The Idaho Republican. [volume] (Blackfoot, Idaho) 1904-1932, 1908-04-17

continued, is the effort and sacrifice
which each member of the family
makes to serve the home ideal-co-
/ operation The ideal of the last gen.
Grafton was implicit obedience in the
child. We see, as our fore-fathers did
not, that the more freedom we give.
the child, the more mental force and
will power he acquires to aid him
when he must decide vital questions
| for himself. The third side of the
triangle symbolizes vital point. The
spirit of courtesy should be the law
and habit of the home. 1t is better
to give up ones way. ones pleasures
and even ones best interests, than
to preserve them at the sacrifice of
courtesy. The home is privilege, but
it is duty also. One may love it with
all ones heart, but one must order
it well and wisely, or it proves but
Dead Sea fruit
Mrs. Mears' Theme.
| Mrs. David o. Mears of Albany, N.
Y, spoke on "The Home" She drew
picture of the ideal home, father
and mother each bearing the burden
of rearing the children. Mrs. Mears
told of the homes where neither
mother nor father took interest in the
home and less in the children, leav-
ing both home and children to the
servants. Illustrating her subject,
she told of the little child who said,
| pitifully: 81 wish, mamma, that I
was a mission When her mother
pauzed in amazement and asked what
she meant the child replied: Then
you would have day for me, per-
haps."
Mrs. Mears stated that after that
the child was able to announce that
Saturday is my mammals day at
home with me-"
Then she told of the little girl who
saw her playmates mother leave her
with a goodbye kiss.
''My mamma would kiss me too if
she had time, but she has to work
! so hard"
These were two extremes of the
home, said Mrs. Mears, and both
needed improvement. The busy
mother was losing hold of her child.
The woman of the world was losing
her hold also, both because they were
both magnifying their duties outside
of the home and losing all the sweet
ness and life of the home. The home
should come first always and the chill
dren in the home first of all.
One of the talks of the morning
which commanded deep attention and
occasioned much applause was that
presented by Miss Lucy Wheelock on
"The right Education of Young Wo-
men,"
Industrial and Social.
| Miss Wheelock said in part:
Educational practice must always
conform to our ideal. Ideals of the
place of women have varied from the
time of Jerome, with his view of wo-
man as a clustered angel to the
fin de steele woman and the twentieth
century girl
1--WE have now entered upon per-
iod of adjustment of our educational
method to meet new industrial and,
social conditions. Woman's place in:
| the industrial and social fabric is
more clearly defined, and her value
as social economic unit more clear
ly recognized The ideals of her ed
ucation must change accordingly.
The medieval college curriculum with
it's emphasis upon the academic does
not offer complete solution of the
problem of woman's education. And
just scheme for her education must
include some reference to her place
as home-maker and as the center of
family life. Girls in the public
schools may be led to prolong the.
period of school training by the intro
duction of work that is more real
and connects with the living interest
of the home.
cat present, for point of view, cur
riculum and atmos2 here, the kinder
garten training school offers the best
promise of the culture of the 'etern-
ally womanly.' The next step is the
extension ari enrichment of these
courses to attract young women de-
string general culture and prepara-
tion for home-making, and to afford
those desiring professional training
a broader academic foundation. The
fundamental subjects usually includ-
ed in culture courses should be sup
plemented by certain specific applica~-
tions.
4 T.