panses the neverred

. panse are neverso Quince, a sour fruit. Quince ansour fruit

Lowell, gunea

Dear Mr

Dear Mr. Whitcomb

Miss Lee said. . that I could write you a letter today and invite you to visit our school before.vacation.

one.

men is the first sentence of a letter written by for her seems to me to have been hardly worth the same girl June 21. The result of nearly the living. The girl who wrote the next day three years' work with eyes which saw but in could see as well as her mates; she has good part is shown in the first specimen; the result ability and can easily obtain all the education of a few weeks' work with better vision is our schools furnish, and she has in the future shown in the third.

every hope of happiness which comes to anyThe importance of the subject, as it seems to

The difference is measured by an hour's me, justifies the request to every reader to give

time of a teacher observing enough to notice something more than a cursory glance at these

the child's need, kind enough to care about it, cuts. The little girl who wrote March 24 is

and enterprising enough to see that it received one who must in the future earn her own liv- attention, and by a money cost of one dollar. ing. With eyesight so defective as to prevent An incident which occurred at the school her from obtaining anything more than the March 25, pathetic or amusing as one chooses merest rudiments of an education, debarred by to regard it, adds force to the argument for givthe same cause from any but the coarsest and ing attention to such defects. A former teacher therefore least remunerative occupations, life of the little girl who chanced to see her said to

1899)

THE TRAINING OF CHILDREN IN THE HOME

239

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her friend: “Why I never noticed before that The Training of Children in the Home little A- is pretty.” The fact was she never "HE education of the child not only begins had been, but with the puckers gone from the in the home, but it continues and ends in forehead, the squint from the eyes, and with the home. The circle of influences that dethe usual hopeless, worried expression of the termine a child's character has its center and cirwhole face replaced by one of beaming content cumference in the home; and the influence of the plainest face would become beautiful. And

school and society are but segments of this cirthis little girl is naturally far from plain. cle. The home, in its influence upon the devel

If such cases were rare the importance of opment of the child, stands above the school, the calling attention to them would be less. The church, or the state. If the home were always fact is, however, that they are very common. able to fulfill its duty to the child, most of the Tests in most cities have shown that from one- problems of the age would be solved. Curfew fourth to one-third of the children in grammar laws, reform schools, are sad comments upon schools have eyes sufficiently defective to need the dismal failure of the home in its duty tocorrection. Tests in Lowell have not shown as ward the child. Given a race of wise, loving, bad a state of affairs as in many other cities, devoted mothers, gifted with that inspiration but they are bad enough. A single school will that passes all understanding, cultured in the serve as an example. Of the 524 pupils of one knowledge of child nature and child needs, realgrammar school tested by a leading oculist 165 izing to the utmost their privileges and their were found to have defective vision. No treat responsibilities, and we might surely expect a ment was recommended for those who had five- race of noble men and women. Truly “ Heaven sixths of normal vision, of whom there were lies about us in our infancy” and the first six eight, nor for those having two-thirds vision years of life are more important than all that who were not troubled by headache or other

comes after."

These precious years are enills obviously due to the condition of their eyes, trusted to the parent, to the home, and not to of whom there were twenty, reducing the num- the teacher or the priest. ber of those for whom treatment was recom

The interest of the home in the science of mended to 137, or 26 per cent. Eighteen were child study is then greater than that of educator aware of their condition, and had already re- or scientist. Its interest in the child is individceived treatment, leaving 119, or more than 22 ual and personal, and in the home we have the per cent, whose need of treatment, whether application of theories and the working out of known or not, was still immediate and pressing. the problems of development and growth. The It is doubtful if many schools in the country influence of the teacher is great, but it is intinwould show a more favorable result, and I sub- itesimal compared with that of the parent. The mit that with possibilities for good such as are opportunities for knowing a child thoroughly illustrated in the cuts herewith presented, and and well are to be found in the home and not in with the certainty of the large number of such the school. The atmosphere of the school, the cases which only need to be sought for to be strict discipline and unvarying routine all stand found in every school, the discovery and miti- in the way of gaining a perfect knowledge of gation or cure of such defects becomes a matter the child. In the crowded condition of our of the first importance. Snellon test cards with schools there can be but little individual or perfull direction for use can be obtained of any sonal attention. A child remains with one oculist for a few cents, their use presents no teacher but a short time and no opportunity is difficulty at all, and the teacher who still fails to had for consecutive study of growth and develknow and care for the condition of her pupils opment. The parent alone, then, can thorin this respect must lack one, at least, of the oughly know and interpret his child's nature three good qualities of the teacher mentioned and contribute to his needs. He can look to the above.

teacher as his strongest ally and for most symA. K. WHITCOMB, pathetic aid, but he can never entrust entirely Lowell, Mass.

the development of his child to forces outside the home. Yet how often, with our system of environment than to maxims and rules. secular and religious instruction of the young, Teaching and preaching never reaches and do we find parents who seem to feel that when moves the child in the same way or with the their children are well housed and clothed and same force that living examples of truth or infed, that their duty is then ended.

tegrity influence him. Here is the parent's In the theories of education the intellect is duty and opportunity to ever hold before the put above the heart or the moral nature, and child the highest ideas of morality and rightthe teacher has often been indifferent to oppor- eous living and to exemplify in his own life tunities or absolutely refused to consider it a the best and highest principles of justice and paramount duty to inculcate morality. The morality. church and Sabbath school has the child a few The teacher is chiefly interested in the intelmoments one day out of seven, and what do we lectual development of the child, while the parfind has been the result of this system of the ent is vitally concerned in its moral developdividing of responsibility as to the moral devel- ment. The teacher's duty to develop the ethical opment of the child? We find ourselves in dan- nature of the child is always an implied one, ger of becoming a highly educated and intellec- while the duty of the parent is definite and extual people, but without a firm foundation in pressed. If the child lies or steals this does not morality and righteousness. We stand aghast reflect upon the teacher's discipline or ability when we are told of the number of highly edu- to impart instruction but is proof of the parcated men there are among criminals and in the ents' neglect of the child's moral education. And immoral classes. We seem to forget that there so we must always come back to the home for is no necessary connection between great learn- the beginning and end of the moral culture of ing and right living; that Greek verbs and dif- the child. The mother must watch and train ferential calculus do not always lead to the and develop, with infinite patience and love decalogue.

and faith. Nothing must escape her vigilance, Abraham Lincoln, the highest and best type nothing must shake her faith and trust, nothing of noble manhood, integrity, and truth, was un- must discourage or dismay. The mother's heart learned in the schools; but he had that wisdom and mother's love cin save when all else fails. that passeth all understanding; his character There is no one who fails to realize the duty exemplified the highest and best morality and of the home towards the moral development of ideas of any age. Victor Hugo has given us the child. The responsibility is recognized and in the character of Jean val Jean the type of acknowledged in theory by every one, if many nobilty of character, purity of life, and beauty fail to pass beyond the theoretical stage. But of ideas in spite of all discouragements; in the the question that parents are asking anxiously face of what, to a less noble mind, would have and eagerly is how shall we fulfill this highest been insurmountable difficulties.

of duties to our children. How shall we know What should be the aim of all education, all the wisest and best methods for instilling moculture, all life?

To develop character and rality and truth? The most perfect theories prepare one for the highest and best living. and best approved methods so often go down The foundation of character, of right-living is absolutely and completely before some individmorality and the cornerstone of the morality ual experience. of the individual and of a nation rests in the The largest wisdom and culture and experihome. The mother who fails to inculcate les- ence is not too much to be given to these great sons of obedience, truthfulness, honesty, integ- questions that influence the destiny of the indirity, fails, not only in her duty to her child, vidual and the race.

vidual and the race. The Herbert Spencers and but to society at large and to God who has en- Froebels and Pestalozzis may well give us of trusted an immortal soul to her keeping. The their wisdom and inspiration, yet daily and atmosphere of the home must be saturated with hourly we must be discovering and applythe spirit of righteousness and justice, for the ing and adapting and trusting to inspiration of child responds more readily and surely to such our own, realizing that every child has an indi

*

*

*

of the young.

viduality of his own to which no formal rule teaching by giving their children over to the Sunday

school. or principle will apply.

Thus almost the entire burden of How eagerly the parent watches the develop

religious instruction devolves upon the Sunday school.

To say that this is not wise or not right, or that such ment of the science of child study, realizing

is not the intention of the promoters of the Sunday that here we have the true theory of the study school will do no good at this day. To say that the of the development of the child. The investi- Sunday school has not been equal to the task is hardly gations that have been made as to the moral fair to that organization. A very considerable perconceptions and development of the child can

centage of the Christian people of to-day owe their

knowledge of the Bible, their habits of charitable givnot fail to be of inestimable benefit to those in

ing, and their spiritual development to their Sunday terested and responsible for the moral growth school training.

* Educators are learning The home is deeply and in- that man's spiritual nature must be cultivated in youth tensely interested in child study. Here light if it is to reach a high development in maturity. They

are also awaking to the fact that the Sunday school is and help must come for the solution of the

a great factor, if not the chief one, in this cultivation. greatest and most important questions of life

The influence of the Sunday school with its force of and the human soul. It is to the little child that conscientious teachers ought to be very great in the we look for the regeneration of our race. The direction of setting moral standards for thousands of little child in the home, surrounded and influ

children, who have nowhere else an opportunity to

have these standards raised. enced by the best and highest of wisdom, cul

RELIGIOUS TRAINING IN THE SCHOOL was presented ture, and love. Such homes and such children

by Supt. A. V. Lauderback. are the bulwarks of the nation, the hope of the

Schools give about one period a week to religious world.

training. MRS. H. H. WILSON, Teachers as a rule should give little attention to moral Dean of Women University of Nebraska.

and religious instruction. The present attitude of the school to this subject is one of apathy, but the pendu

lum will soon swing the right way. No specific reliNebraska Society for Child Study gious instruction is possible nor desirable. The exMONDAY, Dec. 28, 1898.

ample of the daily life of the teacher, the association HE general subject ander discussion was “The

with good companions, the nature of the reading lesMoral and Religious Training for Children.”

sons, all should be emphasized to bring about a high Mr. Dinsmore opened the subject with a paper

state of religious and moral development. setting forth some points relating to the influence of

The influence of the teacher is greater than all other the Sunday school.

T

FROM THE STANDPOINT OF CHILDREN'S READING

PART II. was presented by Supt. A. A. Reed. He emphasized

(a) What are the three most important considerasome general statements, reported below, and indicated

tions in the Moral and Religious Training of Children. some points to be published later on this subject as

(6) What are the three most powerful agents in lowersigned to him by the Department of Pedagogy.

ing the moral tone of the community? Reading properly taught is a study of literature, and

Superintendent Reed suggested in answer to the first the lesson in the school is but preparatory to the gen

question the following points: eral reading in the home. The general use of high

1. Proper parentage. grade literature readers makes the relation plain. The

2. Influence of the teacher. padded reader, written down to the supposed imbecil

3. The training of children to recognize and appreity of the child, has gone to stay. Nothing can hold a

ciate types of nobility and worth. permanent place in literature that is not an evincement

In answer to the second he named: of types of ultimate truth or ultimate beauty, when

1. The use of narcotics and stimulants. such is made the basis of school reading and every read- 2. Indifference as to how the children spend their ing lesson is an attempt to recognize and feel the

evenings. power of these types, both in literature and in life,

Superintendent McBrien had sent out these questions reading and literature are made to exert their proper to the parents in his community. Ninety per cent reinfluence in moral and religious training. Such is the plied. trend of educational progress to-day. The emotional The answers had the following assignments: a) life of the child is receiving a reasonable share of at- Good Parentage, Environment, Home Training, Good tention, along with intellectual development. Altru

Literature, Evenings at Home. ism is the watchword. There has come the realization

(6) Saloon, gambling, bad literature, the dance, billthat it is as important an element in education to train

iards, loafing dishonest preach ers, dishonest teachers, the child to recognize types of nobility and worth as to the livery barn. determine relations in mathematics. What the child

A lady remarked that the third evil to be added to is is determined by what occupies its thoughts.

Mr. Reed's list should be labeled" bad cooking." Girls The companionship of the play ground exerts a great must be taught to cook well. Mr. Williams gave influence in directing these thoughts, but far greater,

as the three most important points on (a) as actually and potentially, is the influence of the char

1. A perfect model. acters met in books. We can not discuss with children

2. An exemplification of that model in the parents. the desirability of associating with certain living play- 3. The keeping of the model before the children. mates, but we can energize the emotions and lead the The model is Christ. As to lowering agents: child to admire and love the traits of character dis

1. Bad home influences. played by individuals in the world of literature, and so 2. Legal sanction to vice. direct their choice and appreciation of playmates and 3. Social sanction given to certain forms of vice. associates in life. A pre-occupation by pure ideals, Mr. Jennings said we made a mistake in overestimatlofty emotions and noble companions, from literature

ing the influence of the school and underestimating and from life, will leave no room for the commonplace the influence of the home. Home influence is firstor the low.

Miss Hoagland thought that the home and schoo Some one asked if books should be read to children

should come in closer touch. Patrons' meetings should that are beyond the ability of the pupils to compre- be held. hend. It was answered that this would always bring Officers elected: President, J. W. Dinsmore, Bea good results provided the same lesson could be read trice; Secretary, Mrs. Mary E. Hart, Lincoln; H. K. again. It is sometimes well to give the children an Wolfe, South Omaha, and A. A. Reed, Crete, members oral sketch of the story before they are called upon to of the executive committee. The professor of pedagogy read or have it read to them.

of the University, the president of the state Normal FROM THE STANDPOINT OF THE HOME was pre- school, the State Superintendent of Public Instruction, sented by Mrs. Wilson and her paper is printed in full and the President and Secretary of the Society are exin the preceding pages of this number of the NORTH officio members of the executive committee. WESTERN MONTHLY.

MARY E. HART, Sec'y.

T"

EDUCATIONAL AND SOCIAL PROBLEMS Greater Returns from Schoolhouse of day schools for children and for that only. Investments.

The approximately parallel instances are those HIS plea is made for a more general use of semi-deserted buildings of the Protestant

of the schoolhouses of the country. As churches, which are, as a rule, closed, except

at present planned and constructed, gen- during a few hours of the week. The nation's erally these institutions are adapted for the use investment in these school buildings -$450,000,