Still further, it develops the judgment as to exactness and encourages those most valuable character attributes accuracy and discrimination.

With the aid of tools the pupils should be encouraged to produce something useful-something of real valuesomething which will serve a character development purpose, and not to spend all their time in producing some handiwork for mere exhibition purposes.

The ability to use tools emancipates the child from his infant helplessness when he undertook to accomplish everything by the use of his bare hands. It develops patience and perseverance, as well as contributes to the satisfaction of seeing a task finished a job completed.

A carpenter bench is a valuable factor in the moral training of a boy as well as a religious book or attendance upon the Sunday school; and we believe that these principles are so thoroughly accepted by educators that it is superfluous to reiterate them here.

We believe there is a special value in having the pupils make articles which are practical and useful about the home or the school. This tends to give a real economic value to so-called industrial training.

34. The Province of Books. Every child should early be taught how to buy books, how to read books, how to extract the best out of books, how to exercise discrimination regarding books and how to utilize the advantages of a Public Library.

It is best that children should not have access to too many books, lest they form the habit of skimming through them, of becoming superficial readers, of cramming their little minds full of a lot of partially digested ideas which they are not able fully to assimilate. It is a good plan to have children read one book at a time and be able to pass a satisfactory quiz upon its contents before they pass on to another book.

The evil influence of bad books cannot be over-emphasized, and children should be assisted in the selection of books until a taste for good reading has been thoroughly

established. The books found in school libraries have been carefully selected and may be considered safe. Public libraries, however, contain many books that children should not read, and the unrestricted use of the public library may be productive of more harm than good.

Every child should have access to a good dictionary, a good atlas, and some sort of encyclopedia, and should very early be initiated into the uses of these works of reference. When a child wants to know something, instead of giving him a half-reliable answer, teach him how to look it up for himself - train him in going from one heading to another in the encyclopedia, teach him how to get answers out of works of reference just as he gets finished products out of raw material in the workshop.

Early train the children how to patronize the library, as the majority of even the small centers of population are now blessed with such an institution. Train them in checking up opinions, how to compare authorities and how to discriminate and choose between authors. It is exceedingly unfortunate that children must grow up in the world surrounded with books and yet know so little about how to use them. How to utilize the wonderful advantages of a library in the up-building of his own character and the completion of his intellectual training is a great advantage to anyone. (See Chapter IX, Books and Libraries.)

35. Early Financial Training. One of the most frequently neglected phases of moral training is that which pertains to teaching the child how to earn, save and spend money how to overcome the temptation or tendency to buy everything he sees if he has the money in his pocket.

We should train the little ones to visit the shops, to pass by the attractive display windows, to go on a shopping tour - expeditiously to buy everything on the list that is obtainable and then stop. Children should be very early trained in the art of buying what is necessary, to make purchases for the home or for the school, in the case of those schools having industrial work, school gardens, etc.

We think it best for most children to be entrusted with a moderate allowance, for them to have spending money which they can regard as their own, for either the saving or spending of which they are held responsible; or, if instead of an allowance, some system of regular pay for regular duties or special pay for extra work, may be worked out. By the time a child is eight years of age he should be started in his training as to the purchasing power of money.

In this connection, those families who are permitted to travel extensively should utilize this experience as a means of developing the child's character. Traveling is an exceedingly valuable educational influence in that it broadens the mind of the child and brings him in contact with the world. The influence along these lines would be greatly enhanced if the children were set to work in planning the itinerary and preparing the train schedules for the trip. Children of only nine or ten years of age can be taught how to use a time table very satisfactorily and, as already suggested, they should be given experience in purchasing tickets, checking baggage, etc.; not to mention the value. that will come from teaching them how, at an early age, to order their own meals at restaurants and hotels, how to meet strangers and behave themselves properly in public. They should be definitely trained for these things. In this way opportunities for modern travel can be made in some measure to atone for the lack of that home influence which the children miss at such times. There is absolutely no excuse for having children spoiled because they have been away from home so much or have been out in public a great deal.

36. The Personality of the Teacher. The character and temperament of the teacher, the personality of the one who guides the destinies of the child for such a great part of the whole year, is, after all, probably the most influential single factor in the problem of character development outside of heredity, and is equal, in some cases superior, to the influence of the home.

Another good thing about moral training is that it

reacts favorably upon the teacher. The best way to learn a thing is to teach it, and so the teacher of ethics is constantly exposed to the influence of her own good suggestions. She must live up to the standard of her moral teaching. Nobody can talk self-control to others without finding himself in better control of his own temper; he cannot preach courtesy, and be rude; he cannot praise service, and at the same time be selfish.

The wise teacher will not flaunt her authority before her pupils. When the atmosphere of the schoolroom is sultry and oppressive with arbitrary power and authority, there is but limited opportunity to foster moral training. A prominent educator, in a recent address said: "The class-room is not a petty despotism, but a diminutive republic; the teacher is not to be the repressive tyrant, but the freedom-nurturing leader; to train self-directed agents, not to make soldiers. The child should breathe the pure air of hope, confidence and love. He should be offered nothing as food for thought that will not strengthen his moral nature. His school-days should be filled with positive, constructive, life-sustaining thoughts and and suggestions."

37. Moral Growth through Practice. The pupil who is receiving a course of instruction in character training in connection with his daily school life must be given opportunities to put this instruction into practice. The pupil, at school and in connection with the parents' supervision at home, must early be introduced to a régime of applied ethics of morals in practice.

If the pupil is taught to be charitable there should be provided at the school an old-clothes closet. closet. Cast-off clothing or garments which could be spared from the home should be assembled here. The older girls can remain after school hours some afternoon and assist in mending the clothing and otherwise putting it in proper condition to pass out to the worthy poor. The school can appoint scouting committees to report cases deserving of help.

Likewise, before Christmas, especially in the larger centers of population, the children can assemble their unused, broken and outgrown outgrown toys. toys. These can be mended, painted by the older children, and at Yuletide the whole school can enjoy the satisfaction which comes from having done something helpful for someone in real need.

It is highly probable that more practical and direct activities along this line would be of greater value than an unseemly amount of preaching and exhortation. A little direct instruction from time to time in these higher things of the better nature, coupled with a practical plan for giving expression to these better emotions, would seem to be the more ideal method of inculcating these philanthropic sentiments into the minds of young and growing children.

In connection with your teaching of kindness organize the children into definite groups for the prevention of cruelty to animals, birds, etc.; and when teaching the duties of citizenship, organize your school into survey committees to inspect alleys, garbage receptacles, and otherwise enlist the children in definite crusades of a civic, sanitary and philanthropic order.

Give the boys and girls an early insight into the duties and responsibilities of citizenship, and this will afford them the satisfaction that comes from having had a part in some school movement or some community uplift.

Something must be done in connection with our educational system to pull ethics and morals down out of the mysticism of the clouds and breathe into its form the breath of life, to teach children actually to live these noble sentiments and not to grow up recognizing them merely as pleasant platitudes, beautiful for utterance, but in no way susceptible of practical application in one's daily life.

38. Pupil Government and Character Development. The practice of many schools in having an elaborate system of pupil government embracing the entire school and every class, with its deliberate and advisory relations to the real school management, seems to have proven highly satisfactory in