, 1877-09-01

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Let parents remember-childrrn in
hcnt from us All their traits, mental
and physical come from US and our pre-.
/ Gcccs,Grs. DcorwcG in mind or body,
/ the inheritance is from the same source.
/ Coming generations will sull inherit it,
unless we APPLY the natural remedy,
Miracles viii not help Us. The wrong
We must right-"tuc crooked make
strulgnt-the rough smooth 1t could
come from no other source. Are We
healthy, thoughtful, Of s.udioUs habits,
reasoners, lovers OF truth, Iuar SIS, un-
suspicious, active and intellectual, our
children will he reflection OF ourselves.
Are We the reverse, then are We without
hope, unless We watch for all evil traits,
root them ont as fast as they appear,
planting good ones in their places. Thus
in time may the acquired good overcome
the inherited evil
But use no force. Ii We call power to
our AID ana break the image, the dcvo.
tee Will set up his idol again as soon uS
we are out ol sight. But convince his
reason that iuoMtry is II crime, and he
Will himself consume them all with fire.
So treat children. Develop reason.
fr..,l, tI..,, g., ,i,,,.ly / =
stand, that, innate, with themselves, Is
the power that is TO develop them into
man and wOmunuoOd; aud when We
have accomplished this the danger is
past. Watch, study and know ourselves,
that We may become the proper educu-
tors of our children. Certain as there is
sun IN heaveH, heat IN fire, force in the
invisible wind ana power III the earth
quake, SO certain Is 1t, that unless we
act our part well, all the schools in the
world and all the money ever coined,
expended tor educational purposes, will
not make our children better than We
are ourselves, or the next generation
nUber and wiser than tins. Without
this there is no human progress. Let
not our children be burned by the same
fires that have Scared our lives. Give
them the benefit OF our errors. and eNpc.
rienccs. Lei them start in lie where we
leave off. Start them onward and up
ward on LIES journey with ringing
CHEERS, armed with ppe sword OF ipvesti
CATION clothed III the urmor Of truth,
the only impeuutrabe coat of mai worn
by mortal shape; tlIen will they proXi-
mate greater perfection than We have ut
tained.
At what age shoOld children enter
school This is animportant point and
requires Judgment and physiological
knowledge The old rule, Of packing
them off to rickety school house US soon
as they can talk plainly, where they will
be cooped, crowded and packed on
wooden benches for six hours, like sar-
dimes in box, Just to get them out from
under foot at home, is an abominable
disgrace to any parent. Age and size
has little to do with n correct decision OF
this question. If the child is slow, dull,
muscular, brain inactive and a good
healthy feeder, the sooner he goes to the
school room and reaps the benefit OF
older and more intellectual children the
better. But where can we find such q
childl Who will acknowledge the de-
scriptionG 1t may answer for Mrs.
Jones, Smith and Grundy's, but not
ours. Here comes in parental pride and
blindness, .horrid goblin, staring tho
teacher out of counlanance the very first
morning of the term, always at his elbow,
grinning and debating, as he attempts
the all but hopless task OF classifying
a heterogeneous mass of chaotic brain,
dumped promiscuously in the school
room, Tor him to sort out. Why The
gentlest hint, that Tommy or Dolly are
dull would bring him tongue lsshing
at least, and he would be in luck if he
escaped without premature badness.
The truth is, nearly all children are dull.
The animal predOminates at birth, de-
velops more rapidly than the intellectual,
ii nature has its way. The brain is less
developed at birth than any other or
gan; but its development need not cease
till death-may continue long after the
physical faculties have commenced to
decay. When there is a precoclous de-
.f h.,,., ~ tha