The West Virginian. [volume] (Fairmont, W. Va.) 1914-1974, 1915-04-22
ekoMAMss aINsTiNcTs" AND THE.
deal MOTHERS QUALITIES.
I ny .sidonie Matzner Gruenherg,l

q t.-4A AhEber snare In the education or
thetr children. It has been taken for
4 Granted that the physical care OF the
\ child, and to some extent the moral
Erntntng-at least, in SO far as this
+ GToWe out OF the usual relations of the
a omA-should be provided by the
mother. But there has been notice
hbleS q tendency to demand OF the
mother moro and more mental train
4 Ing, more of the sort OF instruction
Tor which we usually provide schools.
some have gone SO far as to advocate
Ahats all Of the child's instruction,
until well past the primary grades,
pc furnished by the mother herself
This point of view apparently as
Bumas5 that every woman naturally
has the ability that is essential to sue
cessful imparting of knowledge-or.
~ any rate, that the mothers "in-
Bttncts" make up for any shortcomings
~ this direction. But wide observa-
zion brings out the fact that the knack
&or getting along with young children,
while possessed by very many women,
Is by no means universal character.
1stto of the sex. Moreover, 1t Is con
nptcuously absent in many women who
are eminently qualified to be excellent
mothers In several different directions.
Fitted to Teach Adults, But Not
Children.
Mrs. Swift had been for years a
Buccessful teacher of singing AS her
little girl was growing up she thought
" would be fine to teach the child
herself She found to her sorrow,
however, that she was temperament
ally untitled to deal effectively with
this selfimposed task. While she
had no difficulty in teaching adults
hnd children in the reasoning age,
she was quite unable to assume that
certain sprightliness of imagination,
that playfulness Of spirit, so essential
Tor reaching the interest and atten-
ton of the young child. She found
that the love task bored her, and that
it also bored the child.
That there are many women, as
there are many men, who have what
may be called natural talent for
reaching cannot be questioned. And
the children of such people are no
doubt fortunate, at least so far rs
concerns the requisition of various
kinds of information. But for such
women to turn about and say to other
women, you can do what we have
done" is to betray fundamental mis-
conception as to the true nature of
the relation between the teacher and
the pupil. Such women, since their
talents are of great value to society,
and comparatively rare, should be
utilized as teachers as much as pos
sibie.
Developments of Other Talents.
We must recognize also that there
are many women who have special
talents in other directions. It may
therefore. be questioned whether
from social point of view, more Is
not to. be gained by the development
OF such talents on the part of every
woman who has them than by allow
Ing every woman to become fourth
rate teacher OF her own children.
There is doubt that during the early
years, when the mother should be
a1th tho child great deal, she will
often have the opportunity to assist
IN the mental development. In gen
erai, mothers have not yet begun to
take advantage of this opportunity;
this opens a wide field for thought
and effort. But we must be on our
guard against the faddists who would
1eadsus to look for marvellous results
from the application of few simple
rules.
or not having the ability to impart
the Information required by the young
children, there Is another important
matter to sconsider-and that is the
child himself. Even before he gets to
be three years old, ordinarily. the
child Is in need of companionship; he
must have about him children OF about
his own age. This does not mean
that he must be thrown into vast
crowd, wherein he may lose his iden-
ttty;; nor is the alternative to the
crowd carefully guarded and sterile
4 isolation. But in groups OF moderate
size the child learns not only social
adjustments, but great deal OF the
essential knowledge about people and
things which Is just as important as
anything his mother can teach him.
But although you may send your
child to school, or even to kindergar-
ten, there will still remain a great
deal for the home to do. The home is
the place where the child gets most
! OF his moral training. And, even on
the intellectual side, what the child
accomplishes in school will be very
largely determined by the background
supplied by the home. 1t is here that
the mother can most profitably make
her contact with the mental life OF
the child. By being sympathetic
guide to the child's bewildered wan
behring's In the world of mystery
around him she can supplement the
school to good purpose She should
be the1o to know the child's needs
and the child's capacities better than
any other person; and she should also
mako 1t her business to know the re-
sources available to meet the childs
needs. Through her companionship in
the fields or In the museums, in the
streets or in the library, she will con.
tinue her own education while helping
the child to find his way.
Guide, Philosopher and Friend.
The ideal mother must be the child's |
best guide. philosopher and friend.
She may also be a good cook; but, il
not, never mind, there are many good
cooks to be had. She may be able