Wheeling Sunday register. [volume] (Wheeling, W. Va.) 1882-1934, 1896-06-21
mMnnld YOU nlease play it?'
Eyes" / said.

would you please play lt!
"WelI" / said, ION a piano you can I
but no matter, III do my best"
If she had asked me to give her some
Idle of a Mendelssohn sonata on pen
nv whistle Philip would have expected
me to comply without murmur.
When | had finished she put both
arms round my neck, kissed me impul-
sively. said Goodnight" and ran out
of the room.
"Well?" said Philip, when she had
gone.
yes" I said, "Wilmay is the other
kind"
r"By the way" I added, when we had
gone back to the library and lit our CT
CARS. II am not father and have no
experience Of children. At the same
time. if | let things pass without COM
ment | may be made an accessory atter
the fact. or something equally urpleas.
ant. Do YOU allow child to get out OF
he'd and catch her death OF cold by wan
dering about the house with only ner
nightgown on? DO you allow ner 10
execute that wandering bare-footed,
when she may tread on tin-tack, get
MISUNDERSTANDING and die Of it? Do you
allow her to ruin her health by sitting
ND until after eleven, or to shatter what
seems at present a quite useful diges-
ton by unrestricted and excessive IN
diligence in chocolates? Forgive these
ouestions-but still have some rudi-
ments of a conscience"
Philip laughed and told me / was an
old woman. The night was very warm
ard she would not-and knew she would
not-catch cold. The floor of the house
WAS not-and she knew it was not
composed of inverted tin-tacks. Also
Fnilip himself regarded it as foolish TO
stop in bed when you could not sleep.
He pointed out that the excessive in
diligence" was not proved, and that 1t
was | who had put the temptation IN
her way. But after all" he said, i
never allow or forbid. In Wilmay $
case it is not necessary, and in the case
of almost all children it is nothing like
so necessary as is supposed.
What? You have theories Of the
education Of children, as well as OF
orse-breaking?"
81 have pretty much In same the
oryin both cases-the least possible IN
reference with the ordinary develop
ment Of nature. | have studied wild
men, and wild horses-I have found IN
both something valuable that the COM
mon methods Of education and civlllza-
ton killed
"From what I've read of primitive
people | should say that generally they
were chiefly remarkable for dlrtlness,
ignorance and brutality.
well. if you yourself lived among
the Esoulmaux, or if you were at the
mines in a time OF bad drought you
Nould not wash. The struggle Tor lie
brings out as much brutality here as
you'll find among the Apaches, but In
different forms. But don't misunder-
stand mel did not say no interference
with nature at all. ! said the least pos
sible. In the case of the horse, the least
nossdble means a good deal, though less
than is generally supposed. In the case
of the child in general, the least possible
interference means but little Interior
ence."
But that question OF ignorance
children are ignorant, and thy don't
want % learn"
81 answer you in your own words
there are children and children. I'm
not trying TO push my point to an ex-
IRENE. I have no illusions about it,
There are many children-bOys espe1
cially-who won't learn anything Z
they can help it. But it's our own fay,
because we begin by ordering tFh
about and saying, obey me and I'm
this when if We could show then,
cae particular knowledge was C.ne,i
pleasure and advantage. Naturelei9el
would urge them to acquire it.
81 know you've broken hOgss. tiaS nav.
YOU educated children. or is rs merely
your habit OF theOrizing?"
81 have more or less efcated VII
NAV She could ride loyS before she
could read. She did not1egin 10 learn
to read until two years go FUSED 10
read Hans Anderson + her' one Gay
IL struck her that il ne knew now 10
read She would be gle to read Hans
Anderson when | tas not there. So
she wanted to learp and did learn with
unusual rapidity. SIX months ago she
decided that she fould learn TO write"
do you do tn actual teacn4hs'f