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ChildStudyandChildTraining 10039136
ChildStudyandChildTraining 10039136
C H I L D T R A I NI N G
A u th or of Th e Boy P roble m , ” “
Th e Life of j es us ,
”
e m
.
NEW Y OR K
CHAR LES SC R I BNER S SONS ’
I 9 1 5
C o p y rig h t . 19 15
BY C H AR L E S S c m B NE R ’ s S ou s
CONTENTS
DAY S CH OO L
HOM E A N D S CH OO L
XXVI . CE RTA IN COMM O N F AU LT S OF CH I LDRE N
TH E HOM E T R A IN I NG OF S CH OO L CHILDRE N '
199
XXVI I I . CO M PA NI O N S H I P
AMU S E M E NT S A N D SO CIAL
XXX . MO N E Y
WH E N TH E CH I LDRE N B E C OME YO UNG
”
P EO PLE
VO CATI O NAL OPP ORTUNIT I E S
VO CAT I O NAL ED U CATI O N
XXXIV . VO CATI O NAL G U IDA N C E
XXXV . TH E C H URCH A N D H E R CHILDRE N
XXXVI . TH E GO AL : SE RV IC E F OR TH E K I NGDO M
LA B ORA T O RY E X P E RI M E NTS :
I . I N S TA N C E S OF MI S UN DE R S TA N D ING A N D OF
B E I NG M I S UN D E RS T O OD
II . TH E H I DD E N LO NGING S OF CH I LDHOO D
III . TH E I NT E RE S T S OF A N I N D I V I D UAL CHILD
IV . S CH OO L A N D TH E I NT E RE S T S OF L I FE
V . ARO UN D TH E C LO C K W ITH A C HILD AT P LAY
C O N TE N TS
VI . A CHILD ’
S RE ADI NG
VI I . PRACTI CAL ST O RY-TE LLI NG
VI I I . CHILDRE N ’
S I DE AS OF PRAYE R
IX . CH I LDRE N ’
S I NT E RE S T I N TH E B IB LE
X . PERS O N S W H O H AVE I NF LUE N C E D ME
XI . CRI S E S I N A CHILD ’
S L I FE
XI I . HE LPI NG CHILDRE N I N HO ME STUD Y
XIII . HO ME D I S C I PLI NE AS S UGG E S T E D I N THE B I BLE
XIV . RE LI G I O N I N TH E HO M E
“ E TRAC E S OF T H E GA NG
TH E VACATI O N P RO B LE M
XVI I . A S URVE Y OF A S ING L E S CH OOL
XVII I . TH E SO CIAL S ITUAT I O N I N OU R H IG H S CH OO L 309
XXI I . OB S C E NE L IT E RATURE
XXI II . M SO CIAL E V IL
XXIV . TH E SALOO N A ND YO UNG PE O PLE
XXV . OU R P LAYG RO UND S
XXVI . TH E PUB L I C L I B RARY AN D T HE C HILDR E N 31 7
are already parents know that they need all the wi sdom
that i s available N ot onl y studen t s in no rmal schools
.
,
ou t,
he lives in a realm lon g ago pas sed over by his
”
parents and teachers and n ot only so bu t t hey in
, , ,
but not all Of these C hanges are from the animal to the
human .A child of six for instance has just as quick
, ,
to origi nal child nature the effects of the child s expe ri ence
’
”
in a particular environment F or example we have .
,
TH E I M P O RT A N C E C H I LD STU D Y
OF
O B S E R V AT I O N
There are a number of great advantages in fireside Child
study Not onl y is the child always natural because he
.
,
child s sex and exact age were noted an d the essen t ial
’
ve ry much need tes t imony and they are years too when
, , ,
’
I t is best not to refer to such records un t il one s own
study is well under way and then to be certain of accuracy
,
”
T he Indivi dual in the M aking contains many such records
upon the very subj ects likely to be in t eres t ing to the
beginning s t udent E arl B arnes
.
’
Studies in E ducation
would be sugges t ive in helping on e to undertake study
in fields parallel to but not identical with one s own
’
,
REM I N I S CEN CE
Memory is of course not S O accurate as present Ob
, ,
and i t is perhaps the most useful Of all methods for get t ing
the large vi ew of things The father wh o has not for
.
situa t ion .
”
s uch fic t ion as D avid Copperfield L ittle Women ,
L I T E RAR Y I NT E RP RET A T I O N
The poets and t he a rtists have blesse d us her e F rom .
”
If thine eye be single it shall be ful l of light It helps .
”
Sawyer is marred by its dime novel sensationalism Of -
’
adventure I k Marvel s . Reve ri es Of a B achelor is
defective because of its adul t sentimentality imputed to
wholesome C hild life In the home too an indolent wil l
.
, ,
"
Ga rd en"of Vers e “Ril ey : Afte rwh iles
.
“
F iel d : W ith Tru m”pe t a n d
.
”
D ru m . Wh i ttier : S n ow B ou n d Gr a h am e : D re a"
.
”
m Da ys
“
Ca n .
Ci ti z en s. Ta r ki n g ton : Pe“nr od
“
H opp er : A Th ie f in th e Nigh t
.
“ ”
,
C h il d ren . H u n t : Un a M a r y
”
.
S CH O LARL Y ST U DY
All chi l d study should be scientific as far as it goes but ,
men t .
’
chil d he is so seldom in last mon t h s s t a t e of mind tha t he
may ever be regarded as a fresh subj ect of inves t igation .
RE ADI NG REFE RE N C E S
An e x ce ll en t ou tlin e of c hil d d ev el op m en t with su gg es ti ons for m e th od s
,
i i g il
tra n n of Ch d ren is in D b i
B ck i g f
u o s: Li l H
e on n s rom tt e an d s , un d e r
il
th e t t e Fi B l Ac
Th e re ui d e rs .
”
g pp c c il
h a rmi n a roa h to h dh ood th rou h g
litera tu re is in th e rs t two h a te rs of M rs M ey n ell s
fi c p C il Th e h d ren
’
.
,
il
un d er th e t t e F ll T l
e ow it Bi
ra v e e rs w h a x llrd.
”
An e c e en t wa y to
n ote th ec i t i ic i l
on tra s t of th e s en t m en al a n d th e real s t a tt tu d e wou d b e to
c p
rea d a t r a n d om a n y W i li C
h a ter in W
l a m a n ton s
’
B k . V , H er oo , a n d
.
B ooth T ki g
ar P
n ton s
’
en rod .
”
C HA PT ER I I
o t her h an ds .
mul ti t ude of preli mi nary expe rien ces give the opport unity
for the chil d to develop indi vidual ity A nimals have .
vi dual .
lous as are the ins t inctive adapta t ions in the animal world ,
invention if desired
, .
c
ed fing _ with experience .
a lan gua ge of their own for their mutual and exclu sive
use . Many illustra t ions of t hi s so rt will suggest them
selves to the reader But the essen t ial thing to remember
.
TH E N EE D OF P ARE NTS
We can see at once therefore a t leas t two uses for
, ,
p arents and homes : t he very exis tence and the t rain ing
of a hum an chil d to any measure of its po s sibil ities de
pend upon such S hel ter and nurture Two somewha t .
One is t hat
‘
.
,
—
nesting
l and crad l ing of a baby
h tSr
‘
‘
She coul d tal k ver y lit t le but coul d un derst and a number
,
”
ing influences of the home have most complete sway .
l ated
. A modern C hild coul d not be trained to good
advantage n o matter how attentive were his parents if
, ,
thi ngs to touch and han dl e things to see and hear things
, ,
does not .
I N F A N C Y TH E UNI F I E R OF TH E FA M I L Y
’
It sometimes is C l aimed that woman s right to political
government is certified by the fact that hum an tribes
were once g overned b y mother chiefs (matriarchates ) .
WHY PARE N TS AN D H O ME S ARE N EE D E D 15
"
,
fles h ly possibilities .
We see then that not onl y are homes needful for babies
, , ,
but that the b aby in a very t rue historic sense has been
t he maker of the home
Ba biéSj W
.
for clan an d t ri bal con fed eracies for truces and t rea t ies of ,
’
Some form of family worship is on e of earth s Oldest
in stitutions and the early covenants and oaths of the
,
TH E FA M I L Y IN TH E S C RI PTU R E S
I t is interestin g to find traces of a ll the facts that have
been noted above in the Scriptures There is in both .
There is not room here to ent er upon the vexed subj ect
Of di vorce but we may at least sa y t his that the a t ti
, ,
’
We cannot unders t and completely Jesu s idea of the
Kingdom of G od un l ess we know clea rly th e idea of t he
divine famil y ou t of whi ch it sprung Scholars are agreed .
RE AD ING REFE R E N C E S
F or a fu ll ma s te ryy Of F is ke S con trib u tion to ou r c on cep ti on of th e v a lu e
’
Of in fa n cy rea d hi s
, Des ti n y of Man I V a n d V I Th e sa m e m a te ri a l s
“ ”
. i
I n f a n cy F s k e s th eory is a l s o s um m a ri ed in B u tl er : Th e M ea n in g o”f
i z
’
.
Ed u ca ti on , 3-34 , an d Ki r kp a trick s F u n da m en ta l s of h il d S tu d y
C
’
3-7 .
m a r ck : Th e H i s tory of H um a n Ma rria g e
”
.
To m a k e a s tu d y of th e S c ri p tu ra l vi ew Of m a r ria ge , s earch th e re fe r
en ce s in th e l a rg er H as ti n g s D ic tiona ry of th e B ibl e un d er th e word
’
Fa mi ly .
C HA PT ER I I I
W HA T C O MP LE T E P AR E N T H OO D I N VO LVE S
TH E AB I DI N G F U N CT I O N S OF TH E H O M E
I t has been frequen t ly cust omary among Christian
people of New E ngland ances t ry t o compare th e fam il y
s t a t us in t he good Ol d days Of t he Puri t ans wi t h tha t
whi ch commonly exis t s at present Such comparisons
.
19
20 CHILD S TUDY AN D CH I LD T RAINI NG
’
such a case he will have the servan t s habits and ideals .
TH E JO Y S OF P AR E NT H O O D
Particul ar joys of parent hood have been sun g but they ,
There is first the general and cons t ant joy after chil ,
live too much with their own generation that they tend ,
faces .
g s t solemn joy ’
.
for new fields of work for a new home and t hen the living
, ,
TH E DU TI E S A N D R E S P O N S I B I LI T I E S
Did all the duties and responsibilities of parents come
at once the situation would no doubt be insupportable
, .
The social life of the child takes its form in his first
social group the fami ly
,
N ot merely his mann ers but
.
,
But an all —round task requi res all round quali t ies in t he -
“
our chi ld to become must in our own hear t s firs t keep
”
school .The present topic Of s t udy is might il y essential ,
TH E F U NC T I O N OF MO T H E RH OO D
We canno t Of course di smiss in a sen t ence the ma ni
, ,
years and t hose the mos t irn pre ss ib le yea rs Of lif e the
, ,
child s cons t an t compan ion and alm ost his only teacher ;
’
’
T he mother s most no t iceable gif t s are given early ,
depend very much upon her abil ity to be the companion '
of her C hil d ren There is nothin g ma gical abou t mother
.
rest in what she is and n ot in what she adj ures her chil dren
to be.
TH E F U N C T I O N
FA T H E RH O O D
OF
’
If n ot absolutely exhausted by his day s work he shoul d
be able to b ri ng a certain breeziness into the nurse ry and
as we say in New
”
t here to supplement (to spell ,
P RE PARA T I O N F OR P ARE N T H O O D
E ven t he lit t le that has been said impre s ses us that
parenthood shoul d be distinctly a skill ed profession .
TH E R I G H T S OF A C H I LD
The whole function of parenthood is n ot seen unl ess we
know what are the rights Of a C hild They are briefly .
S UMM AR Y
What then does complete parenthood involve ?
I t involves preparation Al l wh o ever become parents .
’
abiding fun ction Of shaping largely the child s habits
and ideals Mothers and fathers have p articul ar and
.
reciprocal duties .
RE AD ING REFE R E N C E S
Rea d f u rth e r in Th win g : Th e F a mil y XI ,
.
F o r pl ea sa n t a n d h elpf u l d i s c u s s i on s or th e s a ra te f un c ti on s Of m oth
0
ers a n d f a th e rs s ee H od g e :
"
Th e H a ppy F a m i y 1 7 40 ; M a r tin : Th e
"
-
, ,
Lu xu ry of Ch il d ren 5 5 7 1 a n d L ym a n A bb ott s Th e H om e B u il d er
,
-
,
’
,
WHA T CO M P L ETE PAR E N TH OO D I NV O LVE S 27
43 -5 8
. ci fic f ci p
A m ore s e n ti dis cu $ion of th e un t ons of a re n th ood is
fou n d in Dru mm on d s Th e A s en t of Man ,
c V II IX
’
I .
i ci g c p l
F or a n n trod u t on to eu e ni s rea d Da v en o rt 5 s m a l e r wor ,
, Eu k
g i
e n es
”
, h a rd ly p p l t "
m ore th a n a a m h e f ll ic i
F or a u er d s u ss on tu rn to
.
,
g ic i iy c
Eu en s : N el ve U n ve rs t Le tu r es i b y
wr tte n y a s m a n u n v e rs
, i ity
p f
ro es s ors ,
up bl b
is h ed y D od d , M ead CO lpf b k
A h e ul oo on th e ra e
.
"p
i i k g
t ca l s d e of h om e-m a i n is Bru ére s c
’
g ic
In reas in H om e Eff ien cy .
C HA PT ER I V
T H E M A I N P E R I O D S OF C H I LD H OO D
Childhood has been di vided by students into from
'
maturity) .
I N F AN C Y AN D C H I LDH O O D
The chil d is a bun dl e Of instincts These instincts .
of his own
’
T he young child s disorderly and unorganized
.
impulses would lead him into peril were it n ot for his trust
and docility In response to loving firmness he makes
.
Obedience his l a w and this habit leads him into many other
wholesome personal habits which are suggested by parental
28
TH E MAI N P E RI O DS OF C HILDH OO D 29
is spent chiefly in controll ing his limbs and his posture and
in beginning the exercise of locomo t ion Du ring t he .
s torrn il y .
i d gm en t bu t his virtues ,
B O Y H O O D AND G I RLH OO D
The instincts are s t ill centrally active and their physi ,
t he habit Of Obedience .
t ible to evil yet havi ng an encour aging in cre ase c f res pect
,
AD O L E S C E N C E
Into thi s interestin g an d cri t ica l st age gir ls come at
l east a year before boys Its approach is heral ded by
.
the emotions are easily stirred and the yout h enjoys their
in t oxication The im agination turns inward more and
.
indi vidualism and athl etic games take the place Of free
play A sentiment for the other sex is fel t by girls
.
”
ou r crowd as it is cal led are common Team play
—
, .
is tic .
The life set t les down into its groove rea son becomes ,
.
,
RE AD ING REFE RE N C E S
An e x ce llen t ou tlin e of th e pe ri od s Of Ch il d life is fou n d i n K irkpa trick s ’
I n d i vi d ua l in th e M a kin g I I I A su mm a r y of S ta n l e y H al l s d i visions
.
”
.
’
T H E PR I N C I PA L T Y P E S OF C H I LD R E N
A close classification would reveal as many types of
chil dr en as there are children but there are certain,
will be found
’
Mumford s T he D awn of Character ,
follows :
1 Children in whom strength of wil l and determination
.
emotions .
faculties.
5
. A verage children those wh o do not exh ibit any
,
on e quality in excess .
C H I LD R E N OF S T R O N G W I LL
These seem to be of two sorts There are those wh o.
I don t wan t .
I ll tell y ou when It wo ul dn t
’
presently but not yet
,
. .
parts and some t hing st rong may be hoped for from him .
C H I LD RE N OF STR O N G EM O T I O N S
These chil dren are Of at least two sorts There are .
C H I LDRE N OF KE E N RE A S O NI N G FAC U L T I E S
If t he las t t ype was t ha t Of t he poet t hi s is t hat of the
scien t ist . Huxley was of t his type What have I done .
36 CHILD S T UDY AN D CHILD TRAININ G
I must adopt fixed times for study for unl ess it is done I ,
C H I LDR E N OF E X C E P T I O NAL R E S P O N S I V E N E S S
”
If such children are wax to receive they are usu ally ,
”
emotional ; if marble to retain intellectual in type , ,
.
.
,
they l eave the nur sery for a l arger world their future ,
A V E RA G E C HI L DR E N
I t woul d be better to speak of them as C hil dren of even
development The will with such does not run away
.
, ,
C H I LD RE N W E A K I N SO M E D E F I N I TE D I RE CTI O N
We have in mi nd in t hi s present ca tegory no t C hildren
who are ment all y defec t ive , but those wh o d evia te fr om
t he average type s by being excep t ionally nervous wantin g ,
, ,
follow we shall take up more defini t ely some of the spe cial
problems of discipline and con t rol .
RE AD ING REFE R E N C E S
Th e re fere n ces to M um ford : Da wn of C h a ra cte r , u pon wh ich thi s
cha pter is bas e d a re 1 7 8 1 9 5 Horn e : I d ea li sm in
,
- . Ed u ca ti on
,
”
al s o
h a s a b ri e f d i s cu ssi on of th e su bj e c t a n d C h a m be r la in Th e Ch il d
”
, ,
in ,
malnutrition .
overwork or overplay .
S LE E P
The benediction of a nightly restoration is such that
the C hild wh o loses it whether because of negl ect or di ssi
‘
p a tion,
is rapidly spending his rione too abundant l ife
- -
40
’
B O DY AND CHARA C TE R 41
C L O T HI N G
Whatever may be the ori gi n of clo t hing i t s purpose as , ,
but they are taugh t mos t effec t ively if the periods Of con
CHI LD S T UDY AND ‘
C H I LD TRAI NIN G
O T H E R B O DI L Y P H AS E S
These need hardly be more than mentioned E ye .
T E M PT AT I O N S OF OU R AG E
But the right regul a t ion Of the body is apt to be per
verted in other ways We are in the midst Of a new
.
schools like Abb ots h olrn e and I nterl aken the discipline ,
T E M P E RAN C E
The recent rapid spread of prohibition Of the pub lic
sale of intoxicants in America has no doubt done a great
servi ce to the young especially in di screditing their use ,
nature feel s both the desire and the need for exal ted mo
ments and that there is not an essential difference between
the nature Of the person wh o foll ows up religious revivals .
,
B O DY AN D CHARAC TE R 45
Chest ?
T he answer seems to be especiall y in the case of yo un g
,
E d u c a ti on 2 42 2 60 a n d G e s ell : Th e Norm a l Ch il d a n d P ri m a ry Ed u
”
-
, ,
d ev e l op m en t of ch il d h ood .
Of Ch il d re n is in M a n g ol d : P robl em s of Ch il d W elfa re 1 1 9 1 5 0
,
- .
artist s vision
’
Nei t her is a part i al View Of the purposes
.
gui de in child trai ning but we can see some jus t ice ,
you in sist on your ideal and force it s tu bbo rril y and con
,
”
in E ducation where he names three universal forces that
,
make men -
heredi ty environment and wi ll
, , If through .
e n vi r on in g opportun ity .
he makes himself .
’
H E R E DI T Y
By heredity we mean the characteristics which are
transmitted at birth from parents to Offspring This .
”
C h il dren as Thorn dike tell s u s
,
take after their ,
’
acquires duri ng life will al ter his germ s so t hat the chi ldren
developing therefrom will be any t he more lik ely t o po ssess
or acqui re that special knowledge interest habit or skil l , , .
cells that l ater were to produce their chi ldren were set off
apart .
progeny possible .
E NV I RO N M E N T
G ive almost any neglec t ed chil d a good home and he
will become a good m an H e ha s Opportu nity for his
.
capaci ty .
may ourselves e ffect affords the grea t est hope to hum anity .
W I LL
So far we have left ou t the chil d himsel f We have .
places The ins t inc t s must have play because t hey are
. ,
’
should be t rained be cause t hey are the child s doors of
access to hi s envir onmen t and t he muscles because they
, ,
is right .
ready and may yet come to his own after we have ceased
,
RE AD ING REFE R E N C E S
Th ere is a b rief b u t h elp ful d i s cu s sion of h u m an h ered ity in Th orn d ike :
Ed u ca ti on
, ,69 20 5 2 1 2
- .A p ra c tica l a rticl e in M on roe : C ycl op e d ia
of Ed u ca ti on He redity an d ou r m os t a u th ori ta tive
”
is u n d e r th e wor d ,
d i s cu s s i on is in Th om p s on : H ered i ty ”
.
d a m en ta l s of C h il d T ra i n i n g XV c ov ers m u ch th e sa m e g rou n d H en d er
”
, , .
is m in Ed u ca ti on ta k e s m u ch th e sa m e s ta n d p oi n t th r ou g h ou t hi s
”
,
d i s cu s s i on a s is m a i n ta in ed in th i s ch a p ter .
CHA PT ER V I I I
TRA I N I N G C H I LD R E N TO O B S E R VE A N D
D I S C RI M I N A T E
No t e the double suggestion in the ti tl e of this chapter .
”
ou t of whi ch kn owledge of the ext ern a l world grows ,
all who can see and hear Miss Keller s world is chi efly
’
.
defective
TRAINING CHILDRE N T O O B S E RVE 57
H ow
F irst i t is necessary from time to t ime to be assured
, , ,
dren can see and study them and which shoul d be fre ,
“ ”
largely home —made The best toy as Sisson states
.
, ,
”
is the on e that gives the child the most work to do ,
water and clay sticks and blocks caves and tent like
, ,
- ‘
possible .
is that they enlarge the num ber of obj ec tive oppo rtun ities
t o sharpen the sense percep t ions I t is interestin g to .
ber of t hings
”
whi ch Stevenson says shoul d mak e us as
,
happy as kings .
’
earth s wonders is to inspire thoughtfuln e ss Thus the .
A L I M I T AT I O N
After a ll it is not in di scriminate training of se nse per
,
RE AD ING REFE R E N C E S
Th e M on tes s ori s y s tem is m os t h e lp fu lly d es c ribed for th e a v era g e
m oth er in C a n field s
“
A M on tes s ori M oth er
’
.Th e s a n es t c ri ti qu e s of
th e s y s tem a re f ou n d in a li ttl e b ook of K i rkp a trick s M on tes s ori S y s tem
’
,
”
E xa m i n e d a n d in G ese ll : Th e Norm a l C hil d a n d P rim a ry Ed u c a ti on
”
, ,
32 3 340
- I n th e sa m e b ook 106 1 24 is a v ery Stron g ch a p ter u p on s en s e
.
,
-
,
61
62 CHILD S TUDY AND CHILD TRAIN ING
E S S E N T IAL S TO H A B I T F O R M I N G -
’
stimulus that is in harmony with the child s instincts and
the consequent natural spontaneous tendency to answer
and gladly comply .
P RE PARA T I O N S F OR A NE W H A B I T
There are several stages in training a child in a habit .
, , , ,
”
for the futur e independent will I t rul es un til the will
, .
is ready to reign .
.
,
"
'
, ,
as he wo ul d no t i ce clean han ds
, .
, ,
”
was t he best lesson in neatness he had ever had .
66 CHILD S TUDY AN D CHI L D TRAI N I NG
H ow T o C U R E B AD H A B I T S
A word about bad habi t s T he parent is to regard
.
plans were made ahead for its use She determ i ned to use
.
ing were not heeded she would raise two fingers which ,
At the end of the first week both boys had not only lost
their whole allowance but were in debt besides ; this too
, , ,
RE AD ING REFE RE N C E S
A grea t ch a p te r on h a bit is in Will ia m J a m es ’
La rger P sych ol ogy .
1 7 0-1 7 5 .
C H A PT E R X
THE PR O B LE M S OF O B E D I E N C E
It is to be understood that this is one of three chapters
devoted to the home training and governm ent of children
and young people The present chapter discusses the
.
years in Chapter X XX I .
wh o haven t any
’
.Since our sole excuse for exercising
’
authority is the C hild s welfare that authority cease s
,
"
’
, ,
.
,
C O LLI S I O N S
A li t tle child is bound to collide occasionall y wi t h the
will of hi s paren t s He is n ot naugh ty but he is lively
.
,
.
M ETH O DS OF S E C U RI N G O B E DI E N C E
The necessi ty of securing a child s full attention when ’
, , , ,
'
Bu t s erm on ics are often futile and the child may look
fascinated at the facile maternal j aw wi t hout ab sorbing a
S ingle idea S h e utters .
for ins t ance wh o does his work will have more time left
,
P UN I S H M E NT
T he most perplexin g questions are t hose related to
punishment P unishment is necessa ry I t may be de — I
. .
‘
When we say that punishment is de t errent we d o n ot ,
his side .
"
D eprivation is on e of the most common forms of
natural punishment The child soon learns tha t if he
.
’
natural result of a child s lying is that nobody believes
what he says yet such a chi ld usually most needs his
,
’
paren t s confidence T he severest limi t ation is that the
.
C O RP O RA L P U NI S H M E N T
T he question whe ther corporal punishment 1 S ever a d
visable i s best answered pragmatically No doubt most .
casual smack given alike for eve ry offence and the cruel
ordeal whi ch is clearly the expression of hi s o wn passion .
C H O I C E AN D A C T I V I TY
To give a chi ld some measure of choice even in his pun ,
ish m e n ts is desirable
, I t is usually be tt er to tel l a c h ild
.
because we have
’
nurse r y particularly
,
don t touch ,
always good .
RE AD I NG REFE R E N C E S
Th e re is a g ol d en ch a p ter in A ll en : H om e S ch ool a n d Va ca ti on
, ,
u p on ob ed i en c e u n d er th e ti tl e
,
M a xim s of H om e D is ciplin e M rs .
”
.
a h el p fu l c h a p te r M rs C h en ery : As th e Twig is B en t ta k es u p th e
. .
,
Y ou n g d i s cu s s e s th e qu e s ti on of p u n i sh m en t wis el
,
Hi s g ran d son ,
E rn es t H a m li n A bb ott : On th e T ra in in g of Pa rents
”
,oll ows in th e s a m e
C HA PT ER X I
S E X I N ST R U C T I O N A N D D I S C I P L I N E
There seems to be general agreement today as t o the
necessity of sex inst ruc t ion in the home T here are .
b
T ee fourt hs of all boys and gi rls ge t a nearly comple t e
r —
75
76 CHILD S TUDY AND CHI L D TRAIN I N G
its wages has not made the world good though it has ,
W H O I s TO D O TH I S ?
E vidently the parents the mother first and l ater with
, ,
J U S T W HA T TH E P R O B LE M I S
Two S ituations chil dhood and you t h are involved in
of
sex ins t ruc t ion and di scipline One is that before and .
fac t s during the years when all acts and facts have equal
ran k and t he discipline of those years is that of general
,
I N S T R U C T I O N AND D I S C I P LI NE OF P R E -A D O L E S C E NT S
T he first item in the long program is inst ruction as to
the perso nal toil et Assured that the chi ld s private
.
’
b ility
. The most seri ous meaning of s u ch a habit is n ot
physical but the fact that it is a selfish in dulgence likely t o ,
to bed ready for calm dreamless S leep , these are the best
ways to help the child to master his body T he chi ld wh o .
mat t er Of—fact
-
T here is no excuse for self consciousness
.
-
,
So me chi ldren ask ques t ions for the sake of making con
versation bu t i t is fair to demand t ha t they should lis t en
,
WH A T TO T E LL
T here are t wo questions which a child ought t o ask an d ,
asked On e is :
. H ow do babies come ?”
or some other
CHILD S T UDY AND CHILD TRAINING
say at once that all life comes from parents ; wh y not tell
little children i m mediately that the child himse lf wa s
’
carried in a nest in his mother s body close under her
heart and was brought into the world as all little ones are , ,
”
through the gates of birth ? The farm yard method -
time too when we must S how the youth that with the
, ,
i
and girls grow up with the feeling t ha t however beau t fu l ,
-
no other conception of t heir use from hi s companions t han
that they are prim aril y for personal and sensual pleasure .
,
”
ing for the contests of godliness must be the motto of ,
self respect the n obles s e obl ige that wil l not hun t down a
-
,
even t he fear of personal inj ury With ano t her the social .
t he camp di rector may help the ambi t ion for clean bo dily
vigor ; the pastor an d t he church may appeal to t he r e
ligiou s feelin gs and decisions ; busy compani onship wi t h
noble young men an d unse lfish women will enl arge t he
social ideal and call forth t he influence Of hero wors hi p .
”
others F or their sakes
. said the M aster I conse , ,
”
crate my self and to be an elder brother or sister to
'
RE AD ING REFE R E N C E S
T wo val ua bl e b ook s u p on th e im p or ta n c e of s ex in stru ction a re Wil e
S e x Ed u ca ti on a n d F os te r : Th e S ocia l Em e rg en cy Th e l a tte r
” ”
.
,
wri ter s
. Th e f oll owi n g b ook s will b e f oun d h elp fu l to u se wi th chil d ren
of th e a g es in d ic a ted :
To U S E WI TH C H I L D RE N UP To EI GH T
M orl ey s Th e S p a r k of Life
’
.
Ch a pm a n s H ow Sh a ll I Tell M y Ch il d ?
’
To U S E WI TH B OY S AND G I RL S F ROM NI NE TO F OU R TE EN
H a ll s F rom You th in to M an h ood
’
.
”
To U S E WI TH Y OUTH OV E R F O U RTEEN
S m ith s Th e T h ree G ifts of L ife (for gi rl s)
’
.
Th e Ch a n gi n g G i rl
’
La tim e r s .
H a ll s Th e S tren g th of Ten
’
.
, .
85
86 CHILD S TUDY AND CHILD TRAINING
I M A G I NA T I O N AND I NI T I A T I V E
Through free play the child ge t s possession of a grea t
variety of experiences not only those of his own parents ,
he goes forth into the real world with tirn id ity ; he cannot
interpret the daily future by his past ; having met and
conquered few di fficulties he is unready and uncourageous
for fresh ones and in emergencies he is helpless O n t he
,
.
I M A GI NA T I O N AND I N V E N T I O N
We may go even further and say tha t not onl y the ca
a cit of mee t ing new si t ua t ions bu t t ha t of inven t ing
p y
new combina t ions is inherent in t he imagin a t ion The .
“
poet S fine fren zy is n ot baseless
’
He t akes t he fac t s
.
He plods to mas t ery of many facts and then has the vi sion
to make a new combina t ion to add an un t ried elemen t
, ,
AN AI D
JOY TO
AN AI D To T R UTH
At first i magination seems to b e t he foe of trut h as
, ,
broad outlook t hat sees over all the particul ars to inter ,
’
and Paul Revere s Ride have given us more t r uth
about those events than the annalists wh o collected every
detail .
A s AN AI D TO WO R KM AN S H I P
H ow co u l d the artist ever have painted this beautiful
picture had not his eye already seen it ? D id ever a
composer wri t e a piece of music that his inner ear had not
already heard ? Could a craftsman execute an intricate
piece of work over which his fingers had not already
imaginatively passed ? Are n ot fashions fore casted harvests ,
A s A N AI D To M O RAL S
If imagination is an aid to truth seeing it is also a help
-
,
izing i t s many noble deeds and their infl uence and analyzes
i t by picturing the splendid purposes which inspired them .
Thus it plots out its own life plan and marks the s p ecifica
tions .
I M A G I N A T I O N A N D SO CIAL A DJU S TM E N T
I magina t ion is an aid not only to the life of th e individ
ual bu t also in living the social life
,
Put yourself in his
.
TH E I M AGINA T I O N 89
VA RI E T I E S OF I M A G I N A T I O N
P erhaps the reason we have n o t recognized the sc ope
of t he imagination in daily life is because we do n o t reali ze
thr ough how many of t he senses i t expresses itself .
base d upon tha t which our physical eyes have seen But .
H OW M A KE I M A G I NA T I O N C O N S T R U C T I V E
TO
im agination .
1 E ncourage action
. Tel l as many imaginative s to ri es .
as you will but try to S how the child how to retell them and
,
them more clear and more useful Among older boys and .
life .
than store —bo ught toys A chil d can d o more things for
.
,
mechan ical toys so that the children may take t hem apart
and thus learn so methi ng from them We S hould help .
RE ADI NG REFE RE N C E S
A m os t r ich a n d u s efu l ch a p ter u p on i m a gin a ti on is in B ol ton : P rin
cipl es of E d u c a ti on Th e im p or ta n c e of th e s tory a s a h elp in
”
, 4 64 5 1 9
-
.
in t he yard
.
T he earnest and m a s t erly fas hion in whi ch
.
TH E C LA S S I F I C AT I O N OF T H E I N S T I N C T S_
93
94 CHILD S T UDY AN D CHILD T RAI NIN G
‘
TH E I M P O RTA NC E I N S T I N CTS OF TH E
It is certainly of importance to know what constitutes
”
the original stuff of human nature This stuff how .
,
’
ever is not to be compared to dust man s tradition al
, ,
impul ses are the tendrils by which the chil d reaches out
to take hold of the worl d around him ; they are like ,
'
when the habi t of ac t ivi t y t hat is the habit of wo rk and
, ,
mies in learning .
TH E I M P O R T A N C E I N S T I N C T S To TH E P A RE N T
OF TH E
lives The instinct to handl e and t ake apart and des t roy
.
,
T A K I N G A D V ANTA G E OF TH E I N S TI N C TS
What has already been said suggests three convictions :
1. If the instincts represent o ri gin al strength we may ,
’
T he mo t her can fur t her make a day s play profi t able
by arranging some exclusive place where t he t oys may
be s t ored a t t he close of t he day by calling t he child t o,
SO M E F U R T H E R S U GG E S T I O N S
1 Whenever a new impulse appears in a child s life ’
.
,
CH ILD S TUDY AN D CHILD T RAI NING
,
“
says Ar t hur Holmes wants to play exactly the games
,
RE AD ING REFE RE N C E S
Th orn dike : Ed u ca tion V K i n g ,
. Th e P s yc h ol ogy of C h il d
D ev el opm e n t 2 1 2 5 B ol ton : Pr i n ciples of Ed u ca ti on V I I I Ki rk
,
- .
,
”
.
ca t t he hammer e t c
, are useful as warni ngs Wh ole
, . .
F E AR S
Some of the fears of children seem to come by he redity
from t he age when human experience was full of occasions
for fear and when fear was t he universal pro t ec t ive against
,
99
1 00 CHILD ST UDY AN D CHILD T RAINI NG
places and fear of the dark Some fears which men once .
,
instinc t ive fears ,
“ ” “
fears based on experience and fears due to m is u n d er ,
”
standing or imagination Regarding the first the child
.
,
F EAR
T im id ity Ca tion
u
(Pos i
t
i ve
owa r d ice Pru d e n ce
g hf l
as u ne
n s
o
U s ef u l ) F o esi g h t
r
Se lf con s ci ou s n ess
- F ear of wro g
n
EM B ARR AS S M E NT
There are cert ain painful emo t ions t hat come to children
ou t of t heir soci al rela t ions In t he presence Of s t rangers
.
”
li fe ,
form and sports manlikeness in play fashion in
, ,
D E ALING WI T H T H E E M OTI O NS 1 03
A N GE R
The emotion of anger is on e tha t causes parents much
dis t ress an d frequen t misun ders t anding I t seems to .
Al l figh t ing does not imply anger as the chi ef impe lling
cause . D ur ing a considerable port ion Of school life it
appears t o be a habi t as much as an expression of pass ion .
H ow
D E AL W I T H A N G E R
TO
V The following suggestions are made concerning some
of the common emotional outbreaks of anger in the home .
As to Tem per :
Children should not be nervously excited through the
temper Of their own parents .
~
They S houl d be protected from teasing whether by ,
, ,
W e must also
'
S hall leave no t ime for self indul gence -
.
"
’
is the noise insis t ing,
If you can t quarrel quie t ly
, ,
G E N E RAL IN '
RE AD ING REFE RE N C E S
B olton : Pr in ciples of Ed u ca tion XXV Kin g : Th e P s ych olog y
, .
th e feeli ng s .
C HA PTER XV
I N T E R E ST
The applicability of thi s chapter to teachers is obvious ,
" "
aS Th Ofnd ike c alls tliem f éii e
tis fie r s , '
'
k
in g s unfold
—
Interest Irving King rem ird ifSfiS a func
.
,
ism The richer the child s world in obj ects and ends
.
’
,
I NTE R E S TS C LA S S I F I E D
Students are generally agreed in dividing human
interests into two classes though s t rangely enough t hey
,
1 08
IN TE RE S T 1 09
invo lve self 2 53173 5 5 1 611 and t hose whi ch in vOl ve conquest
'
-
.
ié Sa rrie thing
’ ‘
— "
.
'
t_
‘
,
"
.
,
t han w ni W
-
PIa fi u mcfivi t x n n a a e fi s
m
tiCTe s onse as an ex re ssion of in t eres t
'
After this t he
fi nd d s f
.
child ,
'
,
_ .
“
m éi E y TrT th e T went y follow h im all the
'
'
TH E I M P O R T ANC E
I N TE RES T OF
” “
I t is as G S t anley Hall says
,
. like bodily hunger , ,
”
an expression of need Interes t s are the direct outgrowth
.
’
sp ri ng out of one s inmost nature and affect all he knows
and does .
W H Y I N T E R E S T E V E R FAI L S
Why if this is so is interest ever neglected ? Because
, ,
“
secret of perpe t ual interest T he real tes t of in t erest
.
’
Now t he measure of a teacher s success in t eachin g a
subject is n ot whe t her all the pupils pass in i t TOO .
S UGG E S T I O N S F OR M AI N T AI NI N G I N T E R E S T
A few suggestions may be made as to awaking and
maintaining interest .
to in t erest .
”
not I ll go t o S leep or choose some o t her study
,
’
T hese .
n ec tin g all t he repa irs and some of t he cons t ruc t ion abou t
”
had a desirable aim which excited their deepest in t erest .
They asked for information and help instead of shirking
it ; t hey coached themselves and each other In o t her .
A PPLI CA T I O N I N TH E H O M E '
five o clock
’
.
RE AD I NG REFE RE N C E S
D e Ga rm o : I n te res t a n d Ed u ca ti o n pa rticu la r ly VI I I B ol ton :
,
.
99 . Ki r kpa tr ick : Th e I n d iv i d u a l in th e M a ki n g 11 5 1 Ki n g :
,
”
- .
Th e P s yc h ol og y of C hi l d D ev el op m e n t Kin g di s cus s es
”
1 5 4 22 1 ,
- .
d oe s so b ri e fly : Th e fi r s t th re e re fe re n ce s be a r u p on th e u se of i n te res t
in th e s c h oo lr oom b u t a re a l so su gge s ti v e for th e h om e
, .
C H A PTE R XV I
WI LL T RA I N I N G
The will used to be though t of as a separate facul t y
of a man that must give its fiat like the president s
, ,
’
Yet they are not inevitably chosen The man can still .
Ac t ion .
TH E R E LA T I O N
H A B I T S TO W I LLOF
S O t ha t i t is dif
ficul t t o ge t free af t er many foo lish choices
have been made On t he con t rary how hopeful is t he
.
,
he may choose .
Since out of the heart are the i ssues of life thus to depend ,
TH E R E LA T I O N
D E LI B E RAT I O N To W I LL
OF
”
the soul of man If we conceived the will as a monarch
.
But even the theol ogian a ckn owledges that while con
science a t its best is the Inner Light yet practically a ,
TH E W I LL I N A C T I O N
We can now see a li tt le more clearly in what a strong
wi ll consis t s A noisy lad wi t h uncon t rolled impulses
.
D E F E C T I V E W I LL S
Two S peci al abnormal types appear frequently among
chi ldren.
“
The o t her type is th e obs tru cted will Its function is .
”
smothered in surmise as Shakespeare said O f this
,
.
”
child is not so active as he is set The idea of opposi
.
H O W A C H I LD A C H I E V E S F R E E D O M
The chi l d seems to pass through three stages in his will
development .
WILL T RAI NING 12 1
res t rain him from many harm ful prac t ices and sh e mus t
d o thi s by nega t ive commands In many ways then t hi s
.
, ,
”
sugges t ions . L e t u s do is an admirable phrase t o
use very oft en D uring t his t ime more free dom may be
.
TH E C HI LD S W I L L A N D
’
P A R E N T S W I LL TH E
’
S UMM AR Y
Will training embodies these factors :
1.
F urnishing the child with an abundance of good
ideas .
2.
B uilding these into a stock of good habits .
3.
Training him to select thoughtful ly from his past
ideas and habits in making his present choices .
4.
A ssociating his right choices so far as is p ossible
with pleasant consequences by conn ec t ing them wi t h his ,
RE AD ING REFE R E N C E S
S im pl e s ta tem e n ts a b ou t will tra i n i n g a re r a r e Ch a p ter I X of Di x s’
-
.
“
genius says D r P aul C arus
, i t cert ainly S hows itself
.
,
S ide of play Let us see here how play prepares for life
. .
P LA Y TH E V AL U E OF
any other obj ect that rolls and bright obj ects and things
,
brain more nearly reaches its ful l S ize and bones and
muscles and lungs are taking their turn at rapid grow t h ,
co ordinations
-
of movement and of the fu ndamen t al
muscles . N early all Of t hem involve running and so ,
says D r J M Tyler
. . . you are amused by t he number
, ,
”
a shrewd investor not a spend t hrift of his great power
, , .
, ,
child like the race has his individual h is tri bal his
, , , ,
the child even lear ns civic and pat ri otic virtues and S O ,
that the very instinct for being chased which may lead a
boy into the j uvenile court might under di rection , ,
,
P LAY 12 7
”
I don t see myself how he coul d learn it bet t er
’
.
”
thi s respec t ari ses says Hoben ,
from t he instant m u s cu
,
TH E U T I LI Z A T I O N
P LA Y OF
certain metal bui lding toys give great interes t and are
Of value to the child who is at t racted toward mechanics
and enginee ri ng Above all let t he child make his own
.
.
aloft the too American ideal of playing for the vic t ory
-
.
”
rather than for the game itself Victory at any price
. ,
A S P E C IAL D I S C U S S I O N OF D RA M AT I C P L A Y
The drama t ic inst inct is an expression of the imp ul se
to make use Of the imagi na t ion Passive i magina t ion is .
t hroughou t life .
1 . I mi t ative play .
3 Se ri al dramatic play i e
. dramatic g a mes t aken up
,
f
,
5 D ramatic parties W
. ith t ableaux statues cha , ,
6 Home theatricals
. .
tion .
Scouts .
i n t he school or church .
1 0 Theatre going
. .
RE AD ING REFE RE N C E S
An e x ce ll e n t a r ra n g em e n t of ga m e s by g r a d e s is f u r n i s h ed in J oh n s o n s
’
Ed u ca ti on th r ou gh P l a y a n d Ga m es An en d e a v or to g i v e a S i mila r
.
”
g ra d i n g of free pl a y is fu r n i sh ed in F orb u sh s M a n u a l of Pl a y i n wh i ch ’
, .
expe ri ences .
,
“
come in for a whi le to see h ow t hey like i t and ye t ,
”
’
t he instinct to play wi t h one s work and to see how on e
likes i t as a s t eady occupa t ion is entir ely wholesome and
S houl d have some place in the order of thin g s .
1 31
132 CHILD S T UDY AND CHILD T RAINI NG
WO R K AS F E LL O W S H I P
Some parents find it diffic ul t to get close to their chi l dren
in p la y but few wh o are patient about it find fellowship
, , ,
resourceful ness .
fulness the new comradeship and affec t ion and part icu l arly
,
fut u re vocations .
been made save that th e way the work is done may not
make it wor t h cre di ting Perhaps the school will go a .
at hand where the a llu rem erit of the street is ever present
,
will learn to get credi table prac t ice work done in home
laboratori es and shops In G ary they are already usi ng
.
WO RK AND C HAR A C T E R
S t ill greater is ou r need to use work to its full est as ,
for school boys and girls The Boy Scouts and the Camp
.
RE AD IN G REFE RE N C E S
Th e a u th or h a s wri tte n a b ookl et e n ti tl ed H ow to D o H om e W or k
,
s u gg e s ti on s a b ou t a cc ou n ti ng a n d sa v i n g B oth a re pu bli
. s h e d by th e
'
A m er ica n I n s ti tu te of C h il d L ife P h ila d elph i a D a v i s
,
Voca tion a l
.
fu r n i sh es i n forma ti on a b ou t th e A ch i ev em e n t Cl u b m ov em en t M c .
, ,
”
o b ta i n a bl e of th e a u th or a t th e U n i v e rs i ty of Ka n sa s L a wren c e Ka n s a s
, ,
.
C HA PT E R X I X
T H E ST O R Y
The story has li ke play been ge tt ing a large valuation
, ,
"
the re are even schools where t he art is taught This is .
simple I t is an art
. perhaps t he mos t an ci en t of all art s ,
TH E I N T E R ES T I N S T O RI E S
Children s interes t in s t ori es see ms to follow closely
’
1 37
1 38 CHILD ST U DY AN D CHILD TRAINING
life
. D uring adolescence t here is a second age of irh
a gin a tiv en e s s when stories of romance are loved but ,
them to himself .
TH E VAL U E
S T O RY T E LLI N G OF -
'
midst of weariness or comm otion in school it ca lm s th e
perturbed spiri t and helps prepare the body either for
sl eep or for renewed activity ,
“ ”
far as t o call the s t ory the language of childhood ,
the higher facul t ies for they help the imagina t ion aid
, ,
source of strength .
T hey help the child to feel what is good for they not only ,
hero chooses .
TH E E L E M E N TS
A STO R Y OF
Ac t ion.
Suspense .
this sentence u tt ered qui etly once compl etely subd ued
, ,
and sudden .
H ow To T E LL S T O RI E S
The on e word is : Visualize Miss Sarah Cone B ryant .
continue
’
pening save as he gets it through t he story-teller s voice .
-
.
,
and de viation .
’
with an even finer art than the actor s for he 1 5 trying so ,
recreate the hero and the action and see both wi t h his
in ward eye '
.
TH E P L O T
There are said to be only fifty stories in the world so ,
“
them : A Single h n e of sequence as The Sleeping ,
” ” ”
Beauty ; the three parallel line as The Three Bears ;
-
,
”
two contrasting course s of action as Cindere lla , .
S TO R Y T E LLI N G D E V I C E S
-
TH E S E RI AL S T O R Y
To t he parent whose ingenuity flags in creating new
charac t ers the device of carryi ng familiar persons t hrough
,
1 42 CH IL D S T U DY AND CHILD TRAIN I NG
‘
Wes t ern Reserve with the emigrants and even met his
children s children ’
This took more than a singl e winter
. .
P I C TU R E S T O RY -T E LLI N G
'
”
D eath woul d draw th e keenest attention
,
.
S T O RI ES F OR M O RA L E ND S
Purposive story t elling has no differen t t echni que fro m
-
’
wayside flower sa ys F eh x A dl er D on t make it an
,
.
’
Seymour Houghton s h ttle daughter was told the s t ory
"
of t he di sobedi ence of Adam and E ve for some par t icul ar
loca l purpo se and h s pe d Oh if E ve hadn t ea t en t hat
’
, , ,
”
apple what a d ifferen th to u th
,
her mo ther confessed
that as a moral t he story had been a failur e G ran t .
,
D yke s prayer
’
.
S T O R Y -T E LLI N G I N TH E H O M E ‘
wounds t han kiss es and t hey are a never failing lure for -
tried i t myself .
RE AD ING REFE RE N C E S
B ooks on S tory Telli n g
Th e re a re m a n y g ood b ook s on h ow to tell s tor i'e s of qu i te e qu a l v a lu e ,
.
to ch il d ren .
S t J oh n :
. S tor i e s a n d S tory Te lli n g in M ora l a n d R eh gi ou s Ed u ca ti on
- .
B a il ey : F or th e S tory Te lle r - .
F orb u s h : A M a n u a l of S tori e s .
Wiggi n a n d S m i th : Th e Fa i ry R in g .
A n d e rsen : F a i ry Ta l es .
”
B a l d wi n : F if ty Fa m ou s S to"
r i es R e tol d .
Le a m y : Th e Gol d en S pea rs .
Li n d sa y : M oth er S torie s .
”
na t ure
. T here is a steadily ascendin g curve as to t he
amount of reading cul mina t ing from the twelft h to t he
,
be prospec t ors Boys are more prac t ical girls are more
.
,
1 45
1 46 CHILD S T UDY AND CHIL D TRAINING
maj ority of boys and girls read li t tle but what is pre
scribed in school I t is said that ten per cent of young
.
accoun ted for in part by the fact that the youth now reads
more t horoughly and though t ful ly but o t her less pleasant ,
the wri ter that aside from the news of the day the
,
‘
,
“ ”
desires of editors of magazines and of the feature
pages of daily papers in A meri ca are but two for material ,
which shall please but not ta x the tired mind (to interest
the u n d erin ter es ted) and for stuff that will buttress the
,
W H Y D o W E RE A D ?
D e Qu in cey s classifi cation seems hkely to be immortal
’
.
’
tools The latter are wri t ten to stir men s thoughts
. ,
’
feelings and imaginations ; t hey are men s instrumen t s
of music and joy Wi t h on e man does hi s work ; wi t h t he
.
,
ambi t ions they will use them They may use in s tru .
books the ro m ances and t hey are many and great are
, , ,
second s t age and read the impre s sive books the essayists
, , ,
”
t he cri t ics of li t erature and of life T he good cri t ic .
,
of mind .
I s I T WO R T H W HI L E TO RE AD ?
In this age of Carnegie libraries and universa lly pre
sc ri bed schooli ng the ques t ion seems almost impudent .
but they are beginning to find out t hat the best wa y to get
a great specialist is not to send h im t o a technical school
only bu t to train his imagina t ion and the nursery of t he
,
.
,
”
manicurin g and exposing chil dren more freely to great
,
W H AT ARE BA D B OO KS ?
Wh en we ask ourselves wha t children ought to read we '
,
novels t hat sell for on e dollar and th irty cents and whi ch ,
H ow T o G U I DE A C H I LD
G OO D B OO KS To
We speak here from the standpoin t of the home .
condensation as is necessary .
but what the child reads himself so that he may get the ,
tion to books .
RE AD ING REFE R E N C E S
'
M i s s Olcott s C h il d re n s Rea d i n g is ou r b es t b ook on th e s u bj ec t
’
.
a n d p rofi t .
P ictu re Books
M o th er G oose (ill u stra ted by G reen a wa y Ra ckh am Cory or S mi th ) , ,
Ca l d ecott: P ic tu re B oo
" k s f ou r v ol u m e s ,
”
.
La n g : Th e B l u e Fa ir y B ook .
”
”
Ed i ted by La n g : A ra bia n Nigh ts Enterta in men ts .
B rown e : G ra n n y s W on d erfu l Ch a i r
’
.
”
Ed i ted by S cu d d er : Th e C h il d r e n s B oo k
’
.
B a l d wi n : F if ty F am ous S tories .
”
Be n n ett : M as ter S ky la rk .
C lem e n s : Th e P ri n ce a n d th e Pa u pe r .
C oo pe r : Th e Dee rs la yer .
Dicken s : Da v i d Copperfie ld
‘ f
.
D od ge : H a n s B rin k er .
”
Du ma s : Th e T h ree G ua rd sm en
‘
H ale : Th e M a n W ith ou t a C ou n tr y .
J oh n son : S tove r a t Ya le .
Kipli n g : Ca p ta i n s C ou ra ge ou s .
n ig h ts .
Pyle : Me n of I ron .
S c ott : I van h oe ”
.
Wa lla ce : Ben H u r .
B ooks o f I n s pi ra tion
Poe m s ed i ted by Chi sh ol m : Th e Gol d e n S ta m s e.
Poem s ed i ted by Porter Poem s of A cti on : .
B rigg s : Gir l s a n d
C HA PT E R XX I
H O W T O T E A C H A CH I LD T O P RA Y A
that the child may ever l earn from nature or experi ence
of providence wisdom and love
,
.
spontaneous prayer .
"
.
thi s :
Now I lay me down to slee p .
little genealogi cal table every night ; let him select each
evening t hose wh o have duri ng the day been especially
good to hi m We whose own prayers are so tamely tri te
.
child to rela t e the beau t iful day the happy times the , ,
helps make the thankful child Why not teach the kind .
the child cannot exp lain any t hing t hat fos t ers t he sense
,
fai t h i t self.
, ,
TH E R E LI G I O N
DUTY OF
’
E ven the child s religion may have direct relation to
conduct We have said before t hat the Vi rtue of the chil d
.
God in bo t h .
” “
G od ,
said t h e gentle and sensible Pestalozzi is to ,
”
see and know a real Christian The reason wh y some .
R E V E R E N C E I N C H U RC H
How essential is it that the child s earliest relations to ’
"
15 7
, ,
RE AD ING REFE RE N C E S
H od ges : Th e T ra in i n g of C h il d re n in R e ligi on is fu ll of rev ere n ce
a n d of a s ym p a h e tic k n owl e d g e of c h il dh ood I t c o ta i n s a t ea s u ry of
t . n r
on Th e F a m ily .
C HA PT E R XX I I
T H E B I B LE A N D T HE C H I LD
The B ible is the greatest story book in the worl d The -
.
,
”
s tin c tiv ely when his little chi ld insists
, Tell me a story , ,
are of the lof t iest morality they are at l east those whi ch
,
”
Bible does said Coleridge The reason t he Bible fin ds
, .
i 1 K A r
The stories whi ch are a spi ri tual history of the race are
al so stories of the inner development of every individual .
“
it shoul d be withheld until the child is old enough to
”
decide t hi ngs for himself are of course assuming a position
,
to be recommended
‘
.
the t hough t s in the mind of the selfish priest and the L evi t e
and the dialogue which passed between the man wh o wa s
robbed and his family after he at length returned safely
to them Subtrac t ion as we have implied is useful
.
, ,
“
A dler that sour milk is no proper food for children ,
'
art are all helpful devices for making Bible lands and
people real .
its red and gold edges and in many versions its a ttra c
, , ,
the mis t ake of selec t ing for t heir chi ldren edi tions of the
Scriptures prin t ed in small type I t must be a ckn owl
.
chil d will come across passages whi ch are unsui table for
his reading need no t be exaggera t ed since t he possibili t y ,
muni ty .
TH E R I G H T ATT I TU D E T O WARD TH E B I B LE
The a t ti t ude t oward the Bible t hat we hold when
teachi n g i t to children is h kely to be the one we hold for
16 4 CHILD S T U DY AN D CHILD TRAIN ING
and its relations are with life more than with thought .
I t is our duty to give the child the Bible in his own terms ,
RE AD ING REFE RE N C E S
M rs H ou gh ton s T ell i n g B ible S tor ies re ferre d to in Ch a p te r X I X
’
.
, ,
h giou s ed u ca ti on I n S te p h en P g e t s Th e New P e t s
'
m od rn
’
e re . a ar n
A ss i s ta t is a n e x cee d i n gly se n s ible c h a p te r e ti tl ed D ef n d e rs of th e
n n e
F a i th . C h a p t r I V of G S ta n l ey H a ll s Ed ca tio a l P obl m s
”
e .
’
u n r e
d ea l s wi th th e m a tte r wi th h i s u l f re s h
us a ss a n d b o l d n ess b u t it s h oul d
ne ,
S U NDAY
The problem of Sunday in the home depends largely
upon a clear statement of what kind of Sunday the home
desires to observe T here is considerable need of clear
.
may better make this study for himself but a fair state ,
’
value to man and believed that G od s satisfaction in it
, ,
166
SUN DAY 167
its general character as one of rest and feas t ing had been ,
made i t uncomfortable .
t he P harisees .
“
The Continental Sunday is t he individualis t ic use
of t he day within no li m i t s sa ve t hose of t he civil laws .
day was a reh g iou s day we cannot cer t ainly except the ,
day we not only may have Jesus ideal but we have his
’
,
”
day . To h i m to whom Jesus means Life the day is t he
peculiar opportunity to remember and li ve in t he spirit
of Jesus .
the day in a jolly ride into the coun try ? The writer ’
’
some of the factors of the prophe t s of Jesus Sabbath ,
’
, .
some and restful is not the total of the best t hat is avail
,
is par t icul arly des t ruc t ive of t he quie t and rest of h uman
hfe a t any time . O n t he o t her hand it would be hard t o ,
prove tha t a car is any less sacred t han a man s own legs
’
’
vi sitations t hat come into the Quakers silence or in the
loud acclaim of sonorous liturgies some appropriate ,
of united worship .
"
sirable . I f a boy or girl may freely bring his chum t o his
o wn room and carry t hi t her at least a cafe t eria lunch ,
"
excellen t the opportunity for acquaintance If the
paren t s can bring wise men to t he home on t hat day h ow ,
"
sum mer have a camp for i t s working boys and girls how ,
RE ADI NG REFE RE N C E S
'
N ea rly all b ook s on th e S a bba th a n d S u n da y a re spe cia l pl ea s for th e
res to ra tI On of th e P u r i ta n S un d a y Th e S ci e n tific B a s i s of
’
F lood y s
.
S a bb a th a n d S un da y is a n e n d ea v or to tra ce th e h i s tory a n d s ig n ifi
”
PA R E N TS P R OB LE M S C O N NECT E D WIT H
TH E D AY S C H O OL
I t woul d not of course be possible in this handbook to
, ,
go .
'
W HA T TH E S C H O O L I S T R Y I N G To D o
M any definitions have been ma de of education but ,
1 72
T H E DAY SCH OO L 1 73
E D U C A T I O N A s A C QU I S I T I O N
We spoke of educa t ion as t he pu tt ing of t he Child in
pos session of t he bes t heri t ages of the race Wha t are .
t ion ?
In t he na t ur e group we put n ot onl y what usually goe s
under t ha t name bu t al so geography and the various
,
t ime .
ment .
E D U C A T I O N A S UN FO LD M E NT
D id we consider onl y the view of education just named ,
tor may plan and the teacher may train but the child ,
does no t lie awake nights worrying lest the sap S hall not
rise or the nutrient materials shall be taken to the wr ong
,
”
of t he same fai t h regarding the child .
by fur nishing hi m the nut ri m ent whi ch our bes t knowl edge
of hi s na t ure proves t o be bes t sui ted to encour age growth
at ea ch s tage of hi s development .
izing but prunin g and t rim min g the human plan t The
, .
, ,
”
social and physical world .
TH E S P E C IA L P R O B L E M S
S CH OO L OF TH E
n ize d ,
the school is by no means the principal agency ,
”
tion this is a misnomer since the people do not get it for
, ,
”
are getting ready for life there But the child is not .
as are t he t otal expe ndi t ures for o ur sch ools t hey are ,
ment .
of the lockstep
Th e problem of ign ora n ce is a real one T he tragedy of .
.
,
TH E P AR E N T
’
VI E W P O IN T OF T H E S E P R O B L E M S
S
stand for and W hat are being used in this school ? What
,
,
’
in Ed u ca ti on ar e po p u la r di s cu ss i on s of s ch oo l p ro bl em s th e fi rs t em ,
S om e f u rth e r q u e s ti on s by m ea ns of wh ic h on e ma y te st th e l ocal s c h oo l
s itu a ti on a re s u gg e s ted in K ir kp a tri ck s F un d a m enta l s of C h il d S tu d y
’ ”
,
q u es ti on s th e ki n d of m a n we wa n t th e s ch ool s to m ke T o a id u s in a .
th i n ki n g th i s ou t th re is a b rilli a n t a n d s om e ti m e s e x a s p era ti n g s tu d y by
,
e
A b or M ic h ) a n d th e a n nu a l r p orts of th e B a u of Ed u cation a e in
r , . e u re r
E A N D S C H O O L L E A GU E S
H OM
.
1 83
1 84 CHILD S T U DY AN D CHILD TRA INING
t eacher knows that she may depend upon the mother for
t hat hear ty suppor t wi t hou t whi ch t he teacher s pre ’
T E ACH I N G TH E C H I LD A T H O M E
Recent books and magazine art icles give expression t o
a wholesome rea c t ion in favor of resum ing in t he home a
larger share in t he child s educa t ion
’
One of t hese ten
.
who through pains t aking care and indi vidual inst r uc t ion
has saved from t wo t o five years of rou t ine prepara t ion ,
1 86 CHILD S T UDY AN D CHILD TRAINING
then so much the worse for life and for coll ege I f the .
how little extra t ime it t akes if she uses the educa t ional
opportunities of his every day play and conversa t ion and
-
,
”
aristocrat The careful mother does not find the answer
.
TH E H O M E A s A L A B O RA T O R Y
Men t ion was made in an earlier chap t er of movements
toward using t he home t oo ls and equipment as t he mos t
inexpensive and effec t ive labora t ory of t he prac t ical art s ,
giving tasks whi ch Offered the home Oppo r tuni t ies for
prac t ice in even wi der direc t ions T hey have direc t ly
.
T hese t hings we ough t t o have done and not left the o t her ,
his home nobody reads any t hing but the papers knows ,
any music but rag t ime nor sees anything out of doors but
the weather ?
The ques t ion has often been asked wh y it is that men
and women of genius and success have so generally come
from a particular type of home a home of plain living but , ,
TH E S CH O O L As
A L AR G E R H O M E
Many parents and homes have not the equipment for
this fine endeavor In the grea t cities especially families
.
,
t hat are pigeon holed in flats find their shelters sui t able
-
for only the lower func t ions of a home the eating and ,
the front door to drunkenness and crime and the dance hall
to immora lity B ut the greates t disadvantage is t hat it
.
RE AD ING REFE RE N C E S
Mrs E C G rice s li ttle book
. . . Hom e an d S c h ool in W id en in g Ci r cle s
’
d u c tin g s u c h a s so ci a ti on s .
“
m a y be u se ful : K otzsch m a r s Ha lf H ou r"Le s son s i n M u s ic C on s ta n ce
’
,
’
M a n u a l of P la y .
,
”
.
of th e socia li ze d p u b l ic s ch oo l .
C HA PT E R XX V I
C E RTA I N COM M O N
F A U LTS OF C H I LDRE N
Thus far we have implied that our children will always ,
LY I N G
This vice whenever it appears is always S hocking to the
youn g parent T o tell the t ru t h in his heart has even
.
”
me what the truth is so that I can t ell it ? a little
,
child cried out one day after h e had been rebuked for
lying Telling t he truth is not a simple or easy nor a l
.
1 90
CE R TAI N C O MM O N F AUL TS OF CH ILDRE N 19 1
’
t hey are t old t o get some advan t age or to defend one s
self from ill consequenc es H ot lies are t he expression of
.
onl y t empts him to secure his desi res by lying still more
skil ful ly The best way to correc t a chil d wh o lies im
.
fear rem oved from his mind N o matter how wrongly he.
STE ALI N G
This is another common fault of chi l dren which makes
many parents panic s t ricken until they learn that al most
-
,
”
things is almost universal among small children A .
, ,
T E A S I N G B U LL Y I N G A N D Q U ARR E LLI N G
,
Such fears will soon wear away but even more serious ,
, ,
treme case of this sort needs special study and a t ten t ion .
T R U AN C Y
Running away from home reminds us of the migratory
ages of t he race Little ones s t art off as soon as they are
.
big enough t o push open the gate and older ones manifest ,
feeling that some of the things that have been told about
in stori es must be aroun d the corner ou t of sight and it is ,
on H allowe en
’
B ut the impulse takes a new trend duri ng
.
”
is a native unrest Somewhere else is magic The
. .
S UMM AR Y
T he condensed discussions of t his cha p ter deal wi th
ma tt ers that are import ant enough for prol onged t hough t .
ality but they grow with the growth of his social relation
,
bri n g th e s a m e s or t of plea s u re .
RE AD ING REFE RE N C E S
Th e fifth c h a p ter of G S ta n l ey H a ll s A d ol es c en ce is d ev ote d to
’ ‘
TH E A TTI TU D E C H I LD
OF TH E
own the ideas and cus t oms of their elders O thers S how a .
They are perhaps alike in this that few have yet made a ,
M ETH O D S OF G O V E RN M E NT
The me t hods which are to be suggested are those whi ch
are believed t o be of the best help in making this transi
t ion .
“ ”
t hat a child S hould eve ry day be freshly no t iced as ,
H O ME TRAIN ING OF SCH OO L CHILDRE N 20 1
”
T he ques t ion Why di d he do i t ? S ho ul d be ever trem
bling a t a p a r en t s lips When on t he way to se t tle a dis
’
.
’
as t o t he limi t s of her childr en s vigor If a mother
’
She may be crying for herse lf or for her mo t her for gri ef ,
up his mind and to enlist his will on the right side ? This
kind of foresight is usually quite feasible .
if he qualifi es early .
Table talk .
Bed t ime .
’
dren s home hours is no t only governing them bu t is con ,
T he plea of mother s
’
has to be used with caution .
which i s framed and kept always 111 sight ; t hey will accept
punishment by imprisonm ent chee rfull y when t hey have
been told t ha t t hey are sailors in irons and that they
are get t ing wha t is appropriate in case of mu t iny .
jectly followin g the desires of ano t her ins t ead of crea ting
noble desires of his own I t is impossible to indica t e
.
posi t ive me t hod is better than the nega t ive one The .
really too lazy to follow up the child s origi nality and find ’
hi m to try .
i t out .
3 D on t say
. D on t to him but train him to learn
’ ’
to say D on t to himself ’
.
RE ADI NG REFE RE N C E S
S o m an y g ood book s e xi s t u po n th e topic of h om e tra i n in g th a t it is
h a r d to kn ow wh i ch to r e c omm e n d A m on g th ose of S pe cific v a l u e for .
Th e Ne w Pa re n ts A ss i s ta n t pp 29 -4 0 is a re m in d e r of th e rea l p u r
’ ”
.
, ,
o be di en ce .
E rn es t H a m li n A bbott s On th e T ra in i n g of Pa ren ts
’ ”
.
M a r y W ood A ll en s M a ki n g th e B e st of Ou r C h il d ren
-
.
, .
”
C H APT ER X X V I I I
C O M PA N I O N S H I P
TH E W AY SO CI AL I M P U L S E D E V E L O P S
TH E
description .
' '
children may enter a nur se ry and each one seize a toy and
play wi t h i t in as comple t e and happy isola t ion as if he
were qui t e alone . Kindergart en begins during t his peri od
and the child is socialize d a l i tt le by t he in fluence of hi s
t eachers and by im i t a t ion of his many new companions .
Thi s brings hi m to
Th e S ta ge of Com peti tive S oci a lizin g which culminates
,
D I FF E RE N C E S B E T W E E N B O Y S AND GI RL S I N T H E I R
SO C I AL I N S T I N C T S
Among boys the social imp ul se is pec ul iarly well marked .
se f conducted organization s
l -
. Puffer divides the a c tivi
t ies of such groups as follows :
Expressions of t he primitive impulses .
G roup games .
improvement purposes
T hese facts suggest that boys organize chiefly in t he
summer—t ime , for ac t ivi t ies t ha t represen t those of some
what primi t ive man and tha t t hey meet usually ou t of
doors and away from home .
t he following results :
P hysical activities .
“ ” “
social groupings and prefers , sets He says Se t s
.
,
cl u s iv e,
undemocratic I t has no organiza t ion leaders
.
, ,
history The set snubs its rivals ; the gang fights t hem
. .
leas t fifty per cen t more girls are foun d in church organ
iza tion s t han boys and a reverse proport ion of young men
,
in secret lodges .
OTH E R I M P O RTAN T FA C T S
Several miscellaneous fac t s are of import ance :
1 T he boy from t he poor home is more likely to belong
.
endangered morally .
and are impor t ant in relation to the future civic and social
relations of young people .
ence upon the boy wh o can gain and maintain that posi
tion According to Swift t he leaders excel the o t her boys
.
,
SO M E H E LP F U L S U GG E S T I O N S
A number of suggestions come from these facts :
1 The home must recognize and prepare for early
.
”
gang s and se t s t hat there can be no more irn
port an t or challengi ng social and moral Opportunity for
men and women of abili ty and C ha r m than to become
leaders of such groups and help t ransform t heir ideals
,
RE AD ING R EFE RE N C E S
Th e fi rs t s ta ti s tica l s tu d y of th e g a n g i m p ul se wa s m a d e som e yea rs
a g o by S h el d on in h is I n s titu ti on al A ctiv i ties of Am e rica n C hil dr en ”
.
SO M E P R O B L E M S OF SO CI AL L I F E
Th e following lis t of presen t —day problems may seem a
ness of t heir chi ldren who ca nnot even see their poin t of
view is a cause of keen irrita t ion To t hem it appears .
where some are shy and some are not bright woul d drag ,
’
house or not into our children s lives we must recognize ,
forces are present j ust the same and that the instinct for
physical contact is natural cannot be suppressed but may
, ,
gallantry .
—
they are delivered so many believe from the la t er
perils of the ballroom To t each t he dance early is to
.
A M USE ME N TS AND S OC LAL LI F E 2 17
Q U E S T I O N S F OR P AR E NT S To AS K T H E M S E L V ES
The writer is opposed t o any ready made answers to -
RE AD ING REFE RE N C E S
A g rea t m a n y b ook s h a ve b ee n wri tte n f rom th e n ega tiv e s i d e a s to th e
a m u s e m e n t q u e s ti on Th e y s el d om tou ch th e i m p u l ses th a t lie a t th e
.
u n d e s ta n d i n g i n C h a p te r s I I I a n d I V o f
r Th e S pi r i t of Y ou th a n d th e C i ty
Th e a u th o r h a s s u gg e s te d hi s own v iewp oin t a s a p a r en t in
”
S tree ts
‘
Th e B oy P r obl em in th e H om e pp 2 00 2 0 5 Rich a rd H Ed wa rd s
,
”
.
-
. .
is a l s o g ood .
wh i te li s t of s ta n d a rd pl a y s Th e n a ti on a l (C h ic a g o) a n d l oca l
”
a .
”
o n t he principle apparen t ly t ha t
’
fin d in g s keepings .
TH E C HI LD
’
FI R S T R E LA T I O N S W I T H M O N E Y
S
2 19
220 CH ILD ST UDY AN D CHILD TRAINI NG
stores and ask what they will buy for you Here is a whole .
’
I t is quite a lot isn t it ? And how long would it take
,
MONEY 22 1
be a little more likely t o show some self con t rol next t ime -
.
P R O B L E M S or TH E A LL O WA N C E
S P E C I AL
Wh y S houl d not t he parent in such a case loan the child
enough to make hi s desired purchase a t once ? B ecause i t
will onl y pos t pone t he hour of reckoni ng and especiall y ,
.
222 CHILD S T UDY AN D CHILD TRAI NI NG
the actual labor will impress the cost of money whil e not
infringi ng upon the sacred hoard .
S H O U LD C H I LD R E N B E P AI D F OR WO R K ?
This brings up the question whether children should
ever be paid for work in the home I t is thought by some
. .
TH E A D JU S TM E N T OF TH E A LL O WA NC E
I t is of course impossible to state what the amount of
, ,
times and always to buy things that will last and give
enduring p leasure AS his nature deepens he may want
.
Of his own
’
I n the wri t er s judgment the allowance
.
, ,
’
some oversight by t he parent bu t i t is t he wri t er s con ,
of which is placed upon his own S houl ders and whi ch are
governed by the necessary choice be t ween many invita
tions in behalf of t hose which his income causes him to
decide are wort h while The influence of this arrange .
able .
FU RTH E R S UGG E S T I O N S
l .A regular wee kly or mon t hly accoun t ing of all
expe ndi t ures S houl d be made B ookkeeping forms shoul d .
usableness e t c , .
E D U C ATI O N
I N B E N E V O L E NC E
There is room to say a word about educating the child
in benevolence F orced benefactions are of course worse
.
, ,
”
gifts such as the penny for Sunday school only induce
, ,
those the chi ld can realize need for food and shelter and
, ,
“
Boards of the chur c h must be emphasized at firs t .
The chil d must l earn too from the start t hat the gift
,
are ad m i n istered and not getting the idea that they all
,
RE AD ING RE FE RE N C E S
E A K i r kpa tr ick h as j u s t p rod u ced a n e x c ellen t boo k d ea lin g wi th a ll
. .
en t S ta n da r d s of A c ti on
" pp 3 1 -44 en ti tl ed An Ex
pe n se A ccoun t
,
S t J oh n s
.
'
.
,
.
,
"
C h il d Na tu re a n d Ch il d N ur tu re pp .
,
a n d be ne v ol en ce
Th e M i ss i on a ry Ed u ca ti on M ov em en t a n d a ll th e d e n om in a tion a l
.
TH E S I TU A T I O N
Y O U N G P E O PL E
OF
wants to do himself .
2 28
CHILDRE N BE C O ME Y O UNG PE OP L E
TH E A TT I TU D E
P ARE NT S OF
TH E M UTU AL P R O B L E M S
So t here are some hard problems that parents an d
children ough t t o solve t oge t her which too oft en t hey
,
230 CHILD S T UDY AND CHILD TRAINI NG
P artner .
E S T A B LI S H I N G FA V O RA B L E C O NDI T I O N S
We see a t once t hat t he you t h has to so lve problems
for which he needs favorable condi t ions Mos t of t hese .
the restless youth has for a time seemed to outgrow his quiet
home whose resources are with di ffic ul ty extended to r epr e
,
’
what it means to be a big boy that the boy s mother
cannot know He has special traits which suit him to be
.
regula tions which shal l make the community life safe for
all young people .
U S IN G TH E R U LI N G M O T I V E S
The hardest thing a parent has to do is to realize that a
t ime has come When he must take his hands off his child
CHILDRE N BE C O ME Y O UNG P E OP L E
see t hat mis t akes mus t inevitably be made and t hat they
are never made more safely t han when those wh o make
them are to some degree protected We forget that part .
RE AD ING REFE RE N C E S
Th e p robl em s th a t h a v e b ee n d i s cu s s e d I n th i s ch a p te r in a g en era l wa y
a re ta k e n u p h elpf u lly I n th e f oll owi n g b oo k s .
S l a tter y : T h e Gi rl I n H e r Teen s .
S wi f t : Th e H ig h S c h ool Age
”
.
XI V .
2 35
2 36 CHILD ST U DY AN D CHILD T RAI NING
C H AN G E S I N TH E VO CATI O N S
The most i mportant of these changes are those that
have come as the result of the in t roduction of labor saving
-
within the next five years to fill all the engi neering posi
tions in that State for the next century Medicine .
,
M I S TA K E S T H A T Y O UN G P E O PL E M A K E
Pathetic are so me of the mistakes t hat youn g people
m ak e as t he resul t of ignorance or misgu i ded inclin a t ion
,
.
A D JU S TM E NTS T H AT AR E N E EDE D
T he life was t e that is being made is terrible As E li .
future .
unemployment .
RE AD ING REFE RE N C E S
Th e situ a ti on th a t th e y ou th wh o is en te ri n g u pon life tod a y fa ce s is
ou tli n e d in S n e d d e n s Th e P robl em of V oca ti on a l Ed u ca ti on an d m ore
’ ”
2 27 -344 .
Gi ls
r a n d P e ki n s rVoca tion s fo th e T in e d Wom a n a re d eta il ed
’
r ra
s tu d i e s of th e O pp o rtu n i ti es th a t e x i s t fo gi rl s r .
Th e N a ti on a l C h il d La bo C om m i ttee 1 05 E s t T we ty S ec on d S t ee t
r ,
a n - r ,
n d ea v or to sa v e th e y ou th of th e na ti on fr oni
,
a n d d e se rves su pp or t in its e
e xpl oita ti on .
C H A P T E R XXX I I I
VO CA T I O N A L E D U CA T I O N
I n the great field of training children for their places
in the world t here are yet many dispu t ed and unsolved
questions This chapter can onl y sta t e the general trend
.
in it .
“
The term industrial education which has been pro
,
of schools by manufacturers .
said to be the case women spend eight of the nine bill ions
,
2 42
V OCAT I O NAL E DUCA T I O N 24 3
, ,
“
hands t o corpora t ions I t might t rain in dustrial
.
TH E S C O P E
VO C A T I O N AL E D U C A T I O N
OF
kno wledge .
this the earliest age at which a young man can show the ‘
The ideal voca t ional education will not drop the youth
after he has left school but wi ll assist in placing and r e
,
M E T H O D S OF VO CAT I O NAL E D U C A T I O N
F ollowing are some of the present day plans for voca -
Taylor .
transportation etc , .
2 T he S O called
.
-
plan of division has been
brought forward in the administering of t he grades .
T his means that the first S ix grades are reserved for gen ‘
3 Whe t her t he
. plan is formally accepted or not we ,
”
are seeing the in t roduc t ion of t he in t ermedia t e school .
t hey t rain young people for more than the mere manip ul a
tions of a specialized industry .
i
transition conven ent from on e depa r t men t to ano t her ,
2 46 CHILD ST UDY AND CHILD TRAINING
”
system of universal education but it wa s a misnomer so ,
five per cent of our popula t ion only get far enough in
“ ”
school to read write and figure when , the average ,
”
Am erican is a sixth grader when only on e tenth finish
-
,
-
the pub lic school system we have not real popular educa
,
'
”
pu t i t ,
America is a s t evedore S imply loadi ng i t s crude
,
TH E N E E D OF L E AD E R S H I P
Just n ow t here is a pressing need for voca t ional teachers .
are oft en unwill ing to instruc t appren tices The rela t ions.
RE AD ING REFE R E N CE S
A v eri ta bl e fl oo“d of b ook s u p on v oc a ti on a l e du ca ti on is u pon u s .
’
K e r s ch en s tein e r s Th ree L e c tu res on V oca ti on a l T ra in in g s ets for th ”
pp 23 2 6 2 7 0 2 7 5 ters ely d oe s th e sa m e
.
-
,
-
, .
C HA PT E R X XX I V
V O CA T I ON A L GU I DA N C E
We have alr eady no t ed some of t he reasons why a
chi ld or young person is incompeten t to plan his own future .
“
is not pa t ient or foresigh t ed . A fifty cen t piec e n ow
-
”
loo ks bigger t han t he prospec t of learnin g a t rade .
desire .
25 0 CHILD S T UDY AND CHILD T RAINI NG
’
I don t want t o be taking orders from ano t her man a ll
“
my life . I want to ge t where somebody else will be
”
Or it is
’
working for me I want to be at the top . .
’
A gain in this age of youth s independence no matter
, ,
themsel ves who usually decide what t hey will do ; and even
the wisest parent if the youth be determined hesita t es , ,
for the sake of their work but for the sake of their leisure ,
.
TH E I N T E RE S T SO C I E TY I N VO C A T I O N AL G U I DA N C E
OF
and leaders who were t hro tt led before they ever came
t o t he ligh t Men will always seek goals beyond t heir
.
daily work and some men will never see much furt her
t han t heir wages bu t socie ty canno t be composed of a
,
TH E A I M S
VO C AT I O NA L G U I DA N C E
OF
’
When on e t ries t o get closer to a chi ld s self kn owledge -
’
as t hey involve t he child s family and school record they
‘
TH E A G E N C I E S V O C A T I O N A L G U I DA N C E
OF
can afford home opport uni t ies for play occupa t ion and ,
S how the child the gap that m a y exist between his admira
”
the bearin g of worthy chi l dren as Thorndike reminds ,
”
Career or a Mission ? wa s t he title of a n ow forgotten -
M y calling to fulfil ,
RE AD ING REFE RE N C E S
F ra n k Pa rs on s Ch oos i n g a Voc a ti on d es c rib e s th'e i“n teres tin g work
’
a n d V oc a ti on te ll s h ow th i s wo r k wa s c on ti n u ed D a v i s V oc a ti on al ’
.
a h ig h er ed u ca ti on .
C HA PT ER XXXV
TH E C H U R C H A N D H E R C H I LD R E N
So far as children are concerned we have three types Of
churches There I S t he church that neglects its children
. .
g ia n ce
. T he children are still outside In these two types .
" "
scrutinize the church as if it had just been thought of and
ask themselves What is t he will concerning it of Jesus wh o
“
said : O f such t hat is Of children is the kingdom of
,
WO R S H I P
Wh ether church going is always t o oc cu py t he central
-
win and hold the coming ge n era t ion must build the life
of its young people into t hi s se rvice and n o t depend
,
.
2 60 CHILD ST UDY AN D CHILD TRA INI NG
that while they are still living movi ng and having their
,
already that the S imple the dramatic and the active will
,
R E LI G I O U S E D U CA T I O N
The writer of a recen t book upon Sunday school work -
”
has enti t led i t The Chur ch School I n t he trues t sense
.
’
is t he proper cen t er for t he chur ch s most important educa
tion a l ac t ivities and s o it deserves to b e developed into a
,
”
c ie ties
. The bes t t hing t ha t t he church has learned is
t o apprecia t e t ha t t he Sunday sc hool is t he church s own ’
SO C IAL L I F E
We have been impressed at every step of our study wi t h
the fact that the child is a social individual We have .
”
learned that the chi ld has not only no original nature ,
,
-
adul t direc t ion defin ite aim and universal grasp by losing
,
C O MM I TT A L
There is as we have seen a break between t he life of
, ,
c hurch members hi p .
2 64 CHILD S T UDY AN D C H I IJD TRAINING
like thi s it can have the ri ght men and women to do the
,
work .
RE AD ING REFE RE N C E S
Of c ou rse H ora ce Bu s h n ell foreca s ted th e v i ews of th i s c h a p ter m an y
"
‘
yea rs a g o in h is Ch ri s ti a n Nu r tu re Th i s th ou gh t of em b ra cin g ch il
.
’
a u th o r s C h u rc h Work wi th B oy s S h ows h ow it m a y b e d on e in th e c a se
of b oy s C oe h a s giv en u s
. Th e C h r i s tia n V iew of C h il d h ood i n th e
T H E C HURCH AN D H E R CHILDRE N 2 65
A th ea rn s Th C h u rc h S ch oo l
e . Not on ly is it a c om pl ete m a n a l b u t u ,
h or e s
n
’
Worsh ip in th e S un d a y S ch ool is th e on ly th orou gh book u pon
i ts th em e .
C H A PTER XXX V I
TH E GO A L : S E R V I C E F OR THE K I N G D O M
The Christian world is not yet sure what it means to
be a Christian If it were Christian men would never
.
,
. .
life of the life that Jesus lived t hey are glowing reali t ies
, ,
.
to man means is to say all tha t men and women and chil
dren c all ed fort h from Jesu s of compassion loyal ty and ,
TH E Y O U N G C H RI S T I AN A KN I G H T AS
helpful to us who are older to use such a clear cut con cep
tion s o as to differentia t e wha t is mean t when we ask a
2 68 CH ILD ST UDY AN D CHILD T RAINING
S E L F -R E S P E C T
Young persons do not take satisfaction in the thought
that they are worms of the dust They are unwil ling .
C H I V ALR Y
H ere too often we stop We are living in an opulent
, ,
.
sain t s and mart yrs of o t her days In front upon the al tar
.
, ,
wronged .
T RAI NI N G TO S E RV E
This like all ou r training mus t follow along the lines
, ,
is quite youn g .
’
ingenui ty has been S hown in young people s socie t ies
(with girl s more than wi t h boys however) in developing ,
TH E RI G H T RE LATI O N TO WARD M O N EY
But t here are t hings in t he chi valric life more important
than young people s dram a t ics On e of t hese is t he right
’
.
may wield it for good ; that this like his t alen t s may be
, ,
TH E Q U ES T
SO C I AL J U S T I C E
F OR
from her doors They claim t hat the moral fervor that
.
’
once glowed on t he church s altars now S hines in t he halls
of organized labor They say t hat the church is allied
.
TH E C O N S E CRA T I O N
SE LF OF
so afraid they are being made the substi t ute for what is
Vi t al t he consecration of t he daily life An d t his is where
,
.
RE AD ING REFE RE N C E S
A li ttle book by R obert J D ru m m on d Th e C h ri s ti a n K n igh t (Ba g
.
,
in th ei r sta te m en ts of th e d u ty of th e c h u rc h in V i ew of th e so ci a l S itu a ti on .
'
B ou ck Wh i te s Th e Ca ll of th e Ca rpe n te r is a ra d ica l d ocu m en t on .
th i s su bj ect .
'
J os i ah S tron g s te x tbook s i ssu ed in m on th ly p a rts u n d e r th e title Th e
,
,
”
a e c on s ci ou s en d ea v o s to i n te p r et th e i d e a l s of J es u s to y o
r r r g li ves un .
ti on of th i s p e s en t c o
r se of s tu d y by th
ur ,
s t d y of a n y of th e l a t th r ee
e u s
m en ti on e d with th p rp os e of tea ch i n g th e s a m e to cl a s s s of b oy s or
, e u e
I nterviews .
Reading .
O bser va t ion .
E xpe riment .
Survey.
H I NTS ON R E M INI S C E N C E
In tryi ng to recall one s own vi ewpoint ’
as a ch il d the
,
ing on t he case .
H I N T S ON I N T E R V I E W S
I n all conversations Whether informal or by appoint
,
say what you want him to say His words are not a c .
H I NT ON R E ADI N G
Y ou will value in quite di fferent categories the litera
ture Of insight the popular book based on second—hand
,
H I N T S ON O B S E R V A T I O N AND E X P E RI M E N T
The following valuable suggestion is from Coe What .
H I NT S F OR A S U R V E Y
T he following di re ct ions that are given for investiga t in g
cert ain subjec t s of s t udy by t he survey me t hod are chosen
from the best surveys t ha t have actually been made t ha t
are available Unless the s t udent is sure he has a wiser
.
TH E R E M AI N I N G TO PI C S
So me of the topics cover more t horoughl y gr ound tha t
has al ready been touched in some of the firs t thi rt y —six
chap t ers Bu t t hey involve di rect contac t wi t h prac t ical
.
WO RK UND E R T H I S TO PI C
1 No t e as carefull y as you can the ins t ances in your
.
2 79
2 80 CHILD S T UDY AND CHILD TRAINING
noteb ook for this and indicate age and sex of child
, .
and wh y .
planations .
TOP I C I I
T HE H I DDE N L O N G I N G S O F C H I LD H OO D
T he purpose of this s t udy is t o come closer to an
unders t anding of individual children by bringi ng t o ligh t
ty pical ins t ances of desires t ha t have been s t rongly held
by children but which for various reasons have been
kep t concealed The fur t her aim is to learn how we may
.
WO RK U N D E R TH I S T O PI C
1 T ry t o sta t e clearly (bes t on pape r) a few of the
.
each on e pu t no t es as follows :
()
a At wha t age did t his desire begin h ow l ong di d it
,
()
b D id i t o r did i t no t come to ful film en t ? I n what
way ?
(c) Why did you conceal i t : because it was im pos si
ble of fulfil men t because yo u t hough t adul t s
,
reason or reasons ?
(d) Wha t was t he influence of this desi re upon you ,
t hen and la t er ?
(e) Have you suspec t ed or known such a desire in
t he mind of your own child ? Of another
chi ld ? How ha ve you deal t wi t h i t ?
G ive a S ke t ch of a few si gnifican t hi dden desires in
the lives of children of which we have record in li t era t ure .
, ,
r a ph y .
)
28 2 CHILD S T UDY AND CH I LD T RAI NING
report .
T O PI C I I I
T H E I N T E R E STS OF A N I N D I V I D U AL C H I LD
Study one child (more t han one if you can) and find ou t
from his conversation his school record as interpreted
,
natural interests ?
How do the school activities help or hinder the outside
activities ?
H ow do the outside interests help or hinder the schoo l
interests ?
What do the answers to th e last two ques t ions suggest
as to the desirability of modifying either school or outside
activi t ies ? In making t his study th e student should read
again Chapter X I I I .
TOPI C IV
S C H OO L AN D THE LIFE I N T E R E STS OF
The aim is to discover in various ways how school, ,
WO R K UND E R TH I S T O PI C
.1 What specific subjec t s of s t udy in school (such as
li t erature drawing na t ure s t udy e t c ) awoke or s tirn u
, , ,
.
men t s .
T O PI C V
A R OU N D T H E C L O C K WI T H A C H I LD A T P LAY
A study like this has been undertaken before at two ,
o ffered until after indi viduals have made their own inde
pendent observations Students of childhood wh o are
.
WO R K UND E R T H I S TO PI C
1 .I n the N ur sery The mo t her of a little chi l d can
.
company .
the t ru t h .
TO P I C V I
A C H I LD S R E A D IN G
’
WO R K UND E R TH I S TO PI C
1 An extant list of books tha t were read by some boy
.
the sex ) .
’
3 A composite list of children s reading procured in
.
,
’
co operation wi th a children s librarian
-
by coun ting on ,
’
the book slips in the children s department the number
-
b ooks .
PRAC T I CAL ST O RY-TE LLI NG 28 7
chosen by others for him and which books are the child S ,
’
favori t es .
T O PI C VI I
P RA CT I CA L S TO R Y— T ELL I N G
SO impor t an t is s t o ry telling because of i t s emo t ion al
-
,
S U GG E S T I O N S F OR S UB JE C TS
Some stu d ent may like to retell a story that has
1 .
” ’
The Story of G areth from the I dyls of the Kin g , .
”
The Pig Brother .
”
Pippa P asses from Browning ,
.
h ave a son .
,
-
h appy For h e and his wife Sarah h a d no son or daugh ter One
. .
rich er an d rich er .
servant a n d said to him M ake h ast e and bring a ten der roast
,
”
for som e guest s wh o h ave just c om e S o th e servan t did as .
obey all God s com mands God is goi n g to gi ve you and Sarah
’
,
”
a li ttle son . An d in ab out a year a baby was indeed b orn to
Abrah am and S ar ah a n d th ey cal led h is nam e Isaac And h e
, .
tell a story bui l t upon the requi red skeleton The outlin e .
was thi s :
A si t ua t ion arises in W t h true wort h of some so r t will
be made clear T hree persons conscio usly or un con
. ,
T he purpo se of t he story .
A good beginning .
A fin e climax .
study the child who is listening to the story and for this ,
reason i t is wel l for each story -teller to try her narra t ive
on some real children and report the result or t o have ,
telling produce ?
(1) I t is listening
.
(3) I t is commenting .
(4) It is joining in .
(5 ) It is retelling
.
T O P IC V I I I
C H I LD R E N S I DE AS OF P RA YER
’
WO R K UND E R T HI S TO PI C
1 A report on a given chil d s views of pr ayer
’
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At .
’ “
your mother s prayers ; pul pi t prayers ; t he prayer
mee ting ; t he Chri s t ian E ndeavor society ; the prayer
book ; oc casions of fast or thanksgi vin g .
TOPI C I X
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C H I LDRE N S I N T E RE ST I N T HE B I B LE
Thi s subjec t whi ch we touched in Chapter XX I I is
, ,
WO R K UND E R T HI S TO PI C
1 Which Bible s t ories do your children most oft en ask
.
whe t her or not t hey enjoy i t wha t they think t hey get ,
ou t of it .
TO P I C X
P E RS O N S WH O HA V E I N F L UE N C E D M E
Me in the title means anyone wh o can be induced
to give t es t imony We have al ready learned tha t t he
.
WO R K U N D E R T H I S T O PI C
.1 N ame to yourself t he persons wh o have been no t able
miles t ones Of influence in your l ife Taking t hem in .
t hi s person ?
Appearance .
Dress .
M a nners .
296 CHILD S TUDY AN D CHILD T RAI NING
Affectionate demeanor .
Athletic prowess .
Social graces .
G oodness .
2 Try to get from several children (no t ing age and sex)
.
”
Studi es in E ducation first series p 2 9 5 is a short paper , , .
,
”
on What D etermines Leadership in Chil dren s P l ays ’
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chapter on A dolescence in Literature Biography and ,
”
H 1 s tory See al s o charming details in the prologue of
.
Gr a h a m e s ”
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The G olden A ge Winston s Memoirs of a ,
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Child I I and U na Hunt s U na Mary I V I I I X X I I
, , , , , . .
”
Studies in E ducation first series p 94
, ,
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TOP I C X I
C R I S E S I N A C H I LD S L I F E ’
WO RK UND E R TH I s TO PI C
1 What was the fir st start ling expe ri ence t hat was
.
f ?
infl uential in your life ? Was i t a shock perhaps o fear ,
? ?
Was it a sorrow Was it a misunders t anding Or a
si ckness ? Or a revelation ? How did i t affec t y ou a t t he
time ? Wh at has been its abiding i n fluence ? The expe n
ence may not have been a favorable on e ; this is to be
remembered in the repor t .
2 Wha
. t,
if any was
, the turning point in your life ? -
A
2 98 CHILD S T UDY AN D CHILD TRAINI NG
TOP I C X I I
HEL P I N G C H I LD R E N I N H O M E ST U D Y
N 0 problem is more diffi cult to the average parent than
this of trying to assist the child in doing his home work .
The difficulty comes partly from the fac t that the teacher
may not have expec t ed or suggested t hat such help was
to be given and has giv en n eith er the child nor the mother
directions as to how help may profitably be offered but ,
WO RK U N D E R T H I S TO PI C
1 .Right condi tions for home study Take t he follow .
(9) H ave him set his task clearly be fore him an d then ,
and briskly .
(h) Tell him : When you get thro ugh pumping let
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,
()
a Ask the child wha t his problem is what he is t rying ,
to find out .
(0) Ask him what he has already learned that will help
him find out
‘
()
6 H ave him (1 ) g a th er h i s data (2 ) organize it into ,
children who run away from school need a truant Ofli cer
to go after them so the mind sometimes plays truant and
,
T O PI C X I I I
HOME D I S C I P L I N E AS S UGG E ST E D I N
T H E B I B LE
This t opic is selec t ed for t wo reaso ns E very grea t col
.
WO R K UN DE R T H I S TO PI C
1 Some ideals as to paren t hood and child training
.
others ) .
iii : 33
l h e functions of fa t hers and of mothers (iv ; xxxi : 1 0
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P salms cxxviii .
Psalms cxliv : 1 1 1 5 -
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P roverbs vi : 6 1 1 -
.
Proverbs vii .
Luke ii .
(T he classical
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4 P aul s theories as to child training
. .
T O PI C X I V
.
R E LI G I O N I N T H E H O M E
I t will be interes t ing and important for the home
makers wh o are in the class to know what other home
makers are doing in the way Of introducing religious in flu
en ces into their home life Such an inquiry must not be .
T H E TRAC ES OF T H E GANG 303
prayers ?
4 H ow common is Sunday hymn singin g in the home ?
.
-
the homes ?
T O P I C XV
T HE TRA C E S OF T H E GA N G
Any study Of any group activity of chil dren shoul d
begin wi t h t he ques t ion I S this a gang ? The word
,
”
gang is n o t in universal use among boys and is not ,
WO R K UND E R T H I S TO PI C
1 G ather all the facts you can both from insiders and
.
,
()
a Who w a s or is i t s leader ?
()
1 What is the form of organization ? How are meet
ings conducted ? How are members secured and dropped ?
(7) Wha t in detail is the character of its influence upon
its individu al members ?
2 Wha t games are the gangs p l aying in ou r city at
.
it ?
4 What conscious e fforts are we making in our church
.
community ?
7 Wh at is t he boy problem socially as y ou see it for
.
T O PI C X V I
T HE VA C A TI O N PR O B LE M
The vacation season is the wasted fa llow field in many
a chi ld s year It is on e of t he mos t trying problems of
’
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(The parent who answers t his may accept the ass ignment
either because t he vaca t ion was a frui t ful or a frui tless
on e ; in ei t her cas e t he expe ri ence is bound to be ins t ruc t ive
to o t her s ) .
c a mp .
(Thi s S hould be t aken by on e wh o has had an
experience wi t h a camp conduc t ed by t he Y M C A . . . .
,
“
(A helpful .
tion park .
Life Philadelphia )
, .
T O PI C X V I I
A S U R VE Y OF A S I N G LE S C H OO L
I n order to make any adequate study even Of one public
school it is necessary to see it agains t the background Of
the school administration of t he whole city and to study
not only its own equipment but its relations to the ,
12 .
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,
qua t e fire pro t ec tion and floor space and with well ,
’
E ffort made to recognize differen t rate s of work of dull ,
these differences .
()
a Regu lar use of local library museu m , , ar t gallery
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,
leagues e t c, .
T O P I C XV I I I
T HE S O C I A L SI T U ATI O N I N OU R H I G H S C H OO L
We all wish to keep our public schools democra t ic .
im prove i t ?
WO RK U N D E R T H I S TO PI C
1 Talk with a num ber of hi gh sc hool boys and g irls as
.
-
edged Or unackn owledged secret fra t erni t ies and sorori t ies
in t he school If t here are find ou t from t hese sources
.
,
clu d e , ,
(6) what are t heir expenses (7) what is the feeling toward ,
may be made .
non secre t socie t ies t here are in the school and study these
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,
TO P I C X I X
T H E STR E E T L I F E OF B OY S
A n interesting and important line of study in a city
large enough to have a street life of its own is the relation
of boys to tha t life particularly in the evening Two
, .
1 T he Situation
. .
conditions ?
()
0 How many in saloons ? U nder Wha t conditions ?
()
6 How many bootblacks ? U nder wha t co n di t ions ?
do ?
H w ? H ow many to mov
()
h o many went t o t he t heatre
in g - pic t ure houses ? H ow many to penn y shows ? How
many in t o s al oons ? H ow m an y used gambling devices ?
H ow ma ny were simply l oa fin g and idl ing abou t ?
(i ) If no t o t herwise planned t he study of t heatres and ,
2 T he Way O ut
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nigh t schools) ?
Have we a cu r few ordinance ? H ow well is i t en
forced ? How effec t ive is i t ? Wh at encouraging exp eri
ence wi t h it have o t her ci t ies had ?
(6) How far is i t feasible for ou r homes to re t ain their
boys evenings ? Wh at a re some attrac tive and prac t ic
able plans for doing this ? Would a co-Operative e ffort
of neighboring homes be e ffective ?
th e B oy s D p rtm en t of th e I n te tio a l Y M C A 1 2 8 Ea s t 2 8 th
’
e a rn a n . . . .
,
m eth od s .
312 CHILD S T UDY AN D CHILD TRAINING
TOP I C XX
WH A T WAS GO I N G ON I N OUR T O W N LA ST
W E E K P OR YOU N G PE O PL E ?
A census taken from the papers and other announce
,
T O P I C XX I
T H E M O TI O N P I CT U R E S H O WS I N OU R T O WN
The motion picture has suddenly become the universal
source Of amusement I ts po ssibilities for good or evil
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for good but each communi ty decides for itself What class
,
()
a How many show houses are there
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in our city ?
()
b What license fees do they pay annually ?
A s to sanitation ,
A s to admittance of children ,
AS to censorship Of films ,
A s to moral supervision ?
()
d To W hat extent are these res t rictions lived up to ?
d
are t heir to t al estima t e receip t s in a year ?
ta inm e n t .
Whe t her t hey would exhibit ed uca t ion a l and feature films
Saturdays if supported by the teachers and intelligen t
,
etc .
T O P I C XX I I
OBS C E NE L IT E RA T U R E
D efinite information is desirable as to Whether obscene
li t erature is being circul ated in the community The .
T O PI C XX I I I
T H E SO C I A L EVI L
Such a cl ass as this will not be able or willi ng to pursue
the inquiry as to t he social evil thoroughly as has been ,
()
a The ex t en t of the circul ation of obscene or sugges t ive
li t erature and pictures .
(d) O ther pl aces where boys and girls mee t wi t hout due
restrain t .
.2 The Si t ua t ion .
.3 The Cure .
T O PI C XX I V
T H E SA L OO N A N D YOU N G P E O P LE
T he following question S heet used by the Young Men s ,
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D AT E . . HO UR P LAC E
ADDRE S S
1 Desc ri p tion of place
.
6 Class of gi rls
. .
8 Wh at attrac t s th e b oys ?
.
12 Impression
.
1 3 Rem arks
.
T O P I C X XV
OU R P L A YG R OU N D S
The Playground and Recreation A ssociation of Ameri ca ,
churches etc ,
How are these loc a t ed in rela t ion to t he
.
T O P I C XX V I
THE P U BLI C L I B RA R Y AND TH E C H I LD R E N
A frien dl y study of t he loca l public library S hould ha ve
as its end t he discovery Of the needs of the library and i t s
possibilities and t he needs Of the children wh o are wi t hi n
,
this true wi th us ?
ful comments .
()
a By attractive b ul letins and other publicity ?
()
b By story hours and -
informal talks ?
stores ?
()
d By other re l ationships with the schoo l s ?
of the library ?
T O PI C X X V I I
TH E I N F L U E N C E OF C I V I C B E A U T Y UPO N
YOU N G PE O P LE
1
What influence does the general appearance of our
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, ,
papers)
In the home yards (use of school packe t s of seeds) ?
On Special days (such as Arbor D ay Clean u p Week) ?
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Cleaning Leagues) ?
3 What are some practical proj ects for enlisting t he
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