The child should be taught to use his time systematically regular times for work and play should be allowed and it exerts a bad influence upon a child's character to have him always at the beck and call of every one in the family to do any and everything. While he should be taught to be accommodating and to be willing to render a necessary service at any time, nevertheless, it is best for his character training if he can have more or less regularity in his daily régime of study, work, play, etc.

But the training should not be confined to responsibility concerning economic matters. Responsibility for moral acts should be developed. The child should be held responsible for going with evil associates, for the use of bad language, for listening without protest to sentiments he has been trained to believe wrong, and for indulging in any practices that do not meet the approval of his parents or teachers.

From the time children are six years of age they ought to begin to take care of their own clothing, having everything in the bureau drawers of their own room. They should be held responsible for their soiled clothes, seeing to it that they are placed in the individual or family laundry bag. They may also be given valuable training in this day and age by being taught when very young how properly to answer the telephone and how to write down messages, as well as to answer the door-bell and properly receive visiAll of these things can be made to serve the purpose of the numerous errands and chores of the last generation, whose valuable assistance in character training are being rapidly lost to the present generation.

tors.

31. New Problems Resulting from Social Evolution. We have already noted the fact that the movement away from the country to the city, together with modern methods of plumbing, heating, sanitation, etc., have considerably altered the daily home life of the child. We have also called attention to a number of ways in which new chores and errands may be substituted for those which are passing. We read not long ago, that while a boy may be deprived

of the beneficial training which resulted from feeding the chickens he may have substituted for such an experience the discipline and education that comes from attending to certain features of the household expense. The opportunity to carry in water and coal is passing, but what is to hinder our holding the boy or girl responsible for the water bills and the gas bills, to have them checked up with the meters to have them constantly watching to save wastage in either water or gas and have them personally pay the bills each month. We thought this was a valuable suggestion and it led to some immediate changes in the management of our own home with reference to the children.

We must not allow city life and modern development to rob our children of initiative and the benefit that arises from creative effort, personal responsibility and wholesome watchfulness.

Even the weather can be used as a means of developing a sense of responsibility. A temperature table can be prepared and put up in the child's room, as it also could be fittingly posted at school. When the temperature is 75 and above children could safely be allowed to go bareheaded and bare-footed. When the temperature is 60 and above it is safe to go without a coat. From 50 to 60 a light coat should be worn and hat or cap should be worn when out-of-doors. From 30 degrees (freezing) up to 50, pupils should wear heavy coats and wraps, caps, mittens, etc. Below freezing, in addition to these heavy wraps and mittens, leggings, fur caps and other suitable winter garments should be worn; while of course, on rainy days, in addition to the usual garb, rubbers, rain-coat or umbrella should be provided, and when the weather is threatening children should be early taught to provide against possible rain and take to school with them suitable rainy-day garments. In this way weather changes, instead of becoming a source of colds, pneumonia and other sickness, could be utilized as a means of direct character training.

The "movie" is an institution that has come to stay

and today mothers and teachers everywhere are perhaps discussing this particular institution more than any other. The "movie" affords a wonderful opportunity to see the sights and scenes of other lands, of feeding the imagination of the child on travel pictures and nature pictures. It is a most deplorable fact, however, that this wonderful institution which is fraught with so many opportunities to educate and enlighten the mind of the growing child has carefully to be censored. Women's clubs have done much to purify the "movies" for the school-age child; many theatres are showing on certain days a special afternoon "movie" for the children, and while many of these "movies" have great possibilities for good, we most earnestly urge that the young school child see the "movie" that he is to see before dinner, and not have his mind excited and his nervous system "thrilled" just before going to bed. Some one asked us several years ago, "Are you going to let your little fellow go to 'movies?"" We instantly answered, "No, but we shall take him." If the mother or the father sits by the side of the child and carefully, thoughtfully, and yes, prayerfully, points out the good and explains the evil, then even the questionable "movies" will prove the means of bringing father and son and mother and daughter into closer companionship.

Under no circumstances should children under twelve years of age be taken to long lectures, entertainments, or concerts, during the evening, which will keep them out until eleven p.m.

32. Subduing Nature - Raw Materials. In our effort to develop character to stimulate initiative, promote ingenuity, and increase self-reliance - we must endeavor to encourage the child in his desires and ability to make things, to create a finished product out of raw materials.

If cloth, paper, lumber, modelling clay and other simple materials are placed before him they seldom fail to arouse in the most sluggish child mind this creative instinct — this desire to subdue Nature for this impulse to "make

something" is one of the most promising elements in childnature which the educator, both at home and at school, can utilize in his effort to realize the ideals of education real character training. In the chapters on Kindergarten (Chap. I, Vol. I) Construction Work (Chap. VII, Vol. I) and Drawing (Chap. IV, Vol. II), the teacher will find abundant material and full directions for this sort of work.

It is a great mistake to buy everything ready-made that a little girl or boy craves, whether it be dolls for the girls or sleds for the boys. Encourage the parents to take a little time off and help their children make these things; and if possible and consistent with the school curriculum, give them a chance to make things at school. Well do we remember when our boy, not over seven years of age, came home from the Francis Parker school one day and exhibited a glass of grape jelly which he had made gleefully telling every step in the process his features beaming with enthusiasm, with the thought that he could take the grape, the raw material, and convert it into the jelly "just like we eat on the table." We believe it is one of the features of the most advanced and modern schools today to give the children a chance to "make things," and it is certain that in any school such simple work as making jelly could be provided for the younger children.

And in this connection the valuable character attribute of practical discrimination can be early developed by teaching the children the relative cost between purchased articles and home-made articles. Let them learn the cost between the raw materials and the finished product and this exercise possesses very many and practical angles for the intellectual and commercial training of the pupil. For instance, our boy wanted a tent every boy wants one a tent or a shanty is a part of the psychological evolution of a boy. One to answer his purpose would cost $10.50, but we found by careful planning, that the raw materials, including paraffin to waterproof it, would cost a little less than $5.00 and with the aid of books secured from the

library the necessary instructions and patterns were secured and the boy had the satisfaction of producing his tent, step by step, at home.

In recent years we have made a mental note, from reading magazines and books, of those things which children can do at home to amuse and instruct themselves, to promote coördination between the mind and the eye, to give them skill in working up raw materials, and we have found all sorts of helpful advice regarding the use of cheese cloth, rags, feathers, muslin, glue, paste and die stuffs, not to mention pasteboard, tissue paper, transfers, outlines for water coloring, crayons, blackboards, etc. A few dollars invested in materials of this kind are worth more to the character training of the child than infecting his young mind with dollars upon dollars worth of ready-made toys, some of which may be several years ahead of him in his ability to enjoy and utilize them.

Take the children to the woods, properly clothed and with heavy shoes or boots. Let them stamp through the underbrush take them out of the beaten paths. Let them climb trees a safe distance teach them to be careful -to hold tight instead of negatively suggesting they are going to "fall and break their necks."

Every child, especially the boys, must come close to Nature they must have some personal experience in trying to subdue Nature, for all this creates a legitimate feeling of self-confidence and self-reliance.

33. The Use of Tools - Industrial Training. After all, the most important thing about industrial training is its ethical value. The use of tools tends to promote habits of decision and precision. Industrial training encourages important concentration of the mind in connection with a settled purpose a definite aim. This sort of training also possesses a peculiar moral value in that it encourages independence on the part of the pupil, it strengthens the ability to overcome difficulties, it assists the child in cultivating that very desirable ability to work up "raw materials."