The morning times., 1897-02-20
THEIR LABORs COMPLETED
Continued from First Page.

st. Paul and protected him in prison.
She asked no special privileges for the
African, no money, nothing but an equal
chance. There had been rapid progress
by this emancipated race, but it must be
remembered that the lightning is Eow cur
servant and money has been spent freely
for the education and uplifting OF the
African.
When talking of the criminality and
ignorance of the colored let the mothers not
refuse to do their duty III the case. There
ought to be no discrimination against
color in giving employment.
She closed with census figures showing
the rapid pI ogrcss Of the race in the schools
Size SPOKE approvingly Of the kinder garten
schools of the District and asked If it
would not be well to see that the girls
who walk as nurses with the children
are trained in kindergarten methods.
Miss Anna A. Schryver, teacher OF
natural science in the Michigan State
Normal School, read a raEer Cn Mature
Studies in the Home" Everybody owed as
a duty to study nature everywhere, at all
times. Every common bush, the plain
road, the sunshine, the singing birds have
their lessons for every observant heart.
1t is the study OF nature that Huxley,
AgassiZ, TindaH aud Darwin have min
istcred as high pliests to the wants OF
Inen. The schools have changed from
places OF instruction TO places of inyeAti
CATION. Even the high schools give four
teen-week courses in science.
The kindergarten finds its best material
in the beginning OF science. Natural
science affords the only direct means of
Introducing the child TO his earthly habi-
tarion. This is limited to the first few
years of life. The mother school is the
most important Institution OF the land.
The home is 4 little world in which the
child prepares for the greater world. The
back yard is Laboratory for investigation.
There are lessons in creation and plant
on every hand, and there are books 10
lead the mother in her duty. The reports
from Washington, touching nearly every
scientific topic, are great aid
Miss Schryyer then described the study
Of the sun, its power, its work, the study
OF plants and their uses. Let the child
do its investigation first, then, if neees-
sary, state the facts. In proper nature
| studies are to be found the best temperance
instruction
THE ignorance Of the mother is not an
argument against nature studies in the
home, but for them. The general who
knows not the country before him stil
leads his army on and so shall the mother.
Reading is good in its place, but il can
not take the place of voyages OF dis
covery into the realms of nature. But
these should be- more than finding out
what some one has labeled the objects Of
nature The relations of things must be
observed and the lessons of use dra wn
from them.
Education is more than making machines
of ourselves to secure bread and butter; it
begins i'll the cradle and ends we know not
where. 1t is the upiift of the spirit.
DR.. Walter l.. Hervey, president OF the
New York Teachers College, read a paper
on "StOries.f The story, he said, is the
key to the child's heart. He would try
to tell what story is, where to find it
and how any why tell it, He spoke to both
sexes, for If the mothers were 70 have pat
ents on SO many things the fathers ought to
have copyright on some The father ought
to help feed and even bathe and dress the
child, and certainly to tell it stories. There
was dearth Of spiritual food, and the
story helps supply it. The world OF fancy
has u place. Childhood is the time for the
God of things as they might be; the God of
things as they are will get his share of at
| tention.
The story is not only picture of the
life of fancy aud folklore, but also OF real
! life. The boy at twenty months may want
| to know what he did when little. He must
| not be allowed to stop at this Every story
| should h1yp nalv valup Z tttuSt Cnt,.
| tain the universal and the ideal. So that
| the child may see his better as well as his
larger self, Publishers sin yearly against
| children by sending out books with fine
| pictures and poor text
| The story of the prodigal son is better
| than the story of John Smith. who ran
| away last week and got into the news
paper. The story of Ulysses is better
| than the story of Gen. Grant. The latter
may be confusing. Stories OF plants
! and animals are as a rule better than
| stories Of men. Every child is helped
| by the story of the Discontinued Pin, the
| Ugly Duckling. and the like. Stories
| of the Heavenly Father are Of the best.
A child demanded the story of creation
in Genesis forty times hand running.
| Then it took root, and the child began
| 10 put iIlliScIi III tut pidCt VI tile CIedbOT
and give reasons. He said God made
| light first so he could see to make the
| rest of the things.
| The medicine story was the kind told
| to correct specific fault, as that Of
| the Bran Baby. for the child who has
| fears. No one who has tried these can
doubt their efficacy. There are stories,
| too. for the general health. They should
not be scrutinlzed too closely but should
| have q good literary quality and should
| stimulate thought.
| A good story is worth buying. Don't
| take them secondhand. Make adapta-
| tions for yourself. The art may be ac-
| quired by having a storytelling mother
| and grandmother. Then by telling stories
| yourself. Live in the stories and get
| the swing and rhythm OF them. The
| story is little drama with all it's parts.
1t has unity, proportion and harmony.
| Detail must be suppressed or used with
| judgment. The story of Ruth shows the
| suppression: of Tobit, the use.
| One of the most successful stories he ever
heard was told by child on story day.
| 1t had only twcnty-three words. 1t was:
| Il went away from home to my auntie's;
| when / came back, what do you think
| found? A dear little baby BROTHER
| How shall | answer the question: who
| made God?" was question sent up. DR..