The sun., 1916-08-27

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whether the school gives adequate train
Ing In those things which endure when
all other forms Of domestic science have
FAILED. Is there not a domestic risdonp
that Ii more essential than the knowl-
edge OF food and frill and furniture?
II 30. then the school ought to say:
Seek ye first such wisdom, and all these
things h be added unto you" But
the school must also see to II that the
seeking be not In vain.
The art Of home making Ia often
feferred to In q way that would lead
one to regard II as something to be ac-
Quired later on-a sort Of postgraduate
attainment. involving much knowledge Of
the world. OF human nature In general
and OF some individual in particular,
And 90 We are accustomed. year by year,
to hear OF the abyss between schooi and
real life. over which commencement
orators are supposed to throw the bridge,
The educator. however. knows that the
schoo experience 10 Just as much q part
OF real life a. that which later. years
AFFORD. And Il II for this. reason that
We are trying to adjust education to the
demands OF business, Of Industrial and
professional activity. OF public life and
OF social service. How far has the same
or anything like IL been accomplished In
developing those qualities Of character
which are the basic principles of do
mestic wisdom?
Since the discovery was made that the
play OF children has. psychologically. q
more serious meaning thar was for
merly supposed. there has been a ten
dency In some quarters to make the
whole business Of education q sort Of
pastime. To the educative value Of play
there has succeeded the rather uncertain
value Of playful education. And this
notion. when u goes beyond a given
point not yet as clearly given a. Il
ought to be. results in the elimination
OF serious thought n effort. The boy
who has played his way through school
Is likely to become n mighty problem for
the presidents and faculties OF those coll
leges which still insist that .shletics
ought to allow some intervals for study.
In the grades also. while learning Is
never to be made irksome. It should not
become so amusing as to leave the pupil
without the sense Of duty and Of re-
sponsibility. He hears continually Of
the power n opportunities which
to get some idea Of the obligations
which that same knowledge entails? 1t
II not necessary, We may assume to
"enrich the curriculum with a sepa-
rate course on duty but might not .
more practical training supply What In
needed in this direction? Its aim would
not be to MAKE tho school a joyless
rlace. but rather to develop in the
child. according to his measure. the
habit Of putting duty before ali else
. habit that will prove very. useful In
his maturer years.
The Catholic ritual for the sacrament
Of marriage prescribes hat the parties
who are about to be married shall be
carefully instructed regarding the right
anA Chricttar u,arra. - 1.,l,,. L. sAnA
estate" The zealous pastor. moreover,
Is not satisfied with the brief formal
instruction which Is usually given dur
iEg the ceremony he profits by every
opportunity In advance to make the en-
gagged couple realise the seriousness Of
the obligations they are going to as
sumo. Now II Is plain to see that admo-
nitions Of this sort will have effect in
proportion as the sense Of duty has been
developed In the childhood and youth Of
the parties. II there has been no such
development tho most impressive mar
rage service will count for little nor II
much to be hoped from the Sudden real
!zing' Of obligation after married life
has begun. And yet the building Of
the estimate which the BUILDERS have
formed Of its sanctity and Of the duties
which 1t implies.
Herbert Spencer In his criticism OF
the education which ne found in the
schools of England complains that while
much attention Is given to the breeding
of fine animals little or no attention 10
paid to the proper raising Of children.
Perhaps II IL the recognition Of this In.
consistency hat has led to the introduce
ton in some Of our schools Of a teaching
which, 80 It's advocates assert. will do
away with the manifold evils that spring
from ignorance OF certain subjects. At
any rate neither Spencer nor the be-
levers In this particular hygiene
would seem to have noted the more Sc
rious Inconsistency Of an instruction
that emphasizes the physical but neglects
the spiritual aspect and needs. The real
hygiene, and In this case the only ef-
fectual one. must be draw from prin-
ciples OF q different sort and source.
There Is still room. even In modern life,
for reverence. and the need OF It 10 no.
where 80 conspicuous as In the attitude
toward marriage. But evidently II 10
idle to speak of the "sanctity Of the
home" or Of the "sacredness Of the FAM
lily tie" In the hearing OF those for whom
the idea OF holiness. either subjective or
objective. Is void of all practical content
1t u equally useless to bewail the
weakening Of parental authority unless
something be done q revive the sense
Of responsibility and the spirit Of rever-
ence In the form Of obedience. An old
fashioned thing, Of course, this obedi-
encs but 90. for that matter, are sun.