New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1906-03-05
OBSERVING HOLIDAYS.
How They Can Be Made an Educational Fac
tor in Child's Life.

There IS growing desire" said Mrs. Franklin
Hooper at a recent meeting Of the Child Study
Department of the Brooklyn Institute Ito have all
holidays on the Monday nearest the actual date of
the holidays. This, with the growing custom of
closing business Saturday afternoons, enables
business men and their employees to get two full
days or more OF vacation. This is happy indica-
ton that getting beyond the idea that we
live in order TO work. This the atmosphere OF
old New-Eng gland The early New-Englanders had
no time for holidays. and. besides that, they had
revolted against any Of the English holidays. =
Holidays can be made very useful part OF the
childs education. Anything that encourages the
spirit OF pure play. without Interior motives. is
good. think something unusual should always be
planned for a holiday, something in which the
whole family could join. Holidays excellent
time for fathers to get acquainted with their chill
drep. Unfortunately. the only American idea
cated with holiday be an extra big
dinner at home. This instead of holiday. means
an extra hard days work for the servants
1T should be an invarable custom In the homo to
plan the holidays IN such a way that the servants
can have as much leisure as any else. Such
an example would do moro to teach children
spec for the rights of others than all the abstract
teachings on that point The dinner could be so
prepared the day before that II could all be warmed
up ready TO serve in fifteen minutes. In doing
this IN preparing the table, serving and clearing
away afterward. the young people OF the house,
hold and their guests should help. If II is ap-
preached In the right spirit by the mother the
work viii be lark for the young folk This au-
plies TO Sunday night tea also. believe servants
should never be kept In for Sunday night
had four big boys. friends OF my son. washing and
wiping and putting away dishes after tea a
cent Sunday, and they seemed TO regard the whole
| thing lark. The chatting dish comes in beauti-
/ fully here. know family in which there are
several boys They have become interested In
chafing dish cookery that each has bought himself
chating dish and become expert In preparing
certain favorite dishes. Every Sunday night there
is happy time in that house over the very simple
and innocent performance or a chafng dish supper.
They Invite crowd of their young friends, and
| each boy strives to produce the most appeuzng
ana successful DISH and afterward the guests help
thlg themselves they learn that IL is not always
possible 10 have housekeeping arrangements per-
feet. They get much less critical. both of their
nlolner and the servants. and they acquire q solid
respect Tor a good cook They learn that good
cooking Is as difficult accomplishment any
skeo trade, and. they have learned that, they
| CONCEIVE an ambition TO excel IN IL.
| -, 10 learn now 10 play, and how TO play not at
she expense or Others are two OF the teachings Of
nonoays; Iheir third influence IN the evolution OF
tns chllo should be in recalling the historical sig
quilted 10 the special day. Let children write orig
inai, poetic valentines their friends. 1t is a
| pretty and kindly custom Why shouldn't the
| sShool custom OF speaking pieces be adopted ia
the nome ana the children learn recite patriotic
poems OF read compositions IN lieu OF toasts after
the family dinner on Washington's Birthday Lin
CONS Birthday and the other D. uiotia h-liai-.rs