San Antonio daily light. [volume] (San Antonio, Tex.) 1886-1907, 1895-05-19

avail to tempt the children Of sucl
home to seek their most enjoy
able hours outside its circles.
Side by side with habits OF in
dustry will grow those OF order
method, correctness. These can
not but follow this acquirment
of close observation. That habit
not only necessitates industry, but
a careful arrangement in the mind
OF the facts acquired through obser.
walton. This in turn develops
method in the arrangement OF these
facts, so that they fall into their
natural order when considered
Out of this will come great develop
ment OF the power OF memory. The
classification Of observed facts and
the study Of their relations will
quicken all the comparative facul-
ties. From this the next step is
natural and easy to the formation
Of Judgment, conclusion. Taught
as much by errors as by correct de-
duction the mind grows in its
power of correctly judging, and
thus step by step the mind is ma
turally furnished to carry out its
processes.
All this is naturally the work Of
the home, and only preparatory to
the work that is to be taken up
later and carried forward in the
schools provided by the state and
by private benefaction and endow-
ment. The advantages which a
child thus trained at home has
over those who have not been so
lowered, can hardly be computed.
Such a child comes to the primary
department of the state school as a
gentleman comes to his lodgings,
"ready furnished" 1t is the aim
of the kindergarten to supply
much of this power Of observation
and lead out the child from it's OBJ.
servances to reason upon what it
has observed, but there is no kim
dergarten in the world like that OF
home. There are more object les
sons in the cat and dog, and in the
kitchen and in the rag room, and
in all the life of home than in any
other place under the sun.
1t will be no light task thus to
train the little ones in the nurs-
cry OF home. 1t will call for that
patience that never tires, for that
love that never wearies, for that
wisdom that never slumbers, for
that paternal and maternal self
recollectedness that considers the
end from the beginning and places
everything else in pawn for the
purposes Of that child development
upon which so much rests. Do
you ask: Who is sufficient for
these things? This is only in an
other way to ask who is sufficient
to the demands Of parentage? 1t
was not by the will of the child
that it was brought into the world,
and it must be by the same parent
al will which begat that the educa-
ton is conducted, no matter at
what self-sacrifice.
No mother has right to become
such thoughtlessly, for upon her
motherhood rests the destiny Of
her children. What right have
men and women to marry and be-
get children until they consider the
eternal responsibilities that inhere
in that parentage and intelligent.
ly elect to discharge the same? The
mischief has perhaps been done al
ready. There is nothing to do but
to make the most OF it and redeem
as much of the time as remains.
You may say, 1 do not know how.
This is perhaps true, and every
competent teacher must first learn
in order to instruct. But a few
hints may be in order.
Put stopper on the impatience
of your lips and never dismiss the
child's legitimate curiosity with
the remark: $50 away, Mamma is
busy. Don't bother me-" Your
first busy-ness is to care for that
child. Take time and try and help
the little one out Of it's difficulties
II you cannot, and that is more
than likely, for any one child car
puzzle a dozen teachers, tell the
little one plainly that you do moi