Arizona republican., 1920-03-10

children when care served as a pre- ventatiye from disease.
 Not a small part of the program was devoted to 3 discussion of chlld welfare, the feature of the sixteenth annual convention. The principal talk was given by the president.
 Speaks on Child Welfare
 Work for child welfare is not, can not be narrow said Mrs. Norton. Tt is as broad as the world is full of little children of all colors, races and sectS The wisest teacher of the ages took q child and set him in the midst of them and ever since we have had the child in our midst saround whom centers all welfare work.
 Some, not understanding our work have judged us narrow, limiting our seNes; but we do not go far before it is borne upon us that all reforms touch the chile life and whatever is done to make the world better place in which to live, is bound to work for child vel fare.
 Religion, politics, education, civlcs. Religion, for the religious status of the community controls moral conditions, and encourages or stunts the growth of the spiritual nature Of the children. If our churches deteriorate into material ism and indifference, the effect will be seen on our children, for stuntec spiritual life means stunted morality soO 1OT L1le SdNS O1 lIle cIli1QfeI we IldSl ! do our part in keeping the churches up to their standard.
 Politics, for only in a well governed country does honest, efficient, patriotic citizenship flourish. So to teach our children to reverence law and govern ment we must have clean, wise politics.
 Education
 "EGucation. Our children spend an average of 30 hours a week for nine or ten months a, year for from ten to eighteen years in the school. Here they receive some moral training, some physical training and most of their mental training. Are all the schools of our state all that can be desired is there room for improvement? Have we. as child lovers and workers for child welfare, any responsibility to- wards improvement?
 '-CivicS- Whether the community is kept sanitary or not, if the morals are all that could be desired. if our children shall grow to manhood and womanhood with an eye and an ear for the beau tiful, anything which makes the home and community better place in which to live is bound to react on the chile.
 The home, the first abiding place of the child, the most important in it's effect on his entire life is there any thing to be accomplished there that 1t may do its part more efficiently. some homes are only eating and lOdE- lliS pldceS luSlSdu or the center or the child'S life and interests. An interest ing school we visited in Kansas City last spring was one for incorrigible boys. Many of these boys were from what is calico the best homes and the principal told us that often boy came to school sullen and ugly. Questions brought out the fact that he had no breakfast; the mother had not taken the trouble to see that the boys wants were attended to.
 What the Home Should Be
 The physical needs should surely be supplied by the home and here is often need of education in order that they may be intelligently provided A well nourished child has a more active mind, while a child neatly and cleanly dressed gains self respect and conduces gooG manners which commands the respect of others.
 ''rhe home that is not caring for the social needs of the child is missing its great opportunity. In the home he may be taught habits of industry thrift honesty and generosity by giving him regular duties to perform, an allow ance, or teaching him to earn spend and save money.
 Tt is a mistaken idea that the Par ent-Teacher association is working for the school primarily; we are working for the child in the home as we'll as the school, in the church and the state for just as certain as we desire the best things for our own children we must labor towards the same things for all children, and as our hearts are tender towards the weak ones of our own flock or those who need our special care, so must they be tender toward the unfortunate, the sub-normaI, the deficient or delinquent"