Arizona republican., 1915-05-02
CLUB NOTES

make human beings must recognize two facts-the days work and the social life of the mind"
 1 As another strong light on this subject. from an entirely different angle, 1 quote from the Hon. P P CiaXton. national commissioner of public educatioA. In America, at least the home is the cost important Ot all institutions. From 1t are the ] issues of life. in the little world of | the home children are born and rear ed. .-In it they grow to manhood and wumanhoOd. From it they go forth i into the larger world of society and state, to establish in turn their own ! little world of the home m which they grow old and die. In the home children receive the most important part of their education, and the eX- rerienccs ot the home constitute the raw material of the education of the ] schools. The character and the teaching, conscious or unconscious of the home determine in large measure the attitude of the child toward all other institutions and toward all the 1 relations of life For most people ! the home is the beginning and end
 
 from it and return to it. Therefore of all the arts, those pertaining to home making are the most important and of all the sciences those which find their application in the home making us intelligent about the home and it's needs, are the most signifi- cant"
 Again I quote from Prof. Andrews: s.NEp l1oNR come O1tjnn1liN- n a tim of economic pressure Our free lands are gone the exploiting of great wealth from the soil is over; and national conservation. efficiency in production. and thrift in tine house. hold are the new watchwords Prog less for the average family group will turn now on the wise household use of resources more than upon in CT case of wealth.
 Truly we need still to increase ef- ficiency in producing wealts but in- teligent consumption of wealth es- pecially merits attention. This means the education of the woman who spends and emphasis upon domestic economy as well as upon industrial economy It means training a na- tons homemakers to the economic
 
 Now let us rctrace our steps from all this apparent wandering far afied from our subject and square our in dividual problem by the standards which I have been placing before you. Have you sought to measure your estimate of your childs educational development. past and probable by that of his teachers? Have you con tn 1iC hal hifc nf =t his attitude toward his tasks. his trend of mind? Remember. they have not idealized your chid's as you may have; they probably do not know the hopes or fears with which you may view his future because of his here dity. GO to his instructors and frank ly consult them. insisting upon abso- lute frankness in their replies, and you may find your purpose regarding his future education strenet hened or wisely altered. Again, let us try our measuring sticl; on the standard which Mir. Leavitt sets when he urges us to revise our ideals of work in comparison with culture; when he urges the education for the child which will fit him for his right place in life: that is. that we look deeper than the mere desire to get an edu- cation" if that desire be unaccom- panied by definite purpose to make that education a fitting for work and not for idleness. Remember. the former strengthens and cnnobles character, the latter dwarfs it.
 Have you by consultation with your child and his teachers decided what line of activity he or she will be likely to follow? Have you dis covered whethe, within the high school are the facilities to give him good foundation for the career which you and he are desiring o- whether you should seek for him or for her fuller and more specialized prepara- tion which may be obtained in nor mal school or college, in scientific CT special school? If you have done this, you have but to consider the relation of your individual home. it's needs and resources, to the life efficiency of your child; remembering that for you and for him strength and success come with endeavor and not by fol- lowing the line of least resistance"
 The problem of the preparation of the child for the future is much more intricate now than in the earlier years when homes absorbed the girls and boys so generally followed the father in agriculture. trade or manufacture, or, when there were special gifts of mind" into the professions which were then calling for more thorough Iy fitted men,
 A recent conversation with father who has two boys to start in life, in terested me. The father, man of abundant means acquired in railroad ing. said. In considering the educa tion of my boys and fitting them for lives of usefulness and happiness, l have realized that ,he professions are full and while there is always room at the top" the struggle to get there is great and long continued. l have considered the intense strife in com merCc, tlIe fluctau;irns in trade and manufactures and it has seemed to me that there is one great vocation which is not overfilled and which should be very attractive to the boy