The Daily times. [volume] (Richmond, Va.) 1886-1889, 1888-11-08
RIGHTS OF CHILDREN.
ENTITLED TO A SOUND MIND IN A
IS SOUND CODY.
Our Overworked and Cnderfed Boys and
Girls-Hours OF stuiy-irrcguiar Eating
Habits--Disastrous Results OF Ignorance.
Real Education.


Habits--Di.astrous Results OF Ignorance.
Real Education.
Children have not only right. 10 tho
wisest education. but they have rigts
TO be such by birth and heredity that they
can be educated to some purpose. IL is
astounding. as one walks through low
neighborhOod. TO see what vast number
! Of heads Of truly inferior sort are be
gotten. Or if you will ride with me up
back country road You shall find an i'm
mense prepondcrance OF badly shaped
faces and peaked or pinched brain caps
. There are neighbOrhOOds where this IS
not so Large heads, well shapeu and
| handsome features are the rule What
makes the difference Biology will tell
YOU that the thoughts OF parents aud
! their emOti0ns-m other words. their
habits and habitual colings-share the
child Not only do sudden fr.ghts go Co
mark the unborn. but the cye,y dly
/ thoughts and ways Of living do the same
/ Responsibility runs FAR back and some
/ DAY the matter will get q full and popular
discussion Physicians Of Intelligence
understand It, Every one should De- mado
% understand &c. Livery child has
moral right 20 enter lie under al least TO-
yorablo circumstances.
oyURwORKED AND UNDURTED.
Oyerworked and underfcd children arc
far more common than is supposed Aud
this occurs I'm families above the average
in this country-more often than I'm those
under the average DO not believe one
half the damage is now being done by
oyerworking bodies that is done by over
working brains. The factory for children
under II is not so dangerous rs the school
house am now speaking Of the school
house for young children with good brains
and fine nerves that are capable Of very
large attainments No child should ever
be compelled to undertake book learning
before It is 6 or years of age, and until
II one hour at a time is all It should be
allowed to study. Set your boy down to
an interesting book, q story, or whatever
he enjoys. Let him read it for three
hours. and then call him of. You may
now diagnose him.
He is dazed as he walks lie is very
likely irritable with other children Ex-
anime his tongue, and you will find his
digestion is impaired Put your hand on
his head; il is hot. His eyes are full, and
touched with inflammation Sitting tor
long time, he has grown weak in his
back, and is leaning in his shoulders
The boy every dag is tired and uns,rung.
Ii this Is q habit, or if he is accustomed
TO five hours in school. with possibly
study and reading out Of school he is
already an inyalid-he is on the road % a
breakdown Mark you. DO not say he
will become diseased; he is diseased IN
stead Of being built mp 70 his best estate
physically, he is being pulled down And
this is true Of the majority Of our schol
arly bows and girls. Almost at the be-
ginning Of life they are started on inya.
lidism
IRREGULAR HABITS OF EATING.
But said they are underfed So they
are. the children Of our best families; they |
are overstuiIed and underfed They be.
gin life almost at once on cookies and /
meat and other foods that do not nourish /
them an all. and serve only 90 destroy the T.
digestive organs They eat at all times /.
and whatever they choose. and are thereby /.
underfed even when gorged 10 is we'll /
known that only that food which is assim- |
Hated aud used by the blood becomes /
nutrient or nourishing matter The child
NAV have far too little Of this when con
stantly eating. This is peculiarly true If
allowed e. oyertax the brain. The child
has none too much blood 20 do the build.
ing work. but this is taken away to. tho
brain 20 do vast deal too much thinking
and imagining That is what | mean Boy
undertaking and oyorworkng ] sim
cerey believe that at present We are more
in need Of laws forbiddng the oyerbrain
tasking Il children than of laws forbid
ding iher employment under f. in factc-
ries and for undue hours We shall
shortly como 20 see that our educating
process needs safeguards for the children
instructed TO it.
Il will be well when we come % Her
bert Spcncers idea that real education
shows lin what way 90 treat the body, IN
what way 20 treat tue mind, ia what way
to manage our affairs; in what way 20
utilize all the sources OF happiness which
nature suppies how 10 use all our iacul-
ties 90 tho creates. advantage o. our
selves and to others. how 10 live COM
plet cly" In oil these respects the rights
II children extend, and il the state is
right I'm interfering at all 20 secure com
mon education it is obligated to Interfere
10 the extent that will secure for the
Child all that true education involves
Does our Arosent system cover tho case,
or even pretend or purpose 10 cover IL!
Take. for INSTANCE, the one item. How
20 treat tho body" Is it not fact that
30 out Of 100 children are left 10 find out
whatever they do find ont about the body
and how to use IL BY stumbling upon facts
through bitter experience OF disease and
paing And whom. after a wretched aud
miserable career. they die. what Is done
10 make another generation wiser than
the lasty-M. Maurice, ". D.. IN Globe
Democrat