The Worcester spy. [volume] (Worcester, Mass.) 1898-1904, 1901-10-24


calculated to overcome that which Is
bad in his nature and strengthen that
which is good"
Mrs. Julia w. Carroll in speaking of
the boy as Influenced by environments
said
President Eliot of Harvard declares
that he considers the softening of
school government one Of the charac-
teristics Of the 18th century. We OBJ
serve that there is softening In the
in the school. And ought we not to
expect this when a good part of the
world has gone to studying the child ?
Tin my own mind, feel appalled, as I
attempt to stand a real live boy before
you and say anything worthy of being
listened to about his training. l shall
frankly confess that have always felt
appalled, when in his presence.
II feel the more hesitation because
have had boys of my own to train.
One very readily theories as to how
boys should be trained, but when one
stands face to face with the substance
with the will and energy, one finds it
a most startling experience.
I'm reading on this subject I find
that authorities agree that the mother
and the teacher are partners, that each
needs the other Certain 1t is that the
mother cannot leave with the teacher
the responsibility Of the training of her
boy. There are many forces at work
helping to bridge over the gulf that
has existed between parents and
teachers.
"Such cooperation has become the
leading theme of educational writers.
: This great body of mothers in the
Woman's Club can help to hasten this
day, and they can perform no greater
service for the goth century than this.
At the close Of his 25th year as presi-
dent of Harvard College, President
Eliot when asked what had been his
leading aim, replied: ITO secure CO.
operation"
DIR. Hall says that the guardians of
the young should strive, first of all,
to keep out of natures way and to
prevent harm and should merit the
proud title of defenders of the happi-
ness and rights of children
The child in it's infancy calls for
food, air, light and mother-love. 1t is
our work to furnish these and then
stand aside and let him be educated
by natures methods. Only restrain him
when he is in danger.
He will make such strides in these
two or three first years that we won
power to advance. Is it because, Just
at this time, we think it is our duty
! to take a hand and is 1t our interior
ence that is causing his inability to
progress? Only that knowledge, in his
earlier years, which a child gets by
observation and experiment is truly
his own.
Perhaps no theme has been empha-
| sized more by educational writer's thar
the freedom of childhood. Let me re-
mind you at the outset that we must
not confuse indulgence with freedom
/ for the child that is INDUCED is gen
orally selfish.
Freedom means, among Other
things, that the child should be al.
! lowed to act naturally in his owr
home; that he should not be restrained
when he Is not interfering with the
| rights of others and when he is no
doing himself harm.
He should be allowed to enjoy {
/ sense of ownership and partnership il
all of its affairs, so far as this is prac
ticable. He should roam from garre
to cellar and be allowed to establish
his interests at different points. Thes,
! interests are represented by his TOYS
his games, his tools, his collection. w,
are likely to regard all the boys stool
in trade as impediments to our house
Keeping but the wise parent will her
cooperate with the boy at every Cd
portunity.
Above all things, children need tn
freedom which comes from companion
ship with their parents. The idea
mother desires the confidence Of he
boy and seeks every opportunity t
share with him his daily life.
In the modern home the child is
part of Oafbarfnp IL fe
! when callers make their appearance
and is deliberately engaged in CONVEX
sation at table, as far as practicable
As result he is able himself to con
verse with others and very early
shares the interests of the larger com
munlty of which he is a part.
The same freedom is found in tn
school, The ideal schoolroom present.
the same characteristics as the hom
that | have described. Nervous dis
/ ease Is the direct fruit of restraint.
In contrast with the freedom of TIN
child is the power of habit Unde
| proper conditions children fall int
I regular ways of doing things ant
/ ought to at very early age. Th,
most important habits of the child hav,
to do with his physical activities
There is long period during which W,
are obliged to follow him closely.
The child is not ready to retire ex
cept under compulsion. He will no
willingly eat the right kind of food. 4
well trained child in his early teen
shows considerable judgment in al
| these directions.
| I'VE cannot rely upon habit alone
We must frequently secure obedience
| through compulsion. 1t is not enough
that we command We must lay holt
| upon the child and gently restrain OF
compel him. Nor can we wait for chill
dren to learn the reasonableness o.
our commands. They must learn to d.
our bidding without delay and without
argument. 1t is worthy of note that
most of our differences with our chill
dren occur either just before meals OF
when the child is weary at night.
THE wise mother knows that it is
not well to see all that a child does
THE child brought up in the coun-
try is made responsible for some du-
ties upon the farm. We cannot think
of any person of strong character who
has not been accustomed to carry re-
sponsibility.
until recently Worcester has beer
an ideal city for children, because
many homes have had more or less Of
land about them, thus giving the chill.
| dren an opportunity to have pets, &
| garden and a playground. But the
! apartment house covers every inch OF
/ land that belongs to the owner anC
! thoughtful people see little opportunity
4 for the natural development of chill
| dren.
I'VE should appreciate children's eff
/ forts and always remember that Z
/ word of praise and a spirit of appreci.
/ alton will accomplish far more thar
| the rod or persuasion. We are all chill
/ dren and can scarcely 90 our worl
/ without some appreciation from others
Il have not referred to moral in
struction which is, or ought to be,
part of all teaching. In this short pa
per can only refer to courage, ambi-