OUTLINES OF CHILD STUDY WILLIAM A. MSKEEVER n/ Class ■__^ B//V ^ Book - tf! /Jh COPYRIGHT DEPOSIT. OUTLINES OF CHILD STUDY UonkH bg HtUtam A. Mt^nvtv I. TRAINING THE BOY 368 pp., 40 Illustrations. $1.50 net II. TRAINING THE GIRL 342 pp.. 37 Illustrations. $1.50 net III. FARM BOYS AND GIRLS 350 pp., 40 Illustrations. $1.50 net IV. THE INDUSTRIAL TRAIN- ING OF THE BOY 72 pp. Illustrated. .50 ne< F. THE INDUSTRIAL TRAIN- ING OF THE GIRL 286 pp. Illustrated. .50 net OUTLINES OF CHILD STUDY A TEXT BOOK FOR PARENT-TEACHER AS- SOCIATIONS, MOTHERS' CLUBS, AND ALL KINDRED ORGANIZATIONS WILLIAM a; McKEEVER PROFESSOR OF CHILD WELFARE IN THE UNIVERSITY OF KANSAS. AUTHOR OF " TRAINING THE BOY," " TRAINING THE GIRL " " FARM BOYS AND GIRLS," ETC. THE MACMILLAN COMPANY 1915 All rights reterved L"Bi\\s COPTKIGHT, 1915 Bt the macmillan company Set up and electrotyped. Published February, 1915. FEB 25 1915 TO THE MILLIONS OF AMERICAN WOMEN WHO ARE DEVOTING SO MUCH TIME AND EARNEST SERVICE TO THE BRINGING UP OF THE NEXT GENERATION OF CITIZENS, THIS BOOK IS REVERENTLY DEDICATED PREFACE During the course of my many lecture trips throughout the country I have had occasion to appear before various organizations which were conducted for the purpose of child study. The interest and enthusiasm in behalf of this praiseworthy work has been manifest on all occasions, but there has appeared everywhere a serious difficulty in obtaining suitable programs for the meetings. The specific purpose of the Outlines of Child Study is to meet this difficulty and to offer a complete series of programs with topics and reference, covering every important phase of child life. In the preparation of the text I have aimed especially to serve the interests of the parent-teacher associations, mothers' clubs, and kindred organizations of this general class. Part I. of the book offers a general discussion of the plan of organization and management of the various child-study clubs. It is hoped that the reader will give particular attention to the methods and devices of- fered. Part II. contains the programs referred to above. The figures at the close of each topic designate respec- tively the number and the page of the reference volume. Part III. contains the bibliographies. It will be noticed that the references first given are confined chiefly to the volumes and pamphlets numbered 1 to 18, inclusive. Then, a second set of books is used in like manner. The third and general reference list begins with number 32. The necessity that each and every child-study organiza- tion obtain at least a few well-selected reference books viii Preface cannot well be over emphasized. The ordinary mothers* club may suitably begin its studies with Program 1 of this text, but the parent-teacher association will perhaps do better by taking up the work at the beginning of Chap- ter VII. or Chapter VIII. It will be far better to follow the programs in their regular order than to hurry through the text by picking out a few of the most attractive ones. Enough work is offered by the 450 topics to constitute a solid three-year course for the ordinary child-study society. For a statement of the general purpose of this volume the reader is referred to Chapter I. My wife, Edith S. McKeever, has rendered me most valuable assistance in the selection of the references and in determining the general policy of the book. Finally, I take this occasion to thank the press of the country for the most generous criticism of my other books on child life; and also to express my gratitude to the scores of friends, far and near, who have rendered minor assistance in the preparation of the programs. I cannot express a better wish than that they all experience the great and permanent pleasure which naturally comes to the one who learns to love the children and to minister unto their needs, William A. McKeever. TABLE OF CONTENTS PART ONE THE CHILD-STUDY ORGANIZATION CHAPTER PAGB I. The Purpose and the Promise 3 "No Wealth but Life" . . . . . . 3 The Most Difficult Task 4 How to Define the Purpose . . . , . 5 The Promise of the Future 6 II. The Plan and its Fulfillment 8 How to Form a Parent-Teacher Association . . 8 A Democratic Spirit 9 State and National Organizations .... 10 How to Organize a Mothers' Club . . . .11 Do Something Worth While 11 Let the Good Deeds be Known 12 A Club in the Church 13 An Adjunct of the Social Club 14 A Child- Welfare Association 15 Magnanimity Must Prevail 16 III. The Officers and Members 18 United Community Effort 18 Select Officers Carefully 19 Many Blunders Must Occur 19 President and Vice-President . . . ^ . 20 Other Important Officers ...... 21 Personnel of the Members 23 A Committee on Membership 24 IV. The Methods and Management 26 Some Duties of the President 26 Keep the Speakers in Line 28 ix Table of Contents The General Discussion Two Classes of Speakers Keeping All Factions Interested . "They Love Who Humbly Serve" The Laboratory Idsa in Child Study Learn to Observe the Children . Watch the Little Ones at Home . Study the Neighborhood Children Visit the Playground . Visit the Picnic Grounds Attend the Kindergarten School . The Baby Health Station . Bring the Children in . PAGE 29 30 32 33 PART TWO THE CHILD-STUDY PROGRAMS Preface to Part Two VI. The Mother and the Infant .... Program 1. The Sacred Calling of Motherhood Program 2. The Physical Status of Motherhood Program 3. The Mental Status of Motherhood Program 4. Eugenics and Sound Motherhood Program 5. Making Club Life Helpful to Motherhood Program 6. The Political Status of Motherhood . Program 7. The Pension System and Motherhood Program 8. The Childless Woman and Motherhood Program 9. The Prenatal Care of the Mother Program 10. The Birth of the Child . Program 11. The Nourishment of the Baby Program 12. Nourishment for the Bottle-fed Child Program 13. Weaning the Baby .... Program 14. The Special Organs of the Infant Program 15. Infantile Health and Sanitation Program 16. The Beginnings of Baby Habits Program 17. Clothing the Baby .... Program 18. The Baby as a Learner . Table of Contents xi CHAPTER PAGE 65 65 66 67 68 69 70 VII. The Pee-school Development of the Child . Program 19. The Home Play Problem Program 20. The Neighborhood Play Center Program 21. At the Public Playgromid Program 22. The Kindergarten . Program 23. The Montessori Method Program 24. Teaching the Child to Obey . Program 25. The First Lessons in Childhood Industry 71 Program 26. Training Children in Good Manners and Politeness '^'^ Program 27. Children's Fights and Quarrels . . 73 Program 28. Children's Lies and Thievery ... 74 Program 29. Telling Stories to Children ... 75 Program 30. Childhood's Fears and Fancies . . 76 VIII. The Pre-adolescent Boy and Girl Program 31. Keeping the Children in School Program 32. Home and School Co-operation in Morals Program 33. School and Home Visitation . Program 34. Good Will Between the Home and the School Program 35. Problem of the Efficient School Board Program 36. The Home Industry of the Pupil . Program 37. School Credit for Home Work Program 38. Home Study for Pre-adolescent Children Program 39. Home and School Health Program 40. Sanitation in the Home and the School Program 41. The School Savings Account . Program 42. Teaching Children to Spend Money Program 43. Sweetmeats and Soft Drinks for the Children Program 44. The Deadly Evil of the Cigarette . Program 45. Use and Abuse of the Motion Picture Program 46. Dress and Democracy among the School Children Program 47. The School Luncheon Program 48. Home Entertainment for the Pre-adoles cent Pupils . Program 49. The School Picnic .... Program 50. Civic Training for the Young . 77 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 xii Table of Contents CHAPTEB PAGE Program 51. Fine Arts Training in the Home and School 97 Program 52. Pre-adolescent Children and the Mys- teries of Life . 98 IX. The Vacation Activities op the Young ... 99 Program 53. Value of Vacation Employment for Chil- dren 99 Program 54. The School Vacation and the Community 100 Program 55. Financing the Summer Supervision of the Children 101 Program 56. The Municipal Playground . .102 Program 57. Equipment of the Playground . 103 Program 58. The Playground Management . . 104 Program 59. The Play Supervisors .... 105 Program 60. Summer Work for Boys .... 106 Program 61. Summer Work for Older Boys . . 107 Program 62. Vacation Industry for Girls . . .108 X. The Adolescent Training Problems Program 63. The Beginning of Adolescence Program 64. The Care of the Health During Early Youth Program 65. Social Psychology and the Clothes Problem ....... Program 66. Love's First Young Dreams . Program 67. Social Games and Pastimes for the 'Teen Age Program 68. The First Tendency Toward Mating Program 69. The Adolescent and the Dance Problem Program 70. The Adolescent and Social Purity . Program 71. The Boy Scouts of America . Program 72. The Camp Fire Girls Program 73. Youth and the Problem of Athletics Program 74. Athletic Training of the Girl . 109 109 110 111 112 113 114 115 116 117 118 119 120 XI. The Problems of Fatherhood 121 Program 75. Characteristics of the Exemplary Father 122 Program 76. The Father's Part in the Discipline of the Children 122 Table of Contents xiii CHAPTEB PAGE Program 77. The Father as the Guardian of the Home 123 Program 78. The Father and the Alcohol Problem . 124. Program 79. The Father and the Tobacco Problem . 125 Program 80. The Father as a Handy Man . . .126 Program 81. The Father as Home Provider . . 127 Program 82. The Father as a Home Entertainer . . 128 Program 83. The Father as a Provider for the Future 129 130 131 131 132 133 134 135 136 Program 84. The Father as the Head of the Family XII. The Vocation and the Home Life .... Program 85. Industrial Training for the Adolescent Pupil Program 86. The School and Industrial Training Program 87. Vocational Guidance for Youth Program 88. The Business Outlook for Youth Program 89. Vocational Training for the Girl Program 90. Preparation of the Girl for Marriage Program 91. Preparing the Young Man for Marriage 137 Program 92. Youth and the Saloon Question Program 93. Youth and the Cheap Loafing Place Program 94. Evils that Lure the Yoimg Girl XIII. The Religious Training of the Young . Program 95. Religion in the Home Program 96. The Young and Religious Good Fellow- ship 138 139 140 141 141 142 Program 97. Religion and the Instinctive Awakening 143 Program 98. The EflBcient Sunday School . . .144 Program 99. The Sunday School and the Young People 145 Program 100. The Young People's Religious Society . 146 Program 101. The Young Men's Christian Association 147 Program 102. The Young Women's Christian Associa- tion 148 Program 103. Teaching Peace to the Young . . 149 XIV. The Country Boy and the Country Girl Program 104. The Rural Mother Program 105. Farm Life and Character Development 151 Program 106. The Efficient Rural School . . .152 Program 107. Other Tasks for the Rural School . . 153 150 150 xiv Table of Contents CHAPTER PAGE Program 108. The Reconstruction of the Country School . 154 Program 109. The Rural School as a Center of Life . 155 Program 110. The Country School and Rural Minded- ness 156 Program 111. The Training in Rural Industry . .157 Program 112. The Development of Rural Business . 158 PART THREE THE CHILD-STUDY LITERATURE XV. The Preliminary Book List 161 How to Use the References 161 The Nucleus of a Library 162 XVI. The Larger Book Shelf 168 XVII. The General Field of Litebatube .... 173 PART ONE THE CHILD-STUDY ORGANIZATION OUTLINES OF CHILD STUDY CHAPTER I THE PURPOSE AND THE PROMISE Introductory We have tried to reduce the world to order with the sword, and have failed. We have tried to establish the peace and happiness of humanity through the instrumen- talities of business and commerce, and have failed. We have tried to build up a worthy and substantial society through the transformation of adult sinners, and have failed. That is, we have not achieved the high aim set for these movements. And now, in this great twentieth cen- tury, we are all turning to the little child; first to sit at his feet and learn directly of the potential goodness and worth inherent in his nature, and second to avail ourselves of those instrumentalities which will serve us best in trans- forming the potential worth of the common child into actual worth and wealth of character. "No Wealth But Life" And so, with full devotion of purpose, with deep humil- ity of spirit, and yet with exuberance of joy in anticipation of the pleasures which are to reward our efforts, we set out on our quest to know the child and to find a way whereby to minister unto his natural requirements. Wherefore, let us choose as our watchword the significant 3 4 Outlines of Child Study maxim of Ruskin, "There is no wealth but life." Let us approach the object of our study as being more than a living, breathing automaton. Let us think of the ordinary normal child at all times as being a storehouse of wonderful possibilities of good and achievement. Let us regard him as being all a-quiver with life, and spontaneity; as being marked by ever-changing tendencies toward helpful action; and as being occasionally possessed of deep yearnings for new and self -defining experiences. It may be asserted with confidence that a careful, pains- taking study of child life will in the end richly reward the student. To the one who goes earnestly into the matter, there is perhaps no more fascinating and inspiring subject of inquiry than is the little child. Even literature, music, and the other so-called fine arts, not infrequently bring to their devotees periods of gloom and despondency, and sometimes a tendency to pessimism. But a young human life, with its slow unfoldment of an ever-changing per- sonality, with its continuous series of thrills and surprises for the interested on-looker — there is something about this situation which tends to renew one's waning spirit and to make him exceedingly glad he is privileged to live in a land of such abundant childhood and promise. The Most Difficult Task The first great step toward a full mastery of child study is an attitude of open-mindedness on the part of the stu- dent, a willingness to yield for the time being all opinions, prejudices, and preconceived notions relative to the sub- ject. This attitude of surrender, of humbleness in antici- pation of what is to be revealed, is a guarantee of the apt and ready learner. In general, the only procedure which may be expected to bring satisfactory results is (1) to deal personally with the largest possible variety of children The Purpose and the Promise 5 under the largest possible variety of conditions, and (2) to learn from the reading of many books and the hearing of many discussions, how to verify and correct one's personal experiences with children. Before feeling ready to offer a final discussion of any and all phases of the subject one had better ask himself how fully he has covered the fore- going general field of inquiry. Finally, it may be said that the most important step toward a deep insight into child life is to appreciate the significance of experience. What a person knows, what he does, the way he regards the people, the world, and the things in it, the tasks and duties of the day — all these elements of anyone's personal character are traceable to his own past experience. This developmental meaning of personal experience is slow to impress itself upon the mind of the student of child psychology; but when once its point of view becomes fully recognized the way to success is wide open. If one could only study the full and complete biography of hundreds of children and trace out the many tiny steps by means of which each character has been formed, he would thus make use of a fundamental secret of successful child study. How TO Define the Purpose Before perfecting the organization of a child-study club it is very important to consider well the object to be attained. First, there may be a purpose of studying child life as a scientific course. In such a case the college class-room method is doubtless the most desirable one, with its lectures, its regular texts, and its library and laboratory researches. Second, the object may be that of seeking to know how to improve the quality of parent- hood. Eugenics would then become the dominant topic of the course. Third, the improvement of the conditions 6 Outlines of Child Study affecting local child life might be the worthy ideal of the study club. Fourth, a combination of all the foregoing purposes, constituting a general survey of the entire scope of childhood and youth — such might be considered as a most praiseworthy aim of a club or society. Naturally a program of the last-named sort, if well carried out, will bring many pleasures to the individual members and many future blessings to the community of which they are a part. The Promise of the Future At last we are learning that it is more or less the business of all the worthy adult persons in the community to assist in the rearing of the next generation. One does not have to be a parent in order to be able to love children and to assist in ministering unto their needs. Indeed, some of the very best and wisest child trainers are not parents in the ordinary sense of the word and never expect to become such; but they are true and genuine foster parents, and that in relation to all the children with whom they are privileged to be associated. Some one has said that the avocation of every good citizen of the future will be that of assistant parent, no matter what his vocation may be. Each and every one will then become more conscious of the responsibility of making his daily conduct contributory to the common welfare of the young. But we shall all be prepared to do our part in this greatest of all the " learned " professions only after a long period of earnest and con- scientious effort. And when we do arrive at a full and general understanding of the inherent worth of ordinary human infancy, then will the glory of childhood be re- vealed unto us all, and that through our united and successful efforts to evolve out of ordinary child nature the strength and beauty which rightfully belongs to com- The Purpose and the Promise 7 mon manhood and womanhood. Such is the great promise which the future holds out for us. Let us now consider separately some of the practicable forms of child- welfare organization; for example, the parent-teacher association, the mothers' club, the child- welfare association, and the child-study department of the literary or social club. CHAPTER II THE PLAN AND ITS FULFILLMENT Above we have made a brief list of the most common child-study clubs. Now, let us consider them somewhat in detail. If we are concerned about a movement which will contribute equally and unselfishly both to the com- mon welfare of the people and the mutual interests of all of those concerned about the children there is perhaps no more nearly ideal organization for this purpose than is the parent-teacher association. It is easily formed and maintained, is democratic in spirit and method, and may be made to render a permanent service to the entire community. How TO Form a Parent-Teacher Association Under ideal conditions there will be formed a parent- teacher association in every school community of any considerable size, and that as an adjunct of the local school. But in launching the movement as a new one it is usually advisable first to form one central model organiza- tion and later to extend the effort to other local com- munities. For example, in a town of twenty thousand people the patrons and teachers of one of the largest ward schools organized an association to meet at the school building at 3 o'clock p. m. on the second Friday of each month of the entire term. By vote of the meeting every patron and every teacher within the district were elected to membership. A full set of officers was selected, each to serve for a year, and a very simple constitution was 8 The Plan and its Fulfillment 9 adopted. It was provided that there should be no dues, fees, or assessments since the school board was expected to furnish the free use of the building and the equipment. The announced purpose of the organization was to study child life in all its several phases which affected the school, the home and the community, and to try to render these and other worthy institutions mutually serviceable in fostering a better childhood. A full attendance and deep interest marked the affair from the beginning. The local press and all concerned helped to spread the report of its good and commendable work. In less than three months each of the other three ward school communities of the town had followed the example. A Democratic Spirit All good child-welfare effort is necessarily very unselfish. Its aim is always and forever to serve and to contribute, and never to seek some advantage or personal preferment. So, in forming the new organization, it is advisable to give all possible place to the exercise of altruism and mutual sympathy, to avoid every tendency towards its coming under the dominance of any particular set or group, and to see that the offices and the duties of the members do not inadvertently become factionalized. It is very necessary to distribute the offices carefully among all the representa- tive groups of the membership. Caste distinction and clique dominance is one of the sure signs of early decay of such an organization; but "Whosoever will may come," is a most significant motto for its growth and progress. The humblest as well as the haughtiest may be made to con- sider himself or herself a vital factor in the movement, and the work may be so promoted that each and all will forget self in their eagerness to serve. And then, a little careful forethought will enable the 10 Outlines of Child Study officers to arrange the program so as to have represented thereon the widest possible variety of child-welfare talents and interests. There will be no necessity of rendering any of the members conspicuous because of their being given too frequently a place on the program. All will feel especially free to participate in the general discussions. The reticent must be urged and personally invited to do so. None need be slighted. State and National Organizations There are now in existence several national and many state organizations for fostering child life and child study. Probably all of these are praiseworthy. Some of them at least are very much so. But their interests must not be permitted to dominate the local organizations. Many local clubs have been weakened and split up as the result of a heated discussion of the matter of affiliating with the higher outside organization. Perhaps it is best to invite the members of the local club to act as individuals in the matter of uniting with the state or national society. If the higher organization asks for a local delegate to attend one of its meetings, then the local club should if possible appoint a delegate who happens to be a member of the society issuing the invitation. There is a work for the children big enough to employ the efforts of ail the valuable child-study organizations; and so we should see to it most carefully that no one of them be broken up or weakened by the well-intended efforts of another. It is only very rarely that some person with a selfish motive steps into the situation, and in such a case his or her purpose is easily detected. It is needless to say that the efforts of such an agent are most hurtful to the local organization, tending to disrupt it and to destroy its usefulness. Wherefore, let us have a clear The Plan and its Fulfillment 11 understanding upon one point; namely, that the parent- teacher association should be preserved as distinctively a local organization, closely affiliated with the local school and dominated by an unselfish interest in the welfare of all the children of all the people of the community. How TO Organize a Mothers' Club There are many places in which it is impracticable to organize a parent- teacher association. • As it is a co- partnership movement between parents and teachers, one of the parties may not give willing consent. A school that is run on the old cut-and-dried plan does not usually want to be disturbed by such a modern organization. In all such cases the way is still open for the formation of a mothers' club. Two or three earnest and devoted lovers of the children are sufficient for making a start. The movement may assume either of two forms : first, a general club which all the mothers of the community are invited to join; and second, a club attached to a larger organization, for example, a church. The general club is perhaps easiest to form, especially in the smaller community, where there is likely to be some jealousy existing among the churches. By all means, let the new organization so conduct its affairs as to appeal sympathetically to all mothers of whatever social rank. Let it make a special point of its democracy and of the unselfishness of its members. Let it make a particular effort to bring in both the fine-gloved and the working woman. Love and good deeds in behalf of the children — such as must mark the successful mothers' club — recognize no caste. Do Something Worth While The first duty of the little club is to serve — to go at its task earnestly, and to get at the heart of the child. Each 12 Outlines of Child Study member may wish to purchase one or more child-welfare books of her own and to exchange these with others who have such books. Each one who is appointed to a place on the program will resolve to come carefully prepared to contribute at least one vital point to the discussion. She will bring this helpful matter from one of two sources; namely, from well-tried and successful experience in deal- ing with her own children, or from the writings of some one who is an authority on the topic assigned. The president of the club will hold the speakers close to the subject of the hour and will discourage diversions and the expression of mere opinions. She will endeavor to give unity to the program and to make it stand for something very definite in the future practices of the mothers present. Let the Good Deeds be Known It is altogether fair and commendable so to plan that the doings of the little club may become the " talk of the toA?VTi." A careful report of the meeting should appear in the local press. Some enthusiastic member should hand the editor a brief written account ready to print. All the members may arrange to put into practice in a conspicuous way some new device for assisting their own children. For example, all the members may agree to secure a type of baby swing to hang in the doorway of the home. This helpful play- thing may have the "Mothers' Club brand," Or, again, it may be agreed that each one who has a small child is to install in her home a "Mothers' Club sand box" of a certain form and pattern. Thus many new attendants will be drawn to the meetings and will be induced to take active part in the programs. The spirit of the child-study organization will count for much toward perpetuating its existence and usefulness. There must be a continuous and vigilant effort to keep The Plan and its Fulfillment 13 the club free from being dominated by any "set" or fac- tion. Just as soon as it becomes in any sense select or exclusive in its membership the elements of selfishness and decay have entered its portals. Unselfishness, devoted- ness to all the children, sympathy and good will for all who may participate, and an ardent desire to serve equally the interests of all mothers, and to help rear a better race — these are some of the altruistic motives best suited to make the Mothers' Club a living force in the community. A Club in the Church In some instances it will be more practicable to organize a Mothers' Club within the membership of one's own church, the general movement being too large or difficult an affair. In this event it will be well to follow the plan outlined above in all particulars except one. That is, there will be need of caution about giving offense to neighbors and others who are not members of the church which fosters the new organization. As certainly as the club succeeds, outsiders will be attracted to its meet- ings and many will wish to participate. An open, frank method of dealing with all such persons is the only com- mendable one. Urgent soliciting among the members of other churches is almost certain to breed ill-will somewhere. When it is remembered that service, sympathy, and genuine unselfishness, are the best characteristics of successful child-welfare work, there will be a strict avoid- ance of all acts which might arouse envy and ill feeling. Wherefore, the new and prosperous Mothers' Club, organized within the church, might publish some such announcement as the following: "This club was or- ganized primarily for the mutual benefit of the mothers of the church. All, without regard to church affiliations, are cordially invited to attend its meetings 14 Outlines of Child Study and to take part in the open discussions. We do not solicit or do we exclude memberships from other churches. Our first concern is the welfare of the children and of the mothers who must deal with them. We shall be most happy if our efforts result indirectly in the organization of clubs among the members of sister churches." The leaders of the club will do much by way of extending its serviceableness if they continue to remind the members of the high and inspiring aims which it may suitably cherish: To know and to love all little children; to be better mothers and caretakers of our own little ones; to assist one another in finding a way whereby to contribute to the club's helpfulness; to seek out those among us who are indifferent or reticent and to induce them to come and participate in our meetings; to be prompted in all our club efforts by love and sympathy and the spirit of the Master. An Adjunct of the Social Club In some instances the child-study effort is conducted very successfully by a specially appointed committee of a club organized under a social or literary title. The author of this book believes that all such clubs should have among their aims some form of altruism — that a club which aims exclusively at pleasure and mere acquisition for its members is certain to tend toward selfishness and to involve many in some form of jealousy or embitterment. "Only by the exercise of unselfish motives is the heart kept free from guile." Therefore, in case of a social or literary club with an interest also in child life, it is well to have a standing committee prepare special programs touching the child- welfare problems, these to be rendered at regular in- tervals; say, at every third or fourth meeting of the club. The Plan and its Fulfillment 15 Experience has shown beyond question that such a pro- gram, rightly managed, will arouse as much genuine interest and enthusiasm among the members as will a program on Shakespeare or Browning. A Child- Welfare Association It is often very desirable to organize the work in behalf of the children as a general community affair, with the twofold interest of studying child life and ministering concretely to the needs of the little ones. The programs will help to keep up the interest in the effort to promote such valuable institutions as playgrounds and industrial training classes for the young. The first important step in the organization of any such juvenile- welfare-league is to plan that it be thoroughly representative of all the groups of the local community which would be likely to care to participate. "Let us see," said a judicious or- ganizer, "who should be interested in this movement.''" And he made a list of all the worthy elements of the com- munity, as follows : 1. The City Government. 2. The Commercial Club. 3. The Civic League. 4. The Business Men's Association. 5. The Women's Federation of Clubs. 6. The Various Social and Literary Clubs of Women. 7. The Board of Education. 8. The City Teachers' Association. 9. The Young Men's Christian Association. 10. The Young Women's Christian Association. 11. The Woman's Welfare League. 12. The Muaisterial Union. 13. The Catholic Church and Societies. 16 Outlines of Child Study 14. The Inter-Sunday School Teachers' Society. 15. The Church Brotherhoods. 16. The Chautauqua Association. 17. The Playground Committee. 18. The Police Force. 19. The Juvenile Judge. 20. Boy Scout Leaders. 21. The Campfire Leaders. 22. The Committee on Censorship of Motion Pictures and Theatres. Now, if there can be drawn from each of these groups one person who may be made to take an interest in the new movement, a central child-welfare association of great promise can be organized. If, say, two-thirds of these respond, the situation is very encouraging. The mayor, the president of the school board, and the directing officers of all the other groups will be urged to volunteer as delegates to the initial meeting or else to appoint some one of their respective bodies to attend. Magnanimity must Prevail Thus the foundation for a "whole community move- ment" is laid, while the probability of factionalism and jealousy is far removed. Tact and judicious care in the selection of the permanent officers must be exercised. The temporary chairman will keep asking, "How can we select our officers so as to make them a representative and not a factional group? Whom will this body vote for and support with unanimity and enthusiasm.'^" There is in every such audience as the one assembled here a "right person" for every official position. During the period of a few weeks the author of this volume organized thirty child-welfare associations and presided as temporary chair- The Plan and its Fulfillment 17 man. In practically no case was there any contest in the election of the officers. Why.? Simply because the members were asked to proceed unselfishly and even prayerfully in the matter. Not nominations but sugges- tions of the names of suitable persons were at first asked for. Then these were gone over one by one and their serviceability frankly discussed until the "right person" was evident to all. Then, nominations were requested. As a result of this deliberation there was usually only one nomination for an office. If some one inadvertently offered the name of a "wrong person" this one quickly withdrew his own name. Thus the spirit of good-fellowship and good-will was made to give splendid impetus to the initial meeting of the child-study association. Everyone left it with a resolve to serve the new cause with might and earnestness. CHAPTER III TEE OFFICERS AND MEMBERS It is considered a fundamental principle of this text that genuine child-welfare work is extremely unselfish. Those who would form a little closed circle of "just ourselves" for the purpose of obtaining some exclusive helps and privileges for a supposedly select group of children — such will necessarily miss much of the best to be derived from child study. When it is once realized that we all belong to one great human family; that our noblest aims and pur- poses are spiritual and essentially one; that the highest and best within us cannot be actualized unless we are willing to act in harmony with all other sincere, earnest souls; that all of us possess inherent elements of strength and genius as well as tendencies toward weakness and depravity; that we are indebted for about one-half of what we are to the fortunate circumstances of good environment and good training — then, we begin to feel such a passionate interest in all the children of all the people that we are strongly impelled to study and love and minister unto any and all of these little ones in a spirit of devotion and reverence. United Community Effort A survey of the entire country, with reference to the education of the young, reveals a striking tendency toward community team work; that is, to regard the rearing of children as a responsibility resting upon the entire social order rather than a task set apart exclusively for parents and teachers. Therefore, the time seems to be actually 18 The Officers and Members 19 approaching when every worthy citizen — whether he may happen to be a parent or not — must consider himself as obhgated to assist in bringing to a sound maturity the on-coming generation of boys and girls. Select Officers Carefully The foregoing ideals — first, of a democracy, and second, of a quickened community consciousness — will oflFer us not a little guidance in the selection of suitable officers for the child-welfare organization. Let us assume that we are organizing a parent- teacher association, as it includes the elements of practically all the others combined. Then, what person is there among the membership who embodies in liberal measure the qualities of mind outlined above, and also the ability to preside over a meeting with force and decisiveness. By laying aside all thought of selfishness and considering only the matter of fitness, there will be brought to mind the most suitable person for the headship of the new organization. The presiding officer contributes more than anyone else toward the success or the failure of this child-welfare movement, and in the nature of things he or she will forget self in his endeavor to serve the interests of all. It is needless to urge that the members will observe his un- selfish efforts and co-operate with him. Many Blunders must Occur In the work and management of the successful child- study society there will necessarily be made many blunders, but all will soon learn to be patient and indulgent of the well-meant errors of the officers and leaders. Gossip has destroyed many a good organization, yes, many a good child-study society, and sent its members away murmuring 20 Outlines of Child Study and complaining. It is hoped that the author will not seem to be indulging in trivial matters when he relates his method of obviating the ill talk which is likely to spring up in a society of this kind. The method is as follows: im- mediately after the formation of each new organization he stood before the audience and holding up his hand en- joined silence, saying, "Do you see my uplifted hand? This is your solemn pledge and mine that during the existence of this organization, none of us shall utter a single word of criticism that we are not willing to express frankly and sympathetically before the entire member- ship." After once the spirit of good-will and sympathy has begun to prevail, the members are anxious to contribute their part to the success of the movement and they are most tolerant of the mistakes of those who may be taking part in the meeting. All are even anxious to condone the faults and failures of their co-workers and thus to make the effort a genuine heart to heart affair. President and Vice-President The president and the vice-president of the parent- teacher association should have practically the same qualifications. It should not be so, but it is actually the fact, that the membership at present consists chiefly of women. As yet only a comparatively small number of men have seen fit to participate in such an organization. Very probably, therefore, the president of the society will be some capable woman. Accordingly, it might seem advisable to select some busy father as vice-president. Although he may be too much absorbed with some really important business affairs to attend the meetings regularly, his election might be a means of inducing one more good The Officers and Members 21 man to come out occasionally and perform a part on the program. The president will necessarily be more than a presiding officer. She must do much behind the scenes in an en- deavor to keep all actively at work in the performance of their several duties respecting the organization. Not infrequently she will have to call on the members of the executive committee in order to be certain that the program is to appear in due time and that the participants may be notified early of the part they are expected to take. Then again, she will need to remind the press agent of his or her peculiar duty of reporting some important phase of the meeting; for what gets into public print about the meeting is going to have a great influence on the success and permanence of the new movement. The prestige of her office will make it possible for the president of the association to do more than anyone else by way of influencing persons to come to the meetings and to contribute something to their success. She will main- tain an active interest in two classes of possible attendants ; namely, those who may come out occasionally and con- tribute some brilliant part to the success of the program, and those who may be very reticent about attending the meeting or taking any active part in the proceedings. Strangely enough, there are very many good and well- meaning persons who feel that they should have a personal invitation from some one in authority before becoming actively connected with a society of the kind we are here discussing. Other Important Officers The officer next in importance to the president will be the press agent, who may or may not be required to act as secretary. The duties of secretary are rather perfunctory 22 Outlines of Child Study and do not relate vitally to the success of the work. But in case of the press agent it is different. This person should be one who is accustomed to writing for publication, if one such be available. Before selecting the press agent it would be a good idea to have a word of advice from the local editors. They are naturally in a position to know who is most capable of handing in good news items and whose "copy" requires little or no editing before it is printed. Another oflBcer of first rank importance is the librarian of the association. She should be selected from among those who are naturally fond of books. A person who is more or less familiar with the general field of child-welfare literature will be ideal for this service. As will be explained in the next chapter, the librarian of the association will be called upon to assist in finding the reading references necessary for those who are to have a further part in the program. She will also endeavor to keep informed as to the newest and best literature on the subject and to place before the society her recommendations at such times as they may desire to add to their small stock of books and pamphlets. The executive committee will constitute a very necessary group of the officers of the association. Three is an ideal number for this committee. But these three should in- clude a variety of interests and personalities. The task of preparing a program early, of making it definite as to the topics, of selecting the right person for each topic, of persuading reticent members to take an assignment — these matters require a large fund of tact and good judg- ment. The members of the committee will be at all times conscious of the danger of offending the members through inadvertence. They will need to keep a careful record of those who are called upon to participate and to extend the The Officers and Members 23 invitations very impartially. There is always a tendency to invite the willing too often and to neglect to invite the unwilling participants often enough. So the members of the program committee might well hold before their minds some such questions as the following: "How can we be fair and just to all and at the same time produce the maximum of good results in the rendering of the program performances?" Personnel of the Members It has been urged several times above that the child- welfare society is in the very nature of things a democratic affair. Within it love and service are regarded more favor- ably than rank or class. Hence, the chief function of the organization is to serve the common needs of child life and to contribute something toward the better unfoldment of juvenile personality. All will forget self in their eagerness to assist in the work of the society. It may be said more- over, that the movement is a success in proportion as it draws to its ranks representatives of all the factions and elements of the local community. At a regular monthly meeting of a certain parent- teacher association there were a few less than four score persons present, nearly all women. A comely and self- possessed mother of middle years had just finished a fifteen-minute paper on the subject, "Training Young Girls to Take Care of Their Own Clothes." The discus- sion was a masterpiece in its class. The speaker had stated her points most clearly and had outlined a definite plan of procedure. All were highly pleased with what she had said. " Who is this Mrs. } " several members made inquiry. Not a few were surprised to learn that Mrs. was the widowed mother of four children, all under ten years of age and that she was earning the 24 Outlines of Child Study living for her entire household solely with her own needle. The other parts of the program were quite as appropriate and to the point as this one, although there was a va- riety of personalities contributing. The entire procedure seemed so genuine and free from self-consciousness on the part of all who were participating. At the close of the meeting there were heard many words of commendation of the officers and others on account of the success and enjoyment of the affair. Surely, love and good-fellowship and an effective heart service in behalf of the children marked this occasion. A Committee on Membership It might prove very helpful to the work of the parent- teacher association if there should be appointed a regular standing committee on membership. We do not forget that every parent, every patron of the school, and any interested resident is considered as an ex officio member of this child-study society — that is, by vote of the initiatory meeting this widely inclusive and democratic membership was provided for. But even after this excellent beginning has been made there will be found in the community nu- merous persons who will hang back and perhaps consider themselves more or less unwelcome at the meetings. There still exist among us so many exclusive social and literary clubs that many people have acquired the habit of being on their guard for fear of intruding at a place where they are not welcome. This proposed parent- teacher association is so cosmopolitan in its membership that many will need to have the matter made perfectly clear before they respond to its claims for their attendance. The committee on membership will go quietly among these and solicit their interest and help, assuring every one of the service she may render the cause by her presence. The Officers and Members 25 After the backward and reticent ones have been brought in and made to feel an interest in the affairs of the society, and to appreciate the cordial welcome which awaits them there, even then, it will not be necessary to make a second appeal for their attendance. CHAPTER IV METHODS AND MANAGEMENT It was stated above that the success or failure of the child-study organization will depend very largely upon the tact and good judgment of its officers of administration. We have also offered some rules of guidance for the selec- tion of the various officers. Now let us consider somewhat in detail the methods whereby the oflBcers and members may all contribute to the success of the movement in behaK of childhood. Some Duties of the President The presiding officer of the parent-teacher association or mothers' club will attempt to keep in mind those many little incidents which make or mar the progress of the meetings. First of all, she is in a position somewhat like that of toastmaster. Some one has said that every public speaker should be graded as follows: fifty per cent upon his own effort and fifty per cent upon his introduction by the chairman of the meeting. This statement is perhaps an extreme one but its suggestiveness is certainly in point here. The chairman must bethink himself seriously as to how to launch each speaker happily upon the assigned topic, and in doing this he may well take note of two or three special matters: (1) the favorable opinion of the audience as regards the speaker about to be called, (2) a very brief word of preview of the topic being announced, and (3) a helpful hint to the speaker relative to the phase of the subject which needs to be emphasized. 26 Methods and Management 27 It is not enough for the chairman of the meeting to ask the secretary to call the first speaker with the mere announcement of the topic. Such a hasty introduction will suffice in cases where the speaker already has a thoroughly established reputation with the audience and is expected to offer something very much desired and welcomed. In the usual case the presiding officer must regard it as his serious obligation to the speaker to give him the happy beginning suggested above. Anything less than that must be set down as a demerit mark after the name of the chairman. Very few speakers are enabled to overcome the adverse shock of a "chilly" introduction. On a certain occasion the author was a member of a large audience which was about to be addressed by an able speaker whose reputation was something of a national character. The chairman pounded heavily on his table and in a brusque manner called for quiet, saying, "We are now ready to begin the exercises of the afternoon. Mr. P is here and will speak on the subject, 'School and Home Co-operation,' " The audience was still noisy and not at all ready to receive a speaker, for the psychology of the crowd had not done its work. Nearly three hundred persons were assembled there and when called to order each one was more or less lost in the thought of the moment or in some other idea equally foreign to the topic of the lecture. Vacant staring, whispered inquiries, questioning glances, and inattention still confronted the speaker when he appeared. No one offered any applause. The entire effort was a defeat for the lecturer. He struggled for place and seemed to be searching his wits for the right opening, which the chair- man had neglected to give him. Sentiment about a speaker is a remarkably subtle thing. It is easily manufac- tured and is cumulative. Some one has reported that a 28 Outlines of Child Study great humorist has been known to sway his audience with laughter simply by reciting the alphabet. The report may be exaggerated but if there be any truth in it, the laughter was caused chiefly by the reputation of the lecturer and not by what he was then reciting. They who came to hear him were already thrilled with merriment on account of what they knew and read about his past efforts and in that case almost anything he might care to render would have been highly acceptable. In case of a program with several speakers the meeting will go on most satisfactorily if all the discussions con- tribute to the solution of different aspects of the same general problem. Unity of thought will then be permis- sible. The chairman will do well to offer a brief word of comment after each speaker is through, commending the effort and connecting it up with that of the next participant. Of course there is always need of caution lest the chairman consume more than his share of time. His remarks must be quick, precise, and to the point, and must not seem to be a matter of squandering the time set apart for the meeting. Keep the Speakers in Line A very important duty of the chairman of the parent- teacher meeting will be that of keeping the various speak- ers within the limits of their allotted time and quietly insisting that each confine his remarks to the topic as- signed. No audience will long patiently tolerate tedious, dull, and unimportant discussions. The members will simply drop away from the meeting and not return. A balanced schedule of topics and time allowances is impera- tive. In the ideal situation, about four speakers with fifteen minutes each is the rule. There is not so much necessity of calling time on the speaker at the end of his assigned period as there is of urging sharply that all will be Methods and Management 29 expected to close their remarks after a given length of time. If held to the point the members of the audience will soon fall into these regular habits and very few will be guilty of violating a set of excellent self-imposed rules of procedure. But to keep each speaker upon his own topic, to remind him gently, but insistently that he is to confine himself to this topic — such a matter requires extreme tactfulness on the part of the chairman. Nevertheless, even at the expense of giving occasionally a mild offense, this rule of conducting the meeting must be followed. One of the best means of avoiding the embarrassment of prosaic discus- sions at the meetings is to provide carefully that all the participants be notified early of their topics and their duties respecting the program. The unprepared speaker is the one who naturally branches off upon one or more foreign topics. Let the chairman disqualify the speakers for committing this offense by stating clearly at the opening of the hour the association's policy of expecting the participants to come prepared, and of requiring them to discuss only the assigned topics. The scattering dis- cussion not only spoils the program of the hour but it tends to disarrange and weaken many future programs. It is especially embarrassing, in a case where all the topics on a general program are related, to have one person come forward and take all the life out of a succeeding speaker's topic by discussing it instead of his own. Therefore, an important detail will be that of furnishing beforehand to each person interested a complete list of the assignments. The General Discussion After each of, say, four persons has given about a fifteen-minute discussion of his topic and the chairman has consumed, all told, not to exceed fifteen minutes in 30 Outlines of Child Study the various introductions and connecting talks — then, a general discussion of the subject of the day may be invited. Now is the time for opinions as well as expert suggestions and advice, all to continue for a quarter of an hour and longer if the interest does not lag. This should be every- body's meeting. Again, the success of the general discus- sion devolves chiefly upon the president. He will try to understand the personnel of the audience and will single out by name not a few persons, asking each one to dis- cuss briefly some matter which relates to the work of the meeting. Many of the best brief discussions will be ob- tained in this manner. The backward member, on invita- tion, often proves to be a ready contributor to the problem in hand. And then, this effort of the chairman to induce the maximum number of those present to contribute something to the program — this is one of the secrets of enlisting the permanent interest of many who might otherwise go home feeling dissatisfied with the meeting. "They love who are permitted to serve." The foregoing maxim will apply fittingly to the period of general discus- sion. It may be stated that those who are induced to participate will be more inclined than the others to come back, and they will go home more satisfied because of their having been recognized and seemingly appreciated. Two Glasses of Speakers As stated above there are only two classes of persons who are in an ideal position to participate in the assigned topic discussions at the meeting of the parent-teacher association. They are these: (1) the person who from actual experience has accumulated some considerable knowledge bearing upon the topic assigned, and (2) the person who will take the trouble to make preparation upon the topic of the day. The executive committee will do Methods and Management 31 well to keep this matter prominently in mind in their selection of those who are to take part at the meeting. But the committee will not necessarily look for expertness only in high places. Not infrequently a parent in some very humble position has acquired through experience some most helpful knowledge about child life. It is a peculiar virtue of the program committee to seek out this and other forms of expertness and bring it to the meeting. For example, a little mother, who lives far out on the edge of the community is known to be very able in her management of her little boys. She has already succeeded in a marked degree with their home discipline. Her children are willing and cheerful and obedient in the performance of their assigned tasks. The art of the mother in training them is very apparent. Now, this person may have never read a line on child welfare but she is certainly in an ideal position for being invited to discuss some such topic as, "Teaching Children Obe- dience." Very probably, when asked to take part in a meeting this reticent and modest little mother will throw up her hands in fright and refuse almost flatly to have anything to do with the matter. Now, here is an occasion for the executive committee to render a real service to the organization, to the young mother, and the community at large. They should regard the matter of bringing such a contribution into the meeting as a prize worthy to be sought by every fair means. Coaxing, palavering, and other forms of "sweet adroitness" should be resorted to as a means of bringing this new talent into service. The author has known at least one program committee, the members of which spent a full hour in persuading a mother to come out to the meeting and offer a discussion, and they finally succeeded. The mother's objection was that she had nothing worth while to oflfer, that she did not 32 Outlines of Child Study know how to speak in public, and the Hke. It was proved subsequently that the hour's pleading was more than paid for by the excellent discussion which the mother oflPered before the assembly. Unfortunately, not all persons appreciate the fact that eloquence consists chiefly in having something worth while to say and in saying it with force and earnestness and enthusiasm. Keeping all Factions Interested It will not be an easy task for the executive committee so to balance the program as to treat fairly and impartially all the classes and factions of the community, for they must deal indirectly with public sentiment and gossip. It should not be asserted truthfully by anyone that the committee are inclined to favor some special group. Such adverse criticism may occur because of the fact that the public has not been made aware of the preconceived policy of the committee. So, it is always well for the committee to take the public fully into their confidence by making all possible announcement of future assignments. Let it be explained, for example, that a certain group will be called upon to bring some particular contributions to the pro- gram, and that after this has been accomplished another specified group will be brought into service. No matter how democratic the community, the interests and experiences of the various members will be radically different from one another, and they will naturally fall into classes. The teachers, the mothers of nursing in- fants, the parents of adolescent boys, the officers of a city government — these represent distinct elements of a com- munity, and all such interests will be expected to con- tribute distinctive parts to the child-welfare program. On one occasion only parents may be asked to participate, at the succeeding one teachers may be called upon exclu- Methods and Management 33 sively to bring up their part of a general course of dis- cussion. The executive committee cannot be too often reminded of their duty toward every individual class and group of the whole society, and that they are under obligations to make a very strenuous effort to bring all these into the service of the child-study organization. "They Love Who Humbly Serve" It is a tremendous task to break down long standing prejudices and opinions. To induce the members of a community to make a less frequent use of the word "my" and a more frequent use of the word "our" in their efforts toward improving child life — this is a sign of genuine progress toward better things for the young. It is to be considered a fundamental principle of this text that parents cannot live wholly within themselves in dealing with children, that each family though a unit, is vitally related to all the other families; that there must be real co-operation among parents who live side by side if they wish to succeed fully in the development of their children. The idea of service and usefulness, the helping hand spirit, must prevail throughout all the well-placed endeavor in behalf of the little ones. The work of the executive com- mittee in bringing the hidden elements of a local com- munity into active service at the meeting, will do more than perhaps anything else to break down prejudice and false opinions about the children in the homes. Many a one so brought in will discover for the first time that faults and failures as well as merits and successes are very com- mon among all ordinary boys and girls. Thus the way will be opened for love and service and co-operation in child training among parents who, though dwelling side by side, have been in the habit of regarding one another's efforts with more or less suspicion and unfriendliness. CHAPTER V TEE LABORATORY IDEA IN CHILD STUDY One of the very best possible aims of the parent- teacher association will be that of training its members in the habit of observing the conduct of children. Indeed, it may be said that the acquisition of such a habit on the part of any person marks the beginning of his intensive and successful study of child life. Character is evolved chiefly out of personal experience. To the one who is discerning every voluntary act which he sees another performing suggests a bit of personal history. We accomplish our various little daily tasks awkwardly or well in proportion as we have been trained to do them during childhood and youth. Chance incident, good fortune or bad fortune in our childhood environments, teachers who were wise or otherwise, parental thought and carefulness or lack of it, and countless other matters, all impressed themselves upon our nerves in peculiar ways during the period of our growth and tended to shape our personalities as we possess them to-day. Learn to Observe the Children Now, to the student of juvenile problems the children become a sort of psychological laboratory; for, co-related with their every movement is the formation of their inner nervous systems. And since children may be seen doing such a great variety of things in such a great variety of ways this laboratory is present everywhere, if one only knows how to observe and interpret juvenile conduct. 34 The Laboratory Idea in Child Study 35 So, by the laboratory idea in child study, we mean just what has been implied above, namely, to observe children in their natural activities. There is more than instruction and interest in this sort of thing. The one who does it continually will soon find himself thoroughly in love with his task. At a so-called better-baby exhibit at a county fair the author of this text noted two classes of persons present, those who observed the children and those who did not. Some women and many men crowded by the baby station without paying any more attention to the little ones than if they had been mere blocks of wood. Others stopped to fondle them and to observe the childish behavior. It would not be fair to criticise a man who rushed through the crowd of babies, almost knocking some of them over in his eagerness to reach the swine pen where he was to stand for an hour admiring the animals. It would not be fair to censure him because of the fact that he could discourse entertainingly for three hours at a stretch upon the many marks of merit and demerit among the various breeds of swine, while at the same time he would not be able to talk intelligently for five minutes upon any im- portant problem relative to the children. It is chiefly his personal experience which has made him respond in this way. We have been teaching boys and young men all about the pigs and other animals but they have never had a single well-presented lesson about children, even though they are naturally expected at some time to assume the responsibilities of fatherhood. Yes, the best way to know pigs is to study pigs, and the best way to know children is to study children. It is apparent that those who study the swine intensively learn to love them. Then, do we have to argue that those who study children intensively will learn to love them also? 36 Outlines of Child Study Watch the Little Ones at Home Every mother of a little child has her own home labora- tory. As she watches the little one she will soon become conscious of the fact that his plastic nervous system is functioning as an accompaniment of his every baby act. She observes him as he falls quietly to sleep at the close of a full meal and realizes that the nutriment has come into contact with the delicate nervous mechanism in the region of the stomach, that the blood has been drawn away from the brain centers. She observes him again as he awakens out of his sleep, makes note of the writhing, kicking, and crying and realizes that the little stomach is now empty, that the blood has partly returned to the cranial centers and that the nervous system is now im- pressed differently from what it was at the time of going to sleep. Now she observes the happy infant clutching with his tiny hands, trying to seize a bright object, attempting to put the little pink thumb into the little pink mouth, and to do a hundred and one baby acts; and she learns to regard all of these as the beginnings of the larger and more complex deeds of later childhood. There are three prime essentials for easy and successful study of child life, (1) a child to observe, (2) other little ones for this child to associate with, (3) an authentic book on child life. Given these elements and allowing time and persistence, and one may be reasonably expected to de- velop into an expert student of human nature. Study the Neighborhood Children It is most helpful and instructive to spend an hour each day among the children of the neighborhood, acting as a sort of monitor and guide for them. Here is a place for a rich observation of character in the making. And here The Laboratory Idea in Child Study 37 many of the great deeds of the world are acted out in mmiature. Children naturally fall into neighborhood groups, somewhat after the fashion of a military camp. They have their captains, lieutenants, corporals, and privates. Suppose one has been appointed to appear at a coming meeting of the parent-teacher association and discuss the topic, "Neighborhood Play." An hour among the children each day for a week, with pencil and note book in hand, should enable one to prepare a most valuable paper. He should thus be in a position to inform many of those present at the meeting in regard to matters which they have failed to observe from their own occasional glancing out at the window. One who observes the neighborhood group of children, acting as both student and director, will be surprised at what he can achieve in a short time. Let him attempt to introduce a few simple games and to organize the children so that they will do team work and get along more harmoniously. Among other matters it will be discovered that children are not very inventive in their play, that they continue to play in awkward ways, and that they are most willing to follow the guidance of a well-informed leader. Visit the Playground It would not be a very difficult matter for the members of the parent-teacher association to appoint an afternoon for visiting the public playground and making observa- tions of certain activities thereon. Suppose they go with an inquiry somewhat like this: What proportion of the children are wholesomely related to the games, taking an active part in them, and really acquiring something definitely helpful? Let the observers mark the so-called bully and the others whose conduct is crude and in need 38 Outlines of Child Study of refining. Let them take note of the children who play awkwardly and of those who linger along the edge and never get into the game. In general, let the visitors test the eflSciency of the playground and of the leader. To the careless observer the children may all seem to be having a happy and joyous afternoon together, but the expert will probably discover that the various games are being participated in by relatively few children, while the mass of them are pushed aside where they stand much of the time inactive. Visit the Picnic Grounds If the earnest student of child life wishes to gather many notes on the crude conduct of children who lack leadership, he may do so by visiting the little ones at an informal picnic. It would not be inappropriate for the members of the association to go in a body, each one to make his own observations and to bring up a brief report to be given at a succeeding meeting. An hour or two might profitably be spent in commenting upon the following topic: 'What I observed the children doing at the picnic." Many of those present will be surprised at the large amount of adverse criticism of the children. Crying, whining, teasing, begging for sweetmeats, pleading to go home, crude and ill-directed play — all these and other adverse criticism will be reported. One of the chief points to be gained by such reports and the accompanying discussions will be that of appreciating the extreme value of organized play and of a play director for the children. Attend the Kindergarten School It will be fortunate if the members of the association can have access to some well-conducted kindergarten school. In such a case they may go in a body and spend The Laboratory Idea in Child Study 39 an hour quietly observing the little ones. Under best conditions the children are thoroughly accustomed to visitors and therefore do not suffer from self -consciousness. Of course, the observers will note the different degrees and varieties of attention on the part of the young. Some will be stupid and inattentive at the presentation of sound, but these same little ones may look with eager eyes when objects are placed before them. Conversely, other chil- dren will be "audiles," sharp and keen in their sense of hearing and in their attention to things heard, while they show a dullness of the visual attention. The observers must be slow to pronounce this or that child bright or dull, for all the little ones will be found to have their bright spots and their dull spots. Strangely enough, this same situation obtains in the life of adults. We are smart enough in respect to some things and at the same time well nigh ignoramuses in respect to others. One feature of the kindergarten school which the ob- server should especially note is the relatively high degree of attention and team work manifested by the children. There is a much higher degree of significance of the lesson in the consciousness of every child present than is the case when the lesson is merely an incidental one, such as marks the undirected situation. The Baby Health Station The so-called better-baby exhibit will furnish many excellent opportunities for the study of child life. And, let us urge here as we have already done many times hitherto, that the baby contest is a crude, undemocratic and unnecessary procedure at best. It renders assistance to the children which need it least, the highly selected ones, and ignores the common-place and the most needy ones, to say nothing about the extreme offense which 40 Outlines of Child Study it naturally gives to the mothers of the last named classes. The author of this text has proved beyond question that no contest or prize giving is necessary in order to induce mothers to bring their little ones out to be scored, for 160 babies were brought in for scoring within a period of four afternoons, and that in an instance where none of these chief allurements were held out. The physician and his assistants made out a score card which aimed to render a genuine service to the mother of every sort of child, the picked ones, the common ones, and all others included. This score card showed the physical condition of the little one, in accordance with a graded scale and indicated in writing any necessary change in the care and diet of the child, or any needed medication. Each mother was given an order for a free photograph of her baby, the picture to serve as a memento of the occasion. Now, let the members of the association visit one of these baby health stations and they will learn many little things. For example, the plumpest and best looking babies are not always the soundest and most promising. Hidden weaknesses may be found in them by the skilled expert. As a result of right practice one should also learn to detect genuineness of child health and character as against mere superficial beauty and high grade personal adornment. If the entire association cannot visit the baby station in a body, then some member may attend and may be called upon at the meeting to make a full report of her observa- tions. Bring the Children in On certain occasions it may be found practicable to have a member bring a child or two to the meeting for some kind of demonstration. Suppose the topic to be, The Laboratory Idea in Child Study 41 "Little Lessons in Child Training." Then a little one may be shown for the first time, how to climb on and off a box, to place clothes pins in certain formations, to turn a latch, to tie a knot, to place the Montessori blocks in their correct position, and the like. Strange to say, many of those who are actually mothers of small children have failed to detect the possibilities of training mere babies to do things in better and more definite ways than these little ones in- cidentally learn to do them. Finally, perhaps the best that can be urged in behalf of the observation method of studying children is that it will tend to make all more noticeable of what the young members of the community are doing in the course of their daily activities, and more interested in what may be planned and arranged for the boys and girls in thought of their becoming at length transformed into ideal men and women. PART TWO THE CHILD-STUDY PROGRAMS PREFACE TO PART TWO In the preceding chapters we have made out in con- siderable detail a plan and a method whereby to make the meetings interesting and successful. But since so much depends upon the management of the program it seems advisable to reiterate here and to enumerate some of the leading rules of guidance, as follows : — 1. Urge each speaker to confine his or her remarks strictly to the assigned topic. Scattering discussions do much towards weakening the program of the day and spoiling the future ones. 2. By all means avoid calling the unprepared speaker to discuss one of the regular topics. Each topic represents an integral part of a larger and more general subject. 3. Cultivate the thought among the members that each speaker should strive to make at least one vital contribu- tion to the program discussions. Such is the minimum of a creditable performance. 4. Provide carefully that each person who is to appear on the program receive early notification of his assigned duty. Two weeks' time is little enough for successful preparation. 5. Seek to assign to each regular topic one of two classes of experts; namely, the expert who is such because of definite experience, and the expert who is such because of definite preparation. 6. Break the monotony of the meetings by having an occasional whole community rally, at which time there may be called an outside speaker of note. This person 45 46 Preface to Part Two with the help of some light entertainment may occupy the full time usually given to the regular program. 7. Strive earnestly to secure for the use of the society at least the first one dozen of volumes named in the pre- liminary book list (Chapter XV.) and the pamphlets which go with them. 8. Appoint a competent librarian to take charge of the books and assist those who have assigned topics in their preparation for the program appearances. The com- munity librarian may be able to handle this matter. 9. A press agent is a prime essential for the success of the child-study society herein contemplated. This person must be some one who can write a clear and condensed report of the meeting and an attractive announcement of the future programs, all ready for the local editor to set into type. 10. Unselfishness, sympathy for the children of all ages and conditions, and a desire to learn and to serve — these ideals will dominate the conduct of all the members and make their time of coming together an occasion of joy and inspiration for all. In the use of the references the members will note that the first numeral indicates the number of the volume (Chapters XV, XVI, XVII), and the second numeral represents the page of the book or the number of the pamphlet to which reference is made. Where practicable the first set of references has been confined to the pre- liminary book list of Chapter XV. Then follow references in the larger book list; and finally, references to the larger field of literature. CHAPTER VI TEE MOTHER AND THE INFANT PROGRAM 1 THE SACRED CALLING OF MOTHERHOOD 1. How Can Young Women be Made to Appreciate It? 8-3; 4-275. 2. How Can Young Men be Made to Respect It? 5-321; 11-181. 3. How Can Society be Made to Recognize It? 1-319; 17, Bulletin on Mothers' Pensions. 4. How Have Some Scriptural Writers Shown Their Regard for It? See Bible Concordance. 110-213; 135-1. Suggestions a. Keep strictly to the topic of the hour, with a speaker for each subdivision. 6. Ask for a free-for-all discussion of topic No. 2. c. Note the many references at the close of the Bulletin on Mothers' Pensions. d. The one who has topic No. 4 might call on several others to assist in giving brief Bible reference readings. e. There are many other good references to be found in the larger book list. /. The Spirit of Youth and the City Streets, by Jane Addams (Macmillan), is a helpful reference for these chapters on Motherhood. 47 PROGRAM 2 THE PHYSICAL STATUS OF MOTHERHOOD 1. What Physical Qualities are most Essential for Child Bearing? 1-309; 6-240. 2. Does Child Bearing Usually Improve the Health of the Mother? 1-304; 21-287. 3. Does the Mother Who is Entirely Relieved of House Work Rear Better Children than the One Who Does it All? 8-31; 51-108. 4. The Plight of the Mother who Must Work all Day Away from Home and Children. 32-Dependent Children Series No 7; Survey, V. 32, No. 17, p. 22; No. 38, p. 43. Suggestions a. Consult Adolescence, by G. Stanley Hall, and the magazine American Motherhood for help on No. 1. b. Let the one who has topic No. 2 secure the testimony of at least five physicians, and ten mothers and summarize their answers. c. Let the one who has topic No. 3 try to make a com- parative study of typical motherhood of the South and the North. d. If convenient, in preparation of the paper on topic No. 4, consult the files of Survey. e. In the general discussion ask for methods of ideal physical care of the mother at the time of birth of the child. /. For excellent help on No. 4 see The Delinquent Child and The Home, Breakinridge-Abbott. Survey Associates, N. Y. 48 PROGRAM 3 THE MENTAL STATUS OF MOTHERHOOD 1. How does Motherhood Change the Quality of a Woman's Mind and Morals? 4-199; 8-77. 2. How Does Motherhood Change the Ordinary Woman's Ambition? 4-82; 11-140; 94-84. 3. How Does Motherhood AfiFeet a Woman's Interest in Community Affairs? 1-290; 12-23. 4. How Does Motherhood Influence a Woman's Inter- est in Business and Finance? 6-178; 8-97; 27-60. Suggestions a. All these programs assume that there will be four speakers or papers on each. b. Literature which is precisely to the point on this lesson is scarce. Let those who manage the program strive diligently to show that (1) Motherhood changes many so-called worldly minded young women into persons of sense and maternal sympathy, (2) that the ideal mother slowly discovers her responsibility to the community effort in child welfare, and that this mother also learns to appreciate the social and moral meaning of business. c. Mother and Baby, by Anne B. Newton, M. D. (Lathrop), will be found helpful. 49 PROGRAM 4 EUGENICS AND SOUND MOTHERHOOD 1. May the Known Facts about Race Breeding be Made Available to the General Public? 10-1; 28-206. 2. The Qualities of Physique, Mind and Morals Neces- sary for the Mothers of a Sound Race. 6-253; 1-277; 26-156. 3. Unsound Qualities which Morally Forbid a Woman to Bear Children. 8-intro; 26-176. 4. Measures now Coming into Use to Protect the Race Against a Defective Motherhood. 26-220. Suggestions a. Do not hold up excessive standards of race soundness and thus discourage the members. Nearly all are in- herently sound enough for substantial parenthood. Emphasize the standards of excellence attainable through wise effort. 6. The "perfect baby" and the perfect adult are both, very mythical. We are all "long" or "short" in some respects. A few are defective and unfit to become parents. c. Inquire of the following for data on Nos. 2, 3, and 4, (1) American Eugenics Laboratory, Cold Spring Harbor, New York, (2) Training School for Defectives, Vineland, New Jersey. The Magazine Survey, New York City. 50 PROGRAM 5 MAKING CLUB LIFE HELPFUL TO MOTHERHOOD 1. The Helpfulness Derived from the Mother's Brief, Frequent Absence from Her Children. 23-47; 21-302. 2. Ideal Club Activities for the Mother of Young Children. 32- Inquire; 110-216. 3. May the Problems of Motherhood Have an Occa- sional Place on the Social or Literary Club Program? 31-k; 146-248. 4. What is the Ideal Child Study Club for Women, and what are Its Best Benefits? 94-190. Suggestions a. References in these topics are scarce. Write to the editor of the Child Welfare magazine, Philadelphia, for helps on No. 2; also to the editor of American Motherhood, Cooperstown, N. Y. b. Write to the American Institute of Child Life, Philadelphia, and to the head officers of state and local federation of clubs for help on No. 3. c. Inquire of the State or the National Congress of Mothers for help on No. 4. d. Do not be satisfied with meagre results. Address letters of inquiry to the extension department of the Universities of Kansas, Texas, Wisconsin, and Missouri on any or all these topics and read the replies at the club meeting. 51 PROGRAM 6 THE POLITICAL STATUS OF MOTHERHOOD 1. What are some Good Reasons Why Mothers Should Study Pohtical Affairs? 6-312; 21-207. 2. The Political and Civic Problems Which Most Concern Motherhood. 6-320; 19-15. 3. The Ballot as a Woman's Instrument for the Defense of Motherhood and Childhood. 146-256. 4. Woman's Best Mode of Attack against two Direct Foes of Motherhood, namely the Saloon and the Brothel. 5-180; 6-323. Suggestions a. Avoid partisan politics but do not dodge the political issues which concern motherhood. b. Note that women are less inclined toward party politics than men. c. Write the National Equal Suffrage Association, New York, for literature on No. 3. d. Write the Union Signal, Evanston, 111; the National Purity Federation, LaCrosse, Wis., The Scientific Temper- ance Federation, Boston; the Chicago School of Civics and Philanthropy, for data on No. 4. e. Call for a report of the methods worked out by the Chicago Vice Commission for combatting the social evil. 62 PROGRAM 7 THE PENSION SYSTEM AND MOTHERHOOD 1. What has been achieved by Way of Pensioning Mothers? 18-Bulletin on Mothers' Pensions; World's Work, V. 26, p. 272; 31-14. 2. What are the Arguments for and against a Pension System for Mothers? 18- No. 31. Survey, V. 29, p. 737. 3. A Constructive Plan for Administering the Pension System. Survey, V. 32, No. 1, p. 23. 4. In What Way May Some Advantage or Reward of Merit be Offered to All the Mothers of Sound Children? 26-156; 13; V. 7, p. 418. Suggestions a. Note that we penalize parenthood by making life harder for mothers than we do for non-mothers. 6. As was the case with the public school at first, the mothers' pension idea is still under the ban of being re- garded as a form of charity. c. Does not the national income tax law place a pre- mium on marriage and, incidentally, parenthood? d. Figure the cost of orphanages and determine if they are less expensive than hiring foster parents to take care of children. e. See back pages of Mothers' Pensions, Russell Sage Foundation, for many reference readings. 53 PROGRAM 8 THE CHILDLESS WOMAN AND MOTHERHOOD 1. Jane Addams, Ida M. Tarbell, and Julia C. Lathrop as Mothers of the Children of the Nation. See Who's Who In America. 2. The Joy and Satisfaction Derived from the Adopted Child. 27-321. 3. How May One Proceed to Securing a Safe and Sound Child for Adoption? 31- A; Eugenics Laboratory, Cold Spring Harbor, N. Y. 4. Some Ways whereby the Motherless or Unmarried Woman May Act as Foster Parent for the Children of the Community. 6-306; 27-203. Suggestions a. Bring out that part of the biographies of these three women which shows their service to motherhood. b. Let the one who has topic No. 2 attempt to obtain helpful facts from actual and successful foster mothers. c. There is something very significant in the fact that a mother and child who are separated during the entire period of childhood are not inclined to feel the normal close ties of kinship. d. There are many motherless women who feel that their lives are empty. Let the one who has topic No. 3 inquire of eugenists, the keepers of orphanages, and others and thus obtain a positive answer to this question. 54 PROGRAM 9 THE PRE-NATAL CARE OF THE MOTHER 1. How should the Expectant Mother be Nourished and Clothed? 8-31. 2. In What Way May She Best Take Her Daily Exer- cise? 21-3; 106-23. 3. What Amount of Work May She Perform Without Danger? 15- State Board of Health; 31- c. 4. Some Lessons in Mental Poise for the Expectant Mother. 6-331; 31- E; 101-75. Suggestions a. Let one of the members be assigned to visit a good hospital and obtain the rules followed there in relation to topic No. 1. b. The person having topic No. 2 should visit at least five physicians and put this question to them, sum- marizing their replies. c. A good way to prepare on No. 3 is to inquire per- sonally of at least six busy mothers and take notes upon their success-experiences relative thereto. d. In preparing upon topic No. 4 note that the scientists take little stock in the idea of birth marks and the prenatal influence of the mother upon the mind and morals of her coming child. However, prenatal poise and rhythm in- fluence the general health of the infant favorably. 55 PROGRAM 10 THE BIRTH OF THE CHILD 1. Some Details of Immediate Preparation. 15- Kansas State Board of Health; 31- c. 2. The Important Duties of the Attending Physician. 15- Apply to National Congress of Mothers for Bulletin. 3. How may the Nurse Render the Greatest Possible Assistance? see The Home Nurse, Lowery (Forbes & Co., Chicago). Suggestions a. Write to your state Board of Health for helps on the topics above. b. Many mothers are still careless as to what physician is called to the birth side. Obtain definite information as to the duties of the attending physician from one who has a large and successful practice in this line. c. In answering No. 3, consult, if practicable, a trained baby-nurse who can give full details and who will especially emphasize such matters as cleanliness and sterilization. d. Many mothers are permanently injured during child birth. Find out just what injuries are likely to occur and precisely what the able physician does to make immediate and permanent repairs. 56 PROGRAM 11 THE NOURISHMENT OF THE BABY 1. Advantages and Rules of Breast Feeding, 2- 42. 2. What is a Proper Diet for the Mother? 15- Cornell University Bulletin; 32- Leaflet; 135-44. 3. Time and Frequency of Nursing the Child. 2-104. 4. Supplementary Feeding of the Breast Fed Baby. 31- e; see Mother and Baby, Newton (Lathrop). Suggestions a. This program will interest the club of young mothers most. Probably every one of them should own a copy of Dr. Holt's book. b. More infants are killed by improper food and drink than by any other cause. The breast-fed baby has the better chance to survive. c. Topic No. 2 is the most important in this list. But how vitally it is related to the physical health, the amount of work and exercise, the quality of mind, and the like, of the nursing mother. d. Topic No. 4 is a diflScult one upon which to secure reliable data, because of the very different quality of mother's milk and the other food. Consult a specialist, if at all convenient, and give the club the benefit of his assistance. 57 PROGRAM 12 NOURISHMENT FOR THE BOTTLE-FED CHILD 1. The Right Quantity and Quality of Milk. 2-549. 2. A Practical and Easy Method of Sterilization. 15- Cornell University Bulletin; 2-107. 3. What is Pasteurized Milk and What are its Virtues? 3-10. 4. The Right Way to Secure Cow's Milk. 2-63. Suggestions a. One of the four papers, perhaps by a specialist, should make a careful analysis of the pure-food problem as it affects the life of the infant, showing how disease is in- troduced into the digestive tract through unsanitary feeding. b. The matter of proprietary foods for infants is certain to come up for discussion. Many experiences regarding their use may be related by the members. Perhaps it will be apparent that infant stomachs are as much unlike as the infant characters, and that meat for one is poison for the other. c. The point will be made that most probably there will be need of experimentation, in many instances, before the best can be found. 58 PROGRAM 13 WEANING THE BABY 1. A Balanced Ration for the Weaning Baby. 2-49; 135-65. 2. Preparing the Food for the Newly Weaned Child. 2-52. 3. Some Sources of Danger in the Infant's Dietary. 15- Cornell Bulletin; 32- Leaflet. 4. The Proper Regulation of the Infant's Meals. See Better Babies and Their Care, Anna S. Richardson (F. A. Stokes & Co., N. Y.). Suggestions a. Weaning time is a danger period in the life of the child. Therefore, attempt to secure carefully prepared papers on these topics. 6. The young mothers will especially wish to know how to prepare quickly the simple and wholesome dietaries. On one occasion the writer of the paper copied her formulas on the black board. c. The teething period is a precarious age for children. What special means and devices are to be relied upon for tiding the baby over it? d. Negative reports, such as tell of bad and fatal condi- tions, are good only to stimulate effort. Clear and positive rules and methods will be far more serviceable. 59 PROGRAM 14 THE SPECIAL ORGANS OF THE INFANT 1. Care and Treatment of the Baby's Eyes. 2-17; 21-190. 2. Care and Treatment of the Baby's Ears. 2-171. 3. Ideal Conditions of the Nose and Throat. 15- Miimesota State Board of Health. 4. Proper Attention to the Genital Organs. 31- F. Suggestions a. Bulletins from the various state boards of health and articles from the medical journals will be the chief sources of literature for this study. 6. Some one should speak with authority on the follow- ing points: (1) Hurtfulness of bright light to the baby's eyes, (2) Dangers of infection at time of birth, (3) Safe- guarding the eyes during time of such diseases as measles. c. It is now known that a large percentage of children are addicted to nose and throat troubles, especially ade- noids. Learn whether or not these may be treated during infancy. d. Find out what is done to stretch and re-adjust the foreskin as a substitute for circumcision. 60 PROGRAM 15 INFANTILE HEALTH AND SANITATION 1. How About Giving Medicine to the Baby? 2-87. 2. The Wholesome effects of Fresh Air and Sunlight. 19-200; 122-32. 3. How to Give Baby a Bath. See Mother and Baby, Newton (Lathrop, Lee & Shepard Co., N. Y.). 4. Why Should Thumb Sucking and False Nipples be Avoided .5^ Inquire of State Board of Health. Suggestions a. In making preparation of a paper upon No. 1, let the appointed member write to the Bureau of Chemistry for some valuable pamphlets on the subject of poisonous drugs and patent medicines. Bring up the matter of the many advertisements of such hurtful drugs, giving names and actual illustrations when possible. h. It is said that not one person in five ever learns during his life time to make the best use of the bath as an agency of health. Appeal to the medical authorities for help on this subject. c. From the literature cited frequently above, and from other sources, make a schedule of hours for sleep, and exercise for infants of various ages. 61 PROGRAM 16 THE BEGINNINGS OF BABY HABITS 1. How to Regulate the Infant's Eating and Sleeping. 10-14; 5-154; 95-13. 2. How Much Fondhng and Handling will an Infant Endure? 21- 16; 31- e. 3. How Much Crying and Laughing is good for Baby's Health? 2-160. 4. How to Prevent Nervous Shocks and Fears. 10-32; 54-169. Suggestions a. Dr. Woods Hutchinson does not agree with Dr. Em- mett Holt in saying that crying is good for the baby's health. But is it not possible that the infant might remain quiescent too much and then not employ that inner friction which stimulates activity and learning? b. The over-fondled child is likely to become either sickly or precocious, both of which are very undesirable. c. We criticise the mother who occasionally lets her child cry itself to sleep for the sake of discipline; but how about the one who, every time the little one "cheeps" the least mite, runs straightway to offer some form of speedy relief? 62 PROGRAM 17 CLOTHING THE BABY 1. Garments for Protection of the Delicate Organs. 2-21; 138-15; 135-155. 2. The Winter Clothing most Suitable for the Baby. 2-23; 126-164. 3. The Baby and its Warm Weather Wardrobe. 2-22. 4. Outdoor wraps and Extras for the Little One. 135- 160. Suggestions a. Make the point of adaptability of the child to the various conditions of both food and clothing. It seems to be a fact that some mere infants slowly become inured to the use of heavy adult food and scant clothing. Or, are these merely examples of the physically fittest to survive? b. Probably more children suffer from too much cloth- ing than from too scant clothing. c. It is suggested that the program makers try to bring out a little research work, by having some one visit those mothers who are actually caring for children and inquire as to their methods of clothing the little ones. 63 PROGRAM 18 THE BABY AS A LEARNER 1. Assisting the Infant to use his Hands and Feet. 3-16; 9-79. 2. Teaching the Baby to Creep and to Walk. 3-23; 138-34. 3. The First Language Lessons of Infancy. 19-96; 116-163. 4. How to Teach "Baby Must Not do That." 20-33; 54-82. Suggestions a. Have a member review chapter one of King's Psychology of Child Development. This will open the way to the understanding of many of the problems of infancy. 6. Childhood activities awaken irregularly. One infant may learn to creep very early and another learn to talk very early. The attempts to grade the intelligence of babies on the basis of using the sense organs as a sign of acuteness, is a mere joke. c. Baby habits, whether good or bad, should be noticed in the treatment of these topics. Some children are regarded as dull when, as a matter of fact, they have scarcely ever had a single hour of instruction in anything. They have merely been turned loose. 64 CHAPTER VII TEE PRESCHOOL DEVELOPMENT OF THE CHILD PROGRAM 19 THE HOME PLAY PROBLEM 1. The Newly Discovered Meaning of Play. 5-75; 1-73; 6-85. 2. Some Simple Devices for Home Play. 5-77; 16- No. 35. 3. How and When to Play With the Children. 4-78; 316-39. 4. Play as an Introduction to Juvenile Industry. 1-114; 11-129; 16-39; 9-159. Suggestions a. Keep the four members participating strictly to their topics, and urge that something vital be contributed in each case. Reread Chapter IV. of this text. b. The speaker on topic No. 2 may make some careful inquiries among those who have helpful devices, and re- port accordingly. c. Someone has said that a person is not fit to work with children unless he knows how to play with them. How can the busy parent keep up this fine art of play? d. Is there really much difference between the play of the child and the industry which he loves to perform? e. The Magazine Playground is a standard authority and help in this work. 65 PROGRAM 20 THE NEIGHBORHOOD PLAT CENTER 1. Establishment and Equipment of a Neighborhood Play Center. 6-87; 16- No. 118. 2. What Children Should be Admitted to the Group and Why? 5-93; 138-95. 3. How may we Safeguard the Morals of the Neighbor- hood Group? 11-59; 16- No. 102. 4. How may we Inculcate Team Work and Social Justice Among Them? 16- No. 81 ; 37-50; 122-308. Suggestions a. It is diflScult to make ordinary, busy parents see the value of co-operation in the neighborhood play of their children. Make this program urge that point with force and emphasis. 6. In many a neighborhood group some small boy is singled out and picked at by the others and thus probably in time his delinquency is contributed to. One parent, who sees this situation and relieves it is a benefactor of high rank. c. Urge that the play group be made democratic. Is it better to drive so-called bad children away or to bring them into the group and save then\ by sympathetic direc- tion of their energies? 66 PROGRAM 21 AT THE PUBLIC PLAYGROUND 1. Under What Conditions is the Child Safe There? 16- No. 81. 2. Plans for Conducting the Child to and from the Playground. 16- Bulletin. 3. May the Mothers assist as voluntary Leaders of the Children? 16- No. 113; 54-231. 4. Playground Apparatus Necessary and Helpful for Pre-Adolescent Children. 16- No. 43; 37-42. Suggestions a. The watchword of this program should be "Super- vised play is a part of the necessary schooling of every child." If the members can be made to accept this maxim and act on it in good faith, the meeting may be regarded as having been a great success. b. In responding to topic No. 2, the member will likely render the best service if she has made personal inquiry among those who conduct their own and other children to the playground. c. Parents are slow to appreciate the value and meaning of the public playground, just as they once hung back in reference to the school and the Sunday school; but the play movement is slowly gaining. 67 PROGRAM 22 THE KINDERGARTEN 1. A Brief Historical Sketch of the Kindergarten. (See Encyclopedia). 2. How to adopt the Kindergarten to the Child in the Home. 38-40; 6-93; 109-67. 3. Is the Public Kindergarten Succeeding? How and Why? (Dexter, History of Education in United States, p. 166). 4. A Plan for Organizing a Privately Supported Kinder- garten. {Kindergarten Review, Springfield, Mass.) 110; 133. Suggestions a. The Kindergarten Review, Monthly, Manistee, Mich. ; The Mothers' Magazine, Elgin, 111.; and such publishers as Milton, Bradley Co., Springfield, Mass.; and A. Flana- gan Co., Chicago, 111., may be appealed to for helps on these topics. 6. Conveying the children to and from the Kinder- garten is a diflScult problem. A good mother has met this difficulty by hauling the 24 little members of the school back and forth in her commodious automobile. c. For little girls, the so-called Kitchengarden is most helpful. J. B. Lippincott, Philadelphia, Pa., have a good book on the subject. 68 PROGRAM 23 THE MONTESSORI METHOD 1. A Brief Sketch of Madam Montessori and her Work. 62-1. 2. A Description of the Montessori Apparatus. 63-48. 3. The Montessori Idea of Discipline. 65-86. 4. Suggestions for Adapting this Method to the Home Child. 5-9; 64-171. Suggestions a. If there be an opportunity to do so have the Mon- tessori apparatus so that the members might see just what it is. 6. The chapter in Madam Montessori's own book on "Discipline" is a classic. Have it carefully reviewed at the meeting if possible. c. Would it be practicable to organize a Montessori school or House of Childhood in every district where there are mothers who are bread earners? Should not this be a public function? d. Is not the substantial part of the Montessori ped- agogy to be found in the educational philosophy of Froebel and John Dewey? PROGRAM 24 TEACHING THE CHILD TO OBEY 1. When and How do the First Lessons in Obedience Begin? 5-6; 3-71. 2. The Fault of Too Many Parental Orders, and the Remedy. 1-333; 23-15. 3. How to Punish a Child of the Pre-School Age for Disobedience. 1-136 ; 10-44 ; 21-144. 4. How may the Parent Become "Firm, Decisive, Yet Gentle and Effective" in the Exercise of Authority over the Child? 11-88; 19-116. Suggestions a. Some member should make the point that children learn to obey in the same way that they learn other les- sons — by slow, tedious practice. b. Disobedience is taught by too many parental orders. The child has neither time nor opportunity to learn to do the multitude of things requested of him by careless over- seers. c. There is little meaning and less sense in that oft used phrase about "breaking the will of the child." d. Then, is not obedience largely a matter of habit? 70 PROGRAM 25 THE FIRST LESSONS IN CHILDHOOD INDUSTRY 1. Theory of Industry as Culture. 6-65; 30-185. 2. Some Suitable Baby Tasks for Baby Hands. 5-10; 122-179. 3. How to meet the Objection "The Child is More Trouble than it is worth." 30-68; 31- M. 4. Some Methods and Incentives to be Used in the Teaching of Childhood Industry. 23-172 ; 31-H. Suggestions a. Probably many of the members will be laboring under the false theory that school book instruction and so-called higher education is a fair substitute for training in work and common industry. 6. Is the old idea of an easy life of "culture and refine- ment" still dominating the thought of many parents as an ideal for their children? Is this ideal consistent with a genuine democracy ? c. Make the motto of the day " Industry for the sake of the child and his character development." 71 PROGRAM 26 TRAINING CHILDREN IN GOOD MANNERS AND POLITENESS 1. Some Points on Teaching Children Table Manners. 60-83; 54-141. 2. What is the Place of "Company Manners" in the Child's Course of Instruction.? 21-133. 3. A Reasonable Plan for Giving the Child His Part in the Conversation with Visitors. 5-126. 4. Will too Much Childhood Politeness Tend to Destroy Spontaneity and to Remove the Helpful Effects of Trial and Error? 1-22; 122-1. Suggestions a. The author of this volume holds strongly to the theory that the training in good manners and politeness may go forward too rapidly and be accomplished too soon. Sometimes "perfect manners" on the part of a child is another name for lack of spontaneity. b. On the occasion of a call at a friend's house a mother brought along her three little ill-mannered boys, who pried into everything about the place. But they learned fast during the hour. Another caller brought a little one who was "perfectly good" and sat demurely at his mother's side. Take your choice, but remember, children learn only through activity, and much of that must be marked by error. 72 PROGRAM 27 children's fights and quarrels 1. Give a Reasonable or Philosophical Defense of the Contentions of Children of the Pre-School Age. 1-93. 2. Some examples of how to Settle a Childhood Quarrel. 6-274. 3. A Plan for Obviating Trouble Between Those Whose Children Disagree. 8-129; 19-176. 4. May the Contentious, Pugnacious Boy be Slowly Refined into a Man of Courage and Power? 25-152. Suggestions a. Children show an endless variety of so-called bad dispositions. These little difficulties or errors into which they fall are the starting points of instruction and training. b. It is not bad for mere children to fight and quarrel a little, but it is bad if those crude dispositions be not slowly turned toward the good. c. Many parents believe that only their own children quarrel. Suppose some member be appointed to investi- gate this matter and render a true report. d. How about the good and the great among adults? Did they ever quarrel or fight during childhood? 73 PROGRAM 28 children's lies and thievery 1. May the Lie be Defended as an Expression of Race Instinct? 1-128; 138-183. 2. Over-imagination as a Factor in Children's Mis- statements. 1-57; 116-59; 118-40. 3. How to Develop the Right Idea of Ownership in Young Children. 20-127; 54-246. 4. Special Methods for Correcting both of these Racial Tendencies. 8-127; 27-271; 11-58. Suggestions a. Probably all children early manifest the instinct of deception which is a form of lying, but some are much more prone to this disposition than others. b. Generosity in judging the children of another is what many parents need to learn. c. If they report that a certain boy is the "biggest liar in the whole community," send a member to make a full list of this same boy's virtues, overlooking none. d. Here is a topic for some one: How a Certain Child Was Taught to Lie and Steal — ^A History of the Case. 74 PROGRAM 29 TELLING STORIES TO CHILDREN 1. What Class of Stories Especially Suits the Pre- School Child and Why? 23-76; 24-93. 2. How to Use the Bed-Time Story Hour. 21-345; 138-153. 3. Can Story Telling be Successfully Combined with Moral Instruction? 4-236; 129-5. 4. Some Good Literature on Stories and Story Telling. 24-188; see books numbered, 49, 99, 108, 144. Suggestions a. A demonstration in story telling is the thing to be desired here. Therefore, call at least one person who is an adept to bring a group of children before the club and show how to tell a story. b. The bed-time story, if excitable, will reflect its nature in the dreams of the child, will it not? c. Dare-devil and wild-west stories are necessary for boys of a certain age. But, how can the coarse and brutish be kept out of these stories? d. "A story with a moral" — are there really very many such? Or, are the majority of them mostly moral with a little tale and less head? 75 PROGRAM 30 childhood's fears and fancies 1. When and How do Fears Arise in Child Life? 3-57; 11-77. 2. How, if Ever, May Fear be Made Use of as a Moral Incentive in Childhood? 9-43; 10-41. 3. Some Examples of How to Teach Children to Over- come Fear. 6-334; 23-19. 4. How to deal with Over-fancifulness on the Part of Children. 1-127; 54-169. Suggestions a. As a background for the study of fear let the mem- bers ask themselves what they now in adult life actually fear. Then, what is the origin of those fears? 6. Fear lowers the vitality of the fearful one by impair- ing the circulation and the respiration. May fear become habitual and chronic — e. g. the fear of burglars — so that the health is likely to become permanently impaired? c. See the author's work "Psychology and Higher Life," Chapters XVII-XIX. (A. Flanagan Co.) for a full treatment of fear under the title "Social Sensitiveness." d. Will some member explain how auto-suggestion or psychotherapy may be used to overcome fear and worry? 76 CHAPTER VIII TEE PRE-ADOLESCENT BOY AND GIRL PROGRAM 31 KEEPING THE CHILDREN IN SCHOOL 1. How can Parents Promote Punctuality and Regular Attendance at School? 5-17. 2. What do Regularity and Punctuality Mean to the Teacher and Her Work? 28-207; 19-33. 3. What are some Reasonable Excuses for Keeping Children Out, and Why? 1 1-24 ; 23-106. 4. What Penalties and Other Measures Assist the Teacher in Keeping up the Attendance Record? 29-123. Suggestions a. For many years there was a tendency to place the responsibility for all of the child's education upon the school. Is the pendulum now swinging too far in the direction of the home? b. Are there children who attend school irregularly be- cause of a false belief that they are sickly? Will some teacher answer the question frankly? c. Do some children dislike school because of the fact that their home is to them an easy-going loafing place? d. Should the children's tasks and duties at home be serious enough to make the school seem fairly inviting by comparison? 77 PROGRAM 32 HOME AND SCHOOL CO-OPEBATION IN MORALS 1. What may Each do to Safeguard Morals on the Way to and from School? (Discussion by one teacher and one parent). 5-16; 124-51. 2. How Best to Promote Clean Morals on the School Ground. (Discussion by a teacher). 6-29; 4-101. 3. Devices and Suggestions for Dealing with the Per- sistently Immoral School Boy. 3-134; 133-273. Suggestions a. The author has long held to the view that morality is not necessarily a natural trait of "good" children; but, like everything else it must be acquired by practice. 6. Will the members of the club each pause long enough to recall the many times when they committed childish immoral acts? What was the final means of salvation? c. "Tattling" is overdone as a word in the school. As a result many children are taught to shield by their silence, the incipient misdemeanors and crimes com- mitted by their fellows. Many are thus taught to assist in the violation of the law instead of helping in the en- forcement. Will some member follow this argument through? 78 PROGRAM 33 SCHOOL AND HOME VISITATION 1. How may the Parent's Visit be Made to Help and not Hinder the School Work? (Parent). 2. What is the Ideal Conduct and Management of the School During the Presence of Callers? (Teacher), 3. How may the Home Visiting by the Teacher be Made Helpful to the School? (Discussion by one teacher and one parent). Suggestions a. For detailed helps on all these questions the mem- bers are referred to the author's Psychologic Method in Teaching, A. Flanagan Co. b. Is it fair to expect the teacher to make a good show- ing if she has an ungraded school and teaches many sub- jects? Or, if the school is overcrowded? c. The teacher visits a home and stays for tea. Next day the children from that home are exceptionally good in the school. Any significance in this? d. One of those having topic No, 3 should get the point of view of a visiting pastor of one or more of the churches. e. Teachers will find School and Class Management, by Arnold (Macmillan) helpful on such topics as those above. 79 PROGRAM 34 GOOD WILL BETWEEN THE HOME AND THE SCHOOL 1. How may the Parent Prevent Unnecessary Childish Criticism of the Teacher and the School? 6-30; 44-19. 2. How may the Teacher Promote among the Pupils only Wholesome Gossip about the Home Life of the Community? 119-295. 3. Serious DifiFerences Sometimes Arise between Parent and Teacher. Illustrate Correctly, How to Deal with such Cases. (One parent and one teacher). 13- Write the editor for assistance. 138-181. Suggestions a. The beginnings of a sound and unified social order are implied in this general subject. The speakers are urged to have in mind the inculcation of that form of good will which makes one wish for the success and comfort and well being of all mankind. b. What ill-will do you secretly harbor toward some one of your acquaintances? This question might help one to start his discussion, for this ill-will is most probably trace- able back to some error or wrong training during early life. Rivalry, competition, contests, and petty gossip — these are the sources of mental poison in children and of much of the ill-will of adulthood. How can they be eradicated from child life? c. An excellent reference is the Ethics of Progress, byC.F.Dole(Crowell). 80 PROGRAM 35 PROBLEM OF THE EFFICIENT SCHOOL BOARD 1. What is an Ideal Board of Education? 2. Measures that will Assist in the Selection of an Efficient School Board. 3. Some Specific Types of Support which the Teacher has a Right to Expect from the Board. 4. Should the People, the Teacher, or the Board Initiate New and Progressive School Measures? Suggestions a. Ask the member who speaks on topic No. 1 to inquire of two or more high rank school superintendents for data. b. Write to the Editor of the New England Journal of Education, Boston, for an expert opinion on topic No. 2. c. Write to the editor of The School Journal, New York City, for expert advice on topic No. 4. d. Apply to at least ten teachers of various rank for frank and confidential statements in reference to topic No. 3. e. The School Board Journal, Milwaukee, Wis., is an- other authority on all of these topics. 81 PROGRAM 36 THE HOME INDUSTRY OF THE PUPIL 1. Home Industry as a Means of Character Develop- ment. 6-65;14-No. 3. 2. A Plan for Assigning Helpful After-school Tasks to Pre-adolescent Boys. 5-21 ; 22-197. 3. A Plan for Assigning Helpful After-school Tasks to Pre-adolescent Girls. 6-43; 72-53. 4. Give a List of Suitable and Non-suitable After- school Occupations for Pre-adolescent Children. 14-6. Suggestions a. The managers of the program are urged to attempt to standardize the home tasks of children. The author has tried to do this in his other books and in the Home Training Bulletins. (Nos. 3 and 6.) There is an exact and well-recognized schedule for the school work and little or nothing of the kind for the home work. b. In making a program of after-school appointments for the child, the play problem must not be forgotten. Would it not be well to assign a fixed daily period for play? c. The author's two hand books. The Industrial Train- ing of the Boy, and The Industrial Training of the Girl, (Macmillan) may be used as reference helps. 82 PROGRAM 37 SCHOOL CREDIT FOR HOME WORK 1. How may it be Made to Add Dignity and Worth to Common Industry? 6-45. 2. Should the Tasks be Credited by the Hour or by the Piece? 31-a. 3. A Convenient Way for the Parent to Keep a Record of the Home Credits. 31-a. 4. How may These Home Duties be Helpfully Con- nected with Home Play? 11-129. Suggestions a. The home-work credit system has not yet been standardized but many are slowly approaching such a goal. b. Parents will object to the credit system because they "do not wish to be annoyed by it." But the ques- tion remains. Must not the child have this training of home industry? If so, who is going to give it, and how? c. The new school system is becoming more and more a matter of parent and teacher co-operation, and those parents who refuse to meet this modern call are derelicts deserving to be ranked with the juvenile delinquents. d. Apply to your state superintendent of instruction for help on these topics. 83 PROGRAM 38 HOME STUDY FOR PRE-ADOLESCENT CHILDREN 1. Under What Conditions is Home Preparation of Lessons Allowable? 28-56. 2. How may Teacher and Parent Co-operate in Bring- ing up Unlearned Lessons? 5-18; 121-170. 3. Parents and Teachers are Often in Disagreement over the Home Preparation of School Lessons. How Obviate this? (One parent and one teacher). 19-16. Suggestions a. Home study or preparation of the lesson by pre- adolescents should not be a habit but rather an occasional important incident. b. It is suggested that one program speaker make a canvass of at least twenty representative parents to learn how many of these are actually following the work of their children in the school. c. How many have gone to the school with a mild re- buke for the teacher and come back with a feeling of self- reproach? d. Is not a personal parent-teacher meeting necessary before the parent can intelligently assist the small child over the diflScult parts of the lesson? 84 PROGRAM 39 HOME AND SCHOOL HEALTH 1. Medical Inspection as Compared with Medical Ex- amination of Pupils and Value of Each. 15- Minn. St. Bd. of Health. 2. How may the School and the Home Co-operate in Keeping Down Contagious and Infectious Diseases? 12-3; 65. 3. A Report from the Press on the Field at Large of Modern Methods of Dealing with Disease in the School. 4. How may the School Follow up the Cases of Children Seriously in Need of Medical Treatment? 31- Bulletin. Suggestions a. Many towns and cities now have some kind of health supervisor of the schools. Inquire of the state board of health and the state university for help on this topic. b. Civics and Health, by W. H. Allen (Ginn) is a stand- ard reference text. Laggards in Our Schools, by Dr. L. P. Ayers, (Survey Associates, N. Y.) is also most helpful. c. We are all ready to act when the health of our own children is imperiled, but is that soon enough? d. Consult the reports of the U. S. Commissioner of Education for valuable helps on this general subject. S5 PROGRAM 40 SANITATION IN THE HOME AND THE SCHOOL 1. What the Best Modern School is Doing to Promote Sanitation. 15- Bulletin, Minn. State Board of Health. 2. What the Ordinary Home may do to Co-operate with this Instruction. 38-191. 3. Some Simple and Effective Devices for Obtaining Pure Food and Pure Drink. 15- Bulletin State Board of Health. 4. Simple and Effective Means of Heating and Ventilat- ing Children's Apartments at Home. 5. Problem of the Sanitary School Lavatory and Closet. Suggestions a. Health and the School, by Burks, (Appleton) is an excellent standard work covering this general subject. It is hoped that at least one of the program speakers may have access to it. b. If some one has a commercial article of high merit for heating, ventilating, or rendering the school building more sanitary, do not hesitate to call him. c. Charts, drawings, and other devices will help the speakers to contribute a vital part to this program. d. A few statistics from the government reports of infant mortality might prove stimulating. 86 PROGRAM 41 THE SCHOOL SAVINGS ACCOUNT 1. Aim and Purpose of the School Savings Account. 14- No. 4. 2. How may the Children Earn or Properly Acquire Their Savings? 14- No. 6. 3. How may These Savings be Adequately Handled and Invested? 31- a. Bulletin. 4. May the Amount Deposited by Each Child be Kept Secret as a Means of Avoiding Odious Comparisons? Suggestions a. The school savings problem has not yet been solved. It needs more discussion and more experimentation. Many feel the need of a definite and feasible plan. Of one thing we may be certain, namely, the child does not leam naturally and unaided how to earn and save money. Some one must teach him these matters just as carefully as he is taught the ordinary school subjects. Who will? and how? b. Is not the matter of making the school arithmetic more practical involved here? c. How many of the parents present have pre-adolescent children who keep small amounts of money in their own possession? 87 PROGRAM 42 TEACHING CHILDREN TO SPEND MONEY 1. Earning and Spending Money as Related to Moral Uprightness. 23-223. 2. A Successful Plan for Teaching Boys to Spend Their Earnings Judiciously. 5-236 ; 95-1 95 . 3. A Successful Plan for Teaching Girls to Spend Ju- diciously, 14- No. 7. 4. Practical Money and Industrial Problems Which may be Taught in the Schools. 14- No. 2. Suggestions a. The old-fashioned school made earning, saving, and spending money a sort of end of education. "And he is now receiving a salary of so much" — this has often been the concluding statement about an alleged successful young man who finished some school or college. b. But is not the business capacity only one of many of the elements of a sound character? c. Some of the publishing houses now have text books which contain problems of a very practical nature. If we can only supply the growing child with arithmetic problems which relate to his own affairs, the subject of numbers will prove enticing. 88 PROGRAM 43 SWEETMEATS AND SOFT DRINKS FOR THE CHILDREN 1. The Candy Problem as Related to the Morals and Health of Children. 15- National Bureau of Chemistry, Bulletin. 2. The Menace of the Nearby Refreshment Stand and How to Deal with it. 5-156. 3. The Preparation and Use of Home-made Refresh- ments. 106-116; (write Home Economics Dept. of State College) . 4. Report from the Press or from the Scientific Sources on the Problem of Pure Refreshments. Report N. E. A. Vol. 50. Address by Dr. Wiley. Suggestions a. Is there a right time of day to give candy to children? b. Do some children remain chronically stupid from an over-indulgence in sweetmeats.'^ c. Will not the moral and health interests of the children sometime lead us to remove the refreshment stand from the playground and the social center.? d. Call on some speaker to give recipes or a demonstra- tion in the preparation of wholesome home-made refresh- ments for children. 89 I PROGRAM 44 THE DEADLY EVIL OF THE CIGARETTE 1. Report from the Field at Large as to the Boy and the Cigarette Blight. 14- No. 1. 2. What may the Home do to Combat this Evil? 5-163. 3. What Effective Measures may be Exercised by the School.'^ 4. The Cigarette Blight as one of the Big Problems of the Nation and a Plan Whereby the Entire Local Com- munity may Organize to Combat it. Suggestions a. The cruel and enticing cigarette advertisements — what is to be done about them? b. Apply to the National Anti-Cigarette League, Woman's Temple, Chicago, for literature, and for a formula being used to cure the cigarette habit. c. Some of the communities have a scheme for keeping the cigarette evil down and out. Co-operation will accom- plish much toward this evil. d. Clark, Yale and Columbia universities have made extensive investigations of the cigarette blight on the American youth. Appeal to them for data. e. The Scientific Temperance Federation, Boston, has much valuable information on the subject. 90 PROGRAM 45 USE AND ABUSE OF THE MOTION PICTURE 1. When and How Often should Pre-adolescent Children be Permitted to Attend the Motion Picture Show? 5-107. 2. Effective Means of Using this Institution for Pur- pose of School Instruction. 3. Special Moral Problems Connected with the Motion Picture. 4. The Problem of Censorship and a Possible Solution by Licensing only Morally Responsible Persons as Man- agers. Suggestions a. We need no longer contend that motion picture is the greatest educational device of modern times. But it is not in the hands of educators. b. An endless number of good things could be said about the motion picture. But it is still teaching drinking, gambling, robbery, cigarette smoking, and a vast amount of sickly sentimentality. c. Edison has invented a school and family size picture machine with non-combustible films to match. How can these be used so as to put the commercial picture agents out of business? d. One village in Kansas — Kincaid, — with 470 people owns its motion picture plant, charges the usual price and makes the business more than pay with clean films. Why not others? 91 PROGRAM 46 DRESS AND DEMOCRACY AMONG THE SCHOOL CHILDREN 1. How does Inequality of Dress Affect the Work and Management of the School ? 6-114. 2. How Meet the Insistent Pleadings of Pre-adolescent School Girls for Faddish and Unnecessary Garments? 58-285. 3. Home and School Instruction of the Children on the Care of their Clothes. 4. Discussion of Uniform Dress for School Children. Suggestions a. The following special references are suggested: Handbook of Dress for Childhood, American School of Home Economics, Chicago; Personal Hygiene and Phys- ical Training for Women, Galbraith, W. B. Sanders Co., Philadelphia; Boys, Girls, and Manners, Florence H. Hall, Dana, Estes & Co., Boston. b. Overdressing of school girls — what shall we call it, ignorance or immorality? c. Are the cap and gown coming back into general use? d. Inquire of two or three city superintendents of high rank for suggestions on topic No. 3. 92 PROGRAM 47 THE SCHOOL LUNCHEON 1. What is a Wholesome and Satisfactory School Lunch? 31- a. Bulletin. 2. How may the School Furnish Equipment and Supervision for the Lunch Hour? 31- Bulletin. 3. May the School Authorities Make Inquiry as to the Nourishment of Certain Classes of Children and Offer Needed Assistance? See Report Bd. of Education, New York City. 4. Report upon the Question of the Penny-a-piece Lunch to be Furnished by the School. 31- a. Suggestions a. Let us keep in mind the generous attitude of the club; namely, that we are trying to take an unselfish interest in all the children. As a matter of fact this open- mindedness will enable us to do more for our own. 6. In many cities the domestic science department of the high school is preparing these cheap meals as a part of their laboratory work. Get into touch with one of these through inquiry of your own state department of education and report the methods used. c. Will some member suggest an ideal lunch for the child who is supplied from home, and for the one who runs home hurriedly at the noon hour? 93 PROGRAM 48 HOME ENTERTAINMENT FOR PRE-ADOLESCENT PUPILS 1. Ideal Plan for an Evening Hour at Home with the Children. 5-126; 24-45. 2. Stories and Story-telling as Applied to Children of the Elementary Grades. 27-30. 3. May Each Child in the Home be Trained to Con- tribute His Particular Part to the Home Entertainment? 38-40. 4. Sunday Play and Entertainment for the Children in the Home. 16-84; 23-212. Suggestions a. This general subject is a most vital one. With cheap and enticing picture shows within easy reach the city parent is hard pressed for an effective plan for keeping the young within bounds. b. It is suggested that one of the speakers visit a num- ber of parents who are meeting this issue and secure their plans and methods and report to the meeting. c. Children will tolerate very meager food, very ordinary clothing but they will not stay at home well unless the entertainment be satisfying. d. Why do so many children regard Sunday as the dullest day in the week? e. Should each child be trained in some home entertain- ment specialty, as music, painting, and the like? 94 PROGRAM 49 THE SCHOOL PICNIC 1. May the School Picnic be Made to Mean More than Mere Fun and Merriment? 5-133. 2. An Ideal School Picnic as Planned for the Home Community. 6-149; 19-160. 3. Plays and Games Suitable for the Festive Occasion. 24-149. 4. Looking after the Comfort and Enjoyment of the Parents and Other Visitors at the Picnic. 31- a. Suggestions a. The school picnic rightly managed tends to improve the sentiment of the school. 6. Who is the right person to send along as chaperon? One high school principal went along as leader and his boys enjoyed the day with full and free use of the cigarette. Some learned to smoke on the trip. c. In making out a list of games avoid the "stunts" and contests. They are becoming obsolete. Describe some modern mass games instead. d. On a few occasions a special place at the picnic has been provided for the aged and infirm, where they could enjoy the play of the children. 95 PROGRAM 50 CIVIC TRAINING FOR THE YOUNG 1. How the Home Discipline may Teach Respect for the Law. 5-293; 54-55. 2. How the School as a Whole may be Taught the Elements of Civic Government. 5-297. 3. May not the So-called Tattler or Tale Bearer be an Assistant Keeper of the Law in the Making? 4. The Play Period Quarrels, Infraction of the Rules, Punishment and the Like, as Occasions for Civic Teaching. 119-295. Suggestions a. Can it be shown that nearly all good government grows out of trouble of some kind which needs correction? b. Civics is taught briefly and often very abstractly in some high schools. But the mass of the people never attend the high school. What are we going to do about this? c. The author's plan of enlisting the co-operation of the school is to invite all pupils to help with the school govern- ment by reporting all serious misdeeds observed by them. Once that method is in practice, the charm of wrong doing is gone and the evil doer quits for want of backing. d. Self-government of school pupils, if successful, al- ways has an adult director behind the scenes. 96 PROGRAM 51 FINE ARTS TRAINING IN THE HOME AND THE SCHOOL 1. The Home Music Course as Related to the School Work and Other Duties. 6-212. 2. Possibilities as to Home Instruction in Painting and Drawing. 23-265. 3. The Fine Art (e. g. Music) as a Means of Closer Unity and Fellowship in the Family . 4-22 ; 255 . 4. Music and Other Fine Arts as a Part of the Busy School Life. (Apply to Milton Bradley Co., Springfield, Mass.). Suggestions a. We expect adults to have an avocation — some in- teresting amateur task to give diversion from the every day business. Then, why not provide the same thing for the child? Will some one defend the suggestion that each child in the home be trained to do some side task which will tend to bring out his individuality and to make him a more entertaining person.? b. There is always danger that the special training will make the growing character a one-sided affair. For ex- ample, many a girl has been permitted to let her musical training overshadow the general schooling. This is a serious fault, is it not? c. The author believes that rote singing should have the first place in every school-music program. Then, if time and occasion are suitable, give the drill in the reading of music. Is this theory correct? 97 PROGRAM 52 PRE-ADOLESCENT CHILDREN AND THE MYSTERIES OF LIFE 1. How to Meet the First Childish Inquiries about the Origin of Life. 5-198; 11-181; 31- h. 2. The Sex Problem as Related to the Pre-adolescent School Girl. 6-158; 31- d. 3. Counteracting the Morbid and Unclean Sex Stories Often Heard by the Pre-adolescent School Boy. 1-112; 4-271. 4. May the School Offer Disguised Sex Instruction by Means of Lessons on Plant and Animal Life? 9-114; 31- g. Suggestions a. We have spoiled the task of giving instruction on this general subject by assuming that it is a very special one. Why not regard it as one of the regular subjects of instruc- tion, to be treated in the same way as the others.? b. We shall never get far with our efforts to handle this big question until we will decide to co-operate in the solu- tion of its problems. c. Social purity is just as much a community problem as it is a home and school problem. If the community fails to do its part the other institutions will meet with serious obstacles. d. The Song of Life, by Margaret Morley, (McClurg) is very helpful on topic No. 4. 98 CHAPTER IX TEE VACATION ACTIVITIES OF TEE YOUNG PROGRAM 53 VALUE OF VACATION EMPLOYMENT FOR CHILDREN 1. Vacation Time as an Actual School Period. 5-25. 2. Demoralizing Influences of the Vacation. 6-101. 3. The Opportunity to Make Use of Spontaneity. 31- a. 4. A Plan for Changing the Vice of Idleness into the Virtue of Industry. 19-43, 103; 27-178, 303; 30-68, 81. Suggestions a. The communities are just beginning to wake up to the thought that school really goes right on during the vacation season, although the teachers are dismissed. b. One of the speakers should try to make a canvass of the typical situation where the school children are per- mitted to run loose during the vacation period. Bring out the point of the irregularity and the indefiniteness of the vacation conduct of the boys and girls. c. It is difficult for us to appreciate the fact that every waking hour of the lives of our children must be ac- counted for; that is, if we are to feel certain of right devel- opment of their characters. 09 PROGRAM 54 THE SCHOOL VACATION AND THE COMMUNITY 1. How to Unite All Forces for the Vacation Child Welfare. 5-95. 2. Report of Community Child Welfare Work in the Field at Large. 31- a; 18- Bulletin. 3. How to Make a Balanced Program for the Vacation Child Welfare. 23-28; 159. 4. The Community Boasts of its Worthy Sons and Daughters. Is it Also Responsible for its Crooks.? 124-25. Suggestions a. Investigate the local situation and you will probably find a large amount of interest in the community welfare of the children. But who will furnish a workable plan for the local movement? b. In the very nature of things no single group of the local society can afford to undertake to direct the vacation welfare alone. In such cases the movement is certain to become a factional one and the best results spoiled. c. It would be entertaining for some member to go over a decade or more of the local history and make a list of the cheap and criminal characters which the community has actually produced. Who will dare to do this? 100 PROGRAM 55 FINANCING THE SUMMER SUPERVISION OF THE CHILDREN 1. Should the Local Board of Education Bear the Expense? 31- a. 2. How may Necessary Funds be Raised by Voluntary Means? 18- Inquire. 16-81. 3. A Plan for Raising Money by Means of the Chil- dren's Entertainment. Write Extension Division, Uni- versity of Kansas. 4. Aid from Co-operation with the Motion Picture House. 16-88. Suggestions a. Make a serious effort to have reported some well established precedents for urging the board of education to finance the summer child welfare. b. Usually, in asking for donations for such a good work as this, one goes to the liberal giver. That is a mistake, is it not? A right appeal to the person who is not in the habit of contributing to any public cause will produce the biggest results. c. Has it not been generally observed that the secret of getting out the crowd to the children's entertainments is to see that all the children have a part in the program? 101 PROGRAM 56 THE MUNICIPAL PLAYGROUND 1. Physical Conditions and Location of the Ideal Playground. 16-69. 2. The Playground Director as a Prime Essential. 16-104. 3. Means of Educating the Public in Behalf of the Playground. 16-113; 5-102. 4. How to Make the Playground Attractive to the Children. 16-66. Suggestions a. We may expect much legislation in the near future, in regard to the municipal establishment of playgrounds, parks, and gymnasiums. b. The universities and the other institutions are be- ginning to give courses for play and recreation directors. The duties of the play director range with those of the best teachers and the remuneration is about the same. c. Topic 3 is a difficult and important one. Is the play movement new in a given community? Then, we may expect to find more than 50 per cent of the people either opposed to it or wholly indiflFerent as to its purpose. Appeal to the Playground and Recreation Association of America for assistance in responding to the 4th topic above. This organization will probably give the assistance needed for any local community. 102 PROGRAM 57 EQUIPMENT OF THE PLAYGROUND 1. The Sand Box, Swings, and Other Baby Devices for the Little Ones. 5-75 . 2. The SHde, the Trolley Glide and Other Inexpensive Pieces for Small Boys and Girls. 6-90; 16-86. 3. Basket Ball, Tennis Court and Other Contest Equip- ment for the Adolescents . 3 7-5 1 . 4. Settees, Outdoor Hammocks, and Other Restful Places for the Adults. 16- Bulletin. Suggestions a. The members are urged to make free use of the magazine Playground, which is a compendium of help and suggestions on all the topics pertaining to the play move- ment. b. Let us again remember that the first essential in the equipment of a playground is an able leader and a happy crowd of children. With these the physical apparatus may be scant and yet the work go on very well. c. In climates where the summer season is warm a shady place for the playground is very necessary. d. Inexpensive home-made devices are very satisfac- tory. The boys who visit the playground should make these things with their own hands. 103 PROGRAM 58 THE PLAYGROUND MANAGEMENT 1. How may the Play Leader Teach Social Justice? 18-125. 2. How to Deal with the Reticent Child and the Over Forward Boy. 18- Rec. No. 140, 141; 5-96. 3. Mass Plays that may Enlist both Sexes at Once. 42-427; 18-138. 4. Necessity of Police Authority for the Occasional Outlaw. 16-89; 5-294. Suggestions a. Attention is called to the School Board Journal, Milwaukee, Wis., which contains helpful articles on the general subject of this program. b. It is hoped that parents will soon learn to appreciate the necessity of allowing adolescent boys and girls to play together frequently in cases where there is a wise and an able adult leader. c. Some one should make a definite plan for protecting the playground apparatus against the crude characters who slip into the playground at night. 101 PROGRAM 59 THE PLAY SUPERVISORS 1. Character and Training of the Play Director for Boys. See The Playground, 1 Madison Ave., New York; American City, V. IX., p. 127. 2. Character and Training of the Play Leader for Girls. 6-31; 18-239. 3. The Ideal Kindergarten for the Playground. 6-14. 4. How may the Patrons Offer Voluntary Assistance m Behalf of Discipline and Better Play? 18-192. Suggestions a. For many excellent helps on rural play and recrea- tion and on this general topic, the members are referred to the magazine Rural Manhood, New York City. h. In the ideal case, we should have the boys' and girls' playgrounds adjoining each other with merely a line of separation, should we not? c. How would it do to have a "Playground Day" once a year and call all hands out to assist with the general improvement? d. The Division of Extension, University of Kansas, has some small helps on this general topic. 105 i PROGRAM 60 SUMMER WORK FOR BOYS 1. How it may be Related to the Playground. 5-25. 2. Class and Group Work in Field and Garden. 14-9. 3. Management of a Wood Working Shop for Small Boys. 5-29. 4. What may the Boys Do or Make in the Interest of the Town.'* 14-9; Manual Training, Peoria, 111., V. XV., p. 263. Suggestions a. The Manual Training magazine, Peoria, 111., is an excellent help and text for all phases of juvenile in- dustry. b. Two things should be noted in reference to shop work and garden work for the young; namely, an able leader and each child pursuing the kind of work which appeals most to him. c. And then, if the leader be a person of the right tem- perament, the boys and girls will follow his leadership most willingly. But they must be engaged in groups. d. Will some member make out a list of tasks that may be suitably assigned to the boys of the home community.'' 106 PROGRAM 61 SUMMER WORK FOR OLDER BOYS 1. The Play Leader as Employment Agent for Boys. 18- Rec. 142. 2. The Play Leader as Vocational Guide for Youths. 22-270. 3. May the Boys Make Play Apparatus and Other Salable Articles.'* Extension Dept., Kansas University. 4. A Balanced Schedule of Work, Play and Social Rec- reation for the 'Teen Age Boy. 5-29. Suggestions a. The magazine Vocational Education, Peoria, 111., is recommended as a permanent reference text. b. In attempting to furnish vacation leaders for boys, the author has experienced much difficulty in finding young men who were natural leaders in both play and industry. c. As yet the country at large does not well appreciate the extreme value of intermingling industrial tasks with the play occupations of the children. The reform schools are in advance of the general public on this subject. d. Two points need much emphasis here, (1) The ad- vantages of working the boys in groups; (2) work that is actually congenial to boy nature. e. Write the Vocational Guidance Bureau, Boston, for help. 107 PROGRAM 62 VACATION INDUSTRY FOR GIRLS 1. A Standard Program of Work, Play and Social Recre- ation for Girls. 14-3. 2. How may Mothers be Induced to Give Their Girls the Right Amount of Work? 6-12. 3. Girl Work Made Interesting through its Relation to Play and Outings. 6-20. 4. Home Work for Girls, Rightly Understood, may be "Cultural, Refining, and Instructive as to Social Sym- pathy." 23-185; 14-5. Suggestions a. The members are referred to the United States Bu- reau of Education, which has been making a careful study of vacation industry, for some valuable literature. b. As yet, not one-fourth as much effort has been ex- erted in behalf of the girls of the country as has been put forth in behalf of the boys. We still seem to believe that girls will rear themselves if let alone. c. Definite programs for the girls of the various ages are few and far between. It is hoped that some member will add a brief chapter to this scant literature. 108 CHAPTER X TEE ADOLESCENT TRAINING PROBLEMS PROGRAM 63 THE BEGINNING OF ADOLESCENCE 1. The Significant and Organic Changes at Puberty. 1-207; 58-24. 2. The New Mental and Psychic Tendencies Peculiar to Adolescent Boys. 3-225 ; 27-151 . 3. The New Mental and Psychic Tendencies Peculiar to Adolescent Girls. 9-122; 138-246. 4. New Methods and Devices Necessary in Dealing with Adolescents. 3-222; 30-109. Suggestions a. It would be fortunate if the members have access to Dr. G. Stanley Hall's epoch-making work. Adoles- cence. b. Instability of activity and purpose mark this period. It is hard to define the adolescent boy or girl because of the fact that he is likely to be something very different by the time you get him defined. c. In order to understand this general problem easily, one will be under the necessity of making a careful study of the organic changes which characterize the age of pu- berty. 109 PROGRAM 64 THE CARE OF THE HEALTH DURING EARLY YOUTH 1. Food and Clothing as Related to the Rapidly Grow- ing Adolescent Boy. 11-213. 2. Amount of Work, Rest and Sleep Necessary for His Normal Development. 23-171; 38-69. 3. Food and Clothing as Related to the Adolescent Girl. 6-114; 43-62. 4. Amount of Work, Rest, and Sleep Necessary for Her Normal Development. 1-310; 58-158. Suggestions a. The tide of physical life usually runs high at this age. Some one has said, "The youth is easy to feed and hard to clothe." h. Again let us call for detailed programs and methods of dealing with the young men. Topics No. 2 and 3 are especially in need of precise treatment. c. Is it true that the adolescent requires relatively more sleep than the child four or five years younger.'' d. Making the Best of Our Children, by Mary Wood- Allen (McClurg) will be found helpful here. 110 PROGRAM 65 SOCIAL PSYCHOLOGY AND THE CLOTHES PROBLEM 1. The Sixteen-year-old Youth: Keeping His Clothes Within the Limits of Reasonable Expense and Democ- racy. 5-236. 2. The Fifteen-year-old Girl: Keeping Her Clothes Within the Reasonable Limits of Expense and Democ- racy. 6-114; 94-109. 3. How may the School Contribute its Share to the Solution of the Two Problems Named in (1) and (2) above? Inquire D. S. Dept. K. S. A. C, Manhattan, Kans. 4. A Plan whereby these two Classes of Young People may Assist in the Care and Expense of Their Clothes. 14-2, 3. Suggestions a. The clothes question looms up big and important at this period of life. Can a parent really deal with it singly and alone, or is this not a sort of community problem? b. Custom and sentiment here become very prominent factors in molding character but it often matters greatly as to who sets the standard. You may find communities less than twenty miles apart where the standard of dress among young people is radically different. Ill PROGRAM 66 love's first young dreams 1. A Plea for Adolescent Love and a Plan for its Direc- tion and Safeguarding. 6-153; 124-75. 2. The Necessity for Planning and Chaperoning All the Social Affairs of Adolescents. 5-134. 3. A Reasonable Amount of Guarded Intermingling of the Young Sexes, or Segregation, which.'* 4-124. 4. "As one thinketh in his heart so has he been in his past experience." Relate this to the General Topic above. 3-93. Suggestions a. Too long we have tried to force the adolescent girl to learn geometry while her heart was ringing with love's young dreams, and all the while we have failed in our purpose. 6. While there can never be a class in "love making" in the school, this subtle activity will go on for all time, swaying the lives of the youths and maidens. We cannot use a text or teach the subject directly but we must meet the issue with all earnestness. c. The author is thoroughly committed to the policy of co-educational schools. 112 PROGRAM 67 SOCIAL GAMES AND PASTIMES FOR THE 'TEEN AGE 1. A Program of Social Events to be Furnished by the Home. 5-133; 142-75. 2. The Part Played by the High School in the Social Affairs of the Pupils. 5-62. 3. How the Church and Sunday School may Properly Indulge the Social Interests of Youth. 4-120; 27-338. 4. The Chums and Close Companionships of Youth. 9-118; 30-99; 122-158. Suggestions a. We may talk about history, commerce, and intel- lectual training to our hearts' content, but the social affairs will continue forever to mold the thoughts of the boys and girls of the 'teen age. h. Some day the high school will discover the neglect of one of its best opportunities and put social training on the regular weekly program. c. It has been said that the modern preacher does not necessarily preach very much. He is becoming more and more a social engineer. 113 PROGRAM 68 THE FIRST TENDENCY TOWARD MATING 1. Age and Circumstances under which Youths and Maidens may Begin Going Together in Pairs. 5-135; 138-276. 2. How may the Parents Keep the Youth from Going at too Rapid a Pace in the Social World.'* 4-270. 3. How may the Parent Keep the Young Girl Level- headed in Respect to Her Social Tendencies.'* 6-121, 152. 4. What Means and Devices May the School Offer to Assist in Answering Questions (2) and (3) above.'' 11-199; 19-39. Suggestions a. This is the point at which many parents throw up their hands in despair. It is the point of most frequent separation of parents and their boys and girls. b. But despair and tears and misgivings most common to those parents who have failed to follow the footsteps of their children up to the age of adolescence and then undertake under pressure of necessity, to act as supervisors and guides. c. Sympathy for the point of view for the young person is the prime virtue in dealing with these problems. 114 PROGRAM 69 THE ADOLESCENT AND THE DANCE PROBLEM 1. Dangers and Difficulties Involved in the Public Dance, 27-183; Gulick, Healthful Dancing, Doubleday, Page & Co., N. Y. 2. What is to be Done About the So-called Tango and the Kindred Modes of Dancing? 6-155; 18-Rec. 118. 3. The Social Dance as Fostered by the Mormon Church and Other Religious Bodies. Address The Church Government, Salt Lake City. 4. Is there a Wise and Sensible Solution of the Problem of the Social Dance? 5-138; Playground, V., VI., p. 159. Suggestions a. The author believes that the Mormon people of Utah have been most successful in solving the problem of the social dance. The members of the club are urged to make inquiries about this matter. 6. In many of the universities and colleges there are two classes of young men and young women, namely, those who dance and those who do not. Their contentions and quarrels and misunderstandings go on throughout the year. What is the difference between the two classes? Is it not merely a matter of personal life history? 115 PROGRAM 70 THE ADOLESCENT AND SOCIAL PURITY 1. A Rational Plan for Training the Youth in Matters of Personal and Social Purity. 31- F. No. 2 ; 5-196. 2. How May the Parent Successfully Impart Lessons of Purity and Chastity to the Adolescent Girl.? 6-158; 124-73. 3. To What Extent Should Young People be Made Acquainted with the Facts in Regard to the So-called Social Evil? 14- No. 8; 133-154. 4. How may the School Assist in the Solution of Prob- lems (1) and (2) above? 18- F. No. 4, No. 6. Suggestions a. There has been a country -wide reaction against sex instruction in the schools and against certain classes of sex literature. Why not drop the word "sex" entirely for a while and talk and write more about social purity? b. No matter what the terminology may be some cities as a whole and parents in particular are still obligated to meet this problem. c. The author believes that the social purity situation can be handled adequately only when all well-meaning persons and organizations in the country work together with a common purpose. d. For valuable helps address Editor The Light, La- Crosse, Wisconsin. 116 PROGRAM 71 THE BOY SCOUTS OF AMERICA 1. Is the Movement Worth While? How to Organize and Direct the Boy Scout Movement. 5-111; Association Press, New York. 2. What Boys are Best Served by the Movement and How.'* Boy Scout Magazine, New York. 3. The Difficult and Important Position of Scout Master. See Manual, Camping for Boys, Association Press, N. Y. 4. Civic and Philanthropic Efforts for the Scouts. 23-166. Rural Manhood, New York. Suggestions a. Like all other good movements, the success of the Boy Scout organization depends upon leadership. The official manual should be studied carefully and followed. 6. The program speakers should have serious thought of the fact that the boy of the scouting age is over-crowded with activity. Inquiry will show that parents often com- plain because of their boys' being away from home too much. c. It has been the observation of the author that the altruistic work undertaken by the boy scouts has been done creditably. Will some program speaker give topic No. 4 its due emphasis? 117 PROGRAM 72 THE CAMP FIRE GIRLS 1. How to Organize and Direct the Camp Fire Girls. See Official Manual, Camp Fire Girls, N. Y. 2. What Girls are Best Served by the Camp Fire Move- ment and How? Inquire of D. Appleton & Co., Geo. H. Doran, and F. H. Revell Co. 3. Who is the Ideal Leader and Advisor of the Camp Fire Girls.? Write National Board Y. W. C. A. New York. 4. The Excellence of the Movement as a Means of Adding to the Dignity of Girl Industry. 6-128; Review of Reviews, XLV. p. 577. Suggestions a. Why do we not recognize the necessity of a camp fire girls' organization as readily as we do that of the boy scouts? 6. The official manual of the Camp Fire Girls is a classic. The mother of every adolescent girl should have a copy of this little volume and study it. c. The key note of this whole movement is wholesome and helpful spontaneous development. For once we find the heart of the girl working actively with her head and hands. The mothers of every community should search far and wide for an able camp fire organizer. 118 PROGRAM 73 YOUTH AND THE PROBLEM OF ATHLETICS 1. How to Make the Boy's Interest in Athletics Serve a Good Purpose. 16- No. 37; No. 93; 18- Rec. 72. 2. The Modern Tendency to Make Clean Athletics a Vital Element of Boy Training. 16- No. 105, No. 120; 18- Rec. 140. 3. The Psychology of Rooting at the Game. 4. Sunday Baseball and Other Sunday Sports. 16- No. 84; also Association Press, New York. Suggestions a. Perhaps it would help the program speakers to keep in mind the fact that the tendency of modern athletics is away from the individual struggle and toward the mass games. b. How can we induce parents to take the question of athletics seriously and give their boys and girls their just dues regarding it? c. It is a significant fact that many a so-called good- for-nothing boy will make his mark on the athletic field. But is he really good-for-nothing.? d. Why not quit fighting Sunday athletics and destroy it by giving an adequate amount on week days? 119 PROGRAM 74 ATHLETIC TRAINING OF THE GIRL 1. Good and Bad Uses of the Basket Ball Game. 42-329. 2. How Can Tennis Be Made to Serve a Good Purpose in the Girl's Life? Rural Manhood, N. Y. 3. Some Games that are Conducive to the Well- rounded Development of the Growing Girl. 16- No. 37. 4. May the Girls Accompany the Home Boy Team on Their Inter-School Athletic Trips.'* 6- 152; Inquire, National Board Y. W. C. A., New York. Suggestions a. Why do the girls in one community all take to ath- letics, while in another they are too modest to think of such a thing? b. Much should be offered at the meeting to inculcate a more favorable sentiment toward a moderate amount of athletic training for girls. c. It is an easy matter so to arrange the inter-class athletic games as to obviate the necessity of very many events away from home. The author believes the policy of allowing high school youths to go away for a series of athletic contests should be discouraged. 120 CHAPTER XI TEE PROBLEMS OF FATHERHOOD PROGRAM 75 CHARACTERISTICS OF THE EXEMPLARY FATHER 1. What He Needs to Know About Childhood in Gen- eral. 5- 344; 21-249. 2. What He Needs to be in Point of Personal Integrity. 5-337; 27-4. 3. What He Needs to Do in General Defense of Child- hood and Motherhood. 9-109, 121; 30-194. 4. What Course He May Pursue in Order to Keep Him- self Reasonably Informed on the Problems of Child Train- ing. 26-59, 63, 107. Suggestions a. By actual count how many fathers of the community are conscious of their duties and opportunities in respect to their growing children.? 6. Can we ever hope to have 100 per cent fathers until we shall have trained young men to understand the psy- chology of childhood and youth? c. In every school and college oflPering work above the eighth grade there should be prescribed a thorough course in psychology and human behavior. Men are not inter- ested in their children because they do not understand childhood. 121 PROGRAM 76 THE father's part IN THE DISCIPLINE OF THE CHILDREN 1. Is it Fair for the Busy Father to Keep "Hands Off" while at Home so as to Win the Respect of the Children? 30-196; 94-46. 2. Some Rewards which a Father may Use as Means of Home Discipline. 5-343. 3. Some Forms of Punishment which a Father may Resort to with Good Effect. 27-69. 4. How a Father may be a True Companion to His Young Boys. 27-2; 123-152. Suggestions a. The average red-blooded boy very much needs the strong arm of a father to guide the youthful steps aright. b. The program committee should endeavor to call some good father to speak upon each of these four topics. c. Perhaps the mother can train the adolescent children unaided but when the age of puberty dawns the father is guilty of gross neglect to his family and the community if he fails to take a serious part in the home discipline. d. Motherhood is sometimes called a profession. May we not at least call fatherhood an avocation.? 122 PROGRAM 77 THE FATHER AS THE GUARDIAN OF THE HOME 1. Justify the Training of Small Boys in Household Duties and Baby-tending as a Means of Preparation for Fatherhood. 5-22. 2. Ways in which the Father may Safeguard the Mother Against the Tendency to Overwork and Oversacrifice in Behalf of the Children. How may He Teach the Chil- dren to Appreciate Her Efforts in Their Behalf? 23-259; 36-224. 3. How the Home and the School may Co-operate in Teaching the Duties and Responsibilities of Fatherhood. (One parent and one teacher) 33-71 ; 122-99. Suggestions a. Do ordinary good women really take delight in sacrificing and working themselves half to death, as some persons are wont to believe? b. At what age does a young man or young woman begin to appreciate the helpfulness and sacrifice of his parents? c. Would it not be well to give this entire program an optimistic tone? The deep instinct of our common human nature will never permit the family to fall into wreck and ruin although many would lead us to expect such a calamity. 123 PROGRAM 78 THE FATHER AND THE ALCOHOL PROBLEM 1. Inability of the Father Who Uses Intoxicants Wisely to Instruct His Growing Son in Regard to Drink. 26-112. 2. What is a Reasonable Business Outlook to Place before the Youth Who is Learning to Drink? See Town and City, Jewett (Ginn & Co., N. Y.). 3. What is the Father's Full Duty in Relation to the Local Saloon and the Drink Question? Write Interna- tional Reform Bureau, Washington, D. C, 4. What can the School do in Preparation for a Future Generation of Non-Drinking Fathers? Address Clark University, Worcester, Mass. Handbook of Facts about Alcohol, Cora Frances Stoddard, Scientific Temperance Federation, Boston. Write to W. C. T. U. Press, Evans- ton, 111. Suggestions a. A genuine, sympathetic discussion is called for in the treatment of this great problem. It is easy to condemn, but who can give some constructive helps? b. We are at fault in placing the blame of the drunken father wholly upon his own shoulders. The community, the neglect of his own parents, and the habits of his youth formed his character more or less completely before he was old enough to take any deep concern about the matter. c. The members are asked to become acquainted with the Kansas method of growing a new crop of sober men and women. 124 PROGRAM 79 THE FATHER AND THE TOBACCO PROBLEM 1. The Questioned Ability of the Tobacco-using Father Wisely to Instruct His Growing Son in Regard to Smoking or Chewing. 2. Figures and Estimates to be Placed before a Boy to show the Life-time Cost of Tobacco Using. 5-163. 3. Sketches and Illustrations to be Placed Before a Boy to show how Disease and Degeneracy Lurk within the Cigarette. 14- No. 1. 4. Report upon Anti-cigarette Laws and Ordinances with a Plan for the Defense of the Local Boy. Address National Anti-cigarette League, Chicago, 111. Suggestions a. We are living in a tobacco age; no doubt about that. After the alcohol problem has been disposed of, then the fight will be waged against nicotine. b. Again sympathetic treatment is urged. It is im- practicable for many good men to discontinue their use of tobacco. c. Do not condemn men smokers. Make a plan for maturing a new race of non-smokers by means of training boys to let nicotine alone. d. The campaign against tobacco will call for an elimina- tion of disgusting advertisements now seen plastered up everywhere. 125 PROGRAM 80 THE FATHER AS A HANDY MAN 1. Making Swings and Other Playthings for the Little Ones. 5-75. 2. Helping the Boy to Equip His Playhouse and Home Workshop. Extension Division, University of Kansas, Lawrence. 3. Furnishing Plans and Specifications for the Boy's Self-made Playthings. Write Doubleday, Page & Co., New York. 4. Providing an Attic Room or other Place for the Small Girl's Play Industry. 6-90. Suggestions a. Popular Mechanics is recommended as a remarkably helpful magazine in the matter of dealing with this pro- gram. And for that matter, the father might well keep a copy about the house. b. Did any of the members ever try out the scheme of equipping the boy with his own workshop before requiring him to perform their own work? c. Pictures, drawings, illustrations, and other specific data will be most helpful in responding to these topics. d. Sometimes the boy becomes the teacher and leader of the father in the handiwork at home. 126 PROGRAM 81 THE FATHER AS HOME PROVIDER 1. How to Divide the Family Income so as to be Fair to all the Members of the Family. 4-132. 2. Lessons on Saving and Thrift which a Father may Teach His Small Son. 14- No. 2. 3. Can the Children be made Familiar with and Inter- ested in the Family Expense Account? 14- No. 7. 4. Things better than Sweetmeats which the Father may Bring Home to the Children. 127-82. Suggestions a. Did it ever occur to the readers that whisky and tobacco should be classed as groceries.? For, does not the price of them come out of the grocery bill before this bill is even made out? b. Every family of pigs has a runt. You will find this the case in many human families, some member who is slighted and mistreated and even partly starved. Not infrequently it is mother who is to blame. c. In responding to topic 4, will some one please make out a long list of articles? 127 PROGRAM 82 THE FATHER AS A HOME ENTERTAINER 1. What a Father can do to Provide Evening Home Entertainment for the Family. 27-60. 2. Can the Father be a Regular Club Member and at the Same Time be Just and Fair to His Family? 128-38. 3. The Home Motion Picture Machine and other Such Devices for Home Entertainment. Extension Division, University of Kans., Lawrence. 4. An Ideal Scheme for Taking the Family out to Evening Entertainments without Breaking the Home- staying Habit. 4-152. Suggestions a. The father who understands his family of growing children and is devoted to them has very little occasion to spend his nights out at the club. b. Many fathers run away to the club or pool room at night because they have never had an opportunity to become acquainted with child life and therefore really do not know their own children, or perhaps their helpmates. c. Edison now has a family size motion-picture ma- chine. How would this do for the father's contribution to home entertainment? 128 PROGRAM 83 THE FATHER AS A PROVIDER FOR THE FUTURE 1. Judicious Use of the Insurance Policy as a Means of Providing for the Possible Future Dependence of the Family. Write Insurance Department of the Home State; also Univ. of Wis., Madison, 2. May the Children be Directed in Paying out on So-called Building and Loan Stock of their Own? 14- No. 2. 3. How may the Father Provide all Necessary Legacy for the Son through the Direction of the Latter's Educa- tion? 5-63. 4. To what Extent may He Achieve this Same End for the Daughter? 6-187. Suggestions a. Does any one really know whether life insurance as a means of the father's providing for the future of his family is succeeding? Sometime records will come out and show the vast amount of money wasted on life insurance on account of poor management of the entire system. b. Is not one excellent form of insurance of the future of children the practice of putting strength and self-reliance into their growing characters? c. Instances of good and bad effort will count for much in making this program worth while. 129 PROGRAM 84 THE FATHER AS THE HEAD OF THE FAMILY 1. Has the Father any Justifiable Rights and Privileges which Belong to Him as Head of the Family? 129-71; 54-46. 2. Command, Entreaty, and Argument as a Father's Means of Directing the Conduct of the Children. 4-179, 185. 3. By what Means may a Father Train His Small Son for Independence of Thought and Action ? 5-270 ; 30-129 ; 121-141. 4. By what Concrete Methods may He Accomplish the same Purpose with His Young Daughter ? 6-1 75 . Suggestions a. Slowly the father is yielding his place as lord and master of the family and is becoming an actual member of it as a miniature democracy. b. But the foregoing statement is no argument against the institution of strict authority and ready obedience in the home. c. Concreteness, definiteness, and illustrations should mark the discussion of this program. 130 CHAPTER XII TEE VOCATION AND THE HOME LIFE PROGRAM 85 INDUSTRIAL TRAINING FOR THE ADOLESCENT PUPIL 1. How can the Urban Home Provide Suitable Dis- ciplinary Tasks for the Adolescent Boy? 5-15, 25. 2. How Provide Suitable Disciplinary Home Duties for the High School Girl? 6-56. 3. May the Industrial Duties of Adolescents be made to Appear Attractive to them and Necessary for their Whole- some Development? 22-66. 4. Steps whereby the School may Inculcate a Proper Regard for Youthful Industry. 1-29 ; 19-66. Suggestions a. A canvass of the situation will show that topic No. 1 is most difficult. Urban parents everywhere show much distress about this problem. Who can bring forward an effective plan? h. Will it ever be possible to make the school and home furnish one continuous series of lessons? c. Who is so fortunate as to be able to furnish work for adolescents which is both enticing and instructive? 131 PROGRAM 86 THE SCHOOL AND INDUSTRIAL TRAINING 1. An Ideal Course of Manual and Industrial Training as a Part of the School Curriculum. See Manual Training magazine, V. XIII., p. 340. 2. An Ideal Course for School Girls in Domestic Science and Art. 6-191; 22-145; write to American School of Home Economics, Chicago. 3. Some Devices for Making the High School Indus- trial Course Attractive to Boys. 130-42. 4. Some Devices for Making the Home Economics Training Appeal to the Heart of the Girl. 6-247; 7-63. Write Home Economics Dept. of your college or university. Suggestions a. Can not the manual training course for boys be made more yielding so that each pupil may be doing some work which really appeals to him? b. Does anyone know of a high school which furnishes diversified industry for its pupils? Such a school would give training in all of the farm and garden practices and in the rudiments of all the trunk lines of commerce. c. Is it not true that the high school girls enjoy their domestic science far more than the high school boys enjoy their manual training? If so, why so? 132 PROGRAM 87 VOCATIONAL GUIDANCE FOR YOUTH 1. Foundational School Training for Vocational Guid- ance. 5-219; 7-24. 2. Home Training and Discipline Best Suited as Prepa- ration for the Vocation. 4-86. 3. The Theory that there will in Time Awaken an Instinctive Interest in Some Occupation. 14- No. 4. 4. How much Floundering and Failure Must be Allowed for in the Case of the Youth in Search of his Vocation? 6-275. Suggestions a. Have not many of the writers on vocational guidance aimed at too direct and immediate results? b. The great mass of children possess mediocre ability and must be trained in all the fundamentals in order to lay a firm foundation for the choice of a vocation. c. Suppose the speaker who has topic No. 4 make in- quiry of ten successful men as to how long they were de- layed in determining their vocations. d. Vocational Guidance, by J. Adams Puffer (Dodd, Mead & Co.), is a valuable help on this problem. 133 PROGRAM 88 THE BUSINESS OUTLOOK FOR YOUTH 1. The Principles and Methods which Tend to Guaran- tee a Successful Business Venture for the Young Man. 5-228. 2. Defects of Character and Training which Today Stand Most in the Way of the Young Man's Business Success. 22-21. 3. How can the Young Man be Prepared for Business Success through Training in the So-called Trunk-line Industries? 23-281. 4. Should Every Business Man be Interested in Some Form of Human WeKare.? 12-3. Suggestions a. How many young men have really had any business training or practice up to the time when they enter the commercial world.'' b. If we commercialize education too soon the young man becomes merely a money maker and fails to become a well-rounded citizen. c. Human welfare is the big concern of society and the state. Should we regard a young man's education as at all satisfactory if he fails to manifest any interest in the general well-being of his fellows? 134 PROGRAM 89 VOCATIONAL TRAINING FOR THE GIRL 1. Fundamental Principles of Training Necessary to Prepare the Girl for Self Support. 6-175 ; 55-13. 2. Should every Growing Girl be Thoroughly Prepared first of all for Home Making.? 22-145 ; 146-78. 3. Occupations which Today Offer Women the Most Certain Means of Self Support. 22-231 ; 130-52. 4. Occupations which are Dangerous and Hazardous to the Many Girls who Enter them. See Vocations for Girls, E. W. Weaver. The A. S. Barnes Co., N. Y. Suggestions a. The actual weakness and dependence of many women is never revealed during their life simply because some one else pays all their bills. Widows and single women in general are considered "an easy mark" for the grafter and the confidence man. What sort of training will relieve this situation? b. Do not invite the alarmist to consume the valuable time of the meeting in an effort to prove that modern woman is becoming masculine, that she is abandoning the home, and that she is leading the race upon the rocks. 135 PROGRAM 90 PREPARATION OF THE GIRL FOR MARRIAGE 1. What Course of Training Appears to be the Surest Avenue to Successful Marriage? 1-277; 6-240; 110-213. 2. Is a Practical Knowledge of All the Details of House- keeping a Pre-requisite? 22-145; 29-266. 3. What may the School and the Home Do to Give the Girls the Necessary Pre-nuptial Business Training? 14- Nos. 3 and 7. 4. What is a Good Course in Child Welfare to Offer the Prospective Wife and Mother? 8-5; 10-67; 119-101. Suggestions a. For centuries past we have been satisfied simply to crack jokes about marriage while we required the young woman to take long courses in mechanical and mathemati- cal subjects. 6. Watch for the appearance of a text book intended to be used in a course offering preparation for marriage and child rearing. c. Probably we shall never understand the problem of human mating until there is a wider dissemination of the facts of eugenics. d. Who is to blame for the fact that many women, sound and beautiful in their natural maternity, must go through life unmarried? 136 PROGRAM 91 PREPAEING THE YOUNG MAN FOR MARRIAGE 1. Outline of a Reasonable Course of Training for the Young Man who Aspires to Become a Model Husband. 5-321; 26-156. 2. What can Training do to Prepare a Young Man for the Exercise of Judgment and Common Sense in the Choice of a Wife.? 5-336; 26-176. 3. How much do a Young Wedded Pair Need with which to Begin Life Together? Inquire of ten good men and ten good women, all married. 4. Can the Young Married Man be Expected to Know Anything about the Duties of Fatherhood ? 5-342. Suggestions a. Hitherto, we have expected the young man to mani- fest, at the right time, a disposition called "falling in love," but unfortunately this blind and unguided instinct often led to falling out. b. What constitutes a safe, marriageable young woman? Will some one kindly make out a feasible plan of guidance for the use of all single young men? c. Divorces may multiply and homes may continue to be disrupted, but children will also continue to be born possessing a strong latent instinct for matrimony. Thus if we spoil one generation perhaps the next can make use of the error. 137 PROGRAM 92 YOUTH AND THE SALOON QUESTION 1. Keeping the Boy from Taking His First Drink. 5-180. 2. Are the Youths of America Destined to be Entirely Free from the Baneful Effects of the Saloon? Interna- tional Reform Bureau, Washington, D. C. 3. The Local Fight with the Liquor Evil: Conducting it for the Sake of the Boy. Union Signal, Evanston, 111. 4. A Report of the Prohibition Situation Throughout the State of Kansas. State Temperance Union, Topeka, Kans. Suggestions a. How about the soft drink as a first step toward alcoholism.'^ Are not the refreshment stands and soda fountains a curse rather than a blessing.? 6. Sometimes a conscientious father does not discover which side of the saloon question he is on until his son begins to grow tall. Then the decision is easy. c. In many of the localities in the state of Kansas the liquor traffic is as little known as petit larceny, and there is very little of either. d. The liquor dealers accuse the opponents of exaggera- tion. Is this sin all on one side? 138 PROGRAM 93 YOUTH AND THE CHEAP LOAFING PLACE 1. What is an Ideal Treatment of the Pool Hall Situa- tion? Address University of Wisconsin, Madison. 2. How to Meet the Degrading Influence of the Smoke House. 27-183; Association Press, New York. 3. Dealing with the Moral Filth in the Cheap Caf§. 33-262. 4. The Cheap Card Game and the Gambling Place as Menaces to Boy Life. 5-70; Editor Survey, New York. Suggestions a. Will some one describe an ideal pool and billiard hall, a place where he should want his growing son to spend his leisure hours. b. The author has never been in a pool hall where he found the society decent and respectable enough to war- rant the admission of a minor. c. But it is easy to condemn. If the chief loafing place is to be banished, then a desirable social center of some kind must be substituted. d. The cheap loafing place is the center of much political corruption also, a place where cheap votes are bargained for. 139 PROGRAM 94 EVILS THAT LURE THE YOUNG GIRL 1 . How can we Know that the Girl's Chum is a Desirable Companion for Her? 6-168. 2. The Dangers to Girlhood which Emanate from the Vaudeville, the Cheap Theater and the Coarse Picture Show. 58-251 ; 146-88, 97. 3. Cautioning the Girl Against Chance Acquaintances with Strange Young Men. 57-156. Inquire of Chicago School of Civics and Philanthropy. 4. Are Our Girls Tending toward the Use of Cigarettes and Intoxicating Drinks.'* Suggestions a. Are we really tolerant enough of the silliness of the adolescent girl? b. How many of the mothers present at the meeting have a plan which will furnish wholesome indulgence for the social instinct of their fifteen year old daughters? c. Have we not been selfish and short-sighted in our effort to safeguard our own daughters and done nothing for other people's daughters? Can we succeed with this problem without the help of the whole community ? d. What has been done by way of holding the property owner responsible for the evil resort? 140 CHAPTER XIII THE RELIGIOUS TRAINING OF THE YOUNG PROGRAM 95 RELIGION IN THE HOME 1. Is the Old Fashioned Family Worship Destined to go Out of Use Entirely? What then? 36-228. 2. How may the Home Life Inculcate a Wholesome Respect for All the Churches? 5-349; 356. 3. Getting the Children off to Sunday School with Lessons Prepared. 128-141. 4. How may we Interest the Boy and Girl in the Activities of the Church? 27-326-370. Suggestions a. Question No. 2 is the biggest one in the list. Our lack of full tolerance of other people's religion is still most lamentable. b. The author's position regarding the religion of childhood has been much misunderstood. Children do not naturally take any deep concern about religious matters. The great instinctive interest in such matters comes during the adolescent years. c. What has become of religion during the time of the great war? 141 t PROGRAM 96 THE YOUNG AND RELIGIOUS GOOD FELLOWSHIP 1. May the Young not be Taught to Respect Religion as a Universal Force Affecting the Lives of All Peoples? 1-324. 2. May Parents Induce their Children to Become Regular Church Members and at the Same Time Inculcate a Wholesome Cordiality Toward All Church Bodies? 6-284. 3. What may the Minister do to Meet the Require- ments of (1) above? 129-202. 4. What may the Teacher do to Meet the Requirements of (2) above? 5-352. Suggestions a. There will be different religious and different church organizations throughout all times, perhaps. Why should there not be? What we need is sympathy, a realization that the human race is inherently the same at its core but that our different attitudes and opinions are largely the result of early environment and training. b. Does anyone know of a school teacher who makes it a point to teach religious tolerance? How can his number be multiplied? 142 PROGRAM 97 RELIGION AND THE INSTINCTIVE AWAKENING 1. The Significance of the Instinctive Religious Interest of the 'Teen Age. 1-362. 2. How does Religious Training in Childhood Give Marked Assistance at the Time of True Conversion? 4-290. 3. A Plan for Bringing the Adolescent Boy into Active Church Membership. 5-355; 20-164. 4. A Plan for Bringing the Adolescent Girl into Active Church Membership. 6-291; 20-183. Suggestions a. Psychology has done far more to explain religion than has theology. Will some member give a short address on the psychology of religious belief.'' 6. The adult convert who had no religious training in childhood suddenly finds himself without even the rudi- ments of a religious vocabulary. c. One good way to get adolescent boys and girls into the church is to bring them in together. Their religion at first is much related to sociability and can well begin its growth in such a relation. 143 PROGRAM 98 THE EFFICIENT SUNDAY SCHOOL 1. May the Same Pedagogy be Applied to Both the Public School and the Sunday School? Write the Stand- ard Press, Cincinnati, Ohio. 2. An Ideal Kindergarten Department for the Sunday School. Write the University of Chicago Press, Chicago. 3. Methods and Devices for Holding and Instructing the Pre-adolescent Boy. 142-109. Write The Pilgrim Press, Boston. 4. Methods and Devices for Holding and Instructing the Pre-adolescent Sunday School Girl. Write Fleming H. Revell Co., New York; also American Institute of Social Service, N. Y. Suggestions a. There are many foolish things taught in some Sunday schools, and there is as yet a very general lack of recogni- tion of the principles of psychology which must necessarily be applied to all good teachings. b. The pre-adolescent boys who are really interested in the Sunday school lesson are few and far between. Occa- sionally, however, there is a Sunday school teacher who can hold them in line. c. Is it not a fact that the pre-adolescent girl takes the Sunday school training much more seriously than does her brother? Why is this? 144 PROGRAM 99 THE SUNDAY SCHOOL AND THE YOUNG PEOPLE 1. Sunday School Work which Appeals to the Heart of Youth. 23-97; Dept. of Religious Ed., Univ. of Chi- cago Press. 2. Sunday School Work which Appeals to the Heart of the Blooming Maiden. 6-288; Address The Christian Register, Boston. 3. How to Transform the Sunday School into a Re- ligious Social Center for All. 4-287; Address The Church- man, New York. 4. The Sunday School Base-ball Team as an Opponent of the Sunday Playing of the Professional League. Ad- dress The Christian Century, Chicago. Suggestions a. Is not the idea of Sunday school for youths and maidens rather more a social affair than a religious one? Unquestionably the strongest instinctive for bringing the young people together in the church is the social interest. h. Is there any serious objection to having the Sunday school lesson and the social hour follow one another in immediate succession? c. Depend on the well-organized Sunday school base- ball team to put the Sunday base-ball team out of business. Has anyone a report of such an occurrence? 145 PROGRAM 100 THE YOUNG PEOPLE's RELIGIOUS SOCIETY 1. Is it Meeting a Vital Need in the Lives of the Young? Address The Christian Advocate, New York. 2. What is its Best Relation to the Church and the Sunday school? Address Herald and Presbyter, Cincin- nati. 3. How may it Best Satisfy the Social Interests of the Young? Address The Advance, Chicago. 4. What Service and Extension Work may it Under- take? Address The Examiner, New York; also American Unitarian Association, Boston. Suggestions a. The young person proceeds by easy and natural steps towards a substantial religious life entirely under the provision that he have careful training all the way. 6. Those who conduct the young people's societies had better keep uppermost this question. What wholesome enticement can be constantly held out to bring the young people in? c. Call for a talk by some one who has a scheme for giving the young church members something to do that will extend the usefulness of the church. 146 PROGRAM 101 THE YOUNG MEN's CHRISTIAN ASSOCIATION 1. What is it Doing for the Boys of the Junior De- partment? Association Men, New York. 2. How may it Keep from Becoming "Soft" and an Innocent Loafing Place? 5-353; Rural Manhood, New York. 3. A Plan for its Doing Vital and Aggressive Religious Work among Young Men. Association Press, N. Y. 4. May it be Made a Real and Complete Home for Young Men? Address Railroad Men, New York. Suggestions a. The Young Men's Christian Association has, in many places, the reputation of being "soft." Why is this? b. It is not the fault of the general movement but rather the fault of the local management which sometimes brings the association into ill-repute. c. Is not the vital work of the association often of a non-religious character? More really effective extension work is what is needed. d. Can the Y. M. C. A. ever become thoroughly aggres- sive so long as it must beg continually for its means of existence? 147 PROGRAM 102 THE YOUNG WOMEN's CHRISTIAN ASSOCIATION 1. How may it Serve Vitally the Needs of the Young Woman? 6-297; Address Religious Education, Chicago. 2. A Plan whereby it may do Effective Social Service Work. Address National Board, Y. W. C. A., New York. 3. To What Extent may it Furnish a Complete Home for Young Women? Address The Club Worker, New York. 4. What is its Best Service to the Country at Large? Ask for The Y. W. C. A. at Work, National Board Y. W. C. A., New York. Suggestions a. The Young Women's Christian Association is be- ginning to do a big work but its possibilities of service are far beyond its dreams hitherto. Service is the key note of its best work. 6. How can the association organize an excellent tracing and finding system for all young women within its zone of activity? c. Will some one report on a feasible scheme for making the Young Women's Christian Association a more suc- cessful venture in a business way? '148 PROGRAM 103 TEACHING PEACE TO THE YOUNG 1. Are Race Prejudice, Class Prejudice and Neighbor- hood Prejudice all the Same Thing Existing in Different Degrees of Development? Address, World Peace Founda- tion, Boston, Pamphlet. 2. The History of the World as now Written for the Young is a Record of War and Bloodshed. How Does this Matter Affect the Peace Problem? Address, Society for International Conciliation, New York. 3. Will the Practice of Team Work, Co-operation and Good-fellowship while Young Affect the War Attitude of the Adult? Address Survey, and N. Y. School of Philan- thropy, New York. 4. May Children be Taught Diplomacy and Amicable Methods in Settlement of their Differences? Address School of Civics and Philanthropy, Chicago. Suggestions a. Simply because the twentieth century has witnessed the greatest war in all history, it is not fair to say that humanity has failed. What we must have is a new philoso- phy of life. The civilization which has just gone down with a crash was based upon selfishness and business con- siderations. The new civilization will be based upon human welfare. Good will and social service will be among its greatest ideals. 149 CHAPTER XIV TEE COUNTRY BOY AND THE COUNTRY GIRL PROGRAM 104 THE RURAL MOTHER 1. What Minimum of Household Conveniences must the Country Mother Have? 23-61. 2. How is the Rural Mother to Solve the Problem of Household Help? 23-41. 3. The Ideal Service which a Farm Mother May Render Her Growing Children ? Address Wallaces Farmer, Des Moines, la. 4. Does the Typical Farm Mother Secretly Rebel against Rural Life? Address Orange Judd Co., New York. Suggestions a. The country uplift will go on just as fast as the people are enabled to realize all the higher values of life in rural places. We have tried to teach rural humanity by giving the people the bare necessities of life and an over amount of work. They cannot be fooled. b. Make out a list of worthy things which lure young people in the city. Then provide these in the country and a thing worth while is done. c. An ideal program, including a careful division of time, is what is needed here. 150 PROGRAM 105 FARM LIFE AND CHARACTER DEVELOPMENT 1. What Farm Life Experiences Contribute Most to the Development of Good Character? Address Rural Man- hood, N. Y. 2. Lifting the Overburden from the Shoulders of the Farm Boy. 23-171. 3. Relieving the Strain on the Life of the Girl. 23-183. 4. A Plan for Bringing Happiness and Contentment to Farm Boys and Girls. 35-83; 25-17. Suggestions a. Do not fail to have one speaker make out a balanced schedule of activities for the rural young people. b. Do not require one speaker to undertake to cover the entire field. There is a natural division between the sexes, and there is a three-fold division of infancy, childhood, and youth. All the just claims of these six classes of the young must be met. c. Farm parents must have a conscious and constructive plan for the development of the characters of their chil- dren. Even an ideal rural school can do little unless the home supplements its eflForts. 151 PROGRAM 106 THE EFFICIENT RURAL SCHOOL 1. How may the Instruction in English be Suited to Rural Life? 132-266. 2. Can Mathematics be Made to Offer Definite Helps to the Country Life? 132-295. 3. How to Teach Farm Geography by the Laboratory Method. Address State Normal School, Bloomsburg, Pa. 4. Teaching Health and Sanitation in the Rural School. 23-122. Suggestions a. The language of the school anywhere should be the language expressive of the best there is in the local life. b. In nearly all the schools the mathematics should be cut down fifty per cent and something better put into its place. c. The modern rural teacher will not put in more than half of the time merely hearing lessons. About one half of the time will be devoted to the interpretation of living environment. d. The normal school at Kirks ville. Mo., has been a pioneer in this work. Write for their periodical. 152 PROGRAM 107 OTHER TASKS FOR THE RURAL SCHOOL 1. Some of the Advantages of Consolidation of Schools. Among Country Schools, Kern (Ginn & Co., N. Y.). 2. May the Rural Teacher Become a Permanent Resident of the District? U. S. Bureau of Education. Pamphlet. 3. Should the District Furnish the Rural Teacher a Plot of Ground and a Residence? U. S. Bureau of Educa- tion. 4. A Plan for Making the Rural Teacher a Community Builder. 132-11; Address The Rural Educator, Columbus, Ohio. Suggestions a. It need not surprise us if some state should enact a law making a consolidation of schools compulsory. Write to the Bureau of Education, Washington, D. C, and if possible secure the story of a rural teacher who farms part time and lives in a community on a plot of ground fur- nished for his service. Secure pictures, plans, and specifi- cations, if such are available. b. A good way to respond to topic No. 4 is to enumerate the things which the rural teachers may actually do as a community leader. c. Some member should bring forward a plan for "con- solidating" the rural school with every other good rural institution. 153 PROGRAM 108 THE RECONSTRUCTION OF THE COUNTRY SCHOOL 1. How to Renovate and Remodel the Cheap Country School Building. Write Cornell University, Ithaca, N. Y. 2. Model Plot and Plans for a Rural School Campus. 35-102. 3. How to Heat and Ventilate the One-room School House. Address State Dept. of Education. 4. A Model Plan for Sanitary Closets and Drainage for the School House. 132-32. Suggestions a. In some states the district is not permitted to erect a new school building without making use of plans and specifications furnished by the department of education. This is a valuable law. 6. Again the Bureau of Education at Washington will serve the needs of inquirers. c. If some member works out an ideal plan for a new school building, see that the matter is brought before the attention of every adult member of the community. Thus educate public sentiment. d. Some of the state normal schools are now doing valuable extension work among the rural schools, e. g., inquire of the State Normal School, Lewiston, Idaho. 154 PROGRAM 109 THE RURAL SCHOOL AS A CENTER OF LIFE 1. How to Make the Country School House a Social Center of Life. 23-101; State Normal School, Kirksville, Mo. 2. How to Use the School Building for Literary and Political Purposes. Bulletin, University of Wis., Madison. 3. How may the School Building Serve the Grange and Kindred Societies? Bulletin, K. S. A. C, Manhattan, Kans. 4. How to Make the Rural School House Serve as Church and Sunday School Room. Among Rural Schools, Kern. Ginn & Co., New York. Suggestions a. The 'Teens and the Rural Sunday School, J. L. Alexander, Editor, Association Press, N. Y., is a valuable help on No. 1. 6. Write the Russell Sage Foundation, New York City, for information on these topics. c. Rural Manhood, New York City, will serve as a com- petent text book and guide for the rural social workers. d. The Country Life department. National Young Men's Christian Association, New York City, will likewise serve the cause most helpfully. e. Let the chairman urge that each speaker bring something very concrete and definite to the meeting. 155 PROGRAM 110 THE COUNTRY SCHOOL AND RURAL MINDEDNESS 1. How may the Pupils be made to take an Interest in Farm Crops? 23-120. 2. Interesting the Pupils in the Life Stock of the Farm. 132-200. 3. May the Country School Offer Instruction as to the Advantages of Rural hiie? Among Rural Schools, Kern. Ginn & Co., N. Y. 4. May the Rural School Consciously make out a Plan for the Social Life and Recreation of the Community? Rural Manhood, New York. Suggestions a. How can we obtain text books which actually have the rural point of view and teachers who know all the country problems? These are the first two great essentials in the re-construction of country life. b. Much of the instruction in the country school is very dulling, another part of it is entirely unnecessary. Fully half of the time of country schools should be taken up with laboratory work — studying plants, soils, insects, birds, ani- mals, and streams. We want the children who grow up in the country to recognize the poetic side of rural life. 156 PROGRAM 111 THE TRAINING IN RURAL INDUSTRY 1. How much Home Work should the Rural School Boy be Required to do? 23-171 . 2. How much House Help should the Rural School Girl be Required to do? 23-183. 3. How may Country Parents Plan for the Play and Amusement of their Children? 132-112. 4. How may Country Parents Plan for the Sociability of their Adolescent Sons and Daughters? 16- No. 26; Playground, New York. Suggestions a. Does any one actually know a family home which puts the problem of living a good life above the problem of making the farm pay? b. Does any one know a family home which plans for the play, recreation, and sociability of its young people before a plan for the crops and farm animals? Which of these should be subordinated to the other, the children or the crops? c. Will someone bring to the meeting a description of an ideal country picnic with perhaps some pictures to illus- trate? 157 PROGRAM 112 THE DEVELOPMENT OF RURAL BUSINESS 1. Will Farm Children Necessarily Become Interested in the Business of Farming? 23-275. 2. How may the Farm Boy be Taught to Acquire and Own Property? 14- No. 2, No. 6. 3. How may the Farm Girl be Instructed in the Neces- sary Forms of Business? 23-262. 4. May the Young Son or Daughter be Taught to do the Farm Bookkeeping? Write Extension Department, State Agricultural College. Suggestions a. Is the general problem of child life on the farm differ- ent from the general problem in the cities? Are not the natural tendencies and the instincts of childhood and youth the same in both places? b. Will not fair and adequate tests reveal the fact that some country-reared boys and girls are suited only for city positions? And is not the converse statement likewise true? c. The author believes that the farm book keeping should be minimized. A large number of otherwise good people waste much valuable time in unnecessary book- keeping. Life is too short. The heart is hungry for so many good things which we are likely to miss. 158 PART THREE THE CHILD-STUDY LITERATURE CHAPTER XV THE PRELIMINARY BOOK LIST Certain very definite rules of procedure must be observed if the child-study society is to meet with most commendable success, and one of these is to make use of reference reading. Without a plan and a well-prepared program the society is almost certain to dwindle away. It seems easy and refreshing at the first meeting or two to have many of the members air their views and opinions in a rough and ready manner but this practice if kept up long grows stale and ineffective. Definite preparation on the part of each one regularly appointed to appear on the program is the secret of success; and this preparation is a comparatively easy task, provided the right class of literature be available and the assignment of topics and readings be made specific. How TO Use the References Below there is offered a list of a dozen titles of com- paratively inexpensive volumes on child life. This list has been made out with unusual care, and partly with the thought of offering something on every phase of general child study. In-so-far as is practicable, the first reference for each and every topic will be confined to this pre- liminary book list. It is urged that every child-study society of any considerable size attempt to obtain these volumes as the foundation of a working library. Each member might agree to purchase and contribute one volume. Or, a small assessment or collection might be 161 162 Outlines of Child Study made as a means of purchasing the books outright. The set can be kept in the local library, if there be one, or it might be placed in charge of the librarian of the associa- tion. In any event the members should have free and easy access to the books and those participating in the program discussions should have first right to their use. The books are numbered consecutively, and in making the marginal references the serial number of the book and the page of the volume listed will be given. The Nucleus of a Library 1. Youth. G. Stanley Hall. 370 pp. D. Appleton & Co., New York. This volume is recognized as a standard in its field, and its author is the acknowledged pioneer student of child life in America. The book emphasizes genesis and growth. It is an epitome of Dr. Hall's larger work entitled Adoles- cence. The chapters on "Faults, Lies and Crimes," "The Growth of Social Ideals," and "Intellectual Education and School Work" are especially illuminating. 2. The Care and Feeding of Children. L. Emmett Holt, M. D. 195 pp. D. Appleton & Co., New York. This little volume is regarded as an authority by physicians and practically all others who are serious students of the physical problems of infancy. Complete dietaries and household prescriptions are among its virtues. The mother who takes care of her own child, the nursery maid, the trained nurse, the prescribing physician and the careful student of childhood, will all obtain helpful service from this handbook. 3. The Psychology of Child Development. Irving King. 265 pp. The University of Chicago Press, Chicago. A fundamental treatise embodying, as the author acknowledges, the profound and scientific doctrines of The Preliminary Book List 163 Dr. John Dewey. It presents a study of child life from the standpoint of growth and function. An epitome of this valuable text, as well as something of its point of view, is found on page xvii of Dr. Dewey's introduction. 4. Moral Education. Edward Howard Griggs. 352 pp. B. W. Huebsch, New York. This volume by a well-known author and lecturer offers a sound and sane treatment upon practically all the moral problems of childhood and youth. A quotation from the preface will serve as a key to the method and spirit of the book: "I have thought it worth while to attempt a study, as exhaustive as I could make it, of the whole problem of moral culture : its purpose in relation to our society and all the means through which that purpose can be attained. My aim has been sanity and not novelty." 5. Training the Boy. Wm. A. McKeever. 368 pp. 40 illustrations. The Macmillan Co., New York. This book embodies what the author calls his "whole life plan," for boy training. Every phase of the life of boyhood and youth is touched upon. There are five distinct parts of the book, as follows : I. Industrial Train- ing; II. Social Traming; III. Habit Training; IV. Voca- tional Training; V. Service Training. Part V. contains much new material. 6. Trainuig the Girl. Wm. A. McKeever. 342 pp. 40 illustrations. The Macmillan Co., New York. A companion to Training the Boy, and similar in style and manner of treatment, this book attempts to discuss some of the untouched and more difficult problems relating to the lives of girls and young women. The important problems relating to courtship, the choice of a life com- panion, the preparation for motherhood, are treated ex- plicitly. "Love and inspiration must lead in all the duties of the girl's life." 164 Outlines of Child Study 7. Vocational Education. Snedden, Weeks and Cub- berley. 350 pp. Houghton, Mifflin Co., New York. A fresh and stimulating treatise by three well-known authors. It discusses the theory of vocational education in general and the application of the theory in the indus- trial and rural schools. In the preface to the book Dr. Snedden says: "Miss Weeks surveys the whole field of education and stresses needed enlargements and modifica- tions in the general plan; Professor Cubberley writes with the defects of current rural education clearly in mind; while the present writer seeks specific formulations of the principles which reason and experience seem to demand as a basis for vocational education as a distinctive process." 8. Self Training for Motherhood. Sophia Lovejoy. 182 pp. American Unitarian Association, Boston. This book offers a sympathetic discussion of the voca- tion of motherhood and contains many definite and stimulating suggestions for child trainers. The volume, written intimately as by an older, experienced friend to a young mother, abounds in delightful suggestions as to the best ways of guiding the young from early childhood to maturer years. The chapters include such subjects as "The Self -Relation," "Physical Training," "Senses, Emotion and Will," "Manners and Cheerfulness," "Per- sonal Incomes," "Child Study," "Discipline," "The School Relation," and may be treated as material for earnest study, or as a means of familiar instruction from friend to friend. 9. Fundamentals of Child Study. E. A. Kirkpatrick. 384 pp . The Macmillan Co . , New York . Professor Kirkpatrick's writings on psychology are enjoyed by many. This volume is a fundamental work and will serve the student of child life in obtaining the right attitude toward character development. The discussion of The Preliminary Book List 165 instinct as a force which prompts conduct and growth, is given much space. 10. Child Nature and Child Nurture. Edward Porter St. John. 106 pp. The Pilgrim Press, Boston. This is a handbook of methods and devices and it cov- ers very successfully many of the child problems which arise in the home. "The topics discussed in this little book are all related to the training of young children. Occasionally suggestions are offered as to the application of the principles determining the characters of children who are over twelve years of age, but this is done chiefly to guard against the danger of misunderstanding or mis- applying the methods that are recommended for use with those who are younger." 11. Your Child Today and Tomorrow. Sindonie M. Greenberg. 234 pp. J. P. Lippincott Co., Philadelphia. This book takes a very optimistic view of the ill-conduct of children. It emphasizes training through self -activity and also the value of work and play. Says the au- thor: "It has been my chief aim to show that a proper understanding of and sympathy with the various stages through which the child normally passes will do much toward making not only the child happier, but the task of the parents pleasanter. I am convinced that our failure to understand the workings of the child's mind is responsible for much of the friction between parents and children. We cannot expect the children, with their limited experience and their undeveloped intellect, to understand us; if we are to have harmony, intimacy and co-operation, these must come through the parents' successful efforts at understanding the children." 12. Civics and Health. Wm. H. Allen. 411 pp. Ginn & Co., Boston. This book contains a large fund of information and data 166 Outlines of Child Study for guidance in dealing with the problems of health and sanitation in the school and the home. In the preface. Dr. William T. Sedgwick says: "There is a physical basis of life and of health; and any one who will take the trouble to read even the table of contents of this book will see that for Dr. Allen prevention is a text and the making of sound citizens a sermon. . . . No one can read this volume, or even its chapter headings, without surprise and rejoicing: surprise, that the physical basis of effective citizenship has hitherto been so utterly neglected in America; rejoicing, that so much in the way of the preven- tion of incapacity and unhappiness can be so easily done, and is actually beginning to be done." 13. The Child Welfare Magazine. Monthly, official organ of the National Congress of Mothers. This magazine contains each month several articles by writers of authority. It will serve the purpose of a guide and an incentive to better work on the part of club mem- bers. 14. The Home Training Bulletins. Wm. A. McKeever. Each a 16 page pamphlet. 20c per set, $1.00 per hundred. Published by the author, Lawrence, Kansas, as follows: No. 1. The Cigarette Smoking Boy. No. 2. Teaching the Boy to Save. No. 3. Training the Girl to Help in the Home. No. 4. Assisting the Boy in the Choice of a Vocation. No. 5. A Better Crop of Boys and Girls. No. 6. Training the Boy to Work. No. 7. Teaching the Girl to Save. No. 8. Instructing the Young in Regard to Sex. No. 9. The Boy's Vacation Employment. No. 10. Teaching Children to Play (in preparation). 15. Health Bulletins. Various authors and sources. Free bulletins on child health and sanitation and on the The Preliminary Book List 167 care and feeding of infants are now published by many of the state boards of health and other institutions. Kansas, Minnesota, New York, and California are notable among the number. References to these are given in the text as specifically as possible. 16. Publications of the Playground and Recreation Associations of America. Mostly five and ten cent pam- phlets. New York City. The marginal references to these valuable pamphlets are given by serial number. 17. Bulletins of the United States Children's Bureau. The usual price is five or ten cents. Department of Labor, Washington, D. C. A list of topics should be secured and kept on file. 18. Bulletins of the Russell Sage Foundation. Several free and inexpensive pamphlets touching the problems of play, recreation and sociability of children. Write for titles and information. CHAPTER XVI TEE LARGER BOOK SHELF In many instances the child-study club will find it practicable to obtain a more extensive library than was recommended in the preceding chapter, although the first set of selected books and numerous pamphlets was made the basis of nearly all the first marginal references. Additional citations will make use of the volumes listed in the present chapter. Again, the attempt has been to select a wide variety of books and to spread the discussion over the entire field of child welfare and training. There are many other valuable volumes which might have been included here but it was found advisable to list these in a chapter to follow. The child-study club which is so fortunate as to possess these two dozen volumes and the many pamphlets listed with them, will be in a position to continue its meetings indefinitely and to achieve many worthy things in behalf of its members and the children with whom its members are associated. It may confidently be expected that those who stay with the course and perform their part faithfully will acquire a deep and inspiring interest in the affairs of the children, and will thus prolong and beautify their own lives. A Second Selected List 19. Home, School and Vacation. Annie W. Allen. 212 pp. Houghton, Miflain Co., Boston. 168 The Larger Book Shelf 169 Miss Allen presents in this volume a sympathetic and helpful discussion of many of the problems which naturally arise in the minds of parents and teachers. 20. A Study of Child-Nature. Elizabeth Harrison. 207 pp. The Chicago Kindergarten College, Chicago. Miss Harrison has put her personality into this text. It is marked by deep sympathy and insight and takes for its guide the principles laid down by Froebel. The kin- dergarten work is the principal theme. 21. We and Our Children. Woods Hutchinson, 371pp. Doubleday, Page & Co., New York. Dr. Hutchinson presents in this volume suggestions and devices for the physical care and training of small children. The book is clear and optimistic throughout. 22. Vocational Guidance. J. A. Puffer. 306 pp. Rand, McNally & Co., Chicago. The author of this volume is one of the ablest and best known students of boy life. He presents here a large fund of facts and methods. The members of the child- study club will find in this book a large amount of material for use at the meetings. 23. Farm Boys and Girls. Wm. A. McKeever. 326 pp. The Macmillan Co., New York. This volume aims to offer a complete fund of methods and details for dealing with the problems of country boys and girls, and in so doing it naturally furnishes a treat- ment of many of the general problems of childhood and youth. 24. What Shall We Do Now? Dorothy Canfield. 419 pp. Frederick A. Stokes Co., New York. This book is a large compendium of games, devices, descriptions and discussions of play. A reading list and a discussion of the various pets suitable for children are included within the text. 170 Outlines of Child Study 25. Nature Study and Life. Clifton F. Hodge. 495 pp. Ginn & Co., Boston. Dr. Hodge has included within this volume a presenta- tion of the entire scope of nature study in so far as it affects the interests of children. The point of view is life itself and the text is readable and inspiring. The members of the club will find it a valuable book. 26. The Progress of Eugenics. Dr. C. W. Saleeby. 255 pp. Funk & Wagnalls Co., New York. In 1909, Dr. Saleeby, under the title Parenthood and Race Culture, told the story of the eugenic movement up to a recent date. He now reviews its progress during the past five years, showing incidentally how greatly its con- ceptions have been modified by Mendelism. He also deals many a shrewd blow at the open opponents of eugenics. But he protests quite as vigorously against those who seek to identify the science with theories which he regards as brutal in spirit, immoral in principle, and impossible in practice. Every aspect of the subject is in turn dealt with in the animated style which is always at Dr. Saleeby's service. 27. The Coming Generation. Wm. B. Forbush. 340 pp. D. Appleton & Co., New York. Dr. Forbush presents in this text a wide series of child- study discussions. His point of view is that of the sane and progressive clergyman who has added to his already rich store of knowledge by means of an intensive study of child life. The subjects of parenthood and eugenics occupy conspicuous places in the book. 28. Learning and Doing. Edgar J. Swift. 245 pp. The Bobbs-Merrill Co., Indianapolis. Professor Swift here treats the child problems from the point of view of a well-trained scientific student. His familiarity with the most modern methods and devices of The Larger Book Shelf 171 education makes this work a valuable one. Functional psychology applied to teaching and training is his char- acteristic method. 29. The Development of the Child. Nathan Oppen- heim. 292 pp. The Macmillan Co., New York. The author of this book shows a familiarity with all the phases of child development, but he writes from the point of view of the layman and practical man of affairs. He is specially interested in the problems of heredity and race breeding. 30. That Boy of Yours. James S. Kirtley. 250 pp. George H. Doran Co., New York. Some of the virtues of this book are its happy style of treatment and its optimism. It discusses all the familiar experiences of childhood and youth and offers many useful suggestions, such as can be followed by ordinary busy parents. 31. Various free or inexpensive pamphlets may be obtained from the following national organizations : A. The United States Bureau of Education. Free or inexpensive pamphlets on many educational topics. Washington, D. C. B. The National Child Labor Committee, 105 East 22d St., New York. C. The American Association for Study and Prevention of Infant Mortality, 1211 Cathedral St., Baltimore. D. The American School Hygiene Association, College of the City of New York, New York. E. The National Committee for Mental Hygiene, 50 Union Square, New York City. F. The Society of Sanitary and Moral Prophylaxis, Tilden Bldg., 105 W. 40th St., New York. G. The American Social Hygiene Association (Inc.), 105 W. 40th St., New York. 172 Outlines of Child Study H. The National Society for the Promotion of Indus- trial Education. Room 415, 105 East 22d St., New York City. I. The National Consumers League, 106 East 19th St., New York. J. The National Board, Y. W. C. A., 600 Lexington Ave., New York, K. The American Home Economics Association for Home, Institution, and School, Roland Park, Baltimore, Md. 32. American Motherhood, Monthly. $1.00 per year, Cooperstown, New York. CHAPTER XVII THE GENERAL FIELD OF LITERATURE For the sake of those who may be fortunate enough to have access to the larger libraries there is offered herewith a considerable list of valuable books on child welfare. Frequent reference is made to these volumes in the topical outlines for the program; but these are usually given after such a use has been made of some volume in one or the other of the two lists given in chapters XV and XVI. It is a commendable thing for the members of the child- study club to acquire a small library of their own. This larger list will offer a wide range of titles in service of that purpose. Sometimes the title of the book is misleading as to its contents, even though the subject matter may not be of an inferior nature. By writing to the publishers the member may secure a circular or a specimen copy of the table of contents of the book desired, and thus determine whether or not it will be suitable for the intended use. The General List of References 33. Education for Social Efficiency. Irving King. 310 pp. D. Appleton & Co., New York. 34. Human Behavior. Stephen S. Colvin. 325 pp. The Macmillan Co., New York. 35. Rural Improvement. Frank A. Waugh. 259 pp. Orange Judd Co., New York. 36. The Child's Religious Life. Rev. Wm. G. Koons. 264 pp. Eaton & Mains, New York. 173 174 Outlines of Child Study 37. Play and Recreation. Henry S. Curtis. 259 pp. Ginn & Co., Boston. 38. The Home-Made Kindergarten. Nora Archibald Smith. 117 pp. Houghton, Mifflin Co., Boston. 39. Psychology as Applied to Education. P. M. Magnusson. 338 pp. Silver, Burdett & Co., Boston. 40. Health and the School. Frances W. Burks, and Jesse D. Burks. 366 pp. D. Appleton & Co., New York. 41. Short Talks with Young Mothers. Chas. G. Kerley. 327 pp. G. P. Putnam's Sons, New York. 42. Games for the Playground, Home, and School. Jessie H. Bancroft. 454 pp. The Macmillan Co., New York. 43. Home Problems from a New Standpoint. Caroline L. Hunt. 145 pp. Whitcomb & Barrows, Boston. 44. Misunderstood Children. Elizabeth Harrison. 168 pp. Central Publishing Co., Chicago. 45. Kindergarten and Home. V. M. Hillyer. 152 pp. Baker, Taylor Co., N. Y. 46. Children's Rights. Kate Douglas Wiggin. 235 pp. Houghton, Mifflin Co., Boston. 47. Growth and Education. John Mason Tyler. 270 pp. Houghton, Mifflin Co., New York. 48. Some Silent Teachers. Elizabeth Harrison. 187 pp. The Sigma Publishing Co., Chicago. 49. Stories and Story Telling. Edward P. St. John. 100 pp. The Pilgrim Press, Chicago. 50. The Century of the Child. Ellen Key. 339 pp. G. P. Putnam's Sons, N. Y. 51. The Modern Mother. Dr. H. Lang Gordon, 270 pp. R. F. Fenno & Co., N. Y. 52. Beginnings of Industrial Education. Paul H. Hanus. 199 pp. Houghton, Mifflin Co., Boston. The General Field of Literature 175 53. The Spiritual Life. Geo. A. Coe. 276 pp. Eaton & Mains, New York. 54. Child, Home and School. Delia T. Lutes. Arthur H. Crist Co., Cooperstown, New York. 55. The Home School. Ada Wilson Trowbridge. 95 pp Houghton, Mifflin Co., New York. 56. Ethics for Children. Ella Lyman Cabot. 254 pp Houghton, Mifflin Co., New York. 57. Happy School Days. Margaret E. Sangster 271 pp. Forbes & Co., Chicago. 58. Girl and Woman. Caroline W. Latimer. 318 pp D. Appleton & Co., New York. 59. Girls and Education. L. B. R. Briggs. 162 pp Houghton, Mifflin Co., New York. 60. Boys, Girls and Manners. Florence Howe Hall 323 pp. Dana, Estes & Co., Boston. 61. Talks to Women on Essentials to Success in the Business World. Cora Ball Frazier. 116 pp. Palmer- Goodman Co., Philadelphia. 62. A Guide to the Montessori Method. Ellen Yale Stevens. 240 pp. Frederick A. Stokes Co., New York. 63. A Montessori Mother. Dorothy Canfield Fisher. 237 pp. Henry Holt & Co., New York. 64. The Montessori Method and the American School. Florence E. Ward. 235 pp. The Macmillan Co., New York. 65. The Montessori Method. Maria Montessori. 377 pp. Frederick A. Stokes Co., New York. 66. Girl Scouts of America. Booklet 25 cents. Evening Post, Gary, Ind. 67. Camp-fire Girls. Geo. H. Doran Co., New York. 68. Vacation Camping for Girls. Jeannette Marks. 222 pp. D. Appleton & Co., New York. 176 Outlines of Child Study 69. Psychology and Industrial Efficiency. Hugo Miins- terburg. 321 pp. Houghton, Mifflin Co., Boston. 70. Newer Ideals of Peace. Jane Addams. 238 pp. The Macmillan Co., New York. 71. Work and Life. Ira W. Howerth. 269 pp. Sturgis & Walton Co., New York. 72. Vocations for Girls. E. W. Weaver. 200 pp. A. S. Barnes Co., New York. 73. Marriage and the Sex Problem. F. W. Forester. 225 pp. Frederick A. Stokes Co., New York. 74. The Unfoldment of Personality. H. Thiselton Mark. 219 pp. The University of Chicago Press, Chi- cago. 75. Democracy and Social Ethics. Jane Addams. 277 pp. The Macmillan Co., New York. 76. Kindergarten Principles and Practices. Kate Douglas Wiggin and Nora Archibald Smith. 205 pp. Houghton, Mifflin Co., New York. 77. On the Training of Parents. Ernest H. Abbott. 141 pp. Houghton, Mifflin Co., New York. 78. The American Idea. Lydia K. Commander. 311 pp. A. S. Barnes & Co., New York. 80. The Child and His Religion. Geo. E. Dawson. 120 pp. The University of Chicago Press, Chicago. 81. Hand-work in the Sunday School, Milton S. Littlefield. 157 pp. The Sunday School Times Co., Philadelphia. 82. The Girl in Her Teens. Margaret Slattery. 127 pp. The Pilgrims' Press, Boston. 83. Spiritual Culture and Social Service. Chas. S. McFarland. 222 pp. Fleming H. Revell Co., New York. 84. Ethical and Moral Instruction in the Schools. Geo. H. Palmer. Houghton, Mifflin Co., New York. The General Field of Literature 177 85. Helps for Ambitious Girls. Wm. Drysdale. 505 pp Thomas Y. Crowell & Co., New York. 86. The People's School. Ruth Mary Weeks. 194 pp Houghton, MiflBin Co., New York. 87. Parenthood and Race Culture. Caleb Wm. Saleeby Moffat, Yard & Co., New York. 88. Women m Industry. Edith Abbott. 390 pp D. Appleton & Co., New York. 89. Opportunities for Vocational Training. 300 pp Published by Woman's Municipal League, Boston. 90. The Problem of Vocational Education. David Snedden. Houghton, Mifflin Co., New York. 91. Health and Happiness. EHza M. Mosher. 203 pp. Funk & Wagnalls Co., New York. 92. The Book of Children's Parties. Mary and Sara White. 174 pp. The Century Co., New York. 93. Handbook of Dress and Childhood. American School of Home Economics, Chicago. 94. The Business of Being a Woman. Ida M. Tarbell. 242 pp. The Macmillan Co., New York. 95. Making the Best of Our Children. Mary Wood- Allen. 253 pp. A. C. McClurg & Co., Chicago. 96. Woman in Girlhood, Wifehood, and Motherhood. Dr. Solis-Cohen. 418 pp. The John C. Winston Co., Chicago. 97. Physical Nature of the Child. Stuart H. Rowe. 187 pp. Macmillan Co., New York. 98. The Place of Industries in Elementary Education. Katharme Elizabeth Dopp. 260 pp. University of Chicago Press, Chicago. 99. Story Telling. What to Tell and How to Tell it. Edna Lyman. 225 pp. A. C. McClurg & Co., Chicago. 100. Neighborhood Entertainments. Renee B. Stern. 288 pp. Sturgis & Walton Co., Chicago. 178 Outlines of Child IStudy 101. Mind and Work. Luther H. Gulick. 201 pp. Doubleday, Page & Co., New York. 102. Human EflBciency. Horatio Dresser. 383 pp. G. P. Putnam's Sons, New York. 103. Progress in the Household. Lucy Maynard Sal- mon. 198 pp. Houghton, Mifflin Co., New York. 104. Moral Instruction of Children. Felix Adier. 270 pp. D. Appleton & Co., New York. 105. Suggestions for Handwork in School and Home. Jane L. Hoxie. 222 pp. Milton Bradley Co., Springfield, Mass. 106. Messages to Mothers. Herman Partsch. 165 pp. Paul Elder & Co., New York. 107. The Delinquent Child and the Home. Sophonisba P. Breckinridge and Edith Abbott. 250 pp. The Survey Associates, New York. 108. Stories to Tell. Julia Darrow Cowles. 124 pp. A. Flanagan Co., Chicago. 109. Love and Law in Child Training. Emilie Poulsson. 235 pp. Milton Bradley Co., Springfield, Mass. 110. A Mother's Ideals. Andrea Hofer Proudfoot. 282 pp. A. Flanagan Co., Chicago. 111. An Introduction to Child Study. W. B. Drum- mond. 348 pp. Longmans, Green & Co., New York. 112. The Child. A Study in the Evolution of Man. A. F. Chamberlain. 495 pp. Chas. Scribner's Sons, New York. 113. Increasing Home Efficiency. Martha B. and Robert W. Bruere. 318 pp. Macmillan Co., New York. 114. Fireside Child Study. Patterson Du Bois. 159 pp. Dodd, Mead & Co., New York. 115. The Education of Women. Marian Talbot. 252 pp. University of Chicago Press, Chicago. The General Field of Literature 179 116. Psychology of Childhood. Frederick Tracy. 216 pp. D. C. Heath & Co., Boston. 117. Childhood. Mrs. Theodore W. Birney. 254 pp. Frederick A. Stokes & Co., New York. 118. Psychology and Higher Life. Wm. A. McKeever. 250 pp. A. Flanagan Co., Chicago. 119. Psychologic Method of Teaching. Wm. A. McKeever. 350 pp. A. Flanagan Co., Chicago. 120. Vocational Education. John M. Gillette. 296 pp. American Book Co., New York. 121. The School in the Home. A. A. Beerle. 210 pp. Moflfat, Yard & Co., New York. 122. Social Development and Education. M. V. O'Shea. 550 pp. Houghton, Mifflin Co., Boston. 123. Study of Child Life. Marian Foster Washburne. 177 pp. American School of Home Economics, Chicago. 124. The Spirit of Youth and the City Streets. Jane Addams. 162 pp. The Macmillan Co., New York. 125. True Motherhood. James C. Fernald. 112 pp. Funk & Wagnalls Co., New York. 126. The Care of the Child in Health. Nathan Oppen- heim. 300 pp. The Macmillan Company, New York. 127. Marching Man ward. Frank Orman Beck. 191pp. Eaton & Mains, New York. 128. Boy Training. Edited by John L. Alexander. 198 pp. Association Press, New York. 129. Moral Training in the School and Home. E. Hershey Sneath and Geo. Hodges. 217 pp. The Mac- millan Co., New York. 130. Self Mastery of Men and Nations. Albion E. Smith. Methodist Book Concern, Cincinnati. 131. Vocations for Girls. Mary A. Laselle and Kath- arine E. Wiley. 132 pp. Houghton, Mifflin Co., Boston. 132. The Rural School, Its Methods and Management. 180 Outlines of Child Study Horace M. Cutler and Julia M. Stone. 364 pp. Silver, Burdett & Co., Boston. 133. Child Problems. Geo. B. Mangold. 374 pp. The Macmillan Co., New York, 134. Guide to Sex Instruction. T. W. Shannon. 265 pp. The S. A. Mullikin Co., Marietta, Ohio. 135. Better Babies and Their Care. Anna S. Richard- son. 237 pp. Frederick A. Stokes Co., New York. 136. From Youth into Manhood. Winfield S. Hall. 105 pp. Young Men's Christian Association Press, New York. 137. Moral Principles in Education. John Dewey. 58 pp. Houghton, Mifflin Co., Boston. 138. Studies in Child Development. Julia C. Hallam. 281 pp. Row, Peterson & Co., Chicago. 139. Educational Resources of Village and Rural Communities. Joseph K. Hart. 274 pp. The Macmillan Co., New York. 140. The New Housekeeping. Christine Frederick. 256 pp. Doubleday, Page & Co., New York. 141. The Pupil and the Teacher. Luther A. Weigle. 217 pp. Geo. H. Doran Co., N. Y. 142. The Teens and the Rural Sunday School. John L. Alexander. 148 pp. Association Press, New York. 143. The Sunday Kindergarten. Carrie S. Ferris. 270 pp. The University of Chicago Press, Chicago, 111. 144. Some Great Stories and How to Tell Them. Richard T. Wyche. 178 pp. Newson & Co., New York. 145. Women's Health and How to Take Care of it. Florence Stackpoole. 158 pp. William R. Jenkins Co., New York. 146. Woman and Social Progress. Scott Nearing and Nellie Nearing. 280 pp. The Macmillan Co., New York. The General Field of Literature 181 147. Folk Festivals. Mary M. Needham. 238 pp. B. W. Huebsch, New York. 148. Personal Hygiene and Physical Training for Women. Anna M. Galbraith. 352 pp. W. B. Saunders Co., Philadelphia. 149. Psychology, General and Applied. Hugo Miins- terberg. 470 pp. D. Appleton & Co., New York. 150. Parents and Their Problems. Mary Harmon Weeks and Others. Eight volumes. 300 pp. each. National Congress of Mothers, Washington, D. C. 151. Young Folks' Hand Book and many other Publica- tions. Wm. B. Forbush, Editor. The American Institute of Child Life, Philadelphia. 152. The Woman Citizen's Library. Shailer Mathews, Editor. Twelve volumes, 250 pp. each. The Civics Society, Chicago. 153. Foundation Stones. Estelle Avery Sharpe. Three volumes, 360 pp. each. The Howard-Severance Co., Chicago. 154. The Uplift Book of Child Culture. O. W. Marden, Ben Lindsey, E. W. Weaver and Others. 425 pp. Uplift Publishing Co., Philadelphia. 155. The Bible for Home and School. Shailer Mathews, Editor. Twelve volumes, 215 pp. each. The Macmillan Co., New York. 156. Boys' and Girls' Bookshelf. Ten volumes, each 400 pp. More than 100 contributors. The University Society, New York. T HE following pages contain advertisements of Macmillan books by the same author BY THE SAME AUTHOR The Industrial Training of the Girl By WILLIAM A. McKEEVER Decorated cloth, 12mo, illtistrated, 50 cents net; postage extra "Ordinary work and industry are the foundation stones of well-poised womanhood." With this statement as his starting point, Dr. McKeever discusses the training of the girl from kinder- garten to college. His purpose is to construct a plan for the ideal career of woman, whether that career is to be followed in the home or in the world of business. As in his previous volumes, there is in this book a wealth of practical information expressed in concise and usable form. Among the topics discussed are: — The Small Beginnings — The Kindergarten Training — Attending the Public School — Home and School Co-operation — The High- School Girl — Sending the Daughter to College. Industrial Training of the Boy Decorated cloth, 12mo, illustrated, 60 cents net; postage extra "Parents will find here many excellent suggestions for the ap- portionment of the work and play of children of all ages and for the kinds of work to be used for the individual training of boys of different temperaments." — Congregationalist. "On every page the author proves himself master of his sub- ject.' ' — Watchman-Examiner. "It discusses frankly, courageously, and wisely the whole sub- ject of efficiency in fitting boys for efficiency in the life they may lead if at their best." — Journal of Education, Boston. "A timely and thoroughly pedagogical and scientific work. . . . Sound wisdom, born of ripe and serious experience ... is in- valuable. ' ' — Churchman . "It wiU help you to work out a great many things and prob- lems that you now find yourself up against in regard to your boys." — Ohio Farmer. THE MACMILLAN COMPANY Publishers 64-66 Fifth Avenue New York Training the Girl WILLIAM A. McKEEVER Professor of Child Welfare in the University of Kansas ; Professor of Philosophy, Kansas State Agricultural College, 1900-1913 Decorated cloth, i2mo, illustrated, $i.j;o net ; postage extra This volume is the third in a series illustrating the author's " whole- life plan" of child training. Here Dr. McKeever provides a whole- some, practical, and inspiring treatise, touching every phase of the growing girl's life. From beginning to end it is rich in methods, de- vices, materials, and suggestions such as can be used by any parent or teacher. The author's varied experience as student and teacher of psy- chology, as public lecturer and writer in the entire field of childhood, and as an enthusiastic believer in the latest possibilities of the common child, are all clearly reflected in the work. Among the heads in the table of contents are the following: The Kindergarten Training, At- tending the Public School, Home and School Cooperation, The High- School Girl, Sending the Daughter to College, Teaching the Girl to Play, The School Girl's Vacation, The Psychology of a Girl's Clothing, The Campfire Girls, The New Vocational Ideal, Training Schools for Girls, Occupations for Women, Service and the Source of Life, The Early Service Development, The Girl's Religious Training, Serving the Common Weal, The Attainment of Peace and Poise. "A book of wide scope, offering advice designed to meet every phase of a girl's varied temperamental tendencies from childhood to womanhood. The author's ideas are well founded, while the methods he offers are based on sound psychology, rather than beautiful but vague and indefinite theories." — The Continent. "A practical and inspiring treatise covering every phase of the growing girl's life. From beginning to end the book is rich in meth- ods, devices, materials, and suggestions such as can be used by any parent and teacher." — Philadelphia North American. THE MACMILLAN COMPANY Publishers 64-66 Fifth Avenue New York BY TEE SAME AUTHOR Training the Boy Decorated cloth, 368 pp., 40 illustrations, $1.^0 net; postage extra Comments on." Training the Boy " " There is scarcely a phase of boy life which is overlooked, and those who are responsible for boys will find suggestion, information, and guidance which will be valuable." — Boston Watchman. " This is a large, attractive volume, which goes thoroughly into the question of training boys, the best way to do it, the best results to be had in such train- ing, and how to get these results. The work as a whole is admirable, sym- pathetic, and so thorough that there ought not to be any doubt as to its value and the excellence of its results when its inculcations are fairly carried out." — Salt Lake City Tribune. " It has been said that Professor McKeever knows more about American boys than any other ' boy fancier ' in the country. Certainly he demon- strates, at least, that he belongs in the class of those who have much definite and widely gleaned information about the rearing of boys. His new book is crammed with information about boys and pictures of them at their work and play." — Columbus (Ohio) Journal. " ' Training the Boy ' is a book for all parents. It may be described as an expert attempt to apply to the problem of making boys into worthy citizens, the general principles of the famous Montessori method. It is not a fine- spun tissue of theory, but a practical discussion based upon common sense and wide experience." — Minneapolis (MiNN.) Journal. " The training of the boy from early babyhood through marriage and father- hood is exhaustively treated by Mr. McKeever in this book. Strong com- mon sense and sympathetic interest with the small boy are marked charac- teristics." — New York City Club- Woman. "Fathers and mothers will find this work of great value in the .training of their sons, for from start to finish the book is entirely unprejudiced, broad, sane, and suggestive. It is practically a compendium on the needs of the growing boy, from infancy to manhood." — New Orleans Picayune. " This is a crowded book, analyzing the boy and his needs, and what ought to be done for him, marvelously well. To review this book would be simply to write it over. I prefer simply to say to my readers : Here is a volume of wit and wisdom and timeliness." — Chicago Unity. " A splendid, wholesome book which should be in the hands of every parent. It deals in an intelligent, vigorous way with that topic of vital social interest, the conservation of manhood," — Cleveland Plain Dealer. THE MACMILLAN COMPANY FubliBhers 64-66 Fifth Avenue Kew York BY THE SAME AUTHOR Farm Boys and Girls Decorated cloth, i2mo, ;j2§ pp., 40 illustrations , $1.50 net ; postage extra Comments on ' ' Farm Boys and Girls ' ' " From the point of view of life, it is the most notable and useful contribu- tion ever made to agricultural literature." — De Witt C. Wing, Associate Editor The Breeder's Gazette, Chicago. " Professor McKeever in this volume produced a book which is an honoi to himself and his college. The simplicity of the language almost blinds the reader to the immense amount of research necessary to the production of the book." — Christian Work. " Professor McKeever's ' Farm Boys and Girls ' is a delightful as well as a scientific study of that always absorbing subject, the young person. It has appeared at the psychological moment and is a monument worthy of per- petuating his name if he had done nothing else. It is a practical book and we most earnestly recommend it to every farm father and mother, every rtu'al preacher and country school teacher." — Kinsley (Kansas) Graphic. " There are 10,000,000 boys and girls enrolled in the rural schools of this country, and here is one of the finest books that could be placed in the hands of the parents and friends of these children. In this work, Professor McKeever is doing something of the highest value. He is an able running mate of President Butterfield. To such men this land is gieatly indebted for their wholesome and inspiring work for the betterment of rural condi- tions." — New England Journal of Education. " This book is worthy of a place alongside the family Bible in every farm home. It is dedicated to the service of ten million boys and girls who are enrolled in the rural schools of America. It should be read by every one of them, and it should be read and re-read by the parent of every child." — Kansas Farmer. " The book should be read by all those who are interested in social and economic questions." — Guardian, Manchester, England. " Professor McKeever's book is a serious study of the problem of boys and girls in the country, and how it may be solved. It is really a Manual of Prin- ciples and Methods for Improving the Conditions of Life in Farming Com- munities. If adopted, country life would be made larger, fuller, happier, and more blessed." — Living Church, Milwaukee, Wis. THE MACMILLAN COMPANY Publishers 64-66 Fifth Avenue New York LIBRARY OF CONGRESS 019 820 304 A