The herald and mail. [volume] (Columbia, Tenn.) 1873-188?, 1876-06-30

Lewis, principle of Morse school, Kansas
| City, Mo, read an excellent paper, be-
fore ths teschers institute Gf that. city,
entitled, "What shall we do with the
boys?" The subject was ably treated.
She pointed out the wisest, most humane
and Christian course to pursue toward
those bad boys, whom We dread as as
sociates for our children, but who never
tlieleSs mist be. educated, or at least al
lowed such privileges of eddcati6ii as
they will receive. Those bad boys, the
state must care for; either by providing
| them with mental and moral training in
youth, or by building prisons for them
| in manhood.
Mrs. Lewis Rsserts that none of these
boys afe totally depraved, but that all
have germ Of good, though it may have
been almost killed by various eontami-
mating influences. Teach these boys self
respect by treating them with respect
trust them as far as possible, and let
them see they are trusted. With many,
knowing that some one cares for them;
and feels particular interest in them,
would induce selfrespect, and that Is the
! first step gained; after that is accom-
plished, it is comparatively easy to mafi-
aye efeii the bad boys. Wheti hottie III
fuences are pernicious, the good work of
reform and education becomes the teach
er's work exclusively.
The foregoing is brief synopsis of the
essay mentioned. 1t was just what was
required upon that occasion, but the
Thought oc5afred IS lie, Why does sile
not tell us what to do with our boys who
are not bad, "Young America" ia gen.
eral, the irrepressible boy, "mama's dar-
ling" aitd "tapa's man" These boys
are not bad, but only mothers know the
training and the lack of training that
they need. Yes, l mean what | say, the
Jack of training that they need. Some
good, conscious mothers train their chill
dren out of sli Wholesome, natural child
ways; thev get old before their TIME aid
their poor little lives are made miserable.
Children need some letting dlone. Place
them where they have pleasant stlrrOdnds
ings, associates of their own ages, then
within certain wise limits, let them feel
themselves free from restraint.
Again, furnish them some useful en-
ploymeut. something that they feel is
work, for a short Time every aat. :
child one year and a half old, can do
many little things for ftself or mama.
During the first few days of childs
life, the faculties of observation and per-
ception are developed, the child learns
lay observing, per"eirlng, end by im'ta-
ting what he sees; conception and judg-
ment are developed later and by slow
degrees.
We can readily see the Importance of
furnishing proper means for the develop
ment Of these faculties in your children,
How cah they bs properly aeEelophd 2
Let the mother who can do so, educate
/ Il. ATDt -h, arsn
| competent for the work will find it re-
pays them for the time invested better
| than any other employment; mothers
who caii take tie tiifis and will take thH
| time, will find it more satisfying than
the same time spent in making knife
blade pleatiug or diagonal putting.
When mothers can not or will not take
the necessary time for pf0perly edtita-
| ting their children, let them delegate
the work to some thoroughly earnest,
conscientious and competent teacher. 1t
is for this object that kindergarten
schools are established in all cities and
towns where mothers study the first
principles of education,
Those who are not familiar with Kin
dergarten education may be interested
in reading the following:
WHAT is THE PURPOSE OF KINDERGAR-
Ten EDUCATION?
1t is to develop the child and all its
| faculties in a natural manner, while
checking all propensities to evil. The
"New Education" may be regarded as
analogous to the treatment of plants by
a skillful gardener.
1t is to apply the maternal instinct
| intelligently, to make the conciencious
mother in easy circumstances her child's
| best educator during its tenderest years.
1t is TO associate children with chill
dren, in pure atmosphere, amid pleas
ant surroundings, and under a special
guidance, during the three or four years
intervening between the nursery and pri-
mary school.
1t is to afford children all proper, ra-
tional enjoyment; to supply them with
toys and games, to sing with them, to
play with them-the toys, games, songs,
and plays being all covert vehicles of
| instruction.
1t is to promote children's healthful
activity: later to awaken their imagina-
| ton gradually to the influence of the
beautiful, the true, and the good; to
stimulate their initiative and inventive
| capacity; to aid the development of
their reason; and to give those free ex-
ercise and right direction.
1t is to prevent any undue strain on
childrens powers, mental or physical, to
teach by means of object lessons con-
veyed in plays rather than by books:
It is to form a well-balanced mind, to
discern and bring out gently, but surely,
any latent aptitude for intellectual re,
quirements, artistic gifts, or manual
| skill.
1t is TO partially relieve parents of
slender means of the charge of their very
| young children for part of the day, and
during that time to train them ProPerl y.
schd is Ray ta k to bem F earnng ehasn 59i
| readily, to SOW the first seeds that are to
proc iIuce adults of sound mind in sound
DO 1y-good citizens and true Christians
| THE REPUBLICAN NOMINEE FOR VICE