ,painless1 spontaneous exercise ,vigorous1 red-faced4 ,usually at feeding1 bathing1 dressing2 #c-bj minutes4 ,necessary ,physical discomfort4 ,fretful or sharp2 continued ,clothing wet2 pins in clothes ,remove cause ,clothing wrinkled1 tight1 oppressive ,practice better hygiene ,clothing rough1 hot ,rub the back1 with downward ,bed rough1 covers tight strokes ,tired of one position ,air oppressive1 stale1 too warm1 dry ,cold feet1 thirst1 overfeeding ,sleepiness1 overtired1 hunger ,teething1 constipation ,colic1 gas1 indigestion ,sharp1 intermittent2 feet drawn up ,illness ,moan1 wail1 feeble1 intermittent ,psychological3 ,lusty1 continued ,desire for attention1 especially ,stops when desire is granted at night ,will soon stop if ignored ,desire for things forbidden ,a pernicious habit of self-indulgence and tyranny is cultivated if the baby learns that he can get his desires by crying4 ,if indulged1 even at a few weeks of age1 he develops temper1 self-indulgence1 and disrespect for authority4 ,if no attention is paid to such crying1 or desires cried for are denied1 he soon learns self-control1 self-reliance1 respect for law and authority4 ,illustration3 ,fig4 #a ,fig4 #b ,fig4 #c ,fig4 #d ,fig4 #e ,fig4 #f ,fig4 #g ,fig4 #h ,exercises for the ,baby4 ,infant ,mortality4#ab ,chief causes presented in the order of their frequency4 ,immediate ,causes as ,given in ,underlying ,causes ,mortality ,statistics ,ignorance2 poor hygiene ,low ,vitality ,bottle feeding #a4 ,diarrhea and indigestion ,unclean milk and preparation ,solid food too early ,irregular feeding ,ignorance2 poor hygiene ,congenital debility ,indoor living ,overheated1 overdry rooms ,tobacco smoke in rooms #b4 ,pneumonia1 croup1 colds ,overclothing2 overfeeding ,playing on floor ,sitting on unprotected ground ,adenoids1 enlarged tonsils ,ignorance2 inadequate prenatal hygiene ,weak heredity ,poor health of parents ,use of alcohol by parents #c4 ,congenital debility ,syphilis 7weakness at birth7 ,self-indulgence of parents ,lack of continence during pregnancy ,poor nutrition of mother ,overwork of mother ,too short interval between births 7less than two years7 ,ignorance2 poor hygiene ,lack of resistance #d4 ,contagious diseases3 ,indoor living whooping cough1 ,infections in crowds1 streetcars1 diphtheria1 measles stores1 dusty streets ,infection of colds from family or visitors2 kissing ,adenoids1 enlarged tonsils ,defects ,easily ,acquired ,causes in ,infancy#ac ,spinal curvature ,careless lifting1 holding1 or laying down ,sitting up too early or too long ,bow legs ,diapers too thick ,standing too early ,inadequate feeding ,narrow pelvis ,diapers too tight ,binders too tight ,misshapen ribs and chest ,clothes too tight ,rickets ,rupture ,binder too tight ,binder worn too long ,rough handling ,internal displacements ,careless lifting or holding ,jogging1 tossing ,too long sitting ,enlargement of stomach ,overfeeding ,tender or deformed feet ,feet kept too warm1 perspiring ,shoes tight1 rough1 non-porous ,shoes worn too early ,use of 8baby walker0 ,walking too early ,nervousness ,irregularity ,indoor living ,wrong feeding ,lack of training in self-control ,nervousness of attendant ,disturbance of sleep ,need of circumcision ,excitement2 tickling1 tossing1 rocking ,frequent among preventable illnesses of infancy are colds1 constipation1 colic1 rickets1 scurvy1 marasmus4 ,bad ,habits to be ,guarded ,remedies ,against ,putting fingers in mouth ,give suitable toys ,thumb sucking 7produces ugly ,put aloes or golden seal on fingers mouth1 self-indulgence2 may ,put on sleeveless sack dress cause infections1 adenoids7 ,put on aluminum mitts ,screaming1 tantrums ,leave alone ,deny object desired ,masturbation ,medical examination ,circumcision ,local cleanliness ,toys2 occupation ,to state the underlying causes of infant mortality and defects is at the same time to emphasize their preventability and to indicate the method of prevention4 ,the pathos is less in the high rate of death and illness than in their needlessness1--if only young women and young men were provided with even a meager preparation for this responsibility6 ,the following are representative judgments expressed repeatedly by physicians everywhere4 8,the problem of infant mortality is not one of sanitation alone or housing or indeed of poverty as such1 but is mainly a question of motherhood40 --,doctor ,g4 ,newman 7,english74 8,the parents in their homes are largely responsible for the high infant mortality40 --,doctor ,ira ,s4 ,wile 7,american74 ,it is advisable to have the baby examined by the physician once a week during the first three months and at least once a month thereafter during the first year4 ,if the daily rgime is followed carefully1 with judgment1 the baby will probably gain normally in weight1 be rosy and happy1 free from any illness4 ,the first year is the critical year1 the time for every precaution both to prevent defects and promote vigor4 ,,table ,,of ,,feeding1 ,,sleep1 ,,and ,,weight#ad ---------------------------------------- ---------------------------------------- ---------------------------------------- ------------------------ ---------------------------------------- ---------------------------------------- ---------------------------------------- ---------- ,,average ,,no4 ,,ounces,,total ,,inter- ,,weight ,,age ,,of ,,baby ,,of ,,at ,ounces,,vals ,,hours ,,sleep ,,of ,,baby ,,feed-,,each ,,in #bd ,,in ,,in ,,ings ,,feed- ,,hours ,,hours ,,pounds ,,ing ---------------------------------------- ---------------------------------------- ---------------------------------------- ---------- #g ,birth and #b;d day #d #a #d #f #bb #g #c;d day #f #a #f #c #f1 #i1 ,a4,m41 hours #dth 0 #f #a #i #c #ab noon2 #c1 0 #eth 0 #f #b #ab #c #f1 #aj ,p4,m4 0 #g #gth 0 #f #b #ae #c 0 0 #g #ajth 0 #f #c #ah #c 0 0 ,begin #c;d week #f #c #ba #c 0 0 0 #dth 0 #f #d #bd #c 0 #ba 0 #h 0 #b;d month #f #d #be #c 0 #bj 0 #aj 0 #c;d 0 #f #d #bg #c 0 #ai 0 #ad 0 #dth 0 #f #e #cj #c 0 #ah 0 #ac 0 #eth 0 #e #f #cb #d #f1 #aj1 ,a4,m42 #af 0 #ae 0 #fth 0 #e #g #ce #d #b1 #f1 #aj ,p4,m4 0 #af 0 #gth 0 #e #g #cg #d 0 0 #af 0 #hth 0 #e #h #dj #d 0 #ae 0 #ag 0 #ith 0 #e #h #da #d 0 0 #ah ,end #ith 0 #e #h #db #d 0 0 #ba 0 #abth 0 #e #d 0 0 ---------------------------------------- ---------------------------------------- ---------------------------------------- ---------- ---------------------------------------- ---------------------------------------- ---------------------------------------- ------------------------ ,,footnotes3 #f ,see ,preface1 page xiii4 #g ,a 8sponge bath0 is given with a wash cloth2 sponges are never to be used1 because unsanitary4 #h ,see page #gi4 #i ,see ,chapter ,,ix4 #aj ,see pages #afd1 #e4 #aa 8,the ,body in ,health0 7,o',shea and ,kellogg74 #ab ,for statistics1 see ,appendix4 #ac ,for statistics on infant mortality1 see ,appendix4 #ad ,from 8,feeding and ,care of ,baby40--,f4 ,,truby ,,king1 ,m4 ,b4 ,,chapter ,,viii ,,the ,,physical ,,care ,,of ,,young ,,children#ae 8,the care and improvement of the child's health is of paramount importance4 ,a sound and efficient body is his initial stock in trade for winning the rewards of life40 --,,life ,,extension ,,institute4 8,instruction can wait1 but the demands of health are imperative40 --,,william ,h4 ,,burnham4 8,if only the intentions of nature were respected during the period of growth and development1 the problem 7of ill health7 would by no means be so serious40 --,,lewis ,m4 ,,terman4 8,the sound body and vigorous health are the foundation without which the higher qualities of mind and heart develop precariously or feebly1 or fail to realize their possibilities4 ,the basis of education is and must be physical40 --,j4 ,m4 ,,tyler4 ,the ,foundations of ,efficiency4 ,it is the business of the home to develop in children such vitality that they will enjoy exuberant health in childhood1 acquire habits of good hygiene1 lay the foundation for endurance1 beauty1 and longevity in manhood and womanhood1 and bequeath vigor of constitution to their children4 ,the slogan is 8,prevention--,vitality--,efficiency40 ,for efficiency the organs must be approximately perfect1 and their functioning sure and strong4 ,the ultimate physical sources of power are3 #a4 ,good nutrition and sound digestion #b4 ,sound1 active lungs #c4 ,vigorous kidneys #d4 ,strong heart #e4 ,steady nervous system ,that is1 there must be ample intake of food and oxygen1 thorough removal of waste1 quick distribution of fuel1 oxygen1 and waste1 economical working of the organism4 ,the whole body must be organically sound1 and all its functions must go on efficiently and vigorously4 ,developing ,vitality to ,resist ,disease4 ,disease may be due to3 a4 ,some defect of structure in an organ as the heart1 spinal column1 eye1 tooth b4 ,ineffective functioning of an organ or system1 as in constipation1 slow circulation1 shallow breathing c4 ,low resistance to disease germs or poisons1 as in the contracting of influenza1 diarrhea1 pneumonia1 whooping cough ,the ,means for ,developing ,vitality4 #a4 ,good nutrition4 ,this involves sound digestion and assimilation4 ,it can be assured only through3 a4 ,wholesome foods1 adapted to the age in quantity and preparation b4 ,sound teeth c4 ,regularity in feeding d4 ,right conditions in feeding ,eating slowly ,chewing well ,avoiding severe exercise within an hour after feeding ,eating not less than #a to #c hours before bedtime ,eating in a cheerful frame of mind ,food at approximately body temperature #b4 ,thorough elimination of waste4 a4 ,through the lungs by oxidization4 ,deep and adequate breathing accomplishes the two ends of eliminating some of the poisonous waste 7as carbon dioxide from the lungs7 and bringing quantities of oxygen to the internal cells for burning up of waste4 ,active physical exercise and the habit of deep breathing are both necessary4 b4 ,through kidneys and intestines4 ,these are ,nature's plumbing system for removing poisonous waste4 ,regularity in these functions should become a habit in early childhood4 ,there should be a bowel movement once or twice a day4 ,abundance of laxative foods in the diet1 water between meals1 outdoor life and activity1 are natural means of regulating these functions4 #c4 ,regulation of bodily heat4 ,colds and chills pave the way for vital disorders4 ,they are not always symptoms of an infection4 ,they are often due to poor training of the nerves in the skin to respond quickly to changes of temperature4 ,the training of these nerves can come only as that of any other nerves--through their exercise4 ,indoor and sedentary life does not supply sufficient exercise for them2 for this exercise there is required3 a4 ,a low slightly variable temperature1 #fe-fh ,f4 indoor b4 ,perceptible air current c4 ,air baths1 sun baths1 and cold-water baths administered with judgment #d4 ,good circulation of blood4 ,the blood is the only avenue by which nourishment can be brought to the cells or their poisonous waste removed4 ,so far as it can be directly controlled1 circulation may be quickened by abundance of exercise1 cool temperature1 wise distribution of porous clothing4 ,the child should be taught how to quickly warm hands or feet by special exercise1 rolling or shaking of hands1 stretching the arms and forcefully opening and shutting the hands1 slowly rising and sinking on the feet1 running1 alternately stretching the toes and heels1 rubbing the feet4 #e4 ,protection of nose1 throat1 and chest4 ,nature has provided the nose with a delicate mucous lining that constantly secretes a fluid which has the power to destroy germs that may enter with the air4 ,if this moist mucous lining becomes dry1 it cannot function4 ,it will not become dry unless the indoor air is too dry1 as is the case in artificially heated rooms unless additional moisture is supplied by open dishes of water and by constant intake of outer air4 ,the throat likewise suffers in a dry atmosphere4 ,bundling the throat and chest keeps the skin moist and makes it more susceptible to congestion2 they should be made resistant to congestion by deep breathing and daily cold sponging4 ,adenoids and enlarged tonsils are abnormal growths of lymphatic tissue in the nose and throat that make breathing difficult and inefficient1 and that become breeding places for germs4 ,the infection that they harbor leads frequently to colds1 earache1 deafness1 tonsillitis1 diphtheria1 measles1 scarlet fever4 ,they obstruct the breathing and reduce the supply of oxygen1 spoil the shape of the face1 reduce the ability to think1 and by their discomfort produce irritability and nervousness4 ,they greatly interfere with the vitality4 ,adenoids should therefore be removed1 and tonsils treated1 their removal being a last resort when they are diseased4 #f4 ,maintaining high count and efficiency of red blood corpuscles and of leucocytes in the blood4 ,the red blood corpuscles carry oxygen4 ,evident symptoms of their inefficiency are paleness1 low vitality1 inertia4 ,the leucocytes are the special blood cells that attack disease germs which have made their way past the sentinels in the nose1 throat1 and stomach4 ,the number and efficiency of these bodyguards is increased by outdoor exercise1 cold-water baths1 air baths1 sun baths1 by adding more mineral food to the diet4 ,additional means of preventing development of germ diseases are3 7a7 protection from contagion2 7b7 injecting of antitoxins4 ,the greatest preventive1 however1 is internal resistance1 since disease germs are usually in the atmosphere and are entering the system every day through the nose and mouth4 #g4 ,storing of nervous energy4 ,this is possible only through abundant sleep1 regularity of regimen1 temperance1 moderation1 self-control1 avoidance of stimulants1 narcotics1 or dissipation4 ,nature has intended that childhood shall be a period of accumulating and conserving nervous reserve4 ,the effect of any regimen or any exception to a principle of good hygiene must be measured not simply by its immediate results but even more by its remote consequences4 ,nature is patient1 long suffering1 and will endure much abuse without great protest1 but ,nature is also an accurate bookkeeper and remorseless creditor2 every debt must at some time be paid on demand1--it may be five1 ten1 forty years later1 or in the lives of the succeeding generation4 ,nature makes no allowance for ignorance of her laws4 ,parental love cannot atone for lack of knowledge or experience4 ,the death-rate from tuberculosis rises considerably among girls in their twenties4 ,to what extent is this due to general poor hygiene1 indoor life1 lack of exercise1 in childhood8 ,during the last quarter century there has been a marked increase in the death-rate during middle age from kidney disorders1 cancer1 heart disease1 insanity4 ,it may well be asked to what extent these are due to habits of irregularity1 overfeeding1 wrong feeding1 self-indulgence1 nervousness1 acquired in childhood4 ,children's ,typical ,physical ,regimen #a ,,to #b ,,years #b ,,to #i ,,years ,,after #i ,,years #f3 ,a4,m4 #f3cj-g ,a4,m4 ,toilet ,wakens 7,same as #b-i ,milk ,stretching for circulation and years47 ,some children at gradual increase of heart this age will remain action quietly in ,put on bathrobe and slippers1 bed for an if cool hour after taking ,open bed to air milk1 when ,taken to toilet the schedule ,teeth brushed2 mouth rinsed for children #b-i ,drink of water for rising and ,vigorous exercise or play #b-e bathing may minutes be followed4 ,fruit juice ,others are ,face and hands washed1 cool ready to be up1 water and these may ,rubbing of entire body1 #b-d have a cool minutes sponge to chest 7,rub from extremities toward and back1 with heart7 bath at midday ,bath as prescribed1 #b-d minutes or evening4 ,dressing3 #e-ae minutes 7,after three years1 child should dress himself7 ,bed1 room1 night clothes opened to air ,children who have not slept outdoors should get out for #e-bj minutes vigorous play before breakfast #g3cj-h3jj ,fruit juice2 toilet ,breakfast 7,same as #b-i ,outdoors or play ,toilet 7time for regular bowel years47 in open-air room movement7 ,hands washed ,teeth brushed ,bed made1 bedroom put in order ,outdoors by #i ,a4,m4 7earlier in ,outdoors summer7 -#a hour ,if inclement weather put on before outdoor wraps2 open windows school in room for open-air play ,open-air school #aj3jj ,a4,m4 ,toilet ,glass of water ,water ,mid-morning meal #aj3cj ,teeth brushed ,fruit ,toilet ,toilet ,outdoors #aa3cj ,undressed2 drink ,hands washed1 finger nails cleaned2 preparation for dinner #ab3jj ,bath2 toilet2 nap ,dinner ,dinner #ab3dj ,p4,m4 ,toilet ,outdoors ,hands washed -#a hour ,undressed for bed2 remove shoes1 stockings1 dress1 waist1 trousers #a3cj ,in open-air ,toilet2 dressed school #a-c hours #b3jj ,dinner ,toilet2 dressed2 bed made #b3cj ,toilet ,glass of water ,outdoors ,outdoors1 or open-air play ,outdoors #b-d indoors hours #d3cj ,drink water ,indoors2 toilet1 glass of water ,hands washed1 finger nails cleaned 7,warm bath #b or #c times week2 cool sponge in summer7 #e3jj ,indoors2 toilet ,supper #e3cj ,supper ,undressed2 teeth brushed ,face1 neck1 ears1 feet washed #f3jj ,undressed2 teeth2 ,in bed 7#f to #i years at #g3jj7 ,supper toilet2 in bed #aj3jj ,toilet ,toilet 7until #f years7 ,sleep4 ,quantity4 ,all the sleep a child can get is so much of fortification against the inevitable stress of later years1 as well as conducive to his immediate vitality1 comfort1 and good nature4 ,children vary individually2 often1 however1 the nervous child who needs most sleep is least willing to take it4 ,children should sleep as much as they want to and should approximate the following amounts as a minimum4 ,approximate ,average ,requirements#af ---------------------------------------- ---------------------------------------- ------------------ ---------------------------------------- ---------------------------------------- -------------- ,,age ,,hours ,,of ,,time ,,in ,,bed ,,sleep ---------------------------------------- ---------------------------------------- -------------- #ab months #ae #f4jj ,p4,m4-#f4jj ,a4,m4 midday nap #b-c hours #a-d years #ad #f4jj ,p4,m4-#f4jj ,a4,m4 midday nap #a-b hours #d-f 0 #ac #f4jj ,p4,m4-#f4jj ,a4,m4 #a hour midday rest #f-h 0 #ab #g4jj ,p4,m4-#g4jj ,a4,m4 #a hour midday rest #h-aj 0 #aa #g4cj ,p4,m4-#g4jj ,a4,m4 #aj-ab 0 #aa #h4jj ,p4,m4-#g4jj ,a4,m4 #ab-ad 0 #aj #h4cj ,p4,m4-#g4jj ,a4,m4 #ad-af 0 #aj #i4jj ,p4,m4-#g4jj ,a4,m4 #af-ah 0 #i #i4cj ,p4,m4-#g4jj ,a4,m4 ---------------------------------------- ---------------------------------------- -------------- ---------------------------------------- ---------------------------------------- ------------------ ,conditions4 #a4 ,bed alone4 ,no one can sleep as comfortably or restfully with another person as alone4 ,with little children1 moral as well as physiological possibilities are to be considered4 #b4 ,room alone1 if possible1 especially for children under six1 that they may not be disturbed4 #c4 ,outdoors if possible1 on a sleeping porch1 with bedding protected from dampness1 and provision made for first warming the bed at night in cold weather4 #d4 ,room cool and with current of outside air1 if sleeping indoors4 ,temperature not above #fj ,f4 and may be as low as #ej ,f4 to advantage for normal children over six months1 or #cb ,f4 without harm1 with ample bedding and warm night clothes4 ,warm wrapper or shawl should be provided to wrap around the child when taken out of bed4 #e4 ,children beyond infancy 7#a years7 should have their supper an hour before bedtime until eight or nine years of age1 and thereafter two hours before bedtime4 ,children should be taken up for the toilet at a regular hour1 either nine or ten o'clock1 until six or eight years of age1 to prevent bed-wetting or disturbed sleep4 #f4 ,every condition should be provided for complete relaxation and sound sleep1 not light semi-sleep4 ,among these conditions1 besides the foregoing1 are3 ,lights extinguished in sleeping room2 ,stationary bed that does not rock2 ,story-telling before child is undressed1 not after he is in bed1 that the mind may not be filled with vivid images1 or brain congested1 when trying to sleep4 ,evening stories should be quiet1 restful1 happy1 without gruesome1 melodramatic1 exciting1 or sad atmosphere4 ,chanting1 humming1 rhythmic singing1 is relaxing1 and five or ten minutes of this after child is in bed may be advantageous1 especially with nervous or unruly children4 ,massaging down the back1 in long slow strokes1 ,will relieve the congestion of the brain4 ,give the child one toy to occupy his hands2 prohibit more than one1 to prevent mental activity4 ,bedtime should not be a time of punishment1 recalling of misdeeds1 scolding2 leave that until the child is most vital1 in mid-morning or afternoon4 ,bedtime should be a quiet1 happy time4 ,a thought impressed upon the child as he is falling to sleep1 or directly after1 especially if it is repeated for some days or weeks1 is absorbed by the subconscious mind and has profound influence upon motives and action4 ,the suggestion may be given aloud to the conscious mind while the child is still awake1 or repeated softly or thought intensively1 after the conscious mind is dulled by sleepiness4 ,the child should learn1 from early babyhood1 to go to sleep by himself1 without a light1 with the door closed4 ,this is a most important training in self-reliance4 ,if these conditions are observed1 sleep should be restful and undisturbed4 ,possible disturbing conditions may include constipation1 indigestion1 intestinal worms1 nervousness4 ,the matter should be reported to the physician4 ,bed-wetting may be overcome by taking the child up during the night1 by giving no liquid after four o'clock1 by promise of rewards1 by mental suggestion4 ,circumcision may be needed4 ,punishment is worse than useless4 ,the ,afternoon ,nap4 ,the same general conditions should be provided4 ,the room or sleeping porch should be darkened1 and ample ventilation and light covering provided4 ,the outer clothing1 shoes1 stockings should be removed1 and nightgown put on over the underwear2 or the child may be completely undressed as at night4 ,if the child is disinclined to sleep at nap time1 use the spinal sponging with warm water1 the spinal massage1 and undress completely as at night4 ,even if the child does not sleep1 he will receive the much-needed relaxation1 and the resting of spine and heart1 the work of which is greatly reduced while lying down4 ,waking4 ,the waking time should always be anticipated1 and some one should be at hand to take the child at once to the toilet1 to speak to him and reassure him4 ,this is important both for physical and moral reasons4 ,waking should be a happy time4 ,clothing4 ,clothing should be comfortable to body and mind2 it should provide freedom of action and thought1 cultivate modesty1 simplicity1 democracy1 daintiness1 avoiding self-consciousness or vanity4 ,too much clothing keeps the skin moist1 and is a cause of colds4 ,distribute clothing judiciously2 avoid overclothing trunk and chest1 underclothing legs4 ,underclothing4 ,use light-weight underwear and give additional warmth by extra wraps as needed4 ,adapt clothing to the actual weather conditions1 not to traditions of seasons4 ,avoid sudden changes1 as from heavy play suit to thin suit4 ,underclothing may be all cotton or part wool4 ,porous clothing is warm1 holding a protecting layer of air2 thick woven clothing is cold1 preventing the evaporation of moisture from the skin4 ,for hot weather use sleeveless or half-sleeve gauze vests4 ,use side elastics to support the stockings1 never the round garters4 ,select carefully the waist for attaching supporters2 the 8,ideal0 waist is excellent4 ,protect the ankles and legs with stockings or leggings in cold or changeable weather4 ,keep the throat open1 except in very cold weather1 and then protect lightly4 ,shoes and stockings should keep the feet warm and comfortable1 not perspiring1 cold1 restricted4 ,night clothes4 ,a complete change should be made at night4 ,after three years a shirt is not needed at night1 except in very cold weather4 ,when diapers are no longer needed1 the nightdrawers may be worn1 using those with feet for cold weather4 ,for outdoor sleeping in cool weather a sleeping-bag of eiderdown is desirable1 and a light hood4 ,a flannel or eiderdown bathrobe and slippers should be provided for emergency and morning use4 ,care4 ,begin to teach the child at one year to put his shoes neatly together2 by two years to lay his clothes neatly when taken off1 and to hang up wraps2 by three years to fold2 by four years to take care of all clothing as removed and keep his chiffonier in order4 ,provide low hooks and small1 low1 easy-working bureau drawers within reach of the child4 ,keep soiled clothing in a ventilated receptacle1 out of the sleeping room or kitchen4 ,keep hats and wraps well brushed2 shoes brushed and cleaned2 after five years1 children should care for shoes4 ,readymade clothing should be washed before wearing4 ,much readymade clothing1 whether cheap or expensive1 is made in sweatshops and crowded tenements4 ,children's play clothes should be of such durable material and simple design that play may not be hampered through fear of soiling or injuring garments4 ,avoid3 ,underwear3 ,thick woven ,heavy cotton fleece-lined ,all or three-quarters wool 7unless open weave and soft7 ,rough seams ,corsets ,stockings3 ,thick1 heavy ,all wool ,seams2 much darned ,round garters ,tight hose supporters ,shoes3 ,patent leather or other non-porous material ,rough inside seams and soles ,tight across toes1 instep1 or ankle ,stiff1 inflexible soles ,rubber soles unless with leather insoles ,too large or too small ,high heels ,non-washable dresses or wraps for children under three years ,elaborate1 showy clothes ,unbecoming clothes ,wraps3 ,fur or other heavy neck pieces ,mufflers1 except in very cold weather1 and for children under five ,gloves in winter4 7,mittens give better circulation7 ,rubbers or overshoes1 except in rain or slippery weather ,ear muffs ,veils ,unventilated hats ,tight ,clothing3 ,gloves1 neckbands1 waists1 underwear1 stockings1 shoes ,ample size is especially important with growing children1 and easily overlooked or neglected as they outgrow their clothes4 ,rubber in legs of readymade rompers is always too tight1 and is better removed4 ,bathing4 ,each child should have his own wash cloths and towels4 ,have a separate wash cloth and towel for the face1 another cloth and ,turkish towel for the body4 ,dry and sun wash cloths every day2 boil them weekly4 ,temperature of bathroom about #gj ,f4 7#fe-gj71 with no drafts4 ,before the child is undressed1 have everything ready1 including the clothing to be put on4 ,water and soap are irritating to eczema2 use oil or1 occasionally1 water bath with bran4 ,the ,cold ,bath4 ,the daily cold bath is of vital importance in training the skin to react quickly to temperatures1 increasing the circulation1 increasing the white blood corpuscles1 and maintaining a high degree of vitality and resistance to illness1 especially to colds1 croup1 coughs1 pneumonia1 and tuberculosis4 ,by careful attention to details1 the cold bath can be given with a minimum of shock1 and children enjoy it4 ,it should be made as enjoyable as possible1 and persisted in1 even under protest4 ,it should not be given1 however1 in a cold room4 ,if the child has a cold1 or the skin is cold and clammy1 it should be given only to the throat1 chest1 and back4 ,if the child is in a low vital condition1 or does not react well otherwise1 it may be preceded by a quick hot bath 7#ih-ajj;,f47 to furnish body heat4 ,the mildest form is to give it while the child lies in bed1 quickly bathing and drying one part at a time4 ,ordinarily it can be given as follows1 the whole procedure1 including rubbing1 not taking more than five minutes4 ,let the child jump1 run1 or exercise vigorously for a few minutes before beginning the bath4 ,remove clothing and give a vigorous allover rub with hands or ,turkish towels1 rubbing from extremities toward the heart2 let the child help in this and do it himself after four years4 ,the child may stand with his feet in lukewarm water1 or on a bath mat1 not on a cold surface4 ,temperature of the water should be at least down to #gj ,f4 and as much lower as the child can take and react well4 ,salt 7#a tablespoon to quart of water7 gives a better reaction and lower range4 ,tepid water gives no tonic and may leave a chilly reaction4 ,have the wash cloth wet but not dripping4 ,wash quickly in the following order3 7#a7 hand1 arms2 7#b7 neck1 chest2 7#c7 back1 beginning at lower end2 7#d7 legs1 beginning with soles of feet2 7#e7 abdomen4 ,in this way the reflexes are bathed first1 and the feeling of shock reduced1 but the same valuable tonic results obtained4 ,dry quickly1 rubbing with ,turkish towels and hands4 ,in cold weather1 or if the skin is very dry1 rub in quickly a little cocoa butter1 olive oil1 or cold cream4 ,a spray with weak force1 or pouring from a cup may begin in the second year2 a strong spray or shower not until the fifth year4 ,the ,warm ,bath4 ,for cleansing1 the warm bath is needed two or three times a week in winter1 and every day in hot weather4 ,the body surface is relatively greater in children than in adults1 and because of their greater activity and more rapid circulation1 a relatively greater quantity of perspiration and waste material is constantly being poured out upon the skin4 ,if this is not removed1 it clogs the pores and thus keeps poisons within the body and prevents the normal absorption of oxygen through the skin4 ,the warm bath is best given at night1 as a tub bath1 before the supper1 or an hour afterwards4 ,when the bath is not given1 the neck1 ears1 armpits1 hands1 and feet should be well washed4 ,the water temperature should be #if-ih ,f4 ,a mild oil soap should be used moderately1 such as ,castile or ,palmolive4 ,the bath should be given in three minutes4 ,let the children splash in the tub for another three minutes1 trying to swim4 ,always follow with the cold water to close the pores and prevent colds4 ,this may be poured into the tub1 to reduce the temperature to about #gj1 or poured from a pitcher1 or given with a spray1 at #gj-hj1 or given as a quick sponge at that temperature4 ,dry quickly and thoroughly1 putting on a wrap to avoid chilling4 ,if the child sleeps outdoors1 the bath should be given an hour before bedtime in cool weather1 or the oil rub may be given instead of water bath4 ,in hot weather children may have three or four sponge baths at #gj-hj during the day1 or five-minute splashes in the tub at due intervals after meals4 ,the daily air bath is as much needed as the water1 and should be given1 with exercise and rubbing1 if the water bath cannot be taken at the regular time4 ,it is a tonic for the skin and gives the exercise to the nerves that cultivates resistance against colds4 ,sun ,baths4 ,sun baths1 judiciously given1 are also of great vitalizing value4 ,in warm weather 7#gj-ij ,f47 children should be allowed to play outdoors with minimum of clothing1 as sandals1 white rompers or bathing trunks1 and a light sun hat1 for several hours a day1 avoiding exposure of too hot sun 7over #hj74 ,children not accustomed to this must begin gradually and may have a preliminary oil rub1 to prevent either chill or sunburn4 ,in cool weather1 this may be given in the house1 although the benefits are not so great1 as the most effective 7the violet7 rays do not penetrate through glass4 ,white or light colored clothing permits the penetration of light rays to the skin1 and dark clothing prevents this2 the former1 therefore1 is of greater vitalizing value4 ,the sun and light baths are of great therapeutic value with nervous or anemic children4 ,the tanning of the skin gives remarkable resistance4 ,the development of resistance through judicious use of baths and light1 combined with deep breathing1 would greatly reduce the mortality from colds1 pneumonia1 tuberculosis1 which are the chief causes of death after infancy4 ,the ,hands4 ,cleanliness of the hands is highly important both for sanitary and moral reasons4 ,therefore teach the child from babyhood1 by example and precept1 to always wash the hands3 #a4 ,before touching food1 either for eating1 serving1 or preparation1 as a safeguard against infection #b4 ,after eating1 to prevent soiling of clothes1 furniture1 toys #c4 ,after going to the toilet #d4 ,before going to bed #e4 ,before touching the eyes ,the finger nails should be cleaned with an orange stick once a day1 and before meals whenever dirty4 ,to prevent hangnails1 press the cuticle back around the nail every day4 ,trim finger nails round4 ,a soft hand brush and ,hand ,sapolio1 almond meal1 or corn meal may be necessary for very dirty hands4 ,always dry thoroughly to prevent chapping1 and in cold weather apply a lotion4 ,the ,feet4 ,wash the feet every night when a bath is not given4 ,dry thoroughly between the toes4 ,perspiration is acid and soon causes soreness if it remains4 ,once a week trim the nails1 cutting straight4 ,if the feet are cold1 put in cold 7#ge-hj;,f47 or hot 7#if7 water for three minutes1 apply a #be per cent4 solution of alcohol1 rubbing dry4 ,if cold from exposure1 always use the cold water4 ,chronically cold feet indicate wrong shoes1 poor general circulation1 or need of more exercise for feet4 ,corns1 callouses1 bunions1 or misshapen toes can be prevented by using shoes that are comfortable and adapted to the shape of the foot4 ,the strength of the arch should be increased by foot exercises3 7#a7 ,rising slowly on the toes and slowly descending1 keeping the weight of the body on the soles2 7#b7 ,alternately stretching the toes and the heel2 7#c7 ,massaging the ankles4 ,braces in the shoe prevent development of ankle muscles4 ,braces and arch supporters should be worn only on the advice and prescription of a physician1 if possible1 an orthopedic specialist4 ,much harm may be done by their wrong use4 ,care of the ,hair4 ,during the second year the head should be washed two or three times a week1 or oftener if scurf appears4 ,use ,castile or ,palmolive soap and rinse thoroughly to remove all soap and prevent formation of scurf4 ,if a crust appears1 gently rub in fresh lard1 olive oil1 or liquid vaseline at night1 and wash off in morning2 never use a comb or harsh rubbing to remove4 ,during the third and fourth year shampoo weekly1 and thereafter every two or three weeks4 ,the shampoo should be given in the daytime1 when there is ample time and means for drying quickly and thoroughly1 preferably in the sun4 ,the scalp should be massaged five or ten minutes every day1 through childhood1 to promote good circulation in the scalp and keep it loose and clean1 and the hair brushed thoroughly to remove dust4 ,this is ,nature's own tonic1 and more effective than any bought at the drugstore4 ,if the hair is thin1 olive or cocoanut oil or vaseline rubbed into the scalp will stimulate new growth4 ,going without a hat 7except1 of course1 in cold weather or hot sun7 is beneficial for the hair4 ,the hairbrush should be soft1 and brush and comb should be cleaned every week4 ,tangles should be patiently and gently brushed out2 braiding will prevent them4 ,curly or straight hair is hereditary1 and curls can be only temporarily produced in naturally straight hair4 ,heated irons1 metal curlers1 tightly rolled curlers1 dampening the hair1 are all injurious4 ,for curling1 only soft rags1 or kid1 on which the hair is loosely rolled1 should be used1 and these not applied at night around the head1 to interfere with comfort in sleep4 ,when hair is trimmed1 it should not be shaved off close at the base of the head1 as is sometimes the fashion1 leaving this most sensitive part of the head and neck suddenly and unduly exposed4 ,if the eyelashes or eyebrows are short1 stubby1 rough1 light1 they may be improved and darkened by daily application of vaseline1 and brushing with a soft1 narrow toothbrush4 ,such attention adds greatly to the beauty and expressiveness of the face1 and will be a cause of much gratitude in later years4 ,nose4 ,the nose should be kept clean4 ,for children under four1 it should be cleaned every morning with the liquid vaseline or warm water1 using a sterile piece of twisted gauze which is immediately wrapped in paper and disposed of4 ,repeat at night and during the day1 if the nose is not clean4 ,at three years1 children should be able to blow the nose1 and this should be a regular part of toilet-making both morning and evening4 ,in blowing the nose1 one side should be held closed1 while the other side is blown4 ,to blow both sides at once produces pressure in the ears that may cause injury4 ,nasal douches are to be avoided except in illness and by the physician's orders4 ,avoid 7#a7 dusty air1 as in the city streets1 or in a room that is being cleaned2 7#b7 overdry air1 as in artificially heated rooms4 ,both of these are thought to promote adenoids4 ,the former contains many disease germs4 ,the latter drys the mucous membrane1 preventing1 therefore1 its work of germ destruction1 and producing uncomfortable1 cracked membrane4 ,throat4 ,the throat is strengthened by the daily cold bathing of neck and chest4 ,a child can learn to gargle at three or four years1 and is then able to do it easily if soreness develops4 ,ears4 ,wash the ears every day with warm water1 making sure that no dirt remains in creases or behind the lobes4 ,if wax accumulates1 remove it with the twisted end of the wash cloth or gauze4 ,never put sharp instruments of any kind in the ear4 ,the lining of the inner ear is a continuation of the lining of the nose and throat4 ,if the latter becomes infected1 as with a cold1 directly or from enlarged tonsils or adenoids1 the infection is likely to continue into the ears1 causing running ears1 which may result in deafness4 ,the ears should not be made sensitive by cotton stuffing or ear muffs4 ,in very cold weather1 little children should wear a hood1 and older children may do so with temperature below #dj ,f4 ,never pull the ear lobe nor strike a child on the head2 it may cause deafness4 ,teach children that blowing or shouting into the ear may produce deafness4 ,teeth4 ,after the first six teeth are cut1 during the first year1 it is advisable to have a small1 soft brush to use with water1 plain or with boric acid or bicarbonate of soda1 after each feeding4 ,this never should be neglected after eighteen months4 ,doctor ,truby ,king advises giving the child a raw apple1 a third of which has been peeled1 and which is partially bruised until softened1 following the midday feeding1 after one year of age2 munching this for ten minutes is a natural and effective method of cleaning the teeth4 ,by four years of age1 the child should be able to brush his teeth himself4 ,salt1 bicarbonate of soda1 or milk of magnesia are effective dentrifices4 ,patent pastes1 powders1 and liquids are expensive and of no more efficacy than the foregoing1 their chief value probably consisting in the incentive they give to the use of the brush4 ,in brushing1 the motion should be up and down1 and rotary1 as well as across the teeth2 the inner and upper as well as the outer surfaces and the gums should be brushed4 ,to safeguard against infection1 teeth should not be cleaned over the hand basin1 but into a receptacle for waste water4 ,clean teeth will not decay4 ,if the first teeth are allowed to decay1 the second will not be sound4 ,the rudiments of both sets of teeth are formed in the jaw before birth4 ,the first teeth 7#bj7 are cut by thirty months2 the first permanent teeth are the six-year molars2 the second set are cut from six to twelve years of age4 ,the enamel of the teeth is formed once for all during childhood4 ,the substance of the teeth is mineral1 chiefly lime4 ,it will therefore be appreciated that the child needs abundance of mineral in order that he may have sound tooth material4 ,this he can get only from mineral in his food 7see page #afi71 or1 before his birth1 from his mother's diet4 ,good circulation in the jaws is also essential for normal development both for teeth and jaws1 therefore the importance of some hard food every day after ten months4 ,the toothbrush should be selected with care4 ,a good toothbrush is made with separate tufts1 and with holes along the back1 that it may more easily be kept clean4 ,for children under three years it should be soft1 for older children medium4 ,the care of the brush is as important as its use4 ,an unclean toothbrush may be a source of infection4 ,it may be kept antiseptic by being very thoroughly rinsed1 preferably under running water1 then in borax water1 or grain alcohol1 and placed across hooks or a glass1 bristle face down1 to dry1 after each using4 ,once or twice a week it should be thoroughly disinfected by drying in the sun1 boiling in borax solution1 or soaking in alcohol4 ,it should receive thorough disinfection after each using1 in case of influenza1 tuberculosis1 diphtheria1 or other infectious disease4 ,dental ,examination4 ,after one year of age the child should have a dental examination and tartar removed every six months4 ,any cavities should be filled1 and irregular teeth straightened4 ,a decaying tooth is a breeding place of germs which are carried1 with the poisons they produce1 to the stomach and thence through the system4 ,its sensitiveness compels the child to do his chewing entirely on the other side1 spoiling the symmetry of the jaws1 or to omit proper chewing4 ,it causes pain that lowers the tone of the whole nervous system1 produces irritable temper1 and interferes with mental work4 ,at the slightest complaint of discomfort or the merest suspicion of decay1 the child should go to the dentist for attention4 ,prevention saves both pain and expense4 ,the dentist's office should be a place of comfort1 not of torture by reason of neglect and decay4 ,the ,eyes4 ,the eyes of mankind were called upon chiefly for long-distance seeing1 observation of operations with coarse materials1 and slow adjustment1 until the past few hundred years of civilization with its printing1 sewing1 and other fine close work4 ,the anatomy of the eye has not yet become adapted to these new demands4 ,the child's eye is not fully developed4 ,the shape of the eyeball is undergoing change during the first twenty years4 ,farsightedness is normal until from nine to twelve years of age4 ,eyestrain will result1 therefore1 if the eyes are called upon for fine1 close work during the first ten years4 ,there is also a hereditary form of nearsight that can be detected as early as six years by the oculist1 and that demands special care4 ,astigmatism 7a structural defect causing blurred vision7 is a prevalent cause of eyestrain4 ,squint and cross-eye1 which are due to structural defect1 require treatment in early childhood or babyhood to prevent the necessity of an operation1 or possible blindness4 ,even normal eyes will suffer if their use is abused4 ,the following precautions should be observed with little children and taught to school children1 as practices to be avoided for the sake of strong eyes3 ,rubbing the eyes ,staring at a strong light ,watching a flickering light 7as in moving pictures7 ,sudden flash of strong light ,looking at pictures1 reading1 writing1 drawing1 or doing handwork1 in poor light ,use of artificial light1 for children under seven or eight years of age1 for drawing1 painting1 reading1 looking at pictures1 or other fine work ,long application to close work at any age ,use of eyes for reading1 pictures1 or other fine work before breakfast ,the child can be taught from babyhood to sit so that the light falls from the left upon his pictures or drawing1 and not to sit either directly facing the window or with his back squarely against it4 ,reading for five minutes requires more than a thousand separate movements of the eye1--as much work as is required of it in an hour of ordinary use2 and the ciliary muscle1 which controls the eye accommodation1 probably is required in that five minutes to do as much work as in a day of ordinary seeing4 ,this has an important bearing upon the question of how early a child should begin reading1 writing1 sewing1 or fine handwork2 certainly1 from the standpoint of hygiene1 such work should be deferred until at least seven or eight years1 and then begun only with the assurance of the oculist that the eyes can stand the strain4 ,school children should be taught to read with the best conditions1 viz43 ,light from the left ,strong steady light ,light placed so it does not shine directly into the eyes and face ,not using the eyes before breakfast1 as adjustment is slower and more difficult on first rising ,not reading on trains or other vehicles ,resting the eyes every fifteen or twenty minutes by looking up from the book at some distant object ,lamplight is easiest4 ,lights should always have a plain shade4 ,indirect lighting is best4 ,gaslight should have a ,welsbach to give steady rays4 ,white light is hard on the eyes2 amber light1 produced by amber shades1 is easiest4 ,in selecting books for children1 look for the following requirements3 ,paper white or cream1 without gloss ,lines short1 preferably three inches ,margins wide ,print large ,wide spacing between lines ,certain contagious diseases of the eyes temporarily or permanently impair vision4 ,at any sudden redness or white discharge1 the child should be immediately taken to the physician1 as blindness may follow in a few hours after infection1 although it is preventable by a simple immediate treatment4 ,children should be warned never to use public towels or wash basins1 or to touch the eyes with soiled handkerchief or dirty hands4 ,the eyes should be washed daily with the boric acid solution until three or four years of age1 and after that with the plain or slightly salt water1 using the boric acid whenever irritation or redness appears4 ,motor ,training and ,poise4 ,provide some play apparatus that requires motor cordination4 #ab months to #c years4 ,a stile1 of one or two low steps1 adjusted to the baby's size1 with handrail each side1 on which he can climb up and down4 ,tenpins1 large size ringtoss4 ,use a small enamel cup for drinking1 and let the child1 when feeding1 use his spoon and cup himself as early as he shows an inclination1 which should be not later than a year and a half4 ,do not scold when he spills things while learning4 ,by three years he should have control1 and be held to strict carefulness and neatness in eating4 #c to #f years4 ,jumping place1 with elevation #a to #b feet from which to jump toward a marked space4 ,teach the child how to jump correctly1 landing on the soles of the feet and bending the knees as he lands4 ,car rail or substitute to walk along1 preferably raised #a to #f inches from the ground4 ,a single painted board #d inches wide1 or a painted mark #b inches wide will answer4 ,ringtoss more difficult ,throwing at a mark on the ground1 floor1 or wall ,the fence for walking sidewise or for swinging from1 as used by ,montessori ,swinging rings and a horizontal bar ,marching1 skipping1 folk-dancing ,illustration3 ,bad ,posture4 ,good ,posture4 ,bad ,posture4 ,bad ,posture4 ,good ,posture4 ,american ,posture ,league ,chair and ,bookrest4 ,courtesy of ,american ,posture ,league4 ,from three years1 let him carry his tray at meal time1 with dishes and food4 ,teach the child how to gain poise when he begins to feel worried1 cross1 nervous1 excited3 a4 ,relaxing completely1 sitting down if necessary b4 ,taking long1 slow1 deep breaths c4 ,sitting quietly for a few minutes to think1--with eyes shut1 if thinking is thereby easier d4 ,thinking of something funny e4 ,getting away by himself1 in a room1 or out with nature ,posture4 ,find out what is good posture in sitting1 standing1 and walking1 and see that the child maintains these4 ,during childhood and youth the bones are still soft and yielding1 readily altered in shape4 ,stretching1 throwing1 swinging from rings or horizontal bars1 climbing1 rowing1 swimming1 are excellent preventive exercises1 and useful for correction of curvatures or round shoulders4 ,for the child's use select chairs that are properly constructed 7as most chairs are not7 and a table at which he can work without stooping1 changing such furniture to meet his needs as he grows4 ,spinal curvature and round shoulders may be caused by rickets1 eyestrain1 partial deafness1 improperly constructed chairs and tables1 long sitting1 insufficient outdoor life and physical activity1 unequal strength of complementary muscles of back and chest1 or of right and left sides1 and by carrying always on one side4 ,spinal curvature crowds the internal organs1 interfering with the normal functioning of lungs1 heart1 blood supply1 stomach1 and intestines2 it causes pressure upon the spinal nerves1 and consequent disorders in remote parts of the body controlled by the affected nerves4 ,if curvature has developed1 special gymnastics and training should be faithfully practiced in addition to removing the cause4 ,braces are inadvisable1 preventing needed exercise4 ,the correction of even the slightest curvature is important while the bones are still plastic4 ,the special exercises should be prescribed by a physical director or physician4 ,physical ,exercises4 ,a child who has ample outdoor play space1 and clothes adapted to outdoor play is not likely to need any special exercises4 ,for correcting abnormal or weak conditions1 the following are effective3 #a4 ,hanging from bar or swinging rings4 7,figure #c47 ,to overcome tendency toward spinal curvature1 and to strengthen back and trunk muscles4 #b4 ,lying on table1 hard bed1 or floor 7covered by clean sheet or blanket72 lift knees to chest1 alternate legs four counts1 then together four counts4 7,figure #a47 #c4 ,same exercise in standing position4 #d4 ,lying on hard1 clean surface1 lifting feet at right angles to trunk2 alternate legs four counts2 together four counts4 7,figure #b47 ,exercises #b1 #c1 and #d are valuable in overcoming constipation1 promoting digestion1 strengthening trunk muscles1 increasing circulation to trunk and pelvis4 #e4 ,lying on hard surface1 arms folded1 feet held down1 rise to sitting position4 ,four counts4 7,figure #d47 #f4 ,same position1 but hands clasped back of head4 ,four counts4 #g4 ,same position1 but arms extended above head4 ,four counts4 7,figure #e47 ,exercises #e1 #f1 and #g strengthen trunk1 chest1 and back muscles and have also the values of #b1 #c1 and #d4 ,all exercise should begin slowly and be done steadily4 ,especially with trunk exercises there should be no sudden1 jerking movements4 ,one who is unaccustomed to these exercises should begin with the easiest1 7#b7 and 7#e71 and gradually begin the more severe ones4 ,illustration3 ,fig4 #a ,fig4 #d ,fig4 #c ,fig4 #b ,fig4 #e ,exercises for ,trunk1 ,chest1 and ,back4 ,these exercises are especially important for girls1 who are likely to miss the climbing and tumbling exercises that their brothers enjoy4 ,girls especially need the straight spine1 the strong trunk muscles1 and the thorough pelvic circulation4 #h4 ,lying on a hard surface1 knees bent1 forcibly contract and expand the abdominal wall4 ,by placing the hand on the abdomen1 the sinking and rising of the abdominal wall is easily marked4 ,this is a very mild exercise for increasing circulation in the trunk and pelvis1 thereby promoting digestion1 overcoming constipation1 and strengthening the pelvic organs4 ,preventing or ,overcoming ,nervousness4 ,nervousness may express itself as3 ,irritability1 peevishness ,temper1 tantrums1 lack of emotional control ,poor cordinations1 dropping things1 shuffling in walking1 waddling gait1 inability to hit a mark or walk on a straight line4 ,lack of motor control2 involuntary jerkings of muscles1 twitchings 7chorea or ,st4 ,vitus' dance7 ,restless sleep1 disturbed sleep1 nightmares1 sleeplessness ,masturbation ,bed-wetting1 weakness of kidneys ,nail-biting ,fears ,silliness1 simpering ,inability to learn ,inability to carry out a plan2 much dreaming that never attains to expression in action ,marked nervous defects1 such as imbecility1 idiocy1 epilepsy1 manias1 cannot be more than mentioned here4 ,they may be present from birth1 or may develop later4 ,their treatment belongs entirely to the field of the physician1 neurologist1 and psychopathologist4 ,treatment of mental defects should begin at the earliest possible age2 some forms are curable if treated early4 ,nervousness may be due to physical or psychological conditions4 ,it may appear at any age4 ,its causes may be immediate or may lie farther back in childhood1 infancy1 or heredity4 ,as the nervous system was the latest to evolve1 it is therefore the least stable1 and the most likely to suffer under stress of conditions4 ,if there is a heredity in either branch of the family1 either of marked nervous defect1 alcoholism1 or neurasthenia1 special precautions should from the first be taken to overcome this predisposition in the child4 ,other causes of nervousness in children include3 ,irregularity of rgime ,poor nutrition ,constipation ,insufficient sleep1 fatigue ,indoor life ,decaying teeth ,adenoids or enlarged tonsils ,eyestrain ,fine handwork1 or reading2 or other abuse of eyes ,pressure of school work ,undue excitement such as crowds1 parties1 theaters ,tickling1 teasing1 nagging1 tossing ,masturbation ,suppression of curiosity regarding sex phenomena ,suppressing expression of interests1 curiosity1 or emotion ,worry or unhappiness ,threats of fearsome punishment ,cultivating of fear by 8scaring01 telling of grewsome or unhappy stories1 seeing exciting picture plays ,lack of training in self-control ,preventing nervousness is a matter of preventing these causes2 overcoming is a matter of removing the cause and conducting a constructive program of physical rgime and psychological treatment4 ,the physical rgime will include regularity1 free outdoor life and play1 open-air sleeping1 frequent rest periods1 nutritious diet1 with special attention to sufficiency of mineral and laxative foods1 and use of relaxing or energizing exercises4 ,rhythm through instrumental music that is listened to1 or in dancing1 marching1 gymnastic exercises1 and singing1 is of great value in overcoming nervousness4 ,cheerful1 happy1 comfortable stories and pictures will supply mental images to replace the disturbing ones1 especially before bedtime4 ,relief from intestinal worms and local irritation1 or circumcision1 may remove the cause of masturbation4 ,the child's questions regarding sex phenomena should always be answered wholesomely1 reverently1 sufficiently to give him a true perspective and to satisfy his natural curiosity4 ,the substitution of large muscle work1 as with large blocks1 balls1 carpenter tools1 will provide activity without taxing nerve ends of fingers4 ,examination by the oculist 7not optician7 will locate eyestrain4 ,opportunity for expression of wholesome emotions and interests will remove tension and sense of suppression4 ,interests or emotions that appear unwholesome or abnormal should be patiently and thoroughly analyzed to discover the germ of good that is in them1 and to utilize this2 consultation with a physician1 teacher1 minister1 social worker1 or psychologist1 may be enlightening4 ,wholesome emotions and interests should have encouragement for full expression1 limited by the strength of the child and courtesy due to others4 ,detect fatigue symptoms3 7a7 the tenseness shown by flushed face1 rapid1 labored breathing1 excitement1 erratic movements2 or 7b7 relaxation shown by listlessness1 indifference1 irritability1 forgetfulness4 ,fatigue not only overstrains the nerves2 it develops poisons in the blood that affect the whole system4 ,fears are a difficult problem4 ,make a list of the things it is observed the child fears1 such as the dark1 cats1 dogs1 flies1 etc4 ,gradually1 slowly1 patiently lead him to acquaintance with these1 and therefore to his own destruction of the fear4 ,teach him to memorize quotations that ring with confidence1 faith1 courage4 ,cultivate self-control through regularity of regimen1 the example of poise1 the denying of any object that is screamed for1 or cried for1 the inculcating of an ideal of self-control through story-telling4 ,sex ,hygiene4 ,this is both a physiological and a psychological problem4 ,both phases must always be recognized4 ,physiological ,hygiene4 ,in infancy1 keep the special organs clean as directed in ,chapter ,,vi4 ,consult a physician regarding the advisability of circumcision2 this is needed in about twenty per cent4 of boys1 and is often advisable in others2 it is sometimes required in girls4 ,take special care that clothing is not rough1 tight1 or irritating about the genitals2 therefore avoid 7a7 underdrawers with more than one-quarter wool2 some children with sensitive skin should have even these lined with thin cotton gauze2 7b7 drawers cut too short or shallow in the seat 7a defect in some ready-made styles72 7c7 trousers too short or tight or with rough seams2 7d7 suspenders too short1 that pull the trousers too tight2 trousers during first six years should not have opening in front4 ,with young children1 watch for any local irritation or discharge4 ,for the former1 use local applications of boric solution as a wash1 followed by a starch powder or zinc ointment4 ,discover the cause2 it may be rough or damp clothing1 intestinal worms1 acid urine due to excess of sugar or meat in the diet1 or to insufficient drinking water4 ,alkaline diet1 or a pinch of soda in the drinking water for a few days1 will help to counteract the acidity4 ,as the child grows older1 beyond six years1 encourage him to report to you any irritation1 and teach him how he should relieve it4 ,if a discharge appears1 of mucous1 whitish1 or greenish matter1 report the matter immediately to the physician1 and take every precaution against infection2 use a local wash of boric acid1 double strength1 cleanse the hands with antiseptic solution1 sterilize the child's wash cloths1 towels1 underdrawers1 and bedding1 and let him have his separate wash basin1 chamber1 and bath until the physician gives assurance of no contagious disease4 ,teach the child to always wash the hands after going to the toilet4 ,see that the hands are outside the bed covers at night2 they may be folded under the cheek1 or the child may have a doll or toy animal to hold4 ,be watchful1 but do not let the child ever surmise that you mistrust1 suspect1 or even watch him in these matters4 ,avoid soft beds and especially feather beds1 which are enervating and are overheating to the spinal nerves4 ,teach children never to use a public drinking cup or towel2 and never to sit on a public toilet1 even in public school1 without first laying a paper over it so they do not come directly in contact with the seat4 ,avoid stimulating foods1 such as condiments1 or an excess of meat--more than #b or #c ounces a day4 ,avoid excitement by late hours1 especially late dancing parties1 during adolescence4 ,set a standard of ten o'clock closing for school or home dances for these young people4 ,teach them to find recreation not dissipation4 ,psychological4 ,cultivate respect for the body and reverence for its creative work and organs1 for motherhood1 fatherhood1 and birth of any creature4 ,cultivate a sense of modesty in both girls and boys from babyhood4 ,inculcate in boys a spirit of chivalry toward all girls and women2 in girls1 a sense of reserve1 and an appreciation of their responsibility for the social and moral standards of boys4 ,instill a personal ideal of worthy fatherhood and motherhood2 this may begin incidentally at two or three years of age4 ,give instruction in the biology of reproduction in plants1 emphasizing the protection1 care1 and forethought for the young4 ,the child naturally sees all the phenomena of life in an impersonal and wholesome1 that is1 a scientific way4 ,cultivate this attitude in him and in yourself4 ,before children begin going to school1 see that they are informed sufficiently about the origin and birth of human life so that they will no longer be curious or interested if unwholesome talk is presented4 ,ill-trained children or unscrupulous adults usually sense a well-informed and wholesome-minded child and are less likely to present any vulgar conversation in his presence4 ,the boy will early meet with superstitions and perverted ideals among his companions1 particularly after twelve years1 when the influence of parents and teachers is waning before that of his companions4 ,therefore teach him before this age that he has a great trust1--to protect these organs sacredly for his children until he is grown and is wise enough to be a father2 that these organs are not like muscles which must be used to develop and preserve their function1 but that they are glands1 secreting fluids as other internal organs do1 like the spleen or the thyroid gland1 and that these fluids are needed for the well-being of the whole body2 that the boys who ignorantly think otherwise or act otherwise are greatly injuring and weakening themselves4 ,prepare both boy and girl1 by instruction at about eleven years of age1 for the physical changes that are before them1 so they will not be surprised or frightened when these changes come4 ,thus prepared1 they will not ignorantly resort to measures that may produce lifelong illness1 or fall into the net of quacks1 evil-minded men or women1 or ignorant companions4 ,avoid taking the children to the theater before twelve or fourteen years of age1 and make it an event worth while4 ,be sure beforehand that the play is clean and wholesome and not overstimulating4 ,never allow children to go to theaters or picture plays without a responsible older person4 ,be your children's companion in drama and in fiction as long as possible1--as long as you can see with their eyes and their interests4 ,keep children occupied with handwork1 physical activity1 and outdoor life4 ,it is the child with nothing to do1 living an overfed1 indoor1 uncontrolled life1 who has every condition for falling into temptation4 ,cultivate an appreciation and taste for good literature1 poetry1 sculpture1 painting1 music4 ,provide abundance of good and wholesome books4 ,teach children from babyhood that to follow merely the instincts and the line of least resistance1 to act merely from impulse and emotion1 is unworthy of a human being4 ,foster idealism and religion1 which have always been the great bulwarks of the soul and the refiners of instincts4 ,city or ,country ,life4 ,that the country provides more natural physical conditions and health opportunities is self-evident4 ,the open air1 the larger space and facilities for muscular exercise1 the freedom from artificial excitement1 are all essential to vitality4 ,the marked differences between city and country children in height1 weight1 chest girth1 strength of grip1 vitality1 endurance1 are attested by the statistics of special investigators as well as by general observation4 ,the chest girth of country girls more nearly approaches the average for boys of the same age than does that of city girls4 ,it is true that in sanitation the rural districts and small towns have not kept pace with the large cities4 ,ventilation1 drainage1 water supply1 disposal of sewage1 clean milk1 the reporting and control of infectious diseases1 are too often neglected in rural districts4 ,the improvement of these sanitary conditions is part of the responsibility of the home-maker4 ,the ,school and ,physical ,health4 ,the weight of medical1 biological1 and psychological authority of such experts as ,g4 ,stanley ,hall1 ,john ,dewey1 ,arthur ,holmes1 ,lightner ,witmer1 ,thomas ,d4 ,wood1 ,j4 ,m4 ,tyler1 is decidedly against prevailing unhygienic practices of the schools1 such as home study for children under high school age2 nerve-racking academic examinations2 fine work in reading and writing for children under nine years of age2 indoor school life for young children2 artificial1 sedentary life instead of physical activity during school age2 the over emphasis of the mental and the neglect of the motor activities4 ,in a recent volume1 8,the ,health of the ,child10 ,lewis ,m4 ,terman writes3 8,the close correlation of morbidity with years of school attendance and with the progress of the school term2 the deterioration of attention toward the end of the school year2 the damaging effects of strenuous school activities upon appetite1 digestion1 metabolism and the constitution of the blood2 the ill-effects from deprivation of fresh air and healthful exercise2 the impairment of nervous cordinations and the profound disturbances reflexly produced by worry--these and other injurious effects have been sufficiently attested to justify the most vigorous prosecution of reform in matters of educational hygiene4 8,we have taken the child out of its natural habitat of open air1 freedom1 and sunshine1 and for nearly half his waking hours we are subjecting him to an unnatural rgime1 one which disturbs all the vital functions of secretion1 excretion1 circulation1 respiration1 and nutrition40 ,defects ,prevalent ,among ,american ,school ,children ,total ,school ,population1 #bj1jjj1jjj ,,defect ,,percentage ,,of ,,school ,,children ,,affected ,teeth #ej-ij ,eyes #ae-cj ,spinal curvature #bj-cj ,round shoulders #e-aj ,tuberculosis 7predisposition7 #ae-bj ,ears #aj-bj ,enlarged or diseased tonsils #aj-ae ,adenoids #h-aj ,malnutrition #f-cj ,nervousness #e ,these defects are often acquired before school age1 or as a result of home conditions during school age4 ,note that they are chiefly preventable by good hygiene in the home1 practiced by intelligent mothers and fathers4 ,forms of rheumatism1 heart disease1 infectious diseases 7such as whooping cough1 measles1 mumps1 scarlet fever71 respiratory diseases 7as pneumonia1 croup1 tuberculosis71 all are prevalent and preventable diseases of childhood1 reaping every year a great harvest1 and leaving a trail of permanent defects4 ,two means of prevention are necessary and at hand3 7#a7 ,wholesome daily hygiene 7the elements of such hygiene have been suggested in the foregoing pages74 7#b7 ,early detection of defects or weakness1 and their remedy in the incipient stage4 ,this is possible by an examination every six months during childhood and youth1 by 7a7 a competent physician1 trained for preventive examinations1 7b7 osteopath1 7c7 dentist1 7d7 oculist4 ,with these two precautions on the part of the home1 the present enormous deathroll of one hundred and fifty thousand little children each year from preventable causes1 and the preventable defective conditions of fourteen million of the twenty million school children1 could be practically eliminated1 and as reckoned by ,professor ,irving ,fisher1 the span of life for each child could be increased fifteen years4 ,,footnotes3 #ae ,see ,preface1 page xiii4 #af ,adapted and amplified from the ,ninth ,year ,book of the ,national ,society for the ,study of ,education1 by permission of the author1 ,doctor ,thomas ,d4 ,wood4 ,,chapter ,,ix ,,the ,,feeding ,,of ,,children#ag 8,we are what we eat40 8,we should eat to live and not live to eat40 8,heavenly ,father1 for this food1 ,we1 ,thy children1 thank ,thee4 ,sun and showers and earth have wrought it1 ,labors of our neighbors brought it4 ,may it give us strength to love ,and serve ,thee and our neighbor40 ,one of the most important factors in the well-being of any individual is right feeding in childhood1 especially in early childhood4 ,one of the chief causes of sickness and death among young children is their wrong feeding4 ,a conservative estimate would be two thousand ill on any one day from this cause4 ,further1 wrong feeding weakens the system so the child is much more susceptible to infectious diseases4 ,not only the general health of the individual but also the quality of the teeth1 the efficiency of the digestive system1 the desire for stimulants1 the stability of the nervous system1 the quality of mental activity1 power of will1 strength of character1 the happiness or misery of everyday living1 are profoundly affected by the foods and rgime of feeding during childhood4 ,the intelligence of the mother or the nurse1 the grandmother1 the father1 and the friend has far more to do with the right feeding of children than does the amount of the family income4 ,the child in the wealthy home is quite as liable to be wrongly fed as the child in the poor home4 ,it is possible to buy enough of the right kinds of nourishing foods for a very small sum4 ,to feed a child so as to produce one hundred per cent4 efficiency in his health to-day and fifty years from to-day should be the ambition of every one who has the care of that child1--not merely to keep him from death or present illness4 ,this is not an easy matter1 nor to be learned in a day or a month4 ,it requires careful and earnest study of food composition1 food values1 the physiology of digestion1 dietetics1 cooking2 and then patience1 thoroughness1 and practicability to put this knowledge into use three to five times a day1 seven days in the week1 every week in the year4 ,the ,fundamental ,principles of ,feeding ,cleanliness and ,purity4 ,the following standards are necessary to meet these requirements4 #a4 ,unadulterated foods4 ,foods unwholesome because of adulteration include3 a4 ,canned goods preserved with benzoate of soda or other artificial preservative b4 ,candies1 jams1 pickles1 containing coal-tar dyes and other adulterants c4 ,sulphur-bleached dried fruits and molasses d4 ,bakery goods made with preserved eggs1 milk1 and other adulterants #b4 ,protection from dust1 dirt1 and insects4 ,dry foods1 such as bread1 crackers1 dates1 figs should be kept wrapped in moisture-proof paper4 ,butter1 bakery goods1 and dried fruits not so wrapped should be kept under glass4 ,fruits and vegetables should be kept within doors1 protected from dogs and cats4 ,milk1 which is most easily contaminated1 should be produced in a clean dairy1 by clean workers1 kept covered constantly1 protected from animals1 in a cool place4 #c4 ,preparation under sanitary conditions4 ,bakeries and other food factories and kitchens should be scrupulously clean1 with abundance of fresh air and sunlight4 ,all persons handling food should be free from any contagious disease1 with clean hands and garments4 ,this factor is even more important than freedom from adulteration4 ,it is easily possible to-day to ascertain what products meet the pure food requirements4 ,by careful purchasing1 and the preparation and serving of food at home by healthy individuals1 with intelligent attention to sanitation1 these essential requirements of hygiene can be most completely assured4 ,regularity4 ,meals should be served promptly at regular hours1 and no food taken between meals4 ,if food is taken irregularly1 rhythm is disturbed1 the digestive fluids are not ready and cannot act efficiently4 ,if food is taken while undigested food remains in the stomach1 the work of digestion must begin over again1 as the fluids secreted in the early stage of digestion are different from those in the last stages4 ,thus the food previously taken is kept in the stomach too long2 it ferments1 too much acid is produced1 sour stomach results1 the stomach is irritated1 the glands are overworked and become exhausted1 and the consequence is poor digestion4 ,to do its best work1 the stomach requires rest between feedings4 ,during sleep1 the activity of the digestive tract is very slow4 ,solid food taken less than an hour or two before bedtime is not well digested and is likely to remain in the stomach and ferment2 the pressure produces disturbed sleep and 8bad dreams02 the stomach is not ready for digesting breakfast2 the individual wakens tired1 without appetite1 and possibly with headache or nausea4 ,babies1 having only milk1 can be fed at bedtime4 ,with children two to six years1 an hour should intervene between the light supper and sleep2 with older children1 from two to four hours4 ,if a child is regularly hungry between meals1 the cause may be 7a7 insufficient quantity at meals2 7b7 diet not well balanced--frequently insufficient mineral foods2 7c7 eating too rapidly so that food is not well chewed and therefore not assimilated2 7d7 too long intervals between meals4 ,if occasionally hungry between meals1 light food requiring little digestion should be given1 such as fruit juice1 ripe fruit1 dates1 figs1 or a glass of milk4 ,cake1 cookies1 candies1 or other hearty foods upset digestion4 ,simplicity4 ,this applies both to the variety served at one meal1 to the method of preparation1 and to the serving4 ,a maximum of five or six food items at one meal is sufficient1 and is more easily digested than a greater number4 ,foods simply cooked require less work of the digestive organs than do more complex mixtures2 at the same time they cultivate simple tastes1 with their contentment4 ,cheerfulness4 ,good cheer is the best of appetizers4 ,professor ,pawlow has discovered that the amount and the efficiency of the gastric juice are affected by the anticipation and enjoyment of food1 and that the gastric juice thus poured out at the beginning of a meal1 which he has called the 8appetite juice01 is the most powerful and active4 ,happiness and laughter 7but not silliness or horseplay7 should therefore be encouraged at meals4 ,a child should not be fed when excited1 angry1 cross1 crying1 unhappy1 or overtired4 ,under emotional stress no gastric or intestinal juices are formed1 and food cannot be digested4 ,when a child is very tired1 the system is too exhausted to do the work of digestion1 and nitrogenous foods 7such as meat or eggs7 taken then are positively harmful1 as they only decay4 ,if at mealtime a child is cross simply because he is hungry1 feeding will help put him in a happy mood1 conducive to digestion4 ,otherwise1 it is better to give only a small quantity of easily digested food1 such as fruit juice1 thin gruel1 vegetable broth1 toast1 milk4 ,sufficiency4 ,this applies to the total quantity of energy and fuel foods1 or what is technically called caloric sufficiency2 and to the quantity and proportions of each of the food elements1 technically called a balanced ration4 ,careful studies of dietetic needs have been made within the last ten years1 and the approximate needs and conditions for different ages are now so well defined that adequate feeding need no longer be mere guess-work4 ,caloric ,sufficiency4 ,a calorie is the measure of a unit of heat as an inch is a measure of a unit of space4 ,one calorie#ah of heat is the amount that will raise the temperature of a pint of water #d ,fahrenheit4 ,the amount of a given food1 as of bread1 that would furnish this much of heat when digested in the body is a one-calorie portion of bread1--#a_/aj ounce1 or a half-inch cube4 ,the total caloric requirement depends upon the amount of bodily heat and muscular energy needed by an individual4 ,this will depend upon the individual's 7#a7 weight1 7#b7 age1 7#c7 occupation1 7#d7 health1 7#e7 climate4 ,the amount of outdoor life1 clothing1 the temperament1 height1 and personal idiosyncrasies will require individual variations from the average4 ,daily ,energy ,requirements ,during ,growth4 ,part of this energy is needed to carry on the vital processes1 such as circulation1 secretion1 digestion2 during the waking hours1 energy is needed for every muscular action1 such as walking1 dressing1 talking1 exercising4 ,,calories ,,per ,,pound ,,of ,,age ,,in ,,years ,,normal ,,body ,,weight ,,calories ,,per ,,day ---------------------------------------- ---------------------------------------- -------------------------------------- ,under #a year #ej-de #bhj-ijj #a-b #de-dj #ijj-abjj #b-e inclusive #dj-ce #abjj-aejj #f-i 0 #ce-cj #adjj-bjjj #aj-ac 0 #cj-be #ahjj-bbjj #ad-ag 0 #be-bj #bcjj-cjjj #ah-be 0 #af-ah #bjjj-cdjj ,proportions of ,food ,elements4 ,to furnish what is termed a 8balanced ration01 the protein1 carbohydrate1 and fat should each constitute1 in the total calories for the day1 approximately the following proportions3 protein #aj to #ae per cent41 carbohydrate #ej to #fj per cent41 fat #be to #ce per cent4 ,to some extent the fat and carbohydrate are interchangeable1 but a great excess of fat or carbohydrate produces indigestion1 and great insufficiency of fat starves the nerves4 ,each gram 7about #a_/bh ounce7 of protein or carbohydrate furnishes four calories of heat2 each gram of fat furnishes nine calories4 ,without sufficient protein1 the child will not increase in growth4 ,an excess of protein is no less injurious1 as it cannot be stored in the body1 but must be eliminated4 ,especially injurious is an excess of proteins containing purin-bodies1 which produce urea and uric acid1 thereby causing forms of kidney disease1 gout1 and rheumatisms4 ,excess of food1 combined with sluggish elimination1 produces putrefaction and fermentation in the intestine1 resulting in auto-intoxication from the poisonous gases and chemicals1 thereby inducing irritability1 nervousness1 languor1 low resistance to germ diseases1 colds4 ,in childhood and maternity a purin-free diet and one least likely to produce auto-intoxication is especially important4 ,a sufficient proportion of minerals is no less essential to life and health1 although these are needed in minute quantities4 ,research in physiological chemistry has only recently discovered the vital significance of minerals4 ,the quantities needed in childhood are not yet exactly known4 ,not only the bones and teeth but each cell and fluid requires mineral matter4 ,the digestion and assimilation of food1 the absorption of oxygen and the elimination of carbonic acid gas by the blood1 the normal action of the heart1 the generation of energy1 the sensitiveness and reaction of the nerves1 are all dependent upon the mineral supply in the system4 ,there are no less than twelve1 the principal ones being calcium1 phosphorus1 iron1 soda1 potash1 sulphur4 ,calcium 7lime7 is especially needed for bones and teeth1 phosphorus for growth and for nerve cells1 iron for red blood corpuscles1 soda for elimination of carbonic acid gas4 ,the daily requirements for a man are3 ,lime 4#g gram2 ,phosphorus #b4ge grams2 ,iron 4#jae gram4 ,the allowance for a child should probably approximate this1 and growing children probably need more of lime and phosphorus4 ,minerals supplied to the body in vegetable and animal tissues or fluids have in some way been vitalized and made organic1 so they are readily assimilated by the system4 ,mineral matter as dug from the earth and purchased at the drugstore is inorganic and is not assimilated either so thoroughly or readily4 ,vitamines are equally essential in the food4 ,these are subtle organic substances1 as yet little understood1 but necessary for perfect assimilation4 ,cooking1 especially at a high temperature or for a long period1 usually diminishes the vitamines in foods4 ,this is one special objection to boiled1 condensed1 and powdered milk1 patent baby foods1 canned vegetables1 canned1 dried and salted meats4 ,children kept exclusively on such foods and boiled water do not thrive4 ,such a diet produces scurvy4 ,some fresh1 uncooked food1 such as raw milk1 uncooked fruit or fruit juices1 uncooked vegetables1 is needed every day4 ,laxative elements are also essential4 ,these are 7a7 cellulose1 found in the husk of whole wheat1 and the fibers of vegetables and fruits2 7b7 water1 found in milk1 vegetables1 and fresh or stewed fruits2 7c7 oil1 found in cream1 olive oil1 and fatty nuts2 7d7 sugars1 found in honey1 molasses1 dried fruits2 7e7 vegetable acids1 found in fruits4 ,hard foods1 requiring work of the jaws1 are needed every day1 especially from nine months to seven years of age1 while the first and second teeth are coming4 ,hard foods exercise and develop the jaws and teeth1 and promote a good circulation through the jaws1 mouth1 and nose4 ,they may be supplied by a chicken or chop bone wiped free of the cooked meat1 or after nine months by hard crust1 hard toast1 zwieback1 or educator crackers1 given at one or two meals every day4 ,soft1 mushy foods as a steady diet are injurious1 not only because they fail to supply the needed exercise and circulation1 but also because they cling to the teeth1 and by fermenting produce their early decay4 ,foods containing growth-producing principles are needed daily4 ,little is yet known of this factor4 ,some foods that1 according to their chemical composition1 would be considered valuable for growth1 have been found on experimentation to be lacking in growth-producing properties2 among these are corn1 bacon1 gelatine4 ,other foods have marked growth-producing results1 and among these are milk1 butter1 eggs1 whole wheat4 ,foods ,permissible for ,children at ,different ,ages4 ,add each new food gradually1 beginning with a mere taste and observing whether it agrees4 ,eggs1 especially white1 should be added cautiously1 and discontinued if they cause swelling1 indigestion1 or diarrhea4 ,raw fruits must be selected with great care1 neither overripe nor underripe1 nor swallowed in lumps2 they are prohibited in diarrhea4 #aj months3 ,milk ,oatmeal or whole wheat jelly ,rice or barley jelly ,zwieback1 hard toast ,strained spinach ,prune juice1 prune pulp ,orange juice1 strained1 diluted ,gelatine #ab to #ae months1 add3 ,baked potato ,junket ,egg yolk hard-boiled1 grated ,coddled egg 77 egg 7raw7 beaten in milk ,vegetable broth with pure of potato1 carrot1 or spinach ,stale whole wheat bread ,wheatsworth crackers ,olive oil ,cottonseed oil ,white grape juice ,chicken bone or chop bone1 cooked1 meat scraped and wiped off #ae to #ah months1 add3 ,rice boiled or steamed 7cooked #c to #f hours7 ,oatmeal gruel 7cooked #f to #ab hours7 ,butter ,baked apple 7pulp7 ,date pulp ,custards #ah to #bd months1 add3 ,pure 7strained7 of fresh peas1 dried peas1 celery1 onions1 corn ,hominy 7ground7 cooked #ab hours ,tapioca thoroughly cooked ,scraped raw apple ,ripe raw peach ,strained honey ,stewed dried peaches1 mashed #b to #c years1 add3 ,young tender peas or lima beans1 mashed ,asparagus tips1 stringless beans1 chopped fine ,tender carrots1 beets1 celery1 minced fine ,mashed potatoes ,whole wheat breakfast cereal1 corn meal1 corn bread1 bran muffins1 macaroni ,poached egg ,stewed pear1 mashed ,stewed chopped figs ,apple sauce ,oatmeal crackers ,purple grape juice #c to #d years1 add3 ,vegetables1 diced ,sweet potatoes1 mashed ,raw1 grated carrots ,cornflakes ,shredded wheat ,seedless grape pulp ,grape fruit ,ground almonds1 pecans1 filberts #d to #f years1 add3 ,pure of dried beans1 lentils ,heart of tender celery 7raw or stewed7 ,minced1 tender lettuce ,stewed tomatoes ,stewed apricots1 strawberries ,whole cooked prunes ,whole dates1 figs 7sterilized7 ,ripe banana1 scraped and mashed1 or cooked 7occasionally7 ,peppermints ,ice cream ,gingerbread ,sponge cake1 molasses or sugar cookie #f to #h years1 add3 ,eggs scrambled or omelet ,american cheese 7cooked7 ,cottage cheese ,oysters 7cooked7 ,lentils1 dried ,lima beans ,raw tomatoes1 cress ,peanut butter ,seedless raisins1 chopped ,simple preserves1 marmalade1 jam ,raw pears1 strawberries1 raspberries ,cantaloupe1 watermelon ,simple layer or loaf cake ,foods ,injurious to ,children4 ,never to be given under twelve years of age2 not advised for any age4 ,stimulants3 ,coffee1 tea1 beer1 wine4 ,these furnish no food value but stimulate the heart and leave serious poisons that injure kidneys1 liver1 stomach1 and nerves4 ,condiments3 ,pepper1 mustard1 catsup1 vinegar1 pickles1 horseradish4 ,these are irritating to the delicate lining of the stomach2 they overstimulate the appetite2 they have no food value4 ,excess of acids extracts needed mineral from the body4 ,meats3 ,pork roast or chops1 ham1 sausages1 canned or dried meats and fish1 corned beef1 sweetbreads1 kidneys1 game4 ,all are difficult of digestion4 ,illustration3 ,some ,foods ,especially ,dangerous for ,children ,under ,six4 ,peanuts1 ice-cream cones1 soda water1 baked beans1 raw cucumbers1 popcorn4 ,illustration3 ,poisons for ,little ,children4 ,not for vitality1 beauty1 clear thinking at any age4 ,pastry3 ,pie1 tarts1 dumplings1 cream puffs4 ,the combination of fat and starch makes these difficult of digestion4 ,rich ,foods3 ,rich cake1 puddings1 sauces1 preserves1 and conserves4 ,excess of sugar or fat overtaxes the digestion and also spoils the appetite for simple1 wholesome foods4 ,fried ,foods3 ,fried meat1 potatoes1 eggs2 fritters1 doughnuts1 waffles1 pancakes1 ,french toast4 ,fat so combined with starch or protein delays1 even prevents1 digestion4 ,starch requires longer cooking than is possible in frying4 ,fresh ,baked 7less than twenty-four hours old73 ,bread1 rolls1 muffins1 cake4 ,rolls or muffins may be served warm by re-heating in oven4 ,fresh bread or cake forms a sticky mass1 very difficult for the digestive juices to dissolve or penetrate4 ,not permissible for children under six years3 ,all difficult of digestion4 ,popcorn ,soda water ,ice cream cones ,peanuts ,baked beans ,rusks ,grocery cookies ,cucumbers ,cabbage ,whole nuts ,cherries ,berries 7,some physicians also exclude all cake1 candy1 ice cream1 jam47 ,illnesses ,produced by ,wrong ,feeding4 ,illness may be due to one of several causes4 ,wrong feeding is one fundamental cause of ill health and a direct cause of many forms of illness4 ,an excess or deficiency of any one of the food elements1 wrong combinations of foods1 wrong habits of feeding1 lack of cleanliness or purity1 improper cooking1 may all produce illness4 ,the general ill health and low vitality from wrong feeding may be due to3 7a7 ,auto-intoxication1 from putrefaction of food in the intestine because of constipation1 or from excess of purins2 7b7 ,excess of acid in the blood1 due to excess of acid-forming foods or deficiency of alkali-forming foods2 7c7 ,malnutrition or anemia1 due to insufficient food1 or to lack of some food element2 frequently due to lack of fats or minerals4 ,while the exact relation between wrong feeding and some of the specific forms of illness is still a moot question1 some of the probabilities now tentatively held by many physicians may be indicated in a general way1 as in the following table3 8,colds03 ,overfeeding1 especially of protein or sugar ,colic3 ,irregular feeding ,overfeeding ,food taken too rapidly ,constipation3 ,lack of fruits and green vegetables ,lack of cellulose ,lack of water ,irregular feeding ,convulsions3 ,solid food at too early age ,food difficult to digest ,constipation ,gastric indigestion 7nausea73 ,indigestible combinations1 e4g4 fried foods1 milk with acids ,excess of sugar or starch ,excess of fat ,irregular feeding ,headaches3 ,constipation ,indigestible combinations ,excess of sugar or purins ,intestinal ,indigestion3 ,excess of protein ,excess of cellulose ,excess of carbohydrates ,kidney ,disorders3 ,excess of purins ,excess of acid-forming foods ,excess of salt ,excess of sugar ,nervousness3 ,irregular feeding ,auto-intoxication ,constipation ,excess of acid-forming foods ,excess of sugar or meat ,insufficient fats ,insufficient minerals ,rheumatism3 ,excess of purins ,deficiency of minerals ,rickets3 ,lack of vitamines ,lack of minerals ,lack of fats ,scurvy3 ,lack of vitamines ,lack of minerals ,summer ,diarrhea3 ,unclean food1 especially milk ,underripe or overripe fruit ,digestion4 ,in the process of digestion1 foods are not broken down into simple chemical elements1 as nitrogen1 hydrogen1 oxygen1 but into simpler yet still very complex compounds1 as organic minerals 7lime1 phosphorus1 soda71 simpler sugars1 fatty acids1 emulsions1 soaps2 and the proteins into their many forms of amino-acids and 7if these are inherent7 purins and uric acid4 ,soluble minerals1 simple sugars1 and many drugs are quickly absorbed from the stomach directly into the circulation4 ,water passes into the small intestine in five to twenty minutes4 ,the solid portions of mother's milk complete their stomach digestion in about two hours1 cow's milk and other easily digested foods in two and a half to three hours1 under favorable conditions4 ,digestion is continued in the small intestine1 where about four hours are required for further digestion2 the soluble portion is absorbed into the circulation1 and the indigestible remainder1 with waste cell material and bile1 passes into the large intestine4 ,there the journey is very irregular and slow1 requiring from ten to twenty hours4 ,the longer the delay1 the greater the fermentation and putrefaction1 and the accumulation of putrefactive bacteria and poisonous gases2 the poisons1 which are constantly being absorbed into the system1 produce auto-intoxication4 ,about half the solid waste is bacteria and waste cell tissue4 ,food ,composition4 ,every one who is responsible for the feeding of children should be thoroughly acquainted with the different food substances and the composition and value of common foods4 ,for practical purposes of dietetics1 foods are analyzed into their content of protein1 carbohydrate1 fat1 mineral1 cellulose1 water4 ,some foods contain only one or two of these elements2 other foods contain them all4 #a4 ,protein foods are those that contain nitrogen2 their special use is to build new body cells 7for growth7 and to replace waste of tissue2 they also furnish energy4 ,proteins differ in value according to the number and the kinds of amino-acids in their composition4 ,foods containing high percentage of protein3 ,eggs ,milk ,cheese ,cereals ,almonds ,peanuts ,peas ,beans ,lentils ,fish ,lean meat #b4 ,carbohydrates 7sugars and starches7 furnish bodily heat and muscular energy4 ,foods containing high percentage of starch3 ,potatoes ,rice ,cereals ,tapioca ,macaroni ,farina ,foods containing high percentage of sugar3 ,sweet fruits ,dried fruits ,beets ,carrots ,honey ,maple ,syrup ,molasses ,barley sugar ,cane sugar ,starch digestion begins in the mouth by the action of the saliva and is completed in the intestines4 ,starches are changed to a form of sugar4 ,excess of carbohydrates is stored in the liver or as fat through the body4 #c4 ,fats furnish energy and heat4 ,foods containing high percentage of fat3 ,cream ,butter ,egg yolk ,olive oil ,cottonseed oil ,nuts 7except chestnuts7 ,meat fats #d4 ,minerals are found in grains1 in fruit1 green vegetables1 milk1 eggs1 meat4 ,calcium and phosphorus are furnished in high percentage by3 ,grape juice ,orange juice ,rhubarb ,maple sap ,milk ,calcium1 phosphorus1 and iron are all supplied in high percentage in3 ,spinach ,celery ,peas ,lima beans ,string beans ,apples ,prunes ,peaches ,pears ,dates1 raisins ,whole wheat ,whole cereals ,egg yolk ,lean meat 7except calcium7 ,while milk contains only a low percentage of iron1 it furnishes a high proportion of the day's supply in children's diet1 because of the total quantity used4 ,valuable mineral material in many fruits and vegetables is just beneath the skin4 ,it is dissolved into the water if these foods are boiled4 ,the mineral matter is conserved by baking1 or stewing1 or steaming1 by cooking without paring1 or by using the water in which they are boiled4 ,the mineral matter is in the germ and the husks of grains4 ,refined foods1 such as white flour and sugar1 polished or puffed rice1 processed barley and corn meal1 cream of wheat1 cornstarch1 sago1 from which the husk has been removed1 have been robbed of their mineral matter4 ,the whole ground grains and brown sugar retain the minerals4 #e4 ,water1 a necessary part of all tissues1 constitutes about sixty per cent4 of the body weight4 ,it promotes circulation of the blood and other internal fluids1 dissolves poisons1 aids elimination of waste through urine1 feces1 and perspiration4 ,water is best taken half an hour before meals1 and at the close4 ,if taken with the meal1 it should be only after food in the mouth has been swallowed1 that it may not interfere with the action of the saliva upon the food4 ,ice in water makes it too cold for the stomach1 and unless artificial1 is apt to contain dangerous impurities4 ,water should be sipped1 warmed in the mouth before being swallowed1 and not more than one glass taken at a time4 ,water is supplied in3 ,milk ,cocoa ,broths ,fruit juices ,fruits ,green vegetables ,water constitutes about #fe per cent4 of meats1 #hj per cent4 of fish1 #ij per cent4 of fresh fruits and vegetables4 #f4 ,cellulose4 ,the indigestible cellulose and fibers in food furnish a bulk of waste which stimulates the intestines to muscular action4 ,supplied in3 ,whole wheat ,whole cereals ,prunes1 dates ,figs1 raisins ,fibrous vegetables as celery1 spinach1 onions1 carrots1 beets1 peas1 beans ,skins of apples1 pears ,cellulose is lacking in concentrated foods1 as cheese1 nuts1 sugar1 butter2 refined foods1 as white flour1 cream of wheat1 cornstarch2 in liquid foods4 ,laxative ,foods3 ,figs ,dates ,prunes ,orange ,apple ,raisins ,peach ,plum ,rhubarb ,grapes ,whole wheat cereals ,whole wheat bread ,whole wheat crackers ,corn meal ,bran muffins ,peanut butter ,pecan nuts ,gingerbread ,molasses ,honey ,onions ,spinach ,olive oil ,cottonseed oil ,purin ,bodies in ,common ,foods4 ,purin bodies are found in some protein foods4 ,purins are uric-acid ,,foods ,,containing ,,high ,,grains ,,foods ,,containing ,,purin-,,free ,,per ,,cent4 ,,purins#ai ,,per #b ,,grains ,,or ,,less#ai ,,foods#ai ,,pound ---------------------------------------- ---------------------------------------- ---------------------------------------- ---------------- ,sweetbreads #gj ,peas ,milk ,liver #ai ,potatoes ,cheese ,kidney ,onions ,butter ,beef #ad-g ,carrots ,flour ,pork #h ,turnips ,rice ,chicken #i ,parsnips ,macaroni ,veal #h ,asparagus ,tapioca ,salmon #h ,rhubarb ,sugar ,halibut #g ,spinach ,cauliflower ,mutton #g ,dates ,cabbage ,figs ,lettuce ,codfish 7#d7 ,strawberries ,flounder forming4 ,the poisons of purins are believed to be productive of gout1 rheumatism1 migraine and periodic headaches1 bilious attacks1 catarrhs1 neurasthenia1 and general ill-health of an indefinite nature4 ,acid-forming and ,alkali-forming ,foods4 ,the blood contains some acids and some alkalies4 ,for physical efficiency1 the balance should be slightly alkaline4 ,in the process of digestion minerals are oxidized into their chemical constituents of acids or alkalies4 ,an excess of acid interferes with the normal alkalinity of the blood and secretions1 prevents the normal absorption of oxygen and elimination of carbonic acid gas by the blood1 hinders the work of the white blood corpuscles1 irritates the nerves1 lowering1 therefore1 the resistance and vitality1 and irritates the kidneys4 ,in the dietary1 care should be taken to include alkali as ,well as acid-forming foods4 ,acid-forming3#bj ,alkali-forming3#bj ,meat ,milk ,eggs ,fruits ,grains ,vegetables1 especially3 ,rice ,spinach ,lettuce ,tapioca ,celery ,cress ,sugar ,potatoes ,radishes ,the ,question of ,meat4 ,some authorities on dietetics now advise against giving meat in early childhood4 ,wiley and ,mendel advise waiting until about four years1 ,sherman and ,lorand until about eight4 ,the following objections are made to meat in children's diet3 7#a7 ,it has a high percentage of purin bodies1 which the child's organism is less fitted to dispose of4 7#b7 ,it is acid-forming to a high degree4 7#c7 8,meat proteins are much more susceptible to putrefaction in the intestine1 giving rise to absorption of putrefactive products which are more or less injurious 7producing #8auto-intoxication'7 than are the proteins of most other foods40#ba 7#d7 ,it is stimulating to the flow of gastric juice1 especially the extractives1 which are found particularly in meat juices1 meat broths1 beef tea4 ,as an acid-forming food it is stimulating1 and easily irritating1 to the nerves1 and therefore is disadvantageous with nervous children1 or when the nervous system is yet highly sensitive1 as it is in early childhood4 7#e7 ,carnivorous animals1 such as the cat and the dog1 do not permit their young to have meat until the teeth are developed4 ,meat given experimentally to young kittens produced convulsions4 7#f7 ,it is an expensive form of protein4 ,beef juice contains chiefly the stimulating extractives1 and a slight quantity of iron4 7#g7 ,protein in milk1 selected vegetables1 and 7usually7 eggs1 is more easily digested2 and iron can be supplied by selected vegetables and fruits4 ,the following table gives approximately the comparative value of a #ajj-;calorie portion of beef juice 7requiring #c pounds of lean beef7 and an equal bulk of milk4 ,a ,,quantity ,b ,,calories ,c ,,protein#bb ,d ,,fat#bb ,e ,,carbohydrates#bb ,f ,,lime#bb ,g ,,phosphorus#bb ,h ,,iron#bb ,a ,b ,c ,d ,e ,f ,g ,h ---------------------------------------- ---------------------------------------- ---------------------------------------- ,beef juice #ad4a oz4 #ajj #ai4f #b4d 4#jae 4#df 4#jjc ,milk #ad4a oz4 #bgf #ac4a #ae4i #bj 4#fdi 4#hcb 4#jjji ,the meat at twenty-two cents a pound costs seventy-seven cents2 the milk at ten cents a quart costs five cents4 ,one pound of meat will give little more than one fourth of this food value2 one ordinary serving 7#b ounces7 only #c per cent4 of the above values4 ,physicians1 on the other hand1 more often advise meat1 especially for the iron and the stimulation to digestion4 ,the ,question of ,sugar4 ,sugar is a concentrated form of fuel food4 ,children need much of fuel foods1 but this can be given in the form of fats and starches as well as sugar4 ,sweet easily spoils the appetite for plain1 more wholesome foods1 and gives a sense of sufficiency before the needs of the body have been satisfied4 ,children whose taste has been spoiled by sweetened food are more likely to show a distaste for wholesome vegetables4 ,sugar taken between meals or in excess at meals is irritating to the sensitive lining of the stomach4 ,sugar excess causes fermentation in the stomach and intestines1 overtaxes the liver1 reduces the normal alkalinity of the blood1 produces nausea1 headache1 biliousness1 irritability1 nervousness4 ,it injures the teeth by causing mouth acidity1 which produces tooth decay1 and by causing distaste for simple lime-containing foods4 ,the peevishness and irritability of children after an overdose of candy is very likely due to the indigestion and the hyperacidity of the blood1 which irritates the nerves4 ,cane sugar and candy lack the mineral matter found with sugar in the natural syrups1 fruits1 and vegetables4 ,the necessary amount 7and it is small7 of sugar should therefore be given to young children in the form of fruits1 at the close of the midday meal4 ,it is advantageous to the child's efficiency and contentment not to have candy or ice cream under four years of age1 and he will thrive without them until ten years4 ,when allowed1 they should be given only in slight amount as a dessert at the close of dinner1 and not between meals4 ,illustration3 ,wholesome ,sweets at ,suitable ,ages4 ,homemade peppermints1 sweet chocolate1 barley sugar1 sponge cookies1 molasses cake1 honey1 maple syrup1 prunes1 figs1 dates1 plums1 apples1 peaches4 ,illustration3 ,laxative ,foods4 ,to be selected1 appropriate to age4 ,wholesome ,sweets#bc ,honey ,maple syrup ,sweet fruits3 ,oranges1 ,apples ,peaches1 ,plums ,seedless grapes ,dates1 ,figs ,seedless raisins ,prunes ,simple1 pure candy ,molasses candy ,peppermint wafers ,milk chocolate ,barley sugar ,simple homemade cake ,sponge cake ,gingerbread ,molasses or sugar cookies ,rational ,dietary4 ,a rational dietary for children should meet the following requirements3 #a4 ,total calories per day1 computed for the age1 weight 7normal72 modified by the activity1 season1 health1 of the individual child #b4 ,balance of protein1 fat1 carbohydrate3 ,protein #aj-ae per cent2 fat #be-ce per cent2 carbohydrate #ej-fj per cent4 #c4 ,purin-free or low in purins #d4 ,minerals supplied1 especially lime1 phosphorus1 iron1 soda1 potash #e4 ,vitamines supplied by some uncooked or fresh1 slightly cooked foods #f4 ,laxatives furnished by cellulose1 water1 oils1 sugars1 vegetable acids #g4 ,hard foods1 requiring gnawing and chewing #h4 ,no irritants or artificial stimulants1 e4g4 pepper1 mustard1 vinegar1 condiments1 alcohol1 beer1 tea1 coffee #i4 ,combination of food carefully arranged3 a4 ,some alkali-forming b4 ,milk not served with acids1 as tomatoes1 oranges1 apples1 apricots1 peaches1 lemon juice c4 ,agreeable proportion of liquids and solids d4 ,flavors combined that taste well together e4 ,variety slight at one meal 7#c to #f items72 wider range from day to day #aj4 ,cooking3 a4 ,albumen 7milk1 white of egg7 slightly coagulated b4 ,cereals and starches thoroughly cooked c4 ,fats not overheated 7below smoking or scorching point7 d4 ,fats not mixed while hot with starches or sugars 7gravies1 sauces1 fried foods1 pastry71 or with protein 7fried eggs7 e4 ,vegetable cellulose removed1 or divided1 according to the development of the digestive system of the child ,table for ,hours of ,feeding ,,age ,,no ,,intervals ,,hours ,,addenda ,,feedings ---------------------------------------- ---------------------------------------- ---------------------------------------- -------- #ab to #bd months #d-e #d hours #f1 #aj ,a4,m41 #b ,p4,m4 ,fruit juice #h ,a4,m4 ,dinner #b ,p4,m4 #b to #c or #d years #d #d hours #f3cj1 #aj ,a4,m41 ,do4 #b1 #e ,p4,m4 #c or #d to #i years #c #d- #g3cj ,a4,m41 ,fruit juice #e hours #ab1 #e ,p4,m4 #f3cj ,a4,m4 ,dinner #ab ,m4 ,milk or fruit #c3cj ,p4,m4 ,after #i years #c #d- #g3cj ,a4,m41 ,do4 #e hours #ab1 #f ,p4,m4 ,differences of social1 economic1 and climatic conditions will naturally lead to differences of usual rising hour and general day's rgime4 ,the above schedule is consistent with the environment represented in the daily schedule on pages #abd1 #abe4 ,a special schedule should be made out for the individual child1 according to his environment and special needs4 ,certain fundamental principles must be followed1 in varying this schedule4 7#a7 ,regular times for meals2 7#b7 intervals between meals2 7#c7 heaviest meal at midday2 7#d7 interval before bedtime2 7#e7 interval before bath4 ,to make out a dietary for a given individual4 #a4 ,to compute the total calories required for one day1 7a7 take the normal weight for the age1 sex1 height 7see appendix71 and 7b7 multiply this by the calories required per pound of body weight4 7,table1 page #afj47 ,use the minimum calories for youngest1 maximum for oldest in each age group4 ,a child of active temperament requires more calories than a phlegmatic child of same age and weight4 ,factors indicating a liberal allowance of calories are outdoor life1 cold weather1 vigorous exercise1 or a child under normal weight4 ,a smaller allowance is indicated by indoor life1 little activity1 hot weather1 or a child over normal weight4 #b4 ,compute the number of these total calories for protein 7#ae per cent4 of total calories71 fat 7#be-ce per cent471 carbohydrates 7#ej-fj per cent474 #c4 ,make out a tentative day's dietary1 in #ajj-;calorie portions1 and add or deduct portions until the total of computed calories is approximated2 a difference not to exceed #aj per cent4 is allowable4 7,table1 page #afj47 #d4 ,analyze these portions 7see appendix71 and compare with computed amounts 7#b above7 for balance of protein1 fat1 carbohydrate4 ,differences not to exceed ten per cent4 are allowable4 ,for compound foods1 as custard1 pure1 analyze each of the ingredients4 #e4 ,analyze for lime1 phosphorus1 iron4 #f4 ,check for alkali-forming foods1 vitamines1 laxatives1 hard foods4 #g4 ,divide into meals4 ,the heaviest meal should come in the middle of the day4 #h4 ,note the method of preparation suited to the development and condition of the individual4 ,the making of a well-balanced and organized dietary for a day requires several hours of careful calculating4 ,it is therefore the part of wisdom1 as well as economy of energy1 to carefully make out a dietary for six or seven days1 that there may be balance in each day's ration1 and a wide range of variety from day to day2 and to preserve these for reference4 ,by measuring out #ajj-;calorie portions of common foods for a few days1 the student comes to recognize these quickly1 and the assembling of a meal comes to have all the zest of a game4 ,illustration of ,method in ,making out a ,dietary4 ,age3 #d years ,sex3 ,boy ,health3 ,robust ,height3 #ci inches ,activity3 ,out-of-doors ,season3 ,winter ,temperament3 ,active #a4 ,normal weight3 #ce pounds2 ,calories per pound3 #ch2 ,total ,calories3 #accj #b4 ,estimated ,calories3 ,protein1 #bjj2 ,fat1 #dfe2 ,carbohydrates1 #ffe #c4-e4 ,analysis of ,day's ,food ,,quantity ,,food 7,uncooked7,,calories,,prot4 ,,fat ,,cbhy4 ,,lime ,,phos4 ,,iron ---------------------------------------- ---------------------------------------- ---------------------------------------- -------- ,cal4 ,cal4 ,cal4,grams ,grams ,grams ,grape juice #e ,t #ge #ge 4#jaf 4#jc ,milk #a pt4 #ejj #ie #bfj #ade #a4aie #a4eae 4#jjag ,oatmeal #a ,t #be #d #b #ai 4#jjg 4#jed 4#jjjb ,bread 7whole wheat7 #b slice #bjj #cj #aj #afj 4#jcb 4#cb 4#jjab ,butter #a cube #aej #a #adi 4#jjd 4#jjf ,crackers 7,wheatsworth7 #a #be #d #e #af 4#jjd 4#jfa 4#jjjc ,rice #a ,t #ej #e #de 4#jjd 4#jhe 4#jjjd ,potato med4 #ej #f #dd 4#jji 4#jhc 4#jjjg ,peas 7fresh7 #b ,t #ej #ad #b #cd 4#jaf 4#ab 4#jjjh ,egg #a #gd #bd #ej #j 4#jdd 4#age 4#jjad ,apple sauce #a apple #ajj #c #g #ij 4#jbb 4#je 4#jjje ,dates #c #ej #a #d #de 4#ja 4#ja 4#jjje ---------------------------------------- ---------------------------------------- ---------------------------------------- -------- #acdi #ahg #dhi #fgc #a4cfc #b4eji 4#jjgi #f4-g4 ,feedings1 #d4 ,hours1 #g3cj1 #aj3jj ,a4,m41 #ab3jj2 #e3jj ,p4,m4 ,day's menu3 7,see menu for child #b to #d years1 page #aha74 #h4 ,method of preparation3 ,for first teeth2 vegetables diced2 whole dates1 prunes4 ,typical ,menus ,for ,different ,ages#bd ,i4 ,twelve to ,fifteen ,months ,calculated for #ba pounds at #de calories #ide calories ,,calories ,,vita4 ,,alka4 ,,lax4 ,,hard ---------------------------------------- ---------------------------------------- ---------------------------------------- ------------ ,a4,m4 #f3jj #a glass warm milk #aej s s #h3jj orange juice #ge s s s #aj3jj oatmeal jelly #be #a glass milk #aej s s t top milk #e s s ,p4,m4 #b3jj potato1 baked #be s #a t top milk #ae s s slice bread1 toasted #ej s s prune pulp #ajj s 787 s #a glass milk #aej s s #e3cj oatmeal jelly #be #a glass milk #aee s s small slice zwieback #be s ---------------------------------------- ---------------------------------------- ---------------------------------------- ------------ ,totals as analyzed #iej ,,calories ,,grams ,,prot4 ,,fat ,,cbhy4 ,,lime ,,phos4 ,,iron ,calculated3 #adb #cca #dgc ,analyzed3 #ade #ccc #dgb #a4fbb #b4bic 4#jjdc ,vitamines may exist in some degree in slightly cooked foods4 ,,ii4 ,fifteen to ,twenty-,four ,months ,calculated for #bf pounds at #db calories #ajib calories ,,calories,,vita4,,alka4,,lax4,,hard ---------------------------------------- ---------------------------------------- ---------------------------------------- -- ,a4,m4 #f3jj #b glasses warm milk #bjj s s #a ,wheatsworth cracker #be s #h3jj orange juice #ge s s s #aj3jj oatmeal gruel #ej #b glasses milk #bjj s s #a-b slice toast1 whole wheat #ej s s ,p4,m4 #b3jj coddled egg #cg s baked potato #be s #a ,t spinach #aj s s s slice bread1 whole wheat #be s ,t butter #be s s #e3cj oatmeal gruel #ej slice toast1 whole wheat #ej s s #a ,wheatsworth cracker #be s #b glasses milk #bjj s s ---------------------------------------- ---------------------------------------- ---------------------------------------- -- ,totals as analyzed #ajdg ,,calories ,,grams ,,prot4 ,,fat ,,cbhy4 ,,lime ,,phos4 ,,iron ,calculated3 #afd #chb #edf ,analyzed3 #agg #chf #dhd #a4fdg #b4eib 4#jjfh ,,iii4 ,two to ,four ,years ,calculated for #ce pounds at #ch calories #accj calories ,,calories,,vita4,,alka4,,lax4,,hard ---------------------------------------- ---------------------------------------- ---------------------------------------- -- ,a4,m4 #f3cj grape juice #ge s s s #g3cj serving oatmeal #be #b glasses milk #bjj s s slice toast1 whole wheat #ej s s ,t butter #ej s s #aj3jj #a glass milk #ajj s s #a ,wheatsworth cracker #be s #ab3jj potato baked #ej s #a ,t peas #ej s #a egg coddled #gd s #a ,t butter #ajj s s apple sauce #ajj s s slice bread1 whole wheat #ej s ,p4,m4 #e3jj rice 7unpolished7 #ej date pulp #ej s s s #b glasses milk #bjj s s #a slice zwieback #ajj s s ---------------------------------------- ---------------------------------------- ---------------------------------------- -- ,totals as analyzed #acdi ,,calories ,,grams ,,prot4 ,,fat ,,cbhy4 ,,lime ,,phos4 ,,iron ,calculated3 #bjj #dfe #ffe ,analyzed3 #ahg #dhi #fgc #a4cfc #b4eji 4#jjgi ,,iv4 ,four to ,six ,years ,calculated for #dj pounds at #cg calories #adhj calories ,,calories,,vita4,,alka4,,lax4,,hard ---------------------------------------- ---------------------------------------- ---------------------------------------- -- ,a4,m4 #f3cj orange juice #ajj s s s #g3cj rice #ej chopped figs #ej s s s #b glasses milk #bej s s #a slice toast1 whole wheat #ajj s s butter #ge s s #ab3jj lima beans1 fresh #ej s #b ,t spinach #be s s s potato1 boiled in skin #ej s chicken #be #a slice bread1 whole wheat #ajj s butter #ajj s s #b plums #ej s 787 s ,p4,m4 #e3jj shredded wheat #ej s #b glasses milk #bej s s molasses cookie1 hard #ajj s s ---------------------------------------- ---------------------------------------- ---------------------------------------- -- ,totals as analyzed #adge ,,calories ,,grams ,,prot4 ,,fat ,,cbhy4 ,,lime ,,phos4 ,,iron ,calculated3 #bbb #eah #gdj ,analyzed3 #bjc #dha #gia #a4eeg #b4gfj 4#jaji ,illustration3 ,day's ,menu for ,child ,two to ,four ,years4 ,illustration3 ,day's ,menu for ,child ,four to ,six ,years4 ,v4 ,six to ,eight ,years ,calculated for #dg pounds at #cc calories #aeea calories ,,calories,,vita4,,alka4,,lax4,,hard ---------------------------------------- ---------------------------------------- ---------------------------------------- -- ,a4,m4 #f3cj orange juice #ajj s s s #g3cj whole wheat cereal #ajj s #a glass milk #aej s s #a slice toast1 whole wheat #ajj s s ,t butter #ej s s soft boiled egg #gd s fig #ej s s s #ab3jj portion macaroni #ej #a ,t cheese1 cooked #ajj #d ,t string beans #be s lettuce1 oil1 lemon juice #ee s s s #a slice bread #ajj s ,t butter #ej s s raw apple #ajj s s s ,p4,m4 #e3jj #a shredded wheat #ajj s #a cup milk #ajj s s #a cup custard #aej #a slice toast1 whole wheat #ajj s s ,t butter #ej s s ---------------------------------------- ---------------------------------------- ---------------------------------------- -- ,totals as analyzed #afjd ,,calories ,,grams ,,prot4 ,,fat ,,cbhy4 ,,lime ,,phos4 ,,iron ,calculated3 #bcc #edc #gge ,analyzed3 #bad #eag #hgc #a4dge #a4hfe 4#jjii ,care of ,food4 ,all food should be kept covered1 protected from dust1 bacteria1 insects1 odors1 poisonous gases 7from bad drainage in refrigerator or kitchen74 ,butter should be kept in oiled paper or covered by a salted muslin cloth4 ,cooked foods should be quickly and thoroughly cooled1 and then covered and kept in a cool place4 ,milk requires the most painstaking care1 as bacteria multiply in it very rapidly unless it is kept cool and clean4 ,it should be kept in a seamless1 non-rusting receptacle1 covered from dust and insects 7preferably with a clean1 double muslin cloth that will admit air but keep out dust72 and placed in a clean1 odorless1 ventilated place4 ,if a refrigerator or clean1 cool cellar1 springhouse1 or well is not available1 a homemade refrigerator may be constructed1 similar to the fireless cooker1 that will require little ice4 ,or the bottle may be placed in a basin of cool running water and covered with a clean muslin cloth the edges of which absorb the water2 if thus placed in a draft1 the evaporation will keep the milk cool4 ,in hot weather it should be pasteurized for children under six years1 and at other seasons for children under four1 unless certified4 ,milk should preferably be bottled at the dairy for delivery4 ,if delivered from cans it should be exposed as little as possible to the air and dust1 the measures should be scrupulously clean1 and it should be poured at once into bottles or jars that have been sterilized by boiling and that are covered from dust until filled4 ,it should be immediately covered4 ,if milk is delivered in bottles1 provision should be made for protecting these from dust1 sun1 and animals until they are brought into the kitchen4 ,the bottles should be well washed in cool water1 especially around the top and cover1 before opening4 ,the rim of the bottle should be wiped with a clean cloth and the cover replaced immediately after pouring4 ,milk which has been warmed or which has stood uncovered outside the bottle should not be poured back or used again for the children to drink1 as bacteria have multiplied in it very rapidly4 ,it may be used for cooking4 ,milk4 ,the production of milk requires the greatest cleanliness4 ,if a cow is kept1 the dairy1 utensils1 methods of milking and caring for the new milk should conform to the standards set forth in the ,federal and ,state ,health ,bulletins4 ,if milk is purchased1 inspection should1 if possible1 be made of the dairy and the methods of cooling and transportation4 ,in the large cities1 milk is now graded according to the degree of care and the cleanliness as indicated by the bacteria count4 ,certified or ,grade 8,a0 should be used for children under three years of age4 ,grade 8,a0 is preferable1 but ,grade 8,b0 can be used for children over two years4 ,grade 8,c0 and loose milk are fit only for cooking4 ,the milk from a herd is more uniform from day to day than from a single cow4 ,holstein or ,guernsey milk is preferable for children1 especially for infants1 as the lower fat content and softer curds make it more easily digested than ,jersey milk4 ,sterilized or condensed milk is less easily digested and less nutritious than raw milk1 and is conducive to constipation4 ,the high degree of heat to which they have been subjected has reduced the vitamines and affected the protein4 ,milk may spoil even before it has soured4 ,pasteurizing delays souring but not spoiling4 ,unscrupulous dealers sometimes add preservatives to prevent souring4 ,such milk is dangerous4 ,clean1 freshly soured milk is harmless1 but should not be given to children under three except as buttermilk4 ,with young children and babies1 buttermilk can sometimes be retained and digested when sweet milk cannot be taken4 ,the special tablets containing the ,bulgarian bacillus should be used1 and usually1 with the whole milk1 in making buttermilk for young children4 ,these tablets may be obtained from the druggist4 ,skimmed milk has all the value of whole milk except the cream4 ,whey contains the minerals1 sugar and fats4 ,bottled commercial cream has a very high bacteria count and should never be used for children4 ,ice cream should be freshly made of fresh1 pasteurized milk1 with scrupulous cleanliness4 ,principles of ,cooking4 ,before food can be utilized by the body1 it must be made soluble--changed into substances that are dissolved so they can pass readily through the walls of the food tube into the blood4 ,in the digestive tract fats1 carbohydrates1 and protein must first be separated1 as different digestive fluids are provided to act upon each of these4 ,cooking for children should 7#a7 make foods easily soluble2 7#b7 produce little mixture of protein1 carbohydrates and fats2 7#c7 improve the flavor1 and 7#d7 raise the temperature to about blood heat 7#ih ,f471 when served4 ,the degree of development of the digestive fluids1 the stomach1 and the teeth must be considered in preparing food for an individual child4 ,in infancy the digestive system is undeveloped1 lacking in digestive fluids1 stomach small1 and there is no provision for chewing4 ,until nine months of age babies do not have digestive fluids for starch1 or for protein except the curds of milk2 their teeth are not yet serviceable for chewing1 and solid food of any kind is so indigestible that it often causes convulsions1 if given4 ,after nine months1 starches thoroughly cooked and without cellulose may be given cautiously4 ,all food must be easily soluble until two years of age1 that is1 until enough of the first teeth have developed for adequate chewing of soft cellulose4 ,for children under #ah months1 cellulose and fibers strained out of vegetables4 ,for children #ah months to #c years 7before first teeth are all cut7 vegetables mashed or chopped fine2 coarse cellulose removed4 ,at three years1 all the first teeth 7#bj7 should be cut1 and the child can chew the cellulose of vegetables and fruits4 ,for children three years 7first teeth all cut7 to #h years 7second teeth partially cut7 vegetables diced1 whole cooked fruits4 ,during the first two years of second dentition 7from #f to #h years7 the missing teeth make chewing less adequate1 and care is needed to provide easily divided food4 ,after eight years enough of the permanent teeth have been cut to permit fibers of meat in the diet4 ,cooking for ,children4 ,before beginning the preparation of food1 wash the hands thoroughly and clean the finger nails4 ,see that all utensils are scrupulously clean1 as well as dish towels with which they are wiped4 ,use agate or enamelware for all acid fruits and vegetables1 and a double boiler for milk4 ,do not use aluminum ware for acids or eggs1 or tin for acids1 as poisonous compounds would be formed4 ,taste food before serving1 using a clean spoon which is not replaced in the food but immediately washed4 ,keep food uncovered as little as possible4 ,milk4 ,in heating milk always use a double boiler and do not let the milk reach the boiling point4 ,boiling hardens the protein and makes it difficult of digestion4 ,to pasteurize milk3 put in sterilized bottles1 stoppered with non-absorbent cotton4 ,place bottles in kettle with cold water coming to height of milk in bottles4 ,put cloth or paper in bottom of kettle and between bottles1 to prevent breaking4 ,milk is advisably pasteurized by bringing water to #ade ,f4 and maintaining at exactly this temperature for thirty minutes1 either turning fire low or removing kettle from fire1 leaving bottles in water for half an hour1 or placing the kettle in a fireless cooker1 or covering tightly with newspapers4 ,cool bottles quickly by placing in lukewarm water1 then in cold water1 then on ice1 or where temperature of #de can be maintained4 ,toast4 ,use stale bread4 ,make in the oven1 drying hard throughout1 the outside then lightly browned in gas oven or over coals or an electric toaster4 ,dried fruits4 ,sort carefully1 remove blemishes1 wash thoroughly in colander4 ,soak overnight in water to cover2 bring to boil1 and let simmer with low fire or in fireless cooker until soft4 ,add no sugar to prunes1 dates1 figs1 seedless raisins1 and little to peaches1 apples1 apricots4 ,california prunes should be used1 as they are sweeter and less acid4 ,honey may be used1 instead of sugar1 for sweetening other fruits4 ,soda should be added to tart fruits1 as apricots4 ,for children one to three years1 make pulp by removing pits and mashing through fine colander 7not tin74 ,for children over three1 dates and figs may be served uncooked1 after thorough washing1 or sterilizing for ten minutes in a colander over steam and then drying4 ,cereals4 ,cereals require a high degree of heat for the first five or ten minutes1 to burst the covering of the tiny starch cells1 then long cooking at a moderate temperature4 ,this applies to oatmeal1 barley1 wheat cereals1 corn meal1 samp1 rice1 tapioca1 sago4 ,a double boiler should be used and1 unless a coal fire is available for a long period1 a fireless cooker4 ,the latter can be made in a few hours at a cost of less than half a dollar1 by using a wooden box with a hinged cover1 sawdust for packing1 and asbestos paper for lining4 ,in cooking any cereal1 have the water boiling in both the upper and lower parts of the double boiler4 ,put the upper part directly over the heat and let the water boil violently for a minute4 ,add salt in the proportion of #a tablespoon to one quart of water4 ,pour in the cereal very slowly1 so the boiling does not stop4 ,let this boil five minutes1 shaking gently1 then place in boiler and put into fireless cooker1 or over low fire4 ,gruel or porridge3 #a part rolled or flaked oatmeal or wheat to #b parts water #a part corn meal or rice to #c parts water #a part fine wheat or hominy1 coarse oatmeal1 tapioca or barley to #d parts water ,cereal jelly is made by straining the gruel through cheesecloth or finest wire strainer4 ,cereal water is made by using a smaller proportion of cereal--from #a to #b tablespoons to #a pint of water1--and straining4 ,it may be made from the prepared barley1 wheat1 oat1 or rice flour1 using #a tablespoon of the flour1 blended with #b tablespoons cold water1 and proceeding then as with the whole cereal1 stirring occasionally1 and cooking from thirty to sixty minutes4 ,note that cereal water contains little nourishment and1 unless made from the whole grains1 little mineral4 ,the ready-cooked oatmeals and wheat cereals should be cooked not less than one hour for children4 ,the dry1 ready-to-serve cereals are thoroughly dextrinized and easily digested if well chewed1 and therefore as advantageous for children over two or three4 ,eggs4 ,eggs are quite easily digested raw1 strained through a fine sieve4 ,raw egg is usually laxative4 ,they should be cooked merely until the whites begin to set and are like soft jelly4 ,or the grated yolk1 after boiling twenty minutes1 may be used4 ,to soft boil4 ,place in boiling water which is immediately removed from the fire2 let stand eight to ten minutes4 ,or put into cold water in covered saucepan2 bring to boiling point and remove saucepan from fire4 ,to poach4 ,grease the bottom of a small skillet with some fat4 ,put in boiling water with #a teaspoon salt4 ,drop in egg from saucer1 and turn fire low1 or remove skillet4 ,let stand #b to #e minutes1 until white is set4 ,remove with perforated spoon or ladle4 ,serve on toast which has been dipped in boiling salted water and slightly buttered4 ,cocoa4 ,for children four to eight years old1 make cocoa weak1 using only teaspoon cocoa to a cup of milk4 ,blend the cocoa with teaspoon sugar and #a tablespoon boiling water4 ,add cup of boiling water and boil for five minutes4 ,a larger portion may be made at one time1 and kept on ice4 ,heat the milk in a double boiler and add the hot cocoa to this4 ,do not let the milk boil4 ,soups and ,pures4 ,for thin soups1 take equal parts of milk and the vegetable water from cooking potatoes1 rice1 spinach1 carrots1 celery1 corn1 lima or string beans1 peas4 ,heat in double boiler4 ,pures are made by mashing and straining any of these vegetables1 and adding milk4 ,the most nutritious thickening is given by adding cereal gruel1 or raw egg beaten in just before serving1 after removing from the stove4 ,thickening of flour or cornstarch requires cooking for half an hour4 ,flour in melted fat is indigestible4 ,vegetables4 ,use fresh1 tender vegetables4 ,sort carefully1 removing bruised and blemished places4 ,wash or scrub thoroughly through two or three waters1 using a colander4 ,if canned1 remove all immediately from container4 ,for children under two years1 potatoes should be baked1 and other vegetables cooked thoroughly and put through a fine sieve1 removing all cellulose4 ,for children of two and three years1 vegetables should be minced2 for those four to eight years1 merely diced4 ,baked potato4 ,remove skin from two ends to permit escape of steam in cooking4 ,bake in hot oven until mealy--about forty-five minutes4 ,pierce with hot fork or break open slightly to permit escape of steam4 ,boiled potatoes4 ,boil in skins to prevent loss of mineral nutrients4 ,put into boiling water2 add #a teaspoon of salt to each pint of water1 and boil gently for half an hour4 ,test with a fork1 and when mellow1 drain off the water1 remove the cover1 and let the moisture evaporate4 ,if very large potatoes are used1 add a cup of cold water when the outside is cooked2 this prevents overcooking of outside portion4 ,other vegetables may be baked1 steamed 7cooked in a steamer71 or stewed4 ,the ordinary method of cooking vegetables by boiling in a large quantity of water removes the essential minerals and watersoaks the vegetables4 ,dried peas1 beans1 lentils1 should be soaked overnight1 salted and boiled for fifteen minutes1 then put into the casserole or fireless cooker and cooked from six to ten hours4 ,young beets1 string beans1 lima beans1 carrots1 spinach1 peas1 asparagus1 summer squash are best steamed until tender 7from thirty to sixty minutes74 ,they may be stewed by putting in a covered saucepan with just enough salted water to prevent burning1 and with the water just boiling4 ,onions should be put into boiling water with #a teaspoon salt1 teaspoon soda1 and a piece of charcoal to #a quart of water4 ,after cooking five minutes1 pour off the water and add freshly boiling1 salted water2 after ten minutes drain again and put into salted boiling ,t ,tablespoon t teaspoon c cup #c t #a ,t #af ,t #a c #b c #a pt4 #a t oz4 #a ,t #a oz4 #a c #h oz4 #af fluid oz4 #a pt4 #af oz4 by wt4 #a lb4 #a oz4 #bh grams 7metric7 #b lb4 #a ,kilogram 7metric7 ,spoonful or cupful means level4 ,teaspoons vary in size4 water4 ,boil until tender--forty-five to sixty minutes4 ,leave the cover off to avoid odors4 ,spanish or ,bermuda onions are mildest in flavor4 ,in serving vegetables1 add a little cream for young children2 omit sauces4 ,serving4 ,let the child eat outdoors whenever possible4 ,if indoors1 have the room well ventilated and not above #fh ,f4 ,until six years of age the child preferably should have his meals1 at least dinner and supper1 at separate hours from the adults4 ,he will give better attention to his food1 will not be tempted by adult food1 and not subjected to the table conversation which is too often directed at him or not of interest4 ,a low chair and table is much to be preferred to a high chair1 until six years2 then a higher chair1 comfortable for the dining table1 with a foot rest1 should be provided1 to be cut down as the child grows4 ,serve milk at blood heat 7#ih ,f47 to children under two years of age1 and in cold weather for children to six years4 ,serve warm milk for cooked cereal4 ,the serving plate for children under three should be kept warm during the mealtime4 ,special children's plates are now procurable that have thermos qualities or that are kept warm by hot water4 ,avoid any possibility of infection4 ,for example3 ,do not return spoon or fork to child's food1 or give to child1 after you have used it yourself1 or another child has used it4 ,do not blow into child's food2 use some other means of cooling4 ,cereals should be fresh cooked within twelve hours for children under two1 and within twenty-four hours for older children4 ,baked potatoes and eggs should be fresh cooked for each meal4 ,vegetables1 soups1 and pures should be cooked within twenty-four hours4 ,toast should be buttered when cold4 ,if buttered hot1 the fat surrounds the starch grains and makes their digestion difficult or impossible4 ,cereal should be served without sugar or butter1 which make digestion difficult and form a rich combination that spoils the appetite for simple1 wholesome foods4 ,top milk may be added1 and for children two years1 chopped stewed fruit4 ,the digestive juices in the mouth have an important part in the digestion of starches1 therefore every means should be used for the insalivation of starchy foods4 ,dry buttered toast or whole wheat cracker1 for instance1 eaten with cereal1 necessitates longer chewing of the cereal4 ,the saliva is alkaline1 and its action upon starches is hindered by the presence of an acid2 therefore acid fruits1 such as apple sauce1 should not be taken into the mouth at the same time as starchy foods1 such as bread1 crackers1 or cookies4 ,bread and milk are more digestible when taken together1 as the milk is thus divided into smaller curds4 ,milk from a glass should be slowly sipped1 in small swallows2 this is a very important habit to cultivate in small children4 ,the diet should be carefully selected and analyzed1 carefully prepared and daintily served with the minimum portions to meet the child's needs4 ,with these conditions a child should be trained to eat what is set before him1 without argument1 having a second helping of the simple foods to the limit of his caloric needs4 ,do not permit a child to be finicky about his food4 ,the tastes and food habits are formed in early childhood4 ,cultivate a taste for vegetables by giving first in vegetable broths1 and then gradually give a teaspoonful of the mashed vegetable4 ,if a wholesome food is refused on first offering at one meal1 give that first at a subsequent meal and withhold more desired foods until this is taken4 ,keep dessert out of sight until other food is eaten4 ,an occasional child is not able to digest some special food1 as milk1 eggs1 strawberries1 fish4 ,some children cannot digest plain milk but can take it in foods1 as in broth1 junket1 custard1 pudding4 ,common faults and tendencies in the child to be guarded against are3 ,insufficient chewing ,eating too rapidly ,drinking milk rapidly instead of sipping ,dawdling over meals ,eating with fingers ,carelessness about the dropping of food on table and floor ,unwillingness to try new foods ,unwillingness to eat vegetables ,preference for sweets and starches ,overeating of bread ,common faults of adults1 in the feeding of children3 ,overfeeding ,irregular feeding ,allowing child to choose or refuse food and become finicky ,giving too large a portion of bread and cereal ,too much mushy food ,more than one quart of milk a day ,insufficient hard foods ,coaxing child to eat when not hungry or when tired or ill ,school children should always have an adequate warm breakfast1 with plenty of time to eat without hurrying1 and a warm midday meal4 ,if the school is too far away for them to return home1 some provision should be made with the teacher1 school principal1 or near-by home1 for one or two warm dishes4 ,children under six years should always have the mother or other intelligent attendant with them during meals to train in careful chewing and drinking1 neatness1 courtesy1 conversation4 ,with children under four years a spirit of play may be brought into the feeding1 especially with the less desired foods2 this should gradually be dropped during the fifth year4 ,utilize the opportunity for training in motor cordination and self-reliance4 ,babies can be given water from a spoon at one month1 and can begin drinking from a cup at six months2 thus trained1 they will never acquire the bottle habit1 and they can learn to feed themselves during the second or third year4 ,the motor control and self-reliance thus gained are far more important than the messing of food during a few months4 ,let the children help clear their table 7#ah months72 brush up any crumbs 7#b years72 bring in their own dishes and food 7#c years72 wash dishes 7#c years72 help with the cooking 7#d years74 ,use enamel cups1 sauce dishes1 and plates until at about three years the child can confidently handle dishes without breaking them4 ,the serving of food has the value of a religious ceremony and a social banquet1 as well as the satisfying of physical needs4 ,with intelligence and forethought it can be made of such significance1 and a means of teaching reverence1 courtesy1 self-control of physical appetites1 pleasant conversation4 ,,footnotes3 #ag ,see ,preface1 page xiii4 #ah ,the large calorie is herein always meant4 #ai ,s4 ,i4 ,hall3 8,purin ,bodies40 #bj ,h4 ,c4 ,sherman3 8,food ,products40 #ba ,h4 ,c4 ,sherman3 8,food ,products40 #bb ,grams4 #bc ,adapted to age4 ,see pages #afc-e4 #bd t teaspoonful ,t tablespoonful s supplied ,,chapter ,x ,,the ,,education ,,of ,,the ,,little ,,child#be 8,education should lead and guide man to clearness concerning himself and in himself1 to peace with nature1 and to unity with ,god2 hence1 it should lift him to a knowledge of himself and of mankind1 to a knowledge of ,god and of nature1 and to the pure and holy life to which this knowledge leads40 --,f4 ,,froebel4 8,between educator and pupil1 between request and obedience1 there should invisibly rule a third something to which educator and pupil are equally subject4 ,this third something is the right1 the best1 necessarily conditioned and expressed without arbitrariness in the circumstances40 --,f4 ,,froebel4 8,the mother1 with her monotonous daily round of cares and tasks1 wishes that she could give more time to instructing her children4 ,she forgets that her industry1 fidelity1 cheerfulness1 hope1 courage1 faith1 reverence1 calmness1 kindliness1 and courtesy1 are all reproducing themselves in the minds of her children4 ,this is education for health1 vigor1 power1 and efficiency1 not merely for learning4 ,it builds up instead of puffing up40 --,j4 ,m4 ,,tyler4 ,the ,purposes of ,education4 ,education is as comprehensive as life itself4 ,the education of the child begins as soon as he is born4 ,every moment thereafter is bringing influences that are shaping his character and his mental life4 ,the educator is the person who acts as a mediator between life and the child1 selecting the environment and influences that will give the largest values1 helping him utilize1 discriminate1 and interpret his own forces and those of the universe4 ,the work of the educator is analogous to that of the physician or hygienist1 who cannot give or increase life1 but can help the individual find the conditions that will increase his own organic efficiency4 ,education by trial and error1 which is the method by which the race has had to learn1 is a slow1 painful process4 ,the purpose of education is to reduce the wastage of life through errors and to give all-around efficiency1 valuable habits1 vision 7ideals1 ambitions1 perspective71 and command of methods for continued learning4 ,it should be a preparation for larger living1 not merely for intellectual examinations or artificial tests4 ,froebel1 ,hall1 ,dewey1 ,montessori4 ,the following foundation principles are emphasized by these educational leaders3 #a4 ,the function of education1 serving to meet vital problems and to increase both efficiency and richness of life #b4 ,the comprehensiveness of education1 dealing with the whole life of the child--his thinking1 feeling1 doing--during every moment of his life #c4 ,the moral purpose of life and therefore of education #d4 ,the self-activity of the child as the method of education #e4 ,the daily life of the child in the home and family and with nature as the natural environment for his education #f4 ,the interest of the child as the basis of the curriculum #g4 ,the study of the child as furnishing the key to his interests1 his development1 his ways of thinking1 feeling1 doing2 and therefore the key to the methods of education #h4 ,the development of the child as an evolution1 progressing through a series of ascending stages which1 in the main1 follow the same general order in all individuals #i4 ,adaptation of education for the individual child1 according to his nature and needs ,the stages of development1 the study of the individual child1 the outlines of the curriculum1 and special methods in selected phases of education1 are discussed in other chapters4 ,the present discussion therefore is devoted to the principles of educational psychology and of pedagogy1--how to conduct the process of education4 ,education1 ,instruction1 and ,training4 ,education1 in the large sense in which the term is here used1 includes three pedagogical processes3 7#a7 instruction2#bf 7#b7 training2 and 7#c7 education#bg in its narrower meaning1--the developing of the child's innate powers4 ,instruction is the easiest1 but the most superficial and least valuable2 development is the most vital and most difficult4 ,instruction is static2 education is dynamic4 ,training is the method for habit-formation 7which is a most essential phase of education through infancy and childhood71 the method for drill and technical skill4 ,the teacher must be able to discern when each of these phases should be utilized4 ,in general1 training should begin at birth1 and habit-formation should be continued unremittingly until about the teens1 although habits are fairly well fixed by seven years4 ,during youth and adolescence1 training is needed for acquiring of finer muscular and motor skill4 ,instruction1 directly1 is easily overdone1 and the best general principle is not to give information that the child could obtain directly for himself by a reasonable amount of searching1 use of his own observation1 experimentation1 or reasoning2 and not to overload the child with a superfluity of unrelated information4 ,certainly he should not be crammed with a mass of facts in which he has no interest1 much less those for which he has actual distaste4 ,there is danger that the book will come between the child and the realities of life4 ,such instruction as is given should be in response to a real hunger or interest4 ,education1 the developing of the self-activity of the child1 should begin in the first few days of life1 and should be naturally fostered through the careful selection of every factor in his environment as well as through consistent cultivation adapted to his stage of development4 ,the ,biological ,basis of ,education4 ,education is possible only because the baby is born so helpless and plastic1 with many instincts1 with the nervous system great in its possibilities but incomplete in its development1 and with few habits formed4 ,every stimulus that comes to the child is carried by an incoming 7sensory or afferent7 nerve to the brain1 either directly or by way of the spinal cord4 ,the stimulus may come from an object1 from an organic sensation within the body1 or from a thought4 ,that sensation or nerve impulse is carried to a nerve center in the brain or the spinal cord1 and there is transferred to some one of the many outgoing 7motor or efferent7 nerves1 which conveys the impulse to some muscle1 producing a muscular action4 ,for example3 the rays of light from a shining1 moving object are the stimulus to the child's eye1 and the optic nerve carries this stimulus to a center in the brain4 ,the little baby must receive this stimulus many times before he begins to interpret it4 ,at a few weeks of age he will simply stare1 attempting to cordinate both eyes1 or later1 to follow it with the movement of his eyes2 later still1 to grasp for it with his hand4 ,the optic nerve is here the sensory or afferent nerve1 bearing the sensation2 the nerve to the eye muscle or the hand is the efferent or motor nerve4 ,this circuit is what is meant by a sensory-motor cordination1 also called by some authors a neuro-muscular cordination1 or the reflex arc4 ,many hundreds of these cordinations are to be made in the course of each day4 ,the first time a specific sensation is conveyed to a center1 it is problematic which efferent or motor nerve will carry the outgoing impulse1 but the choice is of great significance1 for a habit is thereby begun4 ,the second time the same sensation is conveyed1 it will be easier for the same outgoing path to be followed4 ,thus habits are formed4 ,each repetition fixes it more firmly and makes more difficult the forming of a new manner of reaction to that stimulus4 ,every sensation and thought tends thus to express itself in action4 ,the little child is therefore especially susceptible to suggestion4 ,inhibition is the intervention of a second thought or stimulus which sends a counter impulse that prevents the action4 ,if the expression of the action is continually prevented1 or if through weakness of will or low vitality the expression is deferred1 or not made1 the power to express may become weak1 and the individual thus degenerate into a mere dreamer4 ,in extreme cases this becomes a condition known as dementia praecox4 ,nerves completely developed 7and therefore efficient for functioning7 are covered by a sheath of tissue which may be compared to the insulation cover of an electric wire4 ,at birth1 few1 if any nerves involved in voluntary action or thought are completely sheathed4 ,this process requires many years1 some nerves becoming sheathed earlier1 others later4 ,a regular evolutionary order is apparently followed1 those nerves that control the racially older sensations or movements becoming sheathed and mature before the racially younger4 ,this is the biological basis of the stages of development1 and of the manifestations of different interests4 ,it is useless1 often injurious1 to attempt to train a muscle or an interest before the nerves are ready4 ,when they are ready1 ample exercise must be permitted2 this is the nascent stage of that interest4 ,if exercise is now neglected1 the golden opportunity for its education is passed4 ,for instance1 there is a stage1 from about ten months to six years1 when the special senses1 as hearing1 touch1 sight are ripening4 ,this is the time for training in sense accuracy and discrimination4 ,the child's spontaneous interests and activities furnish the best clue we now have to this development of nascent interests and the time for their exercise4 ,in the brain there are apparently special centers which receive the sensations from any one part of the body and which send back to that part the motor impulse4 ,thus there is a center for the arm1 the hand1 the fingers1 another for the ear1 another for the eye4 ,language has its special centers4 ,this is the localization of functions in the brain4 ,at birth these centers are undeveloped4 ,in a right-handed child the language centers develop in the left hemisphere1 and in the left-handed child in the right hemisphere4 ,ambidexterity is frequently found with stuttering and with low-grade mentality1 and is not considered advantageous to foster4 ,at birth1 also1 there is little or no development of association fibers between the centers in the brain1 or between related centers in the brain and in the spinal cord4 ,these centers and the association fibers develop through attempted use1 as the baby receives stimuli from without and attempts to respond4 ,as a matter of experience1 the child learns to associate the several qualities that are found together in one object1 as the taste1 odor1 color1 8feel01 shape1 of a piece of bread4 ,he also associates with an object his emotional states at the time1 as bread with the comfort of feeding1 a hot iron with the smart of pain1 a ball with playful moods1 a church with awe or reverence1 a thunderstorm with fear or confidence4 ,these early associations become ingrained and remain with him throughout life or with great difficulty are supplanted2 they form his prejudices1 his basis of morals and religion1 his subconscious self4 ,the reference of a stimulus from a spinal nerve center to a brain center1 and its transference in the brain to a motor nerve1 requires thought4 ,thought is necessary for mental development1 but it would be very exhausting if every sensation had thus to be consciously responded to4 ,nature is always working out short cuts4 ,when a response is uniformly through one motor nerve1 and a sensation is therefore uniformly followed by the same action1 the stimulus1 instead of journeying to the brain1 transfers to the efferent nerve directly from the center in the spinal cord1--that is1 the action becomes automatic4 ,not only thought but time and nervous energy are thereby economized4 ,the time required between stimulus and response is the reaction time4 ,in an individual of phlegmatic temperament the reaction time is slow2 in the active temperament it is quick1 often impulsive4 ,by a tonic rgime 7involving cold baths1 laxative diet1 vigorous physical exercise7 the too phlegmatic may be developed into more alert responsiveness4 ,by a quieting1 sedative physical rgime 7increased sleep1 rhythmic exercises1 freedom from stress7 the too active temperament may be toned down4 ,other temperamental changes may be developed1 especially during infancy and early childhood1 while the nervous system is still plastic4 ,the nervous system needs the stimulus of environment for its development4 ,if the eyes of a normal baby were bandaged and his ears stuffed with cotton1 so he could receive neither sight nor sound stimuli1 and his arms and legs were kept bound tight so he could not move1 his mental development would be hindered4 ,if too many or too severe stimuli are presented1 the nervous system is irritated1 confused1 overworked1 and development is retarded4 ,the child himself will select from a normal environment the stimuli that he needs4 ,others should not be forced upon him4 ,whatever stimulus is exerting the strongest impression will hold the child's attention and direct his emotions and action4 ,if a child is himself absorbed with some normal object or interest1 it is tactless to attempt to divert this to some imposed academic interest4 ,if he is in physical discomfort1 it is a waste of time to attempt to give him instruction until the discomfort is removed4 ,on the other hand1 if a discomfort cannot be removed1 or if the object of his attention is morbid or unworthy1 the supplying of a more attractive counter-stimulus 7as the telling of an absorbing story or the observation of activities out of the window1 or doing some other work with his hands7 is the natural and constructive method4 ,the ,psychological ,basis of ,education4 ,self-activity is the natural method of education4 ,this is ,froebel's term4 ,rousseau called it learning to do by doing2 ,dewey calls it education by development2 ,montessori's term is auto-education4 ,free play is the child's self-activity1 when he chooses what he shall play1 how1 and with what implements4 ,montessori calls this work1 when it is doing something useful or intellectually educative4 ,the chief guide in the child's self-activity is his interest4 ,in this connection interest signifies not a passing whim or fancy but the child's needs1 the inner urgings of his instincts1 his nerves1 and muscles4 ,probably no one can know so well as the individual child exactly what his needs and interests are at any given time4 ,the best the teacher can do is to know the typical interests of children at the same stage of development1 and then to supply an environment that will provide stimulus and the most valuable means for exercise4 ,for instance1 at the noise-loving stage1 providing a great range of instruments1 suited to his muscular development1 that will give good qualities and range of sound1 and accustom his ear to melodious sounds4 ,liberty1 as ,montessori means it1 is freedom for self-activity4 ,her meaning is often misinterpreted and distorted1 as will be noted from the following statement1 quoted directly from her 8,method03 8,the liberty of the child should have as its limit the collective interest2 as its form1 what we universally consider good breeding4 ,we must1 therefore1 check in the child whatever offends or annoys others1 or whatever tends toward rough or ill-bred acts4 ,but all the rest1--every manifestation having a useful scope1--whatever it may be1 and under whatever form it expresses itself1 must not only be permitted1 but must be observed by the teacher4444 ,if any educational act is to be efficacious1 it will be only that which tends to help toward the complete unfolding of this life4 ,to be thus helpful it is necessary rigorously to avoid the arrest of spontaneous movements and the imposition of arbitrary tasks4 ,it is1 of course1 understood that here we do not speak of useless or dangerous acts1 for these must be suppressed1 destroyed40 ,the child's life is a constant unity of physical-mental-spiritual1 of thinking-feeling-willing-living-doing4 ,only for purposes of discussion should we attempt to separate these4 ,in education there is danger of overemphasizing some one1 especially the thinking1 of neglecting the spiritual1 the feeling and willing1 and of ignoring the doing1 the motor expression of the thought4 ,in teaching anything new1 build on what the child already knows or is interested in or can do4 ,begin with simple processes and proceed by gradual steps to the more complex and difficult4 ,the child thinks in concrete terms1 therefore let his instruction and education be chiefly in concrete terms1 at least up to nine years4 ,let his learning come through living experience1 at first hand1 so far as possible4 ,especially avoid mere forms of words1 without meaning and appreciation4 ,cultivate initiative by following the child's problems1 rather than by substituting your problems for his and thus leading him to depend upon others for such initiative4 ,it is a great responsibility of early education to cultivate and plant many centers of normal interest1 both of thought and feelings4 ,the wider the range of the child's normal interests and feelings1 the greater the scope of richness in his life4 ,intensive development of interests has its period in youth and in later adolescence4 ,any effort to force an interest is likely to result in a reaction against the subject2 an effort to force any motor activity1 as speech1 walking1 dancing1 is likely to result in strain of muscles and nerves1 and ultimate retardation4 ,too early an intellectual interest1 of a bookish sort1 needs careful watching1 to see that it does not result in overstrain and later mediocrity4 ,such a child1 especially of the nervous1 slender type1 may need to be diverted to wholly motor and outdoor interests1 for the sake of his future good4 ,genius develops early1 especially artistic genius1 and needs much physical life to maintain a balance4 ,mental precocity often is not genius but a morbid development4 ,infant prodigies are not the ideal1 and it is a false ambition to attempt to produce one4 ,the mental powers should not atrophy1 but they should be exercised in personal exploration1 experimentation1 construction1 getting acquainted with the natural world1 learning how to do motor work1 and thinking leisurely on the countless problems that present themselves to the child's own mind4 ,sensory and ,motor ,training4 ,these begin almost at birth and should proceed much together4 ,the sense of touch should be cultivated by having a variety of shapes and sizes to handle from infancy2 sound by a variety of musical toys and agreeable noise-producing implements2 color and form by varieties of color in toys and fabrics4 ,sense discrimination begins consciously in the second and third year1 and the child should then have graded series of sizes1 shapes1 colors1 and sounds1 to compare1 match1 discriminate between1 and arrange in order4 ,the child should learn to discriminate direction of sound1 to judge of distances and relative weights4 ,every possible advantage should be taken of material about the house and in everyday life2 many simple games should be invented for testing of sense discrimination and accuracy4 ,taste and smell deserve but little attention4 ,with a very sensitive child a limited amount of sense-discrimination work should be done2 with a phlegmatic child much of such training may increase his sensitiveness4 ,sensation should never be stimulated as an end in itself but as a means to perception and action4 ,opportunity for exercise1 and the simple exercises given elsewhere1 are all the child needs for motor training during the first year4 ,during the second year he should be taught how to go up and down stairs1 to feed himself2 and in the next year to dress himself1 the fastenings of clothing being in front or on the shoulder1 and the apparatus adapted to his fingers1 using snappers or buttons that he can manage4 ,by teaching rhythm1 as elsewhere directed1 marching and skipping can be done as soon as the necessary muscles and nerves are sufficiently developed4 ,swimming can be learned at about four years4 ,muscles of trunk1 limbs1 and hands 7the fundamental muscles7 should be trained early2 the accessory muscles--fingers1 eyes--are not ready for fine adjustments and training until about seven years4 ,space and apparatus are the chief needs in motor education1 with occasional help in technique4 ,language4 ,after the babblings of the first year1 with their natural voice gymnastics1 language becomes a matter of observation and imitation4 ,provide all through childhood accurate examples of articulation1 grammar1 and accent4 ,the first impressions and speech habits are relatively fixed4 8,baby talk0 to the child1 as incorrect articulation and pronunciation1 may retard normal speech a year or more1 and give incorrect words that will be a cause of embarrassment and cost great effort to eradicate later4 ,at one year the vocabulary will include about four words4 ,the child who hears a wide range of vocabulary and who has his share of stories1 will naturally acquire a vocabulary of several hundred words in the second year and about a thousand in each succeeding year4 ,sentence formation begins in the second year and should be cultivated in the third4 ,sounds incorrectly given by four years should receive special attention through brief imitation games1 or have the attention of a specialist4 ,the simplest rudiments of grammar may be given in youth1 but correct grammatical speech is chiefly a matter of good examples in childhood4 ,a large store of good adjectives and exclamations will be the surest preventive of slang4 ,it is considered wiser to wait until about five years1 when the child has mastered the accent1 practical grammar1 idioms and feeling for his native tongue1 before cultivating intensive acquaintance with a foreign language4 ,such additional language teaching should1 of course1 be by conversation1 songs1 stories1 games1 following as closely as possible the natural method of learning the mother tongue4 ,a few conversational phrases from a number of different languages will broaden the child's horizon4 ,they should be given by some one who speaks the language with native accent4 ,reading and writing are further use of language through symbols4 ,they are slower forms of expression than speech1 and their acquisition at too early an age impedes the freedom of thought and may retard the natural growth of thought and language powers4 ,the eyes and fingers are not ready for fine work until about eight years of age4 ,the child needs the outdoor life and first-hand experiences4 ,as a matter of general observation1 normal children with a natural environment1 who do not enter the traditional school until about nine years1 are able to proceed with children of their own age who have spent three years in school4 ,the former children pick up reading at home1 and have acquired the physical development1 power of initiative1 and expression1 which enable them to cope fully as well as1 if not better than the earlier entering children1 with the problems of the school curriculum and of life4 ,attention4 ,this is chiefly voluntary during the first six years4 ,the child is capable of intense and long voluntary concentration4 ,avoid1 so far as practicable1 interrupting the baby's staring or the child's absorption in his play4 ,the power of concentration thus developed will remain to be utilized with any interest4 ,for necessary situations later1 instead of attempting to force involuntary attention in an uninteresting problem1 the more pedagogical way is to find the phase of interest in the problem2 then concentration will follow automatically4 ,to divert attention1 provide some more absorbing interest4 ,the child whose attention is absorbed should be spoken to only when his attention is required4 ,from babyhood he should be trained to look directly at the person who is speaking to him1 to obey the first time spoken to1 and to follow a direction or command promptly without its repetition4 ,observation4 ,children naturally observe action and striking or unusual characteristics4 ,the range of objects and qualities they observe may be greatly increased by suggestion and by increasing their range of interests4 ,definiteness and accuracy of observation are increased by drawing1 painting1 modeling1 and by any creative work1 whether making a wagon or telling a story1 particularly after six years of age4 ,alertness of observation is increased by games requiring quick action for defense1 protection1 or to win a point1 as in 8,drop the ,handkerchief40 ,observation of a larger number of details1 as well as quickness and accuracy1 are increased by asking for a description of persons or objects1 of articles in a store window or on a table1 or the imitation of a complex movement or series of movements seen only once4 ,memory4 ,vividness of impression1 variety of associations1 and repetition are the factors in memorizing4 ,the object or incident therefore must be clearly defined and must have the child's full attention4 ,fewer repetitions will then be required4 ,obviously the child's interest is a chief factor in attention4 ,energy is therefore economized by presenting data for memorizing when the child is interested and consequently ready for it4 ,this applies very practically to formul1 such as the alphabet1 new words1 mathematical tables4 ,rhythm and rhyme are easily memorized in childhood1 and valuable facts put in this form will be retained longer4 ,such verbal memory is especially strong from two to seven years4 ,this period should be utilized for teaching great thoughts1 in poems and songs1 especially those with emotional value1 great songs and stories1 chiefly in terms the child understands4 ,the facts will be forgotten1 but the emotions and ideals will remain with him through life4 ,the period from nine to twelve is the time for much rote learning4 ,the greater the number of senses on which an impression is made1 the greater will be the number of associations1 and the more tenacious the memory of an object or incident4 ,different senses vary in the degree of retentiveness4 ,things heard about are forgotten soonest2 things seen are remembered longer2 things repeated or actions done remain longest in memory4 ,a few repetitions on successive days are more effective than many repetitions on one day4 ,repeat as wholes1 in units of stanzas or paragraphs1 instead of lines or phrases4 ,imagination4 ,develop vividness and wide range through exercise4 ,in stories1 put in colors and sounds4 ,ask questions about a story1 to bring clear pictures of details4 ,encourage drawing1 painting1 and modeling of illustrations1 and the dramatizing of stories4 ,this is better training of imagination than to have stories already illustrated4 ,fanciful imagination is poetic1 and some types of children are lacking in this4 ,the child should be trained not only in visual1 but also in auditory and motor imagery4 ,creation1 whether of a story1 song1 building1 picture1 or game1 requires and therefore trains imagination4 ,emotional imagination can be trained in part through dramatic play1 in part through story-telling with this purpose4 ,to be able to put one's self in another's place is a basis for sympathy1 justice1 and altruism4 ,between three and six years1 when imagery is vivid and exact knowledge of the world is limited1 many marvelous tales are told1 with no intention of deception4 ,this is normal and to be treated as fiction1 in dealing with the child4 ,care should be taken that it does not develop into intentional deception for self-protection or vanity4 ,reasoning4 ,a regular and consistent rgime is an early training in reasoning by association4 ,irregular or inconsistent rgime brings confusion of thought4 ,at five or six years of age1 reason can be exercised by the allowing of choice1 in situations where the child has some basis for passing judgment4 ,catering to the child's choice in food or clothing1 on the other hand1 tends to develop whimsicality and dissatisfaction2 asking him what he would like1 or if he wouldn't like1 in any phase of his rgime or play1 has the same unfortunate result4 ,if his choice is to be served1 ask him directly to choose1 and thereby let him use his own initiative in thought4 ,experimenting1 taking things apart1 are natural exercises in analysis1 and therefore to be given widest possible opportunity4 ,building and constructing require synthetic reasoning1 and finding the reasons for failures4 ,classifying of collections is an exercise in reasoning4 ,the brain centers of abstract thought and reasoning are not developed until the adolescent period4 ,frequent exercises in judging what would be the best thing to do1 or the best way to do1 should be made a training in practical judgment in later childhood and youth4 ,moral4 ,precepts and laws can be taught through stories1 proverbs1 and authoritative quotations4 ,the child needs some of these1 as a part of worldly wisdom4 ,much of this should be given during childhood4 ,every story and situation should be analyzed to see what will be its effect on the moral standards of the child4 ,moral action1 however1 further requires the training of the emotions1 which are the springs of action1 and the will1 which holds emotions within the dictates of reason4 ,the child's moral ideals will be gathered more from the character he sees about him1 and the stories told him1 than from precepts4 ,good examples and daily practice are the chief methods of teaching morals and developing strong character4 ,respect for property and law can be taught by providing the child with property of his own1 and regulating his life by an orderly rgime4 ,the care of his own property and responsibility for its orderliness will augment this4 ,social virtues should be inculcated from infancy4 ,the baby's cry for attention is a deep-seated individualism4 ,if encouraged1 it makes later altruism more difficult4 ,self-reliance and self-dependence1 for physical care and for amusement1 should be systematically developed1 instead of constant care1 waiting upon1 and amusement from others4 ,thoughtfulness for others can begin when the baby bites and slaps1 though in play1 by showing him how it feels2 in the little child1 by encouraging him to make little gifts or surprises as daily events4 ,courtesy1 kindly criticism1 loyalty to friends1 freedom from gossip1 he will learn by imitation of those about him4 ,for training in generosity1 he needs two or three other children about his own age1 from the time he is three years old4 ,quarreling1 which is an effort toward social adjustment1 is to be expected throughout childhood1 and many quarrels should be ignored1 left to the children's sense of fairness and generosity to adjust4 ,tattling1 bullying1 and resentful criticism should be shown in their own ugly light and thus discouraged4 ,group games1 which the children naturally begin to play at six years1 are a good schooling in the practice of justice1 fairness1 and social coperation4 ,civic responsibility should be cultivated from early childhood by the practice of things that the children can do1 such as keeping the sidewalks clear of litter instead of scattering that about4 ,patriotism should be taught chiefly as a responsibility1 rather than a form of excitement or vanity4 ,international sympathy can be cultivated through sympathetic acquaintance with children of other countries1 through pictures and stories1 dramatizing of their ways1 through personal acquaintance1 either directly or by correspondence4 ,the roots of international peace1 or of strife and militarism1 are planted in the nursery4 ,illustration3 ,learning ,self-,reliance and ,regularity4 ,at the ,school of ,mothercraft ,summer ,camp4 ,emotions need training in expression1 control1 depth1 and genuineness4 ,submission and easy contentment are not a virtue in childhood but a weakness4 ,in a strong character1 emotions are strong1 and their expression strong1 but needing guidance and poise4 ,any emotion1--for instance1 love of country1 of friends or parents1--should not be permitted to stop merely with the pleasurable sensation of excitement and emotional glow1 but the child's attention should be called directly and also by stories to the necessity for putting a generous emotion into active expression1 by doing some helpful deed1 or by carrying responsibility4 ,this is the completion of the reflex arc4 ,tantrums and temper should be prevented whenever possible by forewarning the child1 for instance1 that play must end when the next block house has been finished4 ,the new adjustment of emotions and expectations is slower in the child than in the adult1 and needs forewarning4 ,some children develop an unpleasant forwardness or gushing1 the former an overdeveloped individualism1 the latter a childish sensualism1 both superficial4 ,meeting these with indifference and inattention will usually reduce them automatically4 ,the child of very intense or poorly controlled emotions needs careful attention in a regular1 outdoor physical rgime1 the daily nap1 rhythmic exercises and games which train in relaxation1 and constant examples of even-tempered1 well-poised character4 ,the fear that commonly develops in the third or fourth year may be somewhat forestalled by teaching confidence through walking in the dark1 acquaintance with living creatures1 trust in a kindly ,providence4 ,many stories of bravery should be told in the fearsome period1 and poetry or verses taught that inspire courage and confidence4 ,fearsome stories are a crime against childhood1 although later childhood and youth may thrive upon them4 ,control of emotions is gained in part through determination of will1 in part through change of attention2 the latter is the more natural and pedagogical method4 ,sense of humor should be cultivated for its moral value in relieving tension and carrying the individual through emotional stress1 as well as for giving a clearer view of comparative values4 ,will-training includes exercise of free choice in matters not of mere taste or whim but of reasoning and moral choice2 and of continued effort against the call of inclination4 ,stubbornness is a refusal to yield1 notwithstanding the evident reasonableness or the greater moral value1 and is evidence of a weak will4 ,it is now recognized as immoral to attempt to 8break a child's will01 compelling him to yield without attempting to show him the reasonableness4 ,the burden of reasoning and moral choices in daily life should be placed upon the child as rapidly as he is able to exercise this wisely and with firmness1 and he should be praised for his good will and shown the weakness of failure4 ,confidence expressed in his good will1 especially when he is on his own honor1 will strengthen this ability4 ,training in control of appetite for food1 by regularity of meals1 no eating between meals 7especially of sweetmeats when on pleasure trips71 the waiting at meals for the saying of grace and the serving of others1 all strengthen the will for greater demands upon it in later years4 ,development of concentration in play and games is a training of will-power4 ,special exercises in motor balance and equilibrium1 in endurance1 in self-denial1 can be devised as further will-training4 ,eugenics and ,sex ,education4 ,this is an education in social ideals and relations4 ,consideration for the child's own future children is an instinctive ideal that can be naturally fostered in early childhood1 and thereafter accepted as matter of course4 ,modesty1 self-respect1 respect for his or her own person1 needs to be cultivated from infancy1 in all the details of physical care and rgime4 ,as childhood develops into youth1 the expression of affection needs to be increasingly circuited into thoughtful deeds of service1 and away from mere direct sense pleasure and expression4 ,social relations between boys and girls at all ages should be treated sensibly1 without silliness1 emphasis of class distinctions1 or morbidness4 ,in both boys and girls should be cultivated a spirit of reserve1 of chivalry and helpfulness4 ,with youth1 this may naturally be based on the ideal 7which needs the merest suggestion7 of worthy preparation for the future home1 and the treating of other boys and girls as the child would have his or her future mate meantime treated by others4 ,the significance of real monogamic marriage should be made clear1 in its greater confidence and happiness between parents1 and especially in the better care and training of the children4 ,the child needs to be provided with inhibiting and controlling ideals before the stress of adolescence4 ,the child's natural biological questions1 which begin about three years1 should be answered naturally1 both poetically and scientifically4 ,through the study of plants1 gardening1 the care of birds and pets1 enough of the principles of heredity1 anatomy1 and physiology should be given the child before seven years to satisfy his curiosity1 to give him a scientific attitude toward reproduction before the development of sex-consciousness1 and to enable him to classify the development of a new generation among the natural processes of nature1 instead of overemphasizing and distorting its perspective4 ,emphasis should be placed upon the care of the young and forethought for their protection1 rather than upon organs and processes4 ,scientific knowledge of biology gives necessary clearness of thought1 but only training of emotions and will are effective for assuring conduct4 ,economics4 ,thrift is taught by the toy bank1 by the orderly care and repair of toys and clothing1 the orderly saving of possibly useful odds and ends2 in early childhood by a weekly allowance1 even of a few pennies1 with freedom in use1 and with occasional discussions of what might be obtained with a stated sum4 ,promptness1 accuracy1 and thoroughness in obeying or in performing the tasks assigned in childhood1 are preparation for industrial efficiency4 ,in early childhood action is necessarily slower and movement awkward because of incomplete motor development4 ,in later childhood a vision of engineering efficiency1 a habit of working for reduction of time and energy cost1 can be developed through competitions1 direct reduction games or problems1 discussions of the value of time and energy and of simple1 fundamental ways for economizing4 ,through tracing the source of his own food and clothing1 as well as through his own manual efforts1 can be fostered respect for all labor and the ambition to work efficiently4 ,respect and appreciation for workers1 especially those who serve his needs in the household1 are developed chiefly through example of his elders4 ,obedience4 ,commands and prohibitions should be the fewest necessary and chosen carefully4 ,given as a request or suggestion rather than a direct command1 the form carries a sense of courtesy that develops sympathy1 self-respect and more ready1 whole-hearted compliance4 ,commands1 when necessity requires1 then have greater force4 ,any request or command should be given distinctly1 definitely1 kindly1 firmly1 with the requirement of the full attention of the child and complete1 prompt obedience4 ,repetition of a command fosters inattention and disrespect for authority4 ,indifference to disobedience1 yielding to teasing1 permitting petty arguing1 all foster evasion1 falsehood1 carelessness1 disrespect for authority4 ,unnecessary1 unreasonable1 or inconsiderate commands develop contrariness1 stubbornness1 contempt1 and weaken the child's sympathy and comradeship4 ,inconsistency in commands1 discipline1 or punishment1 or dogmatic stubbornness that will not consider the possibility of a change in the command or allow any discussion1 brings contempt4 ,use positive1 affirmative suggestions1 telling the child what to do4 ,studiously avoid negative discipline1 prohibitions1 don'ts4 ,discipline4 ,the purpose of discipline should not be revenge or a cultivation of humiliation1 or breaking the will of the child4 ,it should be devised to lead the child to prefer the right2 to think before he acts instead of acting merely upon impulse2 to exercise his will-power and courage in obeying his conscience instead of following the line of least resistance by yielding to his whim1 his appetites1 or even to his instincts out of due season4 ,therefore a rational1 consistent discipline must be well thought out for different typical situations before these arise1 that it may be administered wisely1 not impetuously or in anger4 ,it must be just1 firm1 kindly1 foresighted4 ,as nearly as circumstances will permit1 the child should learn through his personal experience and observation the consequences of action2 and punishment should be1 as far as practicable1 a natural consequence of the act4 ,artificial rewards1 especially in the form of material things as money1 toys1 candy1 are demoralizing1 developing a spirit of graft and discontent1 dulling the moral and spiritual sense1 and having the effects common to any artificial stimulants4 ,nagging1 scolding1 threats of punishment without its execution1 cultivate a disrespect for all law and authority1 as well as for the person thus weakly failing to exercise poise and authority4 ,there is also a type of sentiment that easily becomes sentimentality1 which is no less repugnant to the child4 ,cultivate the child's self-respect1 self-confidence and ambition4 ,avoid calling him bad or naughty4 ,discipline should be adapted to the child's temperament1 to his stage of development1 and to the particular offense4 ,a sensitive1 high-strung1 imaginative child must be dealt with gently though firmly1 with special care that his self-respect1 his confiding1 his expressiveness are not weakened4 ,a sturdy1 matter-of-fact1 phlegmatic realist usually needs more concrete1 vigorous1 physical form of punishment to make him perceive the significance of events4 ,the stubborn child may be benefited most by being given opportunity to prescribe his own punishment4 ,some ,natural ,consequences as ,punishments4 ,quarreling1 disagreeableness1 selfishness3 being removed from play with other children4 ,temper3 put quietly to bed1 or left alone1 or placed in bed with a cold cloth on the head2 with some children1 spanking1 calmly administered4 ,biting1 slapping or other personal injury3 doing same to the offender1 to demonstrate how it hurts4 ,impudence1 vulgar words3 mouth washed with soap and clean cloth4 ,lack of promptness3 loss of consequent pleasure4 ,neglect in care of toys3 temporary deprivation of toys4 ,careless work3 repetition until satisfactory4 ,wanton injury of property3 work1 or giving of some valued personal property to pay for loss4 ,disobedience3 putting to bed2 deprivation of consequent pleasure4 ,reprehensible and unnatural forms of punishment include putting child into dark closet2 striking on head or hands2 punishing in presence of others2 social humiliation or other needless mental suffering2 depriving of a meal 7although bread and water may be substituted74 ,punishing without definite cause1 or if the justice is not clear to the child1 is immoral4 ,punishment should never be administered in anger but calmly1 firmly1 with a spirit of regret but inevitableness4 ,to be effective1 punishment should follow promptly on the misdeed4 ,bedtime should not be a time for scolding or discussion of faults but of happiness and inculcating of ideals4 ,to maintain due respect and sympathy for father1 as well as for the mother's own self and authority1 there should be no threats of telling father of misdeeds1 or leaving punishment for him to administer4 ,the problem of discipline is reduced to a minimum when children have a regular1 healthful physical rgime and diet1 freedom from unnatural excitement1 abundant play space and material1 consistent moral training from infancy4 ,many little pranks and minor misdemeanors should be overlooked4 ,when1 however1 the child has committed a serious wrong1 or when one form of misdemeanor 7as lack of promptness7 is becoming frequent1 or when the child has evidently done something which he knows to be wrong1 discipline should be prompt and definite4 ,habits4 ,habits are formed by repetition of the same action1 in the same way4 ,the first time the response is made it makes a deep impression on the nervous system1 and change from the first doing is most difficult4 ,every exception allowed or permitted causes a hesitation or doubt that delays complete formation of the habit4 ,to prevent the formation of a habit1 prevent the first doing4 ,the first time not only establishes a path in the nervous system2 it establishes a mental attitude of familiarity and ease with the action and its environment4 ,to break a habit1 break it off abruptly and completely4 ,every time the action is done1 it is harder not to repeat it2 if it is a moral problem the moral fiber is weakened by each yielding against conscience4 ,a complete change of environment1 calling for a new adjustment of action1 is the greatest help in breaking an old habit4 ,some constructive outlet for the energy should be provided4 ,the child's sense of humor or disgust are moral avenues of appeal in the formation of habits4 ,habits of mental activity1 of method of work1 of attitude toward life and people1 of moral action1 as well as of motor action1 are being formed from birth4 ,life is conserved by training in good habits from the start4 ,religious4 ,no phase of education is more important4 ,religion is a matter primarily of emotions and conduct1 rather than of philosophical thought4 ,little children are religious1 but their religion is naturally very different from that of the adult2 they have much religious feeling and thought1 but little respect for ecclesiasticism1 creeds1 rites1 which mean nothing to them4 ,the child's ideas of ,god are concrete1 personal1 related to himself1 as is all his thinking4 ,he naturally thinks of every object as being like himself1 having power to think1 feel1 and do2 therefore he is easily a nature-worshipper4 ,training of the religious feelings can begin in infancy1 in the development of sympathy between parents and child1 in confidence and trust in his parents 7who represent ,providence to him71 in gratitude for their care1 in obedience and respect for their authority1 and in wonder and awe for natural phenomena4 ,the child from four to nine years of age responds readily to examples and suggestion of reverence4 ,training in the performance of religious rites1 such as the saying of grace before meals1 prayers1 attendance at religious services1 participating in religious worship1 are motor habits readily acquired at about the same age1 which then remain as lifelong tendencies4 ,if neglected in this period1 they are less likely to be formed later4 ,even the motor attitudes of worship bring some feeling of reverence and worship4 ,religious worship1 however1 is not to be forced4 ,to compel a child to say a prayer or participate in any form of religious worship against his inclination will foster a revolt against all religion4 ,when religious worship is a natural and sincere part of the family life1 the child will naturally ask for a prayer to say1 or for the privilege of attending a service1 when this interest is ready for exercise4 ,to allow a child to rattle off a prayer1 or say it inattentively1 flippantly1 or to show off1 or to permit him to treat any sacred place1 objects1 or rites flippantly1 is to foster irreverence and weaken the religious sense4 ,service to ,god1 to an ideal1 to people1 as an integral part of religion1 is an association that is not instinctive1 but one that the child needs to be taught by example1 precept1 and training4 ,the child's natural questions about the cause of natural phenomena1 the purposes and meaning of life1 the possibility and nature of death and immortality1 the nature of ,god1 provide opportunity in due season for the parent to answer these according to his own conscience4 ,the child demands definite1 positive answers1 and has absolute confidence in the omniscience of the person who answers his questions4 ,how to answer these so as to give the child a constructive basis for thought and action1 and yet not to be so dogmatic that he will revolt when the questioning years of adolescence arrive1 is a problem requiring tact and careful preparation4 ,stories from ,bible history1 acquaintance with the geography1 customs1 individuals of the ,bible1 are of religious value because they develop centers of interest and a personal acquaintance with the ,bible1 the textbook of western religion1 thus making it a living book which he will naturally read for its moral and religious content4 ,many ,bible verses and hymns should be taught during childhood and youth4 ,these should be very carefully selected to have some interest and content of meaning for the child at his given stage of development1 although the depths of their meaning he can only appreciate after more life experience4 ,there may be real danger of giving too early such significant quotations as ,the ,lord's ,prayer1 the ,ten ,commandments1 the ,beatitudes1 so that the words are memorized but the child never receives the impress of their full significance4 ,somewhere between six and twelve years they are probably most appreciated4 ,doctor ,hall considers that to teach the child that there is a power which makes for righteousness at the helm of the universe1 and that therefore right and wrong eventually have their own deserts1 is one of the most valuable factors in moral training4 ,certainly the stimulus of religious inspiration1 the inhibiting power of religious commandments1 motives1 and ideals1 the fortifying of will-power by religious discipline and sources of strength1 are foundations for strong1 efficient1 well-poised living4 ,education1 like ,christianity1 is a spiritual process with physical forms of expression4 ,just as church rites1 ceremonies1 and equipment are meaningless and wooden without the inner life1 so are educational 8systems01 rules1 and apparatus1 without the spiritual vision and understanding of education4 ,there is no virtue1 for instance1 in ,froebel's gifts or ,montessori's didactic material1 or any other mechanical devices1 merely as apparatus4 ,the mechanical bringing together of the child and the apparatus1 without skill or knowledge in their interpretation1 is not educational2 and such irrational though well-intentioned effort is unfair both to the child and to the inventor4 ,no less unfair and superficial is the seizing upon some one principle and emphasizing it out of proportion to other principles2 or misinterpreting1 through lack of careful study1 the significance of some principle1 or the author's intent1 as is so often done1 for example1 with ,froebel's statement of play1 ,dewey's statement of interest1 or ,montessori's statement of liberty4 ,the preparation of the child's educators must begin many years before his birth1 that they may be ready to meet this responsibility as soon as it comes4 ,an adequate preparation should include3 7#a7 careful study of the principles and purposes of education1 that these may be discerned clearly and applied with consistency and discretion2 7#b7 long schooling in habits which will fit them to be worthy examples in character1 in social and mental traits1 in tastes and languages2 7#c7 some experience with little children in daily life1 in order to learn to interpret and sympathize with child nature1 to acquire some facility in their education and discipline1 and to collect some fund of nursery lore4 ,,footnotes3 #be ,see ,preface1 page xiii4 #bf ,literally 8to put into0 from the ,latin in and struo4 #bg ,literally 8to lead out of0 from the ,latin e and duco4 ,,chapter ,,xi ,,studying ,,the ,,individual ,,child 8,would you know how to lead the child8 ,see and observe the child2 he will teach you what to do40 --,f4 ,,froebel4 8,the ideal which has animated all my own feeble educational endeavor1 and without which ,i should be without hope in the world of pedagogy1 is the reconstruction of education based not so much on existing conditions in society as on child-nature4 ,it is one thing to fit the child for a prexisting social condition1 and a very different thing to develop all his own latent powers to their uttermost and trust to their development for all future reforms4 ,holding1 then1 as ,i do1 that childhood has in it indefinite possibilities that are some realized1 some repressed or crippled1 nipped in the bud in a way for which home1 school1 and church must share responsibility1 and that if every spring of possible knowledge and power were touched1 even by the lightest suggestion at its nascent psychological hour1 we should in a few generations develop a superior race of men1 we have in this faith in the possibilities of childhood and youth the most central and impregnable of all the fortresses of optimism40 --,g4 ,,stanley ,,hall4 ,how to ,study a ,child4 ,a complete study of the child includes his physical and psychological characteristics1 personality1 gifts1 deficiencies1 his heredity1 environment1 training4 ,in studying a child it is of first importance to avoid carefully any stirring of his self-consciousness1 which might lead to either morbidness1 introspection1 priggishness1 or vanity4 ,the necessary physical measurements should be made as naturally and impersonally as possible1 without discussion4 ,the physical inspections should be made incidentally1 during the processes of the daily life1 without comment4 ,recording1 except of measurements1 should be done without attracting the attention of the child1--preferably not in his presence1 and filed without his knowledge4 ,the child's traits or characteristics should not be discussed in his presence4 ,psychological characteristics can best be studied under natural1 usual conditions3 7#a7 in the child's play3 what he plays2 how he plays 7#b7 his stories3 what he prefers or tells 7#c7 his handiwork1 especially his drawing 7#d7 what he observes 7#e7 his questions ,a ,score ,card for ,home ,use4 ,the following score card has been especially prepared to meet the practical needs of the untrained layman and amateur in the intelligent observation and better understanding of normal young children4 ,it does not attempt to include marked abnormalities4 ,it is merely preliminary to a more detailed and scientific analysis by the specialist4 ,such a general score card is necessarily applicable only for certain ages4 ,the following outline does not attempt to cover special development beyond ten years of age4 ,physical ,measurements and ,inspection4 ,during the first year the weight should be taken weekly1 at the same hour1 in order to bear the same relation to feeding1 bath1 elimination2 other physical measurements and inspections should be recorded at least quarterly4 ,in the succeeding years records should be made at least semi-annually and preferably quarterly4 ,the person in charge of young children should observe daily the physical conditions1 and be able to detect at once the special danger signals1 or deviations from the normal4 ,any person careful in details and accuracy can make these measurements and inspections1 at least as preliminary to the specialist4 ,detailed directions are given in ,pamphlet ,v1 ,american ,medical ,association ,press1 and in 8,the ,health ,index of ,children0 7,hoag74 ,for ordinary household use1 the apparatus required includes a new1 firm tape measure1 yardstick1 accurate beam scales1 and cards for testing vision4 ,for school or institutional work it is desirable to have also calipers1 laboratory apparatus for taking heights1 instruments for taking blood pressure1 and a dynamometer for testing strength of muscles4 ,economic and social conditions1 differences of race and heredity1 will cause considerable variation among children of the same age4 ,psychological ,analysis4 ,no generally accepted standards or tests have yet been devised for measuring psychological development4 ,the standards developed by ,binet and ,simon for mental ability as one phase of psychological age1 have been widely tested in this country but have not proven wholly satisfactory4 ,american revisions are now being worked out4 ,the outline here given does not provide standards for measurement1 but depends entirely upon the judgment of the person making the analysis4 ,during the first year a chronological record can profitably be kept of the psychological development1 noting particularly each gain in motor control1 every indication of increasing recognition of sense impressions1 the development of speech4 ,standards of normal and average conditions and development can be learned by3 7#a7 observations of numbers of children of the same age4 7#b7 the study of published tables of measurements4 7#c7 published records1 studies1 and stories of children4 ,the ,tables of ,indications and ,summaries have been added to assist in gaining a clear picture of the child's condition and the factors calling for special constructive measures1 elimination1 treatment1 improvement1 or development4 ,physical ,measurements#bh ,name ---------------- ,age3 ,years ---- ,months ---- ,weeks ---- ,height standing#bi---- ,in4 ------ ,under ,average ------ ,over ,height sitting -------- ,in4 ------ ,under ,average ------ ,over ,weight ---------- ,lb4 ------ ,oz4 ------ ,under ,average ------ ,over ,circumferences3 ,head ---- ,chest ------ ,abdomen ------ ,diameter of ,chest3 ,anterior-posterior ------ ,lateral ------ ,chest ,expansion------------ ,lengths3 ,arm ------ ,leg ------ ,physical ,inspections ,general ,appearance3 ,robust ,anemic ,vigorous ,languid ,posture1 standing3 7#b7 ,erect ,stooping ,chest sunken ,head forward ,abdomen forward ,posture1 sitting3 7#a7 ,erect ,chest sunken ,back curved ,on hips ,on curve of spine ,gait3 7#d7 ,normal ,waddling ,elastic ,heavy ,toe forward ,toe in ,toe slightly outward ,toe outward ,head3 ,shape normal ,box shaped ,not symmetrical ,fontanel closed ,fontanel not closed 7after #ah months7 ,hair3 ,color ,scant ,abundant ,rough ,even ,brittle ,fine ,coarse ,scalp3 ,clear ,scurf ,pink ,dandruff ,eruptions ,vermin ,figures at right in parentheses indicate age at which observation may normally or profitably begin1 if not applicable during first year4 ,features3 ,regular ,unsymmetrical ,eyes3#cj ,color ,clear ,muddy ,sparkling ,dull ,intelligent ,staring ,normal ,crossed ,protruding ,squint ,good condition ,inflamed ,watery ,discharge ,frown ,work held near ,farsighted ,nearsighted ,headaches ,eyelids3 ,normal ,swollen ,inflamed ,sore ,discharge ,styes ,granulated ,drooping ,nose3 ,large ,small ,pinched ,bridge normal ,bridge sunken 7normal during first year7 ,discharge ,obstructions1 e4g4 adenoids ,snuffles ,mouth3 ,well-shaped ,ugly shape ,large ,held open ,small ,deformed by pacifiers or thumb sucking ,breathes through mouth ,canker sores ,breath sweet ,offensive ,tongue3 ,clear ,coated ,normal ,protruding ,swollen ,tied ,teeth3 ,number ,delayed first teeth ,delayed second teeth ,prolonged retention first teeth ,extra teeth ,regular ,irregular ,projecting ,good condition ,discolored ,tartar deposits ,decayed ,gums3 ,healthy ,pale ,bleeding ,spongy ,swollen ,receding ,throat3 ,clear ,swollen ,enlarged tonsils ,strong ,subject to sore throat ,coughs ,lips3 ,full ,thin ,swollen ,ruddy ,pale ,good condition ,sore ,chapped ,fissured ,chin3 7#b7 ,normal ,receding ,projecting ,firm ,weak ,jaw3 7#b7 ,firm ,weak ,strong ,ears3 ,large ,small ,projecting ,normal ,misshaped ,good condition ,sore behind ears ,discharge ,earache ,hearing normal ,defective ,neck3 ,normal size ,small ,swollen glands ,scars ,skin3 ,free from blemishes ,rough ,scaly ,pimples ,eczema 7where located7 ,ringworm ,clear ,muddy ,ruddy ,pale ,tanned ,freckled ,firm ,soft ,puffiness under eyes ,muscles3 ,firm 77 ,flabby ,well developed 7#a7 ,weak ,especially ,back ,trunk ,grip ,leg ,complementary pairs ,unequal in balance balanced 7#a7 ,back and chest ,right and left of trunk ,right and left of neck ,right and left of back ,back3 ,straight ,curvature2 anterior- posterior ,curvature2 lateral1 to right ,curvature2 lateral1 to left ,shoulders3 ,erect ,stooped ,square ,sloping ,equal ,unequal 7which lower7 ,blades flat ,projecting ,chest3 ,expanded ,sunken ,deep ,flat ,shallow ,barrel-shaped 7after #a year7 ,funnel-shape 7breast bone sunken7 ,pigeon-breast 7breast bone prominent7 ,symmetrical ,unsymmetrical ,beaded ribs ,good expansion 7#c7 ,poor expansion ,abdomen3 ,firm ,flabby ,hard ,normal ,distention ,rupture at navel ,inflammation at navel ,rupture at groin ,arms and ,hands3 ,equal length ,unsymmetrical ,normal ,enlarged ,joints ,clubbed fingers ,ambidextrous ,right-handed 7#a7 ,nails discolored ,left-handed ,nail defects ,legs3 ,equal length ,unequal ,straight ,bowed ,knock-knee ,enlarged joints ,ankles strong ,weak ,feet3 ,arch normal ,flat foot 7#a7 ,stands squarely 7#b7 ,shoes run over3 outer edge inner edge heels ,well shaped ,toes pinched ,swollen ,unblemished ,callouses ,corns ,bunions ,defective nails ,excessive perspiration ,chafed toes ,genitalia3 ,normal ,inflamed ,discharge ,protruding of rectum ,itching ,buttocks chafed ,nerves3 ,steady ,explosive ,dull ,fears3 7specify objects7 ,irritable ,restless ,endurance ,easily fatigued ,normal ,general misbehavior ,tantrums1 hysteria ,malicious destruction ,bed-wetting ,nail-biting ,masturbation ,headaches ,convulsions ,motor ,cordinations3 ,steady 7for age7 ,retarded ,sits alone 77 ,stumbling 7#c7 ,creeps 7#i mo47 ,dropping things 7#c7 ,stands 7#a year7 ,speech defects 7#c7 ,walks alone 7#a7 ,spasmodic movements ,controls eliminations ,twitching of eyes1 ,urine 7#a7 face1 muscles ,feces 7#b7 ,chorea 7,st4 ,vitus' ,holds own cup 7#a7 ,dance7 ,holds own spoon 7#a7 ,paralysis ,runs 7#b7 7what muscles7 ,marches 7#c7 ,claps to rhythm 7#c7 ,feeds self neatly 7#c7 ,dresses self 7#c7 ,skips 7#d7 ,uses scissors 7#e7 ,normal ,other abnormalities ,nutrition3 ,appetite good ,poor ,hungry between meals ,gluttonous ,simple food relished ,overfastidious ,abnormal appetites1 e4g41 dirt1 chalk ,good digestion ,colic ,regurgitation1 eructations ,gas in stomach ,intestinal gas ,nausea ,elimination3 ,urine3 ,clear ,cloudy ,straw color ,dark ,bloody ,odor slight ,strong ,painless ,painful ,irritating ,normal quantity ,scant ,excessive ,retained ,stools3 ,smooth 7infancy7 ,well-formed ,watery ,mustard color 7infancy7 ,green ,black ,bloody ,undigested curds ,slight mucus ,much mucus ,odor slight ,strong1 offensive #a to #c passages daily ,constipation 7less than #a7 ,diarrhea ,perspiration3 ,slight ,excessive3 head1 under arms1 cold sweats ,odor slight ,sour ,sleep3 ,quiet ,restless ,sound ,wakes easily ,dreams ,no4 hours ,nightmares ,nap ,no nap ,sufficient for age ,insufficient ,respiration3 ,deep ,shallow ,diaphragmatic ,chest ,mouth breather ,regular ,irregular ,normal count ,rapid ,slow ,pulse3 ,regular ,irregular ,firm ,weak ,normal count ,rapid ,slow ,circulation3 ,efficient ,sluggish ,cold hands ,cold feet ,temperature3 ,normal ,irregular ,high ,the following examinations can be made only by specialists4 ,physician or physical education director3 ,heart1 lungs1 genitalia2 liver1 spleen2 hernia2 sinuses1 ductless glands ,enlarged tonsils1 adenoids2 defects of palate2 blood pressure2 arteries ,spinal curvature or faulty posture 7except marked72 asymmetry of arms1 legs1 chest2 flat foot ,osteopath1 or physician or physical director with osteopathic training3 displaced vertebr2 spinal irritation ,oculist 7not ,optician73 ,defects of eyes 7except marked7 ,specialist3 ,defects of ears 7except marked7 ,dentist3 ,defects of teeth and gums 7except marked7 ,special chemist3 ,urine1 for acidity1 albumen1 sugar1 casts ,feces1 for worms1 putrefactive bacteria ,blood1 for hmoglobin1 leucocytes1 acidity1 germs of venereal disease1 tuberculosis4 ,physical ,habits ,sleep3 ,bed alone ,with another ,outdoors ,indoors1 scant ,indoors1 windows open ventilation ,regular bedtime hour ,irregular ,quiet before bedtime ,excitement before bedtime ,early ,late hour ,given soothing syrups ,bathing3 ,daily water baths ,less than one daily ,number ,too frequent ,kind ,too warm ,temperatures ,not followed by cool ,cool sponge ,air baths ,not given ,sun baths ,not given ,feeding3 ,regular hour ,irregular ,prescribed intervals ,intervals too short 0 0 long ,eating between meals ,simple diet ,injurious foods ,balanced1 rational diet ,dietary not analyzed 0 poorly balanced ,chews well 7#b7 ,eats slowly ,rapidly ,motor ,activity3 ,encouraged ,restricted by clothing 0 by carriage ,outdoors or open-air ,indoors2 poor room ventilation ,in raised1 sanitary pen ,on floor ,toys sanitary ,unsanitary2 allowed 0 harmless pacifier ,dangerous ,surfeit ,kept from crowds ,taken to stores 7#d7 0 0 theater 7#aj7 0 0 movies 7#h7 ,handling3 ,moderate ,excessive ,rational ,lifted by arms ,tossed ,rocked ,jolted ,history ,feeding3 ,maternal nursing #i to ,less #ab months ,more ,cow's milk ,bottle3 how long ,patent foods 7specify7 ,illnesses3 7state ,bronchitis ,subject to colds age1 duration1 ,convulsions coughs1 constipation1 permanent ,diphtheria indigestion1 effects7 ,earache nervousness1 other ,eczema illness ,epilepsy ,operations 7age7 for ,measles adenoids1 tonsils1 ,meningitis vaccination1 others ,mumps ,rheumatism ,rickets ,scarlet ,fever ,scurvy ,summer ,complaint ,tuberculosis ,whooping cough ,others ,heredity ,,mother ,,father ,nationality ,race ,height ,weight ,occupation ,education ,predispositions ,,mother',s#ca ,,father',s#ca ,,brothers ,,mother ,,family ,,father ,,family ,,or ,,sisters 7how many7 7how many7 7how many7 ,marked mental gifts ,nervous disorders 7form7 ,alcoholism ,tuberculosis ,kidney disorders ,cancer ,pulmonary weakness ,digestive disorders ,blindness 7form7 ,deafness 7form7 ,living ,dead ,ages at death ,causes of deaths ,congenital ,factors ,rank in birth 7#ast1 #b;d1 etc47 ,age of brothers and sisters ,living3 ,at death3 ,if had lived3 7in years and months73 ,,mother ,,father ,age at birth ,vigorous#cb ,fair health#cb ,sickly#cb ,nervous#cb ,use alcohol#cb ,excess ,moderate ,use tobacco#cb ,excess ,moderate ,use drugs#cb ,excess ,moderate ,indications ,vitality and ,endurance ,sound digestion ,normal eliminations ,normal temperature1 pulse1 respiration ,normal posture ,normal increase in height and weight ,nerves steady ,sleep quiet1 sound1 undisturbed ,diaphragmatic breathing ,good chest expansion ,large nose1 unobstructed ,large neck ,eyes clear1 sparkling ,lips ruddy ,teeth sound1 normal number ,muscles firm ,skin clear1 ruddy1 elastic ,active1 vigorous play ,good-humored1 optimistic ,low ,vitality ,susceptibility to colds1 coughs ,susceptibility to contagious diseases ,sensitiveness to cold ,poor nutrition ,peevishness1 irritability ,easily fatigued ,poor chest development ,shallow breathing ,pallor ,small neck1 nose ,adenoids ,poor ,nutrition ,underweight ,overweight ,indigestion ,no appetite ,capricious appetite ,rickets ,languor ,peevishness ,delayed dentition ,ridges and notches on teeth ,auto-intoxication ,low vitality ,constipation ,eruptions on skin ,coated tongue ,offensive breath ,rheumatism ,rickets ,pallor1 anemia ,retarded growth in height and weight ,enlarged joints at wrists and ankles ,muscles flabby2 sometimes fat ,enlarged abdomen ,breastbone sunken or protruding ,round shoulders1 bent back ,delayed dentition and walking ,large square head ,scurvy ,loss of appetite2 pallor ,loss in weight ,swelling of ankles and knees ,swollen gums ,black and blue spots on legs ,cry of pain when handled ,pain when legs are moved ,nervousness ,restlessness1 fidgeting ,disturbed sleep ,irritability1 peevishness ,tempers1 hysteria1 tantrums ,spasmodic movements ,stumbling1 dropping things ,falling easily 7after #b years7 ,nail-biting ,bed-wetting ,masturbation ,defective ,vision ,squinting ,frowning ,book or work held near face ,headaches ,nervousness ,irritability ,indigestion ,deafness ,persistent inattention ,directions persistently slighted ,disinterest in music ,incorrect articulation 7after five years7 ,dull1 stupid expression ,head persistently held at one side ,complains of roaring in ears ,adenoids 7or other nasal obstruction7 ,small nose ,sunken bridge 7after #a year7 ,high arched palate ,mouth breathing ,chronic cold ,nasal voice ,stupid expression ,nervousness ,irritability ,imperfect articulation ,temperament ,i4 ,active3 quick1 vivacious ,phlegmatic3 slow1 inert ,balanced ,,ii4 ,positive3 decisive1 firm1 determined1 not easily influenced ,negative3 vacillating1 easily influenced1 weak impression ,balanced ,,iii4 ,intellectual3 theoretical2 tendency to think about things rather than to act ,emotional3 acts upon impulse rather than thought2 expends energy in emotion rather than action or thought4 ,motor3 eager to do1 execute 7,note which tendency is strongest1 which weakest7 ,,iv4 ,optimistic3 irrepressibly good-natured1 cheerful1 blithe ,pessimistic3 easily gloomy1 discouraged1 unhappy1 fearful1 morose ,intermediate ,v4 ,leader3 initiative1 positive1 executive2 inspires confidence1 loyalty1 and coperation of colleagues ,follower3 compliant1 easily led1 lacks initiative ,intermediate ,,vi4 ,original3 creative ,copyist3 reproduces others' ideas1 principles ,intermediate ,,vii4 ,democratic3 cordial1 warm-hearted1 hospitable1 friendly1 responsive ,autocratic3 snobbish1 inhospitable1 reserved1 exclusive ,intermediate ,,viii4 ,progressive3 open-minded1 temperamentally a radical1 reformer ,conservative3 conventional1 biased by public opinion1 customs2 suspicious of the new ,intermediate ,,ix4 ,mystic3 sees spiritual phases of a situation ,realist3 lacks imagination2 has ,yankee 8common sense01 practical ,balanced ,x4 ,idealist3 interested primarily in spiritual aspects and values ,materialist3 interested only in material values1 advantages1 or disadvantages ,balanced ,,xi4 ,responsible3 thoughtful1 conscientious1 good judgment ,irresponsible3 absent-minded1 heedless1 foolish1 unreliable ,intermediate ,,xii4 ,sees large aspects of problem or work ,concerned with details ,balanced ,,xiii4 ,self-reliant3 ready to care for self2 furnishes own initiative and encouragement ,dependent3 relies on others for initiative1 action1 service1 encouragement ,intermediate ,,xiv4 ,reaction ,time3 ,deliberate ,impulsive ,rapid ,slow ,moderate ,psychological and ,social ,analysis ,mental ,activity3 ,alert ,slow ,responsive ,dull ,curiosity ,disinterested ,experimenting ,inert ,exploring ,listless ,persistent will ,vacillating ,interest in variety ,involuntary concentration ,flitting ,feeling strong ,slight ,imaginative 7#a7 ,unimaginative ,self-reliant 7#a7 ,dependent ,initiative ,inactive ,profits by experience ,repeats same errors ,normal intelligence ,backward ,precocious ,thought3 ,definite 7#b7 ,vague ,clear 7#b7 ,confused ,able to follow directions 7#a7 ,unable ,open-minded 7#d7 ,self-satisfied ,attention3 ,well focused ,superficial ,flitting ,dreaming ,concentration3 ,involuntary1 marked ,slight ,voluntary1 marked 7#d7 ,slight ,senses3 ,keen3 ,discrimination ,undeveloped ,sound of differences ,rhythm ,musical sound ,color ,beauty 7pictures1 sculpture1 ,nature7 ,rhyme ,time3 ,day and night ,yesterday ,to-morrow ,season ,year ,historic time ,imitation3 ,marked ,slight ,mechanical ,slavish ,creative 7#c7 ,memory3 ,retentive ,poor4 ,due to3 ,motor ,inattention ,emotional ,lack of clearness ,auditory ,lack of repetition ,visual ,verbal ,logical ,association ,marked ,slight of ,ideas3 ,poetic 7#b7 ,prosaic ,logical 7#b7 ,superficial ,imagination3 ,vivid 7#a7 ,lacking ,overwrought ,clear ,hazy ,constructive 7#c7 ,reproductive ,resourceful 7#c7 ,unresourceful ,visual ,auditory ,reasoning3 ,by association ,easily satisfied ,logical 7#b7 ,undeveloped ,sensible 7#e7 ,foolish ,judgment3 ,sensible 7#f7 ,foolish ,erratic ,requires ,proof 7#d7 ,credulous ,tastes and ,what kind of ,stories ,interests3 7#b7 ,songs ,games ,handwork ,humor ,how spends free time sthetic3 ,marked ,slight ,rhythm ,music ,color ,pictures ,nature ,poetry ,mechanics3 ,marked ,slight ,watching ,examining ,contriving 7#a7 ,philosophical3 7#c7 ,marked ,slight 7,seeks reasons for life1 ,god1 death1 immortality7 ,questions3 ,numerous ,few 8,what80 8,where80 8,why80 8,how80 ,waits for answer ,disinterest in answer ,asks for information ,for sake of talking ,seeks further information ,easily satisfied ,self- expression3 ,free ,reserved ,natural ,self-conscious ,affected ,quiet ,ostentatious ,artistic ,awkward ,impressive ,weak1 hesitating ,charm ,unattractive ,speech3 ,articulation perfect 7#d7 ,imperfect 7,note which sounds7 ,stammers ,stutters ,lisps ,clear 7#a7 ,indistinct ,slovenly ,forcible ,weak ,fluent 7#d7 ,reticent ,halting ,sentences complete 7#c7 ,incomplete ,grammar correct 7#e7 ,incorrect 7,note errors7 ,good vocabulary 7#e7 ,limited vocabulary ,slang ,vulgarity ,voice3 7#a7 ,soft ,loud ,musical ,harsh ,nasal ,shrill ,clear ,husky ,vital ,drawl ,range 7,test with ,monotone musical instrument7 ,emotions3 ,strong ,dull ,supersensitive ,wholesome ,morbid ,silly ,deep ,superficial ,poised ,explosive ,moody ,good control ,poor control ,capricious ,hysterical ,eccentric ,self-respect ,undue humility ,pride ,sense of humor ,prosaic ,trustful ,suspicious ,jealous ,buoyant ,easily discouraged ,courageous ,fearful ,daring ,timid ,cheerful ,melancholy1 petulant ,patient ,impatient ,tantrums ,easily imposed upon ,contented ,dissatisfied ,sensible ,vain ,conceited ,overaffectionate ,enthusiastic ,apathetic ,easily guided ,contrary ,obstinate ,rebellious ,overdocile ,deliberative ,impulsive ,social3 ,loyal ,changeable ,jealous ,tattling ,treacherous ,generous ,selfish ,sympathetic ,hard-hearted ,silly ,considerate of others ,thoughtless ,criticizing ,courteous ,rude ,bullying ,winsome1 manly ,indifferent ,gracious ,priggish ,conciliatory ,ill-mannered ,peacemaking ,quarrelsome ,manners3 7#b-c7 ,charm ,indifference ,repulsion ,self-possessed ,self-conscious ,bashful ,taciturn ,seeking attention ,simpering ,gentle ,aggressive ,boisterous ,respectful ,impudent ,interrupting ,contradicting ,trained in conventions ,untrained1 awkward ,industry3 7#d7 ,industrious ,lazy1 shirking ,prompt ,dilatory ,dawdling ,procrastinating ,thorough ,careless ,painstaking ,indifferent ,orderly ,disorderly ,systematic ,erratic ,thrifty ,spendthrift ,economical ,extravagant ,miserly ,foresighted ,short-sighted ,shrewd ,easily imposed upon ,moral3 7#c7 ,conscientious ,supersensitive ,indifferent ,callous ,generous ,selfish ,self-seeking ,honest ,prevaricating ,thieving ,frank ,hypocritical ,affected ,sly ,underhanded ,tricky ,brusque ,mischievous ,destructive ,teasing ,malicious ,modest ,immodest ,pure-minded ,uncouth ,bold ,brazen ,unchaste ,desires and appetites ,uncontrolled desires controlled and appetites ,will3 ,firm ,weak ,persistent ,vacillating ,subject to reason ,stubborn ,motives that ,ambition ,fear of punishment influence3 7#a7 ,pain to others ,vanity ,pleasure to others ,rivalry ,ideal good 7the right7 ,selfishness ,joy in right doing ,mercenariness ,love 7of others1 ,material reward cause1 ,god7 ,response to ,friendly ,sullen reproof3 7#a7 ,rebounds ,sulks ,acknowledges justice ,resentful ,revengeful ,religion3 7#b7 ,wonder ,apathy ,awe ,reverence ,irreverence ,sense of gratitude ,thoughtless ,interest in theological ,disinterest questions ,interest in religious ,disinterest ceremonies ,natural ,gifts and ,talents 7#e74 ,expressiveness in any of following3 ,music3 vocal1 instrumental2 rhythm1 dancing1 dramatics2 drawing1 painting1 modeling1 sculpture2 literature1 handcrafts1 mechanics2 nurturing1 organizing1 leadership ,ideals1 ,ambition1 ,expectations 7#h74 ,extent and nature of following3 ,vocational3 7,will change with periods of development1 environment7 ,professional3 technical1 artistic1 industrial1 manual ,educational3 economic1 social1 family ,training3 ,sturdy ,coddling ,simple ,pampered ,consistent ,inconsistent ,sympathetic ,unsympathetic ,just ,unjust ,persistent ,intermittent ,scope for self-activity ,repressed ,intelligent ,irrational ,emotional ,sincere ,superficial ,summary ,marked ,traits1 ,physical and ,psychological ,making for ,efficiency3 ,inefficiency3 ,need uprooting3 ,correction3 ,developing3 ,making for social attractiveness3 ,unattractiveness3 ,fundamental traits to be especially cultivated3 ,energy ,expressiveness ,self-reliance ,persistence ,concentration ,imagination ,curiosity ,initiative ,orderliness ,responsibility ,self-control ,will ,altruism ,courtesy ,cheerfulness ,honesty ,,footnotes3 #bh ,lefthand column includes normal and desirable characteristics2 righthand column includes abnormal or undesirable4 #bi ,measured as length1 child lying down1 during first year4 #cj ,snellen cards may be used for testing vision4 #ca ,parents1 brothers1 sisters4 #cb ,during year before child's birth4 ,,chapter ,,xii ,a ,,curriculum ,,for ,,babyhood ,,and ,,early ,,childhood 8,knowledge has little or no intrinsic value in and of itself4 ,like light1 knowledge is good not to see but to see by4444 ,ignorance is doubtless better than knowledge that does not make us better40 --,g4 ,,stanley ,,hall4 8,where children are fed only on book knowledge1 one fact is as good as any other40 --,,john ,,dewey4 8,if we seek the kingdom of heaven1 educationally1 all other things shall be added unto us--which1 being interpreted1 is that if we identify ourselves with the real instincts and needs of childhood1 and ask only after its fullest assertion and growth1 the discipline and information and culture of adult life shall all come in their due season40 --,ibid4 ,the curriculum is to center1 not about 8subjects0 in which the adult is interested but in #a4 ,the child3 7a7 ,the phases of his life2 7b7 his age and stage of development2 7c7 therefore the vital interests characteristic of that stage2 7d7 his individual interests4 ,it will be modified in some degree by #b4 ,the environment and what it provides of opportunity for physical activity1 exploration1 social relations1 and for direction of interest4 ,the apotheosis of unnatural environment for the child is an expensive 8high class0 city apartment1 no other children1 one or more domestic servants1 absentee parents who are interested and intelligent in everything but child care and training4 ,for the child under six years1 and possibly under ten1 the most educative environment1 in every sense1 is in the country with hills1 valleys1 woods1 water1 plants and trees1 wild and domestic animals1 other young children1 the freedom of the kitchen1 the necessity for personal physical care1 and elders who enter sympathetically into his life1 not obtrusively but intelligently1 ready to give assistance when it is needed4 ,with good library facilities1 wholesome neighborhood recreations1 and occasional trips to a city for its opportunities of art galleries1 great music1 wholesome plays1 industrial activities1 the simple home life and rural surroundings1 even with mediocre teaching in a rural school1 provide through early adolescence the environment most favorable for developing richness of life1 greatness of personality1 social efficiency4 ,as part of the environment which his guardians select are 7a7 his clothes1 which have an influence both upon bodily health and on personality2 7b7 his furniture1 which should be adapted to his size2 7c7 his toys and playthings1 which are both a stimulus and a means for expression of his interest2 7d7 his pictures1 books1 and music1 which are influencing his sthetic taste1 his emotions and his moral life2 7e7 his associates1 both children and adults1 who furnish the examples that he imitates constantly in speech1 manners1 actions1 and whose personality subtly--and often unconsciously is molding his personality4 ,the scope of education is as comprehensive as life itself4 ,the following aspects must therefore be developed in the complete education of the child3 #a4 ,disciplinary3 developing in the child his power to use efficiently his mental possibilities1--concentration1 observation1 memory1 imagination1 invention1 judgment1 his motor powers1 his emotions1 his will #b4 ,physical3 training in habits and ideals of health1 in skill and grace of motor cordinations #c4 ,cultural3 bringing the child to a living interest in great literature1 art1 biography1 history1 and an appreciation and enjoyment of their values #d4 ,scientific3 leading him to a knowledge and appreciation of the principles that control the world of nature and of mind #e4 ,social3 training him to live harmoniously and serviceably with his fellows #f4 ,economic3 fitting him to make his living by service rendered1 of marketable value #g4 ,moral and religious3 developing character1--the ideals and the realization of noble living1--which has its roots deep in the feelings and the soul1 and depends upon these far more than upon mere thought1 knowledge1 and reasoning4 ,intellectual and ,play ,interests ,birth to ,six ,months ,grasping ,mouthing ,staring ,watching bright objects1 moving objects ,listening to sounds ,crumpling paper ,kicking ,rhythm ,crowing ,six ,months to ,one ,year ,handling ,mouthing ,looking at ,pulling ,shaking ,pounding ,producing noise ,creeping ,exploring environment ,hearing sounds1 music1 singing ,babbling ,imitating vocal sounds3 vowels1 consonants1 singing ,animals1 flowers1 vivid colors ,ball1 mirror ,rhythm ,one to ,two ,years ,sensory experiences1 motor cordination ,speech ,handling ,experimenting with touch ,tracing with finger ,walking ,exploring environment ,pouring ,filling and emptying ,building and knocking down ,hammering ,pounding1 thumping ,throwing ,digging ,producing noise ,rhythm ,animals1 flowers1 chickens1 bird in cage ,putting in and taking out ,curriculum ,sensory experience3 ,provide variety of shapes and sizes for handling2 primary colors in objects both different and same shape2 sounds1 and objects for making sounds4 ,singing of little tunes1 chanting of music or poetry1 by attendant while she works about near by1 and while dressing1 bathing1 but not while feeding4 99 99 99 99 99 ,motor experience3 ,freedom to move1--kick1 roll1 creep1 climb1 during waking hours2 not tied in chair or carriage while awake1 except for quarter-hour periods ,objects for grasping1 pulling1 pushing1 during first year ,permit to assist in use of cup and spoon after nine months4 ,provide door1 drawer1 lock and large key1 wooden mallet1 volley ball1 for hand and arm exercise4 ,provide low1 short stair1 ladder1 swing1 swinging rope1 for second year4 99 99 99 99 99 ,concentration3 ,do not interrupt staring1 examination of objects1 intensive activity4 ,encourage continued looking1 handling1 listening1 experimenting4 99 99 99 99 99 ,memory training3 ,strict regularity of routine in feeding1 giving of water1 dressing1 sleep ,motor1 by gymnastic exercises performed each time in same order ,few pictures1 songs1 finger plays1 given repeated short attention 99 99 99 99 99 ,imitation3 ,pat-a-cake1 waving good-by1 other simple arm or hand movements ,consonant and vowel sounds ,cheerful1 well-poised disposition 99 99 99 99 99 ,reasoning3 ,reasons by association of circumstances1 sequence of circumstances ,provide uniformity and consistency of sequences in handling and in daily care4 99 99 99 99 99 ,language3 ,provide much spoken language1 chanting and singing1 after six months2 repetition of sounds for baby's direct imitation4 ,cultivate clear1 distinct1 correct enunciation4 ,after twelve months1 teach gradually names of most common objects1 members of family1 most common verbs1 adjectives4 7,a diary record of sounds1 words1 phrases1 and sentences is both interesting and of assistance in teaching and noting progress during first four years47 99 99 99 99 99 sthetic sense3 ,quiet colors1 simple furniture and decorations in nursery ,variety of forms and toys1 harmonious gay colors1 attractive forms1 features ,vivid standard spectrum colors in toys1 pictures ,some large colored pictures in nursery2 artistic2 distinct2 babies1 cats1 dogs2 primitive ,indian drawings ,exclusion of ugly1 vulgar1 rude pictures1 cartoons1 toys1 and music ,well-modulated voices in attendants ,rhythmic quiet singing or chanting1 and rhythmic gymnastic exercises daily ,soft1 simple rhythmic instrumental music once a day when possible ,wide range of noise-producing toys1 not harsh or rasping4 ,some toys producing mellow1 musical sounds 99 99 99 99 99 ,emotions3 ,reduce fretting or crying from discomfort by keeping comfortable1 with strict regularity1 and attention to hygiene4 ,anticipate waking and have attendant at hand to reassure as well as to make comfortable4 ,attendants should be well poised1 cheerful1 patient1 sympathetic4 ,prevent fear by avoiding sudden noises1 clapping1 shouting1 excited action1 loud talking in nursery1 or any attempts to frighten4 ,overcome anger and teasing by refusing to grant objects cried or teased for2 avoid teasing the child1 or other artificial situations that produce anger4 99 99 99 99 99 ,moral training3 ,good humor4 ,remove defects1 e4g41 adenoids1 phimosis1 which produce local irritation1 nervousness1 irritable temper1 fretfulness1 and bad habits2 prevent fatigue1 overstimulation1 overexcitement4 ,keep busy by ample simple play material1 environment for exploration4 ,avoid unnecessary prohibitions1 or unnatural conditions necessitating prohibitions4 99 99 99 99 99 ,sense of law3 ,develop through strict regularity of daily regimen in feeding1 eliminations1 sleep2 consistency in care and discipline4 99 99 99 99 99 ,cleanliness3 ,cultivate sense of cleanliness by daily baths2 beginning in second year1 by always washing hands before and after meals and after toilet4 ,obedience ,intellectual and ,play ,interests4 #b to #f years4 ,sensory and motor stage3 ,range of active sensory experiences1--tasting1 touching1 hearing1 seeing ,interest in color1 sound1 tasting1 strongest at #d to #f years ,constant sensory experimentation and exploration ,experimental science2 taking apart2 finding source of motion or noise ,nature interest2 animals1 birds1 insects1 flowers2 watching actions1 noting striking characteristics of appearance ,interest in experimenting with material 7#b to #d years72 in making for use 7#d to #f years7 ,all work crude2 materials large1 coarse1 utilizing fundamental muscles2 periods short1 to avoid strain of eyes or nerves 99 99 99 99 99 ,handcrafts3 7a7 ,building1 digging1 sand play 7from one year7 7b7 ,carpentry1 drawing1 painting1 modeling 7from two years7 7c7 ,cutting1 pasting1 heavy paper construction 7from #d years7 7d7 ,coarse weaving1 cardboard construction 7from #e years7 99 99 99 99 99 ,language3 ,articulation2 increasing vocabulary2 sentence construction ,comparison of words 7sounds and meanings7 ,beginnings of simple original story-telling ,fairy tales1 myths1 fables1 animal stories1 anecdotes of children2 ,mother ,goose1 selected poetry ,measuring1 counting 7after #d years1 if interested7 99 99 99 99 99 ,rhythm3 ,marching1 skipping1 simple folk dancing1 clapping ,music3 ,hearing and improvising instrumental and songs2 much spontaneous singing 99 99 99 99 99 ,motor cordinations3 ,walking on straight line2 balancing1 throwing1 catching1 consistency ,forming of clearer perceptions of objects1 social actions1 moral distinctions ,curriculum ,for ,religious1 ,moral1 ,emotional and sthetic ,values ,sensory training3 ,variety of objects1 varied sizes1 shapes1 texture1 hardness ,prismatic colors in graded shades1 in fabrics1 paper1 toys ,variety of musical instruments or musical sounds2 piano1 violin1 cello1 guitar1 organ1 fife1 flute1 horn1 willow flute1 drums1 tubephone1 cymbals1 tambourine1 ,japanese gong1 musical bells1 musical glasses ,toy stringed instruments1 drum1 made by child ,attention called to sounds of nature3 ,wind1 rain1 splash and trickling of water1 calls of animals1 birds1 insects ,taste1 smell1 temperature and weight senses of minor importance1 to receive slight attention ,discrimination of finer differences in shades of color1 loud and soft sounds1 high or low tone1 slow or quick rhythm1 rough or smooth surface1 soft or hard texture1 weight1 temperature ,memory of sensation1 and ability to match it2 applied to colors1 shapes1 textures1 sounds 99 99 99 99 99 ,motor ,training3 ,cordination of eye and hand by aiming at a mark1 catching ball1 ring1 dangling rope2 pouring liquids1 measuring liquid and dry measure1 linear measure ,cordination of eyes and legs by jumping over or at a mark ,cordination of legs in marching1 skipping1 walking up and down a short stairway or stile ,acquiring balance by walking on a line1 rail1 plank2 climbing low ladder1 low trees1 broad planks1 low elevation ,cordination of arms and hands by carrying own cup and spoon at meals1 eating without bib 7after three years72 neatness in table manners2 assisting in serving and clearing away meals2 dusting1 sweeping ,climbing low ladder1 bars1 trees2 swimming 7#d years74 ,free1 impromptu interpretation of instrumental rhythms of distinctive character1 by dancing and pantomime ,habits of neatness and orderliness are taught by care of own clothing as removed1 and putting away of toys4 ,social conventions taught through good examples and through dramatic play2 promptness by immediate response when called2 hygiene and cleanliness by brushing of own teeth1 washing of face and hands1 cleaning of finger nails1 brushing of shoes 7needing1 of course1 some supplementary treatment71 putting own clothes off and on 7after #c years71 fastening and unfastening own shoes and clothes4 7,note that clothing should fasten in front or on shoulders1 shoes preferably laced47 99 99 99 99 99 ,language3 ,distinct articulation and enunciation are taught through good examples1 by training in special sounds that are omitted or incorrectly pronounced after four years of age1 by training in modulation and control of pitch of voice4 ,vocabulary is increased through stories and daily conversation4 ,store of classic nursery rhymes1 poetry1 folk-tales1 fables1 animal stories1 fairy tales ,colloquial expressions1 names of objects1 songs1 in foreign language1 with pure native accent1 after three or four years ,learning own name1 address1 father's name4 ,reading and writing are a hindrance to freedom of thought and a strain upon eyes1 fingers1 and nerves4 99 99 99 99 99 ,construction3 ,building with large plain blocks 7#b-;inches and larger7 of wood1 cement1 stone2 variety of geometric forms2 new forms added singly and gradually4 ,building with peg-lock blocks1 meccano1 and other interlocking and knockdown apparatus ,hammering1 sawing1 planing1 boring ,making of simple whitewood furniture and toys ,cutting out toy birds1 animals1 toys1 from soft wood1 with coping saw ,making birdhouses and drinking fountains of wood1 clay1 cement ,making designs with large wooden beads 7#a-;inch size71 sticks 7not less than inch diameter1 #d inches long71 colored mosaics of stones 7not less than #a-;inch side71 pegboards 7pegs not less than inch diameter7 ,stringing large wooden beads2 buttons 7after #c years7 ,filling in simple designs having distinct1 heavy outlines1 using water color or crayola2 suggestions regarding technique given only as requested4 ,painting walls1 boxes1 or other large surfaces with #b-;inch brush1 or pretending painting1 using water ,modeling and building in sand2 shaping land and water forms1 building farms and villages ,imaginative work1 not copying directly from objects1 in modeling or drawing4 ,free-hand paper cutting or tearing of circles1 squares1 utensils1 furniture1 fruits1 animals1 dolls ,cutting out pictures having simple1 heavy outline ,making toys and furniture with spools1 boxes ,simple paper folding 7occasionally7 ,coarse weaving with lamp wicking or cloth strips 99 99 99 99 99 ,nature3 ,assistance in care of pets1 garden1 house plants ,exploration of meadows1 garden1 woods ,observation of many domestic and wild animals1 chickens1 birds1 insects1 and their ways1 nests1 food1 enemies1 protection ,observation in native habitat where possible1 or in zological gardens1 home or public aquaria ,collections of stones1 shells1 flowers 7not pressed72 leaves 7pressed and mounted71 grasses1 seeds1 insects for vivarium ,observation of clouds1 direction of wind2 frost pictures1 snow crystals2 rising and setting of sun2 length of shadows2 evening star1 milky way1 phases of moon2 chief land and water forms--mountains1 hills1 valleys1 islands1 rivers1 lakes1 waterfalls2 changing seasons1 their characteristics1 special gifts2 preparation of man1 animals1 plants for winter ,call attention to life processes in plants1 including growth1 blossoming1 fertilization1 protection of flowers and seeds1 distribution of seeds2 also care of animals for their young1 preparation of nest or shelter4 ,identification and naming of a few most common animals1 flowers1 insects1 birds1 trees ,attention called to types1 as trees1 trunks1 branches1 bark1 leaves2 plants1 leaves1 flowers1 fruits 99 99 99 99 99 ,geography and ,history3 ,methods of travel2 industries1 especially simple or primitive forms of providing shelter1 food1 clothing2 children of any lands or times2 their ways of living compared with his4 ,after three years1 tell stories of ,american history1 constructive1 not military 99 99 99 99 99 ,hygiene3 ,care of teeth1 eyes1 ears2 correct posture in sitting and standing2 protection from germs by cleanliness1 care in coughing and sneezing1 disuse of public towels or drinking cups2 first aid in bruises1 cuts1 burns1 fire 7clothing or dwelling7 99 99 99 99 99 ,experimentation3 ,simple experiments in mechanics1 electricity1 chemistry1 cooking 99 99 99 99 99 ,concentration3 cultivate through 7a7 providing environment and material that foster exercise of spontaneous interests in handling1 examining1 experimenting1 constructing2 7b7 avoiding interruption when child is attentive to an action1 unless for important reason such as physical regimen1 danger of fatigue or satiety2 7c7 ,correlating interests into an organized play1 e4g41 building of a doll's house2 playing store2 telling or dramatizing of a continued story1 lasting for days or weeks 7after two years72 7d7 ,giving a direction1 request or command only once1 and requiring attention and prompt response4 99 99 99 99 99 sthetic ,appreciation3 ,rhythm acquired through hearing of rhythmic songs1 music1 chanting of nonsense or poetry2 and through rhythmic plays1 marching1 dancing ,taste for good songs1 music1 pictures1 color combinations1 simplicity1 orderliness1 harmony1 cultivated by good examples in housekeeping1 furnishings1 decorations1 clothing1 books1 toys1 music in home ,experimentation with color1 modeling material1 rhythm1 musical sounds ,play with toy musical notation 99 99 99 99 99 ,emotions3 ,train in control of temper1 disappointment1 in genuine but not gushing expression of affection and joy4 ,discourage showing off1 attempts to attract attention to self1 or other forms of conceit1 vanity or self-consciousness2 direct this energy into thoughtfulness for others4 ,treat bad temper1 sulkiness1 fretting1 as symptoms of ill-health1 and let the child sit down or lie down until relaxed and good-humored1 diverting attention meanwhile to other subjects4 ,in extreme cases1 put gently to bed1 possibly giving also a warm bath4 ,do not ridicule any expression of emotion or do anything to foster self-consciousness4 ,set an example of wholesome emotional expression4 ,avoid any conditions that might foster fear1 such as fright1 grewsome stories1 nervousness1 indigestion1 excitement before bedtime4 ,counteract instinctive and imaginary fears through example of poise1 ideals of bravery1 confidence in ,providence and nature1 closer acquaintance with special objects feared1 as animals1 darkness1 closets4 99 99 99 99 99 ,moral3 7,see ,birth to #b years7 ,add at this stage3 ,strict obedience ,teasing1 pouting1 sulking and tantrums eliminated by denying objects thus sought ,generosity1 sharing with others1 giving gifts ,thoughtfulness for comfort and happiness of family and playmates ,learning to play with others peacefully2 solitary play as natural consequence of quarrelling ,patience in accomplishing a desired end ,honesty4 ,differentiate between 7a7 imaginary tales and 7b7 attempts to deceive1 usually for the sake of escaping punishment or gaining some desired object4 ,example of honesty in keeping promises to child1 telling truth to others ,confidence in self1 in universe 7,god and nature7 ,show narrowness of tattling1 snobbishness1 unkind criticism ,respect for body2 modesty2 by example and in physical care ,large vocabulary of adjectives and exclamations as preventive of slang and vulgarity2 examples of good speech2 prompt eradication of slang or vulgarity1 by natural consequences1 such as washing of mouth1 play alone ,answer child's questions regarding origin of life reverently1 seriously1 honestly1 with emphasis upon nurturing and on social coperation of mother and father2 give a bias toward the social and spiritual relations of family life1 and a suggestion of the future parental responsibilities of the child4 ,memorizing of mottoes1 wise sayings1 proverbs 99 99 99 99 99 ,religious3 ,respect for authority1 by example1 and by requirement of obedience ,foster sense of mystery and wonder through life and nature ,example of worship at home ,teaching of simple childish prayers1 if child asks for this ,answering child's theological questions reverently and seriously1 as he asks them ,telling selected ,bible stories ,occasionally taking to opening service at church ,singing of hymns informally at home ,teaching child hymns and carefully selected ,bible verses ,intellectual and ,play ,interests4 #f to #i ,years ,extensiveness3 ,gathering experiences4 ,little attempt at organizing1 systematizing1 memorizing1 or formal education4 ,less fragmentary than in previous stage ,great variety of interests2 seeking knowledge of natural world ,experimental science--physics1 chemistry1 mechanics ,analysis of objects to find construction1 source of motion1 sound 99 99 99 99 99 ,handcrafts3 ,carpentry1 weaving1 building1 drawing1 painting1 modeling ,making for use2 less interest in mere activity2 interest in workmanship developing 99 99 99 99 99 ,gardening3 ,care of pets2 observing animals1 insects ,collecting stones1 leaves1 seeds1 curios1 historical souvenirs ,rhyming2 increasing vocabulary2 conversation and original story-telling2 foreign language 7colloquial7 ,primitive people and ways of living ,sources of supply of food1 clothing1 shelter ,curriculum ,sensory training3 ,sorting and examining fabrics1 colors used in construction ,experimenting with sounds and improvising of melodies and rhythms continued ,permit attempts to pick out tunes on musical instrument ,frequent attentive hearing of good instrumental music1 short duration ,occasional visit to art museum or store1 without comments1 giving information on request 99 99 99 99 99 ,motor training3 ,more difficult and complex cordination of muscles mentioned in previous period ,greater accuracy1 skill1 assurance1 freedom ,more use of forearm ,use of fingers in handcrafts ,more complex and complicated movements in marching and dancing ,alertness in changing from one rhythm to another ,free impromptu pantomime1 interpreting instrumental rhythms ,pantomime of stories ,posing1 original ideas or copying famous pictures or statues ,tableaux2 charades ,forms of housework3 sweeping1 dusting1 scrubbing1 washing1 ironing1 dishwashing1 table-laying1 making beds2 for accuracy1 neatness1 dispatch1 concentration1 application1 responsibility1 as well as motor training ,skating1 swimming ,use of swinging rings1 parallel bars1 rope ladder2 climbing trees ,avoid activities that strain heart or produce great fatigue4 99 99 99 99 99 ,language3 ,encourage conversation1 discussion of topics of interest and value1 story-telling4 ,with models of correct grammar and idiomatic ,english in earlier childhood1 there will be little incorrect language to correct4 ,increase vocabulary especially by descriptive words in story-telling4 ,continue models of distinct enunciation1 well-modulated voice4 ,encourage rhyming2 do not ridicule or make light of rhymes4 ,spontaneous dramatizing of stories2 permit freedom1 and absence of self-consciousness in expression2 avoid criticism of technique or form of expression4 ,teach colloquial expressions1 poems1 songs1 from foreign language1 with pure accent4 ,avoid forcing of interest in reading1 writing1 or number2 prohibit for nervous child2 discourage for bookish child1 and supply more real interests4 ,for normal1 active children1 assist spontaneous interest1 in short periods1 with careful regard for hygiene of eyes4 99 99 99 99 99 ,nature3 ,providing food and drink for wild birds1 animals1 insects not pests ,care of pets1 gardening1 with responsibility for daily care ,encourage collections as in previous period1 adding insects and small live animals kept in vivarium1 birds' nests1 pictures of birds4 ,keep calendar of birds1 flowers1 weather conditions4 ,observe effects of frost1 wind1 rain1 streams1 waves1 upon soil and rocks4 ,observe unfolding of leaves and blossoms1 and formation of seeds from flowers2 methods of protecting and distributing seeds4 ,plant large seeds where process of germination can be observed4 ,identification of trees1 birds1 flowers1 insects ,gathering of nuts2 drying of fruits and vegetables for winter ,observation of some inherited characteristics in flowers and animals ,raising of pigeons or chickens or a litter of kittens1 rabbits1 or guinea-pigs ,noting coperation of father in care of birds ,study of primitive life1 types of dwellings1 providing of food and clothing1 making of weapons ,learning days of week1 months of year2 telling time of day by clock and sun dial 99 99 99 99 99 ,sciences3 ,simple experiments in physics and chemistry continued1 in response to child's questions regarding composition of substances1 principles of mechanics and electricity1 etc4 ,for example3 differences noted between solids1 liquids and gases2 acids and alkalies2 adhesion1 cohesion2 composition of water ,cooking ,construction of batteries1 and making of toy telephone ,application of water power to toy machines2 wind power to sailboats1 toy wind mills ,making toy steam engine and harnessing to toy machinery ,comparing specific gravity of different substances ,observation of stars in early evening ,identification of dipper1 north star1 evening stars1 and a few constellations visible before child's bedtime 99 99 99 99 99 ,anatomy and physiology3 ,main facts and processes2 principles of hygiene2 first aid in drowning 99 99 99 99 99 ,mathematics3 ,counting small quantities ,measuring as in previous period2 use of pints1 quarts1 ounces1 pounds1 peck1 bushel2 playing store with real measures and wares2 making change with toy money2 metric measures ,use of common fractions in construction and store play ,buying at store and making change ,use of small weekly allowance ,measuring inches1 feet1 yards1 rods1 in construction and store play ,reading thermometer 99 99 99 99 99 ,construction3 ,making of more difficult things ,more attention to workmanship--accuracy and finish of product1 skill in handling tools ,use of smaller and finer materials ,carpentry2 wood carving2 making of cement blocks2 modeling with clay1 having good pieces fired2 use of potter's wheel ,weaving with raffia1 carpet woof1 yarn1 quarter-inch strips of cloth or silk ,stringing small wooden beads1 glass beads1 papers and straws1 berries1 seeds ,paper cutting1 freehand1 and following a line ,coarse sewing for dolls1 simple personal mending1 making of gifts 7periods not longer than half hour7 ,basket-making with raffia and other flexible material ,experiments in carding of wool1 spinning of yarn and thread ,making miniature types of dwellings of primitive peoples1 as ,indians1 ,laplanders1 ,filipinos ,making toy theaters and puppets ,making scrapbooks classified for different subjects of interest ,drawing still from imagination1 not directly from object1 viz41 an avenue of creative imagination1 not of accurate observation nor logical analysis of line or form4 ,water color and crayola used in the same way2 copying of objects or pictures permitted if spontaneous2 coloring pictures ,little criticism of technique1 avoiding any suggestions that might repress freedom of expression1 individuality1 or confidence ,suggestions for improvement in technique as requested ,improvising of melodies and little songs 99 99 99 99 99 sthetic ,appreciation3 ,as in previous period ,making collections of pictures from magazines1 reproductions of paintings and sculpture1 allowing free individual choice2 abundance of good examples provided 99 99 99 99 99 ,moral3 ,as in previous periods ,little appeal to conscience1 motives1 ambitions ,training in good habits as part of regular routine ,stories of fidelity1 loyalty1 generosity1 helpfulness1 patience 99 99 99 99 99 ,religious3 ,as in previous period ,avoid forcing of religious interest or observance of forms ,select ,sunday school with care4 ,may be preferable to take child to opening portion of church service1 and to full service on festival days ,bible stories especially of ,old ,testament history2 boyhood of ,christ ,stories from lives of religious leaders ,portions of religious allegories1 as 8,pilgrim's ,progress0 ,cultivate tolerance for other sects4 ,intellectual ,interests4 #h or #i to #ab ,years ,tools of knowledge--reading1 writing1 spelling1 numbers ,repetition and drill2 learning by rote ,tests of observation1 attention1 mental alertness1 power of inhibition ,little use for explanations or power of abstract reasoning 99 99 99 99 99 ,language3 ,play upon words2 secret language1 foreign language 99 99 99 99 99 ,collections3 ,collecting interest at greatest height2 nature chief collecting interest2 imitative in collecting interests 99 99 99 99 99 ,mathematics3 ,simple arithmetical processes ,narrative history2 action1 adventure1 biography ,physical geography3 ,social geography--customs1 habits1 living conditions of people in other countries 99 99 99 99 99 ,nature3 ,care of pets1 play with animals1 gardening1 collecting 99 99 99 99 99 ,handcrafts3 ,great range2 development of skill and workmanship ,cordination of muscular action with sense judgments ,mechanics1 electricity1 chemistry2 mechanical puzzles 7interest culminates at #aa years7 ,toy interest decreasing toward end of period ,doll interest with girls reaches climax at #aa years2 ceases with boys at #h years4 ,beginning interest in making livelihood4 ,,chapter ,,xiii ,,play 8,play is the highest phase of child-development--of human development at this period 7childhood72 for it is self-active representation of the inner1 from inner necessity and impulse40 8,the plays of childhood are the germinal leaves of all later life2 for the whole man is developed and shown in these40 8,come1 let us live with our children40 --,f4 ,,froebel4 ,play is spontaneous self-activity4 ,it is not found among lower forms of animal life4 ,the length of the play period with any species is directly related to the degree of intelligence of which it is capable4 ,young children instinctively play activities which become work when they are mature1 and which their ancestors have practiced as work4 ,among animals1 play is ,nature's method of training for responsibilities of maturity in food-getting and protection from enemies4 ,among the great educators of earlier days who have recognized the value of play as a means of education of children are ,plato1 ,comenius1 ,rousseau1 ,locke1 ,rabelais4 ,pestalozzi and ,froebel were the first modern educators to practically utilize play in the education of little children1 and the widespread interest in play to-day is traceable to their efforts and influence4 ,play and ,work4 ,in play the individual expresses his own desire1 unhampered by artificial restriction or repressions1 limited only by his own strength1 his imagination1 and the facilities of the environment4 ,play is not necessarily easy1 in the sense of making small demands upon physical strength or mental energy4 ,any one who watches children at their play knows that the intensity of their interest and desire leads them into work requiring the utmost of their physical strength1 endurance1 and skill1 and the greatest exercise of imagination1 initiative1 judgment1 patience in the solving of problems2 drudgery is performed with relative ease1 because it is appreciated as a necessary means to a greatly desired end4 ,there is no value in drudgery as such4 ,it is a part of the great art of life to select motives and activities that are an expression of self-activity1 and to perform the drudgery in the same spirit expressed by children in their play4 ,drudgery becomes irritating when it is not appreciated in its relation to an interest1 as when it is a task set by some one else1 with no relation to the life of the doer2 or is the performance of labor for others merely for pay1 without any personal interest in the work or its results4 ,the child must learn to perform many duties in his own personal care1 in the life of the household1 the family1 and the community4 ,it is of greater value to put imagination and the play spirit into these1 to learn to make games of them1 than it is to make dull1 unimaginative drudgery of them4 ,during his fourth or fifth year the child can begin to comprehend the values of these tasks1 in self-dependence1 service to others1 coperation in the advancement of human life1 and that he has the part of a worker to play in the great game of life4 ,learning1 intellectual study1 art1 should by all means be forms of self-expression1 a development of personality1 a source of happiness in their acquirement1--play in a large sense4 ,if the pupil is unhappy1 disinterested1 inattentive1 the teacher or the educational system is at fault in not having discovered the vital1 instinctive interests of the child and his natural1 spontaneous way of learning4 ,better turn such a child out for free play and first learn from him what are his vital interests1 and then utilize these1 in this play spirit1 to bring to him content and discipline of educational--that is1 permanent and highest--value4 ,this ideal is practically possible by studying the child's instinctive activities and interests at any given stage1 and supplying 7a7 conditions in the environment which permit his full and rich expression of these interests2 7b7 content or goals that have permanent life value2 7c7 increasingly difficult and more complex conditions and problems1 so that the child is advancing in skill and ability4 ,for example3 ,the baby likes to handle objects4 ,cultivate this play interest educationally by giving him objects illustrating a great number of shapes and sizes4 ,utilize his love of sound by letting him hear1 every day if possible1 some good music4 ,the three-year-old child loves to dramatize4 ,teach him good manners and courtesies in playing 8tea-party0 and 8visiting02 instruct him in simple first aid and hygiene through playing 8doctor40 ,later1 tell him great stories from the myths1 from history1 from classic literature1 that he can 8play out40 ,at about five years of age children instinctively pour and measure4 ,instead of leaving this to chance play1 it is possible to make it of permanent 7educational7 value by providing 7a7 a play space for various kinds of measuring2 7b7 a variety of substances to measure1 as sand1 sawdust1 pebbles1 water1 colored water1 long strips of paper1 cheap tape or cloth1 clothespins1 even 8real0 fruits and vegetables2 7c7 standard measures1--pint1 quart1 gallon1 dry quart1 peck1 bushel2 later1 gill and ounce1 and the pound and ounce weights2 7d7 bottles with wide mouths1 and other receptacles for pouring into1 that will cultivate steadiness and carefulness4 ,begin with two or three measures1 teaching their relation1 as pint and quart1 gradually adding more as these become known4 ,give at first measures and bottles easy to pour into1 later those more difficult1 requiring better cordination4 ,set a standard of neatness and accuracy4 ,watch for indications of fatigue and let the play stop before there is any strain4 ,normal children in a normal environment do not wish to be amused1 but they are full of ideas of their own that they wish to express4 ,the adult very often desires to amuse children1--not primarily for their benefit but for his personal pleasure in watching them and participating with them2 he 7or she7 needs a training in self-control and a deeper understanding of child nature1 that he may come to find as keen satisfaction in standing aside and watching the child's self-development1 bringing forward his own personality only where it will be of educational or social value4 ,children's ,parties4 ,children's parties may be a means of social1 physical1 and spiritual grace1 or they may be made a cause of nervousness1 dissipation1 corruptive ideals4 ,as a means of grace1 they should 7a7 be held in the daytime and last about two hours for children under six1 three hours for the older group2 7b7 preferably outdoors2 7c7 include a small group of guests--only four or five for children three to five years1 ten or twelve for children five to seven1 and about twenty as a maximum for children seven to ten2 7d7 require simple dressing2 7e7 little preliminary excitement of preparation2 7f7 games carefully conducted1 and alternated with stories to prevent fatigue or too much excitement2 7g7 a small amount of very simple refreshments1 as fruit juice and lady fingers1 or milk and animal crackers for children under five2 or a small portion of pure ice cream and sponge cake for children five to seven2 or a small amount of simple candy1 nuts1 popcorn for children over seven4 ,play ,room and ,ground4 ,the best playground is the home yard1 where mother can keep an oversight2 where other children can come so she knows the playmates1 and where the child is kept in sympathy with home influences4 ,for indoor play1 there should be a room kept sacred to the uses of childhood4 ,in this way both adults and children have more freedom1 with less conflict of comfort and convenience4 ,for children under three or four years this room will naturally be the nursery2 for older children it should include facilities of a workshop4 ,the playroom should be well lighted and ventilated1 with floors bare except rugs for small children to sit upon4 ,the walls1 curtains1 and rugs should be washable4 ,the color scheme should be cheerful and attractive to childhood4 ,yellow1 warm gray1 or green are especially good2 red is too stimulating2 violet is oppressive4 ,touches of rose or light blue might be added4 ,the wall covering should preferably be a hard paint or ,sanitas1 at least to a four-foot wainscoting4 ,pictures should be easily removed1 frequently changed1 arranged with some regard to unity and symmetry4 ,pictures for little children should be hung low enough to be easily seen4 ,the furnishings should include tables adapted to the child's height1 chairs of hygienic design1 cupboards and window seats for toys1 apparatus1 tools1 books1 where they will be kept out of the dust and in a reasonable order4 ,the children should be responsible for the orderliness of rooms and cupboards1 good condition of walls and furniture1 and ordinary care of playground and playroom4 ,children over seven may well be responsible for sweeping1 dusting1 wiping of floors and woodwork4 ,playground ,apparatus4 ,sand pile1 in framework or box1 with cover for protection from stray animals and weather4 ,white sea sand is cleanest4 ,swings adapted to size and development of children ,playhouse ,place for pets and garden ,other apparatus1 adapted to children at different stages1 is listed under each period1 in this and two subsequent chapters4 ,for the playroom1 supply an aquarium and vivarium1 tools1 workbench1 materials for handwork4 ,play ,interests and ,activities4 ,infancy to ,four ,years ,sensory and motor activities ,individual play ,toys ,imitation2 simple1 imaginative1 dramatic play ,quiet games preferred to active ,one to ,eight ,months ,simple sense plays3 ,seeing1 hearing1 touching ,play with limbs3 ,arms1 hands1 legs1 toes2 grasping1 sucking1 reaching for objects1 holding1 pulling1 shaking1 kicking ,pleasure in passive rhythmic movement of limbs1 given by attendant ,play with simple toys ,apparatus3 ,baby pen1 toys ,eight to ,twelve ,months ,experiments with sounds3 ,crumpling paper1 pounding1 pulling bells ,surprise and recognition3 ,peek-a-boo ,play with limbs3 ,pat-a-cake1 touching features ,handling objects1 turning key1 opening and closing doors ,imitation3 ,smiles1 vocal sounds1 manual work ,rolling ball3 ,receiving ball when rolled ,apparatus3 ,chair swing1 with support for feet ,chairs to climb up by and push ,low railing for support in standing and walking ,two or three low1 broad stairs 7about #f inches high1 #ab inches deep7 to crawl up and down ,one to ,two ,years ,sensory and motor experiments more extensive ,exploring1 handling ,opening and shutting2 taking out and putting in2 turning key ,digging2 pouring ,pounding for noise1 tearing paper ,hiding self ,simple finger plays1 e4g41 8,this ,little ,pig01 8,creep ,mouse01 8,knock at ,door01 ,froebel's 8,play with ,limbs0 ,rolling and tossing ball in free play ,brief games1 rolling and throwing ball1 with adult ,play with toys1 as doll1 cart1 train1 animals ,apparatus3 ,swinging chair1 with board or wall to strike feet in swinging ,low stile or stairs1 with side rail or bannister ,small1 low ladder #ab-;inch plank1 #f-aj feet long1 laid on ground1 or securely elevated #d inches1 making low bridge ,kitchen1 cupboards1 drawers1 playroom1 for exploration ,two to ,four ,years ,exploring wider range2 watching activities1 people1 animals1 machinery ,examining objects1 taking apart and putting together ,digging1 pouring2 playing with sand1 mud1 water ,hammering1 pounding2 experimenting with sound ,building with blocks2 piling up and tearing down ,simple ball play1 chasing1 rolling1 trying to catch ,finger plays2 only simple ones yet possible1 8,thumbkin says1 #8,i'll ,dance'01 8,the ,merry ,little ,men01 8,the ,garden01 8,here's a ,ball for ,baby01 7,poulsson7 ,jumping and sliding begin2 short running1 being caught ,walking sidewise along fence1 swinging on rope2 climbing ,imitation of adult activities begins2 household work1 common industries ,hiding self1 but without sufficient control to remain until found ,pounding and rolling modeling clay2 pretend painting1 drawing1 sewing ,gathering stones1 sticks1 bright-colored objects ,experimenting with liquid color ,looking at pictures1 especially of children1 animals ,feeding pets1 planting seeds ,play with dolls1 toy animals1 active toys ,apparatus as for previous age1 and add3 ,slide1 purchased ready-made2 or homemade one of #ab-;inch plank1 smooth1 waxed1 firmly secured1 raised at one end #b feet1 protected at sides by #c-;inch strips1 free from slivers ,board swing1 with back1 opposite board or wall to strike feet against ,heavy rope1 knotted at end1 suspended from tree or ceiling1 to catch hold of and swing upon ,pit of straw1 hay1 sawdust1 or sand to jump into ,playhouse with small doors and windows to crawl through2 may be made of large packing boxes ,swinging bar1 to hang from by hands1 toes on ground4 ,should be raised just enough for difficult reach2 may be homemade of broom handle1 capped at ends with leather or cloth1 suspended by ropes from tree or ceiling4 ,shallow brook1 watering trough1 tub1 or basin1 for water play ,for outdoor play1 clothe the child in white or light seersucker rompers1 with sandals1 in summer1 and knitted sweater and leggings in winter1 for both boys and girls4 ,teach children how to jump correctly1 landing on soles of feet1 bending the knees4 ,children at this age are most likely to be at a loss what to do next4 ,with ample opportunity and space for exploration1 objects for examination1 and suitable apparatus for instinctive physical activities1 they will find this need met and will not need to be 8amused40 ,four to ,six ,years ,sensory and motor activities ,dramatic imitation1 industries1 animals ,imaginative dramatic play2 dressing up ,beginnings of group play1 unorganized ,beginning interest in circle games1 singing games1 traditional games ,finger plays ,climbing1 jumping1 rolling1 sliding1 swinging2 balancing1 walking on straight line ,beginnings of marching1 skipping1 dancing1 swimming1 skating ,handcrafts3 ,carpentry1 painting1 drawing1 modeling1 pasting1 building with blocks1 mechanical construction ,pouring1 filling1 weighing1 measuring ,play with water1 sand ,planting1 caring for garden2 caring for pets ,collecting less crude2 stones1 sticks1 leaves1 insects1 pictures1 flags1 buttons1 bright colored paper1 cloth ,doll play 7boys and girls7 ,hiding1 hunting for persons and objects2 with growing control ,simple tag games1 short running1 simple rules ,simple guessing1 observation1 surprise games2 playing tricks ,play with words1 as nonsense syllables1 long words1 rhyming ,experimenting with sound2 improvising songs1 melodies1 on instruments ,experimenting with colors and shapes2 sorting1 matching1 grading2 coloring pictures ,looking at pictures with story value1 historic value ,experimenting with problems in physics1 chemistry ,exploring a wider environment ,apparatus and equipment3 ,farmyard1 garden1 orchard1 meadows1 woods1 beach ,sand pile2 sand box for house ,swings1 slide1 jumping pit1 playhouse1 adapted to size ,swinging rings2 made of rope secured with heavy surgeon's plaster1 and covered with cloth1 suspended from tree or ceiling ,rope ladder1 #f feet high1 with mattress1 straw1 or hay bed beneath ,fence for sidewise walking ,joist or rail1 #b inches wide1 single or parallel1 for straight-line walking ,aquarium1 vivarium2 boxes for collections ,during this period there is need of much companionship with a few other children of from three to seven years4 ,this will give training in generosity1 social feeling1 kindness1 patience1 self-control4 ,it will provide larger opportunities for dramatic play1 and thus for range of imagination4 ,six to ,ten ,years ,sensory interests less marked ,ability to keep to rules of game ,group play1 especially traditional1 circle1 singing games1 group competitions1 ball games ,running3 ,running games1 catching1 as in forms of tag ,doll play2 usually confined to girls2 in latter part of period1 paper dolls1 stunt dolls ,ball play and games1 especially among boys ,dancing1 balancing1 swimming1 skating1 climbing1 swinging1 sliding1 tumbling ,manual dexterity in catching1 throwing1 balancing1 hitting at a mark1 hitting at a ball ,dramatic play organized into serial play extending over days and weeks1 especially industrial activities1 as playing house1 store1 school1 primitive life2 playing at camping1 hunting1 imitating social life of adults as found in environment ,handcrafts3 ,carpentry1 painting1 drawing1 modeling1 weaving1 sewing1 knitting2 pasting1 papercutting2 mechanical construction ,decorating1 decorative designs1 personal decoration ,weighing1 measuring1 counting ,housework1 cooking ,rummaging1 hoarding ,hiding and finding games more complex and difficult ,collecting interest strong2 wide range1 little classification2 includes pictures1 flags1 stamps1 shells1 souvenirs1 leaves1 birds' eggs1 minerals1 insects ,gardening2 care of pets ,games of mental alertness1 observation1 shrewder guessing1 physical alertness1 accuracy1 motor control ,play with words2 rhyming1 puns1 riddles1 counting out ,measuring strength of wit1 patience1 personality1 will1 with others1 especially adults ,observing industries1 visiting natural history museums1 watching machinery in action ,exploring meadows1 fields1 woods1 caves ,expression of natural ability in special phases of art ,apparatus and equipment3 ,as in previous period1 except fence and rail ,ample space for running1 climbing1 group games ,companionship of comrades1 boys and girls1 for cultivation of social adjustment1 fairness1 generosity1 competition4 ,,chapter ,,xiv ,,games 8,the difference between a genius and a pedant consists exactly in this1 that the genius performs his work playfully1 while the pedant groans under the drudgery of his task40 --,,paul ,,carus4 8,the real fall of man is to do things without zest40 --,g4 ,,stanley ,,hall4 ,the ,value of ,games4 ,all games are play1 but not all plays are games4 ,in a game some rule is involved1 some goal or object is to be attained4 ,usually1 though not always1 in a game1 two or more play together4 ,most children under three years of age1 and many under four1 have not developed sufficient self-control1 imagination1 memory1 and judgment to play a game4 ,if 8,hide-and-,seek0 is attempted1 they will run out of the hiding place before they are discovered4 ,in 8,hunt the ,thimble01 they will point out where the object is hid4 ,they are with difficulty held to the sequence of circle games1 except of the simplest sort4 ,at about four years1 however1 most children have the mental and social development to find interest in circle games1 traditional games1 and some competitive games4 ,supplementing the educational values of play in general1 different games have some of these additional educational values3 ,training in social relationships1 in group action1 coperation1 competition ,cultivating a sense of social interdependence ,sharing experiences with mates ,subordination to the rights1 desires1 and leadership of others ,loyalty to a leader or a group ,incentive to improvement of skill in order to compete with others ,acceptance of the consequences of failure or inefficiency ,opportunity for leadership to him who is able ,realization of law1 through rules of game ,measuring of personal ability and personality with that of mates ,kinds of ,games4 ,games may be classified according to 7#a7 the degree of physical activity involved2 7#b7 the degree and kind of mental activity required2 7#c7 the moral and social traits cultivated4 ,each of these groups would be subdivided according to age1 although some games seem of interest at any age4 ,with little children in the home it is convenient to have at hand a classified list4 ,this list should begin with the standard games1 and be lengthened as new ones are found or1 better still1 are devised by the children4 ,any game tried should be interesting1 8fun01 that is1 7a7 suited to the physical powers and mental development of the child2 7b7 expressive of his spontaneous interests4#cc ,certain activities have play interest at every stage but could be played only in a very simple1 brief game under four years1 and for a longer time and more complexly after that age4 ,these most common activities1 or motifs1 include surprise1 imitation1 observation1 guessing1 hiding1 seeking1 catching1 chasing1 running1 ball play4 ,the worker with young children should be able to invent many little games based on these motifs4 ,simple little songs1 invented1 spontaneously improvised1 or gathered from kindergarten songbooks1 add joyousness to the game1 cultivate a love and expression of music1 and teach the utilizing of art in everyday life4 ,games may be analyzed by the following scheme1 to discover their values4 ,active3 ,quiet3 ,outdoor ,outdoor ,indoor ,indoor ,sensory ,training3 ,motor ,training3 ,sight1 hearing1 touch ,bodily control ,taste1 smell1 weight ,neatness ,form1 color ,alertness of response ,alertness ,accuracy of movement ,accuracy ,cordination of different muscles ,discrimination ,skill ,grace ,mental ,training3 ,observation ,moral ,training3 ,concentration ,perseverance ,alertness ,courtesy ,imitation ,gentleness ,perception ,generosity ,imagination ,courage ,judgment ,patience ,accuracy ,independence ,initiative ,justice ,invention ,sense of law ,leadership ,coperation ,individuality ,inhibition ,relaxation ,humor ,every game involves some attention and conformity to rules4 8,follow the ,leader0 involves activity1 careful observation of the leader's movements1 imitation1 alertness1 motor control1 and reasoning in guessing2 if trade is represented1 the leader must exercise ingenuity and initiative in thinking of a new movement4 8,spin the ,platter0 and 8,drop the ,handkerchief0 require mental alertness intermittent with attention4 8,cat and ,mouse0 and 8,hawk and ,chickens0 require physical alertness1 dexterity1 and quick judgment4 8,ring-around-a-,rosie0 involves rhythm1 chanting1 and a bit of the ludicrous4 8,charlie ,over the ,water0 is a step further1 involving mental and physical alertness4 8,little ,sallie ,waters0 and 8,farmer in the ,dell0 involve love of rhythm and music1 dramatizing1 and the choice of a partner4 ,games for the ,littlest ,eight to ,eighteen ,months4 ,motor control1 finger plays1 surprise ,finger ,plays3 ,falling1 ,falling 7,mother ,play7 ,peek-a-boo ,rolling and receiving the ball ,pat-a-,cake ,hiding self ,open the ,door ,hiding things ,this ,little ,pig ,catching ,one to ,three ,years4 ,motor control1 finger plays1 hiding2 observation1 surprise1 guessing1 imitation ,hide and ,seek 7very simple7 ,finger ,plays3 ,hunt the ,thimble 7use ball or doll7 ,here's a ,ball for ,baby ,chasing and catching ,the ,merry ,little ,men ,rolling1 tossing1 and catching ball ,finger ,piano ,shut them1 ,open ,thumbkin says1 8,i'll dance0 ,nursery ,finger ,plays #a4 ,this ,little ,pig ,went to ,market #b4 ,knock at the door 7tap the forehead7 ,peep in 7lift the eyelid7 ,lift up the latch 7touch tip of nose7 ,walk in 7touch lips7 ,take a little chair ,right down under there 7chucking under the chin74 #c4 ,here's my father's knives and forks 7hands back to back1 fingers standing up like rake7 ,here's my mother's table 7hands turned over1 the interlaced fingers flat like a table7 ,here's my sister's looking-glass 7forefingers raised1 forming a triangle7 ,and here's the baby's cradle 7little fingers also raised1 forming a triangle for front piece of cradle74 #d4 ,here's the church 7position as in line #b of preceding7 ,and here's the steeple 0 0 0 0 #c 0 0 ,open the door 0 0 0 0 #a 0 0 ,and see all the people4 #e4 8,shut them1 open2 shut them1 open2 ,give a little clap2 ,open1 shut them2 open1 shut them2 ,fold them in your lap2 ,creep them1 creep them1 creep them1 creep them4 ,to the little chin2 ,open wide the little mouth1 ,and pop a finger in4 8,shut them1 open2 shut them1 open1 ,to the shoulders fly2 ,open1 shut them2 open1 shut them1 ,up into the sky2 ,falling1 falling1 falling1 falling1 ,almost to the ground2 ,hold them up in front of you ,and twirl them round and round40 #f4 ,thumbkin says1 8,i'll dance10 ,thumbkin says1 8,i'll sing10 ,dance and sing1 ye merry little men1 ,thumbkin says1 8,i'll dance and sing40 7,tapping with thumb1 other fingers closed7 ,pointer says1 etc4 ,refrain ,tall man says1 etc4 0 ,ring man says1 etc4 0 ,little man says1 etc4 0 7,on refrain1 all fingers tapping7 ,all men say they'll rest ,all men say they'll sleep4 ,rest and sleep1 ye merry little men2 ,all men say they'll rest and sleep4 7,last stanza1 hands closed1 thumb inside2 sing softly7 #g4 ,now see we here4 ,these friends so dear1 ,as they together meet4 ,with bows polite ,and faces bright ,each other they will greet4 ,oh1 8,how do you do10 and 8,how do you do10 and 8,how do you do10 again ,and 8,how do you do10 ,and 8,how do you do10 ,say all these little men4 7,hands held up with fingers erect1 palms opposite4 ,at line #g1 thumbs bent toward each other1 and following fingers on each succeeding greeting2 all together on line #aa47 ,three to ,four ,years4 ,children are usually not yet interested in group games2 some children not until five or six years4 ,at this age children can play together with their toys but cannot manage a game among themselves4 ,they are able to play simple games with an adult4 ,the parent or teacher can make simple games out of the daily activities4 ,slightly more difficult finger plays and forms of games than those listed in previous age period can be used1 and simple forms of those games listed in succeeding period4 ,motor ,accuracy3 ,tenpins ,circle and ,active ,games3 ,ring-around-a-,rosie ,cat and ,mouse ,sense ,games4 ,these involve the 8guessing0 interest but require thought4 ,sight and ,observation4 ,tell what object1 color1 form is taken away from a group1 or added4 ,match a color or form of flower or other object1 first with object in hand1 later from memory4 8,i saw0--relating what was seen on a walk1 in a room1 or when passing a store4 ,touch4 ,tell the name of an object or form by handling it while blindfold4 ,hearing4 ,tell the direction of a sound1 instrument sounded1 person speaking1 while blindfolded4 ,language ,games4 ,many can be invented similar to the following1 in which increase in speaking vocabulary is gained4 ,nouns3 ,i went to the ,zoo 7store1 boat1 etc47 and there ,i saw--7name objects74 ,verbs3 ,a train 7bird1 dog1 wind1 etc47 can--7name activities74 ,adjectives3 ,i like squirrels 7flowers1 dolls1 apples1 etc47 because they are--7name adjectives74 ,alertness4 ,children at this age1 and until six1 are often dawdling1 dreamy4 ,games can be invented to cultivate dispatch and alertness1 as 8running a race0 with a person or the clock1 in dressing and undressing4 ,poise1 ,relaxation1 ,concentration4 ,what ,montessori calls the 8,game of ,silence0 cultivates these qualities4 ,as played in the ,montessori schools1 the children sit quietly1 relaxed1 in a room slightly darkened1 while all sounds are hushed1 and all listen4 ,after two or three minutes some one in an adjoining room whispers or calls faintly the name of a child1 and the child goes as softly as possible1 returning as softly4 ,ten or fifteen minutes is the limit of the children's ability to play the game4 ,forms of it may be played when going through the house1 or whenever quiet is especially desired2 or when the children are becoming irritable or too nervous4 99 99 99 99 99 ,the imitative1 imaginative1 and dramatic play instincts of the years from three to six offer opportunity for a wide range of invention of games4 ,these should not be formal but by their very nature must give freedom of initiative1 imagination1 and self-expression4 ,they may be utilized1 for instance1 in social training1 as in playing that the child is a prince or princess at a banquet1 or is a parent to the doll who sits near by to be taught1 making a game of neat table manners or careful chewing4 ,they may be utilized for moral training1 as in playing that the child is the fairy godmother who could bring sunshine wherever she went2 or ,siegfried1 who could kill all the dragons of ugly temper or words4 ,four to ,six ,years4 ,simple circle games1 singing games1 dramatic imitation1 catching1 finding4 ,utilize the sense games1 alertness1 language1 imaginative and dramatic games described in previous period1 using more complex and difficult situations4 ,tag ,games3 ,drop the ,handkerchief ,cat and ,mouse ,pussy wants a ,corner ,dramatic ,kindergarten ,games with ,music3 ,the ,pigeon ,house ,the ,chickadees ,the ,snail ,hiding ,games3 ,i ,spy ,hide the ,thimble 7using larger object7 ,circle and ,singing ,games3 ,ring-around-a-,rosie ,charlie over the ,water ,little ,sallie ,waters ,button1 ,button ,magical ,music ,here we go round the ,mulberry ,bush ,did you ever see a ,lassie ,ball ,games3 ,variations in catching and throwing ,motor ,ability3 ,hitting at a mark ,tenpins ,ringtoss ,alertness3 ,bird1 ,beast or ,fish 7,many other simple games based on this idea of classification can be invented1 such as the following7 ,hard or ,soft ,tree1 ,vine or ,plant ,vegetable or ,mineral ,found or ,made ,attention and ,invention3 ,stagecoach 7,similar games invented1 such as ,boat1 ,flower1 ,wardrobe1 ,mythology7 ,six to ,nine ,years4 ,period of special interest in traditional circle games1 running and catching1 imitative action1 observation and alertness1 dramatic action4 ,more complex games are invented1 utilizing classification1 invention4 ,circle-singing3 ,london ,bridge ,round and ,round the ,village ,farmer in the ,dell ,counting-out ,games3 ,tag variations3 ,wood ,tag1 ,stone ,tag1 etc4 ,catching ,games3 ,pom1 ,pom1 ,pull ,away ,hawk and ,chickens ,blind ,man's ,buff ,dodging and dare games ,motor ,control3 ,hopscotch ,cat's ,cradle ,marbles1 ,jackstones ,honey ,pots ,handicap races1 as potato race ,alertness3 ,going to ,jerusalem ,spin the ,platter ,bird1 ,beast1 or ,fish ,magical ,music ,crambo ,riddles ,sense ,games3 ,taste ,smell ,touch ,table ,games3 ,checkers ,dominoes ,imitation or ,invention3 ,follow the ,leader ,solomon says 8,thumbs up0 ,hold ,fast and ,let ,go ,trades ,charades ,hitting at ,mark3 ,tenpins ,ringtoss ,archery ,volley ball ,faba ,gaba ,croquet ,tennis ,,footnotes3 #cc ,these spontaneous interests and the developments of physical and mental abilities are briefly analyzed in ,chapters ,v1 ,,xii1 ,,xiii4 ,,chapter ,,xv ,,the ,,toy ,,age 8,choose his toys wisely and then leave him alone with them4 ,leave him to the throng of emotional impressions they will call into being4 ,remember that they speak to his feelings when his mind is not yet open to reason4 ,the toy at this period is surrounded with a halo of poetry and mystery1 and lays hold of the imagination and the heart4 8,when we have restored playthings to their place in education--a place which assigns them the principal part in the development of human sympathies--we can later put into the hands of children objects whose impressions will reach their minds more particularly40 --,,kate ,,douglas ,,wiggin4 ,the ,toy ,age4 ,when the baby first begins to grasp objects and stare at them1 the toy age begins1 that is1 at about four weeks4 ,it increases rapidly in force during the first year1 and from two to about ten years is in its height4 ,it declines with the approach of adolescence and by twelve is devoted chiefly to apparatus for games4 ,it wanes ,with the decline of imaginative play and gives way to the interest in reading and industries4 ,education through ,toys4 ,toys1 as the child's constant1 most intimate companions and most used implements during these impressionable years1 inevitably have a marked influence upon his character and development4 ,froebel was the first great modern educator to appreciate the significance of a child's toys1 and to apply himself to the task of selecting and inventing those that would best develop his creative self-activity1 his personality and happiness4 ,the blocks or 8gifts0 that he devised are valuable for their simplicity1 their variety of form1 and their purpose of giving to the child an increasing number of forms as he grows in imaginative and constructive ability4 ,froebel did not appreciate1 as modern biology has taught us1 that the little child is in the stage of fundamental muscle activity1 and that the accessory muscles 7finer muscles1 of fingers and eyes7 do not develop completely for steady use until after six or seven years4 ,froebel1 therefore1 used the #a-;inch cubes1 which hygienists to-day discard for the larger size1--at least #b-;inch for table use and paving-block size for floor use4 ,how far are children's expressions of desire for toys1 as they visit a toy shop1 an index to the value of these toys1 or their permanent interest in them at home8 ,relatively slight4 ,here again it is necessary to distinguish between the child's passing whim and his vital interest4 ,children are momentarily attracted by the gorgeous1 the vivid-colored1 by noise1 rhythm1 motion1 the imitation of adult activities4 ,this explains their superficial interest1 while in a toy shop1 in the realistic ,french doll with wonderful clothes and a speaking voice1 in the mechanical toys1 the flimsy little nonentities4 ,at home1 in the playroom1 the flimsy nonentities are soon broken and cast away without more than a ripple of emotion1 and the realistic ,french doll languishes alone in her glory1 while plain ,mary ,jane receives the daily ministrations of affection and comradeship4 ,it is these factors of glitter1 noise1 rhythm1 imitation1 physical activity1 combined with the possibilities of movement and counter-movement1 augmented by the attitude and remarks of their elders1 who1 assuming the reasonableness of war1 praise military activities1 that explain the child's interest in military toys4 ,any other toys that have these same qualities will hold the child's enthusiasm as well4 ,engines1 trains and their crews1 fire engines and firemen1 steamboats and sailors1 life-savers1 fishermen1 policemen1 mines and miners1 steeplejacks1 divers1 carpenters1 painters1 farmers1--there is a great range of possibilities4 ,it is true many of these are not yet to be had in the toyshops1 but they will be found there as soon as the demand is sufficient4 ,it should be noted1 in passing1 that the military toys have been imported from foreign countries1 where war has been considered the climax of virtue1 and where little children1 especially in the royal families1 were systematically imbued with a spirit of military prowess4 ,the consequences are written so large that 8the wayfaring man though a fool cannot err thereby40 ,international peace will begin in the nursery1 in the training in ideals of activity and heroism that are constructive and helpful1 not destructive4 ,in 8,a ,story of a ,sand ,pile01 ,doctor ,g4 ,stanley ,hall comments3 8,it is a striking feature1 to which ,i have observed no exception1 that the more finished and like reality the objects became1 the less interest the boys had in them4 ,as the tools1 houses1 etc41 acquired feature after feature of verisimilitude1 the sphere of the imagination was restricted1 as it is with too finished toys1 and thus one of the chief charms of play was lost40 ,dolls4 ,in a questionnaire-study made by ,clark ,university of children's interest in dolls1 eliciting returns from nearly a thousand children1 the following interests were noted4 7a7 ,the favorite dolls were simple1 even rude1 with few accessories1 curly hair1 four to twelve inches in size1 could be washed and handled in every way1 taken everywhere4 7b7 ,dolls representing children or adults were preferred to baby dolls4 7c7 ,interest in very small or very large dolls1 and paper dolls1 developed after eight or nine years4 7d7 ,boys preferred dolls representing monkeys1 animals1 heroes1 dragons1 etc4 ,quoting from ,doctor ,hall's comments on this study3 ,the educational value of dolls is enormous4 ,it educates the heart and will even more than the intellect1 and to learn how to control and apply doll-play will be to discover a new instrument in education of the very highest potency4 ,every parent and every teacher who can deal with individuals at all should study the doll habits of each child1 now discouraging and repressing1 now stimulating by hint or suggestion4 ,too many accessories lessen the educational value of this play in teaching children to put themselves in the parents' place1 in deepening love of children1 and of motherhood4 ,children with ,french dolls incline to practice their little ,french upon them2 can this tendency be utilized in teaching a foreign language to young children8444 ,the rudest doll has the great advantage of stimulating the imagination by giving it more to do than does the elaborately finished doll4 ,it can also enter more fully into the child's life1 because it can be played with more freely without danger of being soiled or injured4 ,with rude dolls1 too1 the danger both of hypertrophy and of too great prolongation of the doll instinct is diminished4 ,the child's interest is opposed to large1 elegant ,french dolls which teach love of dress and suggest luxury1 and dolls with too many mechanical devices1 as for winking1 walking1 speaking1 and singing1 against which the ,russian ,toy ,congress has so strongly protested4 ,rather small and durable dolls1 soft enough not to hurt1 flexible1 with two or three colors and not more than two or three garments1 along with plenty of hints regarding clothespins1 flowers1 and other varied material1--something like this seems to be the suggestion for a first doll1 with increasing variation in size1 material1 elaborateness1 and number till the doll passion vanishes in two dimensions1 with innumerable paper dolls1 towards adolescence4 ,that boys are naturally fond of and should play with dolls as well as girls1 there is abundant indication4 ,one boy in a family of girls1 or boys who are only children1 often play with dolls up to seven or eight years of age4 ,it is unfortunate that this is considered so predominantly a girl's play4 ,most boys abandon it early or never play1 partly because it is thought girlish by adults as well as by children4 ,of course1 boy life is naturally rougher and demands a wider range of activities4 ,the danger1 too1 of making boy milliners is of course obvious1 but we are convinced that1 on the whole1 more play with girl dolls by boys would tend to make them more sympathetic with girls as children1 if not more tender with their wives and with women later4 ,again1 boys as well as girls might be encouraged to play with boy dolls more than at present1 with great advantage to both4 ,boys1 too1 seem to prefer exceptional dolls1 clowns1 brownies1 colored1 ,eskimo1 ,japanese1 etc4 ,boys1 too1 seem fonder than girls of monkey and animal dolls1 and are often very tender of these1 when they maltreat dolls in human shape4 ,again1 dolls representing heroes of every kind and non-existent beings1 dragons1 and hobgoblins find their chief admirers among boys4 ,it seems to be about the age of six1 three years before the culmination of the doll passion1 that the conflict between fancy and reality becomes clearly manifest4 ,abandonment to the doll illusion and the length of the doll period decreases as dolls and their accessories become elaborate4 ,with every increase of knowledge of anatomy or of the difference between living tissue and dead matter1 between life and mechanism1 this element of doll play must wane4 ,tests of ,good ,toys ,lovable ,durable in composition and workmanship ,stimulating to imagination1 analysis1 invention1 initiative1 activity1 workmanship ,adapted to experimentation1 investigation or constructive purposes ,adapted to the child's stage of development1 viz41 his motor ability1 his interests1 his mental development ,sanitary1 washable2 without inaccessible corners to harbor dirt and germs ,artistic in form1 color1 expression2 that is1 simple in design1 harmonious in color1 genuine1 without either sentimentality or thorough realism 99 99 99 99 99 ,the purpose of toys is not merely to amuse the child but to call forth fuller expression of his self-activity4 ,harmful ,toys ,unpardonable ,defects ,physical3 ,dangerous3 having sharp edges1 corners or points2 pins or tacks1 small bells1 buttons1 ornaments1 that may be pulled off and swallowed ,unhygienic3 not washable2 paint or dye that runs2 made in unsanitary factory2 too small for child's stage of development ,inartistic3 jangling1 harsh1 metallic1 discordant sounds2 unsymmetrical1 poorly proportioned1 ugly shapes2 unharmonious or harsh colors2 simpering1 ugly1 or unwholesome expressions on dolls or animals4 ,flimsy in material or workmanship ,psychological3 ,mechanical1 merely amusing the child1 making him only a spectator instead of providing a means for his own creative activity ,military1 demoralizing for the following reasons3 7a7 they cultivate the spirit of destructiveness rather than constructiveness2 7b7 they foster callousness toward the value of human life2 7c7 they give a wholly wrong impression of the meaning of war1 omitting its destructive social and industrial effects1 and overemphasizing the joy of its enthusiasm and rhythm4 ,over-realistic1 super-refined1--especially dolls ,illustration3 ,unhygienic1 ,inartistic1 ,anti-social ,toys4 ,illustration3 ,hygienic1 ,durable1 ,constructive1 ,social ,toys4 ,especially to be avoided under six years are toys having3 sharp points1 corners1 edges2 small bells or detachable ornaments2 paint which easily comes off2 flimsy toys easily broken2 woolly animals 7unless washable and washed72 popguns2 fine material1 sometimes sold as 8,kindergarten material01 e4g41 sewing cards1 paper mats1 straws1 small beads1 sticks1 peg boards1 crayons1 blocks4 ,mechanical ,toys4 ,doctor ,hall comments on this3 ,mechanical toys1 more than any others1 seem to have the shortest existence in the hands of bright1 active children1 a fact which suggests that toys so constructed as to show principles of motion and elementary physical laws1 without involving their own destruction1 are an educational need yet to be supplied4 ,this destructive form of curiosity1 due to normal development of mentally active children1 needing guidance1 and to be furnished with a proper outlet1 but not repressed1 is not to be confused with the careless destruction of toys1 due to lack of interest1 which is unfortunately common in children whose interests and powers of appreciation have been weakened and dissipated by overloading them with toys and diversions until it has bred in them an ennui which has sapped their power of attention and left them incapable of self-entertainment4 ,healthy children1 if allowed to develop under normal conditions1 find interests and amusements for themselves1 and the child who has been so reared that he wants to be constantly amused1 and has no keen desires because they have been too frequently anticipated1 has been deprived of one of the rights of childhood4 ,a baby's early motor interests are in the things which he himself can do1 and disappointed friends and relatives have often found their gifts of mechanical toys a failure1 simply because they have too far anticipated the natural development1 and the toy has proved either a source of fear or failed to excite special interest4 ,in fact1 even at a later period1 mechanical toys which are too complicated in construction or too delicate to bear investigation1 which are apt to be clumsy1 soon lose their attractiveness1 while something that can be taken to pieces and put together by unskilled fingers1 so that it will 8go again0 may prove of continued interest4 ,and ,kate ,douglas ,wiggin writes3 8,every thoughtful person knows that the simple1 natural playthings of the old-fashioned child1 which are nothing more than pegs on which he hangs his glowing fancies1 are healthier than our complicated modern mechanisms1 in which the child has only to press the button and the toy does the rest40 ,the ,treatment of ,toys4 ,the right treatment of toys has far-reaching educational values in orderliness1 thrift1 prudence1 depth of emotion1 generosity1 genuineness4 ,the child who has a small number of durable toys that will stand the strain of usage and therefore accumulate years of associations and emotions1 is having an education in genuineness and emotional strength1 while the child who has a great number of flimsy toys that rapidly disappear is being trained in superficiality and shallowness4 ,the child whose toys are promptly repaired when broken is being trained in prudence and orderliness1 and still more so when1 even during his second year1 he is responsible for keeping them orderly and neat4 ,the child who is surfeited with gifts1 or who is allowed to spend his pennies prodigally for cheap jimcracks1 is being trained in extravagance1 shortsightedness1 and discontent2 while the one who is given a reasonable number of gifts and is taught to save his pennies and think carefully of worth-while toys to buy1 is being trained in thriftiness1 foresight1 and satisfaction4 ,a ,guide to ,toys for ,children ,first ,year4 ,utilizing hand1 forearm1 upper arm4 ,sensory and ,motor ,experience #a to #d months3 ,rod to grasp ,rubber or celluloid ball or doll ,semi-sphere of rubber or wood #d months3 ,celluloid dumb-bell #e months3 ,montessori sand boxes ,paper to crumple ,small enamel or tin cup #f months3 ,wooden ball ,mirror1 pocket size1 in frame ,spoon ,leather reins to pull upon1 with musical bells ,rubber balls1 each covered with one of primary colors 7crocheted of cotton or silk7 #h months3 ,picture book1 linen1 large1 colored pictures ,small hand bell ,water toys--fish1 swans #i months3 ,kitchen utensils in variety of shapes1 sizes 7no sharp edges or points1 non-breakable7 ,rolling pin1 pie tins1 ,clothespins ,football #aj months3 ,hard vegetables and fruits2 potato1 apple1 squash1 cucumber1 carrots1 eggplant 7shapes1 sizes1 colors7 #ab months3 ,japanese gong ,tube ,rubber1 wooden1 or celluloid toys1 e4g41 doll1 dog1 cat ,one to ,two ,years4 ,large size implements for forearm1 whole arm1 trunk2 sensory and motor experience2 color1 sound1 experimentation4 ,wooden mallet1 large nails1 and bar of soap ,sand box and stones ,bucket and spoons1 dipper ,variety of balls ,football ,wooden blocks #b #d inches ,nests of balls1 dolls ,spools ,kitchen utensils ,hard fruits and vegetables #b or #c dolls2 #b or #c toy animals 7rubber1 celluloid1 or wood7 ,chair swing ,stationary ladder1 #d to #f rungs ,rope to pull up weight ,montessori wooden cylinders ,two to ,four ,years4 ,utilizing fundamental muscles1 sensory and motor activities1 imagination1 construction4 ,imaginative ,play ,dolls3 ,unbreakable1 washable1 #d to #ab inches long baby and adult dolls2 girl and boy dolls ,doll accessories3 ,pewter or enamel dishes1 cooking utensils1 stove ,laundry equipment1 especially tub and flatiron2 broom ,doll cradle ,doll's house ,noah's ,ark3 ,dogs1 horses1 cats1 bears1 in rubber1 celluloid1 wood ,jack-in-box ,nested balls1 dolls ,outdoor1 ,active ,wheelbarrow1 wagon ,train of cars1 boat ,velocipede ,fire engine ,horse reins ,garden tools2 pail and shovel ,balls3 ,football1 large rubber with pictures2 wooden2 small rubber with spectrum colors ,tenpins ,rubber balloons ,constructive ,blocks2 large size1 as paving blocks1 in hard wood1 utilizing trunk and arms1 for floor use2 #b-;inch cubes and half-cubes for table use2 cut exactly to inch measures1 if possible2 range of sizes for towers2 interlocking blocks ,montessori tower and stair ,carpentry tools2 real tools in child's size ,sand1 modeling clay1 paints1 large size crayola2 blackboard or large sheets ,manila paper 7#b #c feet7 ,large wooden beads1 pegboard ,sliced animals1 birds ,soap bubble apparatus ,sticks in and inch diameters1 assorted lengths1 #d to #cf inch2 plain1 or dyed in primary colors ,color bobbins1 spools1 blocks ,quart and pint measures ,sand forms ,clothespins1 boxes1 spools ,stones1 leaves1 twigs1 acorn cups ,zinc sand box2 can be purchased2 or a box may be made1 having boards free from splinters1 or planed smooth1 lined with zinc 7leaving no rough edges or corners71 or made waterproof with several coats of cheap varnish4 ,toy bank ,musical toys3 ,triangle1 tubephone1 musical bells1 drum1 trumpet1 horn 7with care for mouth hygiene72 toy musical notes and bars for later months ,four to ,six ,years4 ,fundamental muscles4 ,imagination1 construction1 measuring2 experimenting with mechanical principles1 simple chemistry1 electricity2 making toys4 ,imaginative ,play ,dolls 7for both girls and boys7 ,unbreakable1 washable ,representing children of different races1 countries ,doll accessories3 ,carriage1 trunk ,doll houses more complete ,stove and cooking utensils more ample ,laundry equipment that can be used ,indian suits 7fireproof7 ,punch and ,judy ,toy theater ,kaleidoscope2 magnets ,musical ,continue those of previous period ,wind harp1 bugle or flute1 tambourine1 musical bells and glasses1 toy piano ,outdoor1 ,active ,continue those of previous period ,garden tools1 usable ,watering can1 trowel ,tenpins1 top1 hoop1 ringtoss ,balls 7add bouncing ball1 volley ball7 ,constructive ,continue those of previous period ,blocks as previous period2 add round1 triangular1 cylindrical2 variety of geometric shapes ,stone mosaics 7#a to #b-;inch size7 for parquetry ,picture puzzles ,paint book1 drawing paper ,blunt scissors ,paste ,foot rule1 yardstick ,gill1 gallon1 peck1 bushel measures ,counter or small spring scales1 weighing accurately ,thermometer ,meccano1 interlocking blocks ,apparatus for constructing toy telephones1 signals1 motor toys ,six to ,nine ,years4 ,accessory muscles utilized4 ,imagination1 imitation1 construction1 measuring1 industrial play1 making many toys4 ,imaginative ,play ,dolls 7add china1 bisque1 paper7 ,dolls representing other nationalities1 historic or literary characters2 stunt dolls ,doll accessories1 both smaller and larger sizes2 china dishes ,dominoes1 checkers ,toy store ,toy theater ,toy money1 stamps ,musical ,whistles1 bugle1 flute1 mouth harp 7care for mouth hygiene7 ,autoharp or zither1 toy piano 7musical quality72 violin or cello ,toy notes and bars2 music note blocks ,outdoor1 ,active ,balls 7add volley1 hand1 medicine1 football1 rubber bouncing7 ,baseball and bat ,marbles1 jackstones1 tops ,kites1 bow and arrows1 battledore1 grace hoops1 jumping rope ,skates 7both feet71 stilts ,croquet1 tennis racket1 punching bag ,substantial wagon1 trains1 garden tools ,constructive ,blocks3 ,anchor1 #a-;inch sizes2 dominoes1 checkers ,knife1 modeling clay1 sand1 paints1 paint book1 small crayola ,weaving frame2 small beads1 raffia1 reed ,scrap pictures2 straws1 pasteboard parquetry ,stencil blocks ,apparatus for making toys1 as in previous period ,camera ,radiopticon ,stereoscope ,clock that can be taken apart ,,chapter ,,xvi ,,story-,,telling ,value of the ,story4 ,story-telling is the true pedagogical method of instruction1 and to some extent of education1 in early childhood4 ,the story has many values1 spiritual and intellectual4 ,the wise teacher will use it to 7#a7 entertain1 7#b7 enlarge the experience by giving pictures of other children1 homes1 lands1 social and geographic situations which no one child could experience1 7#c7 acquaint the child with world characters and literature1 7#d7 increase the vocabulary and the use of language1 7#e7 cultivate imagination and concentration1 7#f7 portray the effects of wisdom or foolishness1 7#g7 present ideals of life1 7#h7 give inspiration1 courage1 faith1 sympathy4 ,what to ,choose4 ,stories should be selected that will give the greatest number of these values1 and that are suited to the stage of development of the children to whom they are told4 ,in this age of cheap printing and authorship1 the mediocre is always at hand1 and the most valuable must be searched for as precious jewels4 ,life is so brief that there is not time even for all of the best4 ,the best story must first be true1 not necessarily in a realistic sense of having actually happened to a certain individual in a historical time and geographical location1 but it must be true in expressing the eternal verities1 the principles that govern the universe4 ,this rules out the tale in which error or vice succeed1 or in which brute strength conquers spiritual strength4 ,in the 8true0 myth1 fairy tale1 or allegory1 ,right eventually triumphs as it actually does in the universe1 although possibly long delayed2 wrong is punished2 error and ignorance bring their unhappy consequences2 wisdom and skill conquer circumstances2 and the forces of the universe 7whether presented as natural forces or as gods1 fairies1 or ,providence7 assist those who strive for righteousness and to assist their fellows4 ,it must next be vital4 ,no less vicious and undermining than the untrue story is the weak1 sentimental1 mawkish1 dull1 or mediocre tale4 ,in the reaction against such1 and for want of a guide1 children of reading age resort to sensational1 flamboyant1 lurid tales found on any cheap stationer's counters and even in respectable editions in these days4 ,other children unfortunately take to such pabulum temperamentally4 ,it must also be positive1 not negative4 ,moreover1 the grewsome1 harrowing story1 the hypocritical1 the morbid1 are equally a crime against childhood4 ,the story must be of interest to the children4 ,it must1 therefore1 have action1 dramatic quality1 and for children under six1 repetition1 humor of situation1 fun1 brevity1 rhythm4 ,how to ,tell ,stories4 ,for the person who 8cannot tell a story0 as for the person who 8cannot swim01 there is one essential3 forget yourself and plunge in1 and practice until you have gained confidence4 #a4 ,tell something in which you and the children are interested1 and keep at it repeatedly until you feel at ease4 #b4 ,recall stories that interested you at that age4 #c4 ,tell stories the children themselves ask for1 refreshing your memory by reading up a standard version1 or by asking the children to tell it to you4 #d4 ,study ,mother ,goose1 sop1 and ,bible stories as models of the best story-telling4 #e4 ,live the story as you tell it--see it as pictures in your own mind4 ,tell it so vividly that the children can play it out afterwards4 #f4 ,use direct speech in telling conversation4 #g4 ,make your pictures vivid by a few descriptive words1 especially of colors and sounds2 increase your vocabulary of adjectives4 #h4 ,beware of making it too long1 especially for very little people4 #i4 ,use perhaps a very few natural gestures1 but do not try to act it out4 ,children have not the mental ability to hear narrative and see action at the same time4 #aj4 ,children love the same story repeated1 and they want it told the same way1 in order to see the same pictures2 therefore have your story clear in your mind the first time you tell it4 #aa4 ,if you are telling a classic or standard story1 respect it as it is1 just as honestly as you would an historic or scientific fact4 ,if you do not wish to tell it that way1 don't tell it at all1 but don't tinker it4 #ab4 ,do not try to memorize a story1 except possibly the conversations4 #ac4 ,if a story is clearly told1 the child will usually absorb and discern the ethical principle involved1 without any necessity on your part to obtrusively 8point the moral40 ,sometimes a child will draw an erroneous or unexpected inference because his judgment is yet immature or his ethical experience is elementary or perverted4 ,under such a condition1 try to tell another story that will concretely clear his thought4 ,when you are able to tell a story spontaneously1 joyfully1 forgetting yourself1 losing yourself in the story and in the children's interest1 you will be ready to study story-telling as a science and an art1 and you will have learned by your experience some of the fundamental principles of the art4 ,the first requisite1 however1 is spontaneity1 naturalness1 self-confidence4 ,to attempt to study method before attaining this quality is to incur the danger of substituting 8finish0 for vitality4 ,times and ,occasions4 ,for effective story-telling choose the time when the child can give attention1 and when the environment is without disturbing influences of noise1 sights1 other interests1 interruptions4 ,there are occasions1 however1 when the child is restless1 tired1 irritable1 when a story that has much of rhythm and repetition will soothe him4 ,it is certainly unwise to try to secure his concentration when he is hungry1 or eager for active exercise4 ,bedtime stories usually should be told before the child is undressed1 and should be of a quiet1 sedative kind1 that the child may not be kept awake either through excitement1 or thinking on vivid pictures4 ,let the child have opportunity to absorb it into his soul4 ,therefore wait for the child1 in his own time1 to give it back1 either by telling it1 dramatizing1 painting1 drawing1 cutting1 modeling4 ,this will foster the child's initiative4 ,when the child himself asks 8,what shall ,i do0 is time enough to suggest directly such reproduction4 ,meantime1 as a means of suggestion1 it is valuable thus to illustrate a story yourself some time after it is told--immediately or some hours or days later4 ,when the child is ready1 he will imitate and ask to do it also1 but his response should be spontaneous on his part1 and of his own initiative4 ,selection of ,stories4 ,story-telling naturally begins in the latter part of the first year1 with simple finger plays1 and the cadence of ,mother ,goose4 ,here belong 8,this ,little ,pig01 8,open the ,door01 8,ride a ,cock ,horse01 and other simple rhythmic nursery rhymes4 ,in the second and third year1 more of the simple finger plays1 such as 8,here's a ,ball for ,baby01 and the ,mother ,goose rhymes that have much repetition1 can be used4 ,during this stage the child loves little anecdotes about babies1 dogs1 cats1 mother1 father4 ,in the 8tell it again0 stage from two to six the child enjoys following a sequence of incidents and seeing the pictures4 ,it is in the fourth or fifth year that his imagination and store of mental pictures is sufficiently developed so that he can make up stories of his own1 and now his imagination is not yet limited by an appreciation of realities4 ,this is the stage when fairy tales and myths begin4 ,interest in nonsense syllables1 long words1 rhyme1 absurdity of statement1 humorous situations1 is now ripening4 ,in the fifth and sixth year he is ready for fables1 and other animal tales such as those of the ,jungle ,books1 for stories of primitive life1 for ,hiawatha told in ,longfellow's original version4 ,in the sixth and seventh year his horizon is widening beyond his own immediate home and times4 ,he is ready for little stories about children or grown-ups of other countries and times1 for historical incidents1 great adventures4 ,children can now begin to follow the continued story1 and this is excellent training in concentration2 or they can be told the beginnings of a story1 and the situation left as a problem for their own imagination to work upon4 ,the stories that the child himself tells are always a clue both to his interest and his mental development4 ,the story he can tell will represent a simpler stage in development than the story he can appreciate and absorb4 ,where to ,find ,stories4 ,mother ,goose is the true classic of the nursery4 ,it must be wisely selected1 however1 for children4 ,there is much that is crude1 and rude1 as in all folk tales1 and this should be culled out4 ,fairy tales and fables also need to be carefully selected4 ,andersen's are ideal1 allegorical1 true4 ,grimm's and ,abbott's are collections of ,german and ,english folklore4 ,they1 too1 need careful selection4 ,many of them reflect the undemocratic conditions of an older form of government--the cruelty of the autocrat1 the superficial superiority of wealth and station1 the resentment of the oppressed4 ,felix ,adler points out that sop's ,fables reflect this resentment of the oppressed against the oppressor1 and the trickery of the former to match the power of the latter4 ,the great world myths1 both of the ,greeks and the ,anglo-,saxons1 should become the early heritage of every child4 ,simple incidents from the ,iliad and ,odyssey1 from ,greek and ,norse mythology1 from the ,siegfried stories1 ,beowulf1 the legends of ,king ,arthur1 can be told during the fifth and sixth year1 thus giving a first speaking acquaintance with these epics4 ,the following list is suggestive of types adapted to each age2 it does not attempt to be exhaustive4 ,there is so much of the classic and permanently good1 far more than any one child could possibly absorb1 that it is a double loss to the child if he is given the trashy and mediocre4 ,the ambitious parent needs to take care that the child has time to think over1 feel vividly1 see clearly1 the tales he is told1 and that too much is not given in one year4 ,a ,guide to ,stories and ,poetry ,six ,months to ,two ,years4 ,rhythm1 repetition1 simple word-pictures of familiar objects or experiences2 nonsense syllables4 ,six ,months to ,one ,year4 ,chanting or singing nursery rhymes4 ,reading of great rhythmic poetry for sake of rhythm and feeling4 ,one to ,two ,years ,mother ,goose3 ,ride a ,cock ,horse ,jack and ,jill ,humpty ,dumpty ,hey ,diddle ,diddle ,baby ,bunting ,rock-a-bye1 ,baby ,poems and ,songs3 ,sleep1 ,baby1 ,sleep ,what does ,little ,birdie ,say ,wee ,willie ,winkie 7,brewer7 ,hush1 my ,dear 7,watts7 ,stories3 ,simple incidents of children1 animals1 birds ,folk ,tales3 ,three ,bears ,old ,woman and ,her ,pig ,two to ,three ,years ,mother ,goose3 ,little ,boy ,blue ,little ,bo-peep ,little ,tom ,tucker ,little ,miss ,muffet ,pease ,porridge ,hot ,hickory1 ,dickory1 ,dock ,old ,mother ,hubbard ,cock ,robin ,poetry3 ,little ,drops of ,water ,i ,love ,little ,pussy ,i ,saw a ,ship ,a-,sailing ,lady ,moon 7,houghton7 ,friendly ,cow 7,stevenson7 ,little ,lamb1 ,who ,made ,thee 7,blake7 ,folk and ,fairy ,tales3 ,three ,little ,pigs ,henny ,penny ,goody ,two ,shoes ,slovenly ,peter ,elves and ,shoemaker ,babes in the ,woods ,greek ,myths3 ,apollo and his ,sheep ,mercury ,norse ,myths3 ,thor and his ,chariot ,frey and her ,weaving ,bible ,stories3 ,moses in ,bulrushes ,christ ,child in ,manger ,three to ,four ,years ,mother ,goose3 ,song of ,sixpence ,lucy ,locket ,old ,king ,cole ,simple ,simon ,there ,was a ,crooked ,man ,if ,all the ,world ,were ,paper ,the ,man in the ,moon ,three ,little ,kittens ,poetry3 ,twinkle1 ,twinkle1 ,little ,star ,my ,shadow 7,stevenson7 ,the ,baby 7,mac,donald7 ,spring 7,nash7 ,owl and ,pussy ,cat 7,lear7 ,the ,jabberwocky 7,dodgson7 ,pied ,piper 7,browning7 ,how the ,waters ,come ,down at ,lodore 7,southey7 ,folk and ,fairy ,tales3 ,tom ,thumb ,sleeping ,beauty ,jack and ,beanstalk ,diamonds and ,toads ,rose ,red and ,snow ,white ,jungle ,books ,greek ,myths3 ,arachne ,latona and ,frogs ,king ,midas ,narcissus ,phaton ,norse ,myths3 ,thor and his ,glove ,thor and his ,hammer ,thor at ,jotenheim ,bible ,stories3 ,jesus blessing little children ,jesus healing ,jairus' daughter ,garden of ,eden ,the ,flood and the ,ark ,david and his ,harp ,daniel ,elijah and ,ravens ,four to ,six ,years ,mother ,goose3 ,one1 ,two1 ,buckle ,my ,shoe ,as ,i ,was ,going to ,st4 ,ives ,when ,good ,king ,arthur ,ruled this ,land ,where ,are ,you ,going1 ,my ,pretty ,maid ,poetry3 ,which ,way ,does the ,wind ,blow8 ,robin ,redbreast 7,allingham7 ,the ,fairies 7,allingham7 ,laughing ,song 7,blake7 ,the ,year's at the ,spring 7,browning7 ,ariel's ,song 7,shakespeare7 ,come1 ,follow1 ,follow 7,shakespeare7 ,lullaby for ,titania 7,shakespeare7 ,answer to ,child's ,question 7,coleridge7 ,nonsense ,songs 7,lear7 ,love ,songs of ,childhood 7,field7 ,book of ,joyous ,children 7,riley7 ,child's ,garden of ,verses 7,stevenson7 ,hiawatha 7,longfellow7 ,america ,biography1 ,history and ,travel3 ,robinson ,crusoe ,columbus' ,voyages ,mayflower and ,pilgrims ,paul ,revere ,john ,smith and ,pocahontas ,betsy ,ross and the flag ,stories from childhood of ,benjamin ,franklin ,abraham ,lincoln ,edison ,mozart ,norse ,myths3 ,journey of ,thor ,finding of the ,hammer ,loki's ,tricks ,youth of ,siegfried ,folk and ,fairy ,tales3 ,dick ,whittington ,ugly ,duckling ,discontented ,fir ,tree ,epaminondas ,thumbelina ,beauty and ,beast ,gulliver's ,travels ,just ,so ,stories ,uncle ,remus ,king of ,golden ,river ,fables3 ,dog in ,manger ,lion and ,mouse ,hare and ,tortoise ,bundle of ,sticks ,ant and ,grasshopper ,sun and ,wind ,boy who cried 8,wolf0 ,greek ,myths3 ,ceres and ,persephone ,philemon and ,baucis ,orpheus and ,eurydice ,io and the ,gadfly ,pygmalion and ,galatea ,ulysses ,callisto and ,arcas ,the ,wooden ,horse ,jason and the ,golden ,fleece ,vulcan ,bible ,stories3 ,creation ,story ,child ,samuel ,joseph and his ,brethren ,children of ,israel in ,egypt ,the ,passover ,journey to the ,promised ,land ,david and ,goliath ,samson ,ruth ,the ,boy ,jesus ,jesus feeding the ,multitude ,the ,resurrection ,juveniles3 ,the ,goops ,alice in ,wonderland ,through a ,looking ,glass ,rip ,van ,winkle ,six to ,nine ,years ,poetry3 ,piccola 7,thaxter7 ,the ,sandpiper 7,thaxter7 ,song of ,spring 7,hemans7 ,pilgrim ,fathers 0 ,bugle ,song 7,tennyson7 ,sweet and ,low 0 ,the ,brook 0 ,we are ,seven 7,wordsworth7 ,the ,daffodils 0 ,my ,heart ,leaps ,up 7,wordsworth7 ,the ,cloud 7,shelley7 ,ode to ,skylark 0 ,the ,children's ,hour 7,longfellow7 ,village ,blacksmith 7,longfellow7 ,psalm of ,life 7,longfellow7 ,building of ,ship 0 ,evangeline 0 ,tales of ,wayside ,inn 7,longfellow7 ,a ,morning ,song 7,heywood7 ,hark6 ,hark6 the ,lark 7,shakespeare7 ,indian ,summer 7,whittier7 ,barefoot ,boy 0 ,for a' ,that 7,burns7 ,highland ,mary 7,burns7 ,annie ,laurie ,wind and ,moon 7,macdonald7 ,old ,oaken ,bucket 7,woodworth7 ,robert of ,lincoln 7,bryant7 ,vision of ,sir ,launfal 7,lowell7 ,lochinvar 7,scott7 ,midsummer ,night's ,dream 7,shakespeare7 ,folk and ,fairy ,tales3 ,andersen's ,fairy ,tales ,jataka ,tales ,at ,back of ,north ,wind 7,macdonald7 ,arabian ,nights ,greek ,myths3 ,labors of ,hercules ,laocon ,the ,odyssey ,tales from ,ovid ,norse ,myths3 ,sigurd the ,volsung 7,morris7 ,classic ,tales3 7selections7 ,canterbury ,tales ,fairie ,queene ,tales from ,shakespeare ,pilgrim's ,progress ,legends3 ,beowulf ,king ,arthur ,robin ,hood ,american ,indian ,legends ,bible ,stories3 ,life of ,jesus1 including ,crucifixion ,abraham ,jacob ,joseph ,moses ,joshua ,david ,solomon ,daniel ,esther ,elijah ,paul ,biography1 ,history1 ,travel1 ,science3 ,local pioneer history ,pilgrim ,fathers ,william ,penn ,washington ,lincoln ,significant historic tales from ,england ,vikings ,pharaohs ,greek ,roman ,incidents from life of ,homer ,copernicus ,galileo ,caxton ,eli ,whitney ,longfellow ,whittier ,harriet ,beecher ,stowe ,swiss ,family ,robinson ,darwin's ,voyage of ,beagle ,the ,snow ,baby 7,peary7 ,juveniles3 ,pinocchio 7,collodi7 ,hans ,brinker 7,dodge7 ,birds' ,christmas ,carol 7,wiggin7 ,mrs4 ,wiggs 7,rice7 ,five ,little ,peppers 7,sidney7 ,,chapter ,,xvii ,,science ,,and ,,history 8,true human wisdom has for its bedrock an intimate knowledge of the immediate environment and trained capacity for dealing with it4 ,the quality of mind thus engendered is simple and clear-sighted1 formed by having to do with uncompromising realities and hence adapted to future situations4 ,it is firm1 sensitive and sure of itself40 --,,john ,,dewey4 8,no book or map is a substitute for personal experience2 they cannot take the place of the actual journey40 --,ibid4 8,the destiny of nations lies far more in the hands of women--the mothers--than in the hands of rulers40 --,f4 ,,froebel4 ,cultivating a ,scientific ,mind4 ,science is concerned with causes and effects1 laws and principles of action1 systematic classification of facts1 exact knowledge of facts4 ,a scientific habit of mind is developed in the little child by encouraging curiosity1 exploration1 experimenting1 collecting1 questioning2 by consistent parental action and discipline1 honesty and sincerity in statements1 the answering of questions so as to provoke further thought4 ,usually a child needs little stimulus to interest in natural science4 ,everything in the world is new to him4 ,the baby is interested in every object he can touch1 in shining or moving objects4 ,the toddler is interested in moving things1 especially animals1 trains1 clocks2 in sticks1 stones1 and leaves because he can use them4 ,the little child from three to six is interested in sun1 moon1 and stars1 in day and darkness1 in rain1 snow1 wind1 in flowers and trees1 as well as in animals and birds4 ,natural1 spontaneous questions regarding the biological origin and development of life are asked between three and eight1 and this is the period especially recommended for teaching the child of the mother's part in his prenatal care1 and the value of the father's share1 and thereby fostering his wholesome attitude of gratitude1 and his respect for all motherhood and fatherhood4 ,at four or five1 rivers1 lakes1 hills1 valleys1 the time of day1 attract his attention4 ,processes of mechanics1 filling and emptying1 pouring1 pulleys1 wheels1 are matters of keen interest from early in his second year4 ,there is an early stage when he asks 8,what80 meaning what is its name4 ,later comes the 8,why80 which is a search for physical causes and reasons1 and also for philosophical reasons4 ,learning the ,fundamental ,facts4 ,the teacher of the very little child must first know what are the fundamental facts in science4 ,too often the traditional school training has given an intensive acquaintance with one or two sciences1 so detailed that the fundamental foundations are obscured4 ,the teacher of the very little child needs1 instead1 a comprehensive knowledge of many sciences1 in their broad basic outlines1--especially physics1 chemistry1 nature-study1 biology1 physical geography1 geology1 astronomy1 industrial geography and industrial processes1 the story of primitive life and industries4 ,nature ,study ,that is ,worth ,while4 ,moreover1 her knowledge should not be purely impersonal2 it must be human1 poetic1 related to industry and religion4 ,the sense of wonder and of nurture is strong in the little child4 ,he is more interested in feeding and caring for his rabbits or goldfish or flowers than in analyzing them1 or describing their form or color2 the latter are merely incidental in his interest1 and they should be in his teaching4 ,on the other hand1 his knowledge of form1 color1 and such abstract qualities may well come quite naturally and incidentally through nature-study and handwork rather than through special apparatus1 separated from real objects and life4 ,geography4 ,this comes naturally through his personal experiences4 ,maps1 diagrams1 globes1 are complex and abstract and symbolic2 they belong somewhere after six years1 with most children not before nine years4 ,the child must have arrived at the stage when he can think in terms of symbols1 before he can really interpret them4 ,it will do no harm to have a globe where he may see it1 but it would be a fallacy to consider that he can really interpret it1 and a mistake to attempt using it until he has grasped the idea of the bigness of the earth on which he lives4 ,maps will not be interpretable until later4 ,he may point to places on the map1 but without appreciation of their meaning4 ,somewhere between six and ten years of age he may begin making a 8map0 of the imaginary country he has built in the sand box1 with rivers1 lakes1 cities2 or of the room1 locating the articles of furniture2 or of the street1 locating the houses1 sidewalks1 telegraph poles1 first drawing freehand1 and when more advanced1 drawing to scale4 ,at three or four years1 with his sand pile1 he can reproduce forms he has seen--hills1 valleys1 rivers1 lakes4 ,he will want to use real water for rivers4 ,it is well to let him experiment with this until he is dissatisfied because of its disappearance1 and then look for play substitutes1--gray1 blue1 or green yarn1 paper or cloth1 mica4 ,it is more important that it should be representative to him than to his elders4 ,real geography comes through seeing places and people4 ,the little child under five or six belongs naturally in the country1 where he has the opportunity for acquaintance with physical geography in many forms4 ,great variety of natural objects and experiences should be provided4 ,on the other hand1 intensive acquaintance with only a few people or nationalities is better4 ,after four or five years of age1 he is able to stand the excitement of traveling1 and the risk of dust and crowds1 and he is ready to profit by seeing other people1 cities1 customs1 ways of traveling1 industries4 ,the least journey to a new environment is valuable1 to enlarge his perspective and his sympathies4 ,even at three or four he likes to see pictures of other children in other countries1 and how they live1--their houses1 clothes1 food1 toys1 pets4 ,especially is he attracted by stories of primitive1 outdoor life4 ,the story of ,hiawatha1 in ,longfellow's original1 is well adapted to the sixth year1 and some children love it and enjoy it earlier4 ,dolls may be dressed to represent children of different lands4 ,the sand box may be used to represent tropical1 arctic1 mountainous1 agricultural1 fishing1 mining countries and scenes4 ,scrapbooks can be made for each country1 with pictures from magazines1 railroad or steamship folders1 post cards4 ,foreign magazines may be obtained1 in the east1 through ,brentano's 7,new ,york74 ,correspondence could easily be arranged with a child in some foreign country if not through personal acquaintances1 at least through some foreign school1 mission1 society1 or consul4 ,early acquaintance with the children of other countries cultivates a feeling of sympathy that is the foundation of world fellowship and international peace4 ,if there is opportunity to learn a few colloquial sentences in some of these languages1 this will still further deepen the child's sympathy4 ,after six years1 when his interest in collecting is strong1 foreign stamps1 flags1 emblems1 flowers1 pictures1 will be as keenly interesting to him as cigar labels or other inconsequential but glittering objects4 ,industries4 ,let him see as many as possible of the forms of industry1 especially the primitive simple forms1 such as gardening1 farming1 care of animals1 horse-shoeing1 baking1 sewing4 ,he should go often to the grocery store 7not during the busy hours7 to see the different kinds of foods4 ,better yet1 he should see some of these vegetables and fruits growing1 the wheat and corn standing in the fields4 ,he should see the ploughing1 planting1 weeding1 harvesting2 the feeding and the milking of the cow2 the hauling and preparation of fuels4 ,little comment is necessary beyond remarking how everything that we eat or wear has come to us because other people have worked hard to make it grow1 or to bring it or prepare it for us1 and therefore we owe our thanks to all who have worked for our comfort4 ,thus from his own experience he may know and appreciate the postman who brings the letters1 the fireman who hurries to put out the fire1 the policeman who helps us across the crowded street and watches night and day to keep us protected from harm and danger1 the street-sweeper and sprinkler who keep the streets clean1 the man who brings the coal or wood or groceries1 the street-car conductor and motorman1 the engineer and fireman on the train that takes us about the country or brings the freight4 ,through gratitude for the hard work that others do for him he will also learn to respect all labor1 even though it does cause dirty hands and faces and clothes1 and he will naturally infer that it is his duty to do his share and to work also for others4 ,history4 ,children1 like savages1 are historically nearsighted2 they have not yet the experience to appreciate historic time2 every event is located near the present1 and their interest in history is more or less fictitious and artificial4 ,this is the period for the great myths1 for imagination now exceeds experience1 and any adventure is credible4 ,there comes a time1 about six years of age1 when children begin to ask for a 8true0 story1 meaning a realistic story1 historically true4 ,then is the opportunity to recount the experiences of mothers and children1 as well as of brothers and fathers1 in other times4 ,nor need these be limited to his own country or modern times4 8,once upon a time0 or 8,a long1 long time ago0 is somewhere back in a vague sometime2 yesterday or a million years ago are not yet spaced in his mind4 ,this sense of time-duration may be developed by calling attention to it in his experience1 for the two-year-old1 day and night2 in the fourth year1 morning and afternoon1 yesterday1 to-day and to-morrow1 seasons2 in the fifth year1 the days of the week and the months of the year will begin to have significance and sequence2 in the sixth year1 8last ,christmas01 8next ,fourth of ,july01 the date of this year1 and the marking of duration1 under various circumstances1 of a minute1 an hour1 a day4 ,of course1 the little child will not be able to distinguish between different nations or races of the past2 it is all one to him4 ,this fact is easily overlooked by the eager teacher1 who has so long since classified historic data in her own mind4 ,this historical appreciation does not develop until the early teens4 ,for these reasons1 it is good pedagogy to let the first historical stories be of the country in which the child lives4 ,historic sequence in the telling of these anecdotes is of slight importance4 ,since so much of written history has hitherto been military and political1 it is easy to fall into the error of telling stories of military experiences1 especially wars and battles4 ,in the light of modern developments1 the superficialness and1 for the child1 the misleading effect of the usual military story should be clearly evident4 ,it should not be made the ideal1 nor a substitute for the adventure1 courage1 heroism1 which the child craves and admires4 ,the teacher's responsibility is to find historic tales of those who served their fellowmen by constructive bravery and venture1--life-saving1 exploring1 inventing4 ,even a simple1 homely incident in the life of a noteworthy historical character will be an introduction to deeper acquaintance later4 ,in ,american history1 ,columbus1 the ,pilgrims1 ,william ,penn1 ,benjamin ,franklin1 ,betsy ,ross1 ,eli ,whitney1 ,edison1 are a few examples4 ,stories from ,english history easily relate themselves to the little child's vision4 ,the childhood of noteworthy men and women furnishes many stories for this age period4 ,the teacher needs to beware of the fallacy of reading to children or telling to them things which they can learn through their own experience1 experimenting1 or observation4 ,many informational books of this kind are at hand1 both in science and history4 ,the temptation often is strong1 especially for the teacher who is eager that the child shall learn much1 and who has not clearly distinguished between mere erudition1 encyclopedic accumulation of facts and1 on the other hand1 the vital1 living experiences of life1 with the growing power to observe1 interpret1 and enjoy for one's self4 ,the latter is dynamic1 the way of wisdom4 ,where museums or historical collections are available1 there is a great educational opportunity1 although much of the material is dead and unrelated to its natural situation4 ,mathematics4 ,the elements of arithmetic and geometry have but a slight place in the life or interest of the little child4 ,at five or six he may begin to count objects1 but his capacity is limited4 ,the mere memorizing of numbers1 as a series of words1 is of no more mathematical significance than a nonsense jingle1 and is not to be encouraged until1 through his interest in counting1 the child has an appreciation of the concrete meaning of numbers1 at least to the range of ten or twelve4 ,measuring1 using the actual standard measures of foot1 yard1 pound1 pint1 quart1 gallon1 dozen1 is usually of interest at six or seven years4 ,interest in geometric forms is naturally slight1 and even this is doubtless an sthetic1 not a mathematical1 interest4 ,teaching of geometric form is easily overdone4 ,reading and ,writing4 ,these have no place1 biologically1 before six years1 and some psychologists say they belong psychologically after eight years1 in the period of interest in symbols1 abstractions1 and rote learning4 ,it is known that normal children who enter school at nine years usually finish the grades with those of their own age who started three years earlier4 ,it is evident that with a natural outdoor environment1 the child will acquire a better physique1 a larger acquaintance with realities1 and a richer development of invention1 initiative1 self-expression1 than he does in the schoolroom4 ,the ancient ,greeks taught only games1 dancing1 and music to children under nine4 ,doctor ,g4 ,stanley ,hall1 ,professor ,lightner ,witmer1 ,professor ,arthur ,holmes1 ,professor ,clifton ,e4 ,hodge are among the authorities advising such late introduction to the use of abstract symbols4 ,what can be done educationally in that period from six to nine years1 without teaching the three ,r's1 has been amply demonstrated by ,mrs4 ,marietta ,johnson in her school at ,fairhope1 ,alabama1 and at ,the ,little ,school in the ,woods at ,greenwich1 ,connecticut4 ,,chapter ,,xviii ,,handwork 8,no line of culture is complete until it issues in motor habits and makes a well-knit soul texture that admits concentration series in many directions and that can bring all its resources to bear on any point4 8,fully assimilated knowledge that becomes a part of life is strength--but that which is undigested and not transformed into carrying power1 but is a burden to be carried in memory1 is an added cause of tension and fatigue40 --,g4 ,,stanley ,,hall4 ,three fundamental principles are to be noted3 #a4 ,all is grist that comes to the mill of the handworker4 #b4 ,the one element that will transform any object or combination of objects into a created product is imagination4 #c4 ,the purpose in the children's handwork is not the production of finished products1 but creative self-activity1 invention1 self-reliance1 the making of things to use1 the utilizing of materials found in the environment1 the putting of ideas into concrete form1 the acquisition of dexterity with the hands1 the development of brain centers through use of the hands4 ,the nursery1 playroom or yard should have a corner for tools and materials adapted to the muscles of small hands and arms4 ,a workbench of a height adapted to the child at each stage of his development1 can be purchased at the large hardware stores1 or can be made from a heavy packing box4 ,tools should be kept in good condition1 and materials neatly shelved4 ,the child at two years can begin to keep his workshop in good order4 ,forms of handwork4 ,the suggested list begins with the simpler forms and continues to the more difficult1 in each group4 ,painting3 using a house-painter's brush for real or imaginary 7with water7 painting2 freehand painting of pictures2 painting in of large1 simple drawings1 made with heavy line ,drawing3 freehand drawing of known or imagined objects2 illustrating stories2 copying simple borders or geometric designs2 creating borders1 patterns for wall paper1 or other decoration ,paper tearing3 simple circles1 household utensils1 tools1 animals1 trees1 dolls ,paper cutting3 as in paper tearing1 when child can easily handle blunt-pointed scissors 7about five years72 cutting out pictures with heavy outline 7not under five years7 ,modeling3 moldings and forms1 learning to manipulate soft material2 making beads1 nests1 dishes1 furniture1 dolls1 animals ,carpentry3 hammering1 sawing1 planing2 making simple dolls' tables1 chairs1 furniture2 making dolls' houses1 children's furniture1 wagons1 toys ,tools4 ,hammer1 light weight ,wooden mallet ,small size1 sharp saw ,coping saw ,small size1 sharp plane ,house-painter's brush ,vise ,gimlet ,screwdriver ,file ,small1 blunt scissors ,weaving frame ,materials4 ,whatever the habitat and environment provides4 ,the country child is the more blessed of the gods1 for he has ,twigs1 branches ,corncobs1 silk ,acorn cups ,straw1 hay ,milkweed pods ,the city child can more readily find ,spools ,pasteboard boxes ,wooden boxes ,wooden buttons ,every child has at hand ,clothespins ,wrapping paper ,corrugated pasteboard ,match boxes ,string1 rope ,leaves ,vegetables ,scraps of cloth and leather ,purchasable material which may be useful1 to be bought as needed1 will include3 ,whitewood1 inch1 in assorted widths and lengths ,whitewood1 cut in circles1 assorted sizes ,water colors1 dyes1 dry colors and shellac1 large crayola ,glue1 paste ,modeling clay1 plasticine1 plaster of ,paris1 ,portland cement ,paper3 bogus1 cartridge1 book-cover1 ,manila1 builders'1 water color1 drawing1 colored1 gold1 silver1 crpe1 tissue ,nails1 tacks1 and screws in assorted sizes ,cloth1 yarn1 leather1 raffia ,board3 bristol board1 cardboard1 binder board ,hinges1 locks1 staples ,brass paper fasteners ,paint boxes should contain only the three primary colors 7red1 yellow1 blue7 and black1 so the child can learn to mix his own colors4 ,labeled boxes for materials should be kept on the play shelves1 and scraps of everything usable from the household kept in these4 ,dry clay powder is the cheapest form of modeling material2 composition clay or plasticine are cleaner4 ,plaster of ,paris and ,portland cement are easy material for children to work with4 ,they should be mixed with lukewarm water until the consistency of thick cream4 ,dry colors purchased at the paint shop may be mixed with the dry clay powder1 plaster of ,paris1 or cement1 for color effects4 ,children who live in the vicinity of a pottery can have their clay pieces fired4 ,enamel paint or water glass will waterproof clay4 ,decorations may be made with water colors or shellac varnish mixed with dry colors4 ,handwork that is ,injurious4 ,the fine muscles of the fingers and eyes are undeveloped in the child under six years1 and the nervous system is easily fatigued or overstrained4 ,handwork that involves use of small objects1 as toothpicks1 straws1 lentils1 peas1 tiny beads1 cambric needles1 thread1 #a-;inch blocks1 small papers1 is a nervous strain upon the child4 ,fine lines1 dots1 holes1 the following of a fine line in cutting or coloring1 are also injurious to the eyes4 ,such fine material and work is no longer used in kindergartens that have respect for child hygiene4 ,too long seated application to work at a table is also injurious4 ,half an hour is long enough for any child under nine years to sit still at work4 ,if he is voluntarily absorbed longer1 some active diversion should be arranged for a quarter hour1 at least4 ,work suggested that is too difficult for the child to do alone either discourages him by its impossibility1 or develops dependence upon others4 ,educational ,values4 ,the handwork is1 educationally1 a means of giving concrete expression to imaginative ideas1 and of making the experience of the child more vivid4 ,stories1 scenes from history1 records of the child's own experience1 can be portrayed4 ,the child does not naturally copy literally from objects4 ,illustration3 ,handwork that ,utilizes ,fundamental ,muscles4 ,in the ,school of ,mothercraft ,child ,garden4 ,no effort should be made1 before six years1 to produce finished products4 ,technique or skill in production do not belong to this period4 ,vividness1 self-expression1 development of motor control of arms and hands1 cordination of eye and hand1 the joy of workmanship1 the confidence in creating1--these are the purposes of handwork in early childhood4 ,the genetic method in handwork is to start with your idea of what you want to make1 and then make it of such material as you can find4 ,this is ,nature's process1 the child's process1 of creating4 ,the list of ideas to be realized will fall into a few groups3 ,dolls in great variety ,animals ,trains ,wagons and other vehicles ,boats ,houses1 animal cages1 churches1 barns1 stores ,doll clothes ,furniture ,dishes ,toys for store-keeping--all lines of merchandise ,toys for playing at occupation--all lines of industry ,games ,if any genius is involved in handwork1 it is in adapting any kind of material to the realization of any one of these ideas4 ,dolls4 ,clothespins with cloth or paper tied on are about the simplest4 ,corncobs1 with 8real0 silk hair1 clothes of corn husks or cloth make popular dolls4 ,arms may be made of cloth bags stuffed with paper1 cotton1 cloth1 and sewed into the shoulder seam of the dress4 ,rag dolls stuffed with cloth1 the features and fingers marked in with ink or water color4 ,any one can cut a rag doll pattern from muslin4 7,for sanitary reasons1 rag dolls are not so popular as they used to be47 ,nut dolls4 ,peanut dolls are made by using double nuts1 sewed together to make the head1 arms1 legs and body2 the features and hair marked with ink4 ,almond1 hickory1 hazel and walnut heads are used1 attached to sticks or rag bodies4 ,corks1 clay pipes1 bone buttons1 raffia1 yarn1 may be used for doll heads with these bodies4 ,vegetable dolls4 ,carrots1 potatoes1 cucumbers1 squashes may be used1 and the features marked with ink or knife4 ,the temporary possibility of vegetable1 nut1 and other 8stunt0 dolls does not add to their popularity4 ,they are of interest chiefly after nine years1 when the doll interest is waning4 ,paper dolls4 ,bodies made of stiff paper or pasteboard1 with clothes that can be taken off and put on4 ,faces can be drawn with ink or water colors1 or heads from pictures may be pasted on4 ,such paper dolls must be of a size to handle with ease4 ,paper dolls cut singly or in chains1 by folding paper and cutting1 are a source of amusement to children about five1 and of creative enjoyment about eight1 when there is the motor ability and imagination to create them in great variety4 ,animals and ,birds4 ,vegetable4 ,use large vegetables for body2 twigs or toothpicks for legs2 straw1 string1 yarn1 for tails2 pins1 beads1 buttons1 cloves1 currants1 raisins1 for eyes2 leaves1 paper1 cloth1 for nose and ears2 gashes for mouth4 ,paper4 ,cut out freehand1 or from heavy outline1 in newspaper1 drawing paper1 wrapping paper4 ,pasteboard4 ,cut with strong scissors or with coping saw4 ,these may have legs1 heads1 and tails made separately and attached with thread1 string1 or fine wire so they will move4 ,wooden4 ,draw from paper designs1 cut from whitewood or other soft wood1 with coping saw4 ,these1 too1 may have movable limbs4 99 99 99 99 99 ,kindergarten supply houses publish a set of paper patterns for animals and one for birds4 ,animals and birds may be colored with water colors4 ,or wooden ones may be painted 8true to life01 using the shellac and colors2 about three coats are required4 ,they are then waterproof1 and the colors will not run4 ,a paper or pasteboard support can be fastened to the back side of animals so they will stand up4 ,birds may be hung by a thread from the ceiling or window frame4 ,boys who can whittle can carve out animals1 thus providing some with three dimensions4 ,houses4 ,houses are easily made from boxes by cutting out or drawing on doors and windows1 with slanting or flat roofs of pasteboard or corrugated board4 ,porches1 lean-tos1 extensions1 chimneys1 steeples1 gables1 can be added by gluing or sewing on additional pasteboard4 ,castles1 forts1 silos1 water towers are made from round boxes4 ,houses may be decorated with water colors4 ,animal and menagerie cages are made by cutting out strips from one side of a box4 ,staircases are made of folded paper or bristol board4 ,paper houses can be made from stiff paper1 with doors and windows drawn or cut out4 ,these are easily made1 and a source of amusement for a rainy day1 but not highly valued because not enduring4 ,wooden houses are the joy of childhood4 ,a house small enough to be convenient indoors1 or large enough to play in outdoors1 is one of the chief rights of childhood4 ,for children under six or seven years1 a packing box can be used4 ,two boxes of the same size make a two-story house4 ,the children can scrub1 sandpaper1 paint1 the outside and floors1 design or saw out windows1 put in partitions to divide into separate rooms1 add a slanting roof and chimney4 ,doors may be added with hinges4 ,bricks may be made of clay and fastened together with cement or glue for a tiny brick house4 ,staircases are made of strips or blocks of the wood4 ,children over seven can build a real wooden house with a little suggestion4 ,they are also able to make small cement blocks for a block house4 ,boys of ten or twelve can make a log hut4 ,trains1 ,wagons1 ,boats1 ,vehicles4 ,pasteboard vehicles can be made from spool boxes1 candy boxes1 match boxes4 ,for wheels use spools1 round wooden buttons1 round box covers1 milk bottle covers1 circles cut from pasteboard4 ,for axles use skewers1 toothpicks1 nails4 ,axles and wheels may be tacked1 sewed1 or pasted to the wagon4 ,axles may be dispensed with1 and the wheels pasted directly to the wagon box4 ,dashboards1 seats1 canopies1 foot rests1 smokestacks1 cowcatchers of paper or pasteboard can be pasted on1 or attached with brass paper fasteners4 ,paper wagons and cars can be made from a paper square folded into sixteen small squares1 the sides and ends turned up and pasted1 and paper circles pasted on for wheels4 ,paper seats and canopies can be added4 ,the proportions can be changed by cutting out some of the squares4 ,wooden vehicles are most satisfactory1 because they can be made to really go1 and boats can be sailed1--which is a boat's very reason for existing4 ,for wagons or cars1 a soap box or starch box is very satisfactory4 ,the axles should be securely nailed on1 absolutely straight4 ,material for axles and wheels will depend upon the size of the wagon and degree of efficiency desired4 ,for small1 crude vehicles1 large wooden button molds1 wooden spools 7possibly sawed in half7 may be utilized for wheels1 and toothpicks1 kindergarten sticks1 or twigs for axles4 ,a small nail or small circle of pasteboard1 wax1 or plasticine slipped on to the axle1 each side of the wheel1 will keep the latter in place4 ,for more efficient and finished work1 wooden disks of a suitable size and with the hole bored through1 and the round sticks of a size to fit them1 may be purchased from the carpenter shop or planing mill4 ,or the holes may be bored with the gimlet and filed out to size4 ,the axles are glued into the disks1 then glued1 nailed1 or screwed to the wagon or car body1 and the edges filed or sandpapered so the wheels will turn4 ,or the disks may be nailed at the end of the axle1 using a heavy nail with large head4 ,for nicer work1 regular wheels and axles may be purchased at the hardware store4 ,the engine smokestack is made from an empty spool or round box glued on4 ,the cars are coupled together with string1 wire1 rope1 or tiny chains purchased at the hardware store4 ,the simplest boat is merely a raft with a string tacked on1 a spool smokestack1 or a sail of paper on a wooden toothpick or skewer1 tacked on one end or put into a nail hole4 ,beyond this is the two or three-decked boat made by fastening small wooden fig boxes or cigar boxes to the four pillars made from slats of a fruit crate1 the first deck tacked to a thick block of wood for a keel4 ,this boat will carry real cargoes4 ,a raft1 either doll size or real size1 of half-inch board nailed to two parallel joists1 can be made by the six-year-old4 ,with the coping saw1 a sailboat deck with pointed ends can be made from the whitewood1 a block nailed beneath for keel1 a sailcloth of muslin hemmed and fastened with cord or small rope to a mast that fits into the hole bored by the gimlet4 ,any number of tiny boats may be made of corks1 nutshells1 eggshells1 with sails of paper and cloth1 masts and oars of toothpicks1 skewers or twigs1 seats of paper or pasteboard4 ,rafts may be made of sticks1 corncobs1 or strips of bark bound together with raffia1 grasses1 or cord4 ,a canoe may be made of birch bark or leather sewed together at the ends1 and lined with oiled paper1 rubber cloth or oilcloth to make it water-tight4 ,this will carry dolls and cargo4 ,furniture4 ,this can be made by the wholesale4 ,paper4 ,the easiest way is to use the paper square1 folded into sixteen squares1 folding and cutting away to get the desired proportions4 ,paper circles are used for wheels1 rockers1 mirrors1 stove lids2 silver paper for mirrors2 gilt paper for brass ornaments4 ,water color gives realistic touches4 ,pasteboard4 ,sheet bristol board may be used1 first drawing the design carefully1 providing for lapping1 folding along the marked lines1 and pasting the laps4 ,in this way any desired size can be had4 ,the designs can first be made in paper4 ,pasteboard boxes require less work4 ,spools may be glued to a box cover as legs for a table or chair4 ,small spools for legs1 or pasteboard semicircles fastened on for rockers1 transform a box into a cradle4 ,safety match boxes glued on top of each other1 with a paper fastener or button attached as a knob to the sliding sections1 make a tiny chiffonier2 a pasteboard frame attached to the back has a silver paper mirror or even one of the tiny real glass pocket mirrors4 ,beds may be made by fastening a pasteboard strip for head and foot board to the ends of a shallow oblong box4 ,a poster bed is made from an oblong box and cover1 sticking four skewers at the corners for legs and posts4 ,crude wooden furniture can be made from soft blocks of wood fastened together with small wire nails4 ,chairs are made by nailing a back strip to a block seat2 tables by nailing a square or round top to a center block or to blocks at each corner for legs4 ,grocery boxes1 shoe boxes1 cigar boxes1 fruit crates1 will furnish cheap material of pine wood4 ,this1 however1 splits easily1 has knotholes and splinters1 and is a last resort4 ,an assortment of whitewood1 one-half inch thick1 in one1 two1 three and four-inch width strips1 will be much more satisfactory4 ,patterns and dimensions should first be made4 ,dishes4 ,nutshells1 sea shells1 acorn cups1 leaves1 gourds1 chips1 corn husks1 pea pods1 milkweed pods1 eggshells1 hollowed out apples1 potatoes1 squashes are the merest suggestion of the natural dishes suitable to a primitive and child life society4 ,modeling clay or plasticine are the most satisfactory materials for dishes4 ,many dishes and utensils can be cut freehand in outline from ,manila or silver paper1 tin foil1 bristol board4 ,children at nine or ten can work in hammered brass and bent iron4 ,games4 ,ringtoss4 ,glue a small1 straight stick1 as a piece of a broom handle1 upright to a flat board or disk4 ,make rings of several sizes from willow or other flexible branches1 tied with raffia or cord2 or use embroidery hoops1 or rims from cheese boxes1 hat boxes1 small kegs4 ,any of these may be wound with raffia1 strips of colored cloth1 or ribbon4 ,faba ,gaba4 ,make bean bags of different sizes4 ,make a frame by nailing four strips together and nailing two strips across this square to divide it into four holes4 ,this may be varied by 7a7 making the holes of uneven dimensions2 7b7 making a larger frame and dividing into six or nine even or uneven dimensions2 7c7 making three or four concentric or contiguous circles4 ,grace ,hoops4 ,make hoops as for ringtoss1 about twelve inches in diameter4 ,make sticks about two feet long1 half-inch diameter1 of straight young branches1 old toy brooms1 old curtain rods2 or buy them at the carpenter shop4 ,rings and sticks may be wound as in ringtoss4 ,colored balls4 ,crochet covers of colored string or embroidery silk for rubber balls1 or sew segments of colored linen or silk together for cover4 ,select carefully a series of true prismatic colors1--red1 orange1 yellow1 green1 blue1 violet4 ,attach a string of the braided cord1 silk or fabric4 ,these are washable and more sanitary than the worsted balls4 ,toys4 ,mechanical toys that children make themselves are of educational value1 as well as interest4 ,in making their own mechanical toys the children learn the significance of many principles in physics1 and are able to apply these in a variety of ways4 ,some children will thus discover principles for themselves4 99 99 99 99 99 ,toy theaters1 with shifting scenery and curtains that can be pulled back or rolled up and down ,toy elevators that will work up and down to carry passengers ,toy pendulum clocks that will tick ,toy derricks that will haul up a load of sand1 coal1 or bricks1 and empty these ,woodchoppers1 scissor-grinder men1 acrobats1 blacksmiths at their anvils1 bell ringers1 carpenters1 laundresses1 cooks1 housekeepers1 all made to work by the manipulation of strings1 springs1 or cleverly balanced and counterbalanced weights1 shot or marble ,toy telephones1 electric bells1 wireless telegraph systems ,automobiles and engines that will go1 the motor power furnished by a spring1 windlass1 or tiny1 homemade electric battery4 ,,chapter ,,xix ,,music ,,and ,,art ,rhythm and ,musical ,sound4 ,even the tiny baby responds to rhythm and to melody4 ,rhythm brings 8a cadence to the soul01 to use ,g4 ,stanley ,hall's phrase2 it relaxes and soothes both mind and body2 it has far-reaching significance as a spiritual and moral force4 ,chanting any rhythmic poem or jingles1 singing1 rhythmic performing of physical exercises1 are the beginnings of music as a rhythmic art4 ,when the noise-enjoying age arrives1 at about six months1 a string of soft-toned1 musical sleigh bells1 or later in the first year1 at the pounding stage1 a tubephone1 will give as much enjoyment as harsh noises2 and at the same time these are cultivating a rudimentary musical sense4 ,with the development of the phonograph1 good music can be had even in households where no one plays a musical instrument4 ,a baby of six months will notice the music1 and most children from a year old will show enjoyment in hearing it4 ,it is less important to acquaint little children with well-known classics--which are easily thus worn stale--than it is to provide good types of melody1 harmony1 and rhythm1--music that is sincere1 enduring1 normal4 ,if children hear much of such music from the great masters and their disciples1 before the age of ten1 their tastes may be permanently influenced1 and cheap1 flashy1 sensational music will fail to attract them4 ,as rapidly as a child develops motor ability to use them1 musical instruments of good tone1 adapted to his size1 will provide him with enjoyable toys that at the same time cultivate sense of good musical sound and opportunity for musical experimenting and self-expression4 ,a stout drum1 cymbals1 triangle1 a tambourine1 flute 7being careful of its use by only one individual1 and that it is wiped before using7 are inexpensive4 ,montessori uses musical glasses and a series of bells tuned to scale and sounded by striking them4 ,kindergartners make wind harps by stringing mandolin or other cheap strings and wires on a wooden frame made in the workshop4 ,this may be tuned for chords and hung where the wind will play fairy music upon it4 ,every little child loves to play upon the piano4 ,the ordinary toy piano is a jangle of noises that can only pervert the child's sense of musical sound4 ,good toy pianos1 with about two scales1 small enough for the three-year-old size1 can be purchased for a moderate price from some large musical stores4 ,if circumstances will at all permit a child to play at his own sweet will and in his own way upon a real piano1 the act will not only yield him indescribable bliss1 but will foster immeasurably his love of music1 and provide a means of musical self-expression4 ,few people expect to become great artists on any instrument4 ,technique1 therefore1 is of minor importance4 ,the love of music1 the desire to find expression through music1 is the important feature to cultivate1 leaving technique to a later age1 nearer the teens4 ,the hearing of singing as a daily experience of early childhood1 is potent for imitation and for good humor4 ,a baby who hears much singing or humming will1 even in his first year1 attempt to hum1 and in his second year1 make up little snatches of song4 ,this is music as it should be1 developing out of the daily experience of life1 illuminating that experience4 ,froebel urged his teachers to encourage this spontaneous1 natural singing1 and to set the example by their own spontaneous singing when with the children4 ,in progressive schools of to-day1 children of all ages are encouraged to compose melodies for nursery rhymes or little poems that they know1 and later to develop harmonies4 ,thus through creation the child develops a richer self-expression1 and if he is interested to become more proficient1 he furnishes his own incentive for the drudgery of acquiring technique4 ,what more pathetic situation than that of a child compelled to 8practice01 whose soul is in revolt1 and who every moment is acquiring a deeper loathing for music8 ,for teaching musical notation1 there is a pasteboard keyboard1 a set of pasteboard notes of different time-length and a special blackboard with the musical lines on which the notes can be hung4 ,with these many games can be played1 even at five or six years of age with some children1 although others will not be ready until seven or eight4 ,the ,crude ,tastes of ,childhood4 ,little children1 like savages1 have not developed fine discriminations in color4 ,this is largely a matter of education4 ,the little child shows a preference for vivid color1 and no sense of harmony in color4 ,his color sense is as undeveloped as his spoken language1 and needs training1 especially through good examples1 for its refinement4 ,a glass prism hung in the sunlight will give him pure spectrum hues while delighting even his baby days4 ,it is not yet known with certainty at what age children's eyes are sufficiently developed to really perceive color1 although they are evidently able to distinguish degrees of brightness before a year of age1 and show a preference for red or yellow objects rather than gray4 ,they prefer colored pictures to black and white4 ,kindergarten supply houses now furnish large colored wooden beads1 to be strung on shoe laces1 and colored papers in graduated series of hues1 and large colored wax crayons the size of a marking pencil4 ,the ,montessori apparatus now includes a set of flat wooden bobbins1 about two by three inches square1 painted in graduated shades of the spectrum colors1 which the children at four and five years love to match or arrange by graduations of shade4 ,a box of water colors 7primary colors only7 is indispensable to childhood4 ,art ,education4 ,good pictures1 well colored1 with sufficient vividness to interest the child1 abound in the magazines and the shops4 ,the classic nursery rhymes and tales have been illustrated in color by several eminent artists1 and copies may be secured through any kindergarten supply house4 ,the little child prefers pictures of animals1 children1 and mothers with children1 realistic or homelike4 ,he is rarely interested in still life1 the classic1 or the symbolic4 ,the ambitious teacher can easily overdo the matter of taking children to an art museum4 ,an occasional trip1 between five and nine years of age1 will do no harm1 if they are permitted to wander at their will4 ,it starts the habit of going to a museum4 ,of greater potency for sthetic training is the beauty and harmony of the child's own home1 and especially of his own room4 ,here inexpensive but beautiful colored pictures hung low enough for him to see them easily1 and charming little plaster casts1 will feed his mind and his soul1 as does the daily singing4 ,he is learning that art is for the daily life1 not merely for unusual places and occasions as in the museum4 ,at five or six years of age children may begin to make scrapbooks of beautiful and charming pictures that they find in magazines1 or that are purchased through the kindergarten or art stores4 ,postcard reproductions in color are obtainable of many famous pictures1 both classic and nursery subjects4 ,in art1 as in morals1 the constructively good will naturally crowd out the crude1 the vicious1 and the mediocre4 ,children's ,drawings and ,painting4 ,to quote from ,doctor ,g4 ,stanley ,hall3 ,children often like to look at and more or less understand pictures early in the second year4 ,they care most for those that have a story connected with them1 and want their pictures read4 ,children like to draw illustrations of stories and concrete things1 which must not be taken away from them in order that they may be precociously taught to see lines only4 ,instead1 therefore1 of current methods1 the thing for kindergarten and lower grades to draw is the human figure1 and vastly more freedom and individuality are needed4 ,geometrical lines are ghostly and wooden4 ,things in motion are more interesting1 and perhaps ,ruskin is right in saying that the child should be limited to the voluntary practice of art4 ,the prevailing methods that begin with mathematical forms1 cube1 cylinder1 etc41 are stultifying and not only destroy the natural zest and ability to draw1 but take away the power to enjoy art and to understand nature1 geography1 history1 literature1 which it is one object of art to inculcate4 ,the child desires to draw human beings1 generally in action4 ,drawing teachers usually demand complete visual control1 but the children draw lines symbolizing the direction birds fly1 draw the wind1 draw a zigzag line representing the dance a person is engaged in1 and even gross errors are repeated after correction and explanation1 showing how dominant muscle habits are4 ,young children draw anything with abandon and pleasure4 ,they do not use their eyes much1 no matter how difficult the theme1 but draw their own image of it with about as good success as if there were no model4 ,children care nothing for accuracy here1 which is the ideal of the methodists4 ,their order below ten years of age is the human figure1 then animals1 plants1 or houses1 then mechanical inventions1 geometrical designs and ornaments4 ,children's work is essentially pictorial and not decorative4 ,thus ,ricci declares that art as such to children is unknown4 ,froebel is wrong1 therefore1 and the child enters the educational field by the door of literature rather than by that of mathematics4 ,always some one or1 at most1 a few details are focused upon and magnified1 betraying just what and how far the child has observed up to date4 ,if we only had a complete collection of all the drawings of a single child with proclivities for art but who had been unrepressed by criticism or derision1 we should find its very soul in each developmental stage represented4 ,too early insistence upon technique crushes4 ,teachers have so long put form above content that they little suspect the innate power and love of children for this kind of work4 ,above all1 teaching should be to encourage and not to repress the tendency to exaggerate each new trait1 and should have regard not to the finished product and should pay little attention to symmetry or to an artistic whole4 ,uniformity1 too1 should be cast to the winds and the teacher should encourage the deep instinctive tendency of pupils to perfect each item as it looms into the center of interest4 ,from several hundred drawings1 with the name given them by the child written by the teacher1 the chief difference inferred is in concentration4 ,some make faint1 hasty lines1 representing all the furniture of a room1 or sky and stars1 or all the objects they can think of1 while others concentrate upon a single object4 ,it is a girl with buttons1 a house with a keyhole or steps1 a man with a pipe or heels or ring made grotesquely prominent4 ,the development of observation and sense of form is best seen in the pictures of men4 ,the earliest and simplest representation is a round head1 two eyes1 and legs4 ,later comes mouth1 then nose1 then hair1 then ears4 ,arms1 like legs1 at first1 grow directly from the head1 rarely from the legs1 and are seldom fingerless1 though sometimes it is doubtful whether several arms1 or fingers1 from head and legs without arms1 are meant4 ,of #dd human heads only #i are in profile4 ,this is one of the many analogies with the rock and cave drawings of primitive man4 ,the ,sunday ,supplement4 ,fortunate the child who is protected from the encroachment of these execrations4 ,they are like the cheap colored candy in the penny shops1--made to sell to those of undeveloped sensibilities1 and further dulling those sensibilities to better life4 ,the ordinary ,sunday ,supplement page for children is a clever combination of all the crudities that children enjoy--vivid color1 crude drawing1 bad manners1 defiance of authority1 clownish humor4 ,of course children cry for it1 as they do for drugs that have dulled their nerves and set up perverted tastes4 ,if it is kept from the child until his teens1 and meanwhile his taste is being trained by natural1 daily means1 the probabilities are that he will then find it offensive2 at least he will have passed the age when it can pervert his taste and ideals4 ,the clownish humor1 the crude drawing1 the humor of the unusual position and unexpected dilemma1 without the bad manners and other unethical conditions1 are furnished in abundance in the drawings of ,leslie ,brooke1 ,gelett ,burgess1 ,peter ,newell1 in ,tenniel's illustrations of ,alice's ,adventures1 in ,edward ,lear's ,nonsense ,books1 to mention only a few4 ,delicately colored pictures1 which adults find exquisite1 do not attract the child1 but in this day there are abundant treasures of pictures and picture books with colors strong1 yet not blatant4 ,in this respect the ,english and ,american work is in the main preferable to ,french1 ,german1 ,russian4 ,many books of songs for little children are published that are merely mediocre1 or ill-adapted to children because not based on a knowledge of child psychology and the range of the child's voice4 ,some children can carry a tune at three years1 others not until six or seven years4 ,the natural range of the child's voice can be easily tested by trying it out with the piano2 it will usually range from ,e to ,a at three years and from middle ,b to upper ,d at six years4 ,these physiological limitations indicate that songs for children to sing should have a simple melody1 within this range1 and should be short4 ,children like simple hymns1 lullabies1 songs about animals1 nature1 play1 dolls1 and action songs4 ,if a child is thought to have vocal talent1 the voice should be especially protected from strain and misuse1 and intensive training postponed until late in the teens when the voice has become placed4 ,a teacher of ability should be engaged for the first training4 ,all children should be trained to use the voice intelligently1 which is hygienically4 ,they should be taught to sing softly and naturally1 and never allowed to sing harshly1 boisterously1 or falsetto4 ,screaming and shouting injure the voice1 especially in childhood1 while the vocal cords are developing4 ,by a little careful hygiene1 the example of musical1 well-modulated voices in their elders1 and the selection of songs within their range1 ,american children might develop as pleasant voices as are found in some of the countries across the sea4 7music note7 boys 7backwards music note7 girls ,illustration3 ,,age #j #a-b #c-e #f-g #h #i #aj #aa #ab ,from ,gutzmann and ,paulsen4 ,,chapter ,,xx ,,home ,,nursing ,,and ,,first ,,aid ,,in ,,the ,,nursery#cd ,general ,principles4 ,careful hygiene will reduce illness to a minimum4 ,study what to do in emergencies and illness before these appear1 in order to be mentally and technically prepared to act promptly1 with confidence and poise1 when need arises4 ,teach children as early as possible how to spit1 gargle1 raise phlegm1 inhale4 ,habits of obedience1 self-control1 and regularity will assist in recovery4 ,under any circumstances avoid excitement2 keep calm and self-possessed4 ,use firmness1 gentleness1 patience1 good cheer1 and the spirit of play in care of illness4 ,it is wiser to call the doctor at first1 when symptoms of illness appear1 than to incur severe sickness and greater cost by delay4 ,a severely sick child needs a trained nurse4 ,children have less resistance than adults1 and succumb more easily1 therefore they need prompt1 intelligent treatment4 ,every woman who has the care of a little child should learn the following from the physician or nurse3 use of clinical thermometer1 bedpan1 giving of enema1 massage1 dressing and bathing of bed patient1 bandaging1 first aid in serious cuts1 fractures1 broken limbs1 drowning4 ,there should always be at least one room in the house with washable walls1 sunny exposure1 and without carpets1 heavy draperies or upholstered furniture1 that can be used for an isolation sick room in emergency4 ,symptoms of ,illness and ,their ,immediate ,care4 ,when several symptoms are evident at once1 the matter is more urgent4 ,it is usually advisable to have the doctor call1 rather than to expose the sick child to the change of temperature1 dust1 excitement of crowds1 or danger of infecting others4 ,in severe injury1 secure any medical assistance in quickest way4 ,discharge from nose ,c 787#ce #a ,discharge from eyes with inflammation ,c 787 #a ,swollen lids1 inflamed1 yellow discharge ,c#cf #c ,sore throat ,c #b ,pain in or behind ears #a ,swollen glands in neck #a ,persistent cough ,c 787 #a ,persistent lassitude ,c 787 #a ,loss of appetite #a ,loss of weight #a ,severe or frequent earache #b ,headache with delirium #c ,stupor or dullness #b ,chills1 with or without fever ,c 787 #b ,fever with languor1 loss of appetite ,c 787 #b ,nausea with fever ,c 787 #b ,convulsions #c ,eruptions ,c 787 #b ,cramps and vomiting ,c 787 #c may be poisoning ,persistent pain in feet or legs #a ,swelling of feet and legs #b ,black1 or bloody stools #b ,claylike stools #a ,constipation 7#dh hours1 not yielding to home care7 #a ,green stools1 diarrhea #c ,white vaginal discharge #b ,bleeding from mouth or rectum #b ,frequent bleeding from nose #a ,pain at urinating #a ,retention of urine 7#bd hours7 #a ,injuries3 ,fall1 especially of young child #c ,blow on head1 severe #c ,deep cut1 needing stitches #c ,deep burn #c ,excessive bleeding #c ,wound of rusty instrument #b ,bite of animal #b #a4 ,notify doctor4 #b4 ,call doctor4 #c4 ,get doctor immediately2 urgent4 ,when a child shows even slight symptoms of illness1 isolate and keep in bed for a day in a well-ventilated room4 ,this avoids changes of temperature1 requires less work of heart and nerves1 removes pressure upon spinal nerves1 and gives the body better opportunity to combat the lowered vital condition4 ,communicable ,diseases to which ,children are ,especially ,susceptible ,,disease ,,early ,,symptoms#cg ---------------------------------------- ---------------------------------------- ---------------------------------------- ---------------- ,bronchitis 7,g7#ch ,nasal discharge1 slight fever1 ,incubation3 #b to #c days4 hard1 dry cough1 lack of appetite4 ,isolation3 ,till discharge ceases4 ,influenza 7,s7#ci ,chill1 fever4 ,discharge from ,incubation3 #b to #c days4 nose1 eyes2 lassitude1 general ,isolation3 ,till discharge pains4 ceases4 ,pneumonia 7,s7 ,severe chill1 cold and pain in ,incubation3 #e to #h days4 chest1 usually left side2 high ,isolation3 ,till discharge fever1 languor4 ,respiration quick ceases4 and painful4 ,sometimes short1 dry1 painful cough1 vomiting1 convulsions4 ,tuberculosis 7,g7 ,anemia1 poor appetite1 loss of ,incubation3 #a to #f months4 weight1 persistent cough4 ,sometimes ,isolation3 ,not necessary limping4 if discharges are burned1 dishes disinfected4 ,whooping ,cough 7,g7 ,running eyes1 nose2 headache1 ,incubation3 #a to #ad days4 weariness2 dry cough develops in ,isolation3 #f weeks4 ,until about two weeks1 sometimes without #b weeks after cough has the whoop4 ceased4 ,diphtheria 7,g7 ,lassitude1 headache2 usually ,incubation3 #b to #aj days4 sore throat1 yellow or gray-white ,isolation3 #b weeks4 ,until patches2 sometimes sudden high cultureis negative on fever1 convulsions1 purulent nasal two successive days4 discharge4 ,tonsillitis 7,s7 ,swollen inflamed tonsils4 ,chills1 ,isolation3 #a week4 fever1 headache1 general pains4 ,chicken pox ,eruptions on body4 ,sometimes fever1 ,incubation3 #aa to #ba days4 nausea1 headache4 ,isolation3 ,until all scabs are gone4 ,measles 7,g7 ,discharge from nose2 eyes reddened1 ,incubation3 #g to #ah days4 sensitive to light2 dry cough4 ,isolation3 #b weeks from ,eruptions first inside cheeks2 fine appearance of rash4 ,until body rash on fourth day4 ,sometimes discharges disappear4 chill1 fever1 hoarseness1 malaise4 ,scarlet ,fever 7,s7 or 7,g7 ,fever1 nausea1 red throat1 ,incubation3 #a to #h days4 loss of appetite2 eruptions on second ,isolation3 #f weeks4 ,till all day4 ,sometimes convulsions1 peeling1 sore throat1 and diarrhea1 white ring around mouth4 discharges disappear4 ,infantile ,paralysis 7,g7 ,stupor1 profuse sweating1 numbness 7,polyomyelitis7 or paralysis of limbs1 difficulty ,incubation3 #b to #g days4 in swallowing4 ,sometimes convulsions1 ,isolation3 #f weeks4 headache1 vomiting4 ,meningitis 7,s7 ,headache1 nausea and vomiting2 ,incubation3 #b to #g days4 fever1 prostration1 rapid pulse1 ,isolation3 #f weeks4 unconsciousness in few hours or days4 ,sometimes convulsions4 ,mumps 7,g7 ,fever1 malaise1 dizziness1 ,incubation3 #aj to #be days4 drowsiness1 vomiting or diarrhea4 ,isolation3 #c weeks4 #a week ,glands near ear swell #a to #h days after swelling subsides4 later4 ,syphilis 7,g7 ,anemia1 malnutrition1 chronic 7,congenital7 nasal discharge and snuffles4 ---------------------------------------- ---------------------------------------- ---------------------------------------- ---------------- ,,disease ,,possible ,,special ,,precautions ,,complications ---------------------------------------- ---------------------------------------- ---------------------------------------- -------------------- ,bronchitis ,pneumonia4 ,fresh air1 warmth4 ,incubation3 #b to #c days4 ,isolation3 ,till discharge ceases4 ,influenza ,irritated nasal ,warmth1 fresh air4 ,incubation3 #b to #c days4 passages2 weakened ,isolation3 ,till discharge resistance2 earache1 ceases4 mastoiditis2 bronchitis4 ,pneumonia ,increased ,windows wide open2 ,incubation3 #e to #h days4 susceptibility open fire2 avoid ,isolation3 ,till discharge to tuberculosis4 weighting chest ceases4 with poultices or clothing4 ,avoid gas stove4 ,tuberculosis ,stunted growth2 ,incubation3 #a to #f months4 bone defects4 ,isolation3 ,not necessary if discharges are burned1 dishes disinfected4 ,whooping ,cough ,broncho-pneumonia1 ,elastic abdominal ,incubation3 #a to #ad days4 hemorrhage1 band4 ,food after ,isolation3 #f weeks4 ,until hernia4 paroxysm if #b weeks after cough has previous feeding ceased4 not retained ,diphtheria ,heart1 kidneys1 ears1 ,recumbent position ,incubation3 #b to #aj days4 broncho-pneumonia4 during fever4 ,isolation3 #b weeks4 ,until ,avoid nasal cultureis negative on douches4 two successive days4 ,anti-toxin4 ,tonsillitis ,forms of rheumatism2 ,rest in bed4 ,isolation3 #a week4 heart disease1 nephritis1 ,st4 ,vitus' ,dance4 ,chicken pox ,kidney disorders2 ,cut finger nails ,incubation3 #aa to #ba days4 persistent sores short2 ,isolation3 ,until all scabs from infecting anoint skin4 are gone4 skin4 ,measles ,weakened eyes2 ,protect eyes with ,incubation3 #g to #ah days4 pneumonia1 amber glasses1 ,isolation3 #b weeks from bronchitis1 or darken room4 appearance of rash4 ,until tuberculosis4 ,warmth 7#gj74 discharges disappear4 ,scarlet ,fever ,impairment of hearing1 ,prevent infection ,incubation3 #a to #h days4 sight2 kidney of ears4 ,report ,isolation3 #f weeks4 ,till all or heart weakness4 immediately peeling1 sore throat1 and decrease in discharges disappear4 urine4 ,infantile ,paralysis ,paralysis4 7,polyomyelitis7 ,incubation3 #b to #g days4 ,isolation3 #f weeks4 ,meningitis ,paralysis1 deafness1 ,incubation3 #b to #g days4 mental defects1 ,isolation3 #f weeks4 pneumonia4 ,mumps ,infection of ear1 ,incubation3 #aj to #be days4 deafness4 ,infection ,isolation3 #c weeks4 #a week of reproductive after swelling subsides4 glands1 causing sterility4 ,syphilis ,diseases of bones1 7,congenital7 nerves1 blood2 destruction of any organs1 paralysis4 ---------------------------------------- ---------------------------------------- ---------------------------------------- -------------------- ,communicable diseases may be conveyed by discharges1 especially from nose and mouth1 and in breath2 also in vomitus1 discharges from eyes and ears1 feces1 urine1 and blood4 ,may be contagious several days before serious symptoms appear in acute cases2 and may be carried in throat and mouth many months and conveyed by persons showing no symptoms4 ,to ,prevent ,contagion4 7#a7 ,avoid exposing the child to any one who has a contagious disease4 7#b7 ,do not take young children 7under seven1 at least7 into crowds1 busy streets1 city dust1 or street cars4 7#c7 ,household employees1 especially child's nurse1 cook1 kitchen employee1 or laundress1 should be selected with regard to their health2 a thorough health examination for the child's caretaker1 unless personally well known or professionally trained1 is the only safeguard4 7#d7 ,no one with a cold1 sore throat or other symptoms of contagious disease should be with a young child or prepare its food4 7#e7 ,keep special handkerchiefs for each child and never use any one else's for it4 7#f7 ,teach scrupulous individual use of cups1 spoons1 forks1 wash cloths1 towels1 handkerchiefs1 whistles1 and not to use wash basin for brushing teeth4 7#g7 ,avoid pacifiers2 wipe toys daily4 7#h7 ,clean the child's finger nails daily1 and always wash his hands before eating4 7#i7 ,attendant should always wash hands before preparing food1 giving medicine1 caring for eyes1 nose1 mouth1 or wounds2 and after care of diapers1 toilet1 wounds4 7#aj7 ,milk and water supply should be carefully guarded2 unless assured pure1 milk must be pasteurized1 water boiled4 7#aa7 ,avoid cats or dogs for young children's pets4 ,disease germs can thrive in the mucus1 in some tissues1 or in the blood4 ,they may enter 7#a7 through the nose1 7#b7 the mouth1 7#c7 a break in the skin4 ,the sick person may convey them 7#a7 from the mouth1 by coughing1 by a kiss1 or on cups1 spoons1 forks1 napkins1 towels2 7#b7 in mucus from the nose1 in sneezing1 or on handkerchiefs2 in discharges from eyes or ears2 7#c7 in cases of intestinal infections1 from intestinal discharges2 7#d7 venereal disease1 from break in skin1 from open sore1 from suppurating infected eyes2 7#e7 from discharge of boils2 7#f7 scales from skin probably only in smallpox or chicken-pox2 7#g7 on fingers4 7#h7 ,germs of contagious diseases are sometimes carried in water1 ice1 milk1 or dust4 7#i7 ,cats and dogs easily carry disease germs4 ,contagious diseases are always dangerous1 causing a large harvest of deaths and leaving lifelong defects in many survivors4 ,it is not necessary that children should have any of them4 ,children should be carefully protected from exposure to any disease4 ,good hygiene raises vitality and increases the white blood corpuscles1 which are the special protectors against disease germs4 ,if a child has been exposed to dust or crowds1 or if contagious disease is prevalent1 give a nasal douche and gargle with normal salt solution1 #d boric solution1 or diluted listerine1 before meals and at night4 ,if exposed to disease1 also disinfect face1 neck1 hands1 clothes1 shampoo the hair with tincture green soap1 isolate1 notify doctor2 repeat after quarantine4 ,care of ,illnesses ,prevalent in ,childhood4 ,anemia4 ,pallor1 languor1 loss of weight1 poor appetite4 ,give outdoor life1 nutritious diet1 cold baths1 sun baths4 ,needs medical examination for cause4 ,boils4 ,indicate low resistance4 ,applying hot fomentations wet in boric solution may prevent coming to head4 ,if at head1 apply hot fomentation five minutes2 lance with sterilized needle4 ,after removing contents1 apply listerine1 witch hazel or #be alcohol1 on sterile gauze2 anoint with zinc ointment1 and bandage to prevent re-infection4 ,poultices are unsanitary4 ,pus is infectious2 prevent its touching skin1 burn immediately1 and sterilize needle4 ,chap4 ,prevent by drying face and hands thoroughly after washing4 ,apply camphor ice or cold cream before taking outdoors1 and at bedtime4 ,use corn meal or oatmeal in place of soap4 ,cold4 ,may be either a congestion or an infection4 ,in any case isolate and treat first symptoms at once2 give persistent care to cure quickly4 ,colds pave the way for more serious infections4 ,give oil laxative for one or two days4 ,apply few drops of glycerine1 albolene1 or liquid vaseline in nose every two hours and at bedtime4 ,use sterilized medicine dropper2 warm oil slightly by heating in dropper over boiling water4 ,for children over one year use nasal oil spray or nasal douche with physician's prescription4 ,give hot leg bath or hot tub bath1 wrapping well to produce slight perspiration2 rub with #be alcohol solution few hours later1 or before rising1 to close pores2 keep well covered4 ,keep in bed while fever continues4 ,if in head and eyes1 apply cold cloth wet in weak boric or salt solution1 over eyes and nose1 changing every five minutes1 in half-hour periods4 ,give all the water patient will take1 at hourly intervals1 or lemonade for children over eighteen months4 ,for dry1 parched mouth1 rinse with weak salt water1 give weak lemonade1 or cracker to chew4 ,if accompanied by chills1 keep in warm room1 7#fh7 well ventilated4 ,if without chills1 and when fever has subsided1 keep outdoors1 well protected1 but not dressed warm enough to perspire4 ,if in chest1 apply counter-irritant 7adapted to age7 to chest and back4 ,if not recovered in a day or two1 notify physician4 ,for repeated colds1 discover cause1 improve hygiene2 increase resistance by cold morning bath1 at least to chest and back1 and give cod-liver oil4 ,colic4 ,give no food during the attack4 ,give a teaspoon of water 7#if ,f47 with weak peppermint or soda mint dissolved in one ounce water2 repeat every five minutes4 ,upright position1 with patting on back1 will relieve gas in stomach4 ,for gas in intestine1 massage gently1 beginning at lower left side1 and working backward along length of colon1 always pressing and stroking toward end of colon4 ,if constipated1 or attack very severe1 give warm enema 7#aaj ,f47 with soap or normal salt solution4 ,apply hot fomentations1 or hot stupe1 made by thoroughly mixing twenty drops of turpentine in one pint water1 to abdomen2 or hot flannels or hot water bag1 to abdomen1 buttocks1 and thighs4 ,keep feet warm4 ,change fomentation or stupe every ten minutes4 ,when relieved1 follow with cool hand rub 7#hj74 ,constipation in nursing mother will cause colic4 ,baby subject to colic should have two or three daily movements4 ,give less at feeding1 with longer intervals1 slower feeding4 ,constipation4 ,prevent and treat by diet1 exercise1 and general hygiene4 ,if these fail1 have medical examination for possible anatomical defect or obstruction4 ,for acute attack1 give mineral oil1 increase water1 give abdominal exercises at intervals during day1 gently knead abdomen1 working along line of colon from right to left4 ,the use of enemas and suppositories relaxes the intestinal wall1 and induces a chronic condition4 ,salts1 castor oil1 cascara1 and other drugs overstimulate intestinal secretions1 irritate lining1 and require continued1 increasing use4 ,calomel may remain in system and cause serious illness2 it should never be given to children4 ,if necessary to use any special measures1 adapt laxative from list 7page #cfb74 ,for chronic cases in older children1 apply cold compress around abdomen at night until condition is improved4 ,convulsions4 ,give leg or tub bath at #ih ,f4 for ten minutes2 mustard may be added4 ,be very careful that water is not too hot4 ,child may be put in with clothing on4 ,put cold cloth around neck and on head4 ,give prompt laxative and an emetic4 ,keep child in bed till recovered from shock4 ,cramp in ,intestines4 ,treat as colic4 ,croup4 ,apply hot fomentation to chest for ten minutes1 followed by cold compress4 ,give salt water emetic to cause vomiting and remove phlegm1 if breathing is still difficult4 ,if necessary1 in severe case1 give half teaspoon of syrup of ipecac to produce vomiting2 apply counter-irritant to chest and back4 ,keep child well wrapped4 ,if severe1 prepare kettle of boiling water so child can inhale steam4 ,add two tablespoonfuls of compound tincture of benzoin1 creosote or oil eucalyptus1 or teaspoon of vinegar or ammonia4 ,use light blanket to cover kettle and head of child4 ,see that kettle is not near enough to burn face4 ,be careful that child does not choke1 and that clothing is not dampened4 ,wrap a piece of rubber sheeting or woolen blanket about shoulders1 and remove when through steaming4 ,for mild cases1 or when child is relieved1 place saucer with tincture of benzoin near child's head1 where fumes will be inhaled4 ,treat as for cold1 on following day1 with counter-irritants1 and use menthol1 oil nasal spray1 or tincture of benzoin for inhaling4 ,for children subject to repeated attacks1 provide a special croup kettle4 ,cough4 ,ascertain cause from physician and treat by his prescription4 ,avoid cough syrups1 which are dangerous for children4 ,plain honey1 figs1 fig juice1 are soothing4 ,use menthol inhaler4 ,apply salve of menthol and vaseline in nose at night1 and a cold compress or mild counter-irritant on throat4 ,diarrhea4 ,stop regular food4 ,give infants barley water1 older children only special dietary4 ,give prompt laxative4 ,keep in bed4 ,call doctor promptly and save stools for his inspection4 ,earache4 ,symptoms in infant include crying1 and turning head from side to side4 ,apply counter-irritant behind and below ears4 ,place few drops of lukewarm phenol and olive oil mixture in ear1 on sterilized cotton4 ,apply hot flannel1 hot-water bag1 or other dry heat4 ,eczema4 ,apply salve or lotion1 according to doctor's direction4 ,avoid water or vaseline on affected places1 as these are irritating4 ,keep clean with olive oil or cold cream4 ,give dietary treatment4 ,eyes ,inflamed4 ,bathe hourly with #b boric solution or weak salt water4 ,for cold in eyes1 also apply vaseline at night and in morning to lids1 avoiding eyes4 ,headache4 ,frequently due to constipation1 indigestion1 eyestrain1 excitement1 fatigue1 overheating4 ,ascertain and treat cause4 ,apply cold cloths1 changing every five minutes1 or hot cloths1 changing every ten minutes1 or alternate hot and cold1 according to wishes of patient1 to forehead and back of neck4 ,apply menthol pencil to forehead and base of brain4 ,massage back of neck1 with strong pressure downward and toward sides4 ,inhale menthol1 mild camphor1 ammonia1 or smelling salts4 ,hiccough4 ,due to indigestion or overeating4 ,hold breath4 ,sip water slowly while holding breath4 ,give small lump of sugar4 ,if severe and continued1 induce sneezing or give emetic to remove cause4 ,nausea4 ,give soda mint tablet in glass of hot water4 ,if not relieved1 give emetic4 ,after vomiting1 give glass of hot or cold water hourly1 mildly salted or with soda mint1 for several hours4 ,poisoning4 ,keep poisons out of children's reach4 ,nick cork of bottles containing poison1 and tie red ribbon around neck4 ,keep list of common poisons and antidotes posted on door of medicine cabinet for ready reference4 ,prickly ,heat4 ,due to overheating from too much clothing or from weather4 ,reduce quantity of clothing4 ,avoid wool next the skin4 ,bathe several times a day with water #gj-hj ,f41 adding one teaspoon baking soda to a quart of water4 ,powder affected places lightly with starch or baby powder 7page #dg74 ,rheumatism4 ,found in all its forms in childhood4 ,if chronic1 may permanently injure heart4 ,give mild laxative4 ,keep in bed4 ,apply dry heat as directed to affected parts4 ,rub with alcohol 7#be solution71 witch hazel1 or arnica4 ,improve diet1 reducing purins and increasing alkali-forming foods4 ,electric treatments may be beneficial4 ,sunburn4 ,prevent by use of canopy1 sunshade1 or hat1 and by applying cold cream before taking out in sun or wind4 ,to treat1 apply cloths wet in sweet cream1 cold cream1 almond lotion4 ,avoid use of water on affected parts4 ,fever4 ,keep in bed4 ,fever is not a disease but a symptom of poison in system4 ,reduce temperature gradually4 ,give cool sponge 7#ge-hj ,f47 with plain water1 weak salt solution1 or #be alcohol solution1 for ten or fifteen minutes every hour4 ,keep cool collar of wet cloth around neck1 or on head1 changing every five minutes4 ,in severe cases1 also keep icebag at head1 hot-water bag at feet4 ,give abundance of cold water1 cold fruit juice with little or no sugar1 or small quantity of ice cream4 ,keep room cool 7#fj-fe ,f474 ,there is no danger of patient taking cold while temperature is high1 but special precautions must be taken1 as fever diminishes1 to prevent chilling4 ,sore ,throat4 ,dissolve chlorate of potash tablet in half pint of water1 and give spoonful every half hour1 holding in mouth as long as possible4 ,gargle and rinse mouth with normal salt solution1 boric acid1 or listerine1 without swallowing4 ,for mild cases1 apply cold compress to throat4 ,for severe attack1 use counter-irritant4 ,stomach4 ,sour stomach or heartburn4 ,use soda mint tablet or saltspoon of baking soda in glass of hot water4 ,for stomach-ache give same treatment1 and massage by deep breathing and voluntary pulling in and pushing out abdominal wall by muscular effort2 use mild trunk-bending and twisting exercises4 ,if constipated1 give prompt laxative4 ,toothache4 ,apply listerine or oil of cloves or wintergreen on cotton to the cavity1 and dry heat or counter-irritant outside1 until dentist can be seen4 ,worms4 ,indicated by disturbed sleep1 grating teeth in sleep1 picking at nose1 poor or ravenous appetite1 irritation at rectum4 ,may sometimes be visible as fine white threads in stools4 ,can be accurately diagnosed only by microscopic examination4 ,avoid giving medicine except on doctor's prescription4 ,reduce candy and meat in diet4 ,injuries4 ,practice first aid until prepared to act promptly in any ordinary emergency4 ,call physician in all but mildest cases1 to ascertain extent of injury1 overcome shock1 and prevent poisoning4 ,disinfect hands before treating any wounds4 ,bruise1 ,bump1 or ,sprain4 ,apply very cold or very hot water1 changing at proper intervals4 ,continue until swelling is reduced4 ,burns4 ,never use flour or cotton on burns4 ,exclude air and prevent infection from dirt or water4 ,burns are easily infected or cause shock4 ,for burns by dry heat1 apply vaseline1 baking soda1 carron oil1 or olive oil1 and wrap in sterilized gauze to exclude air4 ,for scalds1 apply wet cloths of cool water 7sterilized if possible71 with baking soda or boric acid4 ,exclude air and be careful not to break blister4 ,treat blisters as burns4 ,if clothing is afire1 smother by rolling on floor or wrapping in heavy coverings4 ,prevent fumes and smoke from entering lungs4 ,if clothing is burned to skin1 cut around it and soak off with olive oil4 ,for fire in room1 close windows and doors1 and attempt to smother before using water4 ,to go through smoke1 put wet cloth over mouth and nose4 ,cuts and ,scratches4 ,hold under running cool water to thoroughly rinse out dirt4 ,wash with disinfectant4 ,take special care with wounds from rusty instruments4 ,scratches may then be painted with collodion1 cuts covered with court plaster 7do not moisten in mouth7 or surgeon's plaster4 ,fall or ,shock4 ,lay flat4 ,apply cold water to head1 hot-water bag at heart and to feet4 ,cover warmly4 ,rub arms and legs toward heart1 without uncovering4 ,apply mild smelling salts1 ammonia1 or camphor at nose4 ,never give alcohol without doctor's order4 ,hot milk1 tea1 or coffee are safe stimulants4 ,foreign ,body in ,ear4 ,do not attempt to remove by poking4 ,put in few drops of sweet oil1 lay head down on that side1 till doctor comes4 ,foreign ,body in ,nose4 ,do not attempt to remove by poking4 ,let child blow nose1 closing opposite nostril4 ,call doctor4 ,foreign ,body in ,throat4 ,if not easily removed with finger1 hold child by ankles1 head downward1 and slap on back4 ,if swallowed1 give soft bread at once but do not give laxative4 ,remove fishbone with fingers4 ,foreign ,body in ,eye4 ,do not rub4 ,encourage crying4 ,blow nose4 ,if visible1 remove with corner of clean handkerchief4 ,if not visible1 pull upper lid over lower1 and move gently4 ,wash eyes with boric or salt solution4 ,for injury1 apply cold cloths wet in boric or salt solution4 ,slivers4 ,remove with a sterilized needle1 wash with antiseptic and bandage with zinc ointment or paint with collodion4 ,never use a pin4 ,if very difficult to remove1 apply hot fomentations4 ,use of ,water1 ,heat1 and ,light4 ,heat1 cold1 water and light are effective because of their action upon the distribution of circulation1 rate of metabolism1 the local and reflex nerves1 the heart action1 the chemical condition of the blood4 ,their therapeutic use has only in recent years become a science4 ,extensive study and experience is necessary for their efficient application4 ,a few fundamental principles will guide in their ordinary use1 but only a physician trained in hydrotherapy and thermotherapy can give directions meeting every factor in an individual case4 ,applications affect not only the local part but also the parts with which it is reflexly connected4 ,the volume of blood can be withdrawn from any part or to any part4 ,the first effect of hot applications is stimulating2 continued for more than ten or fifteen minutes 7after the surface is reddened7 is depressing4 ,cold is first depressing2 continued slightly is stimulating1 and long continued becomes depressing4 ,alternate heat and cold for three to ten minutes is the most stimulating4 ,pain1 inflammation or increased secretion in any part usually indicates local congestion of blood which needs to be withdrawn4 ,congestion in the head1 indicated by headache or cold2 or in the chest1 indicated by chest cold2 or in the abdomen or pelvic organs1 can be reduced either by a general distribution of blood to the surface or by withdrawing the supply to the legs and feet4 ,a hot bath or pack draws the supply to the surface2 a hot leg bath or pack draws it to these extremities4 ,the cool sponge following the hot water keeps the blood in these parts1 besides reducing the temperature of the superheated surface and toning up the skin4 ,hot fomentations draw the circulation to the surface1 away from the congested internal parts directly beneath or reflexly connected4 ,thus1 heat applied to the forehead and base of brain reduces head congestion2 or as fever is usually present1 cold 7#ej ,f47 will have the same effect and at the same time reduce the temperature1 while a hot-water bag at the feet will maintain the temperature if the fever is mild or absent4 ,congestion in the abdomen or pelvic organs is relieved by local applications of heat to these parts and to their reflex areas--the buttocks1 thighs1 feet and hands4 ,in using heat or cold1 the application must be changed whenever its temperature approaches that of the body4 ,local hot applications may be continued until the surface is reddened--from five to twenty minutes4 ,the surface is then sponged quickly with water1 or #be alcohol1 at #gj-hj ,f41 to prevent superheating of tissues4 ,cold general sponging in fever may be continued ten or fifteen minutes1 one part sponged and dried at a time1 patient covered with a light blanket2 and repeated every hour4 ,local cold1 as icebags or cold cloths1 may be continued half an hour1 and repeated at half hourly intervals4 ,a cold compress is a mild counter-irritant4 ,water reaches tissues below the surface1 and for deep-seated disorders is therefore more effective than dry applications1 when practicable4 ,care must be taken to protect hair1 clothing and bedding from dampness1 by use of rubber cloth or oiled silk4 ,for young children1 temperatures must be less severe and changes more gradual than with adults4 ,the nurse should test the heat of applications by applying to her own face4 ,hot ,tub ,bath4 ,for chills1 convulsions1 incipient cold1 general depression without fever4 ,if patient is constipated or had no movement in preceding twelve hours1 precede by enema1 as hot water increases absorption from intestinal tract4 ,give in warm room 7#gj ,f471 at #ajj ,f41 or higher for children over four years4 ,one tablespoon mustard 7in cheesecloth bag7 per gallon of water increases effect4 ,wrap cold cloth around neck1 and protect hair4 ,continue five to ten minutes1 until skin is red1 adding hot water carefully to slightly raise temperature4 ,give quick hand rub with water at #hj ,f4 unless sweating is desired4 ,dry quickly1 wrap and cover warmly4 ,giving water to drink will increase perspiration4 ,after perspiring1 rub with #be alcohol4 ,hot ,leg ,bath4 ,for intestinal pain1 headache1 incipient cold1 cold feet1 convulsions4 ,conditions and temperatures as for tub bath4 ,keep patient well covered4 ,can be given with patient lying in bed1 water in bucket on chair at side of bed4 ,rinse with lukewarm water1 put on stockings1 and keep hot-water bag at feet4 ,hot ,fomentations4 ,to relieve local pain and congestion4 ,apply one or two thicknesses of flannel to place2 lay on this a double flannel wrung out of boiling water1 and cover with dry flannel and waterproof4 ,be careful that it is not too hot at first4 ,in changing1 prevent air striking part4 ,change every three minutes1 and continue twelve minutes4 ,sponge quickly with water #gj-hj ,f4 ,warm ,tub ,bath 7#ij-ic ,f474 ,for nervousness and irritability4 ,may continue1 maintaining temperature1 for half an hour4 ,dry ,heat4 ,for chills1 neuralgia1 rheumatic pain1 earache4 ,use thermophore1 hot-water bottle1 hot flannel1 salt1 bran1 hops1 soapstone1 flatiron wrapped in flannel1 or ,japanese handstove4 ,in using hot-water bag1 be careful it is not too hot2 wrap in flannel1 and watch for leakage4 ,water should be below boiling or rubber will be damaged4 ,press out air before putting in stopper4 ,remove when cool4 ,if electric pad is used1 turn off current when hot4 ,continue dry heat for half hour periods2 sponge quickly with water #hj ,f42 repeat at half hour intervals if necessary4 ,light4 ,light rays penetrate about two inches below the surface1 and therefore continue the therapeutic effects of heat to the deeper tissues4 ,systematic sun baths may be given4 ,carbon electric light gives the same effect2 it cannot be used to advantage1 however1 with children under four or five years4 ,for pain in chest1 sore throat1 abdominal pain1 may be used instead of hot water or dry heat4 ,concentrate the light and protect the skin from contact with bulb by a cone made of white paper4 ,for earache1 use the smallest size bulb4 ,apply for fifteen or twenty minutes1 until redness is induced1 then give quick cool sponge4 ,may be repeated several times during day4 ,cold ,bath1 ,tub or ,sponge4 ,for fever4 ,cool as patient can react from1 beginning at #he and working lower4 ,give several times during day1 continuing ten to fifteen minutes4 ,add #be alcohol for severe cases4 ,cold ,compress4 ,useful as counter-irritant and stimulant in sore throat1 cough1 croup1 cold in chest1 constipation4 ,wring cloth out of cold water 7#ej72 wrap on part2 cover with flannel and with oiled silk or rubber sheeting4 ,leave on overnight4 ,for greater effect1 may be preceded by hot fomentation4 ,for throat1 apply from ear to ear1 bring up behind ears and hold in place by tapes over head4 ,cold ,cloths for ,local ,congestion in ,head or ,back4 ,apply to temples1 throat1 base of brain1 and to spine4 ,change every ten minutes1 or sooner if warm4 ,for severe congestion and pain1 alternate hot and cold cloths1 changing as soon as warm4 ,feeding in ,illness4 ,the food is a great factor in recovery from illness1 and should be regulated with much care4 ,do not urge eating4 ,sick animals refrain from eating1 or seek grass or special herbs4 ,less food is needed when patient is in bed1 except in wasting diseases4 ,in any illness give simple1 easily digested food1 requiring minimum of chewing1 providing much nourishment with minimum of effort for patient4 ,in disease1 provide anti-toxic diet1 highly alkaline1 with little or no purins1 laxative 7except in intestinal disorders71 dainty1 small servings1 served hot1 with variety from day to day4 ,note all symptoms and fit dietary to all conditions present4 ,it is an error to stuff a cold1 but rather it should be starved4 ,beef tea and meat broths contain very little nourishment1 but harmful extractives2 their stimulation is in part from extractives1 in part from the salt and heat4 ,hot milk1 toast-water with butter1 clear vegetable broths1 provide the stimulation1 with a higher percentage of nourishment and minerals1 and with none of the disadvantages of meat broths4 ,colds4 ,reduce food almost entirely for one or two days4 ,follow general diet for illness1 or as for constipation4 ,constipation4 7,see page #aga47 ,increase oils1 fruits1 and fruit juice1 especially on rising and at bedtime4 ,oatmeal is laxative to some children1 constipating to others4 ,figs1 prunes1 and seedless dates may be cooked together or made into a paste4 ,pecan nuts1 ground for children under five1 may be used for sandwiches or with fig paste4 ,use olive oil and lemon juice for salad4 ,serve eggs raw4 ,avoid foods prescribed for diarrhea4 ,diarrhea4 ,flour browned in oven lightly1 then made into gruel1 cooking twenty minutes2 season with salt4 ,milk boiled1 bread toasted2 cornstarch pudding1 blackberry juice1 gelatine1 buttermilk made with yogurt tablets2 especially avoid purins1 cellulose1 raw milk1 raw eggs1 as well as laxative foods4 ,fever4 ,moot question whether diet should be limited or increased4 ,reduce proteins1 omit purins2 provide salads1 highly alkaline foods1 as celery1 spinach1 baked potato1 cantaloupe2 allow gelatine1 fruit juices1 strained vegetable pures1 pure ice cream1 sherbets1 yogurt buttermilk1 whey1 toast-water4 ,sore ,throat4 ,infection or from operation4 ,soft1 soothing1 healing food4 ,gelatine1 honey1 dipped or milk toast1 fig paste1 date butter1 jellies1 raw beaten egg1 egg and milk1 blanc mange1 pure ice cream4 ,avoid hard1 strongly acid foods1 or those requiring any chewing4 ,wasting ,diseases4 ,increase diet to patient's capacity1 especially milk1 eggs1 spinach1 salads1 fruits1 butter1 olive oil4 ,the ,sick ,room4 ,furnishing1 care1 and cleaning should be as for nursery4 ,for a contagious disease1 disinfect room before and after patient uses4 ,attendant should wear cotton dress4 ,street clothes should not be allowed in sick room4 ,discretion should be used regarding visitors2 no one should enter in case of contagion4 ,use separate bed linen and clothing for night and day4 ,turn pillows frequently and change position of patient4 ,use ring of cotton cloth to lift head and prevent bedsores4 ,reduce room temperature by hanging up wet sheets4 ,open dishes of chloride of lime will absorb dampness4 ,charcoal1 occasionally changed1 will absorb odors4 ,keep all medicines1 glasses1 and food covered1 room orderly and well ventilated4 ,in contagious diseases1 attendant should disinfect hands1 gargle and rinse mouth with antiseptic before eating2 and before leaving the room1 wash face and hands with weak bichloride solution and remove dress1 cap1 and shoes2 a cap should cover the hair4 ,bathing and ,dressing4 ,the sick child should usually have a bath twice a day1 temperature and method depending upon his condition4 ,this removal of waste will add to his comfort and hasten recovery4 ,a sponge bath is less fatiguing than the tub4 ,a salt bath 7one third cup per gallon of water7 is a tonic4 ,it should not be used if the skin is irritated4 ,bran1 starch1 or soda baths relieve chafing1 inflamed skin1 prickly heat1 irritation in eruptive diseases4 ,to one gallon water use half a cup of clean bran1 tied in cheesecloth and previously soaked2 or a cup of ordinary raw laundry starch1 or a tablespoon of baking soda4 ,alcohol bath1 using one fourth alcohol1 is cooling and hardening4 ,pure alcohol reduces heat too rapidly4 ,oil rub with cocoa butter1 or olive oil may be used for cleansing in cold weather1 for emaciation1 or after bath in eruptive diseases4 ,rinse mouth and clean teeth after each feeding1 using boric solution1 weak soda water1 mild listerine or #a menthol solution4 ,disinfect brush in #gj alcohol after using4 ,in contagious diseases1 or great weakness1 use a mouth swab1 and clean teeth with antiseptic gauze on toothpick1 instead of with brush4 ,maternal ,nursing and ,hygiene4 ,constipation4 ,purgatives are never to be used1 and enemas employed only as a last resort4 ,if diet and exercise fail1 cascara sagrada or compound licorice powder may be used4 ,heartburn4 7,acidity of the stomach47 ,sometimes develops4 ,it may be prevented by avoiding nervousness1 by taking less fat at meals1 and drinking a glass of rich milk half an hour before mealtime2 if it develops after a meal1 a soda mint tablet or a quarter of a teaspoonful of soda bicarbonate will relieve it4 ,the nausea sometimes present in the first four months is probably due to auto-intoxication from lack of elimination of toxins4 ,preventive measures include careful attention to diet1 daily baths1 and exercise4 ,if it occurs1 a cup of hot water slightly salted1 or a piece of dry1 hard toast taken before rising1 will usually overcome it4 ,peppermint1 acid from grape fruit1 salty food1 whole cloves held in the mouth1 or a cold cloth laid over the abdomen1 are relief measures4 ,it is rarely present in the last four months4 ,varicose ,veins4 ,may be prevented by avoiding fatigue1 long standing1 and by lying down several times a day1 especially after meals1 for a quarter hour1 with feet elevated higher than hips4 ,tight bandaging or elastic stockings must be used1 if veins become varicose2 in severe cases1 rest in bed is necessary4 ,hemorrhoids4 ,may be prevented by avoiding constipation1 heavy exercise1 overfatigue1 and by lying down a few minutes after a movement4 ,may be corrected by local applications1 either of cold or hot cloths4 ,pruritus4 ,local applications of lukewarm bran water several times a day1 followed by dusting powder made by combining one teaspoon salicylic acid with one cup cornstarch1 will relieve itching4 ,hemorrhage4 ,patient should be put to bed1 hips and legs elevated1 with local applications of cold cloths or styptic cotton4 ,doctor should be called immediately4 ,urine4 ,decrease in quantity 7less than one quart a day71 high color1 odor1 or sediment1 should be reported at once to physician4 ,abdomen4 ,after fourth month anoint daily with cocoa butter or vaseline to give elasticity to skin4 ,breasts4 ,during last two months wash morning and evening with soap and warm water1 drying thoroughly4 ,anoint at night with cocoa butter1 gently draw out nipple4 ,in the morning apply #be alcohol4 ,teeth4 ,rinse mouth after each meal and at bedtime with milk of magnesia or weak sodium bicarbonate solution1 to neutralize acids4 ,childbirth4 ,primitive women have only slight discomfort1 because of natural outdoor living and unrestricting clothing4 ,minimum of pain requires well-developed pelvis1 normal position of organs1 strong abdominal muscles1 previous good hygiene1 moderate-sized baby1 with normal presentation4 ,narrow1 ill-shaped pelvis may be caused by rickets1 tight binders or diapers in infancy1 or to indoor life1 long sitting1 and tight clothing in girlhood1 especially from twelve to sixteen years4 ,abnormal position of organs or of infant may be caused by tight clothing1 heavy clothing supported from the waist1 incorrect posture1 long hours of standing during girlhood or womanhood4 ,weak abdominal muscles are due to corsets and lack of exercise4 ,hygiene includes regularity and rest at periods1 freedom from excitation of the pelvic organs during pregnancy and lactation1 an interval of two or three years between births1 and a condition of reserve vitality at the beginning of maternity4 ,an overweight baby is produced by overfeeding and lack of exercise during pregnancy4 ,abnormal presentation may be corrected by skilful medical care during pregnancy4 ,osteopathic treatment during pregnancy1 by a skilful practitioner1 may improve muscle tone4 ,the physician should be selected with special care1 either a specialist or a general practitioner with an extensive successful obstetrical practice2 and the nurse likewise4 ,the physician should be consulted and the urine examined once a month until the last two months1 then fortnightly4 ,this is necessary to prevent toxemias1 correct any abnormal position1 and prepare for any possible complications4 ,absolute surgical cleanliness by physician and attendants is of the greatest importance at birth and during confinement4 ,silver nitrate solution for the baby's eyes should not be neglected4 ,if there are no probabilities of complications1 if the local physician is competent and can be readily reached1 and if the home can provide sterile conditions1 strong artificial light and quiet1 the home is preferable for confinement2 otherwise the hospital is better4 ,midwives1 unless from accredited foreign training schools1 with local licenses1 and of scrupulous cleanliness1 are a dangerous investment2 a competent physician is preferable4 ,with prenatal medical care1 an experienced physician1 and aseptic care during confinement1 it is a very safe experience4 ,thoroughly satisfactory anesthetics have not yet been discovered4 ,with attention to hygiene from infancy1 natural means will minimize pain4 ,diet should be light during the first few days4 ,overfeeding may cause constipation and poor milk4 ,rest in bed for two weeks1 and quiet life1 with only light exercise1 and chiefly out-of-doors1 for the succeeding month1 is necessary for complete recovery of the pelvic organs4 ,a few weeks' care and quiet at this time1 even though the mother feels strong1 may prevent months or years of invalidism4 ,the physician should make examinations of both mother and baby four weeks and six weeks after birth4 ,nursing4 ,the baby should be put to the breast six to twelve hours after birth1 when the mother has rested1 and every six hours for two days2 thereafter1 according to schedule4 ,this should be persisted in for ten days1 at least1 the milk sometimes not coming for a week4 ,this is as important for the recovery of the pelvic organs of the mother as for the nourishment of the baby4 ,the baby should be given water between the feedings1 but no food1 unless on the doctor's order4 ,if the baby is unable to take the breast1 through weakness or some malformation of the mouth1 the milk should be drawn out with disinfected fingers or breast pump into a sterilized glass1 and fed through a sterilized medicine dropper1 or after two months1 with a spoon4 ,if the nipples become sore or cracked1 a glass breast shield with rubber nipple should be used4 ,this is to be boiled for five minutes after using1 and kept in saturated boric solution until needed4 ,if the breasts are heavy1 congested1 or tender1 a knitted breast binder should be worn1 the breasts massaged from base toward the center for ten minutes between nursings4 ,if they become caked1 hot fomentations should also be applied for fifteen minutes before massaging or nursing4 ,administering ,medicine4 ,use as little medicine as possible4 ,when prescribed1 give exactly according to directions4 ,wipe mouth of bottle and examine label carefully1 before and after pouring4 ,use clean spoon and disinfect after using4 ,remove cork with fingers1 not with teeth4 ,avoid getting irritating substances into eyes or on tender1 broken skin4 ,make a game of administering medicine and keep the child amiable1 if possible4 ,when necessary1 hold nose1 and put spoon back on base of tongue1 to administer4 ,the ,nursery ,apothecary ,chest4 ,a few essentials should be kept at hand in a cabinet1 protected from dust4 #b-ounce bottle each3 liquid vaseline liquid albolene glycerine carron oil turpentine camphor oil eucalyptus oil ,wintergreen castor oil tincture green soap carbolic #e listerine #a-ounce bottle each3 peppermint olive oil with #c phenol syrup ipecac soda mint tablets chlorate potash tablets collodion ,tube or box3 zinc ointment analgesic balm vaseline cocoa butter -pound each3 mustard sodium bicarbonate boracic acid -pint bottle each3 grain alcohol olive oil compound tincture benzoin witch hazel milk of magnesia mineral oil ,apparatus3 medicine dropper1 sterilized1 kept in sterilized jar clinical thermometer menthol inhaler nasal spray2 nasal douche thermophore or hot-water bag bulb syringe court plaster2 surgeon's plaster1 small size2 antiseptic gauze1 small size antiseptic cotton2 styptic cotton sterilized bandages2 #ah-;inch flannel squares2 oiled silk1 paper napkins safety pins1 needles1 tooth picks1 handbrush1 scissors ,in case of infectious disease1 lysol1 creolin1 or fresh chloride of lime will be needed4 ,emetics4 ,mild3 lukewarm water with teaspoon salt4 ,stronger3 tablespoon salt or teaspoon mustard in glass lukewarm water4 ,severe3 #aj to #bj drops syrup ipecac 7fresh74 ,laxatives4 ,mild3 mineral oil1 milk of magnesia1 olive oil2 one teaspoon for babies1 tablespoon at six years4 ,for emergency1 castor oil1 preferably in capsule1 or between layers of orange or grape juice4 ,for immediate action1 citrate of magnesia4 ,for older children or adults1 compound licorice powder may be used4 ,laxative oils should be given between meals2 nutritive oils shortly after meals4 ,antiseptics4 ,these hinder development of germs4 ,for internal use and on eyes1 normal salt solution 7#a teaspoon salt to #a pint water71 #b boric solution 7#a teaspoon to quart water71 listerine #ej4 ,for external use1 saturated boric solution 7#a teaspoon to pint water7 listerine1 #gj alcohol1 witch hazel4 ,peroxide is uncertain4 ,use tincture of green soap in warm water for washing infected tissues4 ,use boiled or distilled water in making solutions4 ,put in sterilized bottles4 ,disinfecting4 ,hands3 scrub with hot water and tincture of green soap or lysol1 clean and trim finger nails2 for surgical cleanliness1 scrub through several waters1 soak one minute in #gj alcohol1 and dry on sterilized towel4 ,linen from infectious patient3 soak in solution of ounce creolin to two gallons water for twelve hours before removing to laundry2 boil at once4 ,dishes from infectious patient3 burn food2 put into covered kettle with soap powder2 immediately boil twenty minutes2 or keep in patient's room2 or use papier-mach and burn4 ,excreta from infectious patient 7urine1 stools1 vomitus73 put with equal volume of a solution made of equal parts saturated solution of chloride of lime and #b solution acetic acid or vinegar2 let stand quarter hour before disposing4 ,use tissue napkins1 squares of cheesecloth or old linen for nose and mouth discharges4 ,put these and soiled dressings into paper bag and burn at once4 ,room3 formaldehyde gas4 ,hot water and soap suds1 strong sunlight1 and fresh air are disinfectants4 ,sterilizing4 ,needle3 dip in #gj alcohol1 or hold in match flame until red4 ,water3 boil twenty minutes4 ,dishes3 boil twenty minutes2 keep in water with vessel covered1 or in boric solution1 until needed4 ,gauze1 bandages3 boil twenty minutes in saturated boric solution or #b carbolic4 ,let cool slightly in water1 wring out with disinfected hands or in sterilized towel4 ,or suspend in cheesecloth hammock tied to handles of wash boiler4 ,cover tightly and steam1 with water boiling1 thirty minutes4 ,press in sterile towel with hot iron1 leave wrapped1 and keep in covered receptacle until needed4 ,small squares for nursery use3 cut and tack in bundles of five before sterilizing1 store in a sterile1 covered jar1 and remove only as needed4 ,counter-irritants4 ,these draw the circulation to the surface1 relieving internal congestion2 they have not the chemical or metabolic effect of water and light4 ,mild3 analgesic balm1 mentholated vaseline1 cold compress4 ,mustard plaster is more severe4 ,mix one part mustard and two parts flour1 then bind together with white of egg or lukewarm water4 ,rub lard or vaseline into skin before applying4 ,leave on five to ten minutes4 ,if necessary1 repeat in six hours1 using four parts flour4 ,kerosene1 capsicum vaseline1 red pepper1 are too severe for children4 ,dry mustard may be rubbed behind ears for earache4 ,blistering has no value4 ,patent medicines are expensive and dangerous4 ,avoid them1 especially soothing syrups1 cough or worm medicines1 cold or headache cures1 tonics4 ,many of these contain forms of opium or of coal tar products that affect the heart1 and high per cent4 of alcohol1 and are positively dangerous4 ,hygienic measures are safe and more certain4 ,choose a physician who favors hygienic treatment1 and who knows how to use physiological measures--diet1 hydrotherapy1 massage1 open-air treatment--with a minimum of drugs4 ,,appendix ,,value ,,of #ajj-;,,calorie ,,portions ,,of ,,common ,,foods ,,edible ,,portion1 ,,uncooked 7,note3 ,calo4 ,calories2 ,gr4 ,grams7 ,,food ,,material ,,weight#dj ,,common ,,prot4 ,,fat ,,cbhy4 ,,measures#da #da #da #da ---------------------------------------- ---------------------------------------- ---------------------------------------- -- ,oz4 ,gr4 ,calo4,calo4,calo4 ,almonds 4#ed #ae4eh-ab #ac #gg #aj ,apples #e4faaei4 #a large #c #g #ij ,apricots #a4bg #cf4 #d large #g #c #ij 7dried7 ,bacon 4#ef #af4 #b thin slices #g #ic #j ,bananas #c4ehaja4da large #e #e #ij ,barley flour #a4 #bh4 #b ,t4#dd #aj #c #hg ,beans 7dried71 #a4ja #bh4fa ,t4 #ba #d #ge ,lima ,beans1 string #h4e #bda4 #a qt4 #ae #dh #cg ,beef1 round1 #b4bf #fd4 #b #b in4 #ee #de #j lean ,beets #g4ffbag4ab med4 #b #bc #ge ,bread1 white #a4ch #ci4ja thick slice #ac #f #ha ,bread1 whole #a4dd #dj4ga thick slice #ae #e #hj wheat ,butter 4#df #ac4 #a ,t4 scant 4#e #ii4e #j ,chicken #c4bg #ib4f #c #c in4 #ij #aj #j ,carrots #g4hjbba4bb med4 #aj #h #hb ,celery #ai4jgedj4fb heads #bd #e #ga ,cheese1 4#h #bb4ha cub4 in4 #be #gc #b ,american ,cheese1 #c4ba #ia4ac ,t4 #gf #h #af cottage ,chestnuts #a4df #da4ci #aj #bj #gj ,cocoa 4#ga #bj4ac ,t4 #ag #eb #ca ,corn1 green #c4di #ii4 #c ,t4 #ac #aj #gg ,crackers1 4#he #bd4bb #i #bj #ga soda ,crackers1 4#ha #bc4 #c #ae #bj #fe wheatsworth ,crackers1 4#ha #bc4 #b #aa #bd #fe oatmeal ,crackers1 4#hb #bc4 #b #i #bj #ga graham ,corn meal1 4#ii #bh4ac ,t4 #aj #e #he granular ,corn meal1 4#ib #c ,t4 #i unbolted#db ,cream1 #a4di #dj4 #b ,t4 #e #hf #i #bj per cent ,dates #a4jb #bh4hd-f #b #g #ia ,eggs #b4ch #fg4ea #cb #fh #j ,egg white #f4ibaif4ag-h #ajj #j #j ,egg yolk 4#ig #bg4fb #ag #hc #j ,figs #a4ab #ca4fa large #e #j #ie ,fish1 cod #c4a #hh4 #a c4#de #ig #c #j 7salt7 not packed ,fish1 haddock #d4idaci4ia slice #if #d #j 7fresh7 #abc in4 ,fish1 halibut #b4ic #hb4ea slice #fa #ci #j 7fresh7 #bc in4 ,grape juice #c4ecajj4 #g ,t4 #j #j #ajj ,honey #a4jc #cj4fd t4#df #a #j #ii ,lady finger 4#if #bg4 #a #aj #ab #gh ,lentils 4#ja #bh4gb ,t4 #ba #g #gb ,lettuce #ah4dgebc4fa large head #be #ad #fa ,macaroni 4#ii #bh4 #af sticks #ae #j #he ,maple syrup #a4b #ce4 #d t4 #j #j #ajj ,milk1 whole #e4aadd4e c4 #ai #eb #bi ,milk1 skimmed #i4fabgb4ea c4 #cg #g #ef ,molasses #a4bc #cd4ia ,t4 4#e #j #ie4e ,molasses 4#ie #bg4 #a #f #bc #ga cookie ,oatmeal 4#hh #be4ad ,t4 #ah #g #ge ,olives 7ripe7 #a4c #ch4 #g #b #ia #g ,onions #g4bdbje4db large #ac #e #hb ,orange juice #h4agbca4ea large #j #j #ajj ,peaches #h4ecbdb4ab large #g #b #ia 7fresh7 ,peanuts 4#fb #ah4 #ac double #bj #fc #ag ,peanut butter 4#eh #af4 #a ,t4 #ai #fd #ag ,pears 7fresh7 #e4egaeh4 #a large #d #g #hi ,peas1 dried 4#ii #bh4ab ,t4 #bh #b #gj ,peas1 green #c4eb #ii4id ,t4 #bh #d #fh ,pecans 4#df #ac4 #h #f #hg #g ,pineapple #h4ahbcb4 c4 scant #d #f #ij 7fresh7 ,plums #d4ahaah4ec-d large #d #f #ij ,potatoes #d4bcabj4 #a med4 #aa #a #hh ,potatoes1 #b4hf #ha4ba small #f #e #hi sweet ,prunes 7dried7 #a4ag #cc4bd-f 7#cj's-#dj's7 #c #j #ig ,raisins #a4jb #bi4 #bj #c #i #hh ,rhubarb #ae4bgdcc4 #h stalks #aj #bg #fc ,rice #a4ja #bh4e #b ,t4 #i #a #ij 7polished7#dc ,rye flour #a4ja #bh4ec ,t4 #h #j #ib ,spinach #ad4gfdah4dscant qt4 #cf #aj #ed ,squash #g4d #baj4 #i ,t4 #ab #aj #gh ,sugar 4#hf #be4 #e t4 #j #j #ajj ,tomatoes #ae4dgdch4fb-d med4 #ae #af #fi fresh ,tapioca 4#ii #bh4bb ,t4 #j #j #ajj ,walnuts1 4#dh #ad4 #f #aj #hc #g ,calif4 ,wheat flour 4#ih #bg4hc ,t4 #ae #e #hj entire ,wheat flour1 #a4 #bh4cc ,t4 #ab #c #he wht41 process ,wheat1 4#id #bg4 #a #ac #d #hc shredded ,,food ,,material ,,lime ,,phos4 ,,iron #dj #dj #dj ---------------------------------------- -------------------- ,gr4 ,gr4,gr4 ,almonds 4#jdf 4#acb 4#jjjc ,apples 4#jbb 4#je 4#jjje ,apricots 4#jca 4#a 7dried7 ,bacon 4#jja 4#jd 4#jjjb ,bananas 4#ja 4#jee 4#jjjf ,barley flour 4#jhc 4#jjjbh ,beans 7dried71 4#jbh 4#bai 4#jjaie ,lima ,beans1 string 4#agg 4#bhd 4#jjch ,beef1 round1 4#ja 4#cac 4#jjb lean ,beets 4#jf 4#ai 4#jjac ,bread1 white 4#jaa 4#jge 4#jjjc ,bread1 whole 4#jaf 4#af 4#jjjf wheat ,butter 4#jjc 4#jjd ,chicken 4#jjg 4#be ,carrots 4#afh 4#bb 4#jjaf ,celery 4#ed 4#ed 4#jjbg ,cheese1 4#be 4#cbi ,american ,cheese1 4#c 4#d cottage ,chestnuts 4#jag 4#jh 4#jjjd ,cocoa 4#jbg 4#bb 4#jjje ,corn1 green 4#jjh 4#ba 4#jjjge ,crackers1 4#jjf 4#jed 4#jjjce soda ,crackers1 4#jaf 4#bdc 4#jjad wheatsworth ,crackers1 4#jc 4#baf 4#jjji oatmeal ,crackers1 4#jaf 4#bdc 4#jjad graham ,corn meal1 4#jjd 4#jh 4#jjjc granular ,corn meal1 unbolted#db ,cream1 4#jg 4#aj 4#jjja #bj per cent ,dates 4#jc 4#jc 4#jja ,eggs 4#jf 4#bd 4#jjai ,egg white 4#jbh 4#je 4#jjjb ,egg yolk 4#je 4#bg 4#jjbc ,figs 4#jhi 4#jii4jja ,fish1 cod 4#jcf 4#fja4jja 7salt7 ,fish1 haddock 4#jd 4#e 7fresh7 ,fish1 halibut 4#ja 4#c 4#jjjb 7fresh7 ,grape juice 4#jba 4#jd ,honey 4#jja 4#ja 4#jjjc ,lady finger 4#ja 4#je 4#jjjc ,lentils 4#jc 4#ah 4#jjbd ,lettuce 4#bf 4#dg 4#jje ,macaroni ,maple syrup 4#jf 4#jb 4#jjji ,milk1 whole 4#bci 4#cjc4jjjcd ,milk1 skimmed 4#dgh 4#fjf4jjjfh ,molasses 4#c 4#a ,molasses 4#ja 4#je 4#jjjc cookie ,oatmeal 4#jc 4#baf4jjji ,olives 7ripe7 4#jf 4#ja 4#jjji ,onions 4#ab 4#bd 4#jjaa ,orange juice 4#ab 4#jg ,peaches 4#jb 4#aac4jjjg 7fresh7 ,peanuts 4#jah 4#afj4jjjce ,peanut butter 4#jah 4#afj4jjjce ,pears 7fresh7 4#jcb 4#ji 4#jjje ,peas1 dried 4#jd 4#be 4#jjae ,peas1 green 4#jcb 4#bd 4#jjaf ,pecans 4#jaf 4#ajd4jjjce ,pineapple 4#jd 4#ad 4#jjaa 7fresh7 ,plums 4#jbi 4#jfd4jjjf ,potatoes 4#jai 4#aff4jjae ,potatoes1 4#jb 4#jh 4#jjjd sweet ,prunes 7dried7 4#jb 4#jh 4#jjji ,raisins 4#jb 4#jh 4#jja ,rhubarb 4#bf 4#c ,rice 4#jjc 4#jeg4jjjc 7polished7#dc ,rye flour 4#jje 4#bb ,spinach 4#cg 4#ed 4#jacc ,squash 4#jed 4#ag 4#jjag ,sugar #j #j ,tomatoes 4#jhg 4#beg4jjag fresh ,tapioca #j #j ,walnuts1 4#ja 4#ajh4jjjc ,calif4 ,wheat flour 4#ja 4#ab 4#jjjf entire ,wheat flour1 4#jjg 4#je 4#jjjd wht41 process ,wheat1 4#jaf 4#bdc4jjad shredded ,,composition ,,of ,,common ,,measure ,,portions ,,of ,,food#da ,,edible ,,portion1 ,,uncooked 7,note3 ,calo4 ,calories7 ,,oz4 ,,grams,,total ,,prot4 ,,fat ,,cbhy4 ,,cal4 ---------------------------------------- ---------------------------------------- ---------------------- ,calo4,calo4,calo4 ,egg1 whole #a4h #eg #gd #bd #ej #j ,egg1 white #a4b #cc #ad #ad #j #j ,egg1 yolk 4#f #ag #fj #aj #ej #j ,wheat flour1 4#bh #i4g #bh #d #a #bc entire1 #a ,t4 ,wheat flour1 #d4dhaee4fddh #fg #ab #cei entire1 #a cup ,wheat flour1 4#c #h #bh #c #a #bd white1 #a ,t4 ,wheat flour1 #e4 #adb #ejj #fj #ae #dbe white1 #a cup ,milk1 whole1 4#g #bj #ad #c #g #d #a ,t4 ,milk1 whole1 #ag4b #dhg #ccg #fd #age #ih #a pt4 ,milk1 whole1 #cd4d #ige #fge #abh #cej #aif #a qt4 ,milk1 skimmed1 4#g #bj #g #b4e 4#e #d #a ,t4 ,milk1 skimmed1 #ag4b #dhg #agi #ff #ac #ajj #a pt4 ,sugar1 gran41 4#b #e #bj #bj #a t4 ,sugar4 gran41 4#g #ae #fj #fj #a ,t4 ,sugar1 gran41 #g4e #baj #hdj #hdj #a cup ,,lime ,,phos4 ,,iron ---------------------------------------- -------------------------------- ,grams,grams,grams ,egg1 whole 4#jdd 4#age 4#jjad ,egg1 white 4#jjd 4#ja 4#jjjjc ,egg1 yolk 4#jc 4#af 4#jjad ,wheat flour1 4#jag 4#bbg 4#jjae entire1 #a ,t4 ,wheat flour1 4#bfh #d4jgf 4#jbg entire1 #a cup ,wheat flour1 4#jjb 4#jad 4#jjja white1 #a ,t4 ,wheat flour1 4#jce 4#be 4#jjb white1 #a cup ,milk1 whole1 4#jcc 4#jdb 4#jjjje #a ,t4 ,milk1 whole1 4#hje #a4jba 4#jjaa #a pt4 ,milk1 whole1 #a4fa #b4jdb 4#jjbc #a qt4 ,milk1 skimmed1 4#jce 4#jdd 4#jjjje #a ,t4 ,milk1 skimmed1 4#he 4#ajh 4#jjab #a pt4 ,sugar1 gran41 #a t4 ,sugar4 gran41 #a ,t4 ,sugar1 gran41 #a cup ,,foods ,,with ,,acid ,,balance#dg ,figures are per #ajj-;,calorie portion ,,cereals ,,and ,,grains ,,meats ,,eggs ---------------------------------------- ---------------------------------------- ------------------------ ,lentils #a4g ,beef #b to #aj ,yolk #g ,rice #b4g ,mutton #c to #d ,white #i4e ,corn #a4h ,veal #d to #aj ,whole #g4e ,wheat flour #b4g ,chicken #d to #aj ,whole ,wheat #c4c ,fish #d to #ab ,possibly3 prunes1 plums1 cranberries4#dh ,,foods ,,with ,,potential ,,alkalinity#dg ,figures are per #ajj-;,calorie portion ,,less ,,than #e #e ,,to #ae ---------------------------------------- ---------------------------------------- ---------------- ,dates ,apples ,peaches ,grapes ,apricots ,pineapple ,milk 7#b4f7 ,bananas ,potatoes ,nuts 7except peanuts7 ,beans ,raisins ,onions ,cherries ,radishes ,pears ,lemons ,raspberry juice ,peas ,oranges ,squash #ae ,,to #be ,,very ,,high ---------------------------------------- ---------------------------------------- ---------------- ,beets ,celery #db4a ,cabbage ,chard #da4a ,carrots ,figs 7dried7 #cb ,cauliflower ,cucumbers #de ,cantaloupe ,lettuce #ch4f ,olives ,rhubarb #cg ,tomatoes ,spinach #aac ,principles of ,growth ,height and weight are only one index of physical condition4 ,they must be interpreted in connection with other factors1 as organic and muscular conditions1 appetite1 energy4 ,growth is not constant and regular but by spurts4 ,increase in height and in weight usually do not proceed together but alternate4 ,two types of individuals are distinguished3 a4 ,rapid growth in height and weight until #i to #ab years ,slower growth #ab to #af years ,early maturity 7#ab to #ad years1 girls2 #ac to #ae years1 boys72 b4 ,slow growth in height and weight until #ab to #ab years ,rapid growth after acceleration begins ,late maturity 7#ad to #af years1 girls2 #ae to #ah years1 boys74 ,growth is influenced by various factors4 ,i4 ,heredity4 #a4 ,race4 ,americans average heavier than ,europeans1 and taller than ,europeans except ,swedish1 ,danish1 and ,dutch4 ,children of ,irish parentage average taller than children of ,german parentage4 ,children of ,american-born parents are in this country taller and heavier than children of foreign-born parents4 #b4 ,family4 ,children tend to approximate height and build of family2 good hygiene slightly increases average above immediate ancestors4 #c4 ,sex4 ,see pages #cgb-cge4 ,,ii4 ,environment and ,hygiene4 #a4 ,hygiene4 ,good hygiene promotes growth in height and weight4 ,breastfed babies are usually found to increase more rapidly than those artificially fed1 and this growth impulse continues through life4 ,see page #ajj4 ,illustration3 ,height and ,weight ,charts4 ,a4 ,weight during the first year of #abj well-cared-for children 7#a7 2 compared with the average given by ,dr4 ,holt 7#b7 44442 and that of #ejj institution children 7#c7 ----4 ,b4 ,height during the first year of #abj well-cared-for children 7#a7 2 compared with the average given by ,dr4 ,holt 7#b7 44442 and that of #ejj institution children 7#c7 ----4 ,c4 ,weight of #bgh well-cared-for children1 2 compared with #a1jjj orphan asylum children1 ----2 and #fi1jjj school children1 44444 ,d4 ,height of #bgh well-cared-for children1 2 compared with #a1jjj orphan asylum children1 ----2 and #ih1jjj school children1 44444 ,a comparative study recently made of 7a7 #bgh children in well-nourished families1 7b7 #a1jjj orphan asylum inmates1 7c7 #fi1jjj public school children1 revealed a difference of six 7#f7 inches average height and twenty 7#bj7 pounds average weight1 at twelve years of age1 in favor of the first group1 living under good conditions of nourishment1 exercise1 and hygiene1 above the public-school group1 the asylum group being intermediate4#di ,illness retards growth1 especially weight2 adenoids retard growth in height and weight4 #b4 ,urban or rural environment4 ,country children average taller1 heavier1 and greater lung capacity than city children4 #c4 ,season4 ,in the ,north ,temperate ,zone1 increase in height is greatest from ,december to ,july1 least from ,june to ,january2 growth in weight is the reverse4 ,maturity4 ,various factors influence the age of physiological maturity4 #a4 ,sex4 ,girls mature at from #ab to #af years1 two years earlier than boys1--from #ad to #ah years4 ,the period of adjustment is longer1 slower1 and with less stress and upheaval with boys than with girls4 #b4 ,growth4 ,children above the average in height and weight at #ab years mature earlier than those at or below average height and weight4 #c4 ,climate4 ,maturity is earlier in warm climates1 and later in cold climates4 #d4 ,urban or rural environment4 ,maturity is earlier with city children1 later with country children4 #e4 ,stimulation4 ,stimulating physical or psychical influences1 as a stimulating diet1 use of alcohol1 early social dissipation1 reading and plays that stimulate sex interest1 tend to cause earlier maturity4 ,children mentally defective1 retarded1 or laggards in school1 are usually shorter and lighter weight and smaller lung capacity than the median for normal children4 ,children above the median in height1 weight1 and lung capacity 7the three are usually found together7 are usually above the average in school grades of other children the same chronological age4 ,such children may be from #a to #e years older physiologically and mentally than children of the same chronological age who are below the median in height and weight4 ,proportions4 ,during the entire growth period the proportions of different parts are constantly changing because of their uneven rate of growth4 ,the awkwardness1 easy fatigue1 and weakness during childhood and adolescence are in no small measure due to these changing proportions and their inadequacy as compared with their adjustment in maturity4 ,the following variations from the average are indices of weakness1 and measures should be taken for bringing them to normal4#ej #a4 ,over average weight with under average height4#ej #b4 ,under average weight with over average height4#ej #c4 ,chest circumference less than head circumference after two years1 or less by more than one-fourth inch under two years2 or chest circumference less than the following proportions of the body length3 first year1 #fj2 #a to #f years1 #ef2 #f to #i years1 #eb4ea #d4 ,circumference of abdomen more than chest4 ,the ,tables for the first five years are a composite of the figures by ,holt 7compiled from several hundred hospital and private practice cases in ,new ,york ,city71 the ,american ,medical ,association 7compiled from several thousand cases in #bc ,states71 the ,life ,extension ,institute1 and the ,better ,babies' ,bureau of the ,woman's ,home ,companion4 ,in the main1 the minimum figures are those of ,dr4 ,holt1 the maximum those of the ,woman's ,home ,companion4 ,the figures of ,dr4 ,freeman from #bgh children in private practice 7see page of ,charts7 are from #e to #aj per cent higher than the maximum given in the ,tables1 for height and weight4 ,all measurements are without clothing4 ,height--,boys#eb ,,age ,,range ,,gain ,,age ,,range ,,gain ,,inches ,,inches ,,inches ,,inches ---------------------------------------- ---------------------------------------- -------------------------- ,birth #ai-bj #b yr #ca-cc #c-d #c mo #ba-bc #c #c yr #cd-cg #c-c #f mo #be-bf #c #d yr #cf-ci #a-c #a yr #bi-bi #i-aj #e yr #ci-db #a-c ,until acceleration period1 annual gain #a-b inches4 ,during acceleration1 annual gain #b-c inches4 ,acceleration period3 girls1 #aa to #ad years2 boys1 #ac to #ae4 ,slight gains after acceleration period4 ,after three years1 height varies during day1 being greatest on rising1 shortest at night4 ,weight--,boys#ec ,,age ,,range ,,gain ,,pounds ,,pounds ---------------------------------------- ---------------------------------------- ---------------------------------------- ------------ ,birth #f-g ,weight doubled3 #e months #c mo #ab- ,weight trebled3 #a year #f mo #af-ag ,weight quadrupled3 #b years #i mo #ag-bj ,weight fivefold3 #d years #a yr #bj-bb #ab-ae ,loss of weight first #c days #b yr #bf-bg #e-f ,regained by #gth to #ajth day #c yr #ca-cc #d-f ,weekly gain3 #d yr #ce-ch #c-d #ast #e months1 #f to #h ounces #e yr #da-dc #e-f ,to #a year1 #d to #f ounces ,acceleration period3 girls1 #aa to #af years2 boys1 #ac to #ah4 ,weight varies during day1 being greatest after supper1 lowest before breakfast4 ,girls nearly cease growing at about #ag years1 boys at about #bc years4 ,lung capacity is greater in boys than girls1 all ages4 ,relative ,weight and ,height ,table--,boys#ed ,the figures represent weight in pounds ,,height ,,in#e ,,yrs4#f ,,yrs4#g ,,yrs4#h ,,yrs4#i ,,yrs4#aj ,,yrs4#aa ,,yrs4#ab ,,yrs4 ,,inches #ci #ce #dj #ch #cf #da #ci #ci #db #da #da #dc #db #db #db #dd #df #dd #dc #de #df #df #de #df #dh #dh #dh #dg #di #ej #ej #dh #ed #ec #ec #ec #di #ed #ee #ee #ej #eg #eh #eh #ea #ei #fj #fj #fa #eb #fb #fb #fa #fc #ec #fb #fe #fe #fg #ed #fe #fh #fh #gj #ee #fi #ga #ge #ef #ga #gg #gf #eg #gg #gi #eh #gh #hd #ei #hd #fj #he #fa #fb #fc #fd #fe #ff #fg #fh #fi #gj #ga #gb #gc ,,height ,,in#ac ,,yrs4#ad ,,yrs4#ae ,,yrs4#af ,,yrs4#ag ,,yrs4#ah ,,yrs4#ai ,,yrs4#bj ,,inches ,,yrs4 #ci #dj #da #db #dc #dd #de #df #dg #dh #di #ej #ea #eb #ec #fg #fg #ed #ga #ga #ee #ge #gf #ef #gh #gi #gi #eg #hj #hb #hb #eh #he #hf #hg #ei #hf #ij #ia #fj #ia #id #ie #ij #fa #ih #ig #ii #if #fb #ii #ajc #ajf #ajd #ajd #fc #ajj #ajg #aab #aab #aaj #aah #fd #aad #aah #abj #aag #abj #abj #fe #abb #aai #abb #abb #abj #abf #abe #ff #aba #abe #abe #abf #abi #acj #fg #abh #abi #abh #aca #acd #acb #fh #acc #acc #acj #acf #acf #acf #fi #acd #acf #aci #aci #aci #gj #acf #adj #adc #add #ade #ga #adj #adf #adf #adf #gb #adi #aed #gc #afe ,relative ,weight and ,height ,table--,girls#ed ,the figures represent weight in pounds ,,height ,,in#e ,,yrs4#f ,,yrs4#g ,,yrs4#h ,,yrs4#i ,,yrs4#aj ,,yrs4#aa ,,yrs4#ab ,,yrs4 ,,inches #ci #cd #dj #cg #ce #da #ch #cg #db #da #ci #ci #dc #da #da #db #dd #de #dc #dd #db #de #de #de #de #df #dh #dg #dg #dg #ej #di #di #dh #ea #ea #di #ec #ec #ed #ej #ef #ef #eg #ea #ei #eh #fj #eb #fc #fb #fb #fc #ec #fd #fc #ff #ed #fi #fh #fi #ee #gj #ga #ef #ge #ge #eg #gh #eh #hc #ei #hh #fj #id #fa #fb #fc #fd #fe ,,height ,,in#ac ,,yrs4#ad ,,yrs4#ae ,,yrs4#af ,,yrs4#ag ,,yrs4#ah ,,yrs4#ai ,,yrs4#bj ,,inches ,,yrs4 #ci #dj #da #db #dc #dd #de #df #dg #dh #di #ej #ea #eb #ec #fe #ed #fh #ee #gc #ef #gf #gh #eg #hj #hc #eh #hf #hh #hi #ei #hi #ic #ig #ajj #fj #id #if #ajj #ajd #aji #ajc #ii #ii #fa #ii #ajj #ajb #aji #aji #ajf #aje #aaa #fb #ajd #ajd #ajf #aaa #aaj #ajg #aaa #aad #fc #ajg #aji #aaf #aaj #aab #aac #aad #fd #aab #aah #aaf #aag #aad #aai #aae #fe #aad #aah #aba #abe #abj #abc #abe ,pulse#ee ,,age ,,per ,,minute ---------------------------------------- ---------- ,birth #acj #f-ab mo4 #aje-aae #b-f yr4 #ij-aje #g-aj yr4 #hj-ij #aa-ad yr4 #ge-he ,respiration#ef 7,during sleep7 ,,age ,,per ,,minute ---------------------------------------- ------ ,birth #ce #a yr4 #bg #b yr4 #be #f yr4 #bb #ab yr4 #bj ,adult #af-ah ,pulse and respiration in infants may be normally irregular and the rate greatly modified by apparently slight causes4 ,in very young infants regular rhythmic breathing is seen only in sleep1 and rhythm is not fully established before two years4 ,temperature in young children is normally #ih-ii4e;,f41 taken by rectum2 it occasionally rises to #ajj4e in apparently perfect health4 ,it is normally higher in late afternoon4#eg ,the rate of circulation 7time required from leaving the heart till return to the heart7 is in the newly born #ab seconds1 at #c years #ae seconds1 in the adult #bb seconds4#eg ,infant ,mortality ,the infant mortality rate is the number of deaths of babies which occur for every #a1jjj live births4 ,figures in the ,united ,states are available only for that part of the country known as the registration area1 where the reporting of births and deaths is legally required4 ,it is important that the birth of every child should be registered1 and that laws requiring registration should be enforced in every ,state4 ,deaths of ,infants ,under ,one ,year of ,age ,per #a1jjj ,live ,births in ,foreign ,countries#eh ,,country ,,year ,,rate ---------------------------------------- -------------------- ,russia #aiji #bdh ,ceylon #aiab #bae ,german ,empire #aiaa #aib ,austria #aiab #ahj ,italy #aiaa #aec ,switzerland #aiaa #abc ,england and ,wales #aiab #ie ,ireland #aiab #hf ,france #aiab #gh ,australia #aiab #gb ,norway #aiaa #fe ,new ,zealand #aiab #ea ,the ,new ,york ,milk ,committee states that an infant mortality rate above #ej per #a1jjj is preventable by sanitation1 hygiene1 prenatal care1 and the instruction of mothers2 and that a rate beyond this is unfair to the babies1 and a disgrace to the community for its negligence4 ,principal ,causes of ,death ,during ,growth ,registration ,area1 ,united ,states1 including about #fe per cent4 of population4 ,for the year #aiac4 ,,cause ,,of ,,death ,,under #a-b #b-c #c-d #d-e #e-i #aj-bj #a ,,yr4 ,,yrs4 ,,yrs4 ,,yrs4 ,,yrs4 ,,yrs4 ,,yrs4 ---------------------------------------- ---------------------------------------- -------------------------------- #a4 ,congenital debility #fj1eea #b4 ,premature birth #bg1cei #c4 ,injuries at birth #e1aca #d4 ,digestive #dc1bdci1idbb1feca1abd #figa1ifhb1ici #e4 ,respiratory 7except tuberculosis1 chiefly pneumonia7 #be1bgdi1bgbc1efga1gbda1jeeb1bifb1ejb ,tuberculosis #b1diaa1hgia1jec #fic #ejga1gjbh1cej #f4 ,whooping cough #c1ddba1eaf #eif #cja #aeb #bdf #dj #g4 ,measles #b1jaab1efba1aag #ehd #cjb #ffj #cdf #h4 ,diphtheria and croup #iaca1hega1ghaa1diha1bicc1aga #iah #i4 ,scarlet fever #bee #fah #gih #fhd #fjca1efc #fba #aj4 ,influenza #fjh #aga #aje #dg #db #abf #bjb #aa4 ,smallpox#ei #bg #d #d #c #e #h ,the death rate is higher during the first five years than at any other five-year period2 higher during the first year than any other year2 highest during the first month2 and its maximum is during the first week of life4 ,it is estimated that about fifty per cent4 of all children die before they are born4 ,life is conferred at conception1 and miscarriage is really death before birth4 ,the registration of stillbirths1 with causes1 should be required by law1 as it now is in some foreign countries4 ,diarrhea and other digestive disorders are prevalent causes in summer2 pneumonia and colds in winter4 ,of the deaths from summer diarrhea1 about #ij per cent4 are babies artificially fed1 compared with #aj per cent4 naturally fed4 ,mortality in ,pregnancy ,united ,states ,registration ,area1 #aiac ,puerperal septicemia 7blood poisoning1 due to lack of surgical cleanliness in care7 #d1edb ,albuminaria and convulsions 7usually preventable by regular examination of urine7 #b1cig ,accidents 7frequently preventable by prenatal hygiene and skilful medical supervision7 #b1gjc ,other causes #cfh ------------ #aj1jaj ,most of these deaths were due to preventable causes4 ,even with these preventable deaths1 the chances of death in childbirth were only #a in about #bjj births4 ,in every community where instruction has been provided in prenatal hygiene and the care of infants1 a marked reduction has resulted1 both in prenatal deaths1 in mortality in pregnancy1 in infant mortality and in the inability of mothers to nurse their babies4 ,,footnotes3 #cd ,see ,preface1 page xiii4 #ce ,c 787 ,possibly contagious2 isolate4 #cf ,c ,contagious2 child should be isolated4 #cg ,diagnosis of a specific disease in a given case can only be made by an experienced physician4 ,the ,table is of value particularly as indicating the mild symptoms with which these begin4 ,incubation is the period from exposure to first symptoms4 ,isolation dates from first symptoms4 #ch ,g4 ,onset gradual4 #ci ,s4 ,onset sudden4 #dj ,quoted from ,rose's 8,laboratory ,manual in ,dietetics01 and ,sherman's 8,food ,products01 by permission4 #da ,in part1 quoted from ,fisher's 8,graphic ,method in ,dietetics01 by permission2 in part1 calculated by the author1 from data in ,rose's 8,manual40 #db ,exact figures not yet available2 mineral about #c times that in bolted4 #dc ,exact figures for unpolished not yet available2 mineral about #c times that in polished4 #dd ,t tablespoon4 #de c cup4 #df t teaspoon4 ,level measures4 #dg ,from 8,food ,products01 ,h4 ,c4 ,sherman1 by permission of the publishers 7,the ,macmillan ,company74 ,complete tables there itemized4 #dh ,blatherwick4 #di ,amer4 ,jour4 ,diseases of ,children1 ,november1 #aiad4 ,doctor ,roland ,g4 ,freeman4 #ej ,for normal relativity see tables1 pages #cgd1 #cge4 #ea ,daten und ,tabellen1 ,vierordt4 #eb ,girls average inch shorter until #b to #d years1 then #a to #b inches shorter until #aa to #ad years2 to #b inches taller #aa to #ad years2 then shorter4 #ec ,girls average pound lighter than boys during first year2 then #a to #b pounds lighter until #ab years2 #b to #c pounds heavier until #ad years1 then lighter4 #ed ,from the ,ninth ,yearbook of the ,national ,society for the ,study of ,education1 by courtesy of the author1 ,doctor ,thomas ,d4 ,wood4 7,data are based upon examinations1 during fourteen years1 of pupils in ,horace ,mann ,school1 ,new ,york ,city47 #ee ,holt4 #ef ,uffelmann1 quoted by ,holt4 #eg ,vierordt1 quoted by ,holt4 #eh ,in the ,united ,states the rate in the registration area1 according to the ,census of #aiaj1 was #abd per #a1jjj1 a total of #aei1dce1 from which the ,census ,bureau estimates the total deaths for the entire country as #cjj1jjj under #a year of age4 #ei ,before vaccine was generally used1 was as prevalent as tuberculosis4 ,,bibliography ,the following annotated list has been carefully selected1 the purpose being to include the most valuable and indispensable books1 those that readers will find positively and constructively helpful1 and that amplify or illustrate the principles taught in this volume4 ,many helpful books are necessarily omitted for lack of space4 ,it is usually impossible to say that any one book is the best on its subject4 ,one book will be better than another for individual readers1 according to their individual experience1 training1 environment1 and problems4 ,in the main1 the publications listed are of approximately the same caliber as the present ,manual4 ,in the list of periodicals1 note is made of those that are official publications of organizations4 ,by including in the description of each book the year of publication1 number of pages1 price1 and whether illustrated1 the reader has some further clue to its character4 ,books including a bibliography are usually more systematic and scientific than those without such a list4 ,the dates given are those of latest edition or translations1 to #aiaf4 ,prices quoted are net1 and do not include transportation4 ,i4 ,books4 ,i4 b4 ,pamphlets and ,bulletins4 ,,ii4 ,periodicals4 ,,iii4 ,organizations and ,institutions4 ,titles especially recommended for libraries1 class use1 and private ownership4 a ,books of a more elementary character4 c ,books of a more technical character4 ,also useful for pictures4 ,,chapter ,i4 ,,mothercraft ,,and ,,home-,,making ,,education ,i4 ,barnes1 ,earl4 ,woman in ,modern ,society4 ,huebsch4 #aiab4 #beh p4 #a4be4 ,social responsibilities of modern women2 education for home-making4 ,froebel1 ,f4 ,letters on ,kindergarten4 ,bardeen4 #ahia4 #cca p4 #a4ej4 ,froebel's plan for a training school1 and description of its operation2 beginnings of ,pestalozzi-,froebel ,house4 ,nearing1 ,scott1 and ,nellie ,m4 ,s4 ,woman and ,social ,progress4 ,macmillan4 #aiab4 #bha p4 ,bibl4 #a4ej4 ,the biological1 domestic1 industrial and social phases of woman's progress2 home-making education4 ,oppenheim1 ,nathan4 ,development of the ,child4 ,macmillan4 #ahih4 #a4be4 ,see his ,chap4 ,,xi1 ,the ,profession of ,maternity4 ,read1 ,mary ,l4 ,mothercraft ,education4 7,in preparation47 ,historical review2 methods and curriculum4 ,spencer1 ,anna ,g4 ,woman's ,share in ,social ,culture4 ,kennerly4 #aiac4 #cca p4 ,bibl4 #b4jj4 ,responsibilities and opportunities1 in home and society4 ,tarbell1 ,ida ,m4 ,the ,business of ,being a ,woman4 ,macmillan4 #aiab4 #bch p4 #a4be4 ,social1 civic and home responsibilities4 7,the three following collections are comprehensive in scope1 covering the field of child development1 care1 training and social welfare47 ,guide ,book to ,childhood4 ,issued by the ,american ,institute of ,child ,life4 ,synopses from authorities4 ,annotated reference list4 #b4ej4 ,library of ,home ,economics4 #aiji4 #ab vol4 ,also abridged ed4 #b vol4 ,bibl4 ,prepared by a board of authors1 special authorities4 ,includes domestic science as well as child care and training4 ,issued by the ,american ,school of ,home ,economics1 ,chicago4 ,parents and their ,problems4 #aiae4 #h vol4 #ae4 ,nat4 ,mothers' ,cong4 ,quotations from various authorities4 ,i4b4 ,andrews1 ,benj4 ,r4 ,education for the ,home4 ,u4 ,s4 ,bureau ,education4 #aiad4 #d pamphlets4 #dbh p4 ,illus4 ,bibl4 4#ge4 ,survey of present status and methods of home-making education in ,u4 ,s4 ,bolce1 ,harold4 ,training for ,motherhood4 ,gd4 ,hskp4 ,mag4 ,sept41 #aiab4 #h p4 ,illus4 ,sesame ,house for ,home ,life ,training 7,london71 and the ,school of ,mothercraft 7,new ,york74 ,comstock1 ,sarah4 ,mothercraft4 ,gd4 ,hskp4 ,mag4 ,dec41 #aiad-;,june1 #aiae4 ,illus4 ,school of ,mothercraft2 child care and training4 ,also in bound volume4 ,hearst4 #aiae4 #bad p4 ,illus4 #a4jj4 ,huddleston1 ,mrs4 ,j4 ,h4 ,should the ,college ,curriculum be ,modified8 #aiji4 ,report of ,committee of ,assn4 ,collegiate ,alumn1 regarding home-making courses in college curriculum4 ,read1 ,mary ,l4 ,what ,every ,mother ,knows4 ,outlook1 ,feb4 #c1 #aiab4 #f p4 ,scope and spirit of mothercraft training2 outline of curriculum4 ,read1 ,mary ,l4 ,mothercraft4 ,jour4 of ,heredity1 ,aug41 #aiaf4 ,school of ,mothercraft and ,national ,association4 ,u4,s4 ,bureau of ,education4 ,reading ,courses for ,parents4 ,free4 ,,ii4 ,american ,motherhood4 ,cooperstown1 ,n4 ,y4 #a4ej4 ,popular articles on the home1 child care and training4 ,the ,child 7,london74 ,stechert4 #e4be4 ,authoritative articles on child care1 training1 social welfare2 special education for young women in ,england2 book reviews4 ,child ,life4 ,amer4 ,insti4 ,child ,life4 ,philadelphia4 #a4jj4 ,reviews of current literature on child care and training2 book reviews4 ,child ,welfare ,magazine4 ,lippincott4 #a4jj4 7,mo4 ,cong4 and ,parent-,teachers' ,assn47 ,child training2 organization reports4 ,home ,progress4 ,houghton4 #c4jj4 ,articles on home life and child training2 book reviews4 ,journal of ,home ,economics4 ,baltimore4 #b4jj4 7,amer4 ,h4 ,e4 ,assn47 ,popular and technical articles on home economics and home-making4 ,mothers' ,magazine4 ,d4 ,c4 ,cook1 ,elgin1 ,ill4 #a4ej4 ,popular articles on child training and care4 ,,iii4 ,american ,home ,economics ,association4 ,baltimore1 ,md4 ,membership organization of home economics teachers1 housekeepers and others interested in progress of home life4 ,annual meeting2 publishes annual proceedings1 bulletins1 ,journal of ,home ,economics4 ,american ,institute of ,child ,life4 ,philadelphia4 ,an educational institution which furnishes its members personal service of books1 correspondence1 bulletins1 on home-making1 children's education1 play1 vocational guidance4 ,works through individual homes1 and clubs of its members4 ,publishes ,child ,life4 ,international ,congress of ,mothers1 and ,parent-,teachers ,association4 ,washington1 ,d4 ,c4 ,mrs4 ,frederic ,schoff1 ,president4 ,organizes clubs and public meetings2 furnishes speakers1 programs1 reading lists1 literature1 personal correspondence4 ,publishes ,child ,welfare ,magazine4 ,holds annual meeting4 ,national ,association for ,mothercraft ,education4 ,new ,york ,city4 ,co-operates with organizations1 institutions and communities in the development of systematic courses of training in mothercraft2 issues bulletins4 ,,chapter ,,ii4 ,,home ,,and ,,marriage ,i4 ,cabot1 ,richard ,c4 ,what ,men ,live ,by4 ,houghton4 #aiad4 #cda p4 #a4ej4 ,illuminating chapters on love and marriage4 ,cannon1 ,frank ,j41 and ,knapp1 ,geo4 ,l4 ,brigham ,young and his ,mormon ,empire4 ,revell4 #aiac4 #cej p4 ,illus4 #a4jj4 ,history and present ideals and customs1 by a man brought up in ,mormonism1 and author of the play 8,polygamy40 ,crow1 ,martha ,foote4 ,the ,american ,country ,girl4 ,stokes4 #aiae4 #cfg p4 ,illus4 #a4ej4 ,includes chapters on choice in marriage1 home life4 ,drummond1 ,henry4 ,the ,ascent of ,man4 ,potts4 #ahih4 #cdf p4 #a4jj4 ,chapters on the evolution of a mother and of a father4 ,ellwood1 ,chas4 ,a4 ,sociology and ,modern ,social ,problems4 ,a4 ,b4 ,co4 #aiaj4 #cca p4 ,bibl4 #a4jj4 ,chapters on the family1 values of monogamy1 causes of family instability4 ,gillette1 ,john ,m4 ,the ,family and ,society4 ,mc,clurg4 #aiad4 #afd p4 ,illus4 ,bibl4 4#ge4 ,brief history1 values1 tendencies1 reforms2 divorce4 ,goodsell1 ,willystine4 ,history of the ,family as a ,social ,institution4 ,macmillan4 #aiae4 #fjj p4 ,bibl4 #b4jj4 ,history of family and marriage from primitive times2 values2 divorce2 suggested reforms4 ,hillis1 ,mrs4 ,newell ,dwight4 ,american ,woman and ,her ,home4 ,revell4 #aiac4 #ahf p4 #a4jj4 ,practical psychology of harmonious family life4 ,ringrose1 ,hyacinthe4 ,marriage and ,divorce ,laws of the ,world4 ,stechert4 #aiaa4 #bgj p4 #b4ej4 ,includes ,europe1 ,asia and ,america4 ,wilson1 ,jennie ,l4 ,legal and ,political ,status of ,women in the ,u4 ,s4 ,the author4 ,cedar ,rapids1 ,ia4 #aiab4 p4 #ccf4 #b4jj4 ,statement of the common law1 and a compendium of the laws of each ,state relating to marriage1 property rights1 divorce4 ,i4b4 ,a ,marriage ,contract and ,creed4 ,school of ,mothercraft4 #aiaf4 4#ej4 ,summarizes the responsibilities and rights of each party to the contract2 presented as a basis for prenuptial discussion and comparison of standards1 tastes1 and adjustment of practical problems4 7,see also ,chap4 ,i47 ,other standard writers3 ,lyman ,abbott1 ,franklin ,h4 ,giddings1 ,e4 ,j4 ,hardy1 ,george ,e4 ,howard1 ,e4 ,a4 ,ross1 ,james ,h4 ,tufts1 ,lester ,f4 ,ward4 ,,chapter ,,iii4 ,,household ,,management ,,and ,,efficiency ,i4 ,frederick1 ,christine4 ,the ,new ,housekeeping4 ,doubleday4 #aiac4 #bfe p4 ,illus4 #a4jj4 ,practical demonstration of efficiency methods applied to housekeeping4 ,kinne1 ,helen1 and ,cooley1 ,anna ,m4 ,foods and ,household ,management4 ,macmillan4 #aiac4 #dja p4 ,illus4 ,bibl4 #a4aj4 ,dietetics1 cooking1 marketing1 sanitation1 household management1 budget1 laundering4 ,kinne1 ,helen1 and ,cooley1 ,anna ,m4 ,shelter and ,clothing4 ,macmillan4 #aiae4 #cgg p4 ,illus4 ,bibl4 #a4aj4 ,furnishing1 heating1 cleaning1 textiles1 sewing4 ,nesbitt1 ,florence4 ,low ,cost ,cooking4 ,amer4 ,school ,h4 ,e4 #aiae4 #abg p4 ,illus4 ,bibl4 4#ej4 ,economy in recipes1 menus1 buying1 fuel2 homemade fireless4 ,richards1 ,ellen ,h4 ,cost of ,living4 ,wiley4 #aiae4 #aed p4 ,illus4 #a4jj4 ,how to practically reduce cost by organization and sanitation4 ,do4 ,cost of ,food4 ,wiley4 ,rev4 ,ed4 #aiae4 ,illus4 #a4jj4 ,i4b4 ,andrews1 ,benj4 ,r4 ,a ,survey of your ,household ,expenses4 ,t4 ,c4 #aiab4 #ab p4 4#aj4 ,practical methods of apportioning expenses and keeping household accounts4 ,furst1 ,mary ,l4 ,household ,management4 ,t4 ,c4 #aiaa4 #bd p4 ,bibl4 4#aj4 ,syllabus giving helpful bird's eye view of household management4 ,u4 ,s4 ,dept4 of ,agriculture1 ,washington4 ,pamphlets on equipment1 economy4 ,,ii4 ,housewives' ,magazine4 ,housewives ,league1 ,new ,york ,city4 #a4jj4 ,pure foods1 improved markets1 practical marketing4 ,journal of ,home ,economics 7,see ,chap4 ,i47 ,see also ,good ,housekeeping ,magazine1 ,ladies ,home ,journal1 ,delineator1 ,forecast4 ,,iii4 ,good ,housekeeping ,institute1 ,new ,york ,city4 ,examines housekeeping utensils and foods2 issues bulletins4 ,housewives ,league4 #be ,w4 #deth ,st4 ,new ,york ,city4 ,membership organization of housewives for pure food1 sanitary markets1 honest weights1 reduction of food cost4 7,see also ,chap4 ,,ix47 ,,chapter ,,iv4 ,,eugenics1 ,,biology1 ,,sex ,,hygiene ,i4 ,cabot1 ,richard ,c1 ,the ,christian ,approach to ,social ,morality4 ,y4 ,w4 ,c4 ,a4 ,press1 ,n4 ,y4 ,c4 #aiac4 #ii p4 4#ej4 ,the ,consecration of the ,affections and other essays4 ,cabot1 ,richard ,c4 ,what ,men ,live ,by4 7,chap4 ,,ii47 ,davenport1 ,chas ,b4 ,heredity in ,relation to ,eugenics4 ,holt4 #aiaa4 #bih p4 ,illus4 ,bibl4 #b4jj4 ,biological data and family histories tracing heredity of unit characters and methods of transmission4 ,davenport1 ,chas4 ,b4 ,state ,laws ,limiting ,marriage ,selection4 ,eugenics ,record ,office1 ,cold ,spring ,harbor1 ,long ,island4 #aiac4 #ff p4 ,ill4 ,bibl4 4#dj4 ,laws for each state2 criticism from eugenics standpoint4 ,dawson1 ,george ,e4 ,the ,right of the ,child to be ,well ,born4 7a7 ,funk4 #aiab4 #add p4 ,illus4 4#ge4 ,principles of eugenics2 responsibility toward the child4 ,exner1 ,m4 ,j4 ,the ,physician's ,answer4 ,y4 ,m4 ,c4 ,a4 ,press1 ,n4 ,y4 ,c4 #aiac4 #ej p4 4#be4 ,medical authority contradicting prevailing misconceptions regarding sex4 ,foerster1 ,f4 ,w4 ,marriage and the ,sex ,problem4 ,stokes4 #aiab4 #bbh p4 #a4ce4 ,biological1 medical1 psychological and social phases4 ,galton1 ,francis4 ,eugenics3 ,its ,definition1 ,scope and ,aims4 ,amer4 ,jour4 of ,sociology1 ,july1 #aijd4 ,also in his ,sociological ,papers4 ,geddes1 ,patrick1 and ,thomson1 ,j4 ,arthur4 ,sex4 ,holt4 #aiad4 4#ej4 ,biological and sociological aspects of sex in human life4 ,guyer1 ,m4 ,j4 ,being ,well-born4 ,bobbs-,merrill4 #aiaf4 #bej p4 ,illus4 ,bibl4 #a4jj4 ,a popular and interesting account of genetics and eugenics1 thoroughly scientific4 ,jewett1 ,frances ,g4 ,the ,next ,generation4 7a7 ,ginn4 #aiad4 #bce p4 #aaa4 ,bibl4 4#ge4 ,concrete account of heredity and eugenics1 especially for young people4 ,jordan1 ,david ,s4 ,heredity of ,richard ,roe4 7a47 ,unitarian ,press1 ,boston4 #aiac4 #afe p4 #a4bj4 ,in story form2 the principles and facts of heredity and eugenics4 ,march1 ,norah ,h4 ,towards ,racial ,health4 ,routledge4 #aiae4 ,illus4 ,bibl4 #cbf p4 #a4ej4 ,a comprehensive book especially for young people1 includes physical1 biological1 psychological and social phases4 ,pussey1 ,wm4 ,a4 ,syphilis as a ,modern ,problem1 ,american ,medical ,assn4 ,press1 ,chicago1 #aiad4 #abh p4 4#be4 ,an authoritative statement regarding medical and social phases4 ,reed1 ,chas4 ,a4 ,l4 ,marriage and ,genetics1 ,galton ,press1 ,cincinnati1 #aiac4 #ahc p4 #a4jj4 ,the most definite statement of practical application of laws of heredity of unit characters2 the eugenic medical examination4 ,saleeby1 ,c4 ,w4 ,parenthood and ,race ,culture4 ,moffatt4 #aiji4 #cih p4 #b4ej4 ,principles of eugenics in theory and practice2 race poisons4 ,,ii4 ,the ,eugenics ,review4 ,edited by ,eugenics ,education ,society4 ,huebsch4 #e4be4 ,authoritative articles on heredity and social phases of eugenics4 ,the ,journal of ,heredity4 ,edited by ,amer4 ,genetic ,assn4 ,washington1 ,d4 ,c4 #b4jj4 ,articles on plant1 animal and human heredity2 eugenics4 ,book reviews4 ,social ,hygiene4 ,edited by ,amer4 ,social ,hygiene ,assn41 ,new ,york ,city4 #b4jj4 ,devoted especially to these phases of social reform4 ,,iii4 ,american ,genetic ,association4 ,washington1 ,d4 ,c4 ,devoted chiefly to biological research and study4 ,american ,social ,hygiene ,association4 ,new ,york ,city4 ,chas4 ,w4 ,eliot1 ,hon4 ,pres4 ,devoted to social surveys1 legislation1 law enforcement1 education2 lecture bureau1 lantern slides1 pamphlet literature1 information bureau4 ,eugenics ,education ,society4 ,london4 ,founded by ,francis ,galton4 ,conducts public lectures for education2 issues pamphlets4 ,pamphlets issued by the above organizations1 also by ,health ,education ,league 7,boston71 and by ,association ,press4 ,examination of family histories1 with advice on hereditary probabilities1 made by ,eugenics ,record ,office1 ,cold ,spring ,harbor1 ,l4 ,i4 ,no fee4 ,physical examinations 7,chap4 ,,viii74 7,see also ,chap4 ,x #d;,c47 ,,chapter ,v4 ,,growth ,,and ,,development ,i4 ,baldwin1 ,burt ,t4 ,physical ,growth and ,school ,progress4 7c7 ,u4 ,s4 ,bureau ,educ4 #aiad4 #ahh p4 ,charts4 ,bibl4 4#be4 ,baldwin1 ,james ,m4 ,story of the ,mind4 7a7 ,appleton #ahih4 p4 #bbf ,illus4 4#ce4 ,brief1 clear1 concrete statement of psychology1 with applications4 ,barnes1 ,earl4 ,studies in ,education4 ,the author1 ,philadelphia1 ,pa4 ,each vol4 #b4jj4 ,two volumes containing twenty illuminating studies of children's social ideas and ideals4 ,bryan1 ,e4 ,b4 ,nascent ,stages in ,development and their ,pedagogical ,significance4 ,ped4 ,sem4 ,oct41 #aijj4 #ci p4 ,bibl4 ,summary of characteristics and interests of childhood1 youth1 adolescence4 ,chamberlain1 ,a4 ,f4 ,the ,child4 ,scribner4 #aijj4 #die p4 ,illus4 ,bibl4 #a4ej4 ,a compendium of researches to date2 growth1 physical and psychological development1 meaning of youth1 play2 the child and the savage4 ,drummond1 ,w4 ,b4 ,the ,child3 ,his ,nature and ,nurture4 7a7 ,dutton4 #aiaj4 #adf p4 ,bibl4 4#ce4 ,hall1 ,g4 ,stanley4 ,aspects of ,child ,life4 ,ginn4 #aijg4 #cbf p4 ,bibl4 #a4ej4 ,reports of special studies on contents of children's minds1 collecting1 curiosity and interest1 ownership1 day dreaming1 dolls4 ,hall1 ,g4 ,s4 ,adolescence4 7c7 #b vol4 ,appleton4 #aijd4 #g4ej4 ,detailed study of physical and mental development2 pedagogy of special subjects4 ,hall1 ,g4 ,s4 ,youth3 ,its ,education1 ,regimen and ,hygiene4 ,appleton4 #aiaa4 #cgi p4 #a4ej4 ,period from twelve to twenty years4 ,abridgement of the author's books on ,adolescence4 ,kirkpatrick1 ,e4 ,a4 ,the ,individual in the ,making4 ,houghton4 #aiaa4 #ccc p4 ,bibl4 #a4bj4 ,principles of development2 stages of development2 education adapted to different stages4 ,lamoreaux1 ,antoinette4 ,the ,unfolding ,life4 7a7 ,revell4 #aijg4 #ahh p4 4#ge ,psychological and religious development from infancy to adolescence1 with special reference to religious training4 ,preyer1 ,w4 ,mental ,development of the ,child4 ,appleton4 #aiji4 #agf p4 #a4jj4 ,conclusions from author's earlier studies2 some of the more important points on which the development of the child's mind depends4 ,st ,john1 ,edward ,p4 ,child ,nature and ,child ,nurture4 7a7 ,pilgrim4 #aiaa4 #ajf p4 ,bibl4 4#ge4 ,a textbook for parents' classes4 ,special references to moral and religious training4 ,sully1 ,james4 ,children's ,ways4 ,appleton4 #ahig4 #aic p4 #b4jj ,the development of children in their play1 fancy1 language1 drawing1 fears1 moral and social life2 scientific and human4 ,tanner1 ,amy ,e4 ,the ,child4 ,rand4 #aiae4 #dcj p4 ,illus4 ,bibl4 #a4be4 ,practical1 up-to-date handbook1 with very complete bibliographies4 ,tracy1 ,frederick4 ,psychology of ,childhood4 ,heath4 #aiab4 #bai p4 #a4be4 ,development of senses1 intellect1 feelings1 will1 language1 sthetic1 moral and religious ideas2 psychopathic conditions in childhood4 ,tyler1 ,john ,m4 ,growth and ,education4 ,houghton4 #aijg4 #bid p4 ,bibl4 ,illus4 #a4ej4 ,evolution in child and race2 detailed account of physical and psychological characteristics in each stage of development2 educational applications4 ,,ii4 ,pedagogical ,seminary4 ,clark ,university1 ,worcester1 ,mass4 ,g4 ,stanley ,hall1 ,editor4 #e4jj4 ,reports of special studies in genetic psychology1 growth1 development2 book reviews1 bibliographies4 7,see also ,chap4 ,,xi47 ,,chapter ,,vi4 ,,prenatal ,,hygiene2 ,,motherhood1 ,,fatherhood ,i4 ,abbott1 ,ernest ,hamlin4 ,on the ,training of ,parents4 ,houghton4 #aijh4 #adj p4 #a4jj4 ,concrete essays and stories on preparation for child training4 ,bishop1 ,emily ,m4 ,daily ,ways to ,health4 7,chap4 ,,viii47 ,call1 ,annie ,p4 ,power through ,repose4 ,little4 #ahib4 #bja p4 #a4jj4 ,how to relax1 overcome nervousness1 gain mental poise4 ,galbraith1 ,anna ,m4 ,four ,epochs of a ,woman's ,life4 ,saunders4 #aiac4 #bdd p4 ,illus4 #a4ej4 ,special hygiene and physiology of girlhood1 womanhood1 marriage1 maternity and middle age4 ,hollander1 ,bernard4 ,nervous ,disorders of ,women4 ,saunders4 #aiaf4 #bjg p4 #a4ej4 ,common nervous disorders and their rational treatment by hygiene1 hygienic measures and mental treatment4 ,latimer1 ,caroline ,w4 ,girl and ,woman4 ,appleton4 #aiac4 #cah p4 #a4ej4 ,personal hygiene1 special physiology and hygiene for young women4 ,written by a physician and biologist4 ,norris1 ,kathleen4 ,mother4 ,doubleday4 #aiaa4 #agb p4 #a4jj4 ,a story of the mother's responsibilities and her opportunities4 ,rice1 ,susan ,t4 ,mothers' ,day4 ,moffatt4 #aiae4 #cfc p4 #a4jj4 ,origin1 history1 celebration1 significance1 as related in prose and poetry4 ,rice1 ,susan ,t4 ,the ,mother in ,verse and ,prose4 ,moffatt4 #aiaf4 #ceg p4 #a4ej4 ,large volume including poems of motherhood1 lullabies2 prose excerpts from writers on the mothers of the famous4 ,richards1 ,florence ,h4 ,hygiene for ,girls4 ,heath4 #aiac4 ,illus4 4#gj4 ,individual and community hygiene1 with chapter on special hygiene for young women2 written by a physician4 ,stuart1 ,ruth ,m4 ,sonny4 ,century4 #aijh4 #ace p4 #a4jj4 ,a short story of parental aspirations and experiences4 ,i4b4 ,west1 ,mrs4 ,max4 ,prenatal ,care4 ,u4 ,s4 ,children's ,bureau4 #aiae4 #hd p4 ,illus4 ,free4 ,simple and practical4 7,see also ,chaps4 ,,iv1 ,,vii1 ,,viii1 ,,xx47 ,,chapter ,,vii4 ,,infant ,,care ,i4 ,fiske1 ,john4 ,the ,meaning of ,infancy4 ,houghton4 #aiji4 4#ce4 ,the value of infancy to the child1 the parents1 society4 ,forsyth1 ,david4 ,children in ,health and ,disease4 ,blakiston4 #aiji4 #ccf p4 ,illus4 #c4jj4 ,physiology and psychology of infancy2 hygiene of childhood2 diagnosis and care of children's diseases4 ,griffith1 ,j4 ,p4 ,crozier4 ,care of the ,baby4 ,saunders4 #aiad4 #dee p4 ,illus4 #a4ej4 ,special attention to care of sick infants and children4 ,king1 ,f4 ,truby4 ,feeding and ,care of ,baby4 7a7 ,macmillan1 #aiac4 #afb p4 ,illus4 4#dj4 ,practical1 comprehensive1 modern1 many illustrations4 ,handbook of the ,new ,zealand ,society for ,health of ,women and ,children4 ,morse1 ,john ,l4 and ,talbot1 ,fritz ,b4 ,diseases of ,nutrition and ,infant ,feeding4 ,macmillan4 #aiae4 #cdf p4 ,illus4 #b4ej4 ,comprehensive1 authoritative and practical discussion of milk1 maternal nursing and artificial feeding4 ,newman1 ,george4 ,infant ,mortality4 ,dutton4 #aijg4 #cef p4 #b4ej4 ,social study of the extent1 causes and prevention of infant mortality2 extensive statistics4 ,pfaundler and ,schlossmann4 ,the ,diseases of ,children4 ,trans4 from the ,german by ,shaw and ,la ,fetra4 #g vol4 ,lippincott4 #aijh-ad4 ,illus4 ,collection of articles by eminent ,german authorities on development1 feeding and therapy1 as well as disease4 ,ramsey1 ,walter ,r4 ,hygiene of ,infancy4 ,dutton4 #aiaf4 #aih p4 ,illus4 #a4jj4 ,infant physiology and growth2 daily care2 feeding2 ailments and diseases1 and their care4 ,thoroughly modern1 simple1 practical4 ,standard works1 both popular handbooks and technical volumes on pediatrics3 ,cotton1 ,fischer1 ,holt1 ,kerley1 ,starr4 ,other standard works on pediatrics by ,carr1 ,chapin and ,pisek1 ,koplik4 ,u4 ,s4 ,census ,bureau4 ,vitality ,statistics4 #aiac4 ,includes tables showing infant mortality1 by causes and years4 ,i4b4 ,west1 ,mrs4 ,max4 ,infant ,care4 7a7 ,u4 ,s4 ,children's ,bureau4 #aiae4 #cg p4 ,illus4 ,free4 ,simple and practical directions for care and feeding4 ,pamphlets on infant hygiene and care issued by ,state and city ,departments of ,health1 and by ,american ,medical ,association ,press4 ,pamphlets on infant mortality1 child welfare exhibits and campaigns1 issued by the ,u4 ,s4 ,children's ,bureau4 ,daily ,record ,sheet4 ,issued by ,school of ,mothercraft #ca in set4 4#be4 ,blank form similar to schedule in text1 for daily records4 ,weight ,chart4 ,issued by ,school of ,mothercraft4 ,uniform with ,record4 4#je4 ,,ii4 ,american ,journal of ,diseases of ,children4 ,a4 ,m4 ,a4 ,press4 #c4jj4 ,scientific articles2 reviews and reference list of current publications and articles in pediatrics1 infant care1 nutrition4 ,archives of ,pediatrics4 ,new ,york ,city4 #c4jj4 ,scientific and popular articles on child hygiene1 infant care and welfare4 ,pediatrics4 ,new ,york ,city4 #b4jj4 ,technical and popular articles on infant hygiene and welfare2 book reviews4 ,,iii4 ,association for ,study and ,prevention of ,infant ,mortality4 ,baltimore4 ,membership organization of physicians1 social workers1 teachers4 ,annual conference4 ,printed proceedings include valuable papers4 ,arranges exhibit material1 issues pamphlets4 ,child ,welfare ,exhibit ,association1 ,new ,york ,city4 ,issues graphic exhibits1 pamphlets2 conducts local surveys and exhibits for child welfare1 including infant mortality4 ,russell ,sage ,foundation1 ,child ,hygiene ,division4 ,new ,york ,city4 ,conducts research2 issues pamphlets4 7,see also ,chap4 ,,xx47 ,,chapter ,,viii4 ,,child ,,hygiene ,i4 ,bancroft1 ,jessie ,h4 ,posture of ,school ,children4 ,macmillan4 #aiac4 #cbg p4 ,illus4 ,bibl4 #a4ej4 ,hygiene of posture2 exercises for preventing and overcoming defects from wrong posture4 ,bigelow1 ,m4 ,a4 and ,anna ,n4 ,applied ,biology 7,chap4 ,,xvii74 ,chapters on physiology and hygiene4 ,bishop1 ,emily ,m4 ,daily ,ways to ,health4 ,huebsch4 #aiaj4 #caj p4 #a4ej4 ,exercises 7without apparatus7 for vitality1 overcoming nervousness1 constipation1 wrong posture2 gaining poise4 ,carrington1 ,thos4 ,s4 ,fresh ,air and ,how to ,use it4 ,nat4 ,assn4 for ,study and ,prev4 of ,tuberculosis4 #aje ,e4 #bb ,st41 ,n4 ,y4 ,c4 #aiab4 #bej p4 ,illus4 #a4jj4 ,methods of ventilation2 window tents1 roof bungalows1 sleeping porches1 tent houses1 open-air bungalows2 clothing1 bedding1 furniture for open-air sleeping4 ,horsley1 ,victor and ,sturge1 ,mary ,d4 ,alcohol and the ,human ,body4 ,macmillan4 #aiae4 #bij p4 ,illus4 ,bibl4 4#dj4 ,physiological effects of alcohol upon different organs and tissues and upon intelligence2 effects of alcohol upon children4 ,jewett1 ,frances ,g4 ,gulick ,hygiene ,series1 edited by ,luther ,h4 ,gulick4 ,ginn4 ,book ,i4 ,health and ,safety4 #aiaf4 #ahi p4 ,illus4 ,bibl4 4#dj4 ,book ,,ii4 ,physiology1 ,hygiene and ,sanitation4 #aiaf4 #cei p4 ,illus4 ,bibl4 4#fe4 ,written especially to interest children in hygiene4 ,mller1 ,j4 ,p4 ,my ,system for ,children4 #aiab4 #aag p4 ,illus4 #a4be4 ,physical exercises for children1 from infancy4 ,o',shea1 ,m4 ,v4 and ,kellogg1 ,j4 ,h4 ,the ,body in ,health4 ,macmillan4 #aiae4 #cbd p4 ,illus4 4#fe4 ,written for children1 in a way that will naturally interest them in the practice of hygiene4 ,sadler1 ,wm4 ,s4 ,cause and ,cure of ,colds4 ,mc,clurg4 #aiaj4 #adg p4 ,illus4 #a4jj4 ,how colds may be prevented and how treated4 ,short1 ,a4 ,rendle4 ,the ,newer ,physiology4 ,wood4 #aiae4 #bff p4 ,bibl4 #a4jj4 ,treats comprehensively of the new developments in physiology1 including digestion1 amino acids1 vitamines1 acidosis2 the ductless glands1 cerebral localization4 ,terman1 ,lewis ,m4 ,the ,hygiene of the ,child4 ,houghton4 #aiad4 #dag p4 ,illus4 ,bibl4 #a4ge4 ,hygiene during school age2 hygiene of special organs and senses2 hygiene of education2 a digest of the recently accumulated knowledge of child development and hygiene4 ,walker1 ,emma ,e4 ,beauty through ,hygiene4 ,barnes4 #aijd4 #cjf p4 ,illus4 #a4jj4 ,hygienic means to physical beauty4 ,wood1 ,thos4 ,d4 ,health ,essentials for ,rural ,school ,children4 ,american ,medical ,assn4 ,press1 ,chicago4 #aiaf4 #be p4 4#aj4 ,helpful pamphlet for parents and teachers4 ,worcester1 ,elwood and ,mc,comb1 ,samuel4 ,religion and ,health4 ,grosset4 #aiaj4 #dbe p4 4#ge4 ,use of suggestion and auto-suggestion in preventing and healing of illness1 especially fear and nervousness2 by the founders of the ,emmanuel ,movement4 ,i4b4 ,pamphlets issued by practically all of the organizations and institutions listed in ,,iii4 ,daily ,record ,schedule ,blank4 ,the ,school of ,mothercraft4 ,set of #ca4 4#be4 ,similar to schedule in text1 with space for recording4 ,weight chart1 for birth to #ad years4 ,school of ,mothercraft4 4#je4 ,uniform size with those for infancy4 ,,ii4 ,american ,physical ,education ,review1 ,springfield1 ,mass4 #a4ej4 ,dietetic and ,hygiene ,gazette1 #hg ,nassau ,st41 ,new ,york #a4jj4 ,good ,health ,magazine4 ,battle ,creek1 ,mich4 #b4jj4 ,journal ,american ,medical ,association4 ,chicago4 #e4jj4 ,a4 ,m4 ,a4 ,press4 ,outdoor ,life4 7,anti-tuberculosis47 ,outdoor ,life ,pub4 ,co4 ,new ,york1 #a4jj4 ,,iii4 ,american ,medical ,association4 ,chicago1 ,ill4 ,annual meeting4 ,american ,physical ,education ,association4 ,annual ,meeting4 ,springfield1 ,mass4 ,american ,posture ,league4 #a ,madison ,ave41 ,new ,york4 ,examines furniture1 clothing and apparatus with reference to its effect on posture2 issues label to approved articles4 ,carnegie ,institution1 ,washington1 ,d4 ,c4 ,research in hygiene1 nutrition and medicine4 ,annual ,year ,book includes reports of studies4 ,home ,economics ,association4 7,chap4 ,,iii47 ,international ,congress of ,hygiene and ,demography4 ,annual ,report includes scientific and popular papers read at annual meeting4 ,joint ,committee on ,hygiene of ,amer4 ,med4 ,assn4 and ,nat4 ,ed4 ,assn4 ,life ,extension ,institute4 #be ,w4 #de ,st41 ,new ,york4 ,issues pamphlets1 literature1 publishes books and bulletins1 conducts health examinations4 ,national ,child ,welfare ,exhibit ,association4 7,chap4 ,,vii47 ,national ,mental ,hygiene ,association4 #aje ,e4 #bb ,st41 ,new ,york4 ,state branches in some ,states4 ,rockefeller ,institute1 ,new ,york4 ,research work in medicine4 ,issues report of discoveries made by staff4 ,russell ,sage ,foundation4 ,new ,york4 ,conducts surveys and social studies2 issues reports of studies1 and popular pamphlets4 ,u4 ,s4 ,children's ,bureau4 7,chap4 ,,vii47 ,physical examinations of a very comprehensive and thorough nature are conducted by the following3 ,battle ,creek ,sanitarium1 ,battle ,creek1 ,mich41 and branches in other localities4 ,chicago ,physiological ,institute1 ,chicago4 ,life ,extension ,institute1 #be ,w4 #de ,st41 ,new ,york4 ,has representatives in many localities throughout the country4 7,also ,chaps4 ,,iv1 ,,vi1 ,,vii1 ,,ix1 ,,xx47 ,,chapter ,,ix4 ,,food1 ,,nutrition1 ,,dietetics ,i4 ,allyn1 ,lewis ,b4 ,westfield ,pure ,food ,book4 ,westfield ,brd4 of ,trade1 ,westfield1 ,mass4 #aiae4 #fh p4 4#be4 ,list of foods that have been analyzed in ,westfield ,laboratory and found to conform to pure food requirements4 ,cooper1 ,lena ,f4 ,the ,new ,cookery4 ,good ,health ,pub4 ,co4 #aiaf4 #dab p4 ,illus4 #a4ej4 ,methods of cooking most conductive to health1 as taught at ,battle ,creek ,sanitarium4 ,caloric value of each recipe4 ,farmer1 ,fannie ,m4 ,boston ,cooking ,school ,cook ,book4 ,little4 #aiae4 #fdh p4 ,illus4 #a4hj4 ,standard cook book1 revised4 ,fisher1 ,irving4 ,a ,graphic ,method in ,practical ,dietetics4 ,american ,medical ,assn4 ,press1 ,chicago4 #aijg4 ,illus4 4#aj4 ,a method for computing the caloric value of any quantity or combination of foods4 ,tables of #ajj-;calorie portions1 common foods4 ,noorden1 ,karl ,h4 von4 ,metabolism and ,practical ,medicine4 7c7 ,vol4 ,i4 #aijg4 ,source and authority for much of present teaching in nutrition4 #e4jj ,rose1 ,mary ,s4 ,a ,laboratory ,handbook for ,dietetics4 7c7 ,macmillan4 #aiab4 #abg p4 #a4aj4 ,most complete collection of tables of food composition2 methods of analyzing foods1 dietaries4 ,sherman1 ,henry ,c4 ,chemistry of ,food and ,nutrition4 7c7 ,macmillan4 #aiaa4 #cee p4 ,bibl4 #a4ej4 ,thorough discussion of food chemistry and principles of nutrition4 ,sherman1 ,henry ,c4 ,food ,products4 ,macmillan4 #aiad4 #eid p4 ,illus4 ,bibl4 #b4be4 ,discussion of specific food groups and foods2 composition1 source1 place in dietary4 ,tables of food composition1 including acid or alkali balance4 ,underhill1 ,frank ,p4 ,physiology of the ,amino ,acids4 ,yale4 #aiae4 ,illus4 ,bibl4 #aeh p4 #a4ce4 ,thorough discussion of the amino acids in specific protein foods1 and their significance in nutrition1 so far as yet known4 ,wiley1 ,harvey ,w4 ,not by ,bread alone4 ,hearst4 #aiae4 #ced p4 #b4jj4 ,principles of nutrition1 with special reference to feeding of children1 and economy in food4 ,mendel1 ,l4 ,b4 ,childhood and ,growth4 ,stokes4 #aije4 #ec p4 4#fj4 ,brief1 practical discussion of composition of food in childhood1 for mothers4 ,i4b4 ,atwater1 ,w4 ,o4 and ,bryant1 ,a4 ,p4 ,composition of ,american ,food ,materials4 ,u4 ,s4 ,dept4 ,agriculture4 ,revised ,bulletin #bh4 #hg p4 4#aj4 ,blatherwick1 ,n4 ,r4 ,specific ,rle of ,foods in ,relation to ,composition of ,urine4 7c7 ,reprint4 ,author1 ,yale ,university1 ,new ,haven1 ,conn4 #aiad4 ,study of acid and base-forming goods4 7,prunes1 plums1 cranberries found exception to fruits as base-forming47 ,hunt1 ,caroline ,l4 ,daily ,meals of ,school ,children4 7a7 ,u4 ,s4 ,dept4 ,agri4 #fb p4 ,principles of feeding4 ,recipes for meals and lunches4 ,mendel1 ,lafayette ,b4 ,changes in ,food ,supply and their ,relation to ,nutrition4 ,yale4 #aiaf4 #fa p4 ,bibl4 4#ej4 ,resum of present knowledge of nutrition4 ,mendel1 ,l4 ,b4 ,newer ,points of ,view ,regarding the ,part ,played by ,different ,food ,substances in ,nutrition4 #ae p4 ,journal of ,a4 ,m4 ,a41 ,sept4 #e1 #aiad4 ,also ,reprints4 ,amer4 ,med4 ,assn4 ,press metabolism of proteins2 amino acids4 ,mendel1 ,l4 ,b4 ,nutrition and ,growth4 ,journal of ,a4 ,m4 ,a41 ,may #h1 #aiae4 #bg p4 ,also reprint4 ,amer4 ,med4 ,assn4 ,press4 ,reviews older and new views of physiology of growth1 recent studies of different specific foods4 ,rose1 ,mary ,s4 ,feeding of ,young ,children4 7a7 ,teachers ,college1 ,new ,york ,city4 #aiaa4 #aj p4 4#aj4 ,practical principles2 menus2 analysis of menus4 ,rose1 ,mary ,s4 ,food for ,school ,boys and ,girls4 7a7 ,teachers ,college4 #aiad4 #ae p4 4#aj4 ,practical principles2 menus4 ,school of ,mothercraft4 ,menu ,sheets4 #aiaf4 #ca in set4 4#be per set4 4#ej per #ajj4 ,form similar to pp4 #ahj-c1 with space for recording4 ,school of ,mothercraft4 ,diet ,analysis ,sheets4 #aiaf4 #ajj in set4 4#ej4 ,form similar to p4 #agh4 ,space for recording4 ,u4 ,s4 ,department of ,agriculture pamphlets on food values1 specific foods1 cooking1 cover a wide range1 and are authoritative4 ,sent free4 ,,ii4 ,journal of ,home ,economics4 7,see ,chap4 ,i47 ,articles on nutrition and dietetics also appear in the pediatric journals 7,chap4 ,,vii7 and periodicals devoted to hygiene 7,chap4 ,,viii74 ,technical articles appear in the ,american ,journal of ,physiology and the ,journal of ,biological ,chemistry4 7,see also ,chap4 ,,viii47 ,,chapters ,x ,,and ,,xii4 ,,educational ,,principles ,,and ,,curriculum ,for greater convenience to the reader the references in this chapter are grouped first by subjects4 #a4 ,general books on principles and methods of education1 pedagogy4 ,a4 ,systematic and textbooks4 ,dearborn1 ,george ,v4 ,n4 ,how to ,learn ,easily4 ,little4 #aiaf4 #abe pp4 #a4jj4 ,from the standpoint of psychology and physiology4 ,dewey1 ,john4 ,interest and ,effort in ,education4 ,houghton4 #aiac4 #aja p4 4#fj4 ,the significance of each factor2 their practical usage4 ,dewey1 ,john4 ,the ,school and ,society4 ,u4 of ,c4 #aiab4 #abi p4 ,illus4 #a4jj4 ,discussion of principles in elementary education2 resum of work in the ,experimental ,school4 ,dewey1 ,john and ,ethel4 ,schools of ,to-morrow4 ,dutton4 #aiae4 #caf p4 ,illus4 #a4ej4 ,describes and comments upon progressive educational work as conducted at the ,francis ,parker1 ,gary and other selected schools1 ,school of ,organic ,education1 ,teachers ,college kindergarten4 ,graves1 ,frank ,p4 ,great ,educators of ,three ,centuries4 ,macmillan4 #aiab4 #bhi p4 ,bibl4 #a4aj4 ,the life work and influence of ,comenius1 ,rousseau1 ,pestalozzi1 ,froebel and others to ,spencer4 ,henderson1 ,charles ,h4 ,education and the ,larger ,life4 ,houghton4 #aijb4 #chf p4 #a4cj4 ,essays on organic education and the social purposes of education4 ,henderson1 ,c4 ,h4 ,what ,is ,it to ,be ,educated8 ,houghton4 #aiad4 #def p4 ,bibl4 #a4ej4 ,supplementary to the author's previous volume4 ,james1 ,wm41 ,talks to ,teachers on ,psychology and to ,students on ,life's ,ideals4 ,holt4 #ahii4 #cja p4 #a4ej4 ,practical application of psychology to teaching and learning4 ,partridge1 ,george ,e4 ,genetic ,philosophy of ,education4 ,sturgis4 #aiab4 #dja p4 ,bibl4 #a4jj4 ,a clear epitome of the educational writings of ,g4 ,stanley ,hall4 ,thomson1 ,wm4 ,h4 ,brain and ,personality4 ,dodd4 #aijh4 #cce p4 ,illus4 #a4jj4 ,the physical basis of mind1 evolution of the nervous system1 anatomy and physiology of the speech mechanism2 practical applications of neurology to psychology4 ,b4 ,popular4 ,allen1 ,mary ,wood4 ,making the ,best of our ,children4 ,mc,clurg4 #a4jj each4 ,vol4 ,i4 ,children to nine years4 ,vol4 ,,ii4 ,eight to twenty years4 ,practical phases of physical1 mental1 social and religious training4 ,birney1 ,mrs4 ,theodore4 ,childhood4 7a7 ,stokes4 #aije4 #bed p4 #a4jj4 ,friendly1 practical discourses by the founder of the ,inter4 ,mothers' ,congress4 ,burbank1 ,luther4 ,the ,training of the ,human ,plant4 ,century4 #aijg4 #ajj p4 4#fj4 ,the needs1 rights and potentialities of children2 application of principles of biology to childhood and education4 ,fisher1 ,dorothy ,canfield4 ,mothers and ,children4 ,holt4 #aiad4 #bhe p4 #a4jj4 ,the child's point of view2 training in obedience4 ,forbush1 ,wm4 ,b4 ,the ,coming ,generation4 7a7 ,appleton4 #aiab4 #djb p4 #a4ej4 ,forces working for the betterment of ,american young people2 betterment in the home1 through birth and better health1 through education1 through religious and social nurture and service4 ,gruenberg1 ,sidonie ,m4 ,your ,child ,to-day and ,to-morrow4 ,lippincott4 #aiac4 #bcd p4 ,illus4 #a4be4 ,discusses problems of punishment1 children's lies1 training in reasoning1 training through play2 sex education1 obedience1 will4 ,mc,keever1 ,wm4 ,a4 ,farm ,boys and ,girls4 ,macmillan4 #aiab4 #cbe p4 ,illus4 ,bibl4 #a4ej4 ,especially for the mother in the rural home2 home conveniences1 children's literature1 rural recreations1 and other practical problems4 ,mc,keever1 ,wm4 ,a4 ,training the ,boy4 ,macmillan4 #aiae4 #cfh p4 ,illus4 ,bibl4 #a4ej4 ,training from infancy through adolescence to develop the many-sided nature of the boy into a well-poised man2 includes discussion of early childhood training1 play1 fighting1 bad habits1 vocational training1 preparation for home and family life4 ,mc,keever1 ,wm4 ,a4 ,training the ,girl4 ,macmillan4 #aiad4 #cdb p4 ,illus4 ,bibl4 #a4ej4 ,a companion volume to the foregoing4 #b4 ,comenius1 ,pestalozzi1 ,froebel and ,montessori4 ,comenius4 ,the ,school of ,infancy4 ,heath4 #ii p4 ,bibl4 #a4jj4 ,the early educator's discussions1 though antiquated in some details1 are full of inspiration for the present day4 ,education during the first six years1 chiefly through play and habits4 ,pestalozzi4 ,how ,gertrude ,teaches ,her ,children4 ,bardeen4 #ahid4 #bef p4 ,bibl4 #a4jj4 ,a concrete view of ,pestalozzi's principles and methods in the education of little children in the home4 ,froebel1 ,frederick4 ,the ,education of ,man4 7c7 ,appleton4 #aije4 #cdj p4 #a4ej4 ,the philosophy and principles of the kindergarten4 ,froebel1 ,frederick4 ,the ,mother ,play ,book1 with ,miss ,susan ,e4 ,blow's commentary4 ,appleton4 #ahie4 #caf p4 #a4ej4 ,how the mother can educate the child through his daily play and spontaneous interests4 ,hughes1 ,james ,l4 ,froebel's ,educational ,laws4 ,appleton4 #aija4 #bij p4 #a4ej4 ,a concise and clear resum of ,froebel's principles4 ,blow1 ,susan ,e41 ,harrison1 ,elizabeth ,hill1 ,patty ,s4 ,the ,kindergarten4 ,houghton4 #aiac4 #cja p4 #a4be4 ,the point of view of the conservative and the progressive leaders in ,american kindergarten work2 official report of the ,committee of ,nineteen of the ,international ,kindergarten ,union4 ,harrison1 ,elizabeth4 ,a ,study of ,child ,nature4 ,chicago ,kg4 ,college1 ,chicago4 #ahie4 #bjg p4 #a4jj4 ,the kindergarten idea of development of mind1 soul and body1 with concrete application to child nature4 ,smith1 ,nora ,a4 ,the ,homemade ,kindergarten4 ,houghton #aiab4 #aag p4 4#ie4 ,practical suggestions regarding the use of the home environment and the daily home life1 according to ,froebel's principles4 ,wiggin1 ,kate ,d4 ,smith1 ,nora4 ,children's ,rights4 ,houghton4 #ahib4 #bce p4 #a4jj4 ,the rights of the child2 children's play1 stories1 playthings1 reading2 governing children4 ,montessori1 ,maria4 ,the ,montessori ,method4 ,stokes4 #aiab4 #cgg p4 ,ill4 #a4ge4 ,principles and methods elaborated by ,mme4 ,montessori in ,rome4 ,hall1 ,g4 ,stanley4 ,pedagogy of the ,kindergarten4 ,in his ,educational ,problems1 ,vol4 ,i4 ,dewey1 ,john4 ,resum and estimate of the ,montessori ,method1 in his ,schools of ,to-morrow4 #c4 ,special phases of education2 pedagogy of special subjects4 ,burk1 ,frederic4 ,from ,fundamental to ,accessory in the ,development of the ,nervous ,system and its ,movements4 ,ped4 ,sem4 #ahii4 #ei p4 ,hall1 ,g4 ,stanley4 ,educational ,problems4 ,appleton4 #aiaa4 #b vol4 #g4ej4 ,pedagogy of the kindergarten1 music1 dancing1 industrial education1 moral and religious training1 sex education2 drawing1 reading1 history2 children's lies4 ,halleck1 ,reuben ,p4 ,education of the ,central ,nervous ,system4 ,macmillan4 ,illus4 #beh p4 #a4jj4 ,structure of the nervous system2 training in habits2 feelings1 will4 ,holmes1 ,arthur4 ,the ,conservation of the ,child4 ,lippincott4 #aiab4 #cde p4 #a4be4 ,educational methods and special guidance for 8the child who is different01 especially for backward or subnormal children4 ,o',shea1 ,m4 ,v4 ,dynamic ,factors in ,education4 ,macmillan4 #aijh4 #cbj p4 ,illus4 ,bibl4 #a4be4 ,the motor factor in education2 training the motor powers1 inhibition1 will4 ,language4 ,o',shea1 ,m4 ,v4 ,linguistic ,development and ,education4 ,macmillan4 #aijg4 #cbg p4 ,bibl4 #a4be4 ,development of speech in childhood2 training in efficiency in oral expression2 teaching a foreign language2 learning to read4 ,scripture1 ,e4 ,w4 ,stuttering and ,lisping4 ,macmillan4 #aiab4 #bdg p4 ,ill4 ,bibl4 #a4jj4 ,how to prevent and overcome these defects4 ,wright1 ,s4 ,d4 ,what the ,mother of a ,deaf ,child ,should ,know4 ,stokes4 #aiad4 #abe p4 4#ge4 ,early home education and care4 ,special references on precocity4 ,burbank1 ,luther4 ,training of the ,human ,plant4 7,chap4 ,x1 #a4 ,b47 ,terman1 ,lewis ,m4 ,hygiene of the ,child4 7,chap4 ,,viii47 ,terman1 ,lewis ,m4 ,precocity and ,prematuration4 ,amer4 ,jour4 of ,psy41 ,april1 #aije4 ,tyler1 ,j4 ,m4 ,growth and ,education4 7,chap4 ,v47 #d4 ,religious1 moral1 social1 eugenic education4 ,a4 ,religious4 ,cope1 ,henry ,f4 ,religious ,education in the ,family4 ,u4 of ,c4 #bif p4 ,bibl4 #a4be4 ,comprehensive1 practical2 considers nature and interests of the child1 the family life1 religious teaching in the home life under present-day conditions4 ,chamberlain1 ,georgia4 ,child ,religion in ,song and ,story4 ,u4 of ,c4 ,illus4 ,bibl4 #b vol4 ,each #a4be4 ,application of kindergarten principles to religious education1 with special reference to elementary classes in ,sunday ,schools4 ,moulton1 ,richard ,g41 ,ed4 ,children's ,series of the ,modern ,reader's ,bible4 ,vol ,i4 ,old ,testament4 ,vol ,,ii4 ,new ,testament4 ,macmillan1 #ahii4 4#ej each4 ,bible stories told in the language of the ,bible1 edited especially for children1 printed in small volumes1 without illustrations4 ,invaluable for telling the ,bible stories4 ,smith1 ,elva ,s4 and ,hazeltine1 ,alice ,i4 ,christmas in ,legend and ,story4 ,lothrop4 #aiae4 #bhc p4 #a4ej4 ,excellent collection of stories and poems1 illustrated from famous paintings4 ,b4 ,moral and social4 ,burgess1 ,gelett4 ,the ,goops and ,how to be ,them4 ,stokes4 #aij p4 ,illus4 #a4ej4 ,funny rhymes and pictures to teach very little children manners and morals4 ,cabot1 ,ella ,l4 and others4 ,a ,course in ,citizenship4 ,houghton4 #aiad4 #chf p4 ,bibl4 #a4be4 ,authorized by ,mass4 ,branch of ,amer4 ,school ,peace ,league4 ,training for citizenship in home1 playground1 neighborhood1 nation1 the world family4 ,compilation of illustrative stories and quotations4 ,cabot1 ,ella ,l4 ,ethics for ,children4 ,houghton4 #aiaj4 #bed p4 ,bibl4 #a4be4 ,stories1 poems and quotations1 classified under specific ethical traits1 arranged also by school years4 ,valuable for home use1 with relatively slight following of yearly classification4 ,dewey1 ,john4 ,moral ,principles in ,education4 ,houghton4 #aiji4 #fj p4 4#ce4 ,moral principles as a part of the method of education4 ,field1 ,jessie and ,nearing1 ,scott4 ,community ,civics4 ,macmillan4 #aiae4 #bgj p4 ,illus4 4#fj4 ,practical ways of teaching civic responsibility and action to children2 especially prepared for rural life4 ,gulliver1 ,lucile4 ,the ,friendship of ,nations4 ,ginn4 #aiab4 #bic p4 ,illus4 4#fj4 ,story of the ,peace ,movement1 told in stories1 for children4 ,james1 ,wm4 ,psychology 7,briefer ,course47 ,holt4 #aiaj4 #dgg p4 ,illus4 #a4ej4 ,chapter on ,habits and ,will2 application of psychology to their training4 ,king1 ,henry ,c4 ,rational ,living4 ,macmillan4 #aije4 #bga p4 #a4be4 ,standards of conduct2 working with nature2 application of psychological principles to moral training4 ,mumford1 ,edith ,e4 ,r4 ,the ,dawn of ,character4 7,chap4 ,,xi47 ,o',shea1 ,m4 ,v4 ,social ,development and ,education4 ,macmillan4 #aiji4 #ege p4 ,bibl4 #b4jj4 ,training in social development from infancy1 in daily life and by special methods4 ,payot1 ,jules4 ,the ,education of the ,will4 ,funk4 #aiji4 #ddh p4 #a4ej4 ,education in early childhood2 training in inhibition1 self-control of appetites and emotions2 will power4 ,sneath1 ,e4 ,hershey and ,hodges1 ,geo4 ,moral ,training in ,home and ,school4 ,macmillan4 #aiad4 #bba p4 4#hj4 ,pritchard1 ,myron ,t4 and ,tarkington1 ,grace4 ,stories of thrift for ,young ,americans4 ,scribner4 #aiae4 #bba p4 4#fj4 ,story-discussions for children on phases of thrift1 saving time and resources1 spending money2 ownership4 ,c4 ,eugenics and sex education4 ,bigelow1 ,maurice ,a4 ,methods in ,sex ,education4 ,macmillan4 #aiaf4 #aej p4 #a4jj4 ,a thorough review of the history and pedagogy of sex education4 ,a most valuable handbook for the educator and parent4 ,annotated bibliography4 ,chapman1 ,mrs4 ,rose ,w4 ,how ,shall ,i ,tell my ,child8 ,revell4 #aiab4 #fb p4 4#be4 ,simple1 giving biological facts with beauty and poetry1 as a little child appreciates them4 ,lyttleton1 ,rev4 ,e4 ,training of the ,young in ,laws of ,sex4 ,longman4 #aiab4 #aag p4 #a4jj4 ,written for parents and teachers4 ,points out methods of instruction and training1 and the relating of this subject to other phases of life4 ,does not include biological data4 ,morley1 ,margaret ,w4 ,the ,spark of ,life4 ,revell4 #aiac4 #fb p4 4#be4 ,simple stories of nature1 as told to a little child4 7,see also ,chap4 ,,iv1 especially ,cabot1 ,foerster1 ,jewett1 ,march1 ,smith2 and ,chap4 ,,xvii1 ,bigelow1 ,morley47 ,,ii4 ,kindergarten and ,first ,grade4 ,bradley4 #a4be4 ,suggestions for handwork1 stories1 educational play1 for mothers and kindergartners4 ,kindergarten-,primary ,magazine4 ,kindergarten ,magazine ,co41 ,manistee1 ,mich4 #a4jj4 ,also popular magazine for mothers and kindergartners4 ,religious ,education4 ,rel4 ,ed4 ,assn4 7,see below47 #c4jj4 ,valuable articles on religious education in childhood and adolescence1 both in home1 school and church4 ,non-sectarian4 ,teachers ,college ,record4 ,teachers ,college4 #a4ej4 ,valuable reports and articles on progressive and practical educational work1 by members of ,teachers ,college faculty4 ,pedagogical ,seminary4 7,see ,chap4 ,v47 7,for popular magazines on child training see list ,chap4 ,i47 ,,iii4 ,international ,kindergarten ,union4 ,bradley4 ,professional organization of kindergartners4 ,annual meeting4 ,the ,montessori ,educational ,association1 ,washington1 ,d4 ,c4 ,membership organization4 ,moral ,education ,league4 ,washington1 ,d4 ,c4 ,membership organization for the promotion of moral education in home and school4 ,issues leaflets and books4 ,national ,education ,association4 ,professional organization of educators in all fields4 ,annual meeting4 ,reports of proceedings contain many valuable papers on all phases of education4 ,national ,kindergarten ,association4 ,new ,york ,city4 ,encourages development of kindergartens in new centers4 ,religious ,education ,association4 #ccj ,s4 ,michigan ,ave41 ,chicago4 ,membership organization of educators1 clergy1 parents and laymen of all sects1 interested in the furtherance of religious education and religious pedagogy4 ,annual meeting4 ,reports of proceedings contain valuable papers4 ,u4,s4 ,bureau of ,education1 ,washington1 ,d4 ,c4 ,dr4 ,philander ,p4 ,claxton1 ,commissioner of ,education4 ,through its various divisions gathers data and statistics1 makes surveys1 disseminates information4 ,issues monthly bibliography and pamphlets1 and annual report4 ,,chapter ,,xi4 ,,study ,,of ,,individual ,,children ,davis1 ,jesse ,b4 ,vocational and ,moral ,guidance4 ,ginn4 #aiad4 #cjc p4 ,bibl4 #a4be4 ,contains suggestions for study of personality and abilities4 ,dearborn1 ,george4 ,motor-,sensory ,development4 ,warwick4 #aiaj4 #bae p4 ,illus4 #a4ej4 ,a psychologist's observations of his daughter during the first three years4 ,grahame1 ,kenneth4 ,the ,golden ,age4 ,lane4 #aije4 #bbe p4 #a4jj4 ,stories revealing the mind and feelings of four young children who were not understood by their elders4 ,hoag1 ,e4 ,b4 ,health ,index of ,children4 ,whitaker ,ray-,wiggin ,co4 ,san ,francisco4 #aiaj4 #ahh p4 4#hj4 ,points for observation in physical examination2 methods of physical inspection4 ,major1 ,david ,r4 ,first ,steps in ,mental ,growth4 ,macmillan4 #aijf4 #cee p4 ,illus4 #a4be4 ,observations made by the author during the first three years of his son's development2 includes sensory development1 motor activities1 drawing1 language1 feelings1 fears4 ,montessori1 ,maria4 ,pedagogical ,anthropology4 7c7 ,stokes4 #aiac4 #ejh p4 ,illus4 #c4ej4 ,studies in physical growth and condition of children1 with special reference to education2 methods4 ,mumford1 ,edith ,e4 ,r4 ,the ,dawn of ,character4 ,longman4 #aiaa4 #bbe p4 #a4bj4 ,a study of child life2 includes studies of different types of children4 ,parsons1 ,frank4 ,choosing a ,vocation4 ,houghton4 #aiji4 #afe p4 #a4jj4 ,detailed outlines for study of personality1 tastes1 abilities4 ,partridge1 ,george ,e4 ,outlines of ,individual ,study4 ,sturgis4 #aiaj4 #bdj p4 ,bibl4 #a4be4 ,popular survey of methods of physical inspection1 psychological tests1 study of personality4 ,perez1 ,bernard4 ,first ,three ,years of ,childhood4 ,barnes4 #bid p4 #a4ej4 ,trans4 from ,french4 ,a father's observations on physical and psychological development of his son4 ,shinn1 ,milicent ,w4 ,the ,biography of a ,baby4 ,houghton4 #aijj4 #bdg p4 #a4ej4 ,story of the physical and mental development during the first year2 the author's observations of her niece4 ,terman1 ,lewis ,m4 ,measurements of ,intelligence4 ,houghton4 #aiaf4 ,illus4 ,bibl4 #cfb p4 #a4ej4 ,methods of making mental tests2 the ,stanford ,university revision of the ,binet-,simon tests4 ,whipple1 ,guy ,m4 ,manual of ,physical and ,mental ,tests4 7c7 ,warwick4 #aiaj4 #ecc p4 ,illus4 ,bibl4 #b4ej4 ,anthropometrical tables2 psychological tests as conducted in the laboratory4 ,read1 ,mary ,l4 ,score ,sheets for ,study of the ,individual ,child4 ,school of ,mothercraft4 #aiaf4 ,loose-leaf pages1 similar to outline in ,chapter ,,xi of the ,mothercraft ,manual1 but arranged with space for records and with items pertinent to each chronological year1 one set for each year4 ,per set 4#ej4 ,yerkes1 ,robert ,m4 and ,la ,rue1 ,d4 ,w4 ,materials for a ,study of the ,self4 ,harvard4 #aiad4 #bd pp4 #a4jj4 ,outlines and points for study of personality1 in loose-leaf form4 ,,chapters ,,xiii ,,and ,,xiv4 ,,play ,,and ,,games ,i4 ,johnson1 ,george ,e4 ,education by ,plays and ,games4 ,ginn4 #aijg4 #bcd p4 ,illus4 4#ij4 ,educational values of play2 genetic development of children1 and plays adapted to each stage of development4 ,finlay-,johnson1 ,harriet4 ,the ,dramatic ,method of ,teaching4 ,ginn4 #aiab4 #aiip4 ,illus4 #a4jj4 ,use of dramatic play in teaching history1 geography1 literature4 ,froebel1 ,f4 ,mother ,play1 with ,music4 ,appleton4 ,illus4 #cjj p4 #a4ej4 ,the classic on education through play1 with the youngest children4 ,poulsson1 ,emilie4 ,finger ,plays4 ,lothrop4 #ahic4 #hj p4 ,illus4 #a4be4 ,songs1 music and poems1 chiefly about nature1 with illustrated directions for playing1 especially for children under six4 ,poulsson1 ,emilie4 ,father and ,baby ,plays4 ,century4 #aijg4 ,illus4 #a4be4 p4 #ih4 ,songs and rhymes for the rollicking games father likes to play with the toddlers4 ,brown1 ,florence1 ,w4 ,old ,english and ,american ,games4 ,saul1 ,chicago4 #aiac4 #ee p4 ,paper1 4#ge4 ,authoritative versions of fifty of the singing games1 with music and directions for playing4 ,hofer1 ,marie ,r4 ,children's ,singing ,games4 ,flanagan4 #aija4 #db p4 ,paper1 4#ej4 ,music and directions for forty of the traditional games2 very slight duplication with the ,brown collection4 ,newton1 ,marion ,b4 ,graded ,games and ,rhythmic ,exercises4 ,barnes4 #aijh4 #aaj p4 ,illus4 #a4be4 ,games of imitation1 sense perception1 and other psychological value2 some traditional and singing games2 for children five to ten4 ,talbot1 ,mary ,white4 ,the ,book of ,games4 ,scribner4 #aiac4 #aia p4 #a4jj4 ,over a hundred games1 many cultivating alertness1 imagination1 invention1 initiative4 ,chubb1 ,percival4 ,festivals and ,plays4 ,harper4 #aiab4 #djc p4 ,illus4 ,bibl4 #b4jj4 ,directions for pageants and children's plays1 including costuming1 stage properties2 the educational possibilities of pageants4 ,ib4 ,leaflets issued by the ,playground and ,recreation ,association of ,america4 ,,ii4 ,the ,playground4 ,playground and ,recreation ,assn4 of ,america4 ,new ,york4 ,devoted to play interests1 especially in playgrounds and social centers4 #b4jj ,,iii4 ,playground and ,recreation ,association of ,america4 #a ,madison ,ave41 ,n4 ,y4 ,c4 ,membership organization1 devoted to playground extension4 ,,chapter ,,xv4 ,,toys ,i4 ,hall1 ,g4 ,stanley4 ,aspects of ,child ,life 7,chap4 ,x47 ,chapters on dolls and collections4 ,starr1 ,laura ,b4 ,the ,doll ,book4 #aijh4 #bch p4 ,illus4 #b4jj4 ,descriptions and pictures of dolls from many countries and historic times2 national customs and curiosities2 manufacture2 homemade4 ,wade1 ,mary ,h4 ,dolls of ,many ,lands4 #aiac4 #aec p4 ,illus4 #a4jj4 ,imaginary stories told by dolls from seven different countries4 7,for making of toys see ,chap4 ,,xviii47 ,,chapter ,,xvi4 ,,story-,,telling ,,and ,,stories #a4 ,on ,story-telling4 ,i4 ,bryant1 ,sara ,cone4 ,how to ,tell ,stories to ,children4 ,houghton4 #aije4 #bfj p4 ,bibl4 #a4jj4 ,simple directions for the mother and teacher2 some stories4 ,st4 ,john1 ,edw4 ,p4 ,stories and ,story-,telling4 ,pilgrim4 #aiaj4 #ii p4 ,bibl4 4#fj4 ,with special reference to story-telling in moral and religious education4 ,how to tell1 how to use1 where to find stories4 ,wyche1 ,richard ,t4 ,some ,great ,stories and ,how to ,tell ,them4 ,newson4 #aiaj4 #aha p4 ,bibl4 #a4jj4 ,how to tell stories effectively2 with special reference to the classic ,greek and ,norse myths4 ,excellent books also by ,julia ,d4 ,cowles1 ,louise ,s4 ,houghton1 ,angela ,m4 ,keyes1 ,edna ,lyman1 ,mrs4 ,e4 ,n4 ,partridge4 #b4 ,collections4 ,the following collections are carefully selected for the educational values2 there is necessarily some duplication in the stories in these collections4 ,bailey1 ,caroline ,s4 and ,lewis1 ,clara ,m4 ,for the ,children's ,hour4 ,bradley4 #aijf4 #ccc p4 #a4ej4 ,more than a hundred fairy tales1 fables1 myths1 stories of home life1 nature1 industries1 festivals1 as told to kindergarten children4 ,scudder1 ,horace ,e4 ,the ,children's ,book4 ,houghton4 #aiji4 #cjj p4 #b4ej4 ,a large volume with nearly two hundred fables1 fairy tales from ,abbott1 ,anderson1 ,grimm1 ,perrault2 stories from ,arabian ,nights1 ,munchausen1 ,lilliput1 and from ,greek ,myths4 ,illustrations from ,dor1 ,cruickshank and others4 ,cabot1 ,ella ,l4 ,ethics for ,children4 7,chapter ,x4 #d47 ,wiggin1 ,kate ,d4 and ,smith1 ,nora ,a4 ,the ,fairy ,ring4 ,doubleday4 #aijf4 #dde p4 ,illus4 #a4ej4 ,an excellent collection from many sources1 by a kindergartner4 ,three other volumes in same series4 #c4 ,myths1 ,legends1 ,classic ,stories4 ,bulfinch1 ,thomas4 ,age of ,fable and ,chivalry4 ,various editions4 ,age of ,fable includes ,greek myths1 ,odyssey1 ,iliad1 ,norse myths2 ,age of ,chivalry1 stories of ,boewulf1 ,arthur1 ,roland4 ,some editions bound in one volume4 ,source book4 ,clarke1 ,helen ,a4 ,child's ,guide to ,mythology4 ,baker4 #aijh4 #cii p4 ,illus4 #a4be4 ,an unusual arrangement1 grouping together myths relating to animals2 plants and trees2 sun1 moon and stars2 sky and air2 mother and child4 ,from ,greek1 ,norse1 ,indian and ,hindu4 ,illustrations from famous art4 ,holbrook1 ,florence4 ,round the ,year in ,myth and ,song4 ,a4 ,b4 ,co4 #bjj p4 ,illus4 4#fj4 ,a few myths simply told as to young children1 apropos to each season4 ,judd1 ,mary ,c4 ,classic ,myths4 ,rand4 #aija4 #aie p4 ,illus4 ,bibl4 4#ce4 ,about forty myths from ,greek1 ,roman1 ,norse1 ,german1 ,russian1 as told to young children4 ,jordan1 ,david ,starr4 ,the ,book of ,knight and ,barbara4 ,appleton4 #aijd4 ,illus4 #a4ej4 ,myths and nature stories told to children by the great scientist1 illustrated by children4 ,marvin1 ,f4 ,s41 ,mayor1 ,r4 ,j4 ,c41 ,starwell1 ,f4 ,m4 ,adventures of ,odysseus4 ,dutton4 #aijj4 #bbg p4 ,illus4 #a4ej4 ,a translation from the ,greek that preserves remarkably the spirit and atmosphere of the original4 ,a source book for stories4 ,kupfer1 ,grace ,h4 ,stories of ,long ,ago4 ,heath4 #aiji4 #agg p4 ,illus4 4#ge4 ,thirty ,greek myths1 as told to little children2 with nineteen illustrations from famous statuary and paintings4 ,brown1 ,abbie ,farwell4 ,book of ,saints and ,friendly ,beasts4 ,houghton4 #aijj4 ,illus4 #bbe p4 #a4be4 ,about twenty legends of medival saints and friendly beasts4 ,clay1 ,beatrice4 ,stories of ,king ,arthur and the ,round ,table4 ,dutton4 #aije4 #cbb p4 ,illus4 #b4ej4 ,as told to young children2 preserves the quaint atmosphere4 ,kelman1 ,janet ,h4 ,stories from ,chaucer4 ,dutton4 #aije4 #aad p4 ,illus4 4#ej4 ,four tales simply told for young children in a little book4 ,lang1 ,jean4 ,stories from ,shakespeare4 ,dutton4 #aiji4 #aad p4 ,illus4 4#ej4 ,seven stories briefly told in a little book for children4 ,pilgrim's ,progress4 ,an abridged edition for children1 with large illustrations in black and white by ,rhead4 #ahih4 ,century4 #a4ej4 ,housman1 ,laurence1 compiler4 ,stories from ,arabian ,nights4 ,dutton4 #aiaa4 #a4ej4 ,six stories with #be illustrations in color by ,edmund ,dulac1 that express the spirit of wonder and mystery4 #d4 ,humor4 ,burgess1 ,g4 ,goops1 and ,how to be ,them4 7,chap4 ,x4 #d ,b47 ,lear1 ,edward4 ,nonsense ,book4 ,little4 #bej p4 ,illus4 #a4fj4 ,complete edition of this classic humor in picture and verse4 ,olcott1 ,frances ,j4 and ,pendleton1 ,a4 ,the ,jolly ,book for ,boys and ,girls4 ,houghton4 #aiae4 #dji p4 ,illus4 #b4jj4 ,humorous tales from folklore1 ,arabian ,nights1 ,thackeray1 ,dickens1 ,shakespeare1 ,aldrich1 ,lamb and other standard writers4 ,wiggin1 ,kate ,d4 ,tales of ,laughter4 ,doubleday4 #aijh4 #a4ej4 #e4 ,heroic4 ,coe1 ,fanny ,e4 ,heroes of ,everyday ,life4 ,ginn4 #afi p4 ,illus4 4#dj4 ,firemen1 engineers1 divers1 miners1 laborers4 ,moffett1 ,cleveland4 ,careers of ,danger and ,daring4 ,century4 #aija4 #dai p4 ,illus4 #a4ej4 ,stories of the pilot1 diver1 life-saver1 firemen1 engineer1 and other modern workers4 ,towle1 ,george ,m4 ,heroes and ,martyrs of ,invention4 7,chap4 ,,xvii47 7,see also stories of ,odysseus1 ,thor1 ,arthur1 ,beowulf1 ,siegfried47 7,for stories of animals and nature1 history and travel1 see ,chap4 ,,xvii47 #f4 ,poetry4 ,mother ,goose4 ,dodd4 #aiad4 #agc p4 ,illus4 #b4ej4 ,illustrated by ,jessie ,willcox ,smith with sixteen full-page colored pictures1 and many in black and ,white4 ,mother ,goose4 ,volland ,co41 ,new ,york4 #aiae4 #aai p4 #b4jj4 ,large illustrations1 by ,frederick ,richardson1 in colors4 ,shute1 ,katherine ,h4 ,the ,land of ,song4 ,book ,i4 ,silver4 #aiab4 #aij p4 4#cf4 ,contains many of the poems suggested in the ,manual1 and others1 for little children4 ,no music4 ,stevenson1 ,burton1 ,e4 ,home ,book of ,verse for ,young ,folks4 ,holt4 #aiae4 #ech p4 #b4jj4 ,a very comprehensive collection for children1 from ,mother ,goose and many ,english and ,american poets4 ,charming decorations by ,pogany4 ,wiggin1 ,kate ,douglas and ,smith1 ,nora ,a4 ,pinafore ,palace4 ,doubleday4 #aiaj4 #bdh p4 #a4ej4 ,mother ,goose and other rhymes for the nursery1 selected by kindergartners4 #g4 ,reading ,lists4 ,jordan1 ,alice ,m4 #ajjj good ,books for ,children4 ,u4 ,s4 ,bureau ,ed4 #aiad4 #dj p4 4#je4 ,annotated list1 chiefly story books1 some science and history4 ,,ii4 ,the ,story-teller's ,magazine4 ,newson ,co41 ,new ,york4 #a4jj ,articles on story-telling2 stories for children2 book reviews4 ,john ,martin's ,magazine4 ,john ,martin's ,house4 ,garden ,city1 ,long ,island1 ,n4 ,y4 #c4jj4 ,a quaint and jolly magazine for children #c to #ab years4 ,,chapter ,,xvii4 ,,science ,,and ,,history ,a4 ,science4 ,i4 #a4 ,biology1 general4 ,bigelow1 ,maurice ,a4 and ,anna ,n4 ,applied ,biology4 ,macmillan4 #aiaa4 #ehc p4 ,illus4 #a4dj4 ,a comprehensive and authoritative book including general biology1 botany1 zology1 human physiology and hygiene1 embryology4 ,a source book for facts4 ,hodge1 ,clifton ,f4 ,nature ,study and ,life4 ,ginn4 #aijb4 #ead p4 ,illus4 #a4ej4 ,studying nature in the environment1 learning how to tame birds1 care for animals1 pets1 aquarium and vivarium2 how to prevent the spread of insect pests4 ,a guide book with the children4 ,morley1 ,margaret ,w4 ,a ,song of ,life4 ,mc,clurg4 #ahia4 #aee p4 ,illus4 #a4be4 ,a book for little children on the elements of development of life and a new generation1 in plants1 fishes1 frogs1 birds1 mammals2 told in story form4 ,verrill1 ,alpheus ,h4 ,boy ,collector's ,handbook4 ,mc,bride4 #aiae4 #bij p4 ,illus4 #a4ej4 ,how to collect and preserve minerals1 plants1 fresh water animals1 shells1 stamps1 coins1 postcards1 relics4 ,use of camera and microscope in collecting4 ,,ii4 ,the ,guide to ,nature4 ,the ,agassiz ,assn41 ,sound ,beach1 ,conn4 #a4jj4 ,interesting articles for children1 on nature4 ,,iii4 ,the ,agassiz ,association1 ,sound ,beach1 ,conn4 ,edward ,f4 ,bigelow1 ,president4 ,a nature study organization for children4 #b4 ,animals4 ,davidson1 ,gladys4 ,helpers without ,hands4 ,stokes4 #aiad4 #aag p4 ,illus4 #b4be4 ,animals in all parts of the world1 and how they help man4 ,illustrated in color by ,ed4 ,noble4 ,dugdale1 ,florence ,e4 ,illus4 by ,e4 ,j4 ,detmold4 ,book of ,baby ,beasts4 ,dutton4 #aiab4 #abj p4 ,illus4 #c4jj4 ,with #ai large illustrations in color4 ,eddy1 ,sarah ,j4 ,friends and ,helpers4 ,ginn4 #ahii4 #bcb p4 ,illus4 4#fj4 ,friendly stories and poems about animals and birds4 ,illustrated from photographs and famous paintings4 ,lang1 ,andrew4 ,the ,animal ,story ,book4 ,longmans4 #aiji4 #djj p4 #b4jj4 ,stories of animals from literature and history4 ,pierson1 ,clara ,d4 ,among the ,meadow ,people4 ,dutton4 #aic p4 ,illus4 #a4jj4 ,stories for children of common animals and birds that live in the meadows4 ,schwartz1 ,julia ,a4 ,wilderness ,babies4 ,little4 #aije4 #bbf p4 ,illus4 #a4ej4 ,stories of how many kinds of animals care for their little ones4 ,seton1 ,ernest ,thompson4 ,wild ,animals at ,home4 ,doubleday4 #aiac4 #bbf p4 ,illus4 #a4ej4 ,the author's personal adventures in studying wild animals in their native habitat4 ,over #aej sketches and photographs by the author4 ,book of the ,zoo4 ,dutton4 ,linen1 4#ge4 ,large1 beautiful picture book4 7,many others at from 4#be to #b4jj47 ,animal ,book4 ,gabriel ,sons1 ,new ,york4 #be p4 ,linen4 4#ej4 ,beautiful animal picture books1 illustrations painted from life4 #c4 ,insects1 ,sea-shore1 ,birds4 ,comstock1 ,john ,h4 ,insect life4 #ahig4 #cdg pp4 ,illus4 #a4ge4 ,habits1 life histories1 appearance1 identification4 ,kellogg1 ,vernon4 ,insect ,stories4 ,holt4 #aijh4 #bih p4 ,illus4 #a4ej4 ,stories of how the author and a little girl observed and collected insects4 ,mayer1 ,alfred ,g4 ,sea-,shore ,life4 ,barnes4 #aijf4 ,illus4 ,bibl4 #aha p4 #a4bj4 ,shells and seawood found along the ,atlantic coast of ,america4 ,illustrations in color4 ,a source book and aid in identification4 ,burroughs1 ,john4 ,bird ,stories from ,burroughs4 #aiaa4 ,houghton4 #aga p4 ,illus4 4#hj4 ,delightful stories by the great naturalist1 illustrated in color and in black and white by ,louis ,agassiz ,fuertes4 ,dugdale1 ,florence ,e4 ,illus4 by ,detmold4 ,book of ,baby ,birds4 ,dutton4 #aiaa4 #abj p4 ,illus4 #c4jj4 ,nineteen large pictures in exquisite color4 ,miller1 ,olive ,thorne4 ,the ,children's ,book of ,birds4 ,houghton4 #aiae4 #bab p4 ,illus4 #b4jj4 ,stories of the common birds1 identification1 attracting4 ,some illustrations in color4 ,excellent first book4 ,reed1 ,charles ,k4 ,bird ,guide4 ,land birds4 #a4jj4 ,water birds4 #a4jj ,mc,clurg4 ,pocket edition1 with illustration in color of each species4 ,i4b4 ,audubon ,bird ,charts4 ,bradley4 ,large wall charts4 ,each1 4#ej4 ,about twenty-five common birds shown on each chart1 in color4 ,two charts for land birds1 one for water birds4 ,mumford ,bird ,pictures4 ,a4 ,w4 ,mumford1 ,chicago4 #a4hj per hundred4 ,loose-leaf pictures1 natural color and size4 ,audubon ,bird ,pictures4 ,appleton4 #a4hj per hundred4 ,pictures natural size and colorings4 ,,ii4 ,bird ,lore4 ,publication of the ,audubon ,society4 ,appleton4 #a4jj4 ,stories of birds and bird life4 ,,iii4 ,national ,association of ,audubon ,societies4 ,new ,york4 ,membership organization1 with ,junior ,department for children interested in birds2 issues bird pictures and other bird literature4 #d4 ,flowers1 ,plants1 ,gardening4 ,levison1 ,j4 ,j4 ,studies of ,trees4 ,wiley4 #aiad4 #bec p4 ,illus4 #a4fj4 ,identification1 structure and care of trees2 woods and their use4 ,mathews1 ,f4 ,schuyler4 ,familiar ,features of the ,roadside4 ,appleton4 ,illus4 #a4ge4 ,a handbook to aid in identifying flowers and trees1 insects and birds1 commonly found4 ,mathews1 ,f4 ,schuyler4 ,familiar ,flowers of ,field and ,garden4 ,appleton4 #aiae4 #cjf p4 ,illus4 #a4dj4 ,identification1 arranged by months2 illustrated with about #bjj drawings4 ,stark1 ,f4 ,w4 ,wild ,flowers ,every ,child ,should ,know4 ,doubleday4 4#ej4 ,the most common of the wild flowers4 ,some illustrations in color4 ,dixon1 ,royal4 ,the ,human ,side of ,plants4 ,stokes4 #aiad4 #bja p4 ,illus4 #a4ej4 ,interesting things that plants do1 such as going to sleep1 swimming1 walking1 foretelling the weather2 has all the human interest of purely fanciful tales about flowers1 and is scientifically accurate4 ,duncan1 ,frances4 ,when ,mother ,lets us ,garden4 ,moffatt4 #aiaj4 #aaa p4 ,illus4 4#ge4 ,simple directions for outdoor and indoor gardening4 ,breathes the spirit of the garden2 charming pictures and quotations4 #e4 ,physics1 ,chemistry1 ,physical ,geography1 ,geology1 ,astronomy4 ,clark1 ,bertha ,m4 ,general ,science4 ,a4 ,b4 ,co4 #aiab4 #cfc p4 ,illus4 4#hj4 ,physics and chemistry of everyday life4 ,suggestions for observations and experiments4 ,source book4 ,holden1 ,e4 ,s4 ,real ,things in ,nature4 ,macmillan4 #aiaj4 #ddc p4 ,illus4 4#fe4 ,comprehensive1 including something of each of these sciences1 and some primitive life history4 ,blackwelder1 ,eliot1 and ,barrows1 ,h4 ,h4 ,elements of ,geology4 ,a4 ,b4 ,co4 #aiaa4 #dge p4 ,illus4 ,bibl4 #a4dj ,structure of the earth1 work of atmosphere1 streams1 glaciers2 changes in oceans1 lakes1 rivers2 how mountains and plains are formed2 the geological ages of the past4 ,source book4 ,houston1 ,ed4 ,j4 ,wonderbook of the ,atmosphere4 ,stokes4 #aijg4 #cbf p4 ,illus4 #a4ej4 ,climate1 winds1 clouds1 storms1 rain1 snow1 lightning2 heat1 light and sound waves4 ,authoritative answering for the child's questions4 ,source book4 ,st4 ,john1 ,t4 ,m4 ,fun with ,magnetism4 ,st4 ,john4 ,new ,york ,city4 ,illus4 4#ce4 ,book of directions1 magnet and apparatus for games4 ,st4 ,john1 ,t4 ,m4 ,fun with ,electricity4 ,st4 ,john4 ,illus4 4#fe4 ,st4 ,john1 ,t4 ,m4 ,fun with ,chemistry4 ,st4 ,john4 ,illus4 4#fe4 ,directions for apparatus and games4 ,ball1 ,sir ,robert ,s4 ,starland4 ,ginn4 #aijg4 #djb p4 illus4 #a4jj4 ,authoritative and interesting accounts of the sun1 moon1 planets1 comets1 constellations4 ,porter1 ,jermain ,g4 ,the ,stars in ,song and ,legend4 ,ginn4 #aija4 #abi p4 ,illus4 4#fj4 ,myths of the stars2 sky maps showing constellations4 ,illustrations by ,a4 ,drer4 ,forman1 ,s4 ,e4 ,stories of ,useful ,inventions4 ,century4 #aiaa4 ,illus4 #bdh p4 #a4jj4 ,tracing development from ancient to modern times of lighting1 heating1 vehicles1 and modern use of steam and electricity4 ,towle1 ,george ,m4 ,heroes and ,martyrs of ,invention4 ,lothrop4 #ahij4 ,illus4 #bjb p4 4#ge4 ,inventors in ancient history1 ,gutenberg1 ,palissy1 ,watt1 ,fulton1 ,howe1 and others4 ,wright1 ,henrietta ,c4 ,children's ,stories of ,great ,scientists4 ,scribner4 #aiji4 #cej p4 ,illus4 #a4be4 ,interesting stories of ,galileo1 ,newton1 ,franklin1 ,linnus1 ,faraday1 ,agassiz1 ,darwin1 ,huxley and others4 ,source book4 #f4 ,geography and ,travel4 ,andrews1 ,jane4 ,seven ,little ,sisters4 ,ginn4 #abg p4 ,illus4 4#ge4 ,stories of children of other countries1 as told to children4 ,barnard1 ,h4 ,clive4 ,pictures of ,famous ,travel4 ,macmillan4 #aiad4 #fd p4 ,illus4 4#ge4 ,ships and explorers from historic to modern times told chiefly by the #fj pictures1 #ca of these in color4 ,carpenter4 ,how the ,world is ,fed4 #aijg4 #cdj p4 ,carpenter4 ,how the ,world is ,clothed4 #aijh4 #cdj p4 ,carpenter4 ,how the ,world is ,housed4 ,a4 ,b4 ,co4 #aiaa4 #ceb p4 ,illus4 4#fj each4 ,geographical readers1 showing the raising1 procuring1 manufacture and transportation of the necessities of life1 in all parts of the world4 ,source book4 ,dunham1 ,edith4 ,jogging ,round the ,world4 ,stokes4 #aije4 #hj p4 ,illus4 #a4ej4 ,steeds and vehicles in strange lands and at home1 with #cf large illustrations from photographs1 in color4 ,hall1 ,katherine ,s4 ,children at ,play in ,many ,lands4 ,revell4 #aiab4 #ib p4 ,illus4 4#ge4 ,games played by children in many countries1 with directions4 ,morris1 ,charles4 ,home ,life in ,many ,lands4 ,vol4 ,i4 ,lippincott4 #aijf4 #bej p4 ,illus4 #a4jj4 ,a geographical reader describing ways of living in other countries4 ,a source book4 ,synge1 ,m4 ,b4 ,a ,book of ,discovery4 ,putnam4 #aiab4 #eed p4 ,illus4 #b4ej4 ,the world's explorations from the earliest historical times to the finding of the ,south ,pole4 ,about #aej illustrations4 ,little ,people ,everywhere ,series4 ,little4 #ad vol4 ,illus4 4#ej each4 ,stories of child life1 play1 home life1 centering about imaginary individual children in some foreign land4 7,see also ,laura ,b4 ,starr1 ,mary ,h4 ,wade4 ,chap4 ,,xv47 ,,ii4 ,everyland4 ,a magazine for children4 ,stories and pictures of children and ways of living in all parts of the world4 #aef ,fifth ,ave41 ,new ,york4 #a4jj4 ,national ,geographical ,magazine4 ,national ,geographical ,society4 ,washington1 ,d4,c4 #b4jj4 ,many interesting articles on countries and peoples1 illustrated with numerous photographs4 ,home ,progress ,magazine4 7,chapter ,i47 ,st4 ,nicholas ,magazine4 ,the ,century ,co4 ,new ,york4 #c4jj4 ,includes interesting articles on science for children4 ,stereographs and lantern slides illustrating geography1 travel1 sciences1 issued by ,underwood ,underwood1 ,new ,york ,city1 and by ,keystone ,view ,co41 ,meadville1 ,pa4 ,lanterns and balopticons 7for throwing any picture on a screen71 furnished by ,bausch ,lomb1 ,new ,york ,city4 ,b4 ,history4 #a4 ,anthropology1 ,primitive and ,indian ,life4 ,clodd1 ,edw4 ,the ,childhood of the ,world4 ,macmillan4 #aiad4 #bdj p4 ,illus4 ,bibl4 7,new ed4 ,revised and enlarged47 #a4bj4 ,prehistoric man1 early migrations2 beginnings of inventions1 language1 arts2 early myths and religion4 ,source book4 ,hall1 ,h4 ,r4 ,days ,before ,history4 ,crowell4 #aijg4 #abi p4 ,illus4 4#ej4 ,especially the early ,cave people and ,lake people2 life of early ,aryans4 ,waterloo1 ,stanley4 ,story of ,ab4 ,doubleday4 #ahig4 #cea p4 ,illus4 #a4ej4 ,story of a boy in the time of the ,cavemen4 ,eastman1 ,charles ,a4 ,indian ,scout ,tales4 ,little4 #aiae4 #aii p4 ,illus4 4#hj4 ,indian methods of making fires1 wigwams1 cooking1 taming animals1 ,indian signs and language4 ,schultz1 ,j4 ,w4 ,sinopah1 the ,indian ,boy4 ,houghton4 #aiac4 #aee p4 ,illus4 #a4aj4 ,true story of an ,american ,indian boy4 ,illustrations by ,e4 ,boyd ,smith4 ,seton1 ,ernest ,thompson4 ,woodcraft4 ,doubleday4 #aiab4 #efg p4 ,illus4 #a4ge4 ,indian traits and ways2 ,indian names and their meaning2 ,indian songs1 dances1 ceremonies2 stories of ,indian characters2 scout craft1 camping and camp craft4 ,over #ejj illustrations4 #b4 ,ancient and ,classic ,history4 ,arnold1 ,emma ,j4 ,stories of ,ancient ,peoples4 ,a4 ,b4 ,co4 #aija4 #bcb p4 ,illus4 4#ej4 ,stories and legends of ,egypt1 ,babylon1 ,assyria1 ,phnicia1 ,palestine1 ,persia1 ,india1 ,china4 ,gould1 ,f4 ,j4 ,tales of the ,greeks4 ,harper4 #aiaj4 #afb p4 ,illus4 4#ge4 ,twenty-two tales from ,plutarch's ,lives4 ,illustrations by ,walter ,crane4 ,gould1 ,f4 ,j4 ,tales of the ,romans4 ,harper4 #aiaj4 #afg p4 ,illus4 4#ge4 ,stories from ,plutarch's ,lives4 ,illus4 by ,walter ,crane4 ,gulick1 ,charles ,b4 ,life of the ,ancient ,greeks4 ,appleton4 #aijg4 #cej p4 ,illus4 ,bibl4 #a4ej4 ,daily life among the ,athenians2 their houses1 clothing1 occupations1 education1 social life1 customs1 child life4 ,nearly #cjj illustrations4 ,source book4 ,shaw1 ,charles ,d4 ,stories of the ,ancient ,greeks4 ,ginn4 #aijc4 #cjj p4 ,illus4 4#fj4 ,part ,i contains many of the myths2 ,part ,,ii1 ,greek history in story form4 ,source book4 #c4 ,medival to ,modern4 ,andrews1 ,jane4 ,ten ,boys on the ,road from ,long ,ago to ,now4 ,ginn4 #bdc p4 4#ej4 ,stories of the boy life of ten famous men of ancient and medival times4 ,o',neill1 ,elizabeth4 ,a ,nursery ,history of ,england4 ,stokes4 #aijd4 #ahf p4 ,illus4 #b4be4 ,story of ,england for children2 many large colored illustrations4 ,steedman1 ,amy4 ,when ,they ,were ,children4 ,stokes4 #aiad4 #chg p4 ,illus4 #a4fj4 ,stories from childhood of forty-five famous men and women in medival and modern history1 including writers1 scientists1 artists1 inventors4 7,see also ,forman1 ,towle and ,wright1 ,chapter ,,xvii1 ,a #e47 #d4 ,american4 ,barber1 ,lucy ,l4 ,a ,nursery ,history of the ,united ,states4 ,stokes4 #aiaf4 #ahj p4 ,illus4 #b4jj4 ,simple story of great events4 ,ninety illustrations1 many of them in color4 ,bass1 ,florence ,m4 ,stories of ,pioneer ,life4 ,heath4 7a7 #aijj4 #acf p4 ,illus4 4#dj4 ,settling of ,middle ,west2 perils of pioneer life2 stories of ,marquette1 ,boone1 ,lincoln4 ,brooks1 ,eldridge ,s4 ,the ,century ,book for ,young ,americans4 ,century4 #ahif4 #bej p4 ,illus4 #a4ej4 ,story of a children's pilgrimage to historic homes and buildings in ,boston1 ,plymouth1 ,new ,york1 ,washington1 the ,south1 the ,middle ,west4 ,earle1 ,alice ,morse4 ,child ,life in ,colonial ,days4 #aiji4 #dah p4 ,illus4 #b4ej4 ,home life1 clothing1 food1 play1 discipline4 ,many illustrations4 ,eggleston1 ,e4 ,stories of ,great ,americans for ,little ,americans4 ,a4 ,b4 ,co4 #ahie4 #aei p4 ,illus4 4#dj4 ,stories of explorers1 soldiers1 statesmen1 scientists1 inventors1 writers1 artists4 ,eggleston1 ,e4 ,stories of ,american ,life and ,adventure ,a4 ,b4 ,co4 #ahie4 #bad p4 ,illus4 4#ej4 ,historical stories1 home life and customs2 from all periods and regions4 ,gordy1 ,wilbur ,f4 ,stories of ,american ,explorers4 ,scribner4 #aijf4 #bjf p4 ,illus4 4#ej4 ,explorers on sea and land1 from ,columbus to ,la ,salle4 ,source book4 ,stone1 ,gertrude1 and ,fickett1 ,m4 ,grace4 ,everyday ,life in the ,colonies4 ,heath4 #aije4 #aji p4 ,illus4 4#ce4 ,tells graphically of homes1 apparel1 occupations1 travel1 play4 ,stimpson1 ,mary ,s4 ,child's ,book of ,american ,biography4 ,little4 #aiae4 #bea p4 ,illus4 #a4jj4 ,thirty men and women1 statesmen1 writers1 inventors1 artists1 scientists4 #e4 ,anniversary ,days4 ,olcott1 ,frances ,j41 compiler4 ,good ,stories for ,great ,holidays4 ,houghton4 #aiad4 #dfa p4 ,bibl4 #b4jj4 ,includes all civic and religious holidays observed in ,america4 ,stories from various writers appropriate to each holiday4 ,schauffler1 ,robert ,h41 editor4 ,series on ,our ,american ,holidays4 ,moffatt4 #aijh-ad4 about #cjj p4 per volume4 #a4jj each4 ,one volume devoted to each holiday1 giving origin1 significance1 appropriate quotations1 suggestions for celebration4 #f4 ,bibliography4 ,cleveland ,public ,library4 ,reading ,lists for ,special ,days4 ,h4 ,w4 ,wilson ,co4 ,minneapolis4 #aiaa4 #adh p4 ,paper1 4#be4 ,lists of books and magazine articles with references1 for understanding and celebration of special days4 ,andrews1 ,chas4 ,m42 ,gambrill1 ,j4 ,montgomery2 ,tall1 ,lida ,lee4 ,bibliography of ,history4 ,longmans4 #aiaa4 #bbd p4 4#fj4 ,with descriptive and critical annotations on each reference4 ,includes history in all ages and countries1 technical and popular1 historical fiction1 children's stories preparatory to history4 ,,iii4 ,american ,school ,peace ,league4 ,boston4 ,membership organization1 with ,junior ,department for children2 issues literature4 ,,chapter ,,xviii4 ,,handwork ,i4 #a4 ,teaching4 ,ledyard1 ,mary ,f41 and ,breckenfeld1 ,bertha ,h4 ,primary ,manual ,book4 ,bradley4 #aiaa4 #aba p4 ,illus4 ,bibl4 #a4bj4 ,a large-size volume containing suggestions for handwork correlated with art education1 child's interest in nature1 primitive life1 toys2 directions1 quantity of material and equipment needed4 ,children #e to #i years4 ,snow1 ,bonnie ,e4 and ,froehlich1 ,hugo ,b4 ,industrial ,art ,text ,books4 ,books ,i and ,,ii4 ,prang4 #aiae4 #gb p4 each4 4#be each4 ,suggestions for drawing1 cutting1 water color1 weaving1 paper dolls1 stick printing1 toy theatres4 #e to #h years4 ,the ,graphic ,drawing ,books4 ,prang4 #aiad4 ,book ,i and ,,ii4 ,each1 4#ae4 ,the newest ideas in drawing teaching2 each book contains true color chart4 #e to #g years4 #b4 ,various processes4 ,adams1 ,morley4 ,toy ,making at ,home4 ,stokes4 #aiaf4 ,illus4 4#ej4 ,simple directions for simple toys from home materials4 #d to #g years4 ,johnston1 ,bertha4 ,home ,occupations for ,boys and ,girls4 ,jacobs4 #aijh4 #aia p4 ,illus4 ,bibl4 4#ej4 ,use of common material for making things2 collecting2 celebration of festivals4 #d to #f years4 ,rich1 ,g4 ,ellingwood4 ,when ,mother ,lets us ,make ,toys4 ,moffatt4 #aiae4 #abb p4 ,illus4 4#ge4 ,simple toys from pasteboard1 paper1 wood and common materials4 #c4 ,woodwork4 ,johnson1 ,b4 ,w4 ,coping ,saw ,work4 ,bradley4 ,paper1 4#bj4 ,directions for simple work4 #c to #h years4 ,pierce1 ,frank ,h4 ,woodwork for ,little ,folks4 ,scribner4 #aiae4 ,illus4 #a4jj4 ,coping saw work4 ,full directions1 with drawings actual size1 for toys1 jointed birds1 animals1 men2 toy furniture1 wheelbarrows1 engine4 #d to #ab years4 ,seldon1 ,f4 ,h4 ,woodwork for ,grades4 ,orr ,locket1 ,chicago4 #aiac4 #aaa p4 ,illus4 #a4be4 ,illustrations of all tools1 equipment1 movements4 ,simple directions for woodworking4 #c to #ab years4 #d4 ,drawing and ,painting4 ,soper1 ,mabel ,b4 ,principles and ,practice of ,elementary ,drawing4 ,scott4 #aiae4 #adg p4 ,illus4 #a4ej4 ,principles and methods of teaching elementary design1 drawing1 color4 ,written as a textbook for normal school students4 ,drawings to ,color4 #c sets1 #ej per set4 ,j4 ,hammett1 ,boston4 4#ae per set4 ,simple lines4 ,birds1 fruits1 animals1 children1 flowers4 #c to #g years4 ,mother ,goose ,color ,cards4 ,bradley4 #ab in set1 4#ae set4 ,to be colored4 #f to #i years4 ,prang ,paint ,books4 ,prang4 ,size #g #aj4 #cb p4 each4 4#aj each4 #a4 ,hiawatha1 #b4 ,robinson ,crusoe1 #c4 ,alice in ,wonderland1 #d4 ,hansel and ,gretel4 ,simply drawn1 heavy lines4 #c to #g years4 ,mc,mahon1 ,jo4 ,the ,jo ,mc,mahon ,colorbook4 ,bradley4 #aiae4 4#cj4 ,charming pictures1 some humorous1 each with a brief story and suggestions for coloring2 loose-leaf form4 #c to #aj years4 #e4 ,cutting ,out4 ,beard1 ,adelia ,b4 ,the ,beard ,animals4 ,stokes4 #aiad4 #ae p4 ,illus4 4#ge4 ,a dozen small common animals1 as rabbit1 squirrel1 to be cut out2 life size4 #e to #i years4 ,chapman1 ,c4 ,durand4 ,self-made ,pictures for ,children4 ,stokes4 #aiaf4 ,illus4 #a4jj4 ,pictures in color1 to be cut out1 pasted and assembled2 all relating to historical places and events4 ,paper ,cutting ,designs4 ,j4 ,hammett1 ,boston4 #ej in set4 4#ae per set4 ,flowers1 birds1 animals1 children4 ,black on white4 #e to #aj years4 ,wright1 ,maud ,a4 ,bird ,cut-outs4 ,bradley4 #aj in set4 4#be per set4 #a4 ,spring and ,summer ,birds1 #b4 ,summer1 #c4 ,winter4 ,natural size1 to color1 cut out1 paste together and suspend with thread4 ,scantlebury1 ,elizabeth ,e4 ,homes of ,world ,babies4 ,flanagan4 #aiaj4 #fj p4 4#ej4 ,silhouettes of children1 houses1 scenes from home life1 from eight nationalities4 ,brief story1 using names in ,andrews' 8,seven ,little ,sisters40 #e to #aj years4 #f4 ,electricity and ,physics4 ,st4 ,john1 ,thomas ,m4 ,the ,author1 ,new ,york ,city4 #aije4 #aci p4 #a4jj4 ,real ,electric ,toy ,making4 ,simple toys operated by magnets and electricity4 #c to #ab years4 ,,ii4 ,something to ,do4 ,bennett ,publishing ,co4 ,boston4 #a4 ,a magazine for children1 with many suggestions for handwork4 ,school ,arts ,magazine4 ,bennett ,publishing ,co4 ,boston4 #b4 ,art teachers' magazine2 many suggestions for designs1 technique1 methods4 ,source book4 7,see also ,st4 ,nicholas ,magazine1 ,chapter ,,xv2 ,kindergarten-,first ,grade and ,kindergarten-,primary1 ,chapter ,i47 ,,chapter ,,xix4 ,,music ,,and ,,art ,a4 ,music4 ,i4 #a4 ,teaching4 ,damrosch1 ,frank4 ,some ,essentials in the ,teaching of ,music4 #aiaf4 #aja p4 #a4be4 ,not on specific method1 but some essential general principles of musical education2 what to expect of a music teacher4 ,lavignac1 ,albert4 ,musical ,education4 ,appleton4 #aijb4 #ddg p4 #b4jj4 ,translated from the ,french4 ,authoritative1 comprehensive2 includes both instrumental and vocal music2 general principles of musical education2 how to select a teacher2 when to begin4 ,schauffler1 ,robert ,h4 ,the ,musical ,amateur4 ,houghton4 #aiaa4 #bfa p4 #a4be4 ,chatty discussion of the evolution of a musical amateur2 treats of the human rather than the technical side of music education2 some principles in childhood4 #b4 ,instrumental ,rhythms and ,dances4 ,crawford1 ,caroline1 and ,fogg1 ,eliz4 ,r4 ,rhythms of ,childhood4 ,barnes4 #aiae4 #hd p4 #a4ej4 ,rhythms for the little child to interpret in his own way1 the beginnings of folk dancing2 valuable for cultivating sense of rhythm4 ,hofer1 ,mari ,ruef4 ,music for the ,child ,world4 ,bradley4 #a4be4 ,characteristic rhythms1 many of them simple classic music1 accompaniments simplified for the amateur pianist4 ,crampton1 ,c4 ,ward4 ,folk ,dances4 ,barnes4 #aiad4 #hb p4 #a4ej4 ,from ,english1 ,french1 ,scandinavian1 ,russian2 with directions4 #c4 ,songs and ,voice4 ,bentley1 ,alys4 ,the ,song ,primer4 ,barnes4 #aiaj4 ,illustrated4 4#cj4 ,a book of first songs1 melody only1 in large size notes2 illustrations in color4 ,simple melodies and themes4 ,bentley1 ,alys4 ,song ,sentences4 ,barnes4 #dj cards4 4#dj4 ,simple themes printed on large cards4 ,bentley1 ,alys4 ,tone ,plays for ,children4 ,child ,life in ,song and ,speech4 ,barnes4 ,paper pamphlets4 ,each 4#aj4 ,methods of education in tone play and singing1 for children four to seven years4 ,bullard1 ,carrie and ,elliott1 ,j4 ,mother ,goose ,songs4 ,hinds ,noble1 ,new ,york4 #abd p4 ,paper1 4#ej4 ,the ,mother ,goose songs and ,english ,folk songs4 ,walker1 ,gertrude1 and ,jenks1 ,harriet ,s4 ,songs and ,games for ,little ,ones4 ,ditson4 #aiab4 #acf p4 #b4jj4 ,an excellent collection of kindergarten songs and games4 ,chansons de ,france4 ,nursery and folk songs and singing games4 ,schirmer4 ,illus4 #c4jj4 ,traditional games1 with directions for playing4 ,french words only4 ,illustrated in quaint colored pictures by ,boutet de ,monvel4 ,weld1 ,h4 ,p4 ,mechanism of the ,voice and its ,hygiene4 ,ped4 ,sem4 #aiaj4 pp4 #adc-ei4 ,illus4 ,bibl4 ,a thorough brief treatise1 and invaluable reference list4 ,quigley1 ,margery ,c4 and others4 ,index to ,kindergarten ,songs4 ,amer4 ,library ,assn41 ,chicago4 #aiae4 #bhf p4 #a4ej4 ,indices by subject1 title1 first line1 author1 composer2 lists for special occasions4 ,covers all the sixty standard collections4 ,scobey1 ,katherine ,l41 and ,horne1 ,olive ,b4 ,stories of ,great ,musicians4 ,a4 ,b4 ,co4 #aije4 #ahb p4 ,illus4 4#dj4 ,incidents in the lives of musicians of interest to children4 ,phonograph records for children should be light1 happy rhythmic music1 such as that of ,mendelssohn's ,spring ,song1 the light music of ,schubert1 ,haydn1 ,weber1 ,gilbert and ,sullivan2 not heavy1 tragic1 complex music of the masters and moderns or the ordinary light opera or ballad4 ,b4 ,art4 #a4 ,history and ,appreciation4 ,hurll1 ,esther ,m4 ,how to ,show ,pictures to ,children4 ,houghton4 #aiad4 #ach p4 ,illus4 ,bibl4 #a4ej4 ,the kinds of pictures that interest children2 practical suggestions for education in appreciation2 classified lists of pictures4 ,many illustrations of famous pictures4 ,whitcomb1 ,ida ,prentice4 ,young ,people's ,story of ,art4 ,dodd4 #aijf4 #chj p4 #b4jj4 ,includes sculpture1 architecture and painting2 ,egyptian1 ,greek1 ,roman1 ,medival1 ,modern except ,american4 ,many illustrations of famous buildings1 statues1 pictures4 ,barstow1 ,charles ,l4 ,famous ,buildings4 ,century4 #aiae4 #bdf p4 4#fj4 ,from ,egyptian to modern times4 ,list of representative buildings in over twenty ,american cities4 #b4 ,picture ,books4 ,brook1 ,l4 ,leslie4 ,picture books4 ,nursery tales4 ,each paper cover1 4#be4 ,strong drawing and coloring1 abundant humor4 ,caldecott1 ,randolph4 ,four volumes1 illustrating children's classics in verse and fairy tale4 ,dutton4 ,each1 #a4be2 or in separate parts 7#af71 paper cover1 each 4#be4 ,rollicking fun1 strong color4 ,crane1 ,walter4 ,picture books4 #bd books4 ,dutton4 ,each 4#be2 also in combined volumes4 ,fairy tales1 fables1 nursery rhymes4 ,dainty1 delicate coloring4 ,greenaway1 ,kate4 ,mother ,goose4 ,dutton4 4#fj4 ,pied ,piper4 #a4ej4 ,other volumes with original stories4 ,dainty colorings1 quaint drawings1 touches of humor4 ,nister1 ,ernst4 ,picture books4 ,dutton4 ,paper covers1 4#je to 4#ej2 ,linen books1 4#ej to #a4jj2 board covers1 4#ej to #b4jj4 ,beautiful books in color1 of animals1 birds1 farm life1 fairy tales1 nursery rhymes1 ,bible stories4 ,gabriel books4 ,picture books4 ,paper1 4#je to 4#ej2 linen1 4#ej to #a4jj4 ,same type and quality as ,nister books4 7,see also all books marked in previous sections of the bibliography47 #c4 ,reproductions of famous pictures and statuary4 ,gabriel prints4 ,series of #ab in package1 several sets1 #aj #ab4 4#cj package4 ,animals1 farm life2 reprints from ,gabriel books2 beautifully colored from life by expert artists4 ,smith1 ,jessie ,willcox4 ,mother ,goose ,pictures1 in color2 sheets #aj #ab4 #aiaf4 ,bradley4 4#be each4 ,gems in ,art1 from ,english galleries4 ,colored exactly as originals4 ,large size1 4#ej2 small size1 sheet #f #h1 4#ae each1 #b for 4#be4 ,madison ,prints4 ,series of reproductions of masterpieces1 hand-colored1 large size1 #a4jj each4 ,each picture bears descriptive note4 ,masterpieces in ,color4 ,series of #fj booklets1 each with #h reproductions1 small size1 accurately colored1 of one artist4 ,stokes4 4#ge each4 ,booklets #f #h2 descriptive and critical text by authorities4 ,copley ,prints4 ,curtis ,cameron1 ,boston4 ,reproductions1 some in color1 of modern artists4 ,prices from 4#ej up4 ,cosmos ,prints4 ,cosmos ,co41 ,new ,york4 ,hundreds of subjects1 including famous paintings1 statuary1 architecture1 portraits4 #aj for 4#be4 ,university ,prints1 ,boston1 ,mass4 #be for 4#be4 ,perry ,pictures1 ,malden1 ,mass4 #be for 4#be4 ,each of these series includes hundreds of subjects1 in black and white1 famous reproductions1 size about #f #i1 some subjects in larger series at 4#je each4 ,caproni casts4 ,caproni ,bro4 ,boston4 ,plaster casts of famous statuary4 ,,chapter ,,xx ,aikens1 ,charlotte ,a4 ,home ,nurse's ,handbook4 7a7 ,saunders4 #aiab4 #bgf p4 ,illus4 #a4ej4 ,a very practical manual especially for home nurses and mothers2 includes obstetrical nursing1 care of infants1 emergencies4 ,baruch1 ,s4 ,principles and ,practice of ,hydrotherapy4 7c7 ,wood4 #aijh4 ,illus4 #eej p4 #d4jj4 ,general principles and use in specific conditions4 ,cooke1 ,joseph ,b4 ,nurses' ,handbook of ,obstetrics4 ,lippincott4 #aiae4 ,illus4 #dge p4 #b4jj4 ,physiology and nursing through pregnancy and childbirth2 care of infants4 ,kellogg1 ,john ,h4 ,art of ,massage4 ,good ,health4 #aijb4 ,illus4 #b4be4 ,explicit1 with illustrations showing different movements4 ,osler1 ,wm41 and ,mc,crae1 ,thomas4 ,modern ,medicine4 ,lea ,febriger1 ,philadelphia4 #aiac4 #h vols4 ,symptoms1 progress and therapy of diseases4 ,pattee1 ,alida ,f4 ,diet in ,disease4 ,the author1 ,white ,plains1 ,n4 ,y4 #ebg p4 ,illus4 #a4ej4 ,general principles of feeding in illness2 special diet for specific disorders2 caloric value of each recipe4 ,pope1 ,amy ,e4 ,anatomy and ,physiology for ,nurses4 ,putnam4 #aiae4 #eif p4 ,illus4 #a4ge4 ,especially clear and well illustrated2 facts selected with special reference to intelligent hygiene and care in illness4 ,cohen1 ,solomon ,solis1 editor4 ,a ,system of ,physiological ,therapeutics4 ,illus4 #aa vols4 ,blakiston4 ,physiological methods of preventing and treating illnesses1 by hydrotherapy1 phototherapy1 serum-therapy1 massage1 diet4 ,special articles by authorities and specialists4 #aija-je4 ,i4b4 ,u4 ,s4 ,dept4 of ,agri4 ,pamphlets on ,disinfectants and on ,patent ,medicines4 ,adams1 ,samuel ,hopkins4 ,the ,great ,american ,fraud4 ,amer4 ,med4 ,assn4 ,press4 #aiad4 4#ae4 ,reprint of ,collier's articles on patent medicines4 ,pamphlets issued by ,american ,medical ,association ,press on patent nostrums and medical quackery4 ,,ii4 ,the ,nurse4 ,jamestown1 ,n4 ,y4 #b4jj4 ,practical articles on home nursing4 ,,chapter ,,xxi4 ,,bibliographies ,books containing references lists relating to the subject they treat are so described4 ,bibliographies pertaining only to the one subject of the chapter1 are listed in each chapter4 ,index ,medicus4 ,carnegie ,institution1 ,washington1 ,d4 ,c4 #f4 yearly4 ,hygiene1 nutrition1 therapeutics4 ,covers ,american and foreign books and periodicals4 ,can be consulted in medical1 technical and public libraries4 ,readers' ,guide to ,current ,literature4 ,wilson ,co41 ,white ,plains1 ,n4 ,y4 #ab4 per year4 ,monthly index of articles in the principal monthly and weekly publications1 classified by subjects1 titles1 authors4 ,can be found in public libraries4 ,cumulative ,index4 ,wilson ,co4 #f4jj per year4 ,can be found in public libraries and at book publishers and book sellers4 ,quarterly announcement of new books1 classified by titles and authors4 ,olcott1 ,frances ,j4 ,the ,children's ,reading4 ,houghton4 #aiab4 #cch p4 ,discussions of children's books2 lists of stories2 annotated list of children's books1 and editions of children's classics1 books on science1 history1 travel1 art2 purchase list4 ,supplementary bibliographies4 ,school of ,mothercraft4 ,a4 ,family1 ,home1 ,marriage1 ,eugenics4 4#be4 ,b4 ,parenthood1 ,maternity1 ,care of ,baby4 4#be4 ,c4 ,child ,hygiene1 ,feeding1 ,nutrition1 ,therapeutics4 4#be4 ,d4 ,child ,study1 ,education1 ,play1 ,stories4 4#ej4 ,these are pamphlets uniform in method of annotation with the preceding list1 and are brought up to date annually4 ,classics and popular science books in cheap editions3 ,world's ,classics4 ,dutton4 ,per volume1 4#be4 ,the ,people's ,books4 ,dodge ,publishing ,co41 ,n4 ,y4 ,c4 4#be4 ,everyman's ,library4 ,dutton4 4#ce and 4#gj4 ,macmillan ,pocket ,series4 ,macmillan4 4#be4 ,oxford ,series4 ,oxford ,university ,press1 ,new ,york ,city4 4#ce and 4#fj4 ,winston ,classics4 ,winston4 4#ee4 ,boy ,scout ,series4 ,doubleday4 ,riverside ,classics4 ,houghton4 ,school editions of classics by ,ginn1 ,heath1 ,american ,book ,co4 ,,index ,accuracy1 #db1 #hf1 #bja1 #bjg-i1 #bec1 #bei-fb ,adenoids1 #aae1 #aag1 #abb1 #acg1 #adf1 #aec1 #bbg1 #bcb1 #bcd1 #bcg1 #bea1 #cga ,adolescence1 #bi1 #eb1 #fc1 #ge1 #ajb1 #abc1 #adi1 #aih1 #bje1 #baa sthetic interest1 development1 #dh1 #ei1 #fa1 #bdj1 #bdh1 #beb1 #beh1 #bhf1 #cbi1 #ccf training1 #aea1 #aie1 #bdg-h1 #bej1 #beb1 #bef1 #bei1 #bfb1 #bij1 #bii1 #cah1 #cbh-cf ,affection1 expression of1 #bad1 #bef ,age1 #dg1 #aei-fj1 #afc-d1 #cgj-e ,air1 cold1 #ajh fresh1 #gj1 #hf1 #ajg-aj1 #abb1 #abf-g1 #aec1 #aeg1 #cci1 #cfb bad1 #ajh1 #aae1 #abb1 #ace1 #acg night1 #ajg-h ,airing1 child1 #hg1 #ij1 #ajh-i rooms1 #ii1 #ajh1 #abd ,alcohol 7drinking7 #af1 #ag1 #cf-g1 #fh1 #ge1 #hj1 #ajb-c1 #abc1 #adf1 #afd1 #age1 #bce1 #cga as antiseptic1 #aci1 #cdc1 #ceg1 #cfb for skin1 #gi1 #ace1 #aci1 #cdc-eh ,altruism1 #di1 #eb1 #baa-ad1 #bdb-c1 #bdi1 #beg1 #bfb ,anemia1 #cf1 #eh1 #fj1 #aff1 #bcf-g1 #cch-da treatment1 #acd1 #cdc ,anger1 child1 #aad1 #aag1 #aeh mother1 #gd1 #ajd ,animals1 #bea1 #bee1 #cjc1 #cji1 #ccb1 #ccf toy1 #bed1 #bij-e1 #cah-bc ,antiseptics1 #aci1 #adi ,apartment life1 for baby1 #aji1 #bdf ,appetite1 #aeg-h1 #cch-dc1 #cdi training1 #afd-e1 #agd1 #aic1 #bad1 #bag ,artificial feeding1 #ajj-b1 #aae1 #bcd1 #cgj1 #cgi ,attention1 development1 #ee-fa1 #baa1 #bci training1 #bjh-i1 #bac1 #baf1 #bef1 #bgh1 #bhc1 #bia1 #cjb ,auto-education1 #bjc ,auto-intoxication1 #afh causes1 #aff1 #afh1 #agc effects1 #fg1 #afj1 #afg1 #bcf ,baby1 care1 #gf-aah ,see ,,bathing2 ,,education1 ,,beginnings2 ,,feeding2 ,,infancy2 ,,mortality ,balanced ration1 defined1 #aei ,balancing1 #beb-c1 #bgb-c ,barley1 #ajd1 #ajg1 #ahi1 #cdf ,bathing1 #bcc babies1 #id-i children1 #aba-e1 #aca-d1 #agh equipment1 #gh-i1 #hg1 #ie1 #aca1 #cdb1 #ceb in illness1 #acb1 #ccg1 #cdc-e1 #cdh1 #ceb1 #ced1 #cef in maternity1 #fh-i temperatures1 #fh1 #id1 #ig1 #acb-c times1 #hg1 #acc1 #cdc ,baths1 air1 #ih1 #aba1 #abc1 #acc bran1 #aca1 #cef cold1 babies1 #id1 #ig children1 #aba1 #aca-b maternity1 #fh effects1 #abb-c1 #aca1 #bjb1 #cdd in illness1 #acb1 #cdc1 #cdh1 #ceb1 #ced temperature1 #id1 #ig1 #acb1 #cdh when avoided1 #fh1 #acb1 #cdh hot1 #cdd-e1 #cea-c in illness1 #cdd-e1 #cdg1 #cec leg1 #cdd-e1 #cea1 #cec light1 #acd mustard1 #cde1 #ceb neutral1 temperature1 #fi salt1 #fi1 #acb-c1 #cef shower1 #acb soda1 starch1 #cef sun1 #aba1 #abc1 #acc-d1 #cdc1 #cec sponge1 babies1 #id1 #ig children1 #acb-c in illness1 #cdh1 #ceb1 #ced tub1 babies1 #id1 #ig children1 #acc in illness1 #cdd-e1 #ceb1 #ced warm1 babies1 #id-ih children1 #acb-c temperature1 #fi1 #id1 #acc1 #cec ,bed1 baby's1 #gg1 #hj1 #ajg-aaj child's1 #abd1 #abf1 #adi mother's1 #gc in illness1 #cch1 #cdd1 #cdf1 #cdh1 #cei ,bedtime1 baby1 #aaj1 #aab1 #bcc children1 #abj1 #abe-h1 #acc-d1 #adg1 #adi1 #aeg1 #agf1 #bah1 #bcc1 #beg1 #cjb ,bed-wetting1 #abg1 #abh1 #ade1 ,beef juice1 food value1 #agc1 #cee ,beer1 #ajc1 #afd1 #age ,bible1 stories1 #bba1 #bfc1 #cjj-h4 teaching1 #bba1 #beh ,binders1 #fe-f1 #hj-b1 #hi1 #aaf ,binet tests1 #bbe ,biography1 #bei1 #bfc1 #bii1 #cjc1 #cjf1 #cjh1 #cae ,biology1 #a1 #e1 #cd-i1 #aii teaching1 #bae1 #bee1 #bfj1 #cji-aa ,birds1 #bae1 #bed-e1 #bfj1 #cbb ,birth1 care at1 #ceh-fj1 #cgi reducing pain1 #fd-e1 #fg1 #ge1 #ib1 #ceh-fj control1 #ci intervals between1 #ci1 #aae1 #cei marks1 #gd2 rate1 #ci2 registration1 #cgg child's questions regarding1 #adg1 #aej1 #beg1 #caj ,bladder1 learning control1 #hg1 #ia1 #abg1 #abi ,blindness1 #cf1 #cg1 #ch1 #ed1 #adb preventing1 #ig1 #cei ,blood1 #aba-b1 #agb-d1 #bcc1 #cda-b1 #cdd1 #cea maternal1 #ff1 #gd poisoning1 preventing1 #cdi-ej pressure1 #eb1 #eh1 #fj1 #bcb ,books1 use of1 xiii1 #bdg1 #cji1 #cae for children1 #ada1 #bje1 #bfj1 #cce ,boric acid1 #gi1 #if-h1 #ajd1 #acg1 #adb1 #adi1 #cdc-d1 #cdh-i for eyes1 #cdg1 #cfb to make1 #cfb saturated solution1 #cfb ,bowels1 regulating1 #hg1 #ia1 #ajd1 #aba ,braces1 #ace1 #add ,brain1 #dh-ej1 #ed1 #ef1 #eh1 #hf1 #ajg1 #bja1 #baa ,breast1 care1 #fe1 #ajb1 #ajd1 #ceh1 #cfj feeding1 #ih-ajf1 #cfj1 #cgj1 #cgh-i ,breathing1 #fj1 #gj1 #abj-b1 #acd1 #adc1 #adg observation of1 #bbe1 #bcb1 #bcf-g1 #cci ,bronchial disease1 #ed1 #ef1 #eh1 #fj1 #ajh1 #bcd ,broths1 #aei1 #afc1 #agc1 #aij1 #aic1 #cee ,building1 #baa1 #bdi1 #bed1 #beh1 #bgj ,burns1 #cdi1 #cch ,buttermilk1 #fg1 #ahf1 #cee ,caloric needs1 to compute1 #agg children1 #aei1 #afj1 #age1 #agi-ahc women1 #ff ,calories1 to compute cost of1 #bf definition1 #aei-fj #ajj-;calorie portions1 #agc1 #agg-hc1 #cfe-h ,candy1 #aef1 #afd-e1 #agd1 #bad1 #cdi ,carbohydrates1 #afh1 #afj-i1 #cfe-h ,carpentry1 #adg1 #bed1 #bgj1 #bgb1 #bgd1 #cah-bc ,castor oil1 #cde1 #cfa1 #cfb ,cats and dogs1 dangers1 #gf1 #aaj1 #aef1 #cdb-c in play1 #adh1 #bic-d1 #cjc ,cellulose1 #afb1 #aff1 #agj-a1 #ahf-g1 #cee ,cereals1 #ajb1 #afi-gb1 #ahh-i1 #aib-d for babies1 #ajf1 #afc ,chafing1 #ib1 #ih1 #adh1 #cef ,chapping1 #acd1 #cdd ,character1 #bh1 #bab1 #bdh ,chest1 care1 #abb1 #abi1 #acb girth1 #aea-b1 #bbf1 #bbi1 #ccf1 #cgb ,child1 exceptional1 #he1 #bje individual1 #db1 #df1 #ajb1 #agf-g1 #aid1 #bbc ff41 #bdf ,child's room1 #abf1 #bfh1 #ccb ,child hygiene1 #he-ie1 #aai1 #bdi-ga1 #bij-a1 #cbj1 #ccf1 #cfc1 #cgj-a knowledge of1 #d1 #cg1 #aag1 #aec ,child study1 #d1 #da-b1 #da-fa1 #bbc1 #bde schedules1 #bbf-bde tables1 #dh-fa ,child welfare1 #f1 #aa1 #ab1 #ac1 #af1 #ah1 #bi1 #ca1 #ci1 #dj1 #fc1 #bae ,children's ,bureau1 #f ,chills1 #aba1 #acd1 #cch-da1 #cdd1 #cdh1 #ceb ,choking1 #cdf1 #cej ,christ1 #aa1 #ab1 #bfc ,church1 #bja1 #bbj1 #bbc1 #beh1 #bfc ,circulation1 #acc1 #aei1 #afh1 #agj1 #bcb-c1 #cgf increasing1 #aba1 #abd1 #aca-b1 #ach1 #ade1 #cea-c poor1 #abj1 #ace1 #aec ,circumcision1 #ed1 #ii1 #aaa1 #aag1 #abh1 #adg-h ,city1 #de1 #aji1 #acg1 #aea1 #bdf ,cleaning1 #bd nursery1 #ih-i toys1 #hf1 #ii1 #bij1 #cdb ,cleanliness1 in baby care1 #hf1 #ajb1 #bea child care1 #aca-di1 #bea food1 #aef-g1 #ahd-e1 #ahg illness1 #cdb-c1 #cef1 #cei1 #cgi teaching1 #bea1 #bec ,climbing1 #adb-c1 #bdi1 #bec1 #bei1 #bgj-c ,clothing1 babies1 #ha-d1 #hh-id1 #aaa1 #aac-d children1 #aac1 #abi-ca1 #acd1 #adh1 #bjf1 #bec maternity1 #fc-f and food requirements1 #aei laundering1 #ic play1 #acj1 #acc1 #bfg1 #bga readymade1 #acj for sick nursing1 #cef tight1 #fe1 #hi1 #ib1 #aad1 #aaf1 #aca1 #bdg overclothing1 #hi1 #abi1 #cdg ,coffee1 avoidance1 children1 #afd1 #age maternity1 #fg stimulant in shock1 #cej ,cold applications1 effects1 #cea-b ,cold compress1 how to use1 #ceb1 #ced uses1 #cde-ej ,colds1 causes1 #hi-ij1 #ajh1 #abb1 #abi1 #afj1 #aff1 #bcf1 #cdd care1 #acb1 #cdb1 #cdd disease symptom1 #cch-da effects1 #aba1 #acg1 #add1 #cgh prevention1 #ii1 #ajj1 #aaa1 #aae1 #aca-d treatment1 #cdd1 #ced-e ,colic1 causes1 #ajb1 #aje1 #cde symptoms1 #aad treatment1 #aaf1 #cdd-e ,collecting1 educational1 #bee1 #bfj interests1 #bee1 #beh1 #bfb-c1 #bgb1 #bgd1 #cab ,collections1 classifying1 trains reasoning1 #baa ,color1 interest in1 #ed1 #ei1 #baj1 #bci-dj1 #bdh1 #bea1 #bgb1 #bhf1 #cce education1 #bjf1 #bdi-eh1 #bij1 #cja1 #cai1 #cbb1 #cbg1 #cca1 #cce ,comradeship1 in marriage1 #aj-ah parents and children1 #bh1 #eb1 #aea1 #aie1 #baf1 #bah1 #bdg1 #bfh ,concentration1 #bci1 #bde training1 #di1 #bjh1 #bdi1 #bef1 #bgg1 #bha1 #cjb-c ,see also ,,attention4 ,confidence1 self1 #ea1 #ee1 #bag1 #beg1 #bei1 #cba in marriage1 #ad-ai between parents and children1 #adh-i1 #bac1 #bah ,congenital factors1 #bce debility1 #ed1 #aae1 #cgh infection1 #ce influences1 #fc-ge ,congestion1 treatment1 #fi1 #abg1 #cdd1 #cdg1 #cea1 #cec-d1 #cfj ,conscience1 development1 #ej-b1 #fa1 #bdc cultivating1 #bag1 #bfb ,consistency1 #baf-g1 #bai1 #bdd ,constipation1 #bcb1 #bcd1 #bcf causes1 #ajb-c1 #aff1 #cei effects1 #aad1 #abj1 #abh1 #adf1 #afg-h prevention1 #fg1 #aba treatment1 #fg1 #ga1 #ajf-g1 #aac1 #aaf1 #ade1 #agj1 #cch1 #cde1 #cee1 #ceg ,construction1 #bea1 #bed1 #beh1 #bei1 #bfa1 #bfc ,see also ,,carpentry2 ,,handcrafts4 ,continence1 #ci1 #fc1 #fd1 #ge1 #aae ,convulsions1 causes1 #ed1 #ajg1 #aff1 #ahf1 #cgi disease symptom1 #cch-da treatment1 #cde1 #cec ,cooking1 #agf1 #ahf-ic1 #bef1 #bfa ,co-operation1 #be1 #bg1 #bab development1 #dh-fa1 #bdc in marriage1 #aj-ae1 #ci ,corsets1 #fe1 #acj ,cough1 #aca1 #bbh1 #bcd1 #cch-da treatment1 #cdf1 #ced ,counter-irritants1 #cea1 #cec-d1 #cfc uses1 #cdf-i ,country1 #ah1 #bg1 #gj1 #aji1 #aea-b1 #bdg1 #cga ,courtesy1 #di1 #ea1 #adg1 #aie1 #bjd1 #bab1 #baf1 #bde1 #beg1 #bgg ,cramps1 #cch1 #cdf1 #cea ,creative work1 values1 #bjh1 #baj in education1 #bh1 #fc1 #cjc1 #cag1 #cba1 #cca1 #ccc-d ,see ,,construction2 ,,handcrafts2 ,,improvising4 ,crossness1 causes1 #aje1 #aad1 #bej treatment1 #aaj1 #adc1 #ade ,croup1 #ef1 #eh1 #aae1 #aca1 #aeb1 #cgh treatment1 #cdf ,crying1 causes1 #aad1 #cdf1 #cej1 #bea development1 #ec1 #aab feeding when1 #aeh treatment1 #hh1 #aje-f1 #aaj1 #aad1 #aag1 #aeh ,curiosity1 #dh-fa1 #adf-g1 #aej1 #bci1 #bde1 #beh1 #bia ,curvature1 #ed1 #ef1 #eh1 #fj1 #adc1 #aec1 #bbi1 #bcc treatment1 #hf1 #aaf1 #adc ,cuts1 #cch1 #cej ,dancing1 #ei1 #adb1 #adg1 #adi1 #aej1 #bje1 #beb-c1 #bef1 #bei1 #bgb-c1 #caf ,deafness1 #cf1 #ch1 #adc1 #bce causes1 #abb1 #acg1 #cda symptoms1 #bcg ,defects1 physical1 #ag1 #ed1 #ef1 #eh1 #fj1 #abj1 #aec1 #bce1 #bda causes and prevention1 #cf1 #ch1 #gd1 #aaf-g1 #aec scoring1 #bbf-cc ,see ,,mental ,,defects4 ,development1 child1 #aig-bjj1 #bjb-c1 #bbe1 #bdf general principles1 #dc-fa recording1 #bbc-de ,dewey1 ,john1 #db1 #aeb1 #aig1 #bjc1 #bdf1 #cji ,diapers1 #hj-a1 #hg1 #ia-c1 #aaf laundering1 #ic diapering1 #ia-ic1 #aaf ,diarrhea1 #bcb1 #bcd1 #cch1 #cgh-i causes1 #aae1 #abj1 #afg treatment1 #ajj1 #ajf1 #afc1 #cdf1 #cee ,diet1 according to age1 #afc-e balanced1 #afj1 #age1 #fj1 #ajj laxative1 #fg1 #ajc1 #aga toxin-free1 #fd1 #ced wrong1 #ajf1 #aee-f1 #afg1 #agb1 #agd-f1 #aid1 #cga ,see ,,feeding2 ,,foods4 ,dietaries1 #agg-hc ,digestion1 #ade1 #aee1 #bca1 #bcc1 #bce development1 #ajg1 #abj1 #agb1 #ahf-g physiology1 #aeg-agc1 #ahf-g1 #aic-d ,diphtheria1 #ee1 #eh1 #fj1 #ajj1 #aae1 #abb1 #aci1 #bcd1 #cgh symptoms1 #cdj ,discipline1 #af1 #bag1 #bdd training in1 #ea1 #hg1 #aad1 #adg-h1 #aea1 #agg1 #aic1 #bag1 #bdd1 #bdg ,disease1 causes1 #aae1 #abj1 #acg1 #afe-g in child's history1 #bcd germs4 ,see ,,diseases1 ,,communicable2 ,,infection4 ,diseases1 communicable1 #aae1 #bcd1 #cci-da heredity1 #cf-ch1 #bcd mortality1 #ed1 #ef1 #eh1 #fj1 #aae nursing in1 #cef ,see ,,infection4 ,dishes1 for children's use1 #aib1 #aic making toy1 #cah1 #cbg disinfecting1 #cfb ,dishwashing1 #bb1 #bd ,disinfectants1 #cfa-b ,disinfecting1 #ic1 #aci1 #adi1 #cei1 #cfb ,doctor4 ,see ,,physician4 ,doing1 feeling and thinking1 #bjd1 #cag ,doll-house1 #bef1 #bid1 #bif1 #cbc-d ,dolls1 at bed time1 #adi cultural values1 #bhb1 #bhh1 #cab interest in1 #bfc1 #bgj-c1 #bhg-i1 #bic-g1 #cbb1 #ccf making1 #bed1 #cah1 #cba-b1 #cbh selecting1 #bhg-ia1 #bic-g ,domestic efficiency1 #ae-ba1 #baf ,douching1 nasal1 #acg1 #cdc1 #cdd1 #cdf vaginal1 #fi ,dramatization1 education through1 #bec1 #bff1 #bgh1 #bhb1 #cjb educational values1 #bjh1 #baj1 #ccd interest in1 #di1 #ej1 #eh1 #bdj1 #bgb1 #cjb ,drawing1 interest in1 #bea1 #beh1 #bfb1 #bga1 #bgb materials for1 #bfb1 #cai1 #ccb teaching1 #bed1 #bfb1 #cah1 #ccc-d ,dreaming1 #ade1 #aeg1 #bjj ,dressing self1 #abd1 #bjf1 #bca1 #bec ,drowning1 #fj1 #ccg ,dust1 #bd1 #hj1 #ii1 #aji1 #aaa1 #aae1 #acg1 #aef1 #ahd1 #cch1 #cdb-c ,earache1 #abb1 #acg1 #bcd1 #cch-dj treatment1 #cdf1 #cec-d ,ears1 #bbh1 #bcc care1 #if1 #ih1 #aca1 #acg disorders1 #ef1 #eh1 #aec discharges1 #cdc1 #cfb ,eating1 rapidly1 #aef1 #aid when not1 #aeh-i1 #aid1 #bad1 #ced overeating1 7mother7 #ff-g1 #ge1 #ajb-c1 #cei ,economy1 #bj ff4 in education1 #aig1 #bjj-e1 #bjh-i1 #bae-f1 #bai ,eczema1 #hb1 #aca1 #bbh1 #bcd1 #cdg ,education1 defined1 #aif-g1 #bbb1 #bdf function1 #aig purposes1 #aif-h1 #bdf scope1 #bdg-h for living1 #d1 #g1 #bh1 #hf-g1 #acj1 #aie-bbb1 #bdg ,education1 by apparatus1 #bbb pictures1 #bab1 #cbb plays and games1 #aig1 #bjc1 #bjf-i1 #bab-d1 #bfd-hd stories1 #bjg-ac1 #bba1 #bii-caa1 #cad-e toys1 #bjc1 #bjf1 #bae1 #bhe-ih ,education1 7bases7 biology1 #de-g1 #aii-bjc child study1 #aig1 #bbc1 #bdf ,education1 #de1 #hf-g1 #ia1 #aaj1 #aad1 #aai1 #aif-i1 #bja1 #bje-h1 #baa1 #bad1 #bai-bj1 #bdh-ea1 #bfi-gj1 #bgh-hj1 #bic-d1 #cjd-e1 #cji1 #ccj1 #ccb ,education1 as development1 #if-h1 #bjc through books1 #aih1 #bje1 #cji by trial and error1 #aig ,education1 through example1 #aif1 #bja1 #bjf1 #baj-a1 #bad1 #bbj1 #bdi1 #bec1 #bef-h1 #ccj1 #ccb through experience1 #bje1 #bag1 #bdf-g1 #bdi-fc through physical regimen1 #he-f1 #aja1 #aje1 #aaa1 #aad1 #aai1 #abc1 #abf1 #abi1 #acd1 #aid-e1 #bjf1 #baj1 #bad-e1 #bdi-ec ,education1 home environment for4 ,see ,,family2 ,,home4 mother's responsibility in4 ,see ,,mother4 teacher's part in1 #aif1 #aih1 #bjc-e1 #bjg1 #bbb1 #bfe-f ,education1 methods1 #aif-bbb natural1 #bjc race methods1 #aig ,education1 physical conditions for1 #aai1 #abb1 #aci1 #ada1 #adf-g1 #aeb1 #aee1 #aii1 #bjc1 #bjf relations of environment to1 #bh1 #aif-g1 #aii1 #bjb-c1 #bjf-h1 #bai-bj1 #bdf-g1 #ccj1 #ccb1 #cce ,see ,,interests4 ,educators1 #aeb1 #aif1 #bbb ,eggs1 cooking1 #ahi-ij in diet1 #fg1 #afb-d1 #aid1 #cee-f values1 #bg1 #afb1 #afh-i1 #agb1 #agh1 #ahj ,electricity1 uses1 #bc1 #ahh1 #bef1 #bfa1 #bfc ,elimination1 #fd1 #fh1 #ge1 #afj-a1 #agj1 #agb1 #bca-b1 #cdd-f1 #cej-d ,see ,,breathing2 ,,constipation4 ,embryo1 development1 #dc-d1 #gd ,embryology defined1 #gd ,emergencies1 #cdi-ej ,emetics1 #cdf-g1 #cfa ,emotions1 #bdb1 #bdd development1 #dc-fa1 #aab1 #baj physical effects1 #ge1 #ajd1 #ade1 #aee1 #aeh1 #afj1 #agd and religion1 #aif1 #bad1 #bai expression1 #bab-d training1 #di1 #aja1 #aad1 #aag1 #adg-h1 #aea1 #aif1 #bjc1 #bji-ae1 #bdi1 #bef-g1 #bhe-i1 #bib ,enema1 #ajg1 #ccg1 #cde1 #ceb ,environment1 educative1 #bdg for meals1 #aeh1 #aib1 #aie influence of1 #ce1 #de1 #dg1 #ec1 #acg1 #aea1 #aif1 #bjb-c1 #bjg1 #bai1 #bbj1 #bdg natural1 #bh1 #aea1 #bjh1 #bdf-g1 #cab selecting and supplying1 #db1 #aii1 #bjf1 #bai1 #bdf1 #bdg-fa1 #bfh-gd1 #cji1 #cab1 #ccj1 #ccb1 #cce1 #cgj-a utilizing in education1 #aig1 #bdg-fa1 #cac-d1 #cah-i ,eruptions1 #bbf1 #bbh1 #bcf1 #cch1 #cdj-a1 #cef-g ,eugenics1 #cb1 #bi-dj1 #aej-a1 #bad-e ,examinations1 dental1 #aci1 #aed1 #bcc eyes1 #adj-a1 #adg1 #aed1 #bcc health1 #aag1 #bbc-bce1 #cdb school1 #aeb1 #aig ,excitement1 #fd1 #hf1 #aab1 #aaf1 #adg1 #adi1 #aeh1 #bea ,exercise1 #fc1 #abc1 #add-e1 #afb time for1 #df1 #abj1 #adc-d1 #bjj ,exercises1 for babies1 #if-g breathing1 #ga children1 #add-e circulation1 #abb1 #add1 #afb constipation1 #gc1 #ig1 #add curvature1 #add feet1 #ace mothers1 #fi-gc skin1 #acc trunk1 #ga ,experimenting1 interest in1 #eh1 #ej1 #bda1 #bdh1 #bea1 #beh1 #bfi-gb utilizing1 #fc1 #aih1 #baa1 #bdi1 #bef1 #bei1 #bfa ,exploring1 educational use1 #bee1 #cab interest in1 #bdh1 #bea1 #bgj1 #bgb1 #bgd ,eyes1 care1 babies1 #cf-g1 #if1 #ih children1 #acd1 #aci-adb1 #bej in maternity1 #gd complications in disease1 #cda defects1 #adj1 #aec1 #bbg1 #bcg development1 #ej1 #ed1 #ef1 #dh1 #fj1 #aba1 #aci-dj discharges1 #ig1 #cch1 #cdc1 #cfb examination1 #adj1 #ada1 #adg1 #aed1 #bbg1 #bcc infection1 #cf1 #cg1 #adb1 #cch inflamed1 treatment1 #cch1 #cdd1 #cdg symptoms in disease1 #cch-da strain1 #ed1 #ef1 #eh1 #ajd-a1 #adc1 #adf ,facts1 learning1 #aih1 #bje1 #bji-aj1 #bdf1 #cae ,fairhope ,school1 #caf ,falling1 #cch1 #cej ,family1 #f1 #aj-ai environment for education1 #aig1 #bdg teaching significance of1 #bae1 #beg ,father1 #b1 #aa1 #ac1 #bh1 #fc1 #aej1 #aec1 #aee1 #bah1 #bcd-e ,fathercraft1 #e-f1 #i1 #aag ,fatherhood1 #g1 #bi-dj1 #aej teaching responsibility for1 #aej-a1 #beg1 #caj ,fatigue1 children1 #ej-a1 #eh1 #adf-h1 #aeh1 #bcj1 #bea1 #bei1 #cgb mother1 #be1 #cf-g1 #fd1 #fi1 #ga-b1 #ajb ,fats1 #afj1 #afe-i cooking1 #afe1 #agf1 #ahf1 #aij1 #aic1 #cfe-h ,fear1 #dh-ea1 #ade-f1 #bja1 #bcj1 #bej preventing and treatment1 #adh1 #bac1 #bej1 #beg mother's1 #gd ,feeding1 and bath1 #hg1 #abj babies1 #hf-hh1 #ajj-g1 #aae-f1 #aah1 #cgj children1 #abj1 #abd1 #aee-aie1 #bcd1 #bdi in maternity1 #ff-h1 #ajb-d1 #cei in illness1 #ced-f over1 #hi1 #aje1 #aaf1 #abc1 #aea1 #afj1 #aff-g1 #aid1 #cdg regularity1 #hf-hh1 #aje1 #abj1 #abd1 #aeg wrong1 effects1 #aje1 #aae1 #aee1 #afe-g ,feet1 #bcj1 #cch care1 #ij1 #ig1 #abb1 #abi1 #ace defects1 #ij1 #aaf1 #bcj cold1 #hi1 #abb1 #ace1 #cec ,fever1 symptom of illness1 #cch-da treatment1 #cdh1 #ced ,finger nails1 #acd1 #bcj1 #cdj1 #cdb ,finger plays1 #bfh1 #bgh-hj ,fire1 what to do1 #cdi-ej ,fireless cooker1 #bd1 #ahh ,firmness1 #aic-d1 #bad1 #baf-ah1 #ccg ,first ,aid1 #cdi-ej ,fomentations1 hot1 effect1 #cea how to apply1 #cec uses1 #cdc1 #cde-g1 #cdi-ej1 #ced1 #cfj ,food composition1 #afh-agc1 #cfe-i values1 #aei-fj1 #agc1 #cfe-i ,foods1 #aja1 #aef1 #aie injurious1 #afd-e ,foreign bodies in ear1 eye1 nose1 throat1 #cej ,freedom1 baby's1 #hf1 #hi1 #ij1 #ajh1 #aaa1 #bdi children1 physical1 #abi1 #acj1 #adg1 #aec1 #agd1 #aic1 #aid1 #bff children1 psychological1 #bjd1 #bjf1 #baj1 #bac1 #bae1 #bbj1 #bfb ,see also ,,interest2 ,,self-,,activity4 ,froebel1 xii1 #d1 #da1 #db1 #aif1 #aig1 #bjc1 #bbb1 #bbc1 #bhe1 #bhf1 #cji1 #ccj1 #ccc ,fruit juices1 #aei1 #afi-gj1 #cdh1 #cee for babies1 #fg-h1 #hg1 #ajf-g children1 #abd1 #aeh1 #afb-c ,furniture1 #gf-hj1 #ia1 #aaa1 #adc1 #aib1 #cbf ,games1 #aab1 #bge1 #bhd education through1 #bjf-g1 #bji1 #bab-d1 #bge-hd1 #caf educational1 #bji1 #bgh-hd ,genetics1 #cc-e ,genital organs1 #bcj1 #bcb care of1 #ib-c1 #ih1 #adh-i ,geography1 #bab1 #bee1 #beh1 #bfj1 #bfc1 #caj-ac ,germ cells1 #cc-ci1 #dd ,group play1 #ej1 #eb1 #ei1 #bab1 #bge-f1 #bah-d ,growth1 #de1 #dc-fa factors influencing1 #ajj1 #aea1 #afh1 #cgj-c tables1 #aah1 #cgc-e ,gruel1 #aei1 #ahi1 #cee ,habit formation1 age1 #aih-bjj1 #bjg1 #bai method1 #bai1 #bec breaking1 #bai ,habits1 #fc1 #aii1 #bjg effects1 #aee1 #bad training1 #aic-e1 #aih1 #bjj1 #bai1 #ccg ,hair1 #gc1 #ace-f1 #cdc ,hall1 ,g4 ,stanley1 #a1 #bi1 #db1 #aeb1 #aig1 #bba1 #bbc1 #bdf1 #bhg1 #bhh1 #bia1 #caf1 #cag1 #ccc ,handcrafts1 #bea-bgd1 #cag-cbh hygiene1 #adj-a1 #bea1 #bei1 #cag1 #cbj interests1 #bea-b1 #beh1 #bfc1 #bgj1 #bgb1 #bgd materials1 #bed-e1 #bfa-b1 #cah-bj ,handkerchiefs1 #cdb1 #cfb ,hands1 care1 #acd disinfecting1 #ic1 #adi1 #cdc1 #cdi1 #cef method1 #cfb washing1 #ic1 #ie1 #ii1 #ajd1 #abd-e1 #acd1 #adi1 #aeg1 #ahg1 #cdb ,head1 #if-g1 #bbf-g ,headache1 #fg-h1 #aeg1 #aff1 #agb1 #bcg1 #cch1 #cdj-a1 #cec ,health1 before intellectual education1 #aif1 #bje and food1 #aee1 #aeg-h1 #afj-b1 #afe-h1 #agb-d school1 #aeb-c scoring1 #bbf-cg ,see ,,child ,,hygiene4 ,health1 good1 bases1 #abj and discipline1 #bai for marriage1 #ag for parenthood1 #cg1 #ci1 #fc ,heart1 #eh1 #fj1 #abj1 #abh1 #afa1 #bcb1 #cch in illness1 #cdj1 #cdh ,heartburn1 #cdh1 #ceg ,heat1 applications1 effects1 #cea-b ,height1 #fj1 #aja1 #aea1 #aei1 #agg1 #bbf1 #bcf1 #cgj-e tables1 #cgc-e ,hemorrhage1 in maternity1 #ceg ,hemorrhoids1 #ceg ,heredity1 #b1 #ag1 #bi-dg1 #cd-e1 #fc1 #gd1 #adf1 #bcd-e1 #cgj ,history1 child's1 scoring1 #bcd-e ,history1 interest in1 #bdj1 #beh1 #bfc teaching1 #bee1 #bfj1 #bii1 #cjf1 #cji1 #cad-e ,holt1 ,l4 ,emmett1 #cgb1 #cgf ,home1 environment for education1 #aig1 #bjf1 #bdf-g1 #bfh1 #ccb location1 #ah1 #bg responsibility1 #b1 #c1 #g1 #aai1 #aeb-c1 #aee1 #bbc ,see ,,home-,,making2 ,,parents1 ,,responsibility4 ,home-making1 #aj-cb training for1 #d1 #g1 #bh-i1 #fb-c1 #aej1 #beg ,hotwater bag1 method1 #cec uses1 #cde1 #cdg-h1 #cej-c ,housekeeping1 #aj ff41 #bec1 #bei ,housework1 #bj ff41 #gj1 #aef-g1 #ahd-aib ,humidity1 #be1 #hi1 #ajh1 #aae1 #abb1 #acg ,humor1 development1 #ee1 #eg1 #ei1 #fa1 #bdj training1 #af1 #ah1 #adc1 #aeh1 #bac1 #cce ,hygiene4 ,see ,,child ,,hygiene4 ,ideals1 of ,american men1 #ae child's1 developing1 #aif development1 #ee-fa early implanting1 #aif1 #baa-b1 #bad-e1 #bdh 7false7 of education1 #bje of marriage1 #aa-ai1 #adi-ea1 #bae ,see ,,inspiration2 ,,moral2 ,,religion4 ,illnesses1 care in1 #ccg-fc chief1 #ed1 #ef1 #eh1 #fj1 #aae-f causes1 #abj1 #aee1 #aff-g1 #agb history1 #bcd-e1 #cga ,imagination1 development1 #ee-fa1 #bdj1 #bfi1 #bhe1 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#adj1 #aeb1 #bfj ,youth1 stage of development1 #ea1 #fj1 #fa education in1 #aih1 #bfc ,transcriber's ,notes pg #afj ,changed3 inducing irritability1 nervousness1 langour to3 inducing irritability1 nervousness1 languor pg #bad ,changed3 expressed in his good will1 expecially to3 expressed in his good will1 especially pg #baf ,changed3 discipline1 prohibitions1 dont's to3 discipline1 prohibitions1 don'ts pg #bah ,changed3 discipline is reduced to a minumum to3 discipline is reduced to a minimum pg #ceg ,changed3 and clean teeth with antispetic gauze to3 and clean teeth with antiseptic gauze pg #cfa ,changed3 anagelsic balm to3 analgesic balm pg #cfc ,changed3 anagelsic balm1 mentholated vaseline to3 analgesic balm1 mentholated vaseline pg #cif ,changed3 ,form similiar to pp4 #ahj-c to3 ,form similar to pp4 #ahj-c pg #cif ,changed3 specfic foods1 cooking1 cover a wide range to3 specific foods1 cooking1 cover a wide range pg #cif ,changed3 and are authoratative4 to3 and are authoritative4 pg #dba ,changed3 ,nurses' ,handbook of ,obstretrics to3 ,nurses' ,handbook of ,obstetrics