The Idaho Republican. [volume] (Blackfoot, Idaho) 1904-1932, 1909-06-25

member OF the houS1
4 share in the wQS1
wa Immediate and pey-
Ven to the point Of act
- we can not help recogniz,
the factor of dicipline and eiar-
eter building that is involved. The
h training in habits Of ordr and OF
industry and the idea of RESPONSE
bility Of obligatioprto do something
and really produce something IN the
world.
There was always something which
needed tsbe done and which neces-
STATED each member of the household
tc do his own part faithfully and in
cooperation with others. We can not
overlook the education gained by the
intimate acquaintance got with ma
ture, with real things and materials,
with the actual processes Of their
manipulation and the knowledge OF
social necessities and uses. In all this
there was continual training OF OBJ
servation, of ingenuity, continual i'm
agination, of logical thought and OF
the sense of realty, acquired through
contact with actualities. No number
of lessons given for the sake of in
| formation can afford even the shadow
of a substitute for acquaintance with
the plants and animals OF the farm
and garden acquired through actual
living among them and caring for
| them. No training of sense organs
| in school can begin to compete with
the alertness and fullness of sensA
life that comes through daily intimacy
and interest in familiar occspations.
AS we know today the f,6centration
Of Industry has pracxaily eliminated
household and nes6borhood occupse'
tions as far as Educational purposes
60. But it@useless to regret the
radica. 4Aanges which have taken
Eplaas In the home and it is only by
"a radical change in the school that
can be equal to the end proposed.
Now we see that something is needed
to broaden anL upbuild and strength
en- the lives Of Children. The question
arises, what is there that will do this?
We may say that the contact with
greater commercial activities, the
increase in liberation, the breadth of
social judgment, and larger ac-
quaintance with human nature will
aid. Yet there is greater prob
lem and that is, How can these adj
vantages be retained, and yet intro
duce into the school something rep
resenting the other side of life? In
other words, occupations which will
exact personal responsibilities and
which train the child with relation to
the physical realities of life? Is it not
in this stage that we are now in.2 rs
it not right here that great educators
are working for the advancement of
Training, sh%6 work, cooking,
and sewing? Thissfs not done simply
to supply a factor of training form
erly taken care of in the home but
because such work takes hold of pup
lis and gives them something which is
not, to be got in any other way.
Many parents permit children to
feel that during school periods they
have sufficient duties to perform in
to the work of their mem
tai development and that their phys
ical exercise should not be required
to be exerted in the direction Of ordi-
nary work. We can easily see that I
this is a mistake as nature intended |
that both the mental and physical /
self should be made useful and that
one should rest the other From this
we see how the responsibilities and
burdens of the schools have been in
creased through the weakening of the
educational processes at home. The
schools must now furnish strong
rigorous body as well as fully de-
,eloped mind. The growth of the
hid in the, home depends largely on