The record-union., 1896-11-25
seem rhythmic to them, they will Learn,

ever, but what they dig out for them
selves. They are full of zeal for hunt
ing them out. They pick up more facts
than the teachers do.
The third period extends from u or
Is to 10 or II. In this period they have
hunger for manly recognition 1t is
vital period. 1t is at this time that
tnelr character is very largely formed.
Almost any boy can be ruined at this
age In spite of the most careful bring
ing up up to that time, If he is not
properly brought through that period.
Inc work at this time must be well
done. AT this time comes the desire to
the boy for manly recognition. He will
resent the salutation, why. how you
are growing." while he viii be pleased
TO hear you say, How you have
grown."
Inc speaker was complained to by
parent that her boy was getting cross
ana cantankerous and on investigation
ne round out that it was because she
persisted in calling him Buddy" a
lady whom he had known for many
years sent for him once to ask his ad-
vice. Her boy of II had been one of
the best of boys till about six months
before, but now she could do nothing
with him, although she had prayed long
and fervently. and she wanted to know
what to do. Pretty soon the boy came
bounding in from school and his mother
called, Come here, baby, and let me
introduce you to an old friend
Il called to him." said the speaker,
and said: Don't come in, my boy, go
and play ball, 1 want to talk to your
mother l talked to that mother till
she cried over the harm she had done
MN, and / think she prayed that
night: 1 don't know how the merciful
God could permit woman to become a
mother who would call fourteen
yearold boy "baby"
The boy hungers for recognition. You
would never hear saloon keeper call
ing boy of that age Sammy or Rob
Die or Allie. He knows better Never
allow boy Of 13 to think that he is
stupid or slow, but find something to
praise and magnify in him. Never tell
nm he knows more a ID than he will
know at 30. He never wanted again
to see such an expression on a boys
face as he once saw when his father
told him that
He knows more at Is than he ever
will again in his life This is true.
A college professor told him that he
did not find out till he was 80 years
old that he was nearsighted When he
did, he procured glasses, and they were
revelation to him. He spent a week
in going around and looking at the
things he had been passing all his life
happiest week of his life and he would
give years to be able to live it over
again.
While visiting near Los Angeles, the
speaker said he saw an enormous
squash that weighed go pounds 1t
was a revelation to him and he could
not rest until he had spoken of it at a
meeting. The Chairman said that was
nothing, there We're squashes where he
lived that weighed 800 pounds. He
never felt more like knocking a man
down than then. 1t was his squash that
was larger than any other squash could
be. SO it is with the boy He wants to
tell what he sees. He puts on glasses
that discount the telescope and the
| microscope. Do not discipline and hu-
initiate him in the presence of others
Remember the boy hungers after in
formation. Give him a chance to form
opinions and seek information and he
Will take his place among men and be
Independent. If he wants to do things
you do not want him to do, don't throw
him off, hold on to him and bring him
around right. He would give more for
the power to recognize possibility in
boy than for power to discipline or
expel. 1t takes power, it takes skill
to save a boy, but it is worth more
than all other ability. Teachers, use
the boys as if they We're your own boys
and have patience with them.
A recess was then taken till 80 D. m.
AFTERNON SESSION.
In the Afternoon DR.. Winship spoke
on the subject of Reading"
He said that man may read much,
but read from the standpoint of his
prejudice and read to bolster up his
position. The minister does so largely
and if he succeeds in convincing one
man, feels that he has gained a victory
The lawyer may convince eleven men,
but if he does not convince the twelfth
one he has made failure. The editor
reads nothing and knows everything
He has no time to read, but he probes
matters because he has to form opin-
ions and express them.
The teacher should read for informa-
ton, culture and professionally.
The teacher can gain information, but
if she depends on her memory in order
to speak offhand she Will fail. The
country doctor has a general knowl-
edge Of the necessities of his profess
sion in ordinary cases. but when
complicated case arises he advises con-
sultation with city physician, whose
practice has made him more likely to
be familiar with it's features. Informa-
ton for teachers should be gathered
and collated in such shape that it can
be made available Immediately when
needed. Scrap books are likely to be-
come too voluminous to be handy.
The teacher must be a person of cul-
ture; must be we'll read in literature
did not think 1t so necessary to read a
great deal. but to read of the best. One
author thoroughly read and known
through his biography, will give the
teacher standing in the community. Do
not read too much. Most teachers do,
especially in general reading. He
wanted every teacher present to choose
one master. read him, study him and
| follow him through his lfe and make
| herself perfectly familiar with him and
| his works. He asked them each to do