LIBRARY OF CONGRESS, 
 
 UNITED STATES OF AMERICA. 
 
4« 
 
 FRIEDRICH FROEBEL 
 
AIDS TO 
 
 r-. 
 
 FAMILY GOVERNMENT; 
 
 FROM THE CRADLE TO THE SCHOOL, 
 
 ACCORDING TO FRO E BEL. 
 V 
 By bertha MEYER. 
 
 TRANSLA TED FROM THE SECOND GERMAN EDITION BV 
 
 M. L. HOLBROOK, M.D. 
 
 TO WHICH HAS BEEN ADDED AN ESSAY ON 
 
 THE RIGHTS OF CHILDREN 
 
 ,!,V 
 
 THE TRUE PRINCIPLES OF FAMILY GOVERNMENT, 
 By HERBERT SPENCER. 
 
 Motto. " Come, lbt us for our children livb^? ,;-j.'n:j.v ;^ 
 
 r 
 
 V v. 1879, ^y 
 
 NEW YORK: ^ ?r wr,^^sV 
 
 M. L. HOLBROOK & CO. 
 1879. 
 

 
 Copyright. 
 
 M. L. HOLBROOK, M. D. 
 
 1879. 
 
^ PREFACE TO THE TRANSLATION. 
 
 T I HERE offer to the English speaking public a transla- 
 
 tion of the most widely known and popular treatise upon 
 the early training of children that has appeared in Germany 
 during the present generation. The author, Mrs. Bertha 
 Meyer, has devoted herself with an intelligent enthusiasm 
 to the promotion of popular culture, and her high social 
 position has afforded her opportunities for realizing her 
 plans such as few women enjoy, while her fervid eloquence 
 as a writer has given her rank among the noblest teachers 
 of mankind. Guided by the more elaborate writings of Jean 
 / Paul Richter and Friedrich Froebel, she has popularized 
 the theories of child-life presented by these great masters, 
 and has applied them in a manner of which a woman — a 
 mother — is alone capable. As her name is now honored 
 by mothers throughout Germany, I could desire no higher 
 reward for the pleasant labor of this translation than to see 
 it equally honored and her noble. work equally productive 
 of good in our own country. 
 
 M. L. H. 
 New York, Oct. ist, 1S78. 
 
PREFACE TO THE SECOND GERMAN 
 EDITION. 
 
 The following book has found many kind and indulgent 
 friends ; it has been received by mothers with favor ; indeed 
 has been made a part of the family and household treasures 
 by many, so that they go to it as a friend and counsellor when 
 disquieted by doubt and uncertainty. The wish has been 
 expressed to us orally as well as by numerous letters that it 
 might find a ^yider circulation and be accessible to every 
 mother in every position in society. Therefore the publisher 
 has been moved to prepare a new and cheap edition which 
 can be purchased by every family having the desire to learn 
 from the experience of others, so that instead of subjecting 
 each child to a special experiment they may first form an 
 intelligent opinion as to the best means of aiding it in its 
 full developement. 
 
 The first source of these leaves was the author's desire 
 to be a counsellor and help to her own children when the 
 mother's eye could no longer watch over them. If they are 
 destined to go out to a wider circle and it is permitted to 
 them to speak words of consolation to only one mother in 
 a hundred, in the hour of anxiety to stand by her, in the 
 moment of doubt to aid her in finding the correct solution 
 of the nature and disposition of her child • if in homes filled 
 with care for the bodily welfare of her darling, they are 
 permitted to be a quiet, helpful adviser, then will they have 
 
4 PREFACE. 
 
 fulfilled their mission. And richly then will the pen he 
 rewarded which has so joyously moved for childhood out 
 of which the new race originates, for the young mother 
 and for parents whose high destiny it is to be the builders 
 and educators of the future race. So go, little book, as in 
 love thou hast been written, and excite and nourish love in 
 the parental as in the childish heart. 
 
 Bertha Meyer. 
 Berlin, Oct. 1876 
 
CONTENTS. 
 
 CHAPTER. PAGE, 
 
 I. The Beginning of Education 9 
 
 II. The Care of the Body 22 
 
 III. Mental Developement 68 
 
 IV. Moral Developement 95 
 
 V. Froebel's System of Training 116 
 
 VI. The Kindergarten 129 
 
 VII. Kindergarten Material 142 
 
 VIII. At Home 156 
 
 Concluding Words 167 
 
 IX. The Rights of Children 169 
 
 X. One Hundred Suggestions to Parents . .183 
 
FROM THE 
 
 CRADLE TO THE SCHOOL 
 
 CHAPTER I. 
 
 BEGINNING OF EDUCATION. 
 I. 
 
 The last century has rightly been called that of humani- 
 tarianism, of idealism, — the present that of realism. The 
 humanitarianism of the last century degenerated into sen- 
 timentalism, while the realism of our century has degen- 
 erated into materialism. The two centuries, however, do 
 not stand in absolute contrast with each other, and our 
 own is not to be regarded as wholly destitute of the higher 
 sentiments. What the idealism of the previous century 
 thought to gain by violent and revolutionary means, the 
 realism of our day is gaining by patient and practical 
 effort, disturbed, indeed, now and then, by volcanic irrup- 
 tions, but ever with restless energy renewing the work 
 and destined to reap, in' due time, its full fruition. 
 
 In the methods of our age the exactness of modern 
 science is combined with the idealism of the past, and what 
 is thus attained should not be, as formerly, the exclusive 
 monopoly of a learned class, but should become the com- 
 
lO FROM THE CRADLE TO THE SCHOOL. 
 
 mon property of mankind. This is true humanitarianism. 
 In it is found the justification of our social struggles and 
 aspirations, and the common bond of union between the 
 two centuries. 
 
 II. 
 
 Woman demands in our day, an increase of human 
 rights, and she may well demand it. Prejudice and nar- 
 rowness characterize all existing conditions in society, 
 and especially do they -circumscribe the sphere of woman. 
 Her resistance to oppression is therefore justifiable, even 
 if the means employed and at times the end sought are 
 not always the best. 
 
 Those who are opposed to the enlargement of woman's 
 sphere advance an argument that is clearly unphilosophi- 
 cal. " If," say they, " the right to enter into public life 
 is granted to woman she will lose her taste for domes- 
 tic duties and for the training of children." But the 
 natural instincts of woman are too strong to be thus de- 
 stroyed. Her demand should only be for that enlarge- 
 ment and that liberty to which nature and the conditions 
 of her life impel her. Such freedom can never impair her 
 love of home, or render her less devoted to the sacred 
 duties of the wife and mother whenever these may devolve 
 upon her. Above all should woman be guarded against 
 the necessity of entering into a repulsive marriage for the 
 sake of a home, because the means of an -independent 
 existence have been denied to her, and protected also 
 should she be from the lonesomeness and neglect that 
 are so often the lot of those who remain unmarried. 
 
 The right to choose her occupation should therefore be 
 granted to woman. If her highest aspirations in life must 
 remain unfulfilled, then let no social prejudice, no legal 
 restriction, prevent her from seeking in another sphere that 
 
BEGINNING OF ED UCA TION 1 1 
 
 which shall make her at least a useful and honored mem- 
 ber of society. 
 
 For woman, then, as for man, let increased culture, the 
 evolution of character, be the common right. Here let 
 the aspirations of our age find their justification and their 
 strength. 
 
 We are thus brought to our real subject, one which, 
 even if as old as human nature, is nevertheless intimately 
 associated with the highest and holiest efforts of the 
 present time. 
 
 A broader culture, a more perfect education, is the de- 
 mand of our age. To promote these, numerous associa- 
 tions have been formed among workingmen in all parts of 
 our German Fatherland. Our adult youth are thus seek- 
 ing improvement and preparing for the exercise of higher 
 rights and duties. 
 
 But how does the teacher of these adults find the soil 
 which he would cultivate prepared ? Has it been made 
 sensitive and receptive to the golden seed which he would 
 implant therein ? O, here must we do violence to our pen 
 in order not to speak of the evil which is inflicted on our 
 youth. The imperfect education which ends in their four- 
 teenth year, before boys and girls are old enough to under- 
 stand the real value of life, and what it may justly demand 
 of them, does not give to them all that their future will 
 require, and in this deficient education we have the begin- 
 ning of many evils which cloud our social state and threaten 
 us with many dangers. Unprincipled demagogues take 
 advantage of this half culture in order to pervert the teach- 
 ing of the wisest and best friends of the people. What 
 land does not afford abundant example of political and 
 social error directly traceable to this source. The teach- 
 ings of the great and noble leaders of thought carried out 
 to their full extent cannot fail to elevate the physical and 
 moral condition of the race, but, perverted by the imworthy, 
 
12 FROM THE CRADLE TO THE SCHOOL. 
 
 they plunge the right-minded but half cultivated man into 
 an abyss of degradation, out of which he can rise only with 
 the greatest difficulty. Therefore, no call is more urgent 
 than that for an improved education from the very birth of 
 the child, continually developing until the youthful soul is 
 fully grown and ripened into harmony with the demands 
 of our age. And here we find not only the calling of 
 woman great and powerful, but joined and interwoven 
 with all those movements towards human welfare which 
 our age has undertaken. She will not be turned aside 
 from her duties by the enlargement of her sphere, but will 
 enter upon them only more earnestly and wisely. 
 
 III. 
 
 There is a popular prejudice against the systematic 
 training of very young children, a feeling that with the 
 child the loving mother, however young and inexperienced 
 she may be, receives intuitively the wisdom necessary to 
 its care and development. The motherly instinct is relied 
 upon as all-sufficient, while scientific culture is regarded 
 with aversion. This prejudice among the people is a 
 serious obstacle to human progress. 
 
 A large proportion of children die in the first year for 
 want of proper physical care, but how much moral injury 
 is thus done to those who survive no one can estimate. 
 There are great evils in society which have their origin 
 in the mismanagement of childhood. 
 
 Nevertheless we hear it said even by some highly cul- 
 tivated persons that during the first years of life nature 
 should be left to its own developement, and that all that is 
 imposed upon it from without during this period is at best 
 mere ornamentation, or may even be an injury to the in- 
 nate powers. 
 
 But let us examine more exactly before we judge. Is 
 
BEGINNING OF education: 13 
 
 there any thing more helpless or more worthy of sympathy 
 than the new born child ? No animal appears so insig- 
 nificant, or would, if left to itself, so quickly perish. And 
 yet how sweet, how touching, is the sight of this feeble 
 creature ! How it appeals to the heart for care and love, 
 and how much, for it, depends upon the wisdom that is 
 blended with that love ! In the first year of its life the 
 child increases in weight threefold ; in no later year so 
 much. But in this first year a very large proportion of 
 children perish, partly from misguided love, partly from 
 ignorance of the laws of physical health, and partly from 
 neglect. 
 
 Love is as the breath of life to the young child, and 
 happily this is wanting only in rare cases. But as it needs 
 more than breath for its existence, so it needs more than 
 love for its perfect welfare. The care of the little body 
 must be not merely affectionate ; it must be intelligent, 
 more so than can always be expected of the young mother, 
 who, perhaps for the first time, holds in her arms so young 
 and helpless a being. 
 
 The celebrated children's physician. Dr. Ammon, says : 
 " It is a well-known fact that in no other period of human 
 life are there so many fatal diseases as in childhood. A 
 fourth part of all the children born die during the first 
 year. This sad death-rate has its cause partly in the 
 natural susceptibility of children to disease, and partly in 
 the prevailing ignorance of physical law. Unsuitable 
 nourishment and the long-continued breathing of impure 
 air are the most common causes of early death. Toward 
 the end of the first year the death-rate decreases, but re- 
 mains very great until about the fifth year." 
 
 Let us now further consider the child with regard to 
 its mental and moral developement during the first five 
 years of its life. In no other equal period will it ever 
 learn so much as in this. Shall, then, the uninstructed 
 
14 FROM THE CRADLE TO THE SCHOOL. 
 
 instinct of the mother suffice here for its complete care and 
 culture ? When its little body is so completely dependent 
 upon others shall its mind be thought capable of self- 
 support and self-developement ? Jean Paul, in his Levana, 
 says : " The first three years of life are the academic tri- 
 ennium, after which the gate of the soul, language, is first 
 opened, A right training within these three years would 
 render an after period of unlearning, of the correction of 
 errors, unnecessary. For the child, — yet in its native in- 
 nocence, speechless and inaccessible to verbal contamina- 
 tion, — the most essential things are, in these three years, 
 determined. The parental hand may cover and shade the 
 bursting germ, but not the blooming tree. All first errors 
 are, therefore, the greatest, and mental diseases are the 
 more dangerous the earlier they appear. Each new teach- 
 er effects less than his predecessor, and regarding the 
 whole life as a period of culture we dare assert that he 
 who, in mature age, journeys over the whole world, derives 
 less from all that he sees than he did from his nurse," In 
 another place he says : " Upon the earliest years of life 
 should be bestowed the utmost care since here a little 
 strength wisely employed may accomplish more than the 
 greatest skill in after years when habit and the complexity 
 of all the conditions have rendered the mind less plastic 
 and receptive. Consider first, morality. In adult life 
 the greatest examples of virtue pass before us without 
 affecting our conduct more than a flying comet affects the 
 motion of the earth ; but in childhood the first impressions 
 made from without, as by love, injustice, etc., exert an 
 influence upon all the future. As it was Adam's first sin 
 only, that, according to the old theologians, cursed the 
 world, so it is the wrongs inflicted upon childhood that 
 determine the destiny of the man ; for in childhood the 
 Eternal works the second miracle — the gift of life was the 
 first. It is in childhood that the divine is born of the 
 
BEGINNING OF ED UCA TION. 1 5 
 
 human. In the self-consciousness that makes man a 
 responsible being exists the divine conscience, and un- 
 blessed is the life in which the unfolding of self is always 
 attended with the unfolding of evil, that is, in which a 
 Judas always enters to betray the Saviour at his appear- 
 ance. There has been too little attention given to this 
 critical period of life, to its surroundings and its results. 
 There are some who can recall to mind the hour when 
 this consciousness of existence and of responsibility burst 
 upon them and revealed the true glories of the universe. 
 Life, especially the moral life, has first a flight, then a 
 step, and finally rest. With each advancing year human 
 nature is less easily changed, and a missionary can effect 
 less in a wicked sexagenarian than an auto-de-fe." In 
 another place he says : " All first impressions are long 
 retained by the child, — the first bright color that it sees, 
 the first music, the first flower, exist as a deep background 
 to its future life. The child should therefore be guarded 
 from violent and even from very delightful early impres- 
 sions. Its tender, unprotected and excitable nature may 
 be impaired or distorted by some misapprehension and 
 the plastic form of its life may harden with some hideous 
 false impression upon it." 
 
 And further he says : " The fruits of right training can- 
 not be at once harvested, and you will often wonder that 
 after doing so much, so much yet remains to be done ; 
 but in after years the results of your labors will richly 
 appear, for that which is planted must first germinate and 
 break through its rude coverings before it can rise to 
 rejoice in the sunlight and, in its turn, bear fruit." 
 
 Whoever doubts these words of this great master has 
 but to look more carefully into the nature of children. 
 Examine thine own heart, reader, and ask thyself whether 
 the faults of thy child are not the reflection of thine own ; 
 whether its obstinacy is not caused by thine own unrea- 
 
1 6 FROM THE CRADLE TO THE SCHOOL. 
 
 sonableness, by commands, uttered only with reference 
 to a temporary convenience, — ask thyself whether its 
 disobedience is not due to the inconsistency with which 
 thou to-day commandest what thou to-morrow forbiddest ; 
 whether its selfishness has not its origin in thine own 
 selfishness, its lack of respect for adults in the unchari- 
 tableness with which thou speakest in its presence of thy 
 friends and relations, perverting thus its otherwise trustful 
 and loving spirit. Consider, also, how much of weakness 
 and even cowardice in after life are due to the practice of 
 terrifying children and of governing them by false threats, 
 and by mysterious sights and sounds, which to them are 
 such terrible realities. What countless errors, indeed, 
 originate in our ignorance of the new-born soul, in our 
 indolent neglect of its necessities, in the indifference that 
 leaves all to go as it will, and finally in that merely im- 
 pulsive love by which the child nature is so much harmed. 
 Let us now pass to consider the practical means of 
 imjDrovement. 
 
 IV. 
 
 The greatest teachers of children and the best friends 
 of their welfare have thought and written much concern- 
 ing the problems of education, and many words of wisdom 
 are to be found in their writings and discourses. Of all, 
 however, Pestalozzi and Froebel have shown the clearest 
 insight into the nature of children. Jean Paul says, pro- 
 phetically : " The conditions under which the character of 
 the child are to be formed, and the ideal according to 
 which it is to be fashioned, may be demanded of me. 
 But to this end one book among the endless multitude of 
 books would not serve. Moreover, the books must pos- 
 sess the rare qualities of being able to understand and 
 rightly interpret the closely folded characteristics of the 
 
BEGINNING OF ED UCA TION. 1 7 
 
 child, for we do not see them as the full grown man, but 
 only its embryo, and its nature is as difficult to discovei 
 as the butterfly in the chrysalis to all who are not 
 naturalists." Friedrich Froebel was this gifted prophet of 
 the hidden nature of children which is such an enigma to 
 parents and teachers, and for which Jean Paul demanded 
 a solution. As the fortune-tellers of the olden time 
 prophesied by means of the songs of birds, so Froebel 
 disclosed in the unfolding nature of the young child its 
 capacities, and found the way to understand and develop 
 them in all their purity, fulness and beauty. He is the 
 great teacher of children who has created and marked out 
 the way for regenerating and elevating education so that 
 it shall be able to prepare the young for the increased 
 demands of our age. Friedrich Froebel has made the 
 German name celebrated in all the countries of Europe 
 and carried it even to America, and his new educational 
 system, and the institutions which have been established 
 by his enthusiastic disciples, have borne everywhere the 
 German name. Kindergarten. The child-buds, like flowers 
 in a garden, under the care of the new teaching, should 
 unfold into affectionate variegated human blossoms, de- 
 lighting the eye of the beholder by the joyous brightness 
 radiated from its own. And yet, long after Froebel's 
 Kindergarten system had been introduced into other parts 
 of Germany, and even into foreign lands, by his gifted and, 
 self-sacrificing disciple, Frau Von Marenholtz Bulow, and 
 spread its blessings in these places, it was forbidden in 
 the city of Berlin as revolutionary and dangerous ! For- 
 bidden ! One is astonished at this. The future genera- 
 tions will not believe it. To the exertions of this previous- 
 ly mentioned highly gifted woman permission was given 
 by the Government, in 1859, to establish Kindergartens in 
 Prussian cities and especially in Berlin, and incitement 
 given to form a Woman's Union which assumed the task 
 
1 8 FROM THE CRADLE TO THE SCHOOL. 
 
 of establishing Kindergartens. A seminary was also es- 
 tablished for the training of Kindergartners, as had been 
 done by other cities. In the year 1869 the same woman 
 established a second Union : " The Union for Family and 
 Public Education," which had a wider aim, namely, v/ith 
 the help of Froebel's methods to effect reforms in public 
 and family edifcation. This Union undertook to accom- 
 plish this by establishing jDublic Kindergartens in all parts 
 of the State, by converting all institutions for the care of 
 children into Froebel-nurseries, by the erection of common 
 play-grounds for the young, by making the Kindergarten 
 a part of the system of public instruction, by the dissem- 
 ination of correct educational views in tracts and by lec- 
 tures for the enlightenment of the public, and by many 
 other similar means. This Union established a seminary 
 for the training of Kindergartners, whose pupils are spread 
 all over cultivated Europe, and some of these have estab- 
 lished Kindergartens in America. They take charge of 
 public Kindergartens, or the training in institutions for 
 children is given over to them, or they take charge of the 
 education of children in private families. Naturally they 
 follow Froebel's methods. The parents first give their 
 children over to the care of Kindergartners in the fourth 
 or fifth year. About the same age they are admitted to 
 the Kindergarten. The great importance of the correct 
 treatment of children in the early j^ears of their life we 
 have already shown. To further this end, the Union 
 established another institution for the training of children's 
 nurses, and for the still better preparation of Family Kin- 
 dergartners in accordance with Froebel's methods. They 
 are made familiar with the physical education of children 
 from the earliest years of their lives, educated to domestic 
 work, and taught how to take affectionate care of children 
 in their plays and occupations. The younger pupils are 
 permitted the care of children only after their third year. 
 
BEGINNING OF EDUCATION. 
 
 19 
 
 but the older ones are honored by the care of even the 
 youngest suckling. 
 
 An older institution is found in Hamburg, under the 
 guidance of Madame Johanna Goldsmith. Its excellence 
 is well known, and it renders valuable service in the estab- 
 lishment of Unions for family and public education, but 
 it does not train children's nurses, but only family Kinder- 
 gartners who do not wholly assume the care of children 
 until after their third year. We maintain that the train- 
 ing of children's nurses is everywhere important and 
 would not dispense with it in the Berlin institutions, and * 
 the public seem to have recognized this, for it has served 
 as a pattern for many similar institutions and orphan 
 asylums both in Germany and Switzerland. But the efifi- 
 cacy of this institution extends much farther than tem- 
 porarily giving to girls occupation as nurses and placing 
 them in better social positions. It fits them to become 
 better wives and more capable educators of their own 
 children, and thus makes them aids in the regeneration and 
 broadening the life of the race. This is the moving thought 
 of all these Unions inspired by Froebel's spirit. They have 
 not merely a temporary object in view, important though 
 this may be. The whole race should receive from them a 
 higher culture, and the maiden, the woman, be consecrated 
 by them to the future holy calling of motherhood. Their 
 mission will not be fulfilled until every girl, after she has 
 completed her allotted time in school, receives also a 
 course of training in an institution arranged according to 
 Froebel's principles, and is made familiar with the care 
 and education of children after the Kindergarten method. 
 
 We now come to the following closely-related points : — 
 The young child is received by the Kindergarten, where 
 its training is continued until it is of the proper age for 
 the school. The latter carries forward the work by object 
 lessons and spontaneous activity in accordance with 
 
20 FROM THE CRADLE TO THE SCHOOL. 
 
 Froebel's system. After the instruction of the school is 
 ended, the boy dedicates his future life to some art or trade 
 with more highly developed senses, for his inventive and 
 thinking faculties have been well prepared for his future 
 use ; or, if he enters the paths of science, his thinking 
 will be more intuitive and his intellectual resources more 
 abundant than now, where mere cramming of the memory 
 with scientific ballast has a narrowing and stifling influence 
 on the expanding intellect. The girl, however, completes 
 her education in higher departments of Froebel's institu- 
 tion, so that she may become capable of rightly developing 
 and guiding children in families, and later her own, until 
 they can be received into Kindergarten and school, where 
 her work is not neutralized, but continued in the same 
 manner and spirit. 
 
 In Hamburg the Kindergarten school, and an institu- 
 tion for higher culture, established twenty years ago by a 
 Woman's Union, have admirably co-operated and sup- 
 plemented one another and excellent results have been 
 attained. 
 
 By the general application of these great principles, 
 what a revolution in education may we not expect. What 
 better prepared minds will our popular educators find than 
 when they enter the halls of our societies for popular cul- 
 ture to announce to the listening thankful hearers the new 
 era in education so long the subject only of prophecy.'' 
 
 Fortunately, Froebel's ideas have penetrated our social 
 fabric. His enemies can now only be designated as the 
 enemies of human progress. The Kindergarten is a much 
 sought institution, rich in blessings, and our school-men 
 can hardly fail to see that it gives to its pupils physical, 
 moral, intellectual and industrial culture. The demand of 
 families for Kindergartners trained in Froebel's methods, 
 and for nurses who have had training in the same methods, 
 is so considerable that our institutions have not been able 
 
BEGINNING OF EDUCATION. 2 J 
 
 to supply them in sufficient numbers. We cannot press- 
 ingly enough urge that more pupils be sent to these train- 
 ing schools, for only through them can Froebel's education 
 impart its greatest blessing to all the people. 
 
 Let us, then, continue to work courageously and hope- 
 fully for the upbuilding of the future. " Love and strength, 
 or inner harmony, are the poles of education." They are 
 the poles of every great beginning. Nothing stands higher 
 than the work of early training. 
 
 " The secret domestic word which the father gives to 
 his children is not understood at the time, but as in a 
 whispering gallery will it far away and by the future be 
 heard." 
 
32 FROM THE CRADLE TO THE SCHOOL^ 
 
 CHAPTER II. 
 
 THE CARE OF THE BODY. 
 
 There is a popular prejudice against the scientific care 
 and training of young children. We hear it asserted by 
 the aged and thoughtlessly echoed by the young, that the 
 love and instinct of the mother are alone sufficient to 
 guide her in the care of both the body and mind of the 
 child during the unfolding years of its life. This preju- 
 dice is so deeply rooted and so injurious that we deem it 
 a duty to oppose it with the facts of experience and with 
 the earnestness of deep conviction, hoping thus to arouse 
 some fond mother from her dream-like life of love and 
 feeling, and to guide her in the earnest and intelligent 
 care of her child. 
 
 Fear not, young mother, that this awakening to duty 
 will impair thy love. Rather will love be purified and 
 ennobled by it, and the glory of motherhood, which poets 
 and artists delight to celebrate, and which after thousands 
 of years still makes the name of Cornelia illustrious, will 
 also irradiate thy face and crown thy life with enduring 
 honor. 
 
 Let not this anxiety for the care of the body be regard- 
 ed as excessive, for between mind and body who shall 
 distinguish so exactly as to be able to say what, in human 
 culture, pertains to the one and what to the other ? Let 
 us rather regard every act performed in behalf of the 
 child as important, related as all is to the entire organiza- 
 tion and character. 
 
THE CARE OF THE BODY. 
 
 23 
 
 Resulting from the excessive reliance upon the mother- 
 ly instinct there is a prejudice against books that profess 
 to instruct in the care of children, " I would never have 
 believed that you would train your child according to the 
 rules of a book. I thought you too sensible for that," 
 said a cultivated young mother in my hearing to another, 
 in whose hand she saw a copy of Jean Paul's Levana, and 
 she evidently thought herself wise in thus admonishing 
 her friend, but truly it brought the blush of shame to my 
 own face to think that in our highly cultivated and scien- 
 tific age such a sentiment could find expression, or be 
 deemed worthy of refutation ; and yet it is as often heard 
 as if all our knowledge originated within ourselves ; so 
 completely is it forgotten that we derive it mainly from 
 others. 
 
 Do these objectors to book-learning imagine that a 
 thoughtful mother goes to a book for instruction in every 
 trifling detail in the management of her child ? Can they 
 not understand how the thoughts of the wisest may also 
 enrich the mind of the young mother, and may call her 
 attention to things that would otherwise wholly escape 
 her notice, and that thus her deficiencies may be supple- 
 mented by the good counsel of those who have had a 
 wider experience ? 
 
 Such should the instruction of mothers be — not an 
 exact pattern to be followed in detail, but rather that 
 which shall elevate the feelings, quicken the perceptions, 
 and above all develop a willing and teachable spirit. 
 
 Therefore read, young mother, whatever may con- 
 tribute to thy knowledge of the sacred duties that devolve 
 upon thee. In adult life the child will bless thee, and the 
 author who has instructed thee. Jean Paul says : " Every 
 mother, or still better, every bride should read books upon 
 the management of children, therewith on all sides like a 
 jewel to cultivate and polish herself, in order that the 
 
24 
 
 FROM THE CRADLE TO THE SCHOOL. 
 
 motherly instinct may more easily perceive that which 
 is obscure in the child's nature, and when perceived guard, 
 care for, and elevate it." This upon culture in general. 
 
 Concerning the bodily care of the child, read, dear 
 mother, before the new life rests in thy arms, and before 
 its heart beats at the portals of thy heart and thrills thee 
 with thoughts of the motherhood that awaits thee. Learn 
 diligently how thou art to cherish and to provide for it, 
 and what, from thee, it may demand and expect. For 
 this study is to be recommended the excellent book of 
 Dr. Von Ammon : " The first duties of the mother, and 
 the first care of the child." Hufeland's old work, "Good 
 Counsel to Mothers," still retains its value, and treats of 
 some things not given by Von Ammon. 
 
 If the time of pregnancy is thus employed in learning 
 the sacred duties soon to be imposed upon thee, the 
 higher mental state thus attained will enable thee to pass 
 safely through many things that would otherwise annoy 
 and will give strength to endure all in view of the happi- 
 ness that awaits thee. 
 
 Regard thyself at this time not as ill ; the pains to 
 which thou art exposed are not evidences of disease. A 
 double life pulsates in thee, and that is indeed not easily 
 to be borne. But the more thou regardest it as an evi- 
 dence of thy health, and hence livest in thy accustomed 
 manner, actively employing thyself, the more will thy 
 intelligent exercise do away with the inconveniences 
 which annoy thee. Yet the new life that is being formed 
 within thee must not for a moment be disregarded. Thou 
 art no longer a young and free maiden, canst no longer 
 seek thine own pleasures, or take violent exercise either 
 in dancing, running, or working -, especially not clamber 
 upon ladders or otherwise and not remain long sitting 
 upon the earth ; in short, reflect that every sudden in- 
 clination, every shock, may cause the loss of the being 
 
THE CARE OF THE BODY. 
 
 25 
 
 that shall otherwise be thy joy. Remember also that all 
 violent mental emotions, terror, anger and the like may 
 have the same effect. Be moderate also in the enjoy- 
 ment of food and drink, and consider that a cheerful and 
 uniform mode of life ensures in the best manner both thee 
 and thy child from harm, and prepares thee for that 
 motherhood, which in sacrifices as in joys is so incom- 
 parably rich. 
 
 II. 
 
 And now it lives and breathes, the little helpless 
 creature of God, and its first cry echoes in thy feebly 
 beating heart and calls to thee for love, for help,' for 
 true motherly care. If thou hast already taken counsel 
 from Hufeland or Von Ammon, its bed is not of feathers, 
 but is simply a horse-hair or sea-grass mattress, raised at 
 the head, and with a soft horse-hair pillow. The easily 
 heated little head must rest cool and not too high. A 
 light feather or woollen cover only should be used, and, 
 for the first week, warm bottles at the feet may help to 
 sustain the proper temperature ; but we must here warn 
 against the use of earthen bottles at the feet, the corks of 
 which may easily escape and cause the scalding of the 
 child. 
 
 We do not advise the use of cradles. The cradle is a 
 useless indulgence, and the child unaccustomed to it will 
 sleep quiedy without it. " Unrocked sleep " is a pro- 
 verbial phrase to denote sleep after great weariness, and 
 we firmly believe that an unrocked child sleeps the more 
 soundly, for the demand to be rocked extends as a mental 
 impression even into sleep and disturbs it. Aside from 
 this, the shaking or rocking motion of the body is in- 
 jurious. The child sleeps after nursing. The fulness of 
 the stomach tends to drowsiness and rest, but the un^ 
 
26 FROM THE CRADLE TO THE SCHOOL. 
 
 ceasing motion prevents the quiet necessary to good 
 digestion, and may easily cause the throwing up of the 
 fluid food. To the easily excited brain, also, this motion 
 is equally injurious, and may, in case of sickness, become 
 actually dangerous where it is resorted to as a means of 
 quieting. Let, therefore, no such unnecessary habit be 
 established. 
 
 As personal experience teaches in the best manner, 
 we give here some interesting cases : — 
 
 A mother says : " For the cradle of my first child I 
 had rockers made, but not attached. During the first 
 week the child sickened and suffered severe pains. It 
 . cried day and night and had to be carried about. The 
 cradle rockers were then attached, in order to keep it 
 in bed, but in spite of the rocking, it cried none the less, 
 the pains allowed it no rest. Then, after a single night's 
 trial, the rockers were removed and never again replaced 
 for this or any other of my children, and all, when not 
 sick, enjoyed quiet, healthy sleep." 
 
 After the warm and cleansing bath, the new born babe 
 is dressed for the first time. The three principal re- 
 quisites of the clothing are that it should be warm, soft 
 and loose. In requiring that it should be loose, we place 
 ourselves in direct opposition to the custom of our ances- 
 tors, who thought it necessary to guard the tender limbs 
 from harm by wrapping the hands and feet in warm 
 downy cushions, to the great distress and inconvenience 
 of the child. They made the little bed so warm and soft 
 that to them our horse-hair mattresses, and our practice 
 of leaving the child's head uncovered could not but seem 
 utterly barbarous. 
 
 A soft linen or cotton shirt, and a loose jacket should 
 clothe the tender body, and both should be so long that 
 they may be turned up in such a manner as to afford 
 additional support and warmth. During the first few 
 
THE CARE OF THE BODY. 
 
 27 
 
 weeks the navel should be covered by a light linen com- 
 press, kept in place by a bandage passing around the 
 body, but not too tightly, and the navel should receive 
 occasional attention to guard against its too great pro- 
 trusion. The legs should be loosely wrapped preferably 
 with linen or shirting that has already been used, and the 
 whole body and legs then loosely enveloped in flannel. 
 
 Around the warming bottles should be placed several 
 fresh diapers, which are thus kept warm and ready for 
 instant use, while protecting the body from the radiated 
 heat. Thus prepared, with the arms free and the legs but 
 lightly restrained, the little creature is laid into a Steck- 
 kissen,* in which it is placed upon a horse-hair or sea 
 grass mattress. In the Steckkissen the fastenings should 
 be with bands or buttons. Let there be no pins in the 
 child's clothing, neither should mother or nurse have pins 
 in their dresses, or, where this is not to be avoided, let 
 English safety pins be used, which cannot injure the child. 
 The head should remain uncovered, and then the warm cap 
 will be a real protection when the child is taken into cooler 
 air. A bandage for the body should also be ready for use 
 whenever required to prevent the protrusion of the navel. 
 
 The mattress of the bed should be covered with* a 
 gutta percha spread to protect it as much as possible from 
 impurities, and by day, when the child is not lying upon 
 it, should be continually well aired. The room also in 
 which mother and child sleep and rest, should be kept 
 with reference to the utmost purity of the air, which affords 
 a protection against most diseases, and promotes a rapid 
 
 * The German word " Steckkissen " has no English equivalent. 
 It is a kind of feather pillow with broad and thin sides. The infant, 
 with no other clothing than a short shirt, is laid upon this pillow, 
 which is then wrapped around it and fastened with strings at the 
 front. Thus enveloped, it may very conveniently be carried or laid 
 to rest. 
 
28 FROM THE CRADLE TO THE SCHOOL. 
 
 cure when they occur. A draught of air, though of course 
 to be avoided, should be less feared, and free entrance to 
 pure air should be permitted in all dwelling rooms. The 
 lying-in-room also can and must be ventilated, preferably 
 by an open window in an adjoining room. If this is not 
 possible, let there be no fear of opening the window of 
 the room itself, protecting only the bed of the mother and 
 child from the draught by a curtain. In summer it is 
 best to have the window open during the entire day, 
 excluding only the direct rays of the sun, and even in 
 winter the window should be frequently opened. The 
 exclusion of light from a lying-in-room is also injurious. 
 The intensity of the light must of course be moderated. 
 The eye of the new born, hitherto in complete darkness, 
 can only by degrees be accustomed to clear daylight, yet 
 this should not be wholly excluded ; for the eye is de- 
 signed from birth for its reception, and air and light are 
 for the welfare of the child — the developing man, indis- 
 pensable ; although they must be introduced with care, 
 lest by too strong a light a dangerous inflammation of the 
 eyes be caused. 
 
 With pure air and light the utmost cleanliness should 
 also be maintained in the lying-in-room, as in general in 
 the room in which the children live. Every impurity 
 should be immediately removed, and no unclean or damp 
 washing retained or dried there, for with such dampness 
 there is a peculiarly injurious vapor. The heating of food 
 in the child's room in any manner to cause a disagreeable 
 odor should be avoided, and if possible there should be 
 xio cooking there. All strong smells, as of tobacco smoke, 
 are injurious. 
 
 The air of a room is not improved by fumigation. The 
 bad odor is simply concealed by one more agreeable, 
 but this also, like every strong odor, is injurious. Only 
 by the introduction of pure air can bad air be improved- 
 
THE CARE OF THE BODY. 
 
 29 
 
 \Miere the utmost purity and cleanliness are secured, 
 epidemic diseases either do not occur, or are, in most 
 cases, easily controlled. 
 
 It has been clearly shown that the dangerous puerperal, 
 or child-bed fever of the mother, and the dysentery and 
 mouth diseases of new born children, originate in, or are 
 developed by uncleanliness, and that cleanliness in all 
 things is their best antidote. 
 
 We would advise the use of, the best room for confine- 
 ment, as for illness in general. No room is too good for 
 this, for the best air and the most perfect quiet are the 
 first and most essential means of cure. In contagious 
 diseases among children it is very important to put the 
 sick one into the best room and to keep the well ones from 
 it, both to guard against contagion and to secure to the 
 patient the necessary quiet. 
 
 Let none think themselves too poor to provide for 
 thorough cleanliness. Cleanliness preserves, uncleanli- 
 ness destroys. What is spent in keeping clothing, under- 
 clothing, room and vessels constantly clean is saved ten- 
 fold from the expense caused by neglecting them. 
 
 Again, we cannot too urgently advise the mother to 
 give herself the most perfect rest for some days after con- 
 finement, and to patiently lie in bed even when she feels 
 fresh and well. The internal organs require, after de- 
 livery, a time for recuperation, and this takes place in 
 the best manner while the mother lies quietly in bed, the 
 horizontal position being essential. She will thus escape 
 the severe abdominal affections that afflict most women, 
 and that limit the power of work and usefulness through- 
 out life, causing premature loss of fulness and beauty, 
 and not seldom an early and painful death. Besides this, 
 the weakened body of the mother after delivery is pecu- 
 liarly susceptible to a variety of diseases, and requires, 
 from every point of view, protection and time for recu- 
 
3° 
 
 FROM THE CRADLE TO THE SCHOOL. 
 
 peration. For six weeks the young mother should regard 
 herself as unwell, should perform no severe labor, journey, 
 or the like, should especially keep the breast, abdomen 
 and feet warm, and protect herself more than commonly 
 from colds and other injuries. As a nursing mother she 
 should continue this care also for the sake of the child, 
 since every injury to her acts, through the milk, upon it. 
 If she has full breasts she requires to give them especial 
 care, suj^porting them wilh a suitable bandage so as to 
 guard them from injury, either through their own weight, or 
 from external contact or pressure, for the latter may easily 
 cause inflammatory swellings. When such inflammation 
 occurs, the breast may be rubbed with yellow althea salve 
 and covered with a linen cloth, upon which, also, the salve 
 has been spread. Over this lay a woollen cloth, and keep 
 the breast well supported until nursing is required. Then 
 wash the nipples with luke-warm water, and after nursing 
 apply the salve again and restore the bandages. Light 
 inflammations may, by this treatment, be easily cured. 
 
 The food of the mother is also to be considered. 
 After delivery, a refreshing sleep usually takes 'place. 
 Upon awakening, if there is thirst, she may drink a light 
 decoction of linden blossom or fennel tea, with or without 
 milk, or, if she prefers it, luke-warm milk with water. To 
 any of these may be added thin barley or oat gruel during 
 the first four days. She may then take also cool water, 
 sugar water, or seltzer water. The food should also be 
 fluid j in the morning and afternoon a cup of milk with a 
 little zwieback ; * at noon oat or water gruel with groats, 
 zwieback, or white bread, with but little salt or butter, and 
 in the evening again water gruel. This is all that should 
 be taken during the first three days. After this, she may 
 have, at noon, a soup of veal, pigeon, or chicken, though 
 
 * The German " zwieback " is bread cut in slices and baked a 
 second time. 
 
THE CARE OF THE BODY. 
 
 31 
 
 but little salted, with a little groats, sago, or vermicelli, 
 and from the sixth day on some flesh of pigeon, chicken, or 
 veal. On the sixth or seventh day weak coffee is allow- 
 able in the morning and at noon, vegetables and cooked 
 fruit not until the second week, and of course in small 
 quantities. After the ninth day a return may be made 
 with proper care to the usual diet, that is, the quantity 
 may be gradually increased ; beef broth, good, tender beef, 
 and light vegetables being allowed until the stomach is 
 fully restored to its former condition. 
 
 If the mother nurses, the soup may, after the fourth 
 day, be richer, and the milk and other drinks more abun- 
 dant, the flesh foods being also somewhat increased. 
 Those who do not nurse should keep the diet lower while 
 the flow of milk continues, but, on the other hand, may 
 partake more freely of cooling drinks, as lemonade, and 
 also of cooked fruits, and after the ninth day may return 
 more rapidly to the accustomed diet ; but tHe nursing 
 mother has to consider not only her own condition but 
 that of her child. 
 
 The suggestions which we have made with regard to 
 diet are intended for those who are in a normal and 
 healthy condition at confinement. But if the delivery has 
 been difficult, and the mother thereby greatly weakened, 
 a more nourishing diet is advisable, but this should be 
 prescribed and regulated by the physician, as also every 
 other deviation such as may be required, for example, in 
 case of fever. It is, in general, important that a physician 
 should see and prescribe for the mother, advising as to 
 her conduct, and also that he should examine the child 
 after birth to see whether it is in a completely normal 
 condition. We must here warn against a reliance upon 
 the mid-wife for the medical advice and care required by 
 both mother and child. Much harm has often resulted 
 from it. Nor should we heed the advice of anyone who 
 
32 
 
 FROM THE CRADLE TO THE SCHOOL. 
 
 may recommend the covering of the child over head and 
 all with warm blankets. The child needs fresh air to 
 breathe, and should not be robbed of it by being too 
 much covered up. A crying child is indeed often quieted 
 by being taken into a room where the air is pure. 
 
 We cannot here treat of all the details of the physical 
 care of the child. For this, not a chapter merely, but an 
 entire book would be necessary. Let it suffice that we 
 sketch the leading features, and that we assist the young 
 mother in her efforts at self-instruction, so that she may 
 preserve her own strength and be able so to manage her 
 child that both its body and mind may be wisely de- 
 veloped. 
 
 While urging the importance of good books for the 
 guidance of the young mother, we would guard against 
 an entire reliance upon them. Through lack of ex- 
 perience much in them might be misunderstood. The 
 advice of a skilful physician is necessary not only in 
 cases of sickness, but for the entire dietetic management. 
 And if, in addition to this, the young wife is so happy as 
 to have the good counsel of an affectionate and intelli- 
 gent mother, then every necessary condition is fulfilled, 
 and all danger of error or misunderstanding obviated. 
 
 The new born child, being properly bathed and clothed, 
 is now laid into its little bed, and it is important that it 
 should be laid upon its side. Let this habit be estab- 
 lished from the beginning, for a young child lying upon 
 its back in sleep is liable to be choked by its saliva, and 
 this even to a dangerous extent. Properly placed, it 
 quietly rests from the labor of its birth, and this labor is 
 not light. In the first hour of its new-born life it learns 
 to breathe and to utter a sound. Its first outcry expands 
 its lungs, the sound penetrates its ear, light enters its 
 eye, and now, wearied with all its new experiences, it 
 sinks into a sound and quiet sleep. 
 
THE CARE OF THE BODY. 2>Z 
 
 Awakened from sleep, then, happy mother, it is laid 
 upon thy breast which has been properly prepared for the 
 holy duty of nursing.* Born of thee, it returns to thee 
 as to the source of its life ; its growth, its welfare, and thy 
 care of it should also be to thee a source of rarest joy — a 
 joy that no one can anticipate or know but by experience ; 
 and of it no organically sound and healthy mother should 
 ever deprive herself. Only disease of the lungs, scrofula 
 or other affections dangerous to mother and child, or a 
 natural lack of nourishment can justpfy the deprivation 
 of this happiness. Nervous weakness is no sufficient 
 excuse. 
 
 If this has not been transmitted from mother to child 
 during the long period of gestation, it will not now be 
 acquired through nursing. Nervous mothers are, indeed, 
 often the healthiest during this period if it is not con- 
 tinued too long. Its duration should be determined in 
 each case by a careful physician in view of the health and 
 condition of mother and child. 
 
 If the natural supply of the mother is abundant it will 
 be sufficient for the child during the first few months. If 
 it is not abundant, or if the mother is weakened by nursing, 
 the child may be fed from the bottle between the times of 
 nursing. The bottle should have a dark rubber stopper 
 which should be kept exceedingly clean so that no remains 
 of the milk may sour upon it. Such a bottle is the neatest 
 and best substitute for the breast. Cleanliness, every- 
 
 * During the last few months before birth, the nipples should be 
 daily washed with French brandy or rum to make them less sensitive 
 while nursing and to protect them from becoming sore. If they are 
 too small, a gutta percha cap should be worn upon them of such a 
 form as to draw them out, and if this does not suffice, the mother may 
 herself apply a clay smoking pipe, placing the bulb over the nipple 
 and gently sucking through the stem as often and as long as can be 
 done without giving pain. 
 
34 
 
 FROM THE CRADLE TO THE SCHOOL. 
 
 where important, is especially so in the feeding of a child. 
 Both before and after nursing its mouth should be care- 
 fully wiped out with a cloth dipped in fresh water. The 
 nipples should receive the same attention, and even at night 
 neither should be neglected. Though the child may fall 
 asleep at the breast, this should still be attended to. It will 
 soon become accustomed to it and will quickly sleep again. 
 The gums, palate, and tongue should be carefully wiped off 
 so that no milk may remain upon them, for if left in the 
 mouth it becomes sour and gives rise to mouth, stomach 
 and intestinal affections. The nipples require to be kept 
 clean both from milk and perspiration, by the use of pure 
 water, not only on account of the child, but also to guard 
 them from becoming sore by nursing. They are not only 
 highly sensitive themselves, but their soreness may easily 
 cause an inflammatory condition of the lacteal glands which 
 injures and imperils the whole nutritive process. 
 
 In case of great sensitiveness of the nipples they should 
 be covered in the intervals between nursing with cold water 
 compresses (linen cloths fourfold frequently dipped in 
 water), or v.'ith pads made from the pith of the elder tree, 
 which are to be had of the druggist. If this is not sufficient 
 the nipples may be touched with a light brush dipped in 
 alum water, but in that case must be all the more care- 
 fully washed off before nursing. One of the compresses 
 or pads of elder should constantly be kept in fresh water 
 ready for exchange. In all this a regular and conscientious 
 care will guard against much pain and sorrow and will save 
 the expense that would otherwise be caused by neglect, for 
 we all know how much good nourishment and a cheerful 
 spirit contribute to the protection of life and to the lighten- 
 ing of every burden. Earnestly as we warn against the 
 leaving of milk to sour in the child's mouth, we still more 
 earnestly advise against the use of the sucking bag, which 
 is so common in various parts of Germany. A child that 
 
THE CARE OF THE BODY. 3^ 
 
 has been accustomed to it is of course not to be icept quiet 
 without it, but one that has never had it does not demand 
 it, and thrives better than those whose appetite has, by- 
 whatever means, been perverted. The use of the sucking 
 bag causes acidity of the mouth, thrush, and catarrh of 
 the stomach and intestines, and these disturbances of di- 
 gestion may in turn produce that dreadful and yet very- 
 prevalent disease, the English sickness (rickets), which 
 threatens the life of the child and even when cured often 
 renders its victim weak and sickly for life. " Badly fed " 
 is the term popularly applied, and correctly, to a child suf- 
 fering with rickets. With crooked legs, protruding abdo- 
 men, great head, and pale and wasted features it is indeed 
 an object of piety. Its nourishment begins with the suck- 
 ing bag, and with the sour and carelessly prepared bottle, 
 followed by the chewing of black bread before the teeth 
 have appeared, and by a diet chiefly of bread and potatoes 
 at a time when more nourishing food should give strength 
 and durability to the tender bones and muscles. All ex- 
 penditure at this age for good nourishment is richly saved 
 afterwards in the healthful developement of the child, and 
 the consequent freedom of the parents from care and 
 anxiety. 
 
 Cleanliness requires that the under clothing of the 
 young child should be changed every day. During the 
 first year it should be bathed every morning in luke-warm 
 water (90° Fahrenheit), and sponged every evening with 
 water, at first warm but gradually made cooler as the child 
 becomes older, and in this the washing of the mouth must 
 not be neglected. 
 
 After four or six weeks it will do to use water of the 
 temperature of the room, passing by degrees to quite cold 
 water. For the sponging, the child should be entirely un- 
 clothed and wrapped in a soft woollen blanket inside of 
 which, to facilitate drying, a light cotton sheet is laid. Then 
 
36 FROM THE CRADLE TO THE SCHOOL. 
 
 with a good sponge wash the face, head, hands, arms, chest 
 and back freely with cold water only exposing one part at 
 a time, each part being well dried, rubbed, and re-covered 
 with the blanket as soon as washed. The spine especially 
 should be freely washed with cold water. For the lower 
 parts another sponge should be used in the same manner. 
 The sponges should be well cleansed after each use, and 
 should be scalded out once a day. After being well dried 
 let the child be quickly dressed, and the temperature of 
 the room carefully maintained (66*' to 68" Fahrenheit). 
 
 This bathing and washing is important, not merely on 
 account of cleanliness, for it strengthens at the same time 
 the entire body, nerves, bones, and muscles, and hardens the 
 system against cold and all atmospheric changes. It es- 
 tablishes also in the child the important habit of cleansing 
 and strengthening the body by the use of water, and this 
 habit is indeed a treasure and a life-long protection. 
 
 The young child may remain in its morning bath about 
 eight minutes, afterwards gradually longer, the body being 
 uninterruptedly, but gently rubbed and washed with the 
 sponge, and finally the entire body washed with soap. The 
 head, especially, should thus be cleansed. 
 
 There is a singular superstition that dirt is a protec- 
 tion to the head. But this, like every superstition, is 
 absurd and injurious. Dirt only prevents the healthful 
 evaporation and removal of the natural excretions of the 
 scalp, and should in all cases be removed. If simple 
 washing with soap is not sufficient, the head may be first 
 rubbed with warm oil and then cleansed with soap during 
 the bath. In this manner the dirt may be removed, and 
 with proper care, in future, the head will remain clean. 
 Dirt upon the head may easily cause scrofulous irruptions, 
 inflammation of the eyes and ears, swelling of the glands, 
 and other affections. The child may gradually be accus- 
 tomed to a very beneficial showering of the head with cold 
 
THE CARE OF THE BODY. 37 
 
 water, first gently by a little water pressed from the sponge, 
 and finally by a quick cold shower a moment before leaving 
 the bath. Great care should be taken to have the child 
 quickly dried and warmed. As described after the wash- 
 ing, so after the bath, it should be wrapped in a woollen 
 blanket, within which a soft cotton sheet is laid. This 
 should be ready in the hands of another person close by 
 the bath tub, or otherv/ise the mother may have it at- 
 tached to her own dress like an apron, taking the child 
 thus from the water into her lap. While drying she 
 should observe the limbs, and in case of any sore or ten- 
 der spots appearing, let her call the attention of the 
 physician to them, lest by neglect they become worse. 
 Soreness between the joints, to which very fat children 
 are especially liable, may be healed by the application of 
 cold cream, and should be guarded against by cleanliness. 
 The fatty folds upon the neck, arms and legs may also be 
 thus anointed when sore, and the skin under the arms and 
 behind the ears requires a like attention. 
 
 Again we cannot too strongly advise that the trouble 
 and expense of the daily bath be not spared. They are 
 an investment that bears a rich interest alike for mother 
 and child. By the bath the pores of the skin are opened 
 and their activity promoted in a manner that cannot be 
 effected by washing alone. The system is thus fortified 
 against external influences, and consequently against the 
 attacks of malarial and epidemic diseases, for various in- 
 ternal affections are received through the skin. The 
 digestive organs are also invigorated by it, and indeed the 
 entire system so much benefited that even when the in- 
 dustrious mother must take the time for it from the pro- 
 ductive labor by which she gains her support, it is still rich- 
 ly worth its cost. And the father, also, will find his reward 
 for any present sacrifice in the blooming health of his 
 child, for which he has nothing to pay to the apothecary. 
 
38 FROM THE CRADLE TO THE SCHOOL. 
 
 And thy own strength, dear mother, will not be exhausted 
 by grief and care, thy child will become strong and able 
 to walk sooner than others less carefully provided for, and 
 thou wilt all the sooner be released from constant at- 
 tention to it, and thus the sooner recover thy own strength 
 and be able to accomplish more and with a happier spirit 
 than the pale and careworn mother who is oppressed both 
 with her own weaknesses and those of her children — she 
 who never for them interrupted her other work, and who, 
 notwithstanding her industry, is not wholly free from 
 blame for the burden she now has to endure. Her chil- 
 dren are scrofulous, for impure air, uncleanliness and 
 deficient nourishment are the generators of this disease. 
 Her own supply has been poor, and in her absence the 
 the child has been fed from the bottle by those who cared 
 little for it, and how this is done we know only too well. 
 Then, later, the food has been equally unhealthful and 
 badly prepared, and thus scrofula has been unavoidably 
 generated. In the summer months such children are very 
 liable to dysentery, and are indeed tha victims of every 
 children's disease that prevails in their region, though 
 the parents cannot comprehend why they should be thus 
 afflicted. But their little savings are swept away by the 
 expenses ; debts even must be contracted, though with all 
 their pains, now too late, the evil is not to be overcome. 
 
 But how different is the case with you, dear parents, 
 who willingly expend the dime now to save the dollar 
 hereafter, you who devote hours and days now to the 
 wise care of your little ones that you may avert the care 
 and sorroviT of future years. Your children bloom around 
 you in rosy health, diseases are rare among them, and 
 when they do occur, they give the physician but little 
 trouble. The happiness of childhood is the only con- 
 tagion of your house, and it imparts to you a joyful 
 spirit for work and for every pleasure in life. 
 
THE CARE OF THE BODY. 39 
 
 We return now to the nursing bottle. The relative 
 proportion of milk and water should be prescribed by the 
 physician, according to the age and constitution of the 
 child. Usually, during the first three or four weeks, the 
 proportion is one part of milk, boiled but not skimmed, 
 to two parts of water, with a suitable addition of sugar, 
 about one teaspoonful or more. The temperature should 
 be that of fresh cow's milk, about 2i^° Fahrenheit. The 
 dilution should be freshly made for each feeding of the 
 child. It should not be allowed to stand for a time, cool, 
 and be again warmed. The milk, at the time of feeding, 
 should only be warmed by the hot water; it is better, 
 also, to pour the hot water into the milk, not the milk into 
 the water. During the second and third months, equal 
 parts of water and of good, unskimmed milk may be used, 
 from the fourth month on three parts of milk and one part 
 of water, increasing, thereafter, the proportion of milk by 
 degrees, until after a few months more, pure milk may be 
 given, the sugar being then omitted. But these proportions 
 should be varied according to the health and constitution 
 of the child. The directions of the physician should be 
 exactly followed, and let it not be thought pedantic if no 
 deviation from them is permitted, for exactness here is 
 one of the chief prerequisites to the welfare of the child. 
 
 In very warm weather, or when, from any cause, there 
 is reason to believe that the milk is becoming sour, a 
 teaspoonful of lime water, to be had of the apothecaries, 
 may be added while boiling, by which means the acidity, 
 if there be any, is neutralized. 
 
 The best security against the milk's tendency to be- 
 come sour is to get it fresh from the cow several times a 
 day. If this is not convenient, let it be got in as good 
 condition as possible, and at once boiled. In the country 
 pure fresh milk is, of course, more easily obtained as often 
 as required than in the city. 
 
40 FROM THE CRADLE TO THE SCHOOL. 
 
 In the country, therefore, the feeding of infants, when 
 they are sound and strong, upon cow's milk, if the mother 
 is unable to nurse them, is less objectionable than in the 
 city, but in this case the directions of the physician should 
 be followed with scrupulous care, especially with refer- 
 ence to cleanliness and regularity. For weakly children 
 a healthy, vigorous and good-tempered nurse is much to 
 be preferred. 
 
 In the city the nurse is a still more urgent necessity. 
 She should be selected by the physician, whose duty it is 
 to see that she meets all necessary requirements. He 
 should also direct as to her habits of life. Excessive care 
 and too much rest are good neither for her nor for the child. 
 If she has previously been accustomed to work and to a 
 spare diet, a change to rich food and indolence will render 
 her milk over fat and indigestible. Such indulgence will 
 also act injuriously upon her character. She will become 
 domineering, peevish, and quarrelsome which, besides its 
 bad moral influence upon the child, will render her milk 
 unhealthful. Under the direction of the physician she 
 should, therefore, be properly nourished and should be 
 industriously employed, though not over-worked. She 
 should also be guarded from all violent excitement, and 
 should only nurse when she is calm and quiet. If she gives 
 the breast soon after being over-heated or excited, the first 
 milk should be drawn off and not given to the child. 
 Neglect in this respect may cause the child serious illness. 
 
 The mother who, often more than the nurse, is exposed 
 to excitement and to violent emotions should, from love to 
 the child, guard herself as much as possible against them. 
 If she cannot wholly avoid them she should use the same 
 precautions as the nurse in protecting the child from their 
 influence, for not alone the mother's milk, but the mother's 
 purity of soul and calmness are the safeguards of the child. 
 
 We cannot refrain here from uttering a word of warning 
 
THE CARE OF THE BODY. 
 
 41 
 
 regarding another and peculiar danger to which the child 
 is sometimes exposed. 
 
 The mother above cited says : 
 
 " As already mentioned, my eldest child was attacked on 
 the tenth day after its birth with a severe affection of the brain 
 which is almost always fatal with children so young. My 
 extreme anxiety and care for it caused an immediate sup- 
 pression of the previously very abundant supply of milk. 
 Erroneously guided by instinct, I sought to restore it by 
 filling my stomach with wheaten gruel, but in vain. Nature 
 was wiser than I, and she denied me that which I so ear- 
 nestly implored her to grant. And I am grateful for it ; for 
 I am certain that in spite of all motherly care and anxiety 
 my son would have died of the severe illness if I had con- 
 tinued to nourish him with the milk thus spoiled by my 
 mental distress. It became necessary to employ a wet 
 nurse which was difficult, since the child had been unex- 
 pectedly born in the country at some distance from the 
 city. Three nurses proved in succession unsuitable. A 
 fourth appeared to have an abundance of milk since it 
 flowed freely upon slight pressure. Yet I required her to 
 sit at my bedside while nursing, even at night, and as I 
 watched the child closely I soon observed that though 
 vigorously sucking it completed the act of swallowing only 
 at the beginning of each nursing, and that this was repeated 
 in the same manner upon each occasion. I informed the 
 physician of this and he examined the nurse, when it ap- 
 peared that although she gave the milk freely her supply 
 was very limited. She was therefore at once dismissed and 
 ■a new one procured. Had this deception on the part of 
 the nurse remained undiscovered the child must have been 
 starved without my knowing it," 
 
 We have also known of mothers who in their anxiety to 
 nurse have deceived themselves as to their supply of milk, 
 and have thus reduced the child to a condition of extreme 
 
42 
 
 FROM THE CRADLE TO THE SCHOOL. 
 
 weakness from which it could only be rescued by the em- 
 ployment of a vigorous nurse. In one such case it was 
 only the watchfulness of the physician that discovered the 
 real cause of the child's wasting away. Yet it remained, 
 throughout its entire childhood, weakly and retarded in 
 its development. 
 
 Still another word of warning, dear mothers. In no 
 case should you allow the child to be alone with the nurse 
 at night, certainly not during the first year. You are its 
 natural guardian, and even in its sleep you should not re- 
 linquish its care to another. Little do you know what may 
 befall it in the hands of an ignorant or over sleepy nurse 
 who thinks only of her own comfort. 
 
 Not seldom is a child faithlessly deserted during the 
 night, or the nurse takes it into her own bed to keep it 
 quiet and perhaps overlies or smothers it, or lets it nurse 
 to excess, and thus overloads and injures its weak stomach. 
 And, still worse, how often is an opiate given to the child to 
 keep it quiet, causing the next morning, numbness, cramps, 
 and perhaps even death. To protect the child from all 
 these dangers let the mother be its guardian angel while 
 it sleeps. If well managed it will not very often disturb 
 her, and even if it does she will find an abundant reward 
 for the sacrifice ; for the joys of motherhood cannot be too 
 dearly purchased by, motherly care. 
 
 Parents who are not able to employ a wet nurse, and 
 whose children do not flourish well upon the bottle, may 
 perhaps find a mother who will take a child to nurse several 
 times a day with her own, the bottle being also used. 
 
 The physician should examine such a person as care- 
 fully as he would a regular nurse, and determine whether 
 she is suitable for the child, and also whether her own 
 child which she nurses is healthy and in good condition. 
 Such a nurse, well chosen, will always afford a proper substi- 
 tute for the mother and a tender, weakly child will do better 
 
THE CARE OF THE BODY. 
 
 43 
 
 upon the bottle with this addition than upon the bottle 
 alone. 
 
 If the parents have determined with the advice of the 
 physician to bring the child up by hand, let it be here em- 
 phasized in the beginning that everything which we have 
 already said concerning cleanliness, regularity, and care, 
 as the essential conditions of health, should, if possible, 
 be still more conscientiously observed, for the hand-fed 
 child, deprived of its natural nourishment, is peculiarly 
 liable to all the diseases and dangers that threaten the life 
 of the young. 
 
 The most important, and in a large city most difficult, 
 task is that of providing good and pure cow's milk. The 
 necessary precautions may be taken when there are cows 
 in the vicinity, and when it is possible always to obtain 
 milk from the same cow, once or twice a day, and to ascer- 
 tain whether her food is healthful. The milk should 
 then be boiled as soon as it is received and put away to 
 cool. At each feeding as much of it is warmed with hot 
 water as is required for present use. 
 
 If pure milk cannot be obtained in the above manner, 
 other sources of supply must be carefully sought. In 
 Berlin it is sold in closed boxes and otherwise, but the 
 child itself will give the surest test of its quality, for it is 
 not possible to determine by scientific analysis of milk 
 whether the cow is healthy or not, or whether she is prop- 
 erly fed. The health of the child alone can determine the 
 quality of milk that is procured without any knowledge of 
 the source from which it came. And even in the country 
 one cannot feel secure against harm from this cause ; the 
 children there, also, are exposed to danger from the bad 
 food given to cows. 
 
 The proper proportions in which the milk and water are 
 mixed should be most carefully observed, and about eight 
 tablespoonfuls given at a time, the quantity being gradually 
 
44 
 
 FROM THE CRADLE TO THE SCHOOL. 
 
 increased as the child grows or as it gives evidence of requir 
 ing more. If the child often throws up the milk, and es- 
 pecially if in lumps, the milk is too rich and should be 
 more diluted with water ; if thrown up thin and watery^ or 
 if diarrhoea occurs, the milk may be already too much 
 diluted and may require a less addition of water. There 
 may also be injurious substances in the milk or, at least, 
 something that does not agree with the child, and, if slight 
 changes do not correct the evil let the physician be consult- 
 ed as to the proper food, for this is a matter of vital impor- 
 tance. Resort must perhaps be had to more artificial means 
 of nourishment, especially in summer time when the milk 
 easily sours and the children are inclined to diarrhoea. 
 Among artificially prepared foods we would especially rec- 
 ommend condensed Swiss milk, and Liebig's or Nestle's 
 " child's flour." Of the condensed milk one tablespoonful 
 is diluted with ten tablespoonfuls of hot water, and requires 
 no addition of sugar, since the preparation itself is quite 
 sweet enough. As the child becomes older a larger pro- 
 portion of the milk may by degrees be used. Liebig's 
 flour is, in accordance with the directions, mixed with white 
 flour, cow's milk and water, and thus cooked. It is then 
 further diluted at the time of feeding with two parts water 
 to one of the preparation. Of Nestle's flour one table- 
 spoonful is diluted with ten tablespoonfuls of water, the 
 latter being gradually diminished to six. As it is given 
 entirely without milk, it is especially to be recommended 
 for use in large cities in summer when Swiss milk is too ex- 
 pensive or does nor agree with the child. But in this mat- 
 ter the physician should be consulted. 
 
 The bottle, like the mother's breast, should be given 
 with great regularity every two or three hours, as the phy- 
 sician directs, but here at once we must warn against 
 the use of bottles that have a rubber tube connecting the 
 mouth piece with a glass tube inside of the bottle. The 
 
THE CARE OF THE BODY. 
 
 45 
 
 child can indeed feed from such a bottle very conveniently, 
 but it is almost impossible to clean the rubber tube, and 
 the milk soured within it is, of course, exceedingly injurious 
 to the child. It is very convenient to have marks of divis- 
 ion upon the bottle by which the relative proportions of 
 the materials used, as well as the entire quantity, is readily 
 determined. While feeding, the bottle should be held or 
 placed with the lower side inclined upwards from the noz- 
 zle, so that the child may not draw out air with the milk. 
 
 We return again to the new born child that receives its 
 first lesson in nursing at the mother's breast, a lesson that 
 often severely taxes the mother's patience and self-control. 
 But with proper care before the birth, and with the assist- 
 ance of a skilful nurse, all difficulty is readily overcome. 
 
 The child while nursing in bed should lie upon its side. 
 The mother, \y'v!\g also upon her side, takes the child upon 
 one arm in such a manner that its head shall be properly 
 supported, and that it may conveniently take the nipple 
 while its nose remains free for breathing. To assist in this 
 the mother with the other hand presses the breast lightly 
 between the second and third fingers, so that the nipple 
 shall project more and thus the breast be kept from con- 
 tact with the nose of the child. Until the child has learned 
 to nurse well the mother should be assisted by a skilful 
 person, for some young children are very restless, and turn 
 themselves about in a painful manner while learning to 
 nurse, and this may cause the mother to become excited, 
 and to exert herself injuriously in her weak condition. 
 Some children, indeed, seem to understand the art of nurs- 
 ing from the first moment, and commence beautifully, and 
 as if accustomed to it, but this is not always the case. 
 
 Until the third day the mother has little milk, or, strictly 
 speaking, none at all, but rather a watery fluid which does 
 not nourish, but which serves to carry off the impurities of 
 the system. During this cleansing process the child re- 
 
46 FROM THE CRADLE TO THE SCHOOL. 
 
 quires little nourishment, and, if the mother is weak and 
 finds nursing difficult at first, she may postpone it during 
 this time, giving the child only a little fennel tea occasion- 
 ally, but ordinarily the child may nurse soon after it is born, 
 and should then be put back into its bed and allowed to 
 sleep quietly. 
 
 And now the process of training begins. Do not take 
 the child out of its bed as soon as it moves or begins to 
 cry, but wait and see if it will not fall asleep again. If, 
 however, it becomes more restless and continues to cry, 
 give proper attention to its position and to its clothing, and 
 provide what it really needs. But if it needs nothing, then 
 let it alone for a while and let it cry. The act of crying 
 expands the little lungs, and it will probably become tired 
 after a while and fall asleep again. But never establish 
 the habit of taking it up whenever it cries, or, still worse, 
 of resorting, to the medicine bottle to quiet it. Nothing 
 can be more foolish than this. The cry is th'^, natural 
 voice of the child. It is its method of expression regard- 
 ing everything that is troublesome or inconvenient to it, and 
 is indeed often the means of removing a difficulty such as 
 flatulence, and the like. Therefore let the bed, the cloth- 
 ing, and the body be examined when it is restless. But 
 suppose that it cries because it has drank too much, and is 
 therefore in distress. It may then, indeed, be quieted by 
 giving the breast again, but this will only increase the 
 difficulty, and yet this temporary relief may be obtained 
 several times by the same means until the oppressed 
 stomach rejects at once its burden, by which the clothing 
 is soiled and must be exchanged, and the child thus 
 unnecessarily exposed to cold. Finally, however, it is ex- 
 hausted and falls asleep, and you then flatter yourself that 
 you have acted rightly. But no, you have injured it; for, 
 without your help it would much sooner have become quiet, 
 and you have also commenced a practice that, if continued, 
 
THE CARE OF THE BODY. 
 
 47 
 
 will result in permanent injury. You have established 
 abnormal conditions in the child's stomach, and have per- 
 verted its natural appetite. In future it will seek relief 
 from every slight distress by demanding to be fed, and by 
 this will its sleep be interrupted, its digestion spoiled and 
 its temper rendered peevish and fretful. You will thus 
 have generated not only a sickly, but a troublesome and 
 tyrannical child. 
 
 The midwife, in order to appear more useful, and to 
 spare the mother, is in the habit of taking the child out of 
 its bed and carrying it about the room whenever it is rest- 
 less. It matters little to her whether she thereby generates 
 a bad habit. In a few weeks she will go elsewhere to work 
 the same mischief with another child. In such a case the 
 mother should be resolute and insist upon the establish- 
 ment of right habits from the beginning. She should 
 discipline herself during the first few days, however much 
 distress it may cause her, to endure the crying of the child. 
 By this she will gain years of quiet in the future, both for 
 herself and it, for she will ensure to it health and happi- 
 ness by thus making reason rather than impulse the guiding 
 principle in its management, 
 
 "Joyousness," says Jean Paul, "is the heaven under 
 which all things flourish, poison only excepted. Joyous- 
 ness opens the mind of the child to the inflowing universe j 
 it receives nature not in a loveless and heedless manner, 
 but warmly and affectionately. Like the rays of the morn- 
 ing sun, it unfolds and strengthens, while gloom and sadness 
 weaken and destroy. The earlier joys of life are not mere 
 fiction or ornament, but actual growths that bear abundant 
 fruit. It is a beautiful saying that ' the Virgin Mary and 
 the poet Tasso, as children, never cried.' " 
 
 If your are able during the first few days to make the 
 necessary sacrifice you may train )^our children not indeed 
 so that they will never, but so that they will seldom, cry. 
 
43 FROM THE CRADLE TO THE SCHOOL. 
 
 Let the child nurse at regular intervals ; every three hours 
 is quite sufficient. The stomach has then the necessary 
 quiet for digestion and sleep is interrupted by the demand 
 for food only at the end of the established time. The 
 child is then freshly diapered and given the breast, and 
 how soon then does it reward the mother by its joyful 
 smiles. 
 
 " After my children were a month old," says the mother 
 "whom we have already quoted, *' they seldom awakened with 
 a cry. They kicked off the loose covering and played with 
 their legs, and if any one stepped to the basket-wagon in 
 which they slept during the day, their faces were radiant 
 with joy, and the plump little arms were extended affection- 
 ately and entreatingly toward the mother." 
 
 The basket-wagon furnishes a very convenient resting 
 place for the child during the day. It can easily be re- 
 moved in it to another room, and the sleeping room is thus 
 better ventilated. And besides this, the child, f^ven when 
 awake, prefers to lie and play in the wagon, the gentle 
 swinging of which affords it pleasure. Its back, which is 
 not yet strong, rests better than when it is held in the 
 arms, and the mother or nurse are thus relieved of its con- 
 stant care. 
 
 During the night the child should be nursed as little 
 as possible ; at ten in the evening and at five in the 
 morning is quite sufficient. After only a few unquiet 
 nights this habit may be established and refreshing sleep 
 be secured in future to both mother and child. This ap- 
 plies also to the hand-fed child which, as well as the 
 mother, will flourish better when undisturbed by hunger 
 during the night. 
 
 Let not the sentimental mother think that by this 
 means she spares only herself at night, and that greater 
 love would prompt her to indulge the child whenever it 
 cries. She would thereby only yield to her own weakness 
 
THE CARE OF THE BODY. 
 
 49 
 
 which finds it much easier to grant than to refuse. As in 
 the entire course of education, so is it true here that greater 
 love is requisite in order to forbid at the right time, than 
 to grant, without discretion, every demand of the child. 
 Regularity and a long interval between meals, as well as 
 continuous and quiet sleep, are the chief requisites to its 
 health and happiness, and the method of sleep is not less im- 
 portant than that of the food. Its brain while awake is in 
 constant activity, ever seeking to comprehend and receive 
 into itself all that acts upon it through the senses, and the 
 only counterpoise, the only rest from this labor is sleep. 
 This is absolutely essential to the restoration and strength- 
 ening of the childish brain, and it is beneficial just in pro- 
 portion as it is continuous and undisturbed. The livelier a 
 child is the more sleep it requires, and it will take the more 
 in proportion as it is regular. When a child has passed 
 several restless nights it is sometimes sought to restore its 
 accustomed habit by putting it to bed later, but this is not 
 advisable, since the regular time is always the surest and 
 best. 
 
 Do not be over anxious regarding the stillness of the 
 child's sleeping-room. The mother, after confinement, 
 requires the most absolute quiet, but the child does not. 
 The senses of the new-born are not so acute as to be 
 aroused by the slightest noise, and when once accustomed 
 to fall asleep where others are employed or engaged in 
 conversation, it will then rest all the better during the 
 deep stillness of the night. 
 
 Guard it, however, against being suddenly awakened. 
 Do not snatch it hastily from its bed with extreme mani- 
 festations of delight, nor stimulate it at once to laugh 
 and play, but let the delicate mind and nerves, still half 
 drowned in sleep, be more slowly aroused by your gentle 
 caresses. 
 
 Above all things avoid awakening the child unneces- 
 4 
 
50 
 
 FROM THE CRADLE TO THE SCHOOL. 
 
 sarily. Be warned, dear mother, against doing this in 
 order to show it off or make a parade of it before visitors. 
 Even where you would thereby afford a great pleasure to 
 another, though it be the father himself, who should be 
 especially thoughtful in this matter, you should still re- 
 strain yourself and guard the sleep of the child as a thing 
 too sacred to be disturbed. You know not how easily, 
 through intensity of love for your darling, you may cause 
 it to suffer in the future from nervous weakness and irri- 
 tability. 
 
 Do not think unkindly of this admonition to restrain 
 your love, for those whose love knows no law are the ones 
 who soonest become weary in the performance of mother- 
 ly duty, who yield to ill-humor and vexation, and who 
 finally have to lament over the waywardness of their ill- 
 trained children. Let your first aim, then, be to acquire 
 self-control and to subject even your love to its law. 
 
 The temperature of the room in which- the child lives 
 and sleeps should not be too high ; about 70*^ is sufficient. 
 A greater warmth renders the child effeminate and liable 
 to take cold. The skin, being damp with perspiration, 
 becomes sensitive and liable 'to eruptions and sores, and 
 the brain also is weakened and thus exposed to dangerous 
 maladies. The bed should be neither too warm nor too 
 soft. The child requires less external heat than the 
 adult, who also should guard against excess in this re- 
 spect. Feather beds are not only too warm, but they 
 retain impurities more than other beds. 
 
 A moderate degree of exposure, of toughening, by 
 means of temperature, baths and washing, by air, and 
 methods of clothing, is very beneficial, yet this should 
 not be carried to excess, and should be judiciously man- 
 aged, according to the constitution and age of the child, 
 and under the advice of the physician. 
 
 We have here to mention another important matter. 
 
THE CARE OF THE BODY. 
 
 SI 
 
 The eyes of the young child need careful attention, and 
 every tendency to inflammation should be made known 
 to the physician, for, if neglected, it may result in partial 
 or complete blindness for life. Dr. Von Ammon states 
 that, as physician in the blind asylum at Dresden, he 
 learned the sad fact that of all the inmates of that institu- 
 tion two-thirds had lost their sight in consequence of a 
 neglect of this inflammation during the first few days of 
 their life. In the annual report of the same institution 
 for the year 1858, it is stated that of 108 patients 52 be- 
 came blind in this manner. Cleanliness of the eyes is 
 thus of the first importance. As soon as any redness or 
 suppuration appears, the eyes should be injected with the 
 mother's milk, and then gently washed out with the same 
 with a soft linen cloth, being careful to rub from the 
 outer toward the inner angle. 
 
 All children should be vaccinated, those born in the 
 spring or summer within the first few months of life. The 
 earlier it is done the less will its effects be complicated 
 with the disturbances of the system caused by teething, and 
 the less able also will the child be to interfere with it by 
 rubbing or scratching. But with children born in winter it 
 should be delayed until spring. It cannot be well done 
 without the advice and attention of a physician, for it is of 
 great importance that the vaccine matter should be health- 
 ful and adapted to the child, and that it should receive 
 proper attention during the developement of the kine-pox. 
 This affection, however, is not to be regarded as a disease. 
 The child may, during almost its entire course, be bathed, 
 washed, and, in summer, taken into the open air as usual ; 
 yet its treatment during this time must be careful and in- 
 telligent. 
 
 The proper time for taking the young child at first into 
 the open air will be determined by the season of the year. 
 One born in spring or summer may, in fine weather, be 
 
52 
 
 FROM THE CRADLE TO THE SCHOOL. 
 
 taken out when about 14 days old, and by degrees accus- 
 tomed to it in all except very damp or chilly weather ; and 
 when winter comes on it may still enjoy the pure free air 
 upon every mild day. 
 
 Jean Paul says : " A child born in spring moves slowly 
 on from charm to charm, from leaves to flowers, from the 
 warmth of the room to that of the sky. The wind is not 
 yet his enemy ; instead of storms, melodies are wafted 
 through the branches ; being born to a half yearly feast of 
 the earth it thinks that the whole of life must remain thus ; 
 it sees the rich earth, but later only its covering, and the 
 joys of life which the mother feels flow also through its 
 little heart." A child born in winter should not be taken 
 into the open air until spring. 
 
 III. 
 
 Now my dear triends, young mothers, we are still with 
 the new-born child. I have not undertaken to instruct 
 you in all the details of child-training, but, assisted by 
 motherly experience have sketched for you the most gener- 
 al features. Do you think that your own instinct might 
 have guided you just as well ? The mother who has al- 
 ready so often instructed us answers me. She says : " My 
 instinct did not suffice, and it deserted me when I most 
 needed it, for it caused me even at the age of ten years to 
 long to become a teacher. Without any external influence 
 this was my ideal even when so young a child. When I 
 was twelve or thirteen years of age I taught and trained my 
 younger brothers and sisters ; and, although I had to strug- 
 gle against family prejudice, I became a teacher at the age 
 of fifteen. I read with enthusiasm Jean Paul's ' Levana,' 
 which so inspired me that when I had not time to read it 
 I was delighted to look at it, to touch it and to feel certain 
 that it was mine, — mine to elevate and consecrate me to 
 
THE CARE OF THE BODY. 
 
 ^Z 
 
 the holy work which my soul had chosen. Later I read 
 Rousseau's ' Emile,' and in these two books I learned the 
 first principles of the art of instruction. All that I read 
 afterwards by other authors was, when it was good, taken 
 from these two.* 
 
 "While I was a teacher I dreamed once that I stood 
 by the side of a cradle, and took from it into my arms a 
 lovely, golden-haired boy, whom I clasped with rapture to 
 my bosom, exclaiming : ' My son ! My son ! ' I well re- 
 member the joy of that moment and fancy that I never 
 afterwards embraced one of my own children with more de- 
 light than I did that child of my dream. That was indeed 
 the true motherly instinct in the young maiden. 
 
 " And what was my child to me when I actually be- 
 came a mother ? 
 
 " I return always to my first-born, for with the others 
 I was no longer without experience. I learned much with 
 the eldest, though there yet remained some unsolved prob- 
 lems. 
 
 "I was still quite feeble when my babe became sick, 
 and I had to do much for it myself, for the best of mothers 
 had long since been taken from me and the nurse had sick- 
 ened and left me. 
 
 " Orie day when the child was suffering much and I 
 was carrying it about the room, my arms soothing it to and 
 fro, an older and experienced relative entered and ex- 
 claimed: 'Pray, what are you doing with the child ? Lay 
 it into bed and let it rest.' She took it from my arms, put 
 it into the bed, which she found to be a satisfactory one, 
 and began to examine me as to my care of the child by day 
 
 * To those who have not time or inclination to read such deep and 
 comprehensive works we recommend a small book written with 
 motherly affection and rich in experience, entitled : — " The Cares and 
 Joys of Motherhood, by a Mother. With an introduction by Diester- 
 weg, Hamburg, Hoffman and Campe. 1849." 
 
54 
 
 FROM THE CRADLE TO THE SCHOOL. 
 
 and by night. She found much fault with me and gave me 
 exact rules as to what I should do and not do. I listened 
 devoutly and began at once to comply with all her directions. 
 
 " The next day an elderly aunt called. She found the 
 child in bed and went to it. ' The child is not warm 
 enough,' she exclaimed, and at once buried it in the pillows 
 * The nurse of my grandchildren always says : " Children 
 must smother or they will not thrive." ' And now she be- 
 gan just such an examination as I had submitted to on the 
 previous day. But in spite of all I had learned she found 
 almost every thing wrong, and again I received the best of 
 advice. Then I tried to harmonize the two contradictory 
 lessons. 
 
 " The next day I was visited, in the morning and after- 
 noon, by two other good old ladies, each of whom was as 
 faithful as the others had been in giving me advice and di- 
 rections. But, wonderful to say, all four had contradicted 
 one another to the utmost possible extent. And yet each 
 one had spoken from the treasury of personal experience 
 and of motherly wisdom. My poor head began to grow 
 dizzy, and all I could do was to follow the instinct that 
 prompted me on the following day to confess to my physi- 
 cian all that I had heard from my four good counsel- 
 lors, and to beg of him to give me exact directions, declar- 
 ing that I would never again listen to any other advice. 
 
 "I-received and have since followed his advice, and all 
 has gone well with me and my children, who, God be 
 praised, have grown up strong, healthy and blooming, not 
 indeed exempt from sickness, but, from such as has befal- 
 len them, happily escaped. Instinct had rightly guided 
 me to seek and follow the best of advice, and to this, dear 
 friends, may it also guide you, prompting you to the truest 
 love and care for your children, and also leading you to 
 seek the best counsel so that you may be enriched by wis- 
 dom derived from the experience of others. More than 
 
THE CARE OF THE BODY. 
 
 55 
 
 this demand not of the motherly instinct. It will then 
 truly guide you and will save you from many deceptions 
 and trials which so many very tender-hearted mothers ex- 
 perience." 
 
 Let us return now to our little child, which, in the 
 mean time, has developed in fulness, strength, and loveli- 
 ness, and that now recognizes the mother, and stretches 
 out to her the tender hands, greeting her with joyful smiles. 
 
 Oh, dear mother, how does thy happiness increase, 
 with the unfolding intelligence of thy child. What won- 
 ders of the germinating soul unfold themselves to thee, 
 filling thy soul with joy, thy heart with overflowing happi- 
 ness 1 
 
 "Teach your children to love," says Jean Paul ; " that 
 is, love them, and love them rightly," 
 
 Inspired by a wise love, the sacrifices, the daily and 
 nightly care imposed upon you will not seem burdensome. 
 Yet the happiness by which you are rewarded is not 
 lightly purchased. How many restless nights must be 
 passed on account of the sickness, even the slightest, of 
 the child ! But one glance into the face, into the beaming 
 eyes of your darling, fills the heart and makes the burden 
 light. 
 
 " True, what you sacrifice for the world," saj's Jean 
 Paul in his Levana, " is but poorly recognized by it, for it 
 is man that rules and reaps the harvest ; the thousand 
 night watches and sacrifices by which a mother secures to 
 the state a hero or a poet are forgotten, not even men- 
 tioned, for the mother herself does not mention them, and 
 so one century after another do the wives, unknown and un- 
 rewarded, send forth the arrows, the stars, the storm-birds 
 and the nightingales of time. Rarely, indeed, does a Cor- 
 nelia find her Plutarch to immortalize her with the Gracchi. 
 
 "But you will not be altogether forgotten. If you have 
 faith in that invisible world where the tears of joy that 
 
5 6 FROM THE CRADLE TO THE SCHOOL. 
 
 flow from grateful hearts are more precious, more glorious, 
 than the jewels that beset the royal diadem, then may you 
 know your reward. If you have been wise and faithful to 
 your child your memory will not be suffered to perish. 
 Never has such a child forgotten such a mother. Upon 
 the blue mountains of childhood, towards which we ever 
 turn with earnest eyes, stands also the mother who from 
 thence sent us upon the mission of life, and only with the 
 fading of life's brightest memories can the recollection of 
 the faithful mother pass away. Wouldst thou be dearly 
 loved, even unto death, O wife ! then be the true mother 
 of thy child. But thou, O faithless one, who neglectest thy 
 child, how should thy ingratitude for an unmerited blessing 
 cause thee to hang thy head with shame in the presence 
 of every childless mother, every childless wife, and to 
 blush because one deserving mother sighs for that heaven 
 which thou, like a fallen angel, hast deserted." 
 
 " If there were but one father in the world," says Jean 
 Paul in another place, " we would implore him ; if, however, 
 there were but one mother, we would honor and love and 
 also implore her." 
 
 The time has now come when the child is to be taken 
 out of the steckkissen and dressed. This is usually about 
 at the end of the third month. Yet here the peculiari- 
 ties of the child must decide. If it is very strong and 
 vigorous ; if it raises its head impatiently and throws off the 
 covering frequently, it is time to dress it so as to permit 
 of unrestrained motion even if the three months has not 
 passed. On the other hand, a weakly child, whose back 
 must always be supported, should be left. longer in the 
 steckkissen, which we would advise to have made, not as 
 commonly in the form of a sack so that the child is bound 
 up in it and in its wrapper, but rather that the wrapper, 
 after being passed around the body, should hang down, 
 while over it fall the borders of the steckkissen like a 
 
THE CARE OF THE BODY. 5^ 
 
 gown, which may then be held together in front with tape. 
 In this manner there is a better circulation of air and the 
 child can more freely move its limbs. The clothing, when 
 it no longer lies in the steckkissen, may be as follows : a 
 shirt, a knit jacket with shoulders and fastened upon the 
 back with buttons or tape, a woollen petticoat extending 
 below the feet, and also made with waist and shoulders, 
 and over all a dress somewhat longer than the petticoat 
 and with a band about the waist and an apron. The dress 
 should have short arms and should leave the neck free. 
 In summer it should be of cotton, in winter of light woollen 
 material. While the child is in its room the diaper should 
 be so adjusted that it may be quickly removed, and habits 
 of cleanliness and regularity with regard to the excretions 
 early established, for this is of the greatest importance to 
 health. 
 
 When taken into a cold room or out doors, the body 
 and limbs should have an additional wrapper made to 
 button on to the dress at the sides and in front. When 
 first taken from the steckkissen the child should not be 
 continually carried upright, but be allowed to lie much 
 upon the mattres until its back becomes stronger. Young 
 mothers are in the habit of holding their children up- 
 right, and even tossing them thus by way of display. But 
 this is exceedingly injurious until after the child has ac- 
 quired sufficient strength to hold its head up and sit erect. 
 Serious injury to the spine may result from thoughtlessly 
 bouncing a weakly child upon the hand while its head is 
 dropped forward and its back bent from lack of strength 
 to support itself. Let the young mother avoid such at- 
 tempts at display and give her child time for normal 
 developement. Her pride will then be gratified by its real 
 health and vigor. 
 
 The period of teething, which varies with different 
 children, usually commences at about the age of six 
 
c8 FROM THE CRADLE TO THE SCHOOL. 
 
 months. Teething is a natural process of developement, 
 and hence no disease. During this period, however, the 
 body is in a condition of unusual sensitiveness to external 
 influences, and every slight affection, especially of the 
 brain, may at this time assume a dangerous form. There 
 is, therefore, need of peculiar care on the part of the 
 mother. 
 
 Of the teeth the incisors usually appear first, then, 
 successively, the bicuspids, the canines and molars. To 
 relieve the .pain which they cause, and to assist them in 
 cutting through, a violet root or a ring of rubber or of 
 bone may be given to the child, being attached to it by a 
 cord so that it may always have it within reach when dis- 
 posed to bite upon it. Some children cut their teeth early 
 and quickly, suffering no inconvenience from it ; others 
 cut them slowly and well, and others again with great 
 diihculty and pain, sometimes continued for months. In 
 some cases many teeth appear at once, and by their 
 united action cause so much disturbance of the system 
 as to produce cramps. In such cases, and where the 
 teeth cut through with difficult}'', a slight incision of the 
 gum may be of service, regarding which the physician 
 should be consulted. 
 
 As soon as the teeth appear they, as well as the en- 
 tire mouth, should be washed several times a day, for 
 cleanliness is here of the first importance, not only to the 
 teeth but to the stomach and digestive system. 
 
 The brain of the child is peculiarly sensitive during 
 the period of teething, and, therefore, every thing that tends 
 to cause a rush of blood to the head should be carefully 
 avoided ; hence, care should be taken to see that all the 
 functions of the body are in good condition and especially 
 that the bowels are free. 
 
 A slight eruption upon the skin, or diarrhcea at this 
 time, may be beneficial, serving to carry off impurities. 
 
THE CARE OF THE BODY. 
 
 59 
 
 By some, however, every such affection is regarded as inju- 
 rious because resulting from teething, and at once checked. 
 This error may cause the death of the child. 
 
 When an eruption appears upon a child, the true cause 
 of it should be at once soi^ght ought. It may be that the 
 milk is too rich, or that the nurse indulges in too rich or 
 improper food or is unwell. 
 
 The case is similar regarding diarrhoea. As long as 
 the evacuations are not green or watery, or excessively 
 frequent, there is no occasion for alarm, but when any of 
 these symptoms appear, and especially if there is also 
 vomiting, the physician should be called, and this is more 
 urgently necessary in summer, at which time dysentery is 
 the most fatal disease among young children. 
 
 Similar rules apply to all affections during this period. 
 Let it not be lightly'said : " That comes from teething," 
 and thus the mind be relieved of all apprehension. 
 Whatever affection assumes a serious character requires 
 at this time unusual care and the attention of the 
 physician. 
 
 The overfilling of the child's stomach Math substances 
 injurious to its delicate organism may lead to dangerous 
 conditions, and that not alone during the period of teeth- 
 ing, but always. Beware, therefore, of giving to a child 
 sweetmeats and other such delicacies, for a disturbance 
 of the stomach may result in that most fatal enemy of 
 childhood, convulsions (cramps), over which a physician, 
 if promptly called, may perhaps gain the mastery, but 
 which only too often result in speedy death. The symp- 
 toms are unmistakable, even to those little acquainted 
 with them. The child becomes pale and cold, the limbs 
 tremble, the eyes roll, and often foam appears at the 
 mouth. A physician should be quickly called, and in the 
 meantime rub the body gently with woollen cloths, put 
 a warming bottle to the feet, give an injection of weak 
 
6o FROM THE CRADLE TO THE SCHOOL. 
 
 camomile tea and oil, and if no relief is experienced let 
 a mustard plaster be applied to the calves. This is pre- 
 pared by mixing ground mustard with luke-warm water 
 and spreading it upon a cloth. The mustard should not 
 be in direct contact with the skin, but be separated from 
 it by the cloth. It should remain on until it has red- 
 dened but not blistered the skin. By these means the 
 worst danger may be avoided until the physician arrives. 
 
 Above all things let the young mother not lose her 
 presence of mind. Not tears and lamentations, but quiet 
 self-possession will enable her to employ the best means 
 of relief. She should not be alarmed by every slight 
 twitching of the muscles, by the eyes being half opened 
 during sleep, or by the firm closing of the hands. A child 
 is seldom in complete rest, and the symptoms of convul- 
 sions are so unmistakable that these slight movements may 
 have no connection with them. 
 
 The directions already given for the treatment of 
 children in general will serve in many cases of illness, and 
 the prompt attention of the mother to the first symptoms 
 may ward off much that, unobserved, might soon become 
 dangerous. 
 
 If a child refuses the breast or its food at the regular 
 time, attention should at once be given to the cause. If 
 there are no other appearances of disease let the tongue, 
 the gums and palate be examined to see whether there 
 is not some unnatural redness, sores or ulcers. These 
 may indicate thrush, which is not now as formerly treated 
 with rose honey and borax, which may cause acidity, but 
 with a solution of chloride of potassium, with which a soft 
 linen cloth is saturated, and the parts affected thus 
 washed. The spread of the disease towards the throat 
 will soon be arrested, and a cure in most cases speedily 
 effected. If this is not successful, it may be found that 
 there is acidity of the stomach which requires treatment. 
 
THE CARE OF THE BODY. 6 1 
 
 Hufeland's powders or burnt magnesia are suitable for 
 this, but in summer they should not be used without the 
 advice of a physician, since they may at this season cause 
 diarrhcea. 
 
 The mother should often examine the child's throat to 
 see whether there is not some redness or small white ulcers 
 there. This examination is easily made by pressing the 
 tongue down with the handle of a spoon, and a diseased 
 condition will sometimes be found to exist before the 
 child has shown any external indication of it. If there 
 is, at the same time, a swelling of the glands of the neck, 
 it may be a symptom of diphtheria. In such a case the 
 physician should at once be called, and in the mean time 
 cold water bandages should be applied to the neck and re- 
 newed every five minutes. Over the bandage place a dry 
 woollen cloth. The dangerous throat affections, diphtheria 
 and croup occur especially during the prevalence of the 
 east and north winds in spring and autumn, and care 
 should therefore be taken to guard children against them. 
 The croup, is easily recognized even by those who have 
 not before seen cases of it. It usually commences sud- 
 denly and at night. In sleep the child breathes with a 
 sharp piping sound, and at times has a hoarse croaking 
 cough, and when this is attended with heat, restlessness 
 and difficulty of breathing, the physician should be called 
 in haste, and in the mean time let the child inhale the vapor 
 of camomile tea from a sponge, give it to drink weak camo- 
 mile or linden flower tea, or warm milk with sugar ; apply 
 also a cold water bandage to the neck, and produce a 
 moderate perspiration. The physician will then, upon his 
 arrival, direct the further treatment. If the child is better 
 during the day it must still lie in bed, and in no case go 
 out into the open air, however clear and pleasant the 
 weather may be, for the disease may then return unex- 
 pectedly and with great violence upon the following night. 
 
62 FROM THE CRADLE TO THE SCHOOL. 
 
 When a child is sul^ject to repeated attacks of this disease 
 it is advisable to have an emetic in the form of a powder 
 prescribed by the physician, and kept constantly at hand 
 as a remedy. 
 
 These affections have nothing to do with teething, and 
 may occur at any age. We name them here in order that 
 they may not be attributed to teething and thus neglected, 
 and that upon their first appearance proper remedies may 
 at once be applied. 
 
 The symptoms of a fever are heat in the head and 
 abdomen, flushed cheeks, increased pulse, rapid, short 
 breathing, restlessness in sleep, loss of appetite, with great 
 thirst, for which cold water may be given without fear of 
 harm. If the fever is attended with a breaking out upon 
 the breast or face it may indicate the approach of some 
 eruptive disease, but many other forms of disease are intro- 
 duced with fever. In every such case let the physician be 
 called. 
 
 If it can be avoided the child should not be weaned 
 during teething, since the system is peculiarly sensitive 
 during this period, and hence the change of food may cause 
 some disturbance. But no exact rule can here be given, 
 since the period of teething extends over some months, 
 and various other circumstances are to be considered. 
 During the heat of summer, say from the middle of July 
 to the end of August, is also an unfavorable time for wean- 
 ing, since cow's milk is most liable to sour at this time. 
 
 Immediately after the cutting of the teeth is the most 
 usual time for weaning. But as this time varies with dif- 
 ferent children it does not answer to base an exact rule 
 upon it. Where it agrees equally well with both mother 
 and child, the tenth or eleventh month may be named as 
 the best age, providing this does not fall in mid-summer. 
 Where it does, a vigorous child may be weaned earlier, and 
 a weakly one later. If nursing does not agree with the 
 
THE CARE OF THE BODY. 
 
 63 
 
 mother, or if the child is frequently attacked with vomiting 
 or diarrhoea, or has other disturbances of the digestive sys- 
 tem, weaning should, with the advice of a physician, take 
 place earlier, but always so as to avoid its occurrence in 
 mid-summer, at which time the change of food may act 
 still more unfavorably^ than the nursing. 
 
 A long period of nursing, continued into the second 
 year, is rarely favorable either to mother or child. The 
 occurrence of pregnancy is also a sufficient cause for 
 weaning. The born and unborn child will not flourish 
 well together, and the mother also will not do well if she 
 has, in addition to her own life, to support and nourish 
 two other lives. 
 
 Weaning should be gradual, extending over several 
 weeks. The child is thus by degrees accustomed to other 
 food. The mother at the same time should reduce the 
 supply of her milk by restricting her diet, and especially by 
 taking less of fluids. When she has nursed for the last 
 time the breasts may be preserved from painful swelling 
 by the following treatment : Rub them with warm oil or 
 althea salve, then cover them with a linen cloth, and over 
 this place a thin layer of tow or of cotton batting, and sup- 
 port them finally with a wrapj^er, keeping them thus for 
 several days. At the same time she should take less food 
 and drink than usual, and especially less mfeat. By these 
 careful measures the change is made without any disturb- 
 ance of the child's health, and the mother's system will 
 soon return to its normal state. 
 
 The mental condition of the child also requires atten- 
 tion during the period of teething. It will often be peev- 
 ish, unduly sensitive and selfish, and should be restrained 
 rather by gentleness than by severity. Severity is indeed 
 an unnatural word as applied to so young a child, and 
 if you train your child carefully and affectionately, dear 
 mother, you will have no occasion for it. Let earnestness 
 
64 FROM THE CRADLE TO THE SCHOOL. 
 
 and consistency be your only severity. You must yourself 
 know the justice of your commands, and your child must 
 feel that your earnest look is to it law. Then will your 
 smile be its chief delight, and it will not think of disobey- 
 ing you. 
 
 Earnestness and consistency, which are so important in 
 the physical training of the child, are equally important in 
 the discipline of its mind, and they apply to both from the 
 very beginning of life, for mind and body are not to be 
 separated, and both are subject to the same law. 
 
 The food of the child may, even before weaning, be 
 gradually changed from pure milk. In the fourth or fifth 
 month it may take, at dinner, veal broth with flour, with or 
 without milk, but this should be so thin that it may be 
 taken from the sucking bottle.* A few months later it 
 may take also in the morning and evening a wheat or oat- 
 meal soup, or finely ground zwieback well cooked in milk. 
 In this manner it may be gradually accustomed to a new 
 diet, and the final change will cause no trouble. 
 
 Upon weaning especial attention should be given to 
 the character of the new food. Vomiting or diarrhoea are 
 sufficient evidence that it is not suitable, and these symp- 
 toms should not be for a moment neglected, for they may 
 rapidly lead to serious affections of the bowels or dysen- 
 tery, which, in the summer, especially in large cities, is 
 very prevalent and fatal among children. 
 
 The appearance of the teeth is evidence that the di- 
 gestive system is prepared for stronger work. At the age 
 of a year, if the physical developement is normal, the child 
 may take finely cut meat and some vegetables, but of 
 these only the most digestible, the meats being not too 
 fat. Black bread and potatoes do not agree with children, 
 
 * For full directions regarding the most healthful food preparations 
 for children the reader is referred to our health cookery-book : " Eat- 
 ing for Strength," — Translator. 
 
THE CARE OF THE BODY. 65 
 
 and should be eaten by them, if at all, in very small quan- 
 tities. Unfortunately they eat them most willingly, but 
 when made a chief article of food they cause scrofula, 
 swelling of the glands, eruptions and other evils, which 
 lead to these diseases. They also cause enlargement of 
 the abdomen and a pale and flabby expression of face, 
 which indicate a weak body with little power of resisting 
 hurtful influences. 
 
 At about this age the child also begins to walk, but 
 some children considerably earlier than others, though 
 from this alone one is not justified in drawing a conclu- 
 sion as to their degree of physical developement. As to 
 the proper time for walking nature should be allowed to 
 determine. It prompts the child to walk at the right time, 
 that is, when it has acquired the necessary strength and 
 skill, without any thing being done to encourage it. We 
 once saw a child of ten months, with long dress, slip from 
 its mother's lap and walk without assistance, the mother 
 holding up its dress. When the child attempts to walk it 
 should be allowed to develop its power without undue 
 encouragement. If left to itself it will choose the right 
 time. Either it begins with creeping or it stands sup- 
 ported by a chair and thus passes from one chair to an- 
 other if they are placed within its reach. The basket-like 
 frame in which children are sometimes placed for support 
 in walking and also the guiding strings attached to a band 
 about the waist are objectionable and indeed often, in- 
 jurious, requiring great care lest they compress the chest 
 and thus inflict permanent injury. 
 
 When the child commences to walk the clothing must 
 be made shorter, not covering the feet. It requires now 
 stockings and comfortable soft shoes, a longer shirt and 
 shorter petticoat. The waist may be retained and the 
 dress may be buttoned to it, or the latter may have a waist 
 and shoulders. All fastenings should be with buttons, and 
 
66 FROM THE CRADLE TO THE SCHOOL. 
 
 nothing should be worn that can interfere with free res- 
 piration or with the normal action of all the vital organs. 
 
 Let the clothing be suspended from the shoulders and 
 the dress hang loosely, being made with a loose band 
 about the waist. The neck and arms should remain free 
 and thus be accustomed to the air. In winter the clothing 
 must, of course, be warmer than in summer, but not ex- 
 cessively warm, for this will render the child effeminate. 
 In case of sudden changes from warm to cold, the cloth- 
 ing should receive prompt attention. 
 
 IV. 
 
 Dr. von Ammon says in his book : " The author can- 
 not help remarking how desirable it is that a larger num- 
 ber of cultivated women should devote themselves to the 
 physical education of children ! Every true and right-feel- 
 ing woman needs for her real contentment a domestic life. 
 How many true women, restrained from marriage by cir- 
 cumstances or perhaps by observation of the unhappy 
 married life of others, would find their happiness in the 
 physical education of children. The desire to have the 
 care of a child in the first years of its life is natural to 
 every woman whose heart has not been perverted. Such 
 an employment is morally of a very high character, and not 
 less useful than the difficult office of a deaconess. It has 
 indeed with all its cares a poetical side. Art has not only 
 represented in marble and upon canvas the pious joy of 
 the mother with her child, but also the delight of the young 
 nurse with her charge as she guides and encourages its 
 first movements. Of all writers Goethe has most elo- 
 quently depicted the beauty of intercourse with children ; 
 He says : " Of all things upon earth the children are near- 
 est to my heart. When I see in the little creature the 
 germs of all the virtues and of all the strength which it 
 
THE CARE OF THE BODY. 67 
 
 will require in after life, when I see in its obstinacy all the 
 future stability and firmness of youth, and in its childish 
 mirthfulness all future good-humor and the ability to glide 
 smoothly over the rough places of life ; when I see all 
 these germs of character still unperverted — I continually 
 repeat to myself the words of the Great Teacher, ' If ye 
 do not become as these.' " 
 
 We have expressed in the last chapter our approval of 
 the words of Dr. von Amnion. The conviction of the ne- 
 cessity of trained nurses, capable of assisting the mother 
 in the same spirit and with the same intelligence that ac- 
 tuate her in the care and guidance of the children, was the 
 motive that prompted to the formation of the Union for 
 family and popular culture in Berlin, and which also led 
 the author to the establishment of an institute for the 
 training of children's maids in accordance with the prin- 
 ciples of Froebel. 
 
 It is important that young women of every class should 
 be instructed in such an institution both as a preparation 
 for the care of children in other families and to qualify 
 them for their own future duties as wives and mothers. 
 
 The beautiful admonition of Froebel, •' Come, let us 
 for our children live," finds a response in every true 
 mother's heart. It teaches the mother to understand the 
 heart of her child and to find in its education and culture 
 her highest pride and happiness. It provides in the 
 nursery the sacred soil in which she may sow the good 
 seed whose harvest posterity shall reap, and which shall 
 give to her, even though unnamed and unapplauded, an 
 immortality more glorious than all the dazzling and mis- 
 leading splendors of earth. Therefore, dear mothers, let 
 your hearts joyfully respond to the words, 
 
 " Come, let us for our children live." 
 
68 FROM THE CRADLE TO THE SCHOOL, 
 
 CHAPTER III. 
 
 MENTAL DEVELOPEMENT. 
 I. 
 
 The body and the mind are developed in the first year 
 of life on a much grander scale than in any equal later 
 period. So extraordinary is this developement, that even 
 with our cultured and more comprehensive minds, we can 
 scarcely form a conception of the number of impressions 
 which act on the new-born child, and which its young soul 
 experiences. Nature, therefore, bestows on this tender 
 age the greatest number of educational means, and in 
 order to establish a harmony between body and mind, the 
 body is gifted at this time with a greater unfolding power 
 than at any later period. The marvellousness of this 
 phenomena would excite our highest astonishment, did not 
 its daily repetition make it common. 
 
 If nature, however, employs such a variety of educa- 
 tional means to form the young child, shall man, to whom 
 it is confided, not do something also to guide the impres- 
 sions of nature, or shall he let her complete her work 
 undisturbed ? 
 
 Experience teaches that children who grow up in the 
 v/ilderness, and without human surroundings, develop no 
 hiunanity, and no tendency to culture. Man's impulse 
 towards civilization comes from his intercourse with his 
 fellow-man. Even were it possible to conceive that the 
 body might become developed without care, the mind, 
 deprived of intercourse with other minds, would sink to 
 the lowest animal plane. 
 
MENTAL DEVELOPEMENT. ^ 6g 
 
 It is therefore a natural law, that the adult shall pro- 
 vide for the developement of the child. But how is this 
 law to be fulfilled so as to support nature in her work and 
 not act against or disturb her ? This apparently simple 
 question embraces the entire sphere of the art and science 
 of education. It will find its solution first in a more 
 highly developed race. Let us seek a better comprehen- 
 sion of it, and with our lesser power, aid in its solution. 
 
 II. 
 
 Physical education promotes the mental and moral 
 developement of the child. We demand that the young 
 mother shall train its bodily functions to regularity and 
 correct habits. This, at the same time, educates the mind 
 and the soul. Nature acts upon the child by means of 
 habit. She accustoms the eye to light and to color, the 
 ear to sound, all the senses to the understanding and ex- 
 ercising of their powers, and through them to an understand- 
 ing of the world of nature and of man. If we, like nature, 
 act upon the young soul through habit, we shall not coun- 
 teract but promote her work. 
 
 What theti should be the habits for the earliest years of 
 hfe ? First, dear mother, teach your children to love, and 
 the best way to do it is to love them. Believe not, how- 
 ever, you fathers, that we charge this on the mother alone ; 
 you, also, should help in their education, and thus double 
 the care of your children. You should support your wives 
 in their efforts and teach them how to educate wisely. 
 For earnestness and consistency are not womanly virtues. 
 Nor are they always the property of men, but they should 
 be, and men should be capable of teaching these virtues 
 to women, in order to strengthen them for the multitude 
 of small cares connected with the work of rearing and 
 training children, and to prepare them for the splendid 
 
.yo FROM THE CRADLE TO THE SCHOOL. 
 
 task of promoting the culture and morality of the entire 
 human race. 
 
 Jean Paul calls his book on education Levana, and 
 entreats that this motherly goddess may give a father's 
 heart to fathers, and hear the praj'er which the title of 
 his book addresses to Her and justify it. He says : — 
 " The demands of the state, or of learning, unfortunately 
 rob the child of half its father. The education of most 
 fathers is but a system of rules to keep the child at a 
 respectful distance from them, and to train it more in 
 harmony with his comfort than the child's strength, or, 
 at most, under a tornado of wrath, to impart as much in- 
 struction as he can scatter. But I would ask men of 
 business what education of souls rewards more delight- 
 fully and more quickly than that of the innocent, who 
 resemble rosewood, which imparts its odor even while 
 being carved and shaped ? Oh ! what remains now of the 
 decaying world among so many ruins of what is noblest 
 and oldest, except children, those pure beings not yet per- 
 verted by the age and the world." 
 
 Educate, therefore, you parents, together, and the Work 
 will certainly be better done than either can do it alone. 
 
 During the first year of life, while the individuality of 
 the child still slumbers as a bud within its protecting en- 
 velope, let the little gem grow in the warm atmosphere of 
 love and joy. Only give play-room to the innate powers, 
 — merely guarding them from harm — and they will de- 
 velop of themselves. 
 
 Let us, in the physical education of the young child, 
 observe rules, and accustom it in all its requirements to 
 regularity. Nor need we be over anxious concerning its 
 voluntary screaming. Thus will we prevent it from be- 
 coming a little tyrant. It will feel itself under the law of 
 love, and in weakness twine itself joyously to the mother's 
 heart. Thus, without further trouble, we may banish every 
 
MENTAL DEVELOPEMENT. 
 
 71 
 
 tendency to ill-temper, disobedience and selfishness, the 
 only faults the young life can generate. 
 
 The cheerfulness of the mother and nurse, and their 
 joyous songs, will been livening, warming elements to the 
 young human bud. And here comes in, in one day, the 
 importance of affectionate and intelligent nurses, for what 
 the earnest, loving mother does for her little darling is 
 oftentimes undone by the ignorance of the nurse. 
 
 III. 
 
 What makes the parents, and especially the father, de- 
 spair, is the screaming and whining of the child. Let only 
 the little one cloud your world of happiness, and you 
 create a tyrant who cares nothing for your pleasure and 
 compels you to do whatever it wishes. In all such cases, 
 the parental calmness helps to quiet the childish turbu- 
 lence. The cause of the crying should be investigated 
 before any punishment is inflicted. If it is occasioned by a 
 fall, or by the pricking of a pin, a pleasant word, a song, 
 or little story drives it all away. But do not let the child see 
 your sympathy, for it will echo back what you feel, and only 
 increase your anxiety. Your good humor will strengthen 
 it, and make it happy again. 
 
 It is quite otherwise when the crying is caused by ill- 
 ness. Then let the mother's voice be mild, soothing, and 
 quieting, but yet affectionately and earnestly let her seek to 
 overcome the selfishness and obstinacy which is mingled 
 with the pain and the crying. Let not the child feel that 
 on account of its illness it can do without restraint. It 
 should not be permitted for this cause to dispense with affec- 
 tionate control. How much more severe and dangerous 
 this would make all children's diseases. How much trouble 
 their selfishness and obstinacy would create if it were not 
 overcome. Once however overcome, the child adapts itself 
 to the parental law, and after this many excitements, anx- 
 
72 FROM THE CRADLE TO THE SCHOOL. 
 
 ieties and cares are avoided. Then, during convalescence 
 from disease, there is often a long period of selfishness, 
 disobedience and ill humor, which torment both parents 
 and child. The latter has made a great step in the wisdom 
 of life when it learns to bear in silence some of the little 
 trials to which all human creatures are subject. This 
 softens and perfects the character while self-indulgence 
 and selfishness only roughen and harden it. And not a 
 little is done by the first affectionate training of the parents, 
 or their weak yielding through wrongly exercised love in es- 
 tablishing habits for life. Then often the child cries for 
 something it wants. Never let the little one gain its point 
 by crying. Let the father be firm and the mother like the 
 father. Let there be no capitulation,, no conditions of sur- 
 render. Even though you at any time deviate from your 
 commands, let it not be forced upon you by crying. Let it 
 experience your love, not your weakness, which to your as- 
 tonishment, perhaps, it quickly perceives, and through 
 it, makes itself your master. You will likewise be aston- 
 ished how easily, by uniform love and consistency, you 
 may bring up a joyous, happy child which obeys your com- 
 mands, and affectionately embraces you when you permit. 
 A child of two years old will control itself when the mother 
 says it will give her pleasure if it will go without the apple 
 which it covets. It listens to her and even finds pleas- 
 ure in doing what she wishes. I have seen a two-year- 
 old child, to which the mother had denied a biscuit, but 
 promised it later, play with the same for more than an hour, 
 break it into crumbs, and playfully bring them to the lips, 
 but eat none of it till permission was given. Do you not 
 believe that such a discipline aids in the early formation of 
 a character worthy of love and affection .'' 
 
 Finally, the child cries over a disappointment, a loss, 
 or from peevishness, or from fear. Disappointment or loss 
 you can easily cure by diversion. Children have, accord- 
 
MENTAL DEVELOPEMENT. 
 
 73 
 
 ing to an old proverb, " crying and laughing in the same 
 sack," and nothing is more true than this. Give it some- 
 thing to do, let it help you, tell it a story, and you may 
 quickly out of a crying child create a joyous, happy one. 
 Do not still the little mouth with sugar-plums and sweet- 
 meats. These means only answer for a short time and 
 awaken new demands, which of themselves may be the oc- 
 casion of ill-temper. That crying which comes from ill- 
 temper or anger should not be indulged, but its cause 
 should be understood before punishment is inflicted. If 
 the ill-temper arise from physical conditions, and the pa- 
 rental eye seeks to discover this, the manner should be 
 gentle. The adult also has his dark hours and days which 
 he is not able to master. How much more the easily af- 
 -fected child. Rather than punish, seek to amuse, to 
 occupy, to enliven it. If, however, it is only troublesome, 
 try a short emphatic '■'■ stillP This short commanding word 
 often has a quick effect. In every case it insists that the 
 child overcome its ill-humor, that it play, or busy itself 
 and close the door to its naughtiness. Sometimes a light 
 punishment does quickly what no amount of persuasion 
 can accomplish. Do not demand that the child obey you 
 instantly, but indulge the little one in a little muttering, and 
 be satisfied if it becomes good-natured by degrees. 
 
 No child should cry from fear, A child does not know 
 fear until it has learned it from others. No animal will make 
 a child timid, or terrified until it has first seen your timidity. 
 Your behavior acts contagiously. The child will inno- 
 cently watch the movements of the spider, even take hold 
 of it in its progress, if your call does not intimidate it. It 
 will watch the creeping of the mouse and its cunning eyes 
 if the anxious cry of the mother does not convert the little 
 animal into a monster. On the other hand, the fear of anjr 
 little animal is easily overcome if you show how pretty it 
 moves on the hand and how it behaves itself in your pres- 
 
74 
 
 FROM THE CRADLE TO THE SCHOOL. 
 
 ence. Every mood of courage or fear which the mother shows 
 acts contagiously on the child. 
 
 But is not fear a means of discipline, you ask ? If noth- 
 ing else succeeds in making the obstinate child obedient, 
 how does the threat of the nurse, or of the mother ? " There 
 comes the black man," or " the policeman will put you in 
 his pocket ; " " hear, hear, he is knocking," and now a 
 knock is heard, or some unnatural sound produced, and ac- 
 tually the child runs and hides its little head in your lap, 
 and does what you have commanded. Now you are satisfied, 
 and to-morrow you will do it again. We, however, are by 
 no means satisfied, and maintain that it is a sin against the 
 holy spirit of the child thus to deceive it, and to change its 
 frank, fearless nature into a timid, cowardly one ; a sin 
 against the holy spirit of the parents to transfer obedience, 
 which is the fruit of love and reverence, from themselves 
 to some hideous creature of the imagination. What have 
 you gained ? The child is afraid of itself. You have 
 broken its will, and daily, hourly, you must continue to 
 break it and newly excite its fear. Soon, however, it ob- 
 serves that the black man never comes ; that the knocking 
 has been done by the parent or by the nurse. Then it 
 knocks, and threatens you with its little hand, and cries 
 "boo, boo," and you laugh at its smartness. But does it not 
 occur to you, dear parents, that this easy means of govern- 
 ment, many have a bad influence on the tender nature of 
 the child — that without reference to the sad consequences 
 often produced by fear, you lay the foundation for faults 
 and crimes which, later in life, it will be difficult, perhaps 
 impossible, to cure ? 
 
 For what will be the influence of your talking and 
 laughing upon its pure and holy faith, upon its reverence 
 for you ? Do you think this is over critical ? Do you 
 think a child observes nothing of all this ? Truly it may 
 be harmless so long as it only frolics and plays, but no 
 
MENTAL DEVELOPEMENT. 
 
 75 
 
 seed sown is lost ; it takes root in the soft earth of the 
 human soul, and bears either sweet or bitter fruit. And 
 are you terrified at this, and wonder whence the seed came 
 which you have so dexterously sown with your own hand 
 amidst laughing, joking or threatening. For if the child — 
 it knows not how — has acquired the habit of regarding the 
 words of its parents as idle and false, how can you expect 
 it to have any regard for the sacredness of its own words ? 
 Are you alarmed when it tells you its first lie ? It is at 
 first wholly innocent, it only trifles for it does not know 
 the sacredness of truth. It speaks falsely, now from 
 pleasure, now because it is indifferent, now to gain some 
 coveted object, or avoid some punishment. But alas ! if 
 nothing checks it, the way is pathed and it will become a 
 liar for life. 
 
 Are you less untrue to your child when you wish some- 
 thing of it ? Do you promise it golden mountains in an- 
 other room if you wish to get rid of its presence ? promise 
 to take it with 3^ou when it comes back, meanwhile going 
 off and leaving it behind you ? It is true you will not see 
 its grief when you are away, and when you return it has 
 forgotten it all, but unobserved distrust of the words of 
 its another creeps into its little heart and truthfulness, that 
 jewel set in the human soul, becomes a matter of levity. 
 And yet you complain when your child does not keep its 
 promises to you, or when it repeatedly deceives you, as you 
 have before deceived it, and declare that you have always 
 taught it the sin of lying. 
 
 And do 3^ou complain that 3'^our child does not heed 
 you, does not obey you but some imaginary being ? Do 
 you complain that it has no respect for adults, that it is 
 rude and unmanerly and that no grown person can talk 
 when it is in the room ? You have shown it all your own 
 weakness ; in its presence you have spoken harshly of 
 your neighbors, acquaintances and friends, and yet you 
 
76 FROM THE CRADLE TO THE SCHOOL. 
 
 demand of it reverence for the adult, demand confidence 
 and obedience from your little one. Without reserve you 
 speak in its presence to your friends of its wise sayings, of 
 its beauty, of its lovely, gentle disposition ; or you talk of 
 its rudeness before its face, and do you expect modesty, a 
 sweet unconsciousness, a childish yielding from your 
 thoroughly spoiled darling ? 
 
 But let us return to the subject of fear. Is our age so 
 rich in strong and greaf characters' that we need weaken 
 and suppress those which Providence has given into our 
 hand ? Are not cowardice and effeminacy already suffi- 
 ciently abundant without our turning our homes into nur- 
 series for their culture? And do you not know that you 
 do this when you terrify and frighten your child, and it 
 detects the fact that you are only jesting in your talk of 
 the "black man ? " Yet it is terrified at your disagreeable 
 tones, and becomes easily frightened when it sees the 
 chimney sweep. Even all the vague forms and fancies 
 which have been impressed on its little mind are changed 
 into objects of terror, as they come up to its innocent eye. 
 Examples illustrating the truth of this must have occurred 
 to every one. A little girl, to which the nurse appeared 
 one evening dressed in man's clothing and was imme- 
 diately recognized yet trembled and shivered in fear as it 
 cried : " it is Emily, it is Emily," and it ran and hid itself 
 from the strange form, still crying " it is Emily." A three 
 year old boy whose parents never allowed the nurse to 
 terrify it with frightful stories, was presented with a pic- 
 ture book full of strange caricatures from which the nurse 
 read to it so that it knew all the verses from the beginning 
 to the end ; and to the delight of its parents, and its own 
 great pleasure, could read every page and turn over the 
 leaves at the right place. One morning as it lay in its 
 little bed a tall cook was scrubbing outside the door of its 
 little room, and the child listened to the strange noise ; 
 
MENTAL DEVELOPEMENT. 77 
 
 suddenly the door opened and over the top was to be seen 
 the head of the tall cook, who was standing on a chair. 
 " What is that ? " cried the child. " It is the tall Nicholas," 
 said the riurse. " He will stick you into the inkstand if 
 you are naughty ; see, he knocks already, don't you hear ? " 
 The scared child hid itself under the bedclothes of its 
 little bed, and the nurse was delighted at her practical 
 joke and repeated it at every opportunity. The mother 
 had no suspicion of this, but was'frequently startled at the 
 strange imaginings of her hitherto fearless child.. One 
 evening when the shadow of the lamp was reflected by 
 the window, it cried anxiously, " Mamma, mamma, what is 
 that ? " The mother took it to the window, showed it the 
 bright reflection and explained to it . that it was only a 
 shadow, when it became quite happy again. On another 
 occasion, as they were walking, they came to an out-door 
 bakery. The tins were being shoved into the oven, but 
 the child saw nothing ; it only heard the strange noises, 
 and was terrified, and seizing the mother by the hand tried 
 to drag her away ; " Mamma, mamma what do I hear," and 
 the child trembled in its whole body. It was gently taken 
 back to hear the noise once more ; it even went with the 
 mother into the building, saw all its arrangements, and 
 the friendly men at their work, and was much pleased as 
 it once more came out to the street. The mother was 
 thoughtful and perplexed. What had been done to her 
 innocent lovely darling. She demanded and discovered 
 the cause of the nervous fear of her little one. But already 
 bad effects had been borne. The child had lost its quiet 
 restful sleep. It had frightful dreams, was feverish and 
 restless, and awoke bathed in perspiration. By means of 
 cool pouring baths it was after a long time restored to its 
 accustomed condition of health. 
 
 The effects of frightening imaginative children are 
 incalculable. Aside from the fact that you change for 
 
78 FROM THE CRADLE TO THE SCHOOL. 
 
 life a brave, courageous child into a timid, cowardly one, 
 ever fearful of, and tormented by, the creatures of its own 
 imagination : who is able to say how much fever, how 
 many nervous diseases, indeed how often epilepsy have 
 their first origin in these follies ? And the forms of 
 terror which later in life stand about the bed of fever and 
 torment the sick one, know you whether they and also 
 other fears do not have their explanation in the reawaken- 
 ing of terrorizing forms and entertaining deceits which 
 had been put into the little head of the child ? Therefore 
 watch, you parents, carefully all your words ; for you do 
 not know what form they may take as they penetrate the 
 childish soul, and demand of the nurse as of yourself that 
 the angelic disposition of the child be preserved pure and 
 unperverted. Then will it be all the easier .and plainer to 
 bend it to your own will. 
 
 A great advantage of our time is to be found in the 
 artistic and beautiful picture books which are offered to 
 chiidren, books which delight rather than distort the imag- 
 ination, and give to their sense of beauty beneficial nour- 
 ishment. Let us give them the full benefit of these advan- 
 tages, always examining what we offer them. Let us em- 
 ploy no " StruTowelpeier,'" * nor other nonsensical book of 
 caricatures which confuse the head of the little one with 
 bad verses and terrifying forms. 
 
 IV. 
 
 If the unfolding of the child in the first year is only 
 like the swelling of the bud in the plant, in which every 
 part predicts fulness, strength, and beauty without deciding 
 definitely in what form it will first come to the sunlight, the 
 following year will, no doubt, indicate to the affection- 
 ate, inquisitive parent whether the envelope encloses a 
 twining vine, a brilliant, fragrant flower, or a storm-defying 
 * A German book of caricatures. 
 
ME NT A L DE VEL O FEME NT. 
 
 79 
 
 oak. And now let the parental eye be sharpened, in order 
 to correctly discern ; let the skilfulness of the hand grow, 
 in order to guide the child to a right developement. For it 
 is not a matter of indifference how you educate the young 
 human being, and how you treat the individuality which 
 slumbers in every human bud awaiting its developement ; it 
 is not a matter of indifference whether you have found the 
 right word with which to call forth the treasure which lies 
 hidden in every human breast, and which often eternally 
 sinks when the redeeming power, which alone is able to 
 bring it to the light, has been forgotten and lost. 
 
 Every child carries in the germs of its own nature its 
 highest possibilities. This, however, must be recognized. 
 The indwelling strength must be understood in order to be 
 brought to perfection. Hold every innate power high, and 
 seek to destroy none. Strive to polish and smooth where 
 any power appears to be in excess. It cannot too often 
 be repeated, that no faculty is to be weakened but only its 
 opposing faculty is to be strengthened. If you think an 
 excess of energy will develop into violence, do not sup- 
 press it by fear and discouragement, but cultivate the love 
 in order to round out the excessively strong character. 
 Neither should the too gentle nature be hardened by 
 ridicule, or neglect into a more calculating creature, but let 
 the understanding be strengthened, and the judgment 
 sharpened, in order that the heart may gain its counterpoise 
 when it threatens to mislead the head. Let this be the 
 general rule, though in the first years of life, when the 
 foundations of character are being laid rather than its indi- 
 vidual peculiarities cultivated, this cannot be fully carried 
 out. And now the first means of training and culture be- 
 come a matter of interest. We mention first, obedience, 
 which we consider as educational in its character, though 
 it is not the end of education. What a distorted, depend- 
 ent creature you would educate if your child should obey 
 
8o FROM THE CRADLE TO THE SCHOOL. 
 
 everybody as it does you, bending its will to the command 
 of every stranger, But_>'<77v demand obedience in order to 
 be able to educate at all ; how could you educate and 
 govern without it? yet you should demand it as the fruit 
 of the love and confidence of your child. Therefore train 
 it to be so obedient to you that it shall never know how to 
 be otherwise. To this end watch over every command and 
 prohibition. Be moderate in both, and above all things 
 consistent. 
 
 Rousseau asks that every fault of the child receive its 
 punishment as a natural consequence, and that it should 
 appear to proceed from the disobedience, as burning does 
 from contact with fire. We cannot agree with this. Aside 
 from the difficulty of always accomplishing this, a child 
 should not stand under the law of necessity. To avoid this 
 and to demand evidence of love from its parents remain 
 its rights. Your will should be a law to it which in love it 
 joyfully follows. Let your commands and prohibitions be 
 honestly and frankly uttered, not flatteringly disguised for 
 the sake of making them agreeable. On the contrary, the 
 child should feel that it must yield to the higher authority 
 even though its own wish may incline it otherwise. In 
 order, however, to gain this unconditional and joyous 
 obedience, forbid and command only when it is actually 
 necessary, never in order to gratify your own whims or 
 convenience. Do not grant in one hour what you. forbid 
 the next, or the reverse. And when you have forbidden, 
 do not allow yourself to be coaxed out of what you believe 
 to be right. Be firm, and if you cannot withstand the 
 coaxing of your child, and would grant its wish, do it in 
 some other way, so that it shall seem to the child a new 
 free-will gift, which will afford it double joy. 
 
 Give to every child as much freedom as is beneficial and 
 necessary to its best developement. Incessant forbidding 
 confuses it and prevents the action of any definite rules. 
 
MENTAL DEVELOPEMENT. 8 1 
 
 On the contrary, the- child thinks that you treat it unjustly, 
 and would only torment it by too many prohibitions, and 
 amid the perpetual change of interdict and command, it 
 has no chance to recognize that which is really good and 
 necessary. They appear to it arbitrary and unjust, and it 
 will be very easily inclined to set its little will in opposition 
 to them. For firmly implanted in every child, is a strong 
 sense of justice ; it yields to any just command, but it de- 
 fiantly strives against arbitrariness and injustice. There- 
 fore, blind obedience is not the highest thing which you 
 should try to obtain from your child. Where it is possible, 
 give reasons for what you demand, provided it is able to 
 understand ; and, if you have only at times convinced it, 
 it will be much easier satisfied, because mamma or papa 
 wish to have it so, since they are sad when it does not 
 obey and happy when it is good and obedient. 
 
 A child inclined to obstinacy and disobedience should 
 be commanded and forbidden less than one of a more 
 pliant nature. Leave it to its own inclination as long 
 as this can be done with safety. You will thus act on it 
 beneficially, and it will be less inclined to follow bad in- 
 clinations. Whenever it is necessary, however, command 
 and forbid, and do not yield a hair's-breadth. While the 
 child is left to do as it pleases, so long as it does no harm 
 to itself or others, it should also feel that every necessary 
 command must be obeyed, and that neither by entreaty or 
 defiance can it gain any advantage over you. Do not be 
 angry over faults which will of themselves disappear, and 
 do not torment your chiid with things which it will learn of 
 itself when a little older. Politeness is one of these things. 
 Teach your child early to be modest and respectful, and as 
 a fruit of this, it will grow to be polite and agreeable. A 
 formal and subservient child is an absurdity. Permit rather 
 that the child once while visiting — and take this to your 
 special consideration — should say something coarse and 
 
82 FROM THE CRADLE TO THE SCHOOL. 
 
 vulgar, if it is true, rather than forbid it to tell the truth. 
 Of course, it should only be permitted to speak when it does 
 so politely, or when it is spoken to. The visitor will always 
 find an excuse for the open, frank behavior of a child ; 
 but if he is foolish enough not to excuse, you had better 
 endure his anger than to take upon yourself the sin against 
 its frankness and truthfulness. Teach your child carefully, 
 as if it were the will of Heaven, to behave in no wise 
 differently towards those of high position than towards the 
 lowly. Let it have the same respect for the worker as for 
 the highest in rank in your circle. Let it know no other 
 rank than that of age, and to this end your own examples 
 must serve. Otherwise, you bring up only cringers and 
 hypocrites, common souls ! Do not compel a child to 
 answer in an affectionate manner, or directly at the moment 
 in the presence of strangers. If it is not disposed to talk 
 or to childish joyfulness, let it go unobserved, or send it 
 out, but not in anger, when you have visitors. The latter 
 is generally best. You cannot otherwise easily protect the 
 child's ear from injurious influences which the conversation 
 of the adult all too easily exercises on it ; nor can you 
 otherwise protect yourself in that unnatural stillness which 
 you often require. 
 
 Do not let your child hear the so-called polite lies of 
 fashionable life in the presence of visitors. It is not able 
 to distinguish the line differences which society puts on 
 them. It hears only the untruth, and naturally imitates 
 the example placed before it. 
 
 Do not send your children on visits. Let the house 
 and garden be their places for playing and of thriving. 
 As visiting dolls they become dwarfed and shrivelled, and 
 you have the chagrin of constantly seeing them most un- 
 lovely when you wish to show them to the best advantage. 
 They should not, however, be deprived of the society of 
 those of their own age. If children visit one another for 
 
MENTAL DEVELOFEMEiVT. 83 
 
 social play they are in their element, in their own little 
 world, and enjoy themselves, and develop in mind and 
 character more than by the serious conversation of the 
 adult. Play is of infinitely more importance to the life of 
 the child than superficial, surly judgment dreams. From 
 children's theatres, which some think are innocent because 
 children play in them — which of itself is thoroughly un- 
 natural — and from children's parties and balls, which to 
 the disgrace of our age are now fashionable, protect your 
 child as ' from poison. What we have heard from eye- 
 witnesses and from mothers who have been foolish enough 
 to take their children to them, even though they ridicule 
 them at the same time, sounds truly like old tales in which 
 human beings as gnomes enchantingly move about. All 
 the superfine lyxuries of our elegant society are trans- 
 ferred to the world of innocence and cheerfulness, and 
 only excite rivalry in displays of elegance in clothing, 
 food and drink. We are shocked at the thought of seeing 
 these frizzled heads with fashionable clothing, embroid- 
 ered pocket handkerchiefs, white silk gloves, enchanted 
 out of their own heaven, and the next day to be seen sick, 
 with spoiled stomachs. And when an elegantly adorned 
 little seven-year-old boy invites a beautiful five year old. 
 partner to dance, we turn away indignant and deeply 
 saddened from the caricature into which purity and heaven- 
 ly beauty have been distorted. 
 
 As a natural consequence, the splendor of these so- 
 called children's parties increases with the age of the 
 children. Liveried servants bring the invitations, and no 
 formality is forgotten. What climax yet remains to the 
 parents for the pleasure of their growing children ? Do 
 you not see with fear the crowded theatre, with its frivolous 
 operas, comedies and farces ? Whether in salon or cellar, 
 no place is empty, the boxes being crowded with families, 
 almost from the grandmother to the grandchild ? There 
 
84 FROM THE CRADLE TO THE SCHOOL. 
 
 listen they all amidst laughing and pleasure to the ex- 
 hibitions of immoralities in attractive dress, and are 
 ashamed if a new play has been repeatedly given without 
 their having seen it. Even the ten or twelve year old 
 children relate among themselves, on the school benches, 
 the witticisms which happily they do not yet comprehend, 
 and hum over the frivolous melodies whose impurities 
 they are not able to understand. Do you not feel that 
 3'ou thus make them indifferent to that which is pure or 
 impure, that you blunt that fine sensitiveness which shrinks 
 back from contact with that which is low and vulgar ? 
 Do you think that by such means you can give them fine 
 moral and social culture ? Oh, you bitterly deceive your- 
 selves. The freedom of behavior which you give to them 
 is premature, thoughtless superficiality. This fulness to 
 satiety, instead of giving them cultivating pleasures, 
 makes them indifferent to every true youthful joy. Low 
 passions are continually excited in the hearts of those on 
 whom no impure breath should have rested. And when 
 you believe you have fitted your children for the world, 
 you have only placed old heads on youthful faces, without 
 youthful freshness and youthful grace, and without enthu- 
 siasm for all those great high and noble principles which 
 move the world. Out of these youth can the world be 
 newly created and ennobled ? 
 
 Do you not see the difference between such children 
 and those brought up and allowed to bloom in the simpli- 
 city and innocence of childhood ? Does it not do your 
 soul good to see the gently unfolding maiden, lively and 
 joyous in her' childish freshness, not timidly shrinking 
 away from innocent pleasures, but instinctively holding 
 herself aloof from every impurity ; with affectionate and 
 gentle behavior towards all her associates, thoughtfully 
 listening to those whose conversations afford opportunity 
 for improvement ? She would willingly endure no Offen- 
 
MENTAL DEVELOPEMENT. 85 
 
 bach opera, no frivolous farce. 'Her mind is nourished 
 by the classic masterpieces of our people, and from them 
 she derives enjoyment and delight. Would you exchange 
 your gentle and modest daughter for the noisy and con- 
 ceited one who ridicules innocence and simplicity ? And 
 look at the youth who are growing up with the beautiful 
 maiden, the brothers and their playmates. Does it not 
 rejoice your heart to see the tender care which they con- 
 stantly exercise for their sister ? Their bantering is not 
 ridicule, but harmless, overflowing mirth. Their laughing 
 quickens the soul, for it has not the breath of frivolty and 
 badness. Their whole life is a foaming overflow which 
 rejuvenates and freshens the parents and the aged. See 
 them again as they collect together and earnestly discuss 
 scientific questions, harmlessly and without boasting, as 
 before in mirth and play, yet thoroughly in earnest and 
 true to the highest thought that inspires them. See the 
 sister laugh at the richness of the knowledge of the 
 brothers which she happily learns if her own attainment 
 does not extend so far, and how tenderly she cares for all 
 that the brothers require. Is not the vision of their youth- 
 ful forms refreshing to you ? Do you not rejoice in their 
 intellectual and physical unfolding in freshness and beauty ? 
 And do you not feel that these are the youth upon which 
 we who are old may look with hope and pride as the sup- 
 porters of the future of our people ? Out of them will it 
 b^ born again and raised up. They will carry forward to 
 completion what their fathers blessed and nourished. And 
 tranquilly may we close our eyes to the world if we are 
 able to leave to it such a posterity. 
 
 Turn your attention, therefore, dear parents, to your 
 hearts and your families ; look into the eyes of your children 
 as parents alone are able to look ; reject the perversity and 
 corruption which the world admires, and labor to give to 
 our people faithful supporters of the greatness of our future. 
 
86 FROM THE CRADLE TO THE SCHOOL. 
 
 Let us now return from this digression to the nursery, 
 oh, holy simplicity ! remain thou the Divinity which shalt 
 rule therein. 
 
 V. 
 
 From the nursery there comes to us a question, which 
 perhaps cannot be easily answered, and which, on that 
 account, we must more thoroughly examine. See this 
 little lively boy with his great blue innocent eyes calling 
 constantly to the mother and telling her of the faults of 
 the brothers and sisters. The nurse calls to him and says, 
 " Fie, to the little boy who is always telling of others." 
 Now, should the mother permit this, or make her authority 
 felt against the nurse ? We sa}', take your little boy in 
 the arras and look him in the eyes. Can these innocent 
 laughing stars find pleasure in the punishment of its 
 brothers and sisters. No, no ! it is the frankness and 
 truthfulness of his soul which impels him to tell every 
 thing to his mother which moves his little heart. He 
 does not even deny what he has done that is wrong, though 
 he may not bring this information so quickly. Protect 
 him, therefore, in his frankness, and do not permit the 
 hateful names of tattler and informer to be applied to him. 
 But every instance of reporting the faults of the brothers 
 and sisters cannot be regarded as an impulse to truthful- 
 ness. Therefore prove your child before you praise or 
 admonish it. If it comes to you secretly and betrays what 
 has happened ; if it shows a sort of malicious pleasure 
 when its brothers and sisters are punished, or covers its 
 own faults by the accusation of its playmates, then repel 
 it firmly and thoroughly, and let it not have the pleasure 
 of rejoicing that others are punished, but rather let it re- 
 ceive the entire punishment which it would inflict on the 
 innocent. On your own part, however, avoid all prema- 
 ture judgment, and act only after you thoroughly under- 
 
MENTAL DEVELOPEMENT. 87 
 
 stand the motives ; for, on the one side as well as on the 
 other, faults of character may be increased instead of 
 cured by an error in your decision. 
 
 One of the worst enemies in the nursery is selfishness. 
 How is it to be met ? Goethe says : " When I see in the 
 little creature the germ of all virtue, of all that power, 
 which it will ever find necessary ; when I see in selfishness 
 all the future steadfastness and firmness," etc. A father 
 and a learned professor says : " The selfishness of the 
 youth I must break ; how shall I make any thing of them 
 to long as only they have their own way ? " Now which of 
 these is right ? • Both are right and both are wrong ; and 
 the latter especially when he establishes this as a univer- 
 sal rule and carries it to extremes ; when he does not 
 individualize, that is, distinguish the peculiarities of each 
 child and treat it in accordance with the laws of its nature. 
 If every example of selfishness were cherished and in- 
 dulged as a prophecy of future firmness and stability, 
 education would be impossible. The nursery with six 
 little selfish imps, all worshipped by the parents as future 
 examples of resoluteness and firmness, would soon make 
 their rights felt, and drive out of their nursery-bedlam 
 their parents themselves, where, were they rightly trained, 
 the same children would be the angels of light to their 
 lives. If every manifestation of selfishness were to be 
 broken by corporeal punishment from the father, so long 
 as he could use his hand, as that professor just mentioned 
 did to his own little son, or as another father — we say it 
 with horror — did to his little daughter, how much tender, 
 deep feeling would be destroyed, how much beautiful 
 creative strength be perverted into defiance and cruelty ! 
 
 Therefore, dear parents, as God lays each child 
 specially in your arms, bear it carefully to your hearts. 
 And though you have ten children, each demands its 
 peculiar individual treatment. 
 
88 FROM THE CRADLE TO THE SCHOOL. 
 
 The little boy previously mentioned as a tattler was 
 by nature somewhat selfish. He was very good and 
 pleasant and required but little punishment. But the 
 mother once punished him for selfishness when he was 
 about three years old. She put him into a closet to re- 
 main until he would yield and do what had been de- 
 manded. But the little defiant head sobbed continually, 
 and nothing could move him to do as the mother wished. 
 Then she took him out of the closet upon her lap and told 
 him how the mother was grieved by his selfishness and how 
 she would be rejoiced if he would embrace her and do 
 what she required, and how every thing would be lovely 
 and sweet between them as always before. Then, amidst 
 tears, he kissed the mother, the beautiful eyes laughed 
 once more, and he did quickly and joyfully all that punish- 
 ment had failed to accomplish. The mother took this 
 hint concerning the nature of her child thankfully, and 
 guarded herself from punishing it on account of selfish- 
 ness. With gentleness and affection she appealed to its 
 understanding and heart, and although there remained 
 something of obstinacy, even after its twelfth year, it once 
 said to its mother, after she had denied a coveted wish, 
 " Mamma, if thou were not an angel, I believe I should be 
 terribly enraged ; but now I must love you, and I am, 
 therefore, almost content." 
 
 Even if every, child is not gently enough disposed to be 
 guided by words of love acting on the understanding of a 
 powerful nature, and requires a stronger curb yet, we say 
 with Jean Paul : " No power is to be weakened, but only its 
 opposite power strengthened^ If the will of the child is too 
 strong, then cultivate its love. And this you cannot do by 
 cruel punishment. Any punishment is cruel that darkens 
 the horizon of the little one, leaving no outlook to the 
 heaven where parental love and tenderness dwell. Occa- 
 sionally, perhaps, the will must be bent — mark it well — 
 
MENTAL DEVELOPEMENT. 89 
 
 bent, but not broken ; but then have sympathy for the 
 thoughts and feelings of the child, and never confound 
 them with your own. Jean Paul says: "Never let there 
 be any contention between the parental and childish ob- 
 stinacy : the one carrying his point by force, and the other 
 suffering and enduring defiantly. After a certain amount 
 of effort, let the grieved child experience the victory of No ! 
 You may be certain it will in future avoid so painful a con- 
 flict." 
 
 What most promotes selfishness in the child, aside from 
 the inconsistencies and contradictions of the parents, is 
 the disposition of adults and the older brothers and sisters 
 to tease and torment it. Even in Zoological Gardens our 
 indignation is aroused by the folly of intelligent people 
 plaguing and tormenting unintelligent animals. Does your 
 superiority require flattery by comparing your greatness 
 and self-importance with weak and helpless animals ? You 
 would not like to have this done to your own or your 
 friends' children. You wish only, as in Zoological Gar- 
 dens, to amuse yourself by the comic posturing, by the 
 harmless snarling, by the droll answering, the angry reply- 
 ing and crying ; by striking them, and then p>erhaps quieting 
 by laughter and petting. Or, if they pay no attention to 
 you, you kick them and otherwise annoy them in order to 
 arouse their anger. What parents can see such ill-be- 
 havior in their children without reproving themselves for 
 their bad training. In this case the ill-behaved ones are 
 the parents and the adults, and it is they who awaken 
 passion, selfishness, and bad behavior in the child, which 
 perhaps can never be set at rest, especially if it is contin- 
 ued through the years of weakness and impressibility. 
 Were all parents impressed with the holy duty of watching 
 over the child as the highest gift of God intrusted to them, 
 ai the duty of awakening and nourishing in it all the 
 beauty of its young soul, and of suppressing every germ of 
 
go FROM THE CRADLE TO THE SCHOOL; 
 
 evil, such beginnings as often bear as bitter fruit as folly 
 itself can imagine would never offend our eyes and trouble 
 our hearts. Measure your duty, you parents, by these in- 
 nocent trifles, as you call them, and at no moment regard 
 them as so insignificant that they can be allowed to do 
 their harm with impunity. 
 
 We will now consider the benefits to be derived from 
 the nursery by the children. Give it to them if it is in 
 your power ; for it is a most excellent means of education. 
 It should be a free place for the child, where it can work 
 off its excessive energies. Here it can play, rejoice, shout, 
 scream, jump, and then you can demand, when it is in your 
 presence, that it shall be quiet and restrain itself, so far as 
 your convenience, your wish, and your bodily comfort de- 
 mand. If you have your child constantly about you, you 
 must either be its slave, or do it the injustice of fettering it 
 to suit your convenience, your health, your visitors, and of 
 suppressing its natural love for action. With all your love 
 for your child, and all your desire to do right by it, you 
 become now indulgent and allow it freedom, now firm 
 and confine it to strict limits, and angrily punish it if it 
 oversteps the prescribed boundaries. Wherefore do you 
 do this ? What has it done 1 It has only followed the 
 earnest promptings of its nature, which can be developed 
 only by activity and the exercise of its strength. The op- 
 portunity for it to do this should not be wanting if it is 
 possible for you to grant it. The nursery is the child's 
 world, its own dominion, its romping place. Let the fur- 
 niture in it be as simple and as strong as possible, and do 
 not punish the child if it sometimes breaks something, 
 unless it has been done in anger or ill-temper. Guard 
 yourself from punishing for breaking or destroying things, 
 even those you prize highly ; but consider first how it hap- 
 pened. Was it not weakness, or want of skill on the part 
 of the child ? If so, warn it to be careful in future, but do 
 
MENTAL DEVELOPEMENT. gi 
 
 not punish. To those whose limited means do not permit 
 of roomy dwellings, with space for the nursery, the public 
 Kindergarten is an admirable assistance, which we will 
 only refer to here, and consider more fully in a subsequent 
 chapter. The child will find in it a rich substitute for the 
 limitations of the parental dwelling, and also joyous com- 
 panions who will add to the pleasure of every play and 
 every occupation. 
 
 VI. 
 
 A most excellent remedy for bad conduct in the nurs- 
 ery, one which works better than the rod behind the look- 
 ing-glass, one that makes reproof and scolding superfluous, 
 is the gratification of the impulse to activity, which is one of 
 the strongest, most imperative, and justifiable in the childish 
 nature. Disregard it, and there is at once an outbreak of 
 unregulated power, which is soon turnad into a passion to 
 destroy. The reproach against the child for destructive- 
 ness is unjust. It has an impulse to create ; its destructive- 
 ness is but a new creation, or remodelling, and will only 
 appear when the impulse to activity is not properly nour- 
 ished and guided. 
 
 Play is the natural expression of the impulse to activ- 
 ity, and it often conceals a wealth of creative talent in the 
 childlike and yet godlike nature. Let us listen to its reve- 
 lations ; let us enter into the spirit of its harmless, appar- 
 ently insignificant phenomena, and let us also become as 
 one with the child in its plays. We shall be astonished to 
 see how much we can learn from these revelations, how 
 much they will show to our soul's eye the embryonic nature 
 of the child as under the touch of a magic wand, so that 
 the harmless, often too-little-regarded play becomes a 
 school of knowledge and a system of education. Do 
 you not see, dear mother, how sweet and refreshing are 
 the paths which lead you to wisdom. Pursue them with 
 
92 FROM THE CRADLE TO THE SCHOOL. 
 
 childish purity and motherly clearness of vision, and the 
 holy bond which unites thee to thy child will twine about 
 thee more closely and intimately. Joyfulness is the soil in 
 which play thrives best, " but it should not be mingled 
 with mere pleasure," says Jean Paul. "Play that is ac- 
 tivity will keep children cheerful. By pleasure I under- 
 stand every first agreeable impression, not only of the taste, 
 but also of the ear and the eye. A plaything gives in the 
 first place pleasure, by seeing it, and only afterwards cheer- 
 fulness by using it. Pleasure is an irritating, burning spot, 
 not an all-embracing warmth on the excitable skin of the 
 .child." It is activity which makes the child cheerful and 
 happy. The common plays of children, unlike ours, are 
 nothing but the expressions of earnest activity clothed in 
 lightest wings. 
 
 " Never forget that the plays of children with inanimate 
 things are important, because for them there are only living 
 things. A doll is as much a human being to a child as a 
 baby is to a woman ; to children every word is a reality. 
 In animals the body alone plays, in children the mind. 
 Life meets them on every side, and they cannot compre- 
 hend death, or any thing dead, and therefore the happy 
 beings animating every thing surround themselves only with 
 life. But among richer realities fancy fades and grows 
 poor ; consequently do not surround your children, like 
 princes' children, with a little world of the toymakers ; do 
 not give them eggs colored and painted over with figures, 
 but white, for they will soon hatch from their own heads 
 the colored feathers. Give no plaything whose end is only 
 to be looked at, but let every one be such as leads to work. 
 For instance, a little complete mine after being a few 
 hours before a child's eye is altogether gone over, and 
 each tiny vein is exhausted ; but a box of building materi- 
 als, a collection of detached houses, bridges, and trees, by 
 their ever-varying location, will make him as rich and 
 
MENl'AL DEVELOPEMENT. 93 
 
 happy as an heir to a throne, who makes its mental dispo- 
 sition known by rebuilding his father's palace in the park." 
 
 Jean Paul was the forerunner of Frederich Froebel. We 
 have placed these extracts from his Levana before the 
 reader for the purpose of showing the affinity between his 
 spirit and the creations of Froebel. The latter built his 
 system of education upon the child's impulse to activity. 
 Like Jean Paul, he used only the simplest and most un- 
 adorned playthings, and let the child itself build them into 
 such forms as its imagination conceived of. The charm 
 which they themselves create remains eternally new, and re- 
 joices and cultivates at the same time. Into his rich soul he 
 has taken up the plays of children, and in them discovered 
 the laws of the most thorough, harmonious, and beautiful 
 culture of childhood. Like Jean Paul, he brought the child 
 into .the closest relations with nature. In his Kindergar- 
 ten were plants and animals which the children cultivated 
 and took care of, and thus was a love for both implanted 
 in the soul. His plays unite with the phenomena of nature 
 and character, and since they bring the children into joy- 
 ous companionship cultivate body, mind and heart at the 
 same time. He has elevated play, the dearest companion 
 of the child's earliest and most innocent years, to a high 
 educational mission. The cultivating pow.er of the Kinder- 
 garten, as of Froebel's system of education, will first come 
 to its full value when applied to all children, and when the 
 school is conducted in accordance with those principles 
 which it gives to the earliest years of childhood. The 
 time will come, for already opposition is ceasing; and, 
 as Pestalozzi and Diesterweg, with their systems of object- 
 teaching, are no longer banished from the school, so will 
 Froebel be taken in to form a trio, and lead on to that per- 
 fection in education which those masters before him began. 
 
 The state has its root in the family, and rejuvenates it- 
 self from the nursery. Let us then all work steadfastly 
 
94 
 
 FROM THE CRADLE TO THE SCHOOL. 
 
 and courageously together — educators, as well as the little 
 devoted community of the followers of Froebel — men and 
 women, mothers and fathers — unweariedly and incessantly, 
 in the great, never-too-highly-to-be-regarded work of edu- 
 cation, and we shall help to path out the way which cer- 
 tainly and without deception leads to the culture, morality, 
 industry, and happiness of the entire people. 
 
MORAL DEVELOPEMENT. 95 
 
 CHAPTER IV. 
 
 MORAL DEVELOPEMENT. 
 
 When we have carefully cared for the child physically, 
 listening from the moment of birth for the first awakenings 
 of its mental and moral faculties to discover its nature, and 
 striven to develop and lead it in harmony well therewith, 
 we have at the same time not only prepared for its moral 
 developement, but we have already commenced it. 
 
 Does the mental developement of the child differ from 
 the moral ? The distinctions are fine ; but we may regard 
 the moral as the crown of the intellectual developement. 
 For the physical education, then, we demand of the parents, 
 knowledge concerning the nature of the child ; love, and 
 faithfulness, and consistency in applying it ; and for the 
 child, law, and regularity of treatment. The same founda- 
 tion is required for the earliest mental education, and if 
 these are fulfilled, we have at the same time laid the basis 
 of all moral developement in its heart. 
 
 Is, then, intellectual without moral worth conceivable ? 
 Experience answers in the affirmative. However reluctant 
 we may be to admit the existence of knowledge without 
 a corresponding moral elevation, yet the life of man shows 
 that even those with the highest intellectual gifts and 
 achievements often disregard and deny the demands of 
 morality. We are, therefore, compelled to take into con- 
 sideration the moral training of the child. Pestolozzi de- 
 
^6 FROM THE CRADLE TO THE SCHOOL. 
 
 rives, in all simplicity and beauty, the cause of virtue, of 
 every moral culture, from the earliest relations of the child 
 to its mother. Love, confidence, gratitude, respect, pa- 
 tience, obedience, conscientiousness, religion — all originate 
 in his view from the vivifying and inexhaustible spring 
 that streams between the mother and child ; from the first 
 purest love relation of mankind, that is of the child for its 
 mother. The young being learns from its mother to know 
 and to exercise all those virtues which later it transfers to 
 its fellow-men, and when the soul is sufficiently developed, 
 to God. We have already shown the necessity of love, 
 confidence, obedience, and truthfulness to the first unfold- 
 ing of the intellect, and these virtues are a sure foundation 
 to a broad moral culture during life. 
 
 II. 
 
 " Mothers, teach your children to love — that is, love them." 
 
 With this first sweet lesson, you path and make plain 
 to the child the way to those virtues, which not only orig- 
 inate in love, but strike their roots deep into it. The 
 earliest impulse of love in the child is not the moral love 
 which we may regard as a virtue, but it is the basis upon 
 which may be established qualities that in time shall ele- 
 vate love to morality. A child which has been surrounded 
 by its parents from the moment of its existence with ten- 
 derness ; which the mother has constantly cherished and 
 cared for with love and solicitude, will, if it is healthy and 
 strong, be an angel beaming forth happiness, which will 
 not only delight the eyes of the parents, but of all near to 
 it. The charm of innocence, and the purest and most 
 beautiful joy in the germinating creature penetrates our 
 heart, so long unaccustomed to unclouded happiness. See 
 how the young child manifests delight towards every one 
 around it, and exults still more when father or mother ap- 
 
MORAL DEVELOPEMENT. 
 
 97 
 
 proach ! There is a constant rivalry among its friends to 
 make it happy, and how sweetly does it reward them by its 
 shouting, springing, and laughing. No moment is more 
 refreshing to the eye of the adult than this. The child is 
 a beautiful picture of loveliness, and that it is so is due to 
 that parental love which prepares the soil in which it so 
 wonderfully thrives and gives promise of such excellent 
 fruit. But, dear parents, thus far only the soil is prepared ; 
 do not imagine that the fruit may be left to grow and ripen 
 as it will. Oh, there are many fine children, and " our 
 child " is always the sweetest and best ; and yet the world 
 is so poor in high, great, and beautiful natures, and so 
 many parents have been deceived in the high hope which 
 they have built on their children. The sweet darling 
 which makes you happy stands now in the centre of the 
 universe, which appears to have been created only for it. 
 Every thing is its own. Every thing submits to its wishes. 
 Why should it not be a happy, joyous creature ? But when 
 it grows, and understands and distinguishes its will from 
 yours, will it likewise be as joyous and submissive? The 
 affectionate parents who find their love in doing every thing 
 for the child which it wishes ; in never contradicting its de- 
 mands, however foolish they may be ; who also require of 
 all who attend it, submission to its will, so that not even a 
 breath shall disturb its happiness, who by their own sacri- 
 fice think to accustom the child to love, will they actually 
 train a happy, affectionate, tender being ? Suppose it were 
 possible to establish ever}'^ thing in the house according to 
 the will of the child ; suppose it were so well organized, 
 that in spite of the permission to have its own way, it 
 should never overload its stomach, should remain protected 
 from diseases whose uncomfortableness would not yield to 
 its will ; in short, suppose that even nature itself and cir- 
 cumstances submitted to the convenience of the child, what 
 a playmate it would be if it were to come into contact with 
 
 7 
 
q8 FROM THE CRADLE TO THE SCHOOL. 
 
 Other children. Certainly it should not have brothers and 
 sisters, for if every child were to grow up in its own will, 
 how can it remain undisturbed by the will of others ? See 
 it now in the circle of its playmates. How it is astonished 
 when they contradict it ! How it wonders at the demand 
 of another child, which would also have its own way ! See 
 how it stamps at it with the feet, and strikes, and scratches, 
 and even bites. Is this your tender, joyous, and happy 
 child ? The love with which such a child is trained the 
 common world calls " ape loTe," and the world is right ; for 
 nothing has been granted to it which must not be taken 
 away, if even a tolerably endurable being is to be reared. 
 If the child's love is to become morally fruitful, it must 
 develop into trust, gratitude, patience, and obedience ; 
 then will love become to it a continuous source of pure en- 
 joyment. 
 
 Pestalozzi says : " The mother must take care of her 
 child, nourish it, govern it, make it happy. She cannot 
 do otherwise ; and the child is cared for, made happy, and 
 the germ of love is unfolded within it. Now an object 
 comes before its eyes which it never saw before. It is 
 astonished, afraid, and cries. The mother presses it firmly 
 to her breast, fondles it, diverts it ; its crying ceases, but its 
 eyes yet remain suffused with tears. The object appears 
 again. The mother takes it in her protecting arms, it 
 laughs again ; now it cries no more, but answers the smiles 
 of the mother with joyous, unclouded eyes. The germ of 
 confidence has been unfolded within it. The mother 
 hastens at every demand to its cradle. In the hour of 
 hunger she is there. When it is thirsty she gives it drink ; 
 when it hears her footsteps it is silent ; when it sees her it 
 stretches out its hands ; its eye is radiant as it lays on her 
 breast ; it is satisfied. Mother and to be satisfied, are to 
 it one and the same thought it thanks. The germ of love, 
 of confidence, of thankfulness, soon expands. The child 
 
MORAL DEVELOPEMENT. gg 
 
 knows the footsteps of the mother ; it smiles at her shadow. 
 It loves whoever looks like her. A being that resembles 
 the mother is a good being. It smiles at the form of its 
 mother ; it smiles at the human form. Whoever is dear to 
 the mother is dear to it also. The germ of human love, of 
 brotherly love has been unfolded within it." 
 
 In like manner Pestalozzi develops patience, obedience, 
 and a knowledge of duty and of right from the first inter- 
 course of the child with its mother. First out of this un- 
 folding of the habit of love, moral love enters into the soul 
 of the child. From love to you, oh parents, your child 
 obeys you. If you demand what it does not wish, or deny 
 what it craves, it obeys you nevertheless willingly, for it 
 trusts your love wholly, and obeys you joyfully. This is 
 moral obedience, which must be preceded by patience and 
 self-control. It has nothing in common with fear and a 
 servile spirit, and is only rendered by the child to those 
 towards whom it feels love, confidence, and gratitude. It 
 is the "task of the parents to maintain this feeling in the 
 child, not only towards themselves but towards others. 
 Thus is implanted in it all unconsciously love for humanity. 
 But it will not so willingly and lovingly obey and trust in 
 you, if your commands and forbiddings are not always il- 
 luminated by love, if, not arbitrariness, caprice, and con- 
 tradiction, but carefulness, earnestness, and firmness call 
 'forth the love. To a wider acquaintance will its heart 
 quickly respond, if you do not restrain it by loveless words. 
 Let your child, therefore, only hear you speak of others 
 kindly and pleasantly. Would you speak of the faults of 
 others, do not do it in the child's presence ; or, censure 
 the fact, the conduct, but not the person. Do not praise 
 it at another's expense. In general, do not praise, but 
 only say this or that is pretty, lovely, well done, even though 
 you are much pleased. So will the child acquire a love 
 for that which is good, without thinking of itself. It will 
 
100 FROM THE CRADLE TO THE SCHOOL. 
 
 give to others — to friends, companions, and playmates— 
 the same love that you give to it, and you will have no 
 trouble in training and accustoming it to friendliness, 
 heartiness, and love. 
 
 Children thus trained, when at a later age coming into 
 intercourse with those not brought up according to these 
 principles, are astonished and scarcely able to believe that 
 human beings are so different from what they had thought, 
 and that it is possible for children to be so disobedient 
 and quarrelsome towards their parents. But the danger 
 for them is over. Their characters have been formed. 
 Their hearts soften and warm with enthusiasm towards all 
 who are near to them. Every social virtue has been so 
 cultivated that their further developement in self-indepen- 
 dence may go forward without fear of their falling into 
 danger. Children thus educated are astonished when, at 
 a later period, they come into contact with those whose 
 early training has been wholly different from their own. 
 They are shocked to see children disobedient and quarrel- 
 some. But there is no danger of their being contaminated, 
 for their characters are already formed, and their hearts are 
 full of love for parents and all related to them, whether 
 near or remote. Every social virtue has been cultivated 
 in them, and their future developement in all that is noble 
 and good will proceed as a natural growth. 
 
 The protecting of the child from all that it should not 
 hear, can only be accomplished by the possession of a 
 nursery. You cannot be continually thoughtful of your 
 own words when the child is always with you, and your 
 visitors are even less thoughtful than yourself, so the child 
 hears and learns much that should be kept far from it. A 
 mother who thinks she is doing the best thing for her 
 children by not allowing them to go out of her presence, 
 commits a great mistake. If the circle which surrounds 
 them is a select one, the children become prematurely de- 
 
MORAL DEVELOPEMENT. xox 
 
 veloped, stuffed with knowledge they are not able to com- 
 prehend, pretentious, opinionated, and are robbed of their 
 simple unconscious childhood ; in short, the imperishable 
 charm of innocence is lost. If the circle is less select the 
 injuries which may be done to the child's soul are in- 
 calculable. Therefore, whenever you are able, allow to 
 the children the pleasure and the simplicity of the nur- 
 sery. 
 
 But you parents whose limited conditions do not per- 
 mit you to give a special nursery to your children, do not 
 think therefore that you cannot train them well. Only it 
 will require double the exertion on your own part. If 
 thou, dear mother, art compelled to receive all thy visitors 
 in the presence of the children, and would not have it do 
 them harm, thou must have the courage to beg of thy vis- 
 itors the avoidance of conversation which is not proper 
 for the children's ears. Thy sense of propriety must teach 
 thee not to speak about the developement, the peculiarities, 
 and the dress of the children ; not to talk too much about 
 thy own dress ; not to allow unfavorable expressions con- 
 cerning acquaintances, conversation about servants ; in 
 short, to avoid much which in our daily life is indeed very 
 difficult to avoid. 
 
 What the nursery shall provide, and what not, of edu- 
 cational means, the parents must decide. They must do 
 more, they must also accustom the child to a greater self- 
 denial. The larger ones who need to study in the same 
 room where the little ones play and the mother receives 
 her visitors, must early learn to concentrate their attention, 
 and not permit it to be distracted. The little ones must 
 be accustomed early to moderate their overflowing spirits ; 
 in short, a check must be applied to all, otherwise mutual 
 disturbances will be unavoidable. The tendency to pre- 
 cocity, even under the most excellent training, will often 
 appear in children, and will be manifested in their inter- 
 
102 FROM THE CRADLE TO THE SCHOOL. 
 
 course with others. Even when they do not presume to 
 take part in the conversation of the parents they will, in 
 their absence, express improper opinions of visitors and 
 adults. If they are not guarded from it they will speak to 
 the servants in a tone which no child should be allowed to 
 indulge in ; they should always treat them as adults, with 
 respect, and not be allowed to know of any difference in 
 their station. 
 
 In view of all these difficulties, our desire for a nursery 
 is justified, even though it costs some sacrifice. But 
 where the conditions absolutely forbid, some evils that re- 
 sult from the want of it may be avoided by good manage- 
 ment, while others must be patiently borne. 
 
 Where there are a large number of children the help of 
 the older brothers and sisters comes to the support of the 
 parents. They keep the little ones busy, give them instruc- 
 tion, and relieve the parents of their constant presence. 
 In short, what the careful parents have done for them, 
 where conditions required it, they do for the younger ones, 
 and thus help to overcome those difficulties which, under 
 more favorable conditions, are easily mastered. 
 
 As love to man, so can you establish in the heart of 
 the child a love for animals and inanimate nature. Teach 
 it to respect and love all creatures, and even plant-life. 
 Respect them yourself, and you will thus teach the child to 
 respect them. Never permit the least cruelty towards any 
 animal. " It hurts the poor animal." When you say this 
 the heart of the child responds, and will in future be influ- 
 enced by it. Scatter food for the little birds in its pres- 
 ence, and show how they pick it up, and are delighted. It 
 will also share their pleasure, and even joyfully contribute 
 to it. Show it how the birds themselves scarcely eat, but 
 cany food in their little bills to their young. Let it see 
 how affectionately they feed them, and teach them to fly 
 and sing. So will you create friendly relations between 
 
MORAL DEVELOPEMENT. 1 03 
 
 the child and the birds, and it will not again injure or hurt 
 them. Teach it that the little animals can feel like the 
 birds ; that they have young which they love, and it will 
 also regard their lives, and it will respect and care for 
 them. If it would rob an animal of its freedom, even with 
 the view of tenderly caring for its welfare, ask it how it 
 would like to be placed in a golden room with splendid 
 food and drink, but not allowed to go to you, or to its broth- 
 ers and sisters again in the field or garden. You would 
 not thus make it sentimental, but teach it to regard and to 
 respect the freedom and life of other creatures as its own. 
 The flowers it also changes into living things. If it 
 ■pulls them out of the ground, wantonly to throw away, say 
 to it, the earth is their mother and weeps for its stolen 
 children. Take it carefully with its roots out of the 
 ground, plant it in the flower garden, and show it how it 
 again grows and blooms under your and its care. Plant 
 also a kernel of corn in the ground before its eyes and 
 show how it develops, strives towards the light, and how it 
 thrives and rejoices in the air and sunshine. How much 
 culture of the heart you may thus give to the child ; how 
 much intellectual nourishment you may unite with it, 
 which, because the child learns it through the eyes, does 
 not strain but, as play and pleasure, rejoices and elevates 
 its soul while it cultivates. 
 
 III. 
 
 If you have influenced your darling to have love for 
 you and your surroundings and for plants and animals, it 
 will not be difficult for it to understand right and duty, 
 MINE and THINE. Since it loves, it will willingly divide 
 what has been given to it with you and others, and thus 
 give them pleasure. You should teach it early to give only 
 what is its own. If you permit it to feed the little birds, 
 
f04 FROM THE CRADLE TO THE SCHOOL. 
 
 let it take its own bits of bread ; it then does good actually, 
 without boasting and self-admiration. Otherwise it only 
 sees how you do it. But take nothing from it without per- 
 mission. Let it feel that its own property and rights are 
 regarded, and it will unconsciously respect the rights of 
 others. Illustrations will come to your aid. If the child 
 would make a noise and play when you demand rest, tell it 
 what you have done for its happiness and ask it whether it 
 will not contribute to your peace and rest ; give it a quiet 
 occupation near you, and let it know how satisfied you are 
 if it quietly and cosily enjoys its pleasures by your side. 
 Even if you cannot sleep as you would like, for the child 
 cannot get along without some questioning and whispering, 
 your heart is nevertheless rewarded in seeing the self-con- 
 trol of the child, and its respect for your rights as well as 
 its own. 
 
 It will have the severest test of its rights and duties 
 among its playmates. " Do not unto others that which you 
 would not have them do unto you," is a proverb so simple 
 that a child may easily understand it. " How would it 
 please you if your brother should take your playthings 
 and should strike at you if you would not let him take 
 them.'"' You can say to the -little brother, " you are not 
 allowed to do that," or " it will grieve mother." 
 
 The nursery is the training school for many virtues. 
 The larger brothers must learn generosity, and yielding ; 
 they should give up to the little one when it is possible, 
 and not strike back when it strikes ; " for the little brother 
 is yet too small to understand that it hurts you, and you too 
 were once as small as it is now, and mamma has treated 
 you as you should now treat it." Of course the peace of 
 the house will sometimes be broken, but reconciliation will 
 soon take place and all will have learned something of their 
 rights and duties. 
 
 When children are of the same age, or have come to 
 
MORAL DEVELOPEMENT. 105 
 
 years of responsibility, their rights and duties must be re- 
 garded as equal. 
 
 We often see the obligations of hospitality exercised by 
 young children. In their own nurseries they play the part 
 of host, and give their best things to their little guests, 
 modestly reserving the least for themselves. This is a 
 most beautiful instinct. 
 
 Conscience developes in the child when it understands 
 right and duty. It then feels that it has done wrong, and 
 learns the sensation of shame and of repentance. These 
 feelings, however, quickly pass away as do all others with 
 the child, and this is as it should be. A gentle word from 
 the mother at such a moment takes deep root and promotes 
 its moral developement, and makes it know its duty and 
 what the rights of others demand from it. Reproof, even 
 a little while after a wrong act has been done, is contrary 
 to the nature of children. They quickly forget that they 
 have sinned and do not understand your continued sorrow. 
 They either think that you are cross, or they try to escape 
 from your presence. Both are wrong, and you should 
 guard against them. An impressive, earnest word is suffi- 
 cient, after which the child has a right to its accustomed 
 motherly tenderness. So will you accomplish more than if 
 you admonish them till the earth is watered with a hundred 
 tears. 
 
 After the child has become older, reproof may produce 
 a good effect, even if given some little time subsequently to 
 the wrong-doing. 
 
 Avoid also very sentimental admonitions. In many 
 cases the emotions of the child are not yet sufficiently 
 awakened to comprehend them, in which case it remains 
 indifferent, and this is best for the child, though not for 
 you ; for you loose your hold on it whenever you fail in 
 an attempt to influence it. But there are some finely organ- 
 ized children who will be influenced more than is for their 
 
lo6 FROM THE CRADLE TO THE SCHOOL. 
 
 good. The plastic nature receives a too deep impression, 
 or it is overcome by the excess of feeling, and thus be- 
 comes blunted at the time when the emotions should 
 first be awakened, that is, when the developing character 
 has acquired some strength and power of resistance. 
 From this guard your child. 
 
 Jean Paul says, " Such beings are either deficient in 
 feeling, or are crushed by an excess of it. Feelings, flow- 
 ers, and butterflies live the longer, the later they develop. 
 Any thing physical or intellectual that is certain to become 
 an actuality in the child, may begin too late without 
 danger, but never can too early." 
 
 And here remember that you have only to create the 
 soil and provide room in order that the feeling of right 
 may, as love and confidence, be cultivated and strength-. 
 ened. You will be astonished to see how easy the practice 
 of all the virtues becomes to the pure and beautiful nature 
 of the child, how your own educational strength and 
 your understanding of the inner life of your darling grows, 
 and how you more affectionately love it as it grows older, 
 and the tasks of education multiply. 
 
 IV. 
 
 Simultaneously with the growth of conscience you may 
 demand truthfulness. Be inflexibly true yourself, and let 
 nothing tempt you to speak an untruthful word to it. In this 
 way truthfulness will be cultivated. Training acts largely 
 negatively. Keep evil away and good will spring up of 
 itself. Protect the child's holy faith in your integrity and 
 infallibility, and the beauty of truthfulness will not depart 
 from it. It is more than mere example that acts on the 
 irrepressible nature of childhood ; it is the atmosphere of 
 purity and innocence which protectingly surrounds its 
 soul, guarding it from the breath of lying and impurity. 
 
MORAL DEVELOPEMENT. 
 
 107 
 
 Hold a lie so impossible that you cannot believe your child 
 would utter one. Say to it, " My child would not tell a 
 lie." Speak confidingly to it, if you doubt, and its beaming 
 joyous look will assure you, or its shamed face will sink 
 down, and, tenderly embracing you, it will promise never to 
 utter another untruth. Be very guarded in using the word 
 lie lightly; and, if it must be spoken, say it with a sadness 
 and aversion which shall impress itself upon the child. 
 Remember, besides, that a child scarcely knows any thing 
 of lying before its fifth year. So it should be, and truth- 
 fulness become a part of its very being, first through habit, 
 and then through an observance of your action and life. 
 
 The freer and more affectionately you train your child, 
 the less will it be tempted to lie. Fear is the father and 
 weakness the mother of lying. It made the ancient Ger- 
 mans, who were not allowed to live in freedom, dishonorable 
 slaves ; and it is an evidence of a servile spirit which a free 
 man should fly from as from a corroding evil which ban- 
 ishes him from pure intercourse with mankind. 
 
 In the case of very young children, the imagination is 
 often the mother of lies and therefore of untruthfulness. 
 It causes them to exaggerate concerning things and places 
 they have heard talked about. Even their dreams at night 
 are brought forward into their waking life and related 
 as if they had been actually lived. Do not, therefore, be 
 too strict concerning such things, for they are not the 
 germs of untruthfulness. 
 
 Demand faithfulness in keeping promises, and permit 
 no flight of the imagination to let it escape. Say to it, 
 " Thou hast promised, thou art bound, and cannot be ex- 
 cused." Be also true to your own promises. Fulfil them 
 to the child even if it is difficult, and when you tell it how 
 difficult it is, and that you keep it because you have 
 promised, escape not indifferently from it. You do not 
 know, dear parents, how you implant or destroy the germs 
 
lo8 FROM THE CRADLE TO THE SCHOOL. 
 
 of all that is high and good by your own being and doing. 
 To train yourselves, therefore, is the first and most difficult 
 task in the training of your children. 
 
 To deceive a child in order to pacify it, or make it sub- 
 missive, or to whatever end, is, from what has already been 
 said, absolutely wrong. Guard yourself against exaggera- 
 tion, and do not permit it in the child. Exaggeration is a 
 lie, even if not from a bad intent, and leads away from the 
 truth. The child always exaggerates, because it lacks a 
 full understanding, clearness, and definiteness. A hundred 
 thousand million times is not so much to it, because it does 
 not know how much a hundred is ; and if it measures its 
 love for you by that great number, take it pleasantly and 
 laughingly, and not as an indication of something bad. A 
 child also fails to comprehend the extent of time and space. 
 A little girl said : — " I am now four years old, and can call 
 mamma when I am alone ; one would not always be alone. 
 But soon I will be five years old. Then I, too, shall be a 
 mamma, and sleep alone, and call no one more." This the 
 little girl said v/ith full conviction, and you could not think 
 she said it to deceive and pacify you. For her the four 
 weeks till her birthday seems an eternity, and what is be- 
 yond that is infinite. In such a case accept quietly the 
 promise, and remind her of it when she is five years old, 
 demanding that she shall keep it. It will at least be a spur 
 in this direction. It is the same with the measure of dis- 
 tance. " It is as far to the sky as to the moon," says a 
 little child, and she does not think that very far, for if it is 
 very small, it grasps after the moon with its little hands, and 
 believes that its mother could bring it down. These are 
 indeed untruths, but not lies ; and you may joke and laugh 
 with it concerning them if it gives you pleasure. 
 
 When a child, in speaking of things which it has seen 
 or heard and exaggerates almost infinitely, you must, 
 indeed, make some allowance for its power of imagination, 
 
MORAL DEVELOPEMENT. 109 
 
 and gently check its excess. Show the child that it could 
 not have been so, and demand that it tell you correctly of 
 those things it sees and hears. It will then correct itself, 
 and be reminded at another time to watch over, and not 
 allow the imagination to continue such unlimited exercise. 
 
 If you would not have your child hastily blurt out ^ 
 falsehood, give it time to collect its thoughts, to think and 
 remember the right and the true, and quietly to express it- 
 self. Be guarded from asking a child if it has told a lie, 
 but appear rather to know, in order that it may not be 
 tempted to continue a deception that it may hide an un- 
 truth. " Upon thy forehead I see it written," said I once 
 to a little girl, who wonderingly answered, " but there is no 
 paper and ink there." " And yet I can read," answered I 
 to her, " all that is in thy little heart plainly upon thy fore- 
 head." In saying this you do not tell the child an untruth, 
 for if you understand it rightly, you can read in its dear 
 eyes whether it has done right, or whether a wrinkle lies 
 in its little head, which as soon as possible must be made 
 smooth. Do not teach your child to conceal or keep secret 
 about any thing, not even a birthday or Christmas pleasure. 
 You may say to it, we will surprise papa, and not tell him 
 beforehand ; but if the child lets it out, take it laughingly, 
 for the keeping of a secret is a flower which is developed 
 from later moral strength and, if demanded too early, may 
 develop into untrifthfulness. 
 
 Likewise is the forbidding to tease of doubtful wisdom. 
 Say to the child, " You always get what is good for you if 
 mamma is able to grant it ; " but then be mindful to do 
 this. Then if the child teases, do not be severe with it. If 
 what it wishes not for its good, be decided, and do not 
 grant it. The child marks well where you are easily over- 
 come. If it is not bad for the child, give it affectionately, 
 in spite of the fact that teasing is not permitted. Finally, 
 says Jean Paul, " Since truthfulness is a conscious virtue. 
 
1 1 o FROM THE CRADLE TO THE SCHOOL. 
 
 and sacrifice is the blossom, nay the pollen, of the whole 
 moral growth, it can only grow with its growth, and open 
 when it has reached its height. You have only to keep 
 away weeds while you give it freedom, save it from over- 
 powering temptations, and forbid all soul-bending customs 
 (such as compelling a child to return thanks for a whip- 
 ping, and to make obeisance to strangers)." 
 
 The further growth of truthfulness we may confidently 
 expect from the more complete growth of the child's soul. 
 
 V. 
 
 " The open heaven of childish frankness let nothing close, not even the blush of 
 shame." 
 
 From truthfulness we easily pass to the subject of 
 modesty. Of modesty the child does not need to learn. 
 Guard the eye and the ear from impure sights and words ; 
 accustom it to keep its body pure. It may for those things 
 which must be spoken learn other designations which only 
 you and it understand, and so there will be no embarrass- 
 ment in the presence of strangers, and you will be spared use- 
 less, perhaps injurious teachings. If it in innocence offends 
 the eye, tell it not to do so, because it is not pretty, and an 
 impressive " Pfui " has more effect than a whole series of 
 rules. We have little more to say on this subject, for why 
 should the child be ashamed. Its form is that of its 
 Creator, and is there any thing on the earth more beautiful. 
 Does it not feel most free and happy when it has kicked 
 the clothing off itself or, when it is older, capers about the 
 room with nothing on. Such beautiful sights we need not 
 indeed bring before company, but may not the parental 
 eyes be refreshed and enlivened by them ? 
 
 Nothing is worse than that false modesty which covers 
 up and hides where the child's eye sees nothing but inno- 
 cence and pure nature, and when it will only too soon ob- 
 serve that there is something which must be hidden, and 
 
MORAL DEVELOPEMENT. II I 
 
 which it strives to uncover and unriddle. In this way you 
 create the evil you would avoid. 
 
 If truthfulness is a blossom of the moral nature, modesty 
 is a beautiful bud which appears to unfold without your 
 special care. You have first of all only to act as a guard, 
 to keep off what is impure, and surround with that which is 
 lovely, pure and beautiful. Be yourself what you would 
 make your child, and you have done all that is required. 
 
 A practical lesson may be given here which might have 
 found place under the department of physical education. 
 Let the child always sleep with its little hands outside of 
 the bed-covering. Aside from the fact that it is healthier,* 
 it enables you to regulate habits and protect it from 
 threatening evils. 
 
 Let your child grow up in innocence, and do not 
 teach it too many things which it must avoid. The fig- 
 leaves of our first parents covered their guilt. So long as 
 they remained in innocence they did not require them. 
 
 Do not separate the sexes too anxiously. Boys brought 
 up with girls are more chaste than boys brought up by 
 themselves. In America, the sexes are educated together 
 and, from the elementary school to the universit}'^, drink 
 from the same fountain of knowledge. Nowhere is there 
 greater respect for women than there. This is one of the 
 many significant things the old world has to learn from the 
 new, and a very important hint for our own education, and 
 not for the first years of life only. 
 
 I mistrust a girl of twelve years who is shocked if a 
 young man enters her sleeping-room. Pure innocence 
 knows not that she has any thing to fear. And when the 
 mother says to so young a child that she cannot leave the 
 room during the lesson hour for fear the teacher will toy 
 with her locks or stroke her cheeks, she brushes aside 
 the breath of innocence from the face of her child, and 
 turns her mind in a direction which it should not go. 
 
112 FROM THE CRADLE TO THE SCHOOL. 
 
 Without such admonitions it steps fearlessly over, as a child 
 over the border of an abyss, because it has no misgivings 
 and does not tremble before its depths. 
 
 Oh, let the child remain in its innocence and simplicity, 
 so long as a good fate permits it ! If it at any time by a 
 word or a remark violates the demands of our so-called fine 
 society, you have given its heart a purer bloom than coy- 
 ness ever can be, which — mark it well — may easily conceal 
 a poison in its calix. 
 
 Fear not ! Your child will experience the first true 
 blush of shame when the rising sun of womanhood shines 
 upon it. It will not shrink back with undue sensitiveness 
 at the sight of that which is innocent, but at the first ap- 
 proach of impurity its sound heart will send the life cur- 
 rent to the cheeks, revealing there the emotion of anger or 
 of fear. Only where the eye and the ear of the child have 
 been accustomed to coarseness, will the beautiful illumina- 
 tion of the blush be denied it. 
 
 You who give thoughtful care to your children ; you who 
 watch over and protect them, fear nothing. They will re- 
 main pure and unperverted to you, and the voice of shame 
 will awaken at the proper time. The great song says so 
 beautifully, " Awake not love before it demands awaken- 
 ing ; " we may say the same unchanged of shame. 
 
 VI. 
 
 " One religion after anotlier perishes, but the religious sense which creates them 
 all never dies." 
 
 " As long as the word God continues to be heard in 
 any language, it directs the eye upwards," says Jean Paul. 
 But how is the child to be taught to look upward ? The 
 highest moral developement of man is in the culture of re- 
 ligion and the young child receives its rudiments beauti- 
 fully. Do not teach it of God by stories, and the imagina- 
 
MORAL DEVELOPEMENT. 
 
 113 
 
 tion, but let it take in the highest and holiest through its 
 feelings and emotions. In the case of great natural phe- 
 nomena, in joy, fear and sorrow, speak the word God, and 
 the child will of itself unite the feeling of sublimity with the 
 name of God. " Newton, who uncovered his head when 
 that great name was spoken, would without words have 
 been a religious teacher of children," says Jean Paul 
 with deep truth. Let the child experience reverential and 
 holy feelings when the name of God is spoken, and under 
 its breath the highest and holiest will be awakened. The 
 Infinite cannot be comprehended by degrees, but at last 
 it will be perceived and understood. 
 
 The whole universe of the eternal and incomprehensible 
 lies slumbering in the child ; otherwise you could not 
 arouse it by any word. Therefore the child understands 
 you, when the holy in you addresses itself to the holy in it. 
 For holiness is there earlier than unholiness, as innocence 
 earlier than guilt, and the ideal than the real. When the 
 child loves and thanks you, say to it, that what you do for 
 and give to it, you do not have of yourself, but from God, 
 who is greater than you, and without whom you would be 
 nothing and unable to do any thing for it. The child must 
 therefore love and thank Him as well as you, for He loves 
 it and you also. Say to it, if it is good and does what you 
 wish, it pleases God, who sees every thing. Then teach it to 
 thank God in few and simple words, and teach it to think of 
 Him at its waking and sleeping. The child's prayer should 
 be short and in the simplest childish words. Let the folded 
 hands and the upturned look receive only for a moment 
 the light of the Holy One, and longer do not let the words 
 which bear it into the kingdom of the infinite continue. 
 At first give to the child the words of its little prayer; 
 when it is older let it clothe its thankfulness and its wishes 
 in its own childish language. 
 
 Before a meal with a waiting stomach and palate, it is 
 
114 
 
 FROM THE CRADLE TO THE SCHOOL. 
 
 unnatural to pray. When it is satisfied let the child thank. 
 When it is out of doors and happy at its plays, tell it that 
 God created every thing so beautifully ; even the setting 
 sun, the starry heavens, and the silvery moon are his work. 
 Show it the flowers in their beauty, and lay open to it their 
 variety ; show it in what wisdom the animals have been 
 created, how their limbs move like its own, and say to it 
 that no one but God is able to make and create every thing. 
 In this way you fill its soul with love and reverence for 
 God without giving it any false views, without filling its lit- 
 tle heart with fear and terror where it should learn only to 
 love and to adore. 
 
 More than this, you should not undertake to do in the 
 first years of life. 
 
 The farther unfolding of the religious nature should be 
 reserved for a future period in life. 
 
 VII. 
 
 These are the principles which you must give to your 
 children as a foundation for morality. Cherish and care 
 for them, dear parents ; watch over them and forget them 
 in no moment of your lives. So will their training become 
 to you a dear, high, and a holy duty which in its fulfil- 
 ment gives an illumination that enables you to understand 
 those beings you carry in your hearts, and whose own lives 
 blend into yours. Consider always that you form the en- 
 tire being in the child, and therefore let every moment of 
 your life with one another be full of significance. Do not 
 forget to place yourself on a level with it, and what you 
 give to it or demand of it adapt to its nature, not to yours. 
 For only the like and corresponding are taken up and as- 
 similated by the like. Whatever is in excess of this is lost, 
 or obstructs and injures as useless ballast. 
 
 The culture of the child should be harmonious, so that 
 
MORAL DE VEL OPE ME NT. 1 1 5 
 
 its body, mind, and disposition may grow and unfold to- 
 gether. Thus alone will childhood give forth the blos- 
 soms which later promise fruit, delighting, rewarding you 
 at the same time. As under a transparent veil, you will 
 in anticipation behold the future man on whose culture 
 you have worked with high hopes, and with a heart full of 
 emotion you will implore a blessing from above on the 
 high and holy work of human education. 
 
 " All these virtues which adorn the race were once 
 germs under the hand of the Educator." 
 
 " So let us then with the short arm of the child, that is, 
 with the long arm of the lever, build and move the future, 
 and patiently and bravely help to advance the good of our 
 age and undermine the evil." 
 
Il6 FROM THE CRADLE TO THE SCHOOL 
 
 CHAPTER V. 
 froebel's system of training. 
 
 Pestalozzi and Froebel, however great their influence 
 in the school, are and must ever remain, pre-eminently the 
 teachers of the mother. They teach her to understand the 
 mind and heart of her child, and to train it in accordance 
 with nature. It was the mission of Rousseau to expose the 
 unnaturalness of the old systems of education which,founded 
 in ancient ignorance and prejudice, disregarded the real 
 nature of the child and suppressed with the rod that which 
 should have been wisely and tenderly cultivated. To 
 Pestalozzi and Froebel was reserved the higher task of 
 finding and entering upon the better way which the moth- 
 ers are to follow in learning the nature of the child and in 
 unfolding its innate powers. 
 
 Pestalozzi in his book for mothers, " Leinhard and 
 Gertrud," has furnished a guide that cannot be excelled 
 in simplicity, truth and beauty. In his own time he greatly 
 influenced some of the noblest of women, and a queen, 
 Louisa, was moved to tears by the deep truths which he 
 uttered. Yet although more than half a century has since 
 passed, he is still known only to the noble few. Among 
 the common people, whom he addressed with such philan- 
 thropic earnestness, and in whose plain speech he wrote, 
 he is yet a stranger. His influence has indeed been deeply 
 felt in the public schools; but to the mothers among the 
 common people he is almost unknown : they have scarcely 
 heard his name. 
 
FRO EB Ens SYSTEM OF TRAINING. 117 
 
 In the object teaching of the public schools, in the 
 thought and word exercises and in our general methods of 
 elementary instruction, Pestalozzi's principles have been 
 introduced in spite of the prejudice and opposition that 
 has sought to narrow and suppress them, and they can in 
 the future never be banished, but will rather be expanded 
 and perfected through Froebel's system, and with the gen- 
 eral prevalence of his teachings they will find their ulti- 
 mate triumph ; for Froebel gives a more tangible form to 
 that which Pestalozzi conceived and began. Pestalozzi 
 teaches through words and through the objective action of 
 the child, and he enables the mother to develop this ac- 
 tivity. He teaches the child not at first in the school, and 
 not alone by the word and object method, but begins his 
 training with the very beginning of life, under the guidance 
 of the mother, and teaches it to reproduce that which it has 
 learned by word and by sight, thus fixing it permanently in 
 the mind. This method, the voluntary reproduction of 
 that which has been learned, Froebel applies both in work 
 and play; and since he receives children into the kinder- 
 garten from the age of three years and there delights them 
 with his wonderful gifts and beautiful songs and plays, he 
 makes them thus to a certain extent the teachers of the 
 mothers, who do not otherwise know of him, for they relate 
 at home all that they have seen and learned at the school, 
 and thus initiate the mother into the new method of in- 
 struction. 
 
 II. 
 
 What is Froebel's system of training and in what does 
 Its application consist ? " Only in a sound body dwells a 
 sound mind." This is the most excellent truth upon which 
 Froebel has based his educational system. His object is 
 the uniform and complete culture of body and mind, that 
 
Ii8 FROM THE CRADLE TO THE SCHOOL. 
 
 is, complete human developement, and to this he found his 
 way by listening to the teachings of Nature ; and since 
 Nature commences its work with the beginning of life, he 
 also did not hesitate to commence his educational work at 
 the same point. 
 
 With the birth of the child the senses begin to unfold 
 and to receive impressions from the outer world. To bring 
 these impressions gradually to the mental consciousness 
 and to develop them is his chief aim ; and in this he 
 stands alone as an originator and pioneer. Rousseau 
 exposed the great defect of former educational systems in 
 leaving the senses undeveloped, so that in darkness or in 
 the presence of mysterious sounds even adults are as 
 helpless as children, being the victims of fear, terror, and 
 the creations of the imagination. How high a degree of 
 culture the senses of hearing, smell or touch are capable 
 of, and how they may replace the sense of sight, we learn 
 from the experience of the blind. Rousseau shows how to 
 cultivate the senses by means of play. Froebel has taken 
 the hint from him and has applied it to a still earlier 
 period of life. He cultivates the senses from the very 
 beginning. Sight, hearing and touch, the recognition of 
 color and form, rhythmic and harmonious sounds, all find 
 in his system a prominence no where else accorded to 
 them. By means of a ball suspended over the face of the 
 child in the cradle he would awaken a sense of form and 
 color; and as soon as the child is able to grasp the ball its 
 form and properties act still further upon the sense of 
 touch. 
 
 A soft ball of a bright color (red, yellow or blue) is 
 enclosed in a net-work of woollen yarn and suspended be- 
 fore the child's eyes. It either remains at rest or swings 
 to and fro, and is intended to convey to the mind the full- 
 est impression of a single object, complete in itself, and 
 immovable in the relation of its parts to each other ; and 
 
FROEBEUS SYSTEM OF TRAINING. 
 
 119 
 
 as it presents to the tender eye a single and unbroken sur- 
 face, it acts harmoniously upon it, while other objects con- 
 fuse it by tlieir irregular angles and surfaces until the 
 faculty of perception is more perfectly developed. The 
 mother causes the ball to swing gently, and accompanies 
 this with song. Thus while the attention of the child is 
 directed to the rhythmical motion, the ear receives the 
 voice and the eye, with the perception of form, receives 
 also an impression from the single bright color of the ball. 
 A number of balls of different colors are successively used 
 for this purpose. 
 
 Froebel assumes that by this exercise a permanent 
 impression, though unconsciously received, is made upon 
 the child's mind during the process of its developement. 
 
 With ■ the increasing intelligence of the child and its 
 greater capacity for grasping and holding, increases also 
 the significance and the complexity of the ball-play. The 
 small size of the ball allows the childish hand to grasp it, 
 and its softness guards against harm, while its mobility 
 renders a great number of plays possible, in the contri- 
 vance of which Froebel is quite inexhaustible. 
 
 In this, his first play-gift for the child, he illustrates the 
 principle to which he adheres throughout, the principle of 
 complexity in unity and of the most varied and original 
 work with the simplest material. 
 
 To act is the first impulse of the unborn and still more 
 of the new-born child. Through this impulse Froebel 
 seeks first of all to work. Action must in the beginning 
 be unrestrained : later it should be directed and cultivated. 
 
 Froebel penetrated deeply into nature and discovered 
 its laws. As the seed encloses the germ from which is to 
 be unfolded the tree with its trunk, branches, leaves and 
 roots ; as the egg encloses the material from which is to 
 be developed the bird with all its wonderful appliances of 
 life and motion ; as the stone can take on no other form 
 
I20 FROM THE CRADLE TO THE SCHOOL. 
 
 than that which its crystalline nature determined for it 
 from the beginning ; and as every form of life is unfolded 
 progressively in accordance with the eternal law from 
 which nothing can for a moment escape, so must also 
 human nature be submissive to the law of its being, and 
 the task is now to learn this law, which, before Froebel, 
 no one comprehended, though his predecessors anticipated 
 and sought it, and having now found it we have only to 
 follow it consistently from the birth of the child on 
 throughout its life. 
 
 In the first year this training is by means of the ball- 
 play and the motherly and cosseting songs, during which 
 every limb of the child is brought into beneficial action, 
 while the faculties of hearing and attention are well de- 
 veloped by the voice of the mother. 
 
 It has been well said, that " Nothing enters the mind 
 except through the senses, and all that is received by the 
 senses exerts an influence upon the mind." This expresses 
 the foundation principle of Froebel's system, which acts 
 through the senses upon the mind from the very beginning 
 of life, though at first unconsciously. The child learns un- 
 consciously the use of its senses and limbs, and adults, 
 without the aid of science, employ all their faculties cor- 
 rectly. Science only teaches us the laws of nature, the 
 laws of growth, existence, and decay upon earth, and 
 throughout the universe ; and although we may never attain 
 to a complete knowledge of creation, though this may re- 
 main to us forever a mysterj', we gain nevertheless, through 
 study, great power over the forces of nature. Water and 
 fire, the elements once the most dreaded, have become our 
 servants, as we see in the wonderful power of the steam- 
 engine which gives to man strength to realize his greatest 
 mental conceptions, and by doing his work affords him 
 leisure for still higher achievements. We may not create 
 a plant without the seed, but our knowledge of the laws of 
 
FROEBEUS SYSTEM OF TRAINING. 121 
 
 plant life enables us to improve every species, and even 
 animal life submits to the same culture under the scientific 
 care of man. The winds and the clouds are influenced by 
 the planting or removal of trees, and by the drying of the 
 soil. The same power that generates the lightning has 
 become our messenger to bear our thoughts over the 
 world. And shall mind alone remain inaccessible to hu- 
 man investigation 1 Are its laws independent of those 
 which govern the body ? Or may we not in this higher 
 sphere of existence also cultivate, ennoble and beautify 
 through a knowledge of the laws that pervade the whole 
 universe ? Through ignorance and perversion of natural 
 law the art of instruction is degraded as the latest and 
 richest of the natural sciences, chemistry, was degraded by 
 the alchemists of the middle ages, who made it subserve 
 only the arts and tricks of jugglery and witchcraft, while 
 the new education is disregarded simply because it is new, 
 and because it is easier to reject and denounce without re- 
 flection than to investigate and understand. 
 
 Froebel was filled with the conviction that the mind as 
 well as the body is subject to natural law, and that only in 
 the harmonious growth and welfare of both does man attain 
 to his highest estate. And as nature acts upon the child's 
 mind through its senses from the beginning, he admonishes 
 parents to promote nature's work by intelligent co-opera- 
 tion with it in its unfolding action, thus with the beginning 
 of the child's life beginning also that education which is 
 to lead the human race to a higher destiny. He was in- 
 spired by his high calling and appeals to mothers as his 
 co-workers. " My mission is to the mothers," he often 
 says ; *' they must be my co-workers if I am to be heard 
 and understood, and they can understand me better than 
 all the school-men and the learned." In these words 
 alone he revealed the true and sacred character of his 
 work. 
 
122 FROM THE CRADLE TO THE SCHOOL. 
 
 Through the senses the child receives the impressions 
 of motherly love, of the motherly nature, which thus pene- 
 trate its still half-slumbering soul. So important does Froe- 
 bel regard these first impressions that he will have no one 
 but the mother put the child to sleep or take it up when it 
 awakens. The mother's joy and gratitude and love he 
 would see thus imparted to the child as a foundation for 
 all that is holy, noble and pure in the nature of man. He 
 finds the first awakening of the religious sentiment in the 
 human heart in this intercourse of love between mother 
 and child. This thought pervades all his " motherly and 
 cosseting songs " which seem to have come from the heart 
 of some pure-minded mother. He would have these songs 
 accompany the daily life of the child, elevating every act 
 and every pleasure into the sphere of love, and thus un- 
 folding its still half-slumbering soul to the divine influ- 
 ences. Through the ear enters the sweet sound, through 
 the eye the affectionate look, and these impressions, often 
 repeated, gently influence the awakening soul. The songs 
 are progressively adapted to the increasing mental capacity 
 of the child, and thus go with it step by step in its growth. 
 
 Froebel's system is also well adapted to the develop- 
 ment of the physical strength. For this he gives songs 
 illustrated by pictures and explanations. Plays designed 
 for gymnastic exercises are accompanied with rhythmically 
 arranged songs. In the tender age at which the delicate 
 limbs are more susceptible to every impression than at 
 any other period of life, he will have them developed in 
 strength, elasticity and skill through uniform and well-con- 
 sidered exercises, both active and passive, in a manner 
 more perfect than if left to nature alone. There is no 
 danger of over-exertion in this method. When the child 
 feels most comfortable ; when it delights in the exercise of 
 its strength, the mother takes one limb after another in her 
 hand, guides its motions, and sings therewith an appropriate 
 
FRO EB EL'S SYSTEM OF TRAINING. 
 
 123 
 
 song. The child's eye follows with pleasure the move- 
 ments of the mother, its ear listens to the tones of her 
 voice, and the limbs submit to the movements impressed 
 upon them, while the words make also an impression upon 
 its mind. These are the first of the play-songs, and they 
 are given in great variety for exercises with feet, hands, 
 arms and the entire body. Here is an example : 
 
 TICK, TACK! 
 
 1. See now, see now, my little one, 
 Thetall clock's swinging pendulum; 
 It takes the pointers to and fro, 
 Crooked nor crosswise do they go, 
 Yet on it ticks, and ticking back, 
 Always tick, and always tack. 
 
 Tick, tack, 
 Tick, tack. 
 
 2. Deceive me not, O clock, I pray, 
 I only ask the time each day ; 
 The time to eat, to play, to sleep, 
 My body cleanly washed to keep ; 
 Then shall my heart be always sound, 
 And I in health and joy abound. 
 Little arms still forward go, 
 
 Blow by blow, blow by blow. 
 Always tick, and always tack, 
 
 Tick, tack, 
 
 Tick, tack. 
 
 While singing this song the mother imitates the motion 
 of the pendulum with the arms of the child, and thus the 
 muscles are strengthened, and the power of attention as 
 well as the musical sense is awakened. , In like manner 
 the other plays are conducted agreeably to the directions, 
 which are in every case given by word and picture. 
 
 With these songs are given others calculated to soothe 
 the child's impatience when it has to wait for its food, or 
 when it has done eating:. 
 
124 
 
 FROM THE CRADLE TO THE SCHOOL 
 
 When the child is more developed, external objects are 
 used in connection with the songs. Flowers, animals, and 
 persons are thus employed, and the songs are intended to 
 act upon the disposition and senses, and to develop 
 the capacity of the child. Let us hear some of these little 
 songs : 
 
 THE LITTLE GARDENER. 
 
 Come, let us to the garden go, 
 
 And on the plants our love bestow, 
 
 We'll water them in show'ry floods, 
 
 And so unfold their little buds. 
 
 The little buds now burst and start. 
 They greet our eye with wonders rare, 
 And spread their fragrance through the air. 
 How well it is to do our part I 
 
 THE BIRD'S NEST. 
 
 Within the hedge, upon the branching spray. 
 The little bird its nest has stowed away ; 
 It drops therein two little shining spheres. 
 And hatches out two birds — two little dears. 
 Who call " Pip, pip, we want to eat, 
 O ! little mother, thou art very sweet." 
 
 THE DOVE-HOUSE. 
 
 Noar open I my dove-cote wide, 
 The little doves fly side by side ; 
 Into the green fields swift they fly. 
 And sport together happily. 
 But back again they come to rest, 
 And then I close their bowery nest. 
 
 THE KNIGHTS AND THE ILL-NATURED CHILD 
 
 Three gallant knights with rapid stride. 
 
 Into the court of the Castle ride. 
 
 " O ! knights, what may your mission be ? " 
 
FROEBEUS SYSTEM OF TRAINING. 125 
 
 " Your darling child we wish to see." 
 " O ! gallant knights, it cries so hard, 
 We cannot well your wish regard ; 
 It is so peevish, it is so cross, 
 It makes the house too small for us." 
 
 " Alas ! we are sorry that this is so, 
 For we would a pretty song bestow. 
 Now we must leave, good-by, good-by, 
 To find good children who do not cry." 
 
 There is also a song of the knights and the good child, 
 and many others, all calculated to act upon the disposition, 
 intellect and body of the child. All are accompanied by 
 suitable physical exercises. In the song of the gardener 
 the fingers of one hand are made to represent a gradually 
 unfolding bud, while those of the other hand represent a 
 watering pot inclined towards the bud. The bird's nest is 
 formed with both hands, between which the thumbs repre- 
 sent, first the eggs and then the heads of the little birds 
 reaching upwards. The dove-cote is formed by the arm 
 and the two hands placed according to directions and 
 opened or closed as the doves, represented by the fingers, 
 look out or retire within. In the play of the knights the 
 sound of the horses' hoofs, approaching or retreating, is 
 represented by tapping upon the table with the ends of the 
 fingers. All these are very simple plays that agreeably fix 
 the attention of the children and develop their senses and 
 physical powers. 
 
 We do not venture to decide whether these little gym- 
 nastic plays exercise as decided an influence in developing 
 and strengthening the child's body, and thus improving the 
 human race, as Froebel claims. Nor can we with confi- 
 dence assert that the motherly and cosseting songs have as 
 great influence upon its mind as he, with his prophetic 
 spirit, anticipates. A new theory must first be demon- 
 strated by abundant experience. Nevertheless there can 
 
126 FROM THE CRADLE TO THE SCHOOL. 
 
 be no doubt that the physical exercises act beneficially 
 upon the body, and that the songs afford an excellent means 
 of expression for the affectionate emotions of the mother. 
 The songs with their explanations direct -the attention of 
 the mother to her own sensations, and her observation of 
 the child in its regulated plays teach her much concerning 
 its nature and the best methods of training it. Is not this 
 sufficient to justify the system and to encourage • its use ? 
 One needs but to read and know this book, which Richard 
 Lange calls, " A Hymn to German Home Life," in order 
 to realize the nobility of thought with which it is filled. 
 Through its songs and teachings Froebel would help to 
 elevate the devoted mother to her high calling, that of the 
 true culture of her child, and thus would promote the im- 
 provement of the human race. 
 
 Understood by the intelligent and devoted mother the 
 book is transformed into the pure gold of good deeds, 
 while in the hands of the thoughtless its songc and plays 
 sink to the level of childish nonsense. 
 
 Although some of the songs may appear to lack poetic 
 beauty, they should not be condemned on this account. 
 Where they are deficient they will at least awaken the 
 poetic sense in the mother's heart, and help her to clothe 
 the thoughts of the master in better form, for Froebel 
 deeply realized the poetic nature of childhood, though not 
 highly gifted with the power of expressing it. Indeed he 
 himself regarded his book of songs as by no means com- 
 plete ; he wished rather that the mother should extempor 
 rize songs for every occasion, and he appealed thus to the 
 inexhaustible treasure of poesy in the heart of the mother 
 and educator. 
 
 In these exercises there need be no exact compliance 
 with directions. The mother should follow the indications 
 of nature which Froebel's richer mind discovered and 
 applied. A part of the thought — " Only in a sound body 
 
FROEBELS SYSTEM OF TRAINING. 
 
 :27 
 
 dwells a sound mind " — is here realized, and body and mind 
 of the child harmoniously developed. The same applies 
 to the ball-plays, the other part of the training employments. 
 In the first stage of its developementthe child is merely re- 
 ceptive and unconscious. Later it gains the physical and 
 mental power necessary to independent action, which ap- 
 pears physically in the acts of grasping and holding, men- 
 tally in the more independent play of the faculties. 
 
 III. 
 
 With the voluntary play the child enters upon a new 
 stage of existence, and Froebel's system adapts itself to the 
 change. Through the senses external objects make their 
 impression upon the mind, and as soon as the child has 
 comprehended them, it seeks to utilize them in its plays. 
 Play is its first voluntary act. It plays with the mother's 
 hand. It plays with the ball at which it grasps, and which 
 it seeks to hold. It struggles out of its inner and merely 
 receptive dream-life and enters the ranks of creative and 
 working beings. The beginning of voluntary play is, there- 
 fore, an epoch in the young life. The great significance of 
 play for the whole childish existence has been recognized 
 by the greatest educators. When Jean Paul heard of the 
 play-schools to which the Hollanders first send their chil- 
 dren, he exclaimed, that if there could be only play-schools 
 or study-schools for young children, the former should be 
 preferred. 
 
 But Froebel was the first to systematize play and to 
 utilize it in the entire mental training of children and in 
 the developement of their physical strength and skill, so 
 that in our time the wish of the great apostle of educatioj?, 
 Jean Paul, is realized, and the school for study placed some 
 years later than that for play. 
 
 " Only in a sound body dwells a sound mind," This 
 
128 FROM THE CRADLE TO THE SCHOOL. 
 
 was Froebel's guiding tliought wlien he contrived and 
 arranged the plays that constitute the child's little world. 
 Every faculty of body and mind should alike be nourished, 
 refreshed and delighted. The first impulse of the new- 
 born is to motion — to activity. Through this impulse nature 
 acts to develop body and soul. Froebel sought only to 
 imitate nature and to systematize its work, and he contrived 
 his plays so skilfully that they seem to have originated in 
 the child's own mind. 
 
 By these plays the mother cultivates all the physical 
 and mental powers of the child. The means which Froe- 
 bel offers her for this purpose are the songs and the play- 
 gifts ; first the soft balls and then the sphere, the cube and 
 the cylinder, for the use of which his directions are pecu- 
 liarly rich and abundant. But play is also instruction. It 
 is the starting-point of the new education that embraces 
 also the public and higher schools as well as the Kinder- 
 garten, and that meets the demands of our age by the 
 training, from the very beginning, of a more natural and 
 more cultivated race. 
 
THE KINDERGARTEN. 
 
 123 
 
 CHAPTER VI. 
 
 THE KINDERGARTEN. 
 
 I. 
 
 "Come, let us for our children live." — Froebel. 
 
 The songs of the mother, the cosseting songs and 
 domestic plays should accompany tlie child until the end 
 of the third year, at which time the portals of the Kinder- 
 garten beckon it to enter there. Shall we permit this? Do 
 not answer this question, you parent, until you have seen 
 and learned truly to know the Kindergarten. Enter the 
 enclosure surrounding the beautiful army of children, and 
 look into the happy, beaming faces of the little ones en- 
 gaged in joyous play. See the industrious little hands em- 
 ployed in every variety of work. See how eagerly they at- 
 tend to thelearningof every new story, how easily they dis- 
 cover and point out with their little hands every geometrical 
 form in the room. You will be astonished how they neither 
 wish to discontinue their plays nor their occupations, and 
 always beg for their continuance, and yet joyfully, however 
 great their number, they obey the call of the Kindergartner in 
 order to take up some other occupation or change. Prove 
 truly, dear parents, whether or no the Kindergarten can give 
 to the little human germs such wonderful discipline while at 
 the same time they are so joyous and unrestrained ; whether 
 it actually cultivates and improves them or fills their little 
 heads with useless ballast which only confuses, teaching 
 them certain set forms, turning them into dissipated move- 
 able puppets who are not able to endure the confinement 
 
 Q 
 
13^ 
 
 FROM THE CRADLE TO THE SCHOOL. 
 
 of the school benches, or give consecutive attention to their 
 work. Prove every thing with deep parental love and truth- 
 fulness, however not by one visit, but with often repealed 
 ones. Observe then the special endowment of your own 
 darling and ask yourself how indeed this intercourse with 
 these joyous children may act upon its heart and soul-life, 
 and do not send it unless you have the hope that the new 
 teaching will act beautifully, happily and fruitfully. 
 
 For our part we would not positively assert that every 
 child will be benefited by taking part in the Kindergarten. 
 Excitable natures may be more advantageously trained by 
 themselves. There may also be other reasons against it. 
 But this would not exclude Froebel's method of education. 
 A Kindergarten in the house, or a nurse, or better still 
 the mother, instructed in Froebel's system, may collect 
 about her a few children and teach and play with them 
 as this master has prescribed. 
 
 In every case, however, learn conscientiously and chiefly 
 by observation, and do not form an opinion from superficial 
 information, or from hearsay. There are no greater enemies 
 to every advance in culture than those who oppose new 
 things without a knowledge of them, or than those who echo 
 the opinions of others, often given without foundation, and 
 for convenience, to save the trouble of investigation, or 
 than those who will not investigate new things because 
 they say the old has continued for a long time and man 
 existed well enough without the new. This laziness is 
 often the product of malevolence, which would keep the 
 masses in ignorance and in old beaten tracks, and so many 
 truths which would benefit the world are held back until in 
 their own might, in defiance of prejudice and bad men, they 
 path out their own course and are finally recognized by all. 
 This has actually happened in the case of Froebel's system. 
 Prejudice, against infidelity and revolutionary strivings, 
 drove Froebel as an excommunicant from his country, and 
 
THE KINDERGARTEN. 
 
 131 
 
 he was feared and shunned by both government and the 
 people. What wonder that dependent souls echoed what was 
 to their advantage, excusing themselves from taking the re- 
 sponsibility of proving the new and discarding the obsolete 
 because it was more pleasant to remain in harmony with 
 those in authority. And yet those who knew Froebel knew 
 him to possess a deeply religious nature, inclined to mys- 
 ticism had not his good sense, his pure love of childhood 
 and his strong desire for truth and natural law lifted him 
 above it. 
 
 Therefore do not be deceived. Froebel was the friend 
 of mothers and children, and what he offers has its foun- 
 dations laid deep in the nature of both. There is nothing 
 of superficiality in him ; but he must be thoroughly under- 
 stood to be appreciated and turned into a blessing. 
 
 II. 
 
 Let us now look into the Kindergarten, seek to learn 
 what end it pursues and what means it adopts to attain that 
 end. We enter it together. It is morning, and the Kinder- 
 gartner has collected the little ones into a circle for a 
 short prayer. It is repeated in a gentle voice. Then 
 follows a song in which all join, giving thanks for the pro- 
 tection of the Highest. 
 
 " And now, children," says the teacher, " place your- 
 selves on your little seats, and so soon as you are entirely 
 stilll will tell you a beautiful story." How they all hasten 
 to their places and listen ! She, however, says : " I will not 
 begin until all is so still that one can hear a needle fall on 
 the floor. Yet is it not so still." And she takes the needle 
 into her hand. They all listen, and it is not long before 
 every thing is actually as still as a mouse. It is spring. 
 She tells them of the storks returningf home from the 
 
132 FROM THE CRADLE TO THE SCHOOL. 
 
 sunny South, of what they have done in their absence, of 
 the towns and places they have visited, and a pretty child's 
 story grows naturally out of it. They are all delighted. 
 They are asked to take part in the story, and they learn a 
 little song which is a part of it. First they learn to repeat 
 the words, then to sing them, and all are rejoiced when the 
 song is accompanied by the play which belongs to it. It 
 is at last finished ; then the Kindergartner asks their atten- 
 tion to what she has to show them. 
 
 She now holds two objects in her hand. They are sim- 
 ilar and yet different. One is a soft ball. The other is a 
 wooden sphere. They have learned something of them 
 before, but now they look at them from a new point, so that 
 their round form and easily rolling motion are firmly fixed 
 in their minds. Their differences are also shown. One 
 is soft and light. It rolls. noiselessly on the floor. The 
 other is hard, heavy and bounces along as it goes. Now 
 a child is called up to the teacher, she shows it both balls, 
 and asks it to close its eyes. Then she gives into its little 
 hands the balls, alternately, and from feeling it must decide 
 which it holds. Then one after another they are thrown 
 upon the floor ; the child tells which it is from the sound. 
 Similar exercises for the senses are given in which all, full 
 of zeal and joy, join. 
 
 Now the teacher holds up a cube. She asks the chil- 
 dren what it is and encourages them to find out how many 
 surfaces, corners and angles it has. She teaches them in 
 this way to count, and to name those things in the room 
 which have a similar form. Now the ball and the cube are 
 placed together and the children asked to point out their 
 differences. She shows them how the ball rolls and the 
 cube rests. Then a cylinder, the intermediate form be- 
 tween a ball and a cube, is shown, and its peculiarities, 
 similarities and differences observed. Now the teacher 
 requires them to indicate the similar forms around them 
 
THE KINDERGARTEN. it^t, 
 
 in order that she may be sure that they have understood 
 the lesson and made it their own. 
 
 As are they now ready, they take up their occupations 
 which lead them into activity. The little ones get their 
 building boxes, while the larger ones begin with little 
 sticks. To both the simplest methods are given. Sticks of 
 wood like matches are laid together and an endless num- 
 ber of forms built up. The children learn the lines, and 
 how to represent angles and similar geometrical forms. 
 It is not long before they can be trusted with these as with 
 their playthings. The naming of what they have made 
 also belongs to them, and thus nothing is misunderstood, 
 but everything produced and by their own self-activity rep- 
 resented and created. These forms Froebel calls math- 
 ematical forjns ; but other forms are made called living 
 forms, and /onus of beauty which the children learn before 
 the mathematical fonns. Among the first are the repre- 
 sentations of objects from art and from nature, among the 
 latter objects symmetrically arranged. The child lays with 
 the same simple sticks, a chair, a table, a house, a garden, 
 indeed even builds a railroad or any thing that fancy sug- 
 gests to its little head. Certainly, indeed, many of these 
 works of art are not recognized by us, but this is only the 
 case where they have chosen themselves what they would 
 make. Order and regularity must be maintained. Thus 
 from the very first the eye and the hand of the child are 
 trained. The forms of beauty as all other forms begin with 
 those most simple, but by degrees they become more com- 
 plex, and with the increase of skill and the further develope- 
 ment of the child, it creates of itself, partly through re- 
 modelling and partly through the thoughts which arise in 
 its own head. 
 
 The smallest children receive the most simple building 
 materials, called the third gift. It is a box in which there 
 is one cube divided into eisrht smaller cubes. The child 
 
134 FROM THE CRADLE TO THE SCHOOL. 
 
 turns it over, lifts it carefully up, and the cube stands be- 
 fore it. At the direction of the Kindergartner the child 
 parts them into a left and a right, an upper or an under 
 half, into fourths or into eighths. The understanding of 
 number, of the division, of relation becomes to it objective, 
 the comparison of small forms with greater is called forth, 
 and numerous ideas are awakened and brought to view. 
 The building box also permits of the making of forms of 
 life, beauty and mathematical forms. The forms of life 
 are most easily comprehended and the first to be made. 
 The objects are more easily represented with the cubes 
 than with the sticks. The multiplicity of forms which can 
 be made is very great, and the childish imagina-tion sup- 
 i:)lies where the angles of the cubes prevent a more perfect 
 work. At first the child builds according to the design of 
 the teacher, after which it is permitted to choose what it 
 will make according to the play of its own fancy, and its 
 work interprets what its thoughts have been. The teacher 
 examines, criticises or praises and adds a wonderfully beau- 
 tiful story which has some relation to the work in which 
 all take part, and the children are all delighted, " Oh, 
 that is so splendid ! " 
 
 The younger children have yet more simple and free 
 occupations in which their favorite plays, such as digging 
 and building in the sand, are not wanting. They string 
 beads, make paper boxes, pick wool and make little dolls, 
 or beds for their dolls, in short, to their free and natural 
 impulses and fancies nourishment and room to unfold are 
 given. The Kindergartner has in this a special field for 
 observing the peculiarities of each child and giving to it 
 appropriate and beneficial exercise. 
 
 In some Kindergartens Wiseneder's method of music 
 has been adopted, and this cultivates the musical ear and 
 skill of the children most wonderfully. Different instru- 
 ments, as the triangle, tamborine, castanet, cymbal, drum 
 
THE KINDERGARTEN. 
 
 135 
 
 and trumpets are divided among the children, and the 
 Kindergartner accompanies them with singing and piano 
 playing. This of course, delights the children and de- 
 velops the musical ear and the keeping of time in a high 
 degree. 
 
 And tiow must it all be stopped .-' Each has so many 
 beautiful things to do and to make that they hardly think of 
 hunger. But the teacher must maintain regularity. The 
 divisions of time must be regarded. Every child must care- 
 fully arrange the cubes, place the box over them, put on its 
 cover and set it in its place, for what disorderly child can 
 lunch ! Likewise the little sticks must be collected and put 
 in their place, and the musical instruments also. Now the 
 lunch baskets are divided, and joyously the little army go 
 with them to the garden. How lovely is the playing of the 
 children after having been still so long ! The Kindergartner 
 should partake of a little with them, otherwise their food 
 will not relish so well. Many of the little companions will 
 divide with each other. All now enjoy themselves in their 
 own way. Here is one frolicking or sitting in the sand ; 
 there the children are looking at the newly-made flower- 
 beds, and examining to see whether grass or plants are 
 springing up. There is cosseting and joking even while the 
 little mouths are stuffed ; in short, there is running, laugh- 
 ing and joyous calling everywhere. But see, a circle has 
 already been formed, in which there is dancing and singing, 
 for it is tim.e for play, and the little innocent girls can hardly 
 wait. " You are now through with your lunch," calls the 
 teacher, and she collects the whole army into a large circle. 
 Before, however, any thing can be done, all must be very 
 still, the circle must have a beautiful rounding, the chil- 
 dren must stand erect, hand joined in hand, and the feet 
 turned outward. 
 
 Now they are asked what they would like to play, and 
 the teacher chooses from those asked by them the most 
 
136 FROM THE CRADLE TO THE SCHOOL. 
 
 suitable ones. This time it is the play, " Would you know 
 how the farmer sows his wheat ? " Dancing around in a 
 circle the little ones sing the song of the farmer sowing 
 wheat, mowing it, returning home with his scythe ; how the 
 wagon carries the harvested wheat to the barn ; how the 
 farmer holds a harvest dance ; how the wheat is threshed, 
 and at last, after the work and rejoicing are over, they 
 rest. All the occupations of the farmer are dramatically 
 represented by the children, and it gives them much pleas- 
 ure. Each takes a part, and their limbs are moved rhyth- 
 mically and in time, the ear and the voice are exercised in 
 happy singing. In this way they learn something of the 
 labors of the farmer, which they will never forget, because 
 they have taken part in them themselves. 
 
 Then follows a dramatical play in which only a few of 
 the children take parts, while the others sing to it a chorus. 
 " Ah, ah, Sir Knight, your horse will not go further." The 
 parts are divided, and how joyously they all receive them. 
 Two lively boys represent horse and knight. Two little 
 maidens sit down in a corner as hostess and waitress. 
 A smith and his companion are placed in another corner. 
 The gate-keeper is in the circle. The two tallest form a 
 gate, and finally in another corner is the stable. Now the 
 play begins. Horse and knight start, but they move very 
 slowly forward. The choir accompany them with the song : 
 
 I. 
 
 " Ah, ah, Sir Knight, your horse at length declines to go, 
 
 At this rate very tired it soon will be, I think. 
 
 Now stops the Knight where shines the good inn's friendly glow, 
 
 And gives it fragrant hay, taking himself refreshing drink. 
 
 So, so, Sir Knight, now it will further go." 
 They both turn to the inn. The hostess feeds the horse 
 while the waitress hands him drink. Now the choir sings 
 to them fresh courage, accompanied by a lively trot. — 
 " So, so, Sir Knight, now can he further go." 
 
THE KINDERGARTEN. 137 
 
 But ah, there is anew delay, and the children sing again, 
 II. 
 
 " Ah, ah, Sir Knight, your horse will jog along no more, 
 It must be shod, I guess — the blacksmith's forge is near, 
 Three nails are all you want, behind, before. 
 And these the master drives ; now you can disappear. 
 So, so. Sir Knight, now it can further go." 
 
 Meanwhile the smith does his work, and now trot, trot, 
 they go. 
 
 " So, so. Sir Knight, now can you further go." 
 
 But there is a new delay — the choir sings, 
 
 III. 
 
 " Hold, hold, Sir Knight, your horse a moment here must wait. 
 
 For you approach the town, and toll there is to pay. 
 
 Three groschen make the sum, and now swings back the gate. 
 
 The Watch-House * is escaped, and he is on his way. 
 
 So, so, Sir Knight, now it can further go." 
 
 He pays the gate-keeper his three groschen, and now 
 the gate is opened and he is let into the city. Again the 
 choir sing, 
 
 " So, so, Sir Knight, now can you further go." 
 
 He rides on and soon reaches home. 
 
 IV. 
 
 " Ah, ah. Sir Knight, your horse into its stall you lead ! 
 Now that your ride is o'er, and all your journey done. 
 Have you some children's gifts? Oyes, he has, indeed. 
 How beautiful are they, and the children dance with fun. 
 Thanks, thanks. Sir Knight, you need not further go." 
 
 During the singing, he puts the horse in the stall and 
 goes back into the circle, greets his family, and divides his 
 gifts among the children. The play is now at an end, but 
 is repeated, other children taking the parts. 
 
 Then follows a play in which the circle is placed in a 
 
 * Those who refuse to pay toll are put in the Watch-House. 
 
138 FROM THE CRADLE TO THE SCHOOL. 
 
 forest, and a number of children fly about as birds, while 
 the others sing a song. The flying is represented by a 
 lively motion of the arms while running. When they are 
 tired they kneel down, and locking their arms together 
 form a nest, and resting their little heads each on its neigh- 
 bor's shoulder, imitate the birds. The choir now sing gently 
 of the slumbering of nature, of the deep night, until ex- 
 ultingly the rising sun is announced. Now the birds 
 awaken, shake off their slumber and fly joyously around the 
 forest once more. All these plays are frequently repeated, 
 partly for exercise and partly to permit all the children 
 taking a part in their execution. 
 
 The favorite play, " Littler abbit in his nest," should not 
 be forgotten. In the circle a child squats down to represent 
 the rabbit, the hands are stretched on the head for ears, 
 its head droops, for it is sick in its nest. But it becomes 
 cured, and then it hops about the circle joyously and full 
 of spirit. The singing of the children accompanies all the 
 rabbit's doings, which exercises particularly the muscles 
 of the legs, while the. arms are also exercised by being 
 stretched over the head. 
 
 The plays all represent dramatical performances of 
 human beings, or their labors, as of the different mill-plays, 
 or of the carpenter building a bridge over a brook, in which 
 the children represent the windings of the brook and the 
 bridge, or the actions of animals in nature and the life of 
 nature itself in the four seasons of the year are represented. 
 Nothing is required to represent these plays except the 
 limbs of the children and their voices in song. They 
 furnish an important element of culture for the whole circle 
 of their thoughts. Before a play is acted the text is learn- 
 ed and explained, amusement and acting are united, then 
 it is sung with the melody, and when the little group has 
 mastered all, it is fully played. 
 
 These dramatical representations all have gymnastic 
 
THE KINDERGARTEN. 
 
 139 
 
 exercises for an end, and are all the better the more these 
 enter into them. Fingers, hands, arms, feet, every limb 
 and every muscle find their use and exercise. Physical 
 and mental exercise is their chief end. Through them the 
 mind is exercised and exerted and all the faculties strength- 
 ened. The singing exercises the musical sense. The rep- 
 resentation in words cultivates language and at the same 
 time cultivates physical expression and spirit. All this 
 should develop the body and the limbs, and make them 
 strong, healthy, ready instruments of the mind. Froebel 
 demands that the mind shall not be exerted without the 
 body, and the body not without the mind, in order that 
 both may develop themselves in equilibrium, and all be 
 strong, that is, remain perfectly sound ; for " only in a 
 sound body dwells a sound mind." 
 
 A few of the plays are designed for the exercise of the 
 senses. A child has its eyes bound, after which it must 
 decide by the voice what child it touches, must determine 
 from whence a sound which it hears comes, or it must rec- 
 ognize what object is given to it i)y the touch, or what 
 child is missing from the circle, then the eyes are unbound 
 and another takes its place. There are plays in which no 
 noise is permitted, and they act upon the physical grace- 
 fulness through gesture, silence and self-control. Thus 
 the moral nature is improved in this and in many other 
 ways. 
 
 Notwithstanding the joy which these pleasant plays ex- 
 cite ; notwithstanding the freedom which the children are 
 permitted in the choice of the same, they are subject to 
 law, and not only the children, but also the teacher. All 
 must submit to the law of the play. The change from rest 
 to exercise is not arbitrary. The formation of the circle, 
 the position of the body are subjected to the law of order 
 and of beauty. The common exercises and the singing 
 are likewise rhythmical and in time, and, therefore,, accord- 
 
140 
 
 FROM THE CRADLE TO THE SCHOOL. 
 
 ing to law. None can go out of the play of his own choice. 
 The different parts of a play are executed only by those to 
 whom they have been assigned. The others wait in joy- 
 ous sympathy patiently till a part is given to them. This 
 cultivates a happy discipline, and the little ones learn to 
 submit to authority. . They are thus accustomed to order, 
 punctuality, gentleness, obedience, and modesty, while their 
 sense of activity is agreeably excited and nourished. Other 
 virtues are also awakened and faults are suppressed. The 
 oldest children assist the younger when they are not able to 
 help themselves, obligingly help the teacher to put things 
 in order and put them away. Thirst for power and selfish 
 advancement are held in check, for here all are equal. And 
 the timid, shrinking child clings to the kind companion, 
 and the soul and mind are opened to beneficial and awak- 
 ening impressions. In this joyous social life, punishment 
 is almost wholly excluded, and consists, when it must be 
 used, of exclusion from the play. But while we are reflect- 
 ing over the effect of these different plays the bell rings to 
 close, the nurses come for the children — for the little ones 
 much too soon, and, if we must confess it, for us 
 also — for we ndver can become weary of looking at 
 their pleasant, happy, instructive performances, and our 
 eyes have frequently been surprised to tears, we know 
 not whether from joy or from sympathy, with these 
 blissful children's doings, which so completely unfold all 
 the capacities of the childish nature and at the same so 
 endlessly delight. 
 
 But does all this take place without too much exertion 
 on the part of the children ? Most certainly, for the change 
 from occupation to play, the change from mental to 
 physical work, and the free romping, prevent any exces- 
 sive strain. 
 
 The last play is now at an end, and the concluding song 
 is sung. In it the children greet one another and express 
 
THE KINDERGARTEN. 141 
 
 their joy that they can now return to their fathers and 
 mothers. Now their clothing is given them, they give their 
 hands to the teacher, and do not forget to come to us and 
 press our hand and ask us flatteringly whether we will not 
 go with them on the way and hold them by the hand as we 
 have so beautifully done in their play. Happily as they 
 have come skip the little army away. Our eyes follow 
 them, and many, many thoughts occur to us which furnish 
 material for future reflection. And should we come back 
 again to-morrow, would we see the same thing, repeated ? 
 By no means. The Kindergartner has her plan of occu- 
 pations as the school its plan of teaching, which changes 
 day by day,- and to-m'orrow we would see different things. 
 And if we were to come every day for a year we should 
 still see something new and progressive, for many things 
 are taught and all have their systematic and progressive 
 steps. The difference of the plays we have already con- 
 sidered, but how much more instructive to see them. The 
 stories also are different. They relate to the phenomena 
 of nature, to the seasons of the year, to the instructions of 
 the Kindergarten, or to little incidents with a moral signif- 
 icance. There are also stories about animals related and 
 explained, stories relating to nature and to God, Biblical 
 stories adapted to the age and understanding of the child, 
 and, therefore, deeply interesting. The material is inex- 
 haustible, for it is derived from nature and from life. 
 
142 FROM THE CRADLE TO THE SCHOOL. 
 
 CHAPTER VII. 
 
 KINDERGARTEN MATERIAL, 
 I. 
 
 Building Gifts. 
 
 According to Froebel's method the training of the child 
 should be in harmony with the processes of natural growth; 
 and should act from within outwardly. Nothing should be 
 imposed upon the child from without. It should see, com- 
 prehend, speak, act and originate. In the place of word- 
 training he gives a system of training by action. Thought 
 and work, knowledge and action are united. Froebel says : 
 "The activity of the senses and of the limbs is the first 
 thing in the life of the child. Play, building and forming are 
 its first occupations, and this is the period in which must 
 be laid the foundation of its future industry and capacity 
 for work." 
 
 In the child he continually recognizes the man, and his 
 object is the complete and harmonious development of every 
 faculty. The objects or " play-gifts " which he employs are 
 calculated to fix the attention of the child and lead it to 
 original thought and action. 
 
 The play-gifts, the soft balls, the sphere, cube and 
 cylinder, and the building blocks we have already spoken 
 of ; but it would be useless to attempt a minute description 
 of them here. It is absolutely necessary to witness the 
 plays in order to gain a correct idea of Froebel's system 
 and to enter into sympathy with him. 
 
KINDERGAR TEN MA TERIAL. 
 
 143 
 
 In order that the developement of the child may be con- 
 stantly progressive, the play-gifts are at first simple and 
 gradually more complex, following each other in a natural 
 order of evolution, the knowledge of one being a prepara- 
 tion for the next. 
 
 The third, fourth, fifth and sixth of the play-gifts are 
 the building boxes. The third, as already described, con- 
 sists of a large cube divided into eight smaller cubes of 
 equal size. The fourth is a similar cube divided into eight 
 oblong blocks. The dimensions of length, breath and thick- 
 ness, which were equal in the cube, are now recognized as 
 different, and the variety of forms becomes with the new 
 gift considerably greater, approaching more nearly the 
 forms of life and beauty as seen in nature. 
 
 The child has now gained some degree of skill both in 
 the recognition of forms and in the construction of original 
 ones, and is thus prepared to receive the fifth gift, which is 
 a developement from the third. It consists of one large cube 
 divisible into twenty-one whole, six half and twelve quarter 
 cubes. 
 
 The oblique lines which appear first in the third and 
 fourth gifts in the forms of life and beauty reappear here as 
 a connecting link between the horizontal and perpendicular 
 lines. A considerably greater quantity and variety of 
 materials increase of course the number of objects that 
 may be represented, and gives a wider play to the inven- 
 tive talent of the child. 
 
 As the fifth gift is developed from the third, so is the 
 sixth developed from the fourth. The sixth consists of 
 eighteen whole oblong blocks, three similar blocks divided 
 lengthwise, and six divided breadthwise, forming altogether 
 one large cube. These give a further increase of forms and 
 combinations, stimulate the child to new efforts and lead 
 to an improvement in both the naturalness and complexity 
 of that which it constructs. With further progress it is 
 
144 
 
 FROM THE CRADLE TO THE SCHOOL. 
 
 admissible to unite several building boxes and thus these 
 simple and colorless materials, consisting of mere blocks 
 of wood, present a rich and varied means of culture and 
 entertainment, through which the understanding and im- 
 agination, the inventive and reflective powers are developed, 
 and the eye and hand at the same time trained to practical 
 skill. The child passes from a merely passive and receptive 
 to a creative state of mind. It constructs and presents 
 to the eye the forms of which it has itself conceived. It 
 thus by its own voluntary efforts advances towards the in- 
 dependent activities of life. 
 
 In building, as in all Kindergarten occupations, there 
 must be a proper regard for system and order. The object 
 in view is the steady and well-regulated developement of 
 all the mental capacities and therewith the sense of order, 
 of neatness, of economy and exactness. The social virtues 
 also, as, respect for the rights of others, peacefulness, friend- 
 liness and helpfulness, are to be cultivated. The child 
 receives the building cube complete, and should not be 
 permitted to destroy or injure it, but should be taught from 
 its single parts to construct such forms as maybe described 
 to t or such as it may itself devise. Starting with the com- 
 plete cube new forms should be successively developed, 
 each from the preceding one with slight changes. By this 
 means, in a short time, the inventive faculty is awakened 
 and applied to the construction of the forms of life as well 
 as of those of beauty and knowledge. Each child must 
 use only its own blocks, taking none from its companions, 
 nor should it leave its own lying carelessly about. It must 
 be taught to build with exactness, and its attention called 
 to imperfections which it should itself correct as far as 
 possible. As a means of stimulating the ambition of the 
 children the kindergartner may extemporize little stories 
 in which all the well-built forms are made to play a part, 
 ■while the defective ones are disregarded. She may also 
 
KINDERGARTEN MA TERIAL. 145 
 
 build in the presence of the children, and may have one of 
 the older ones do the same, relating also a story. An older 
 or more capable child may oversee and assist a feebler one. 
 At the close of the work each child should collect its blocks 
 and form the original cube ; not the least piece should be 
 missing, and all should then be put away in order. 
 
 II. 
 
 MATHEMATICAL FORMS. 
 
 The first series of Froebel's occupation-materials, which 
 we have briefly described, that is, the first six play-gifts, 
 consists of the solid bodies (Stereometrie). The following 
 series is that of plane figures (Planimetrie). The build- 
 ing boxes, with their cubical, oblong and columnar forms, 
 are followed by a series of plane wooden tablets in the 
 form of squares, and of right, acute and obtuse-angled 
 triangles in great number. The geometrical forms which 
 the child has already learned in the cubes and oblongs are 
 here still more clearly presented. The forms of the tablets 
 appropriately follow those already known and employed, 
 and introduce the forms of beauty and of life in great 
 abundance, thus enlarging the child's sphere of knowledge, 
 stimulating its inventive faculty, and constantly arousing 
 it to new and voluntary exertion. 
 
 The plane figures are followed by those in which the 
 dimension of length is most apparent, that is, the sticks for 
 stick-laying. 
 
 As the cubes are naturally followed by the planes and 
 lines that represent their different surfaces, angles and 
 edges, so are the ball, sphere and cylinder properly fol- 
 lowed by the rings, through which the child becomes fa- 
 miliar with curves, circles and half circles. 
 
 As we have seen, the occupations of the Kindergarten 
 
 do not advance abruptly, but in accordance with a well- 
 
 10 
 
146 FROM THE CRADLE TO THE SCHOOL. 
 
 arranged system. The new proceeds naturally from that 
 which is already known, and enlarges the already devel- 
 oped faculties. Froebel here follows a course directly op- 
 posite to that which is pursued in the theoretical teaching 
 of mathematics, which, commencing with the line, proceeds 
 to surfaces and solids, and which treats of the circle before 
 the ball, etc. In this Froebel is right. He presents first 
 the object, and then proceeds to the abstract conception of 
 its parts, and thus prepares the mind of the child for the 
 methods of the school. 
 
 Next to the study of solids and surfaces comes draw- 
 ing. The child begins with representing the circumference 
 of plastic bodies. It draws, for example, the outline of a 
 leaf upon the slate, and tries to fill in the veins. Then it 
 draws a net-work of lines, forming squares, upon the slate, 
 and later the same in a book. The lines, angles, etc., 
 which it has seen in the cubes, tablets and sticks, it now 
 attempts to imitate upon the slate. It draws squares, right 
 angles and triangles, and combines figures at first accord- 
 ing to the directions of the Kindergartner, and afterwards 
 according to its own fancy, and finally draws permanent 
 figures upon paper such as it has previously represented 
 with the objects. 
 
 The weaving paper belongs to a series of permanent 
 and productive employments of the child. Strips of col- 
 ored paper are woven into a sheet of differently colored 
 paper by means of a steel, brass, or wooden needle made 
 for the purpose. This is done systematically, and is cal- 
 culated to excite the inventive talent of both teacher and 
 pupil. Beautiful little mats are thus made which the child 
 may present to its friends at home. It thus learns not 
 only to receive but to bestow favors. The faculties of 
 order and economy are also by this, as by all occupations, 
 exercised, for all the specimens made by the child are put 
 into a cover in book form, marked with its name, and care- 
 
KINDERGARTEN MATERIAL. 
 
 147 
 
 fully preserved. Cleanliness and beauty are, of course, in- 
 sisted upon, and each child has here also much opportu- 
 nity for the friendly assistance and affectionate instruction 
 of its companions. 
 
 Embroidery, paper-folding and cutting, etc., are occu- 
 pations based upon the same principles and calculated still 
 further to develop the faculties. 
 
 From what has been said it is evident that Froebel 
 built his entire system of gifts and occupation-materials 
 upon mathematical principles. In every case he proceeds 
 from mathematical forms. The child receives these forms 
 unconscious of their significance as it receives its play- 
 things ; but the accustoming of the eye to correct mathe- 
 matical forms disciplines both eye and hand. They are 
 given to it as objects of sense, not as things to be intel- 
 lectually comprehended. They guide it in making other 
 figures, and develop the sense of form, proportion and 
 harmony. Of mathematical principles it knows nothing : 
 these lie at the foundation of its j^lay-materiais, and the 
 guiding Kindergartner must understand them in order to 
 teach it to use the materials consistently and usefully. 
 
 The law of opposites and its application form the 
 foundation of Froebel's entire educational system. Body 
 and mind are opposites that give origin to life. The com- 
 prehension of the outer world by the mere perceptions are 
 opposites which are united in act and representation. As 
 essential conditions for the entire educational guidance 
 Froebel names the following opposites, which correspond 
 to the necessities of the cliild, and find their application 
 ia the plays and occupations of the Kindergarten, viz. : 
 Rest and motion, making and unmaking, unity and com- 
 plexity, license and law. The child in its occupations 
 presents the opposites of comprehension and representa- 
 tion. These also appear in the transformations it makes 
 with its play-materials, in taking apart and recomposing. 
 
148 FROM THE CRADLE TO THE SCHOOL. 
 
 Large and small, over and under, right and left, clear and 
 dark, horizontal and perpendicular are opposites easily 
 comprehended by every child, and which should be pre- 
 sented in combination. Over and under, right and- left, 
 are united at the middle. If a child builds from the mid- 
 dle upward it should then build just as far downward, and 
 also as far to the right and to the left ; thus a regular form 
 is made, which it continues to build in opposite directions. 
 In this manner its inventive talent is cultivated. It learns 
 by experience how to enlarge its structures regularly, and 
 its wealth of forms is thus greatly increased. 
 
 In like manner it invents and constructs with the entire 
 material thus far given to it. From experience it derives 
 its first knowledge, and it is guided thus to original thought 
 and production. 
 
 III. 
 
 CULTIVATION OF THE SENSE OF APT. 
 
 The Kindergarten has also other occupations, such as 
 paper pricking, pea-work, paste-work, and modelling, 
 which lead us into the province of art. 
 
 Here also there is opened to the child a field for the 
 exercise of its talents. This we see when we pass through 
 the ranks of the children at their work, and are captivated 
 by the skill of the one or the other. Is it possible that 
 these delicate little hands have so neatly and so beautifully 
 pricked these images of flowers or of animals, and have 
 they actually, and without assistance, modelled these clay 
 images? Yes, it is so; for before our eyes. the same little 
 boy, with radiant face, has made a new and still more beau- 
 tiful form. His enthusiasm is so great that he can scarcely 
 wait until he is able to show it to us complete, and yet he 
 does not neglect the last delicate strokes that make it true 
 to nature. Is he no}: an artist in embryo ? We doubt it not, 
 
KINDERGAR TEN MA TERIAL. 
 
 149 
 
 and the Kindergartner will do well to note it, and to see that 
 his sense of art shall find abundant nourishment. Another 
 little boy has built a locomotive, and we are astonished to 
 see how complete it is. How many nice details of the 
 machine the child's eye has discovered, and how skilfully 
 he has constructed it ! Really here is a technist in embryo, 
 and his talent must also be cultivated. We see everywhere 
 in' these occupations room for individual activity. Special 
 talents find their opportunities better in the Kindergarten 
 than elsewhere, for here the means of their developement 
 is presented in much greater abundance than in the family 
 or anywhere else. Of course there is necessary to this 
 success a keen perception on the part of the teacher, and 
 where this is wanting the bud will not be brought to 
 bloom. 
 
 Again, the records of the Kindergarten present many 
 beautiful examples of the training and disciplining of oth- 
 erwise uncontrollable and destructive natures through the 
 developement of the building talent, and which, thus wisely 
 directed, has led to a wonderful transformation and soften- 
 ing of the whole nature. For example, a little boy, the 
 son of a high officer of justice, was brought by his mother 
 to the Kindergarten with the sad confession from her that 
 he was, at home, utterly ungovernable. He destroyed 
 every thing that he took into his hands, knew nothing of 
 obedience, and fell to striking as soon as his will was op- 
 posed. At first this child would not remain in the Kinder- 
 garten, and the mother was obliged to return with him 
 several days in succession. He was at first left entirely to 
 himself ; then by degrees the occupations of the other chil- 
 dren attracted his attention and interested him. Suddenly 
 he took his place among them, and asked for a building 
 box such as they had. 
 
 This was offered to him upon the condition that he 
 would behave as well as the others, and do no harm to 
 
15° 
 
 FROM THE CRADLE TO THE SCHOOL. 
 
 those near him. He promised very willingly, and was 
 soon so earnestly at work that he forgot every thing else, 
 and he developed so remarkable a talent for building that 
 he passed rapidly through all the stages of the work. His 
 entire nature seemed transformed, and it is very probable 
 that he will yet become a skilful architect. 
 
 Recently in another Berlin Kindergarten a poor child, 
 a potter's son, exhibited such skill that he was sent from 
 there to the academy, where he is now making excellent 
 progress. 
 
 This awakening of the natural gifts in the child may 
 prove a blessing to it throughout its whole life ; and even 
 where the talent is moderate is not the developement.of the 
 sense of beauty, of the aesthetic and the ideal, as is always 
 the case in the Kindergarten, and the training of the eye 
 and hand, that would otherwise be neglected in the first 
 years of life is not all this a blessing to every child of 
 whatever capacity ? And is it not a double blessing to the 
 future workman, to whom eye and hand are the natural im- 
 plements of his craft and to whom the aesthetic and beauti- 
 ful are offered through the medium of the Kindergarten as 
 they would never appear in his home where the only object 
 is to earn the daily bread, and where, alas ! bad and cor- 
 rupt habits too often prevail ? 
 
 IV. 
 
 THE people's kindergarten. 
 
 The people's Kindergarten is distinguished from that of 
 the more prosperous classes only by a less rate of tuition 
 and, in consequence, a greater number of children. The 
 monthly payment should be so small that it may be possible 
 for the poorest man to send his child, while those better 
 able pay more in order to cover the cost, for otherwise 
 the school could not be self-sustaining. The management 
 
KINDERGARTEN MA TERIAL. 
 
 151 
 
 and the play-materials are the same, as also the discipline, 
 while the union of different social ranks has a very bene- 
 ficial influence. 
 
 The moral effect upon the children of the poor, of the 
 working class, who if left to themselves would only run 
 about the streets, or, shut up in uncomfortable rooms, 
 would be exposed to equally great dangers of other kinds, 
 can only be known, in its full extent, by actual observa- 
 tion.* 
 
 * A few examples from our own experience will make this clearer. 
 
 In one of the quarters of Berlin noted for its poverty and lack of 
 moral culture, and, in consequence, for the great number of its neglected 
 children, existed for a long time a children's protectory, an institution 
 for the care of children during the day (kinderbewahranstalt), founded 
 through the humanity of certain prosperous manufacturers. These 
 visited the institution regularly only at Christmas, at which time the 
 parents of the children came also and gladly received for their children 
 the various presents of warm clothing, boots, etc., which were distrib- 
 uted after the children had sung their pious songs. 
 
 Through the efforts of the Union, to which the authoress belonged, 
 a Kindergartner, and thus Froebel's system, was introduced into the 
 institution. The new arrangement was carried into effect under our 
 direction. The children who came dirty and ragged were washed, and 
 some uninjurious delicacy to eat was given to those who brought a 
 pocket handkerchief, and promised also to each one who should bring 
 a handkerchief on the next day, and similar premiums were given as a 
 reward for clean and untorn clothing. The plays were begun at first 
 with some twenty children, while the others sat about in a circle, and 
 soon their brightened faces showed evident sympathy with the players — 
 they imitated the gestures, began to sing, and the feet could no longer 
 keep still. It became necessary to form a second circle, and now all 
 went on merrily and with diligent effort on the part of all. Then the 
 occupations were introduced and pursued with zeal and intelligence. 
 
 After a few weeks we were able to introduce the patrons, and they 
 saw with astonishment the change that had been made. All wild 
 romping and rudeness had disappeared. At the call of the Kinder- 
 gartner all were still and orderly ; the clean faces were radiant with in- 
 telligence and expectant joy, and the hands had become skilful. To 
 the patrons there seemed to have been wrought a miracle upon these 
 
152 
 
 FROM THE CRADLE TO THE SCHOOL. 
 
 To the parents this influence is surprising, often moving 
 them to tears of gratitude. They look with astonishment 
 upon the skill of their children and upon the many beau- 
 tiful things that they have made ; they hear with devotion 
 
 neglected children ; and yet there had been no punishment, no violent 
 proceedings and no trickery. All had been done simply by providing 
 the right noiuishment and satisfaction for the mind of the child, and 
 for its impulse to activity. A more intelligible or more beautiful ex- 
 ample of the blessings resulting from Froebel's system has never been 
 presented to us. The complaints about the smallness and irregularity 
 of the attendance disappeared. In summer, pleasure-walks were from 
 time to time taken, and a children's festival was held to which the 
 parents were also invited, and the attendance was as large and even 
 larger than formerly at Christmas, and how much more beautiful and 
 sensible it was when Christmas came! In simple words the children 
 related the Bible stories of the birth of Christ, a childish song of grati- 
 tude and joy echoed out of the lively throats, followed by several 
 Kindergarten songs. Then the children received a/id examined their 
 presents while the mothers, at a modest distance, were delighted with 
 the joy and with the songs of their little ones. 
 
 But besides the table with the illuminated Christmas tree and the 
 gifts for the children stood another, by itself, richly covered with 
 beautiful Kindergarten work ; and many a little one turns longingly to- 
 wards it and can scarcely await the signal of the Kindergartner. But now 
 it is given, and each child runs coaxingly to its mother and leads her to 
 the table, and now there is a lively scene as each one with joy and pride 
 presents its mother with a specimen of its own work which is destined 
 to be an ornament in the humble dwelling. How the faces of these poor 
 mothers lighten with joy, and how many exclamations of delight and 
 astonishment do we hear as the beautiful work, the product of the 
 skill and industry of the children, is exhibited and passed from hand 
 to hand ! The mothers can scarcely believe that their own children 
 have done it so beautifully, and many tears of joy are seen to fall from 
 their cheeks. 
 
 The charge of another children's home was undertaken by the 
 managers of the same Union, and a committee appointed, of which 
 also the authoress was a member, to examine the premises, etc. 
 The locality and all the arrangements were found to be good, better 
 indeed than that of many of our people's Kindergartens, yet the number 
 of the children was scarcely over twenty. The well-meaning old 
 
KINDERGAR TEN MA TERIAL. 153 
 
 the verses and stories from the lips of their little ones, and 
 cannot understand what has made them so good and 
 obedient. 
 
 That here the same influence is exerted upon special 
 talents in the children as in other Kindergartens is evident, 
 and this is equally true of the mental and moral develope- 
 ment ; for every child brings to the school its God-implant 
 ed tendencies and is developed under the same affection- 
 ate care and training. 
 
 The reproach that the mingling of classes injures the 
 
 matron of it advised us earnestly against undertaking to conduct it, 
 for she thought it would soon utterly fail from want of attendance. 
 There were not enough children in the vicinity, she said, and the num- 
 ber present was decreasing from week to week. With our child-loving 
 hearts we smiled incredulously at this, for Berlin is nowhere oppressed 
 by poverty of children. We ventured it, but several months passed 
 before the arrangements for the transfer were completed, and by that 
 time the number of children had decreased to three, and the very com- 
 petent Kindergartner whom we placed there was obliged to commence 
 with that small number ; yet she was not disheartened. She trusted to 
 the power of her teaching, and to the influence of Froebel's principles. 
 
 It was the first of February when she commenced, and her hopes 
 were justified. At Christmas we were invited to see the developement 
 of the child at whose baptism we had officiated, and behold ! out of 
 the silent and neglected protectory a living, blooming Kindergarten had 
 arisen, in which a joyous company of seventy-three laughing, playing, 
 happy little ones presented a delightful scene. At the voice and teach- 
 ing of Froebel they had sprung forth like spring blossoms. The in- 
 stitution existed after this for a number of years, and proved a blessing 
 to that vicinity. But unfortunately both it and the other here mentioned 
 have recently had to yield to the demand for dwellings in Berlin. The 
 houses have been sold and torn down, and all efforts to secure new 
 quarters have failed. 
 
 What real worth builds, the external conditions tear down; but 
 louder and louder is heard the demand that the state and municipal 
 authorities should take a matter under their own protection that more 
 than any other promotes the welfare of the people, but which has out- 
 grown the resources of private individuals, and that henceforth must 
 become a part of the public care and expense. 
 
154 
 
 FROM THE CRADLE TO THE SCHOOL. 
 
 children of the cultivated we must pronounce to be without 
 foundation. To the children of the poor, opportunity is 
 only given to control themselves, to improve and to culti- 
 vate, but not by bad manners to exert an injurious influence 
 upon their companions. Nevertheless it remains for well- 
 to-do parents to choose between the people's Kindergarten 
 and a private and more expensive one. An example may 
 give weight to our assertion. A captain in the army had 
 sent his children to a people's Kindergarten, where they 
 remained to their own great benefit and the delight of their 
 parents for half a year, but he was then compelled to re- 
 move the children because his military comrades contin- 
 ually reproached him with sending his children to the same 
 school with those of his servant. But as his little daughter 
 continually called for "Aunt Anna," he could do nothing 
 but send her back to the school, where she continues to her 
 own great joy, and with no injury to her morals or man- 
 ners. To a public reception of the school, the mother of 
 this little girl brought all her other young children, who, 
 as well as herself, saw with delight the work of the little 
 sister, and could not be content until they also were re- 
 ceived into the happy company. Gratefully and joyfully 
 this mother spoke to us of the blessed influence that the 
 school had exerted upon her child, and thus she who had 
 previously known nothing of Froebel became his devoted 
 follower. 
 
 V. 
 
 Life in Nature. 
 
 Froebel did not neglect to cultivate the sense of art, 
 and he also sought to keep the child in perfect harmony 
 with nature. In it he would have the child live, and 
 become one with it through the sight and comprehension of 
 its forms and phenomena. Hence he considered the garden 
 
KIND ERG AR TEN MA TERIAL. 
 
 155 
 
 an essential requisite in his system. Here he would not only- 
 have the child play, and jump, and romp, but would have it 
 taught to dig and plant, to lay the seed into the earth and 
 to observe and care for its germination, unfolding and 
 growth. It thus takes part in the work of nature and is 
 united with it. With the care of animals it is also made 
 acquainted. It provides for and studies the habits and 
 nature of little animals, such as rabbits, doves and others 
 which, when possible, should be kept in the kindergarten. 
 In this most objective and affectionate manner it is made 
 acquainted with the elements of nature, with the plants 
 and animals, and it learns thus not only to know, but, at 
 the same time, to love and to care for them. 
 
 The Kindergarten offers here a rich field of instruction 
 which is further enlarged and beautified by walks in the 
 field and the woods. 
 
 In these brief sketches we have followed the child 
 through its plays and occupations, through its entire con- 
 duct in the Kindergarten ; let us now see how it appears 
 and acts in the parental home. 
 
156 FROM THE CRADLE TO THE SCHOOL. 
 
 CHAPTER VIII. 
 
 AT HOME. 
 I- 
 
 Let us now once more examine the plays and occupa' 
 tions which are given to the child, and ask ourselves, does 
 the Kindergarten exert a reaction upon the home, and does 
 the conduct of the child differ from that of the child in the 
 domestic nursery before Froebel and his system existed ? 
 
 Joyfully now it returns home, greeting parents and sis- 
 ters with new love. Inexhaustible is the little treasury of 
 stories it has lived and experienced ; it has already brought 
 home perforated paper, and parents, brothers and sisters 
 are astonished at its pretty artificial work. A new song 
 also has been learned which it can sing with the melody, 
 and it is able to relate a beautiful story which the dear 
 teacher has sold to it. The mid-day meal passes quickly by 
 amid all the delightful conversation ; the parents look on 
 with astonishment, and the brothers and sisters listen full 
 of eagerness to the little prattler who can hardly wait for 
 the morrow when it can again go to the Kindergarten. 
 What has become of the little rogue ? No more naugh- 
 tiness is to be reproved at the table, in it or the other 
 eagerly listening little ones. They are all too much 
 interested to be naughty or disagreeable ; they are joyous 
 together, and too happy with their chattering little brother 
 not to love it and be affectionate among themselves. 
 
 What is the secret that the Kindergarten has imparted 
 to the child at home to make it so good and happy there ? 
 
AT HOME. 157 
 
 The parents are filled with joy, and know not how to explain 
 what has acted so ennobling and bettering on their little 
 one. When they go and see the Kindergarten for them- 
 selves, the secret means which is employed becomes known 
 to them Ennui has been banished, for the child is filled 
 with thoughts and actions. The fulness of its little head 
 has been brought home. It is satisfied and occupied until 
 . the inexhaustible spring of the Kindergarten again fills it 
 with new delight. 
 
 And now the noon repast is over and the little flock in 
 warm weather go to the garden ; or if it is stormy and cold, 
 to the nursery. There stands the rocking horse, sword 
 and drum ; there are the army of soldiers neatly packed in 
 the box, and the fort which the}' have erected to besiege. 
 Will it now disregard all these because it has been to the 
 Kindergarten } Not at all. It leaps upon its horse, swings 
 into a spirited gallop, higher, wider, more rapidly; it has soon 
 galloped through the entire room and its cheeks low with 
 joy and pleasure. Now it dismounts, puts on the helmet, 
 takes the sword in the hand and swings it full of active 
 pleasure upon the lively (*) horse as it again mounts upon 
 its back. In this way it continues until it is tired, when it 
 dismounts and puts the horse in his place; that its brothers, 
 larger and smaller, may arm themselves with their play- 
 things. It places them in order, leads them in marches and 
 songs which it has learned in the Kindergarten. " Soldiers 
 must have a drum when they march, and also for lively boys 
 the drum is perfectly splendid." Rum, turn, rum, turn, and 
 now the joy is universal. From play to play it goes, and 
 so the Kindergarten in miniature is set up at home. 
 
 Has it however played with its tin soldiers till it is 
 tired, it does not as formerly run away and leave them 
 lying in wild disorder about the floor. No, it carefully places 
 them in their box, which is now put in its place. Nor does 
 it forget at home the rules of the Kindergarten. With 
 
xe,S FROM THE CRADLE TO THE SCHOOL. 
 
 astonishment and delight the mother observes all the favor- 
 able changes which have taken place in her little darling. 
 
 And is it otherwise with the little girl ? Joyously greets 
 she at home her doll from which she has been separated 
 all the forenoon. Quickly she dresses it, feeds and caress- 
 es it, and does every thing skilfully and intelligently which 
 she was not able to do before ; teaches it all the beautiful 
 songs and tells it all the pretty stories she has learned, and 
 makes her own application of moral rules to it. Then she 
 gives it the building box and the perforated paper, and the 
 doll must build and embroider and lay sticks and sit so still 
 and straight. 
 
 And now the gymnastic exercises must be done and the 
 brothers and sisters must help. They all lift their little 
 arms up to represent branches of trees with nuts, whose 
 leaves the wind easily moves. Lightly,lightly now move their 
 little fingers,now more strongly; now the wind blows harder, 
 at last the arms shake too and fro, then clap, clap, clap, the 
 nuts fall upon the floor, the little hands fall and grasp them, 
 and the little fingers search after them amidst the dancing, 
 shouting and delight of all. And so it continues with joy 
 and rejoicing. 
 
 And are these the same dolls which formerly she 
 threw into the corner when she was tired playing with 
 them ; the same which she before, out of wantonness, broke, 
 the head or tore off an arm, or a foot, only in order to ex- 
 amine it and in spite of the fear of punishment t Even in 
 spite of repeated punishments would she continue to do 
 this, for it was a naughty child with which no one could do 
 any thing. 
 
 And now what punishment has the Kindergarten used 
 upon this naughty child to make it so good and joyous at 
 home ? what charm has it given to it which always ad- 
 monishes it to be friendly, contented and agreeable ? How ! 
 no punisliment, no rod t No, no ! It has only had its little 
 
AT HOME. I^g 
 
 head filled with beautiful plays and thoughts out of which 
 it continually brings something new. When the treasury of 
 playthings in its room offers nothing new, its little hands 
 have been made skilful so that it can create things for 
 itself. The kindergarten offers the simple colorless mate- 
 rial that looks like nothing at all when it lies in the box, and 
 from this the child can charm forth numberless things when- 
 ever it wishes. And why should it not wish ? All the 
 brothers and sisters rejoice at it, and the older school 
 maidens submit willingly to it in the beautiful plays, and 
 wish too, many times, that they could go to the Kinder- 
 garten intead of to the school. Why has mamma not sent 
 them there ? What to them are all the numerous ready- 
 made variegated playthings which they receive at every 
 hand and which they throw aside as superfluous whenever 
 they get any thing new ? what are all these compared with 
 the wood boxes, paper and sticks out of which the little 
 sister is able to make an inexhaustible quantity of new 
 things. How skilfully it folds the little pieces of paper into 
 so many forms, and bring out of them something new and 
 beautiful ! And how beautifully it uses the shears in cut- 
 ting — and also the paste ! All, even the greater sisters, 
 must first learn from it. Yes, if they only had time and did 
 not have to do so much school work. 
 
 The mother looks thoughtfully and astonished at her 
 child, and thinks she too will go to the Kindergarten and 
 learn the wisdom which it teaches — learn how it busies the 
 children and makes them skilful and their senses so alert, 
 so happy and so satisfied so that there are now no contests 
 between them. The nursery is now actually a place of joy 
 as it was formerly of strife, unruliness and coarseness. 
 
 Yes, go there, dear mother, Froebel calls thee there and 
 he will confide to thee all and much more than thou 
 thinkest. He will lay the soul of thy child open to thy 
 gaze, let thee know how to lead and bend it, teach thee how 
 
l6o FROM THE CRADLE TO THE SCHOOL. 
 
 to cultivate its body, its mind, its disposition and heart with- 
 out favoring the one or injuring the other. All the physi- 
 cal and mental powers are developed according to his teach- 
 ing harmoniously and without injury to one another. The 
 steadiness of work and the intercourse in the little society 
 unfold its character and give the foundation for a life of 
 activity. The child becomes accustomed to work, and this 
 makes its mind contented. It listens without compulsion 
 and willingly gives its own wishes up if it is required. 
 Some say the children become formal in the Kindergarten. 
 Is this possible when they know so well how to submit, 
 when they carry on so intelligently at home what they have 
 learned in the Kindergarten ? No, it is not possible; for the 
 child developes from within ; nothing is grafted on to it, 
 nothing poured into it. It sees, recognizes and constructs, 
 and these powers become its property at home where they 
 are employed as valuable material, as a means against 
 ennui, against ill-humor, against ill-manners. Is this 
 formal training? No, never, and never more. 
 
 It has been asserted that the children become too play- 
 ful by the variety in the Kindergarten, and incapable of 
 steady work in school. Is this true, dear mother, and can 
 it be true if thy child considers, comprehends and represents 
 what it conceives ? It learns, indeed, much which the 
 school does not give, where it must sit and hear what is 
 taught to it, and is not allowed to make any thing to repre- 
 sent its thoughts in self-activity and work. That indeed 
 is not easy for it ; but, dear mother, is this the fault of the 
 Kindergarten or the school ? Oh, over that is much to be 
 said and wished. But only patience ! The time for the 
 improvement of the school will come. Let us hope it is 
 not too far distant. 
 
 How long shall the child remain in the Kindergart- 
 en ? The lawful age for attending school is at six 
 years. And the authorities are indulgent until the child 
 
AT HOME. i6i 
 
 is seven years old if they know it attends the Kinder- 
 garten, You, however, dear mother, must judge from the 
 effect you observe on your child. So long as it continues 
 so joyously at its work just so long it is benefited by the 
 Kindergarten. Do you not observe the Kindergarten pre- 
 pares it to receive the training of the school. With its 
 little sticks it lays an abacus (a calculating machine), and 
 afterwards makes it on the slate. On the blackboard it has 
 long. ago learned to count and to divide into fourths, eighths, 
 etc., has learned by the division of the cube. Fractions 
 are too difficult for the lowest class in the school. 
 
 So soon, however, as the child begins to be weary of 
 the occupations of the Kindergarten ; so soon as it ceases 
 to show a fresh, lively interest in its play, becomes dreamy, 
 and betrays evidence of ennui, its mind requires stronger, 
 more nourishing mental food. And this is the age to send 
 it to the school where it may receive more abstract instruc- 
 tion. Whether it will be more happy there we will later 
 investigate. That the child is prepared, however, to re- 
 ceive solid instruction we cannot doubt. 
 
 How, however, is it with the objection that the Kinder- 
 garten does not teach religion and cultivate the religious 
 nature. Dear mother, hast thou actually looked at it from 
 all sides, and canst thou ask this ? Hast thou not in the 
 short daily morning prayer, heard it give thanks to God 
 for the protection of the night — not seen in the stories of 
 the Kindergarten, as also in the work in the garden, the 
 evidence of the power of God in nature, and in the human 
 heart? Even, indeed, choice Biblical stories are not want- 
 ing. Does not the love of God's commands develop in 
 the little heart most beautifully by the love, sociability, 
 friendliness, and care which they not only exercise over 
 one another, but over all that which belongs to them, and 
 towards the plants and animals ? Does not holiness dwell in 
 the little heart which has been so intimately united with all 
 that is good, beautiful and high ? 
 
l62 FROM THE CRADLE TO THE SCHOOL. 
 
 Froebel was a deeply religious man, filled with holiness, 
 and this is many times shown in his writings. The crea- 
 tion he calls a thought of God coming to our view, and. 
 this is most perfectly expressed in the creation of man, who 
 is in the image of God. " In every thing," says he, " law 
 and order, action and rest prevail." He calls man " a child 
 of nature, a child of humanity, and a child of God." To 
 the mother he says : "The child, thy child is a gift of God ; 
 Godliness is to be cared for and unfolded in it." Out of 
 the first parental tenderness he would develop in the child 
 the love for God. Thy child is a child of God. Educate 
 it into unity with God. Can one conceive of a deeper ad- 
 monition to a religious education? Love of truth, of virtue, 
 of right, love to God and mankind, comes out of it and re- 
 sides with it. 
 
 Would you have more of religion than this in the Kin- 
 dergarten ? Those alone can reproach it of this want who 
 would sow the seeds of fanaticism, dogma, confession and 
 superstition in the innocent child's heart, and call forth 
 a race of ill-informed, filled with discord. God be praised, 
 the time for these draws near to an end. We look hope- 
 fully upon the joyous working army of children who bear 
 God's image and carry unperverted hearts, and whose nat- 
 ural freshness and happy developement in the Kindergarten 
 give evidence of conformity to nature in the early years of 
 childhood. And the evidence in favor of Froebel's teach- 
 ing is seen not only in the children, but also in the Kitider- 
 gartner. In spite of its being a calling which causes wea- 
 riness, and taxes the health ; in spite of the little pecuniary 
 reward, none forsake this calling who have been touched 
 by the inspiration of the master. To the priesthood of 
 children is she dedicated, and the holy temple in which she 
 prays, teaches and works, is the holy child's heart. How 
 much higher is thy mission, dear mother, when thou hast 
 comprehended the prophetic word, when it has inflamed 
 
AT HOME. 163 
 
 thy soul, and thou, entering, learnest of the nature of thy 
 inborn, the little ones laid on thy heart, given to thee to 
 care for and ennoble ! A treasure has been given to 
 thee, and a guide who conducts thee into the depart- 
 ment of education which otherwise would only have op- 
 pressed thee as an unsolved riddle. Thy task becomes 
 easier to thee now, and the means for its fulfilment have 
 been given by Froebel. What the Kindergarten has begun 
 thou completest now at home ; for the kindergarten should 
 not take thy child from thee ; it should only teach thee to 
 cultivate and educate it according to its nature, and grant 
 to thee the means which thou hadst not out of thy own self 
 discovered. Froebel calls thee and enlightens thee, works 
 with thee, and in common creation thy work becomes 
 complete. He demands of thee to carry out what he 
 wishes ; you, however, need him for an understanding of 
 thy high calling. 
 
 Hast thou once obtained it, thou wilt not forget it ; for 
 wlioever once learns it parts with it never more. Thou 
 hast then in thyself the most certain proof of the truth, the 
 purity, the imperishability of his teaching. 
 
 Has it become clear to us that the Kindergarten exer- 
 cises a beneficial influence upon the nurseries of the cul- 
 tivated classes, so it will not rejoice us less to perceive 
 that it is likewise rich in blessings for the common homes 
 of the working classes.* Among the latter the children 
 are not spoiled by an excess of ready-made playthings. 
 That simplicity which Froebel demands in plays and occupa- 
 tions is usually present. A little piece of paper and a pair 
 of shears every child may obtain from its father or mother. 
 A stick of wood may be found everywhere out of which 
 the father may cut blocks and little sticks. With these 
 
 * In America these distinctions hardly exist. The rich to-day are 
 often the poor to-morrow, and vice versa. 
 
164 FROM THE CRADLE TO THE SCHOOL. 
 
 the child who was rude and quarrelsome, in the way, and 
 shoved about by everybody, now sits quietly in its little 
 corner, cuts and folds figures out of paper, or lays sticks 
 on the stool, or if it has none, on the floor ; builds all possi- 
 ble forms with blocks, sings the little Kindergarten songs 
 that rejoice and make the heart of the adult happy, and 
 the father and mother who, perhaps, are cross and ill- 
 natured from their work, permit it to sing the beautiful 
 songs, and tell the pretty stories which it has learned to 
 Ihem. Unconsciously a better family feeling is awakened 
 and strengthened. Joy, love and peacefulness which the 
 child has brought home spread among the other members 
 of the household, and the first step in morality, culture and 
 happiness proceeding from the child is taken. The spirit 
 of the Kindergarten has been introduced into the family. 
 
 Receive it joyously, you mothers, and know that the 
 way to goodness, progress in culture and morality, to no 
 one is more easy, or difficult, be it among the higher or 
 lower classes. Is the child of the well-to-do through the 
 spirit of culture which surrounds it better prepared for the 
 influence of the Kindergarten ? so is the child of the hum- 
 ble better prepared by the simplicity and absence of exces- 
 sive gratification in which it has grown up. Froebel ban- 
 ishes the useless superfluity with which the children of the 
 rich are surrounded ; he calls the poorest to him, and 
 shows them the happiness of childhood, which consists in 
 a life in nature, in the use of the simplest things in play 
 and pleasure, in habits of activity, in skilfulness and 
 work, and finally in the developing power of culture. In- 
 deed, far beyond the age of childhood his teaching brings 
 blessings which unite the classes in society together, since 
 he brings them together in their play occupations, and in 
 their culture in morality and mental developement. Edu- 
 cated together during the first years of childhood they will 
 not hate and despise each other later in life. They will 
 
AT HOME. 165 
 
 know that nothing distinguishes and elevates except higher 
 culture and morality, and that in this each may be like the 
 other. Are the children from the beginning so guided, 
 and is the same spirit which we hope of the future carried 
 into the schools, places of pleasure and of work, in which 
 rich and poor, proud and humble, enjoy and cultivate . 
 themselves together as Froebel wished? So will not a little 
 be done to bridge over the chasm which now separates so 
 many industrious and excellent men from one another. A 
 great step will be taken to moderate or obviate the dan- 
 gerous crisis which, through a mistaken understanding of 
 social conditions, threatens society. Therefore let each 
 do his part no matter to what class in society he belongs, 
 and the blessing will return to himself and his family. 
 
 A FRIENDLY ADMONITION. 
 
 We close here with a friendly admonition for the phys- 
 ical welfare of our children and the success of the Kinder- 
 garten : — Among the many objections urged against it, we 
 hear one sometimes from physicians which has a certain 
 justification. It is that the Kindergarten may be the means 
 of spreading children's diseases at an age when they are 
 less able to withstand them than they are at the usual age 
 that children attend school. In part this objection is well 
 founded. We must concede it, though we cannot add that 
 the Kindergarten is therefore to be rejected. But the bless- 
 ings which it brings are very much greater than the inju- 
 ries which originate from it from time to time. Yet the 
 objections, so far as they are well founded, must become the 
 occasion for their removal. And here, dear mother, comes 
 your duty, a duty which likewise becomes a right when it 
 is fulfilled by another to you. When you have one or sev- 
 eral children sick with some children's disease, you would 
 be very glad perhaps to send your healthy child away 
 
l66 FROM THE CRADLE TO THE SCHOOL. 
 
 from the infectious air of your house, and perhaps you send 
 it to the Kindergarten. But you forget, dear mother, that 
 the germs of disease may already be in its blood, and that 
 in a few days it may be taken down, and that it may infect 
 one of the happy children in the Kindergarten, and this 
 another and so on till a whole army of children have been 
 seized with the disease. And what you do in this case hap- 
 pens to you at another time when another mother is situated 
 as you now are. Therefore be warned to carefulness and 
 conscientiousness, for what you do for the community it 
 does for you. When one of your own children is sick with 
 some children's disease, do not send your healthy children 
 among other children until the danger is over. Let every 
 mother do this, and believe me. the benches of the Kinder- 
 garten will be less frequently empty, and to you no danger* 
 but only blessings come. 
 
 It often happens that you may recognize by the cough, 
 or by eruptions on the skin, a contagious disease, in which 
 case keep your child at home till the physician declares it 
 is safe for it to go about again. 
 
 The fulfilment of this duty will contribute very much 
 to make this objection of no account. It is not the mother 
 alone, however, who must act in the matter. It is the duty 
 of society, of the magistrates, to make the cause of the 
 Kindergarten their own, and to watch over its interests. 
 Physicians must also exercise a sanitary oversight over the 
 children, and send them away whenever it is necessary. 
 They should also instruct the Kindergartner early to recog- 
 nize the symptoms of children's diseases so that she may 
 exclude those who might otherwise be the means of spread- 
 ing contagion further. Thus may the objections to the 
 Kindergarten be obviated, and only its good features re- 
 main to bless those most dear to all — our little ones. 
 
AT HOME. 
 
 CONCLUDING WORDS. 
 
 167 
 
 From the birth of the child until it may enter the 
 Kindergarten it is to be hoped that Froebel's system of 
 training may be allowed to have its influence, and that all 
 will learn to love and prize it. 
 
 In conclusion, we cannot help wishing and hoping that 
 every one who knows and honors Froebel's system for the 
 improvement of human education will labor for its advance- 
 ment. The needs of our schools are generally known and 
 many times they have been spoken of, but never till now 
 has a remedy been found. Here must Froebel's spirit act 
 purifyingly and improvingly, and lead to independence in 
 thought and skilfulness in work. The culture of the 
 school must not be one-sided, and remain directed exclu- 
 sively on the mind, but an equilibrium must be established 
 between body, mind and heart j and more stress must be 
 laid upon the culture of character. The reformer of our 
 schools, Pestalozzi, must be followed by the reformer 
 Froebel, whose system in the hands of a great teacher will 
 attain all those ends so much desired both in the public 
 school, the gymnasium and higher seminary for girls. In 
 his system is to be found the pattern for all. He has 
 only applied it in the Kindergarten, but already to the 
 classes between the Kindergarten and the school and like- 
 wise youths' gartens a more thorough culture of the body 
 during the school period is given. And to Froebel's 
 system is also joined the culture of character. 
 
 Those who are thoroughly acquainted with Froebel's 
 system perceive the right way to a complete and timely 
 reform of our schools. Our educators have thus far, for 
 the greater part, excluded it ; but when they shall have 
 deeply studied and known it, the great leader will not long 
 be wanting who shall gain for it such a place in our schools 
 
l68 FROM THE CRADLE TO THE SCHOOL. 
 
 as was gained for Pestalozzi through the life-long devotion 
 and self-sacrifice of Diesterweg, Then will the Kinder- 
 garten become a part of the communal or public school 
 system, through which alone it can be made a common 
 means of culture for all. But the greatest reform will be 
 effected through the classes for the training of teachers in 
 the female schools, those preparing teachers for the mid- 
 dle and elementary, as well as for the higher schools. In 
 these classes the theory of teaching in general, and espe- 
 cially Froebcl's system, will be taught, and this will be com- 
 pleted by actual experience in the Kindergarten itself. 
 The future mothers will then no longer enter unprepared 
 upon their holy work, but by their training in the schools 
 and by actual experience in the Kindergarten will be qual 
 ified to guard, to care for and to guide the treasures that 
 a good providence may afterward lay upon their hearts. 
 
 Thus does Froebel's training begin with the life of the 
 child and complete its work in the fully matured young 
 woman who is qualified by it for her part in the improved 
 culture of the human race. 
 
 May the time not be far distant when it shall gain the 
 fullest recognition and success. 
 
APPENDIX. 
 
 THE RIGHTS OF CHILDREN, AND THE TRUE 
 PRINCIPLES OF FAMILY GOVERNMENT. 
 
 BY HERBERT SPENCER. 
 
 If we are once sure of our law — sure that it is a Divine 
 ordination — sure that it is rooted in the nature of things, 
 then whithersoever it leads we may safely follow. A true 
 rule has no exceptions. When therefore the first principle 
 from which the rights of adults are derived, turns out to 
 be a source from which we may derive the rights of chil- 
 dren, and when the two processes of deduction prove to 
 be identical, we have no choice but abide by the result, 
 and to assume that the one inference is equally authorita- 
 tive with the other. 
 
 That the law — Every man has freedom to do all that 
 he wills, provided he infringes not the equal freedom of 
 any other man — applies as much to the young as to the 
 mature, becomes manifest on referring back to its origin. 
 God wills human happiness ; that happiness is attainable 
 only through the medium of faculties ; for the production 
 of happiness those faculties must be exercised ; the exer- 
 cise of them pre-supposes liberty of action ; these are the 
 steps by which we find our way from the Divine will to the 
 law of equal freedom. But the demonstration is fully as 
 complete when used on behalf of the child, as when used 
 on behalf of the man. The child's happiness, too, is willed 
 by the Deity ; the child, too, has faculties to be exer ■ 
 
170 
 
 APPENDIX. 
 
 cised ; the child, too, needs scope for the exercise of those 
 faculties ; the child therefore has claims to freedom — 
 rights as we call them — coextensive with those of the 
 adult. We cannot avoid this conclusion, if we would. 
 Either we must reject the law altogether, or we must in- 
 clude under it both sexes and all ages. 
 
 Should it be argued that the relationship in which a 
 parent stands to his child, as supplying it with the neces- 
 saries of life, is a different one from that subsisting be- 
 tween man and man, and that consequently the law of 
 equal freedom does not apply, the answer is, that though 
 by so maintaining it a parent establishes a certain claim 
 upon his child — a claim which he may fairly expect to 
 have discharged by a like kindness toward himself should- 
 he ever need it, yet he establishes no title to dominion. 
 For if the conferring an obligation establishes a title to 
 dominion in this case, then must it do so in others ; 
 whence it will follow that if one man becomes a benefac- 
 tor to another, he thereby obtains the right to play the 
 master over that other ; a conclusion which we do not ad- 
 mit. Moreover, if in virtue of his position a parent may 
 trench upon the liberties of his child, there necessarily 
 arises the question : To what extent may he do this ? may 
 he destroy them entirely, as by committing murder.? If 
 not, it is required to ascertain the limit up to which he 
 may go, but which he must not exceed ; a problem equally 
 insoluble with the similar one just noticed. 
 
 Unless, therefore, the reader can show that the train of 
 reasoning by which the law of equal freedom is deduced 
 from the Divine will, does not recognize children, which 
 he cannot ; unless he can show why a certain share of lib- 
 erty naturally attaches to both childhood and manhood, 
 and another share to only one, which he cannot ; he must 
 admit that the rights of the youth and the adult are coex- 
 tensive. 
 
APPENDIX. 
 
 171 
 
 There is one plausible looking way of meeting these 
 arguments. It may be argued that in the child many of 
 the faculties of the future man are undeveloi^ed, and that 
 as rights are primarily dependent upon faculties, the rights 
 of children cannot be coextensive with those of adults, be- 
 cause their faculties are not so. A fatal objection this, 
 did it touch the question ; but it happens to be wholly be- 
 side it. The fullest endowment of rights which any being 
 can possess, is perfect freedom to exercise all his faculties. 
 And if each of two beings possesses /^/y^r/ freedom to ex- 
 ercise all his faculties, each possesses complete rights ; that 
 is, the rights of the two are equal ; no matter whether the 
 faculties are equal or not. For, to say that the rights of 
 the one are less than those of the other, because his facul- 
 ties are fewer, is to say that he has no right to exercise 
 the faculties he has not got — a curious compound of truism 
 and absurdity. 
 
 We say that a man's character may be told by the 
 company he keeps. We might similarly say that the truth 
 of a belief may be judged by the morality with which it is 
 associated. Given a theory universally current amongst 
 the most degraded sections of our race — a theory received 
 only with considerable abatements by civilized nations — a 
 theory in which men's confidence diminishes as fast as so- 
 ciety advances — and we may safely pronounce that theory 
 a false one. On such, along with other evidence, the sub- 
 ordination of sex was lately condemned. Those commonly 
 observed facts, that the enslavement of women is invaria- 
 bly associated with a low type of social life, and that con- 
 versely, her elevation toward an equality with man uni- 
 formly accompanies progress, were cited in part proof that 
 the subjection of female to male is essentially wrong. If 
 now, instead of woijun we read children, similar facts may 
 be cited, and a similar deduction may be drawn. If it be 
 true that the dominion of man over woman has been op- 
 
172 
 
 APPENDIX. 
 
 pressive in proportion to the badness of the age or the 
 people, it is also true that parental authority has been 
 stringent and unlimited in a like proportion. If it be a 
 fact that the emancipation of women has kept pace with 
 the emancipation of society, it is likewise a fact that the 
 once despotic rule of the old over the young has been 
 ameliorated at the same rate. And if in our own day we 
 find the fast-spreading recognition of popular rights ac- 
 companied by a silent growing perception of the rights of 
 women, we. also find it accompanied by a tendency toward 
 systems of non-coercive education — that is, toward a prac- 
 tical illustration of the rights of children. 
 
 COERCIVE EDUCATION. 
 
 If coercive education is right, it must be productive of 
 good, and if wrong, evil. By an analysis of its results, 
 therefore, we shall obtain so much evidence for or against 
 the doctrine that the liberties of children are coextensive 
 with those of adults. 
 
 Considering what universal attention the culture of the 
 young has lately received — the books written about it, the 
 lectures delivered on it, the experiments made to elucidate 
 it — there is reason for concluding that as the use of brute 
 force for educational purposes has greatly declined, some- 
 thing radically wrong must be involved in it. But without 
 dwelling on this, let us judge of coercive education not by 
 the effects it is believed to produce, but by those it must 
 produce. 
 
 Education has for its object the formation of charac- 
 ter. To curb restive propensities, to awaken dormant 
 sentiments, to strengthen the perceptions and cultivate the 
 tastes, to encourage this feeling and repress that, so as 
 finally to develop the child into a man of well proportioned 
 and harmonious nature — this is alike the aim of parent 
 
APPENDIX. 
 
 173 
 
 and teacher. Those, therefore, who advocate the use of 
 authority, and, if need be, force, in the management of 
 children must do so because they think these the best 
 means of compassing the desired object. Paternity has 
 to devise some kind of rule for the nursery. Impelled 
 partly by the creed, partly by custom, partly by inclina- 
 tion, paternity decides in favor of a pure despotism 
 proclaims its word the supreme law, anathematizes dis- 
 obedience' and exhibits the rod as the final arbiter in all 
 disputes. And of course this system is defended as the 
 one best calculated to curb restive propensities, awaken 
 dormant sentiments, etc., etc., as aforesaid. Suppose now 
 we inquire how the plan works. An unamiable little ur- 
 chin is pursuing his own gratification regardless of the 
 comfort of others ; is perhaps annoyingly vociferous in his 
 play ; or is amusing himself by teasing a companion ; or is 
 trying to monopolize the toys intended for others in com- 
 mon with himself. Well, some kind of interposition is 
 manifestly called for. Paternity, with knit brows, and in a 
 severe tone, commands desistance, visits anything like re- 
 luctant submission with a sharp -' Do as I bid you ; " if 
 need be, hints at a whipping or the black hole — in short 
 carries coercion, or the threat of coercion, far enough to 
 produce obedience. After sundry exhibitions of perverse 
 feeling the child gives in ; showing, however, by its sullen- 
 ness the animosity it entertains. Meanwhile paternity 
 pokes the fire and complacently resumes the newspaper, 
 under the impression that all is as it should be : most un- 
 fortunate mistake ! 
 
 If the thing wanted had been the mere repression of 
 noise, or the mechanical transfer of a plaything, perhaps 
 no better course could have been pursued. Had it been 
 of no consequence under what impulse the child acted, so 
 long as it fulfilled a given mandate, nothing would remain 
 to be said. But something else was needed. Character 
 
174 
 
 APPENDIX. 
 
 was the thing to be changed rather than conduct. It was 
 not the deeds, but the feeling from which the deeds sprung 
 that required dealing with. Here were palpable manifes- 
 tations of selfishness, and indifference to the wishes of 
 others, a marked desire to tyrannize, an endeavor to en- 
 gross benefits intended for all ; in short, here were exhi- 
 bitions on a small scale of that unsympathetic nature to 
 which our social evils are mainly attributable. What, then, 
 was the thing wanted ? Evidently an alteration in tlie 
 child's disposition. What was the problem to be solved } 
 Clearly to generate a state of mind which had it previously 
 existed would have prevented the offending actions. What 
 was the final end to be achieved ? Unquestionably the 
 formation of a character which would spontaneously pro- 
 duce greater generosity of conduct. Or, speaking definite- 
 ly, it was necessary to strengthen that sympathy to the 
 weakness of which this ill behavior was traceable. 
 
 But sympathy can be strengthened only by exercise. 
 No faculty whatever will grow, save by the pcformance of 
 its special function ; a muscle by contraction, the intellect 
 by perceiving and thinking, a moral sentiment by feeling. 
 Sympathy, therefore, can be increased only by exciting 
 sympathetic emotions. A selfish child is to be rendered 
 less selfish only by arousing in it a fellow-feeling with the 
 desires of others. If this is not done nothing is done. 
 
 Observe then how the case stands. A grasping, hard- 
 natured boy is to be humanized, is to have whatever germ 
 of better spirit that may be in him developed ; and to this 
 end it is proposed to use frowns, threats, and the stick ! 
 To stimulate that faculty which originates our regard for 
 the happiness of others, we are told to inflict pain, or the 
 fear of pain ! The problem is — to generate in a child's 
 mind a sympathetic feeling ; and the answer is beat it, or 
 send it supperless to bed ! 
 
 Thus we have but to reduce the subjection theory to a 
 
APPENDIX. 
 
 175 
 
 definite form to render its absurdity self-evident. Con- 
 trasting the means to be employed with the work to be 
 done, we are at once struck with their utter unfitness. In- 
 stead of creating a new internal state which shall exhibit 
 itself in better deeds, coercion can manifestly do nothing 
 but forcibly mold externals into a coarse semblance of 
 such a state. In the family, as in society, it can simply 
 restrain : it cannot educate. Just as the recollection of a 
 jail and the dread of a policeman, whilst they serve to 
 check the thief's depredations, effect no change in his 
 morals, so, although a father's threats may produce in a 
 child a certain outside conformity with rectitude, they can- 
 not generate any real attachment to it. As some one has 
 well said, the utmost that severity can do is to make hyp- 
 ocrites ; it can never make converts. 
 
 Let those who have no faith in any instrumentalities 
 for the rule of human beings, save the stern will and the 
 strong hand, visit an asylum for the insane. Let all self- 
 styled practical men, who, in the pride of their semi-savage 
 theories, shower sarcasms upon the movements for peace, 
 for the abolition of capital punishments and the like, go 
 and witness to their confusion how a number of lunatics 
 can be managed without the use of force. Let those 
 sneerers at " sentimentalisms " reflect on the horrors of 
 madhouses as they used to be ; where was weejDing and 
 wailing and gnashing of teeth, where chains clanked dis- 
 mally, and v/here the silence of the night was rent by 
 shrieks that made the belated passer-by hurry on shudder- 
 ingly ; let them contrast with these horrors the calmness, 
 the contentment, the tractability, the improved health of 
 mind and body, and the not unfrequent recoveries that 
 have followed the abandonment of the strait-jacket re- 
 gime ; and then let them blush for their creed. 
 
 And shall the poor maniac, with diseased feelings and 
 a warped intellect, persecuted as he constantly is by the 
 
176 APPENDIX. 
 
 suggestions of a morbid imagination, shall a being with a 
 mind so hopelessly chaotic that even the most earnest 
 pleader for human rights would make his case an excep- 
 tion, shall he be amenable to a non-coercive treatment, and 
 shall a child not be amenable to it ? Will any one main- 
 tain that madmen can be managed by suasion, but not 
 children ? that moral force methods are best for those de- 
 prived of reason, but physical force methods for those pos- 
 sessing it ? Hardly. The boldest defender of domestic 
 despotism will not assert so much. If by judicious con- 
 duct the confidence even of the insane may be obtained — 
 if even to the beclouded intelligence of a lunatic kind at- 
 tentions and a sympathetic manner will carry the convic- 
 tion that he is surrounded by friends and not by demons — 
 and if, under that conviction, even he, though a slave to 
 every disordered impulse, becomes comparatively docile, 
 how much more under the same influence will a child be- 
 come so. Do but gain a boy's trust ; convince him by 
 your behavior that you have his happiness at heart ; let 
 him discover that you are the wiser of the two ; let him 
 experience the benefits of following your advice, and the 
 evils that arise from disregarding it, and fear not that you 
 will readily enough guide him. Not by authority is your 
 sway to be obtained ; neither by reasoning ; but by in- 
 ducement. Show in all your conduct that you are thor- 
 oughly your child's friend, and there is nothing you may 
 not lead him to. The faintest sign of your approval or 
 dissent will be his law. You have won from him the key of 
 all his feelings ; and, instead of the vindictive passions 
 that severe treatment would have aroused, you may by a 
 word call forth tears, or blushes, or the thrill of sympathy ; 
 may excite any emotion you please — may, in short, effect 
 something worth calling education. 
 
APPENDIX. 177 
 
 THE BEST EDUCATION OF A CHILD. 
 
 If we wish a boy to become a good mechanic we in- 
 sure his expertness by an early apprenticeship. The 
 young musician that is to be, passes several hours a day 
 at his instrument. Initiatory courses of outline drawing 
 and shading are gone through by the intended artist. For 
 the future accountant a thorough drilling in arithmetic is 
 prescribed. The reflective powers are sought to be devel- 
 oped by the study of mathematics. Thus all training is 
 founded on the principle that culture must precede profi- 
 ciency. In such proverbs as " Habit is second nature," 
 and " Practice makes perfect," men have expressed those 
 net products of universal observation on which every edu- 
 cation is ostensibly based. The maxims of a village 
 school-mistress and the speculations of a Pestalozzi are 
 alike pervaded by the theory that the child should be ac- 
 customed to those exertions of body and mind which will 
 in future life be required of it. Education means this or 
 nothing. 
 
 What now is the most important attribute of man as a 
 moral being ? What faculty above all others should we 
 be solicitous to cultivate .'' May we not answer, the faculty 
 of self-control ? This it is which forms a chief distinction 
 between the human being and the brute. It is in virtue of 
 this that man is defined as a creature " looking before and 
 after." It is in their larger endowment of this that the 
 civilized races are superior to the savage. In supremacy 
 of this consists one of the perfections of the ideal man. 
 Not to be impulsive, not to be spurred hither and thither 
 by each desire that in turn comes uppermost ; but to be 
 self-restrained, self-balanced, governed by the joint decision 
 of the feelings in council assembled, before whom every 
 action shall have been debated and calmly determined. 
 I'his it is which education— moral education at least — 
 strives to produce. 
 
 12 
 
178 APPENDIX. 
 
 But the power of self-government, like all other powers, 
 can be developed only by exercise. Whoso is to rule over 
 his passions in maturity, must be practiced in ruling over 
 his passions during youth. Observe, then, the absurdity 
 of the coercive system. Instead of habituating a boy to 
 be a law to himself as he is required in after life to be, it 
 administers the law for him. Instead of preparing him 
 against the day when he shall leave the paternal roof, by 
 inducing him to fix the boundaries of his actions and vol- 
 untarily confine himself within them, it marks out these 
 boundaries for him, and says, " cross them at your peril." 
 Here we have a being who, in a few years, is to be his own 
 master, and, by way of fitting him for such a condition, he 
 is allowed to be his own master as little as possible. 
 Whilst in every other particular it is thought desirable that 
 what the man will have to 'do, the child should be well 
 drilled in doing, in this most important of all particulars, 
 the controlling of himself, it is thought that the less prac- 
 tice he has the better. No wonder that those who have 
 been brought up under the severest discipline should so 
 frequently turn out the wildest of the wild. Such a result 
 is just what might have been looked for. Not only does 
 the physical force system fail to fit the youth for his future 
 position, but it absolutely tends to ««fit him. Were 
 slavery to be his lot no better method of training could 
 be devised than one which accustomed him to that attitude 
 of complete subordination he would subsequently have to 
 assume. But just to the degree in which such treatment 
 would fit him for servitude, must it unfit him for being a 
 free man among free men. 
 
 WHY IS EDUCATION NEEDED? 
 
 But why is education needed at all ? Why does not 
 the child grow spontaneously into a normal human being ? 
 
APPENDIX. 
 
 179 
 
 Why should it be requisite to curb this propensity, to stim- 
 ulate the other sentiment, and thus by artificial aids to 
 mold the mind into something different from what it would 
 itself become? Is there not here an anomaly in nature? 
 Throughout the rest of creation we find the seed and the 
 embryo attaining to perfect maturity without external aid. 
 Drop an acorn into the ground and it will in due time be- 
 come a healthy oak, without either pruning or training. 
 The insect passes through its several transformations un- 
 helped, and arrives at its final form possessed of every 
 needful capacity and instinct. No coercion is needed to 
 make the young bird or quadruped adopt the habits proper 
 to its future life. Its character, like its body, spontane- 
 ously assumes complete fitness for the part it has to play 
 in the world. How happens it, then, that the human mind 
 alone tends to develop itself wrongly ? Must there not be 
 some exceptional cause for this ? Manifestly : and if so, 
 a true theory of education must recognize this cause. 
 
 It is an indisputable fact that the moral constitution 
 which fitted man for the predatory state, differs from the 
 one needed to fit him for this social state to which multi- 
 plication of' the race has led. The law of adaptation is 
 effecting a transition from one constitution to the other. 
 Living then, as we do, in the midst of this transition, we 
 must expect to find sundry phenomena which are explic- 
 able only upon the hypothesis that humanity is at present 
 partially adapted to both these states, and not completely 
 to'either — has only in a degree lost the dispositions of 
 savage life, and has but imperfectly acquired these needed 
 for social life. The anomaly just specified is one of these. 
 The tendency of each new generation to develop itself 
 wrongly, indicates the degree of modification that has yet 
 to take place. Those respects in which a child requires re- 
 straint, are just the respects in which he is taking after the 
 aboriginal man. The selfish squabbles of the nursery, the 
 
i8o APPENDIX. 
 
 persecution of the playground, the lying and petty thefts, 
 the rough treatment of inferior creatures, the propensity 
 to destroy — all these imply that tendency to pursue grati- 
 fication at the expense of other beings, which qualified 
 man for the wilderness and which disqualifies him for 
 civilized life. 
 
 We have seen, however, that this incongruity between 
 man's attributes and his conditions is in course of being 
 remedied. We have seen that the instincts of the savage 
 must die of inanition ; that the sentiments called forth by 
 the social state must grow by exercise, and that if the laws 
 of life remain constant this modification will continue until 
 our desires are brought into perfect conformity with our 
 circumstances. When now that ultimate stale in which 
 morality shall have become organic is arrived at, this an- 
 omaly in the developement of the child's character will have 
 disappeared. The young human being will no longer be 
 an exception in nature, will not as now tend to grow into 
 unfitness for the requirements of after life, but will spon- 
 taneously unfold itself into that ideal manhood whose every 
 impulse coincides with the dictates of the moral law. 
 
 Education, therefore, in so far as it seeks to form char- 
 acter, serves only a temporary purpose, and like other in- 
 stitutions resulting from the non-adaption of man to the 
 social state, must in the end die out. Force in the domes- 
 tic circle, like magisterial force, is merely the compliment 
 of immorality ; immorality is resolvable into non-adapta- 
 tion ; non-adaptation must in time cease ; and thus the 
 postulate with which this old theory of education starts 
 will eventually become false. Rods and ferules, equally 
 with the staffs and handcuffs of the constable, the jailer's 
 keys, the swords, bayonets and cannon, with which nations 
 restrain each other, are the offspring of iniquity, can. exist 
 only whilst supported by it, and necessarily share in the 
 badness of their parentage. Born therefore as it is of 
 
APPENDIX i8i 
 
 man's imperfections, governing as it does by means of 
 those imperfections, and abdicating as it must when Equity 
 begins to reign. Coercion in all its forms, educational or 
 other, is essentially vicious. 
 
 The main obstacle to the right conduct of education lies 
 rather in the parent than in the child. It is not that the child 
 is insensible to influences higher than that of force, but 
 that the parent is not virtuous enough to use them. Fathers 
 and mothers who enlarge upon the trouble which filial mis- 
 behavior entails upon them, strangely assume that all the 
 blame is due to the evil propensities of their offspring and 
 none to their own. Though on their knees they confess 
 to be miserable sinners, yet to hear their complaints of un- 
 dutiful sons and daughters you might suppose that they 
 were themselves immaculate. They forget that the de- 
 pravity of their children is a reproduction of their own de- 
 pravity. They do not recognize in these much scolded, 
 often beaten little ones, so many looking-glasses wherein 
 they may see reflected their own selfishness. It would 
 astonish them to assert that they behaved as improperly 
 to their children as their children do to them. Yet a 
 little candid self-analysis would show them that half their 
 commands are issued more for their own convenience or 
 gratification than for corrective purposes. " I won't have 
 that noise ! " exclaims a disturbed father to some group 
 of vociferous j\iveniles ; and the noise ceasing, he claims 
 to have done something toward making his family orderly. 
 Perhaps he has ; but how ? By exhibiting that same evil 
 disposition which he seeks to check in his children — a de- 
 termination to sacrifice to his own happiness the happiness 
 of others. Observe, too, the impulse under which a re- 
 fractory child is punished. Instead of anxiety for the de- 
 linquent's welfare, that severe eye and compressed lip 
 denote rather the ire of an offended ruler — express some 
 such inward thought as " You little wretch, we'll soon see 
 
l82 APPENDIX. 
 
 who is to be master." Uncover its roots, and the theory 
 of parental authority will be found to grow not out of man's 
 love for his offspring but out of his love of dominion. Let 
 any one who doubts this listen to that common reprimand, 
 " How dare you disobey me ? " and then consider what the 
 emphasis means. No, no, moral force education is widely 
 practicable even now, if parents were civilized enough to 
 use it. 
 
 But of course the obstacle is in a measure reciprocal. 
 Even the best samples of childhood as we now know it 
 will be occasionally unmanageable by suasion ; and when 
 inferior natures have to be dealt with the difficulty of doing 
 without coercion must be proportionably great Neverthe- 
 less patience, self-denial, a sufficient insight into youthful 
 emotions, and a due sympathy with them, added to a little 
 ingenuity in the choice of means, will usually accomplish 
 all that can be wished. Only let a parent's actions and 
 words and manner show that his own feelings is a thor- 
 oughly right one, and he will rarely fail to awaken a re- 
 sponsive feeling in the breast of his child. 
 
ONE HUNDRED HINTS AND SUGGESTIONS TO 
 PARENTS CONCERNING FAMILY GOVERN- 
 MENT. . 
 
 SELF-CONTROL. 
 
 1. Perhaps the most important rule for parents is that 
 they govern their own thoughts, feelings and emotions. 
 The self-control which rules their lives reacts favorably 
 on the character of the children. 
 
 SIMPLICITY IN GOVERNMENT. 
 
 2. So far as it is possible, govern a child in the most 
 simple and natural manner ; by a word, a look, an exam- 
 ple ; by gentleness and love, rather than by harshness. 
 
 THE child's nature. 
 
 3. Study the nature of the child carefully and adapt 
 your methods to it. Be careful to recognize and cultivate 
 its individuality rather than try to mould it after any pre- 
 scribed pattern. 
 
 irritable children. 
 
 4. When children are irritable, do not make them more 
 so by scolding and fault-finding, but correct their irritabil- 
 ity by good nature, and mirthfulness. Irritability comes 
 from errors in food. Bad air, too little sleep, a necessity 
 for change of scene and surroundings, from confinement in 
 close rooms, and lack of sunshine. 
 
l84 ONE HUNDRED SUGGESTIONS 
 
 MORTIFYING CHILDREN. 
 
 5. Never mortify a child or shock its self-respect by 
 depreciation of its worth. 
 
 FLATTERY. 
 
 6. Nor on the other hand ever flatter a child by in- 
 sincere, artful, servile attentions, nor gratify their vanity 
 by undeserved commendations. 
 
 PRAISE. 
 
 7. 'Praise may and ought to be used on all proper occa- 
 sions. The expression, " that is well done," is a tonic to 
 the mind of the child as well as the adult. Children often 
 starve for honest, deserved praise. Never fail to bestow 
 it. It is one of nature's aids. The parent who never 
 praises a child, does wrong. 
 
 FEAR. 
 
 8. Do not govern a child through fear of you, but 
 rather by such a love and respect that it will be pained to 
 violate your wishes. 
 
 FIRMNESS. 
 
 9. Be firm, yet gentle, when necessary, and insist on 
 obedience to all commands ; but never ask what is unrea- 
 sonable or impossible. 
 
 FREEDOM. 
 
 10. Do not govern too much, but give a child the 
 largest freedom consistent with the rights of others and its 
 own good. It is unfortunate for a child to be constantly 
 under the eye of a master so that all freedom of action 
 
TO PARENTS. 185 
 
 is repressed. On the other hand, where its own free- 
 dom interferes with the rights of others, use such checks 
 and guidance as the case Requires. 
 
 PLAY. 
 
 11. Children should be allowed to play a great deal. 
 It is nature's method of working off the overflow of the 
 physical and mental powers. Playfulness is the fragrance, 
 the aroma — the bloom of childhood. Let no rude hand 
 prevent the child from playing more than from breathing, 
 but furnish suitable opportunities for its gratification. If 
 a child is naturally averse to play, through any defect of 
 organization, try and cultivate a love for it. 
 
 ORDERING CHILDREN. 
 
 12. Children should not too frequently be "ordered" 
 to do thus and so. When necessary they may, however, be 
 commanded ; ordering children about hurts their self-respect. 
 Commanding them as a dignified officer does his army, cul- 
 tivates it. 
 
 CONTENTION. 
 
 13. Never contend with a child, or allow it to argue 
 the case with you. 
 
 NOTICING FAULTS. 
 
 14. Do not notice every little fault and reprove it. 
 How would you like this yourself ? 
 
 PERFECTION. 
 
 15. Do not expect perfection. A child is an undevel- 
 oped creature, beautiful as a budding rose, but it cannot 
 do every thing well more than its parents can. 
 
l86 ONE HUNDRED SUGGESTIONS 
 
 DRESS. 
 
 1 6. Do not dress a child so nicely that it cannot romp 
 and play in the dirt without spoiling its clothes. Plain, 
 strong clothing for use, not for show, is most appropriate 
 for a child. 
 
 IMPURITY. 
 
 17. Teach a child to shun what is impure, not only in 
 thought and action, but in food, drink, and its physical 
 surroundings. It is as bad to breathe impure air as to use 
 impure words. 
 
 COURAGE. 
 
 18. Cultivate courage and self-reliance in children, so 
 that when older they will not dread responsibilities. 
 
 NERVOUS CHILDREN. 
 
 19. Nervous children must be treated with more deli- 
 cacy than robust ones. 
 
 MAKING PROMISES. 
 
 20. Do not make too many promises to your children ; 
 but when made keep them. 
 
 GIRLS AND BOYS. 
 
 21. Teach girls to be brave and full of courage, and 
 boys to be gentle and refined in feeling. 
 
 HARMONY OF DEVELOPMENT. . 
 
 22. Maintain a harmony of development between 
 body and brain, so that neither shall outgrow the other. 
 
 WEAK PARTS. 
 
 23. If any part of a child's nature is weak or deficient. 
 
TO PARENTS. 187 
 
 take particular pains to develop it by proper training. 
 If the chest is weak, let the child practice those exercises 
 which will make it strong. If the child is timid, gradual- 
 ly expose it to those dangers which will make it self-re- 
 liant. " To make a brave man, educate bravely," says Jean 
 Paul. 
 
 AN ENEMY. 
 
 24. Never assume the attitude of an enemy to your 
 thild. 
 
 THE GENTLEMAN AND LADY. 
 
 25. Never educate a child to be a gentleman or a lady 
 alone, but to be a man or woman. 
 
 IMPULSE. 
 
 26. Do not be guarded by the impulse of the moment, 
 but by your best cultured judgment. 
 
 CHILDREN NOT ALL BORN GOOD. 
 
 27. Multitudes of children are badly born, and it is 
 impossible by any system of training to make them what 
 they should be. Remember this, and then do your best. 
 
 SELF-RESTRAINT. 
 
 28. Early teach a child to restrain and hold in check 
 its passions. 
 
 FALSE METHODS. 
 
 29. It is wrong to punish a child for what it cannot 
 help, or treat it harshly as some do when it is hurt and 
 cries. 
 
 ANOTHER ERROR. 
 
 30. Never say to a child, *' You stupid little thing ! " 
 
l88 ONE HUNDRED SUGGESTIONS 
 
 IDEAL CHILDREN. 
 
 31. Do not try to produce an ideal child. It would 
 find no fitness in this world. 
 
 TOO MUCH OF A GOOD THING. 
 
 32. Do not govern children too much. Why should a 
 child need so much more governing than a calf, a colt, or 
 a dog. 
 
 BE PRACTICAL. 
 
 33. Do not adopt impractical notions, but be practical. 
 
 BETTER EXPERIENCE. 
 
 34. Dearly bought experience is a lesson which all chil- 
 dren must to a certain extent experience. Do not expect 
 to entirely protect them from it. Let every child early ex- 
 perience the results of its conduct, be it good or bad, the 
 same as adults do j at least to a moderate extent. 
 
 LABOR. 
 
 35. Teach a child early that its pleasures are only to 
 be obtained by labor, by carefulness, by doing the right 
 thing. If it will not put up its playthings it should not 
 have them. If it will not get ready for a pleasure walk in 
 time let it remain at home. 
 
 GRATIFICATION. 
 
 36. Never give a child all it cries for, or wishes, but let 
 it be content with what is best for it. 
 
 SELF-WILL. 
 
 37. Do not fear the exhibition of a reasonable amount of 
 self-will in a child. It is an evidence of independence and a 
 
TO PARENTS. 189 
 
 desire for freedom. A liberty loving child does not want 
 to be tyrannized more than an adult. Let us modify our 
 methods to suit such natures, only demanding that they 
 must do to others as they would be done by. 
 
 ROUGH AND READY DISCIPLINE. 
 
 38. Remember that rough and ready discipline is the 
 product of an inferior mind, while a civilized system of 
 family government can only come from thoughtfulness, 
 self-control, patience, study, and much mental effort. 
 Brutes can bite, and scratch, and growl, only human beings 
 can be kind and generous. 
 
 CHILDREN NOT ALIKE. 
 
 39. Modify your methods according to the temper of 
 your child \ no two are alike or require exactly the same 
 treatment. 
 
 MOTIVES. 
 
 40. You will need not only to analyze the motives of 
 your children and determine which are base and curb them, 
 but your own motives, and educate yourself to « act from 
 the highest. Those parents who act from high motives 
 in the discharge of parental duties become quite as much 
 benefited by that self-i'estraint which they must exercise as 
 their children. 
 
 DISCOURAGEMENT. 
 
 41. Never become discouraged. The fruit of your la- 
 bors may not show itself at once, but be sure if you have 
 planted and watered wisely there will be in the end an 
 abundant return of happiness for your work. 
 
igo ONE HUNDRED SUGGESTIONS 
 
 GRATIFYING CHILDISH DESIRES. 
 
 42. It is perfectly right to gratify the natural and inno- 
 cent desires of children to a reasonable extent. Nine times 
 out of ten these instincts are correct unless they have inher- 
 ited diseased ones from their parents, in which case caution 
 must be observed to correct the perversion. Always feed 
 your children on simple, substantial, nourishing food. If 
 you set them the example they will willingly follow it. 
 Their tastes are easily perverted by indulgences, and then 
 it is more difficult to manage them. Study carefully the 
 natural laws of diet and build on them. The same law 
 should rule concerning drink. Pure water, milk and the 
 simple sweetened juices of fruits are the best drinks for man 
 and child. Children ought to have all the good fruit they 
 can eat. Children generally love sweets, and they may be 
 indulged in sweet fruits, pure sugar, honey, etc., to a rea- 
 sonable extent, especially if it is taken at the proper time, 
 with the meal and as a part of it. Candies are generally 
 more or less poisoned by earths' flavors and coloring mat- 
 ter. They had better be entirely discarded and pure 
 sugar substituted in moderate quantities. 
 
 MAGNETIZING CHILDREN TO DO WRONG. 
 
 43. Parents and teachers often lack self-control them- 
 selves, and they magnetize children into rebellion, rage 
 and obstinacy, and the contest descends into a regular 
 fight for the mastery. This is pitiful in the extreme, and 
 the child is sure to suffer great cruelty in such a crisis. 
 Parent and teacher are only fit for their office when per- 
 fectly calm, wise, and of just mind, and sympathetic of 
 heart. They should be capable of penetrating to the 
 mind and heart of the child, and judging thence what may 
 rightfully by required of it. 
 
TO PARENTS. 191 
 
 THE mother's personal CARE. 
 
 44. Mrs, Horace Mann says : — A mother should feed 
 her own children, I do not speak merely of nursing them 
 with the breast, which it is her duty to do, if her own 
 health and strength will permit, for every child doubtless 
 contends much more successfully with disease who is 
 nursed by the food nature has prepared for it than by any 
 substitute ; but I speak of later administration of food. It 
 is a season when proper self-denial can and ought to be 
 inculcated, and it also is important what diet children 
 have. They should never be left to share the cup of tea* 
 or the cup of cordial, the premature bit of meat, or vegeta- 
 ble cooked in fat, which will be likely to be given them 
 by domestics. One taste of a bit of cake is enough to ex- 
 cite an unhealthy appetite for that pernicious viand, and 
 all other sweets and sweet compounds. If the mother has 
 the meal in her own charge, that temptation and that in- 
 digestion may be spared alike. Nor will the overfeeding 
 so common with children, be likely to occur. Their meals 
 should not be hurried, nor arbitrarily curtailed for reasons 
 of convenience to the feeders. Habits of refinement are 
 also to be taught in connection with eating, which if not 
 taught early, are liable to be learned with difficulty, and at 
 the cost of much fault-finding, an evil that should always 
 be avoided, if possible. 
 
 THE NERVOUS TEMPERAMENT. 
 
 45. If a child inherits a nervous temperament, great 
 pains should be taken to cultivate the vital temperament. 
 This is best done by cultivating quiet habits, giving plenty 
 of sleep and abundance of healthy food, especially bread 
 and milk, nuts, fruits, etc. If on the other hand a child 
 inherits a phlegmatic temperament, the nervous system 
 may be stimulated more. 
 
iga ONE HUNDRED SUGGESTIONS 
 
 SCROFULA. 
 
 46. Scrofula is the curse of modern civilization. Hard- 
 ly a family which has received the benefits of culture, but 
 has a taint of scrofula. When children are scrofulous 
 they should have the very best physical education possi- 
 ble, live much out of doors, go to the seaside in summer. 
 Cultivate athletic exercises, learn to love the sunshine 
 and eat only wholesome, nutritious food. 
 
 SYMPATHY. 
 
 47. Children need syrnpathy. Parents should be able 
 to comprehend their notions and take an interest in their 
 thoughts and feelings. It will give a stronger hold on them 
 and there will be a closer bond of sympathy which will 
 strengthen the child's moral convictions and keep it from 
 going into wrong courses in after life. 
 
 SCOLDING. 
 
 48. It is a real sin against the child's nature to scold it 
 There may be times when a short, sharp, severe reprimand, 
 which is far from being scolding, is necessary ; but constant 
 scolding, which is nothing but fault- finding and reprimand- 
 ing, is an error into which many excellent parents fall. It 
 has little place in any true system of family government. 
 
 SELF-HELP. 
 
 49. Children ought to be trained to be self-helpful, to 
 know how to do for themselves, how to amuse themselves. 
 It is a mistake to think they must be watched every mo- 
 ment, and have a nurse stand over them from morning 
 till night. A healthy child, like a human being, is the 
 better for being left alone a portion of each day. 
 
TO PARENTS. 153 
 
 MODERN METHODS. 
 
 50. Modern methods of governing children aim to be 
 in harmony with natural law. When they are so, they are 
 beneficial, pleasurable : when not so, painful. 
 
 RULES. 
 
 51. Never tamper and handcuff a child with a multi- 
 tude of rules. Its nature should be spontaneous. Adults 
 may hedge themselves around with as many rules as they 
 please. It is their own affair ; but children cannot bear 
 this treatment. 
 
 THE NATURAL ORDER. 
 
 52. The child's mind unfolds like a plant after a natural 
 order. Do not interfere with this method, but carefully 
 promote it. Do not expect the fruit before the flower 
 has unfolded. Do not expect the flower before the tender 
 leaf and stalk has grown. 
 
 HEROIC TREATMENT. 
 
 53. The old methods in medicine were heroic. The re- 
 sults were, multitudes of patients died who might have 
 lived. Modern methods are gentle, simple, natural, and 
 the patients recover. The old method of training a child 
 was heroic and vast numbers of children had their natures 
 and dispositions ruined. We have had experimenting 
 enough of this sort. 
 
 THEATRICAL CHILDREN. 
 
 54. In some families children are made a show of 
 before company to an extent that would suggest the idea 
 that they were being trained to the theatrical profession. 
 Such precocity and boldness in social matters is injurious 
 
 13 
 
194 ^^^ HUNDRED SUGGESTIONS 
 
 to the child, begetting, as it does, selfishness and vanity, 
 and causing a dislike for the humble and obscure duties 
 and labors that all children should be trained to perform. 
 Let them in the family and in society be noted rather for 
 modesty and quietness, than for pertness and premature 
 forwardness. 
 
 FRIGHTENING A CHILD. 
 
 He who checks a child with terror. 
 Stops its play and stills its song. 
 Not alone commits an error, 
 But a grievous moral wrong. 
 
 Give it play, and never fear it, 
 
 Active life is no defect ; 
 Never, never break its spirit ; 
 
 Curb it only to direct. 
 
 "Would you stop the flowing river, 
 
 Thinking it would cease to flow ? 
 Onward must it flow for ever; 
 
 Better teach it where to go.— 
 
 THE ROD. 
 
 56. The Golden Rule says with truth : 
 
 A parent who doesn't know how to govern a child with- 
 out whipping it, ought to surrender the care of that child 
 to some wiser person. Sportsmen once thought it was 
 necessary to lash their dogs in training them for the field. 
 They know now that the whip should never be used. Horse- 
 men once thought that it was necessary to whip colts to 
 teach them to start and stop at the word, and pull steadily. 
 They now know that an apple is better than the lash, and a 
 caress better than a blow. If dogs and horses can be thus 
 educated without punishment, what is there in our children 
 which makes it necessary to slap and pound them ? Have 
 they less intelligence t have they colder hearts ? are they 
 lower in the scale of being ? 
 
TO PARENTS. 
 
 195 
 
 We have heard many old people say : " If we were to 
 bring up another child we would never whip it." They are 
 wise, but a little too late. Instead of God doing so little 
 for children that they must be whipped into goodness, He 
 has done so much for them that even whipping can't ruin 
 them ; — that is, as a rule. But, alas, there are many ex- 
 ceptions to this rule. Many children are of such quality 
 that a blow makes them cowardly, or reckless, or deceitful, 
 or permanently ugly. Whipping makes children lie. Whip- 
 ping makes them steal. Whipping breaks their spirit. 
 Whipping makes them hate their parents. Whipping makes 
 home distasteful — makes the boys runaways, makes the 
 girls seek happiness anywhere and anyhow. Whipping is 
 barbarous. Don't whip. 
 
 AN HONORABLE AMBITION. 
 
 57. It is far better to give a child a good constitution, 
 strong arms, a deep chest, a clear eye, perfect teeth, a 
 pure skin, dexterity with the hand, a love for truth, a de- 
 sire for purity, courage, hope, trust, love and the ability to 
 take care of himself than, without these things, to leave 
 him all the wealth of a Croesus. 
 
 WILD GIRLS AND BOYS. 
 
 58. Don't be afraid of wild boys or girls. They often 
 grow up to be the very best men and women. Wildness 
 is not viciousness. 
 
 GET NEAR THE BOYS. 
 
 ^ 59, A distinguished teacher says : — " To get into a boy's 
 heart, you must first get the boy-heart into you, then bring 
 him up with you into the thoughts and feelings of a man." 
 
igS ONE HUNDRED SUGGESTIONS 
 
 FUN. 
 
 60. Boys love fun more than any thing else. Every 
 true parent should see that they have enough of it and of 
 the right kind. The same teacher quoted above says : — 
 
 " I am persuaded that very much of dissipation, the 
 contamination of bad company, the frequent corruption of 
 taste and manners, — and sometimes loss of all, — that is 
 mourned in our higher institutions of learning, would be 
 avoided if some rich and wise friend of each college would 
 endow therein a Professorship of Fun." 
 
 ASKING IMPOSSIBILITIES. 
 
 61. Never ask impossibilities of a child. They are 
 weak creatures with little power of self-control. Parents 
 often ask more of them than they can give themselves. 
 Try and learn a child's capacity, and ask no more of it 
 than it can perform. 
 
 THE WILL. 
 
 62. Never break a child's will. It is the most essen 
 tial part of the character. Parents often mistake the na- 
 ture of their children and call them obstinate when they 
 do not obey, when the truth may be they are not capable 
 of obeying, have not will enough to do what is required. 
 
 DISCOURAGING A CHILD. 
 
 St,. If you wish to get a child to do its best, encour- 
 age rather than discourage it. Encouragement stimulates 
 it ; discouragement acts like a wet blanket, and puts out 
 the fires of ambition most effectually in the childish na- 
 ture. » 
 
 REVERIE. 
 
 64. Sometimes a child is inclined to what may be call- 
 ed reverie, in which a large part of the faculties of the mind 
 
TO PARENTS. 
 
 197 
 
 are inactive. When this is the case, vigorous efforts 
 should be made to arouse the dormant ones. The child 
 should be called away from itself and its books, made to 
 mingle with lively children, to take part in sports and games, 
 to live out of doors as much as possible, and encouraged to 
 enjoy life rather than to indulge its own fancies. 
 
 CORRECT HABITS. 
 
 65. From the very first, children should be subjected 
 to good habits in every respect. Especially with regard to 
 eating, drinking, sleeping, studying and any industry they 
 may follow. This will save the parent much trouble, and be 
 a lasting source of strength to the child in later years. With 
 many life consists largely in trying to overcome vicious 
 habits which need never have been formed. 
 
 TEMPER. 
 
 66. Some children are high tempered and easily fly 
 into a passion, are easily irritated and prone to anger. All 
 such should be treated temperately, and they should not be 
 subjected to any influences which will excite them. As 
 they grow older, they should be taught self-control and to 
 use vigorously their wills, to hold any burst of emotion in 
 check. Much of the irritability of children is the out- 
 growth of imperfect digestion and the action of unnatural 
 food and bad air on the tender, excitable nerves of the 
 child. 
 
 AFFECTION IN THE FAMILY. 
 
 67. There is a general impression that in American 
 families, there is less affection shown by parents to their 
 children than there ought to be. Many parents with puri- 
 tanical habits of thought are cold, austere, reserved 
 towards the little ones which heaven has committed to 
 
198 ONE HUNDRED SUGGESTIONS 
 
 their charge. Kissing is ahnost unknown in some families, 
 and the pleasant greetings at morning, noon and night, 
 do not exist. This is all wrong. Affections should rule 
 in every home. The family life should be full of sweet- 
 ness, tenderness and beauty. And especially should it be 
 manifested towards the children. Cultivate then, you 
 parents, affection as one of the beautiful flowers of human- 
 ity whigh will bear most precious fruit. 
 
 mothers' apron-strings. 
 
 68. It is an old saying that children " brought up at 
 their mothers' apron-strings are most likely to go wrong 
 when thrown on their own guidance, and when they once 
 go astray, they go to the wildest excesses." Such govern- 
 ment represses instead of fosters self-control. The child 
 which is constantly watched, and never trusted, is pretty 
 sure to abuse its liberty when acquired. Not all children 
 can be tied to the apron-strings, but when such a nature 
 exists, every possible effort should be given to invigorate 
 the whole nature and foster self-reliance, both physical and 
 intellectual. Nothing is more debilitating to the character 
 than to be held too closely to " mothers' apron-strings." 
 
 EMOTIONAL CHILDREN. 
 
 69. Some children afe too emotional in their natures. 
 They are all feeling, all tenderness, all excitement. Now 
 emotion is necessary and constitutes the larger part of 
 one's nature. It seems to be a sort of safety-valve through 
 which the excess of nervous energy flows off. But if so 
 much flows off that there is insufficient for the practical 
 needs of life, then there is a waste. The reservoir of force, 
 is drained to the very bottom. Emotional children need 
 special care. The muscles need development, the will 
 
TO PARENTS. 199 
 
 needs strengthening and the intellect cultivating. The 
 more the intellect is developed and exercised on practical 
 knowledge, the less danger will there be of the emotion 
 becoming excessive. 
 
 EARLY ASSOCIATIONS. 
 
 70. Make the early associations of the child of such a 
 nature that it will be pleasant in mature life to look back 
 upon them. To do this it is not necessary to surround it with 
 elegances, but only give it opportunities to enjoy natural 
 existence. Companions, studies, sports, amusements, 
 should all produce a pleasant impression. Their affec- 
 tional nature should not be blasted and chilled. Impres- 
 sions acquired first last longest. Even in old age we 
 remember our childhood's joys and sorrows more vividly 
 than our maturer experiences. 
 
 MISTAKES OF PARENTS. 
 
 71. Parents often over-estimate the ability of children 
 to do what is right. A little child has very little experience 
 to fall back upon to correct its errors. Its little judgment is 
 immature, and parents should make allowance for this in 
 all their discipline. 
 
 OLD CHILDREN. 
 
 72. Some children are made old before their time by a 
 false method of training. They are taught things beyond 
 their years, know what they ought not to know till older. 
 Especially is this the case with children brought too early 
 into society. They jump from childhood to early maturit}', 
 and all the bloom of youth is lost. Then parents do not 
 permit this. 
 
200 ONE HUNDRED SUGGESTIONS 
 
 MISUNDERSTOOD CHILDREN. 
 
 73. Somtimes a child inherits or acquires a trait of 
 character which neither parent possesses except in 
 embryo, or if they do possess it, it is hidden by the neces- 
 sities of practical life. It may be a love for music, poetry, 
 natural history, art or mechanics. The whole bent of the 
 child's mind turns to things which the parent considers 
 useless. Such children are apt to be scolded and laughed 
 at, and perhaps forbidden to indulge in their much-loved 
 inclinations. This is cruel — wrong. It is the parents' duty 
 to understand the nature and disposition of the child, and 
 train it in accordance with that nature. Only by so doing 
 can they fulfil their own obligations and maintain that re- 
 spect which they deserve. 
 
 HARDENING CHILDREN. 
 
 74. Tender, delicate children need hardening, but it 
 must be done nicely and not by excessive exposure or 
 privation. It should be done gradually and cautLously, by 
 degrees, and little at a time. If done in this way, hardening 
 is beneficial, other\Aise it often hardens them out of the 
 w'orld. 
 
 SELFISH CHILDREN. 
 
 75. Children are by nature selfish, and parents must 
 not expect them to be models of generosity and kindness 
 as they grow older. However, the)' should be taught that 
 duties are to be fulfilled as well as rights claimed. As early 
 as possible the child should be taught that its happiness 
 does not do much consist in gratifying every impulse as in 
 rendering service to others. 
 
 SELF-HELP. 
 
 76. Children should not have all their wants supplied 
 without any effort of their own. Early train them to help 
 
TO PARENTS. 20I 
 
 themselves, to make their own playthings, and even a 
 portion of their own pocket-money. By so doing they will 
 prize them more, and get an idea of self-help, so necessary 
 in after life. 
 
 OBEDIENCE. 
 
 77. Children should be taught to obey their parents 
 promptly and lovingly. Parents, on the other hand, should 
 not ask unreasonable things, and should make their 
 requests in the spirit of love rather than hate. 
 
 ESTEEM, 
 
 78. Children should be taught to esteem their parents 
 most highly, but this can only be done by setting before 
 them the example of a beautiful life. 
 
 TOO MUCH ADVICE. 
 
 79. Parents often surfeit their children with advice 
 and corrections. The advice may be good, but they cannot 
 assimilate all at once. It is like overloading the stomach 
 with food, and produces a condition which nullifies the good 
 effects of all the precepts. 
 
 DULL CHILDREN. 
 
 80. As bright children may be spoiled by slothfulness, 
 so dull ones maybe made bright by industry. The mighty 
 force of labor is nowhere more apparent than here. 
 
 AN EXPERIMENT. 
 
 81. Lycurgus, the great law-giver, once took two whelps 
 from the same litter and ordered them to be bred in a 
 very different manner. The result was, one became a 
 street scavenger, the other skilled in hunting. As a les- 
 
202 ONE HUNDRED SUGGESTIONS 
 
 son to his fellow-citizens, he ordered these whelps to be 
 produced in a public hall, in which was placed a hare and 
 a pot of boiled meat, whereupon, as bred, the one flew at 
 the hare and the other greedily ran at the vessel. At this 
 Lycurgus adds ; " You see these whelps do as they were 
 bred, for though they are both of one litter, yet the diver- 
 sity of breeding hath made the one a good hound, and the 
 other a cur good for nothing but to lick pots and dishes." 
 
 FILTHY LANGUAGE. 
 
 82. Children ought to be made to abstain from using 
 filthy language ; for words are the shadows of thoughts and 
 actions. They should be taught to be affable and courteous 
 in conversation, and not to insist on a victory in conversa- 
 tion, but to yield in dispute rather than press a point 
 beyond what is right. 
 
 QUARRELING CHILDREN. 
 
 83. Children often have quarrels among themselves, 
 and it will be difficult to prevent it entirely, even in the 
 best regulated families. Perhaps the best cure in such 
 cases is to teach them to know, understand and try to live 
 up to the requirements of the golden rule. Every child 
 should learn this rule not only by heart, but have it become 
 a part of its nature. As two dogs in a quarrel may be 
 separated by pouring water over their heads, so children 
 in a quarrel may be mollified by pouring pleasant words 
 into their ears. 
 
 MOROSENESS. 
 
 84. Moroseness is the opposite of mirthfulness, and 
 may be cured by it. Make a child laugh and her sullen- 
 ness flies away. Indeed in subduing any trait of charac- 
 ter, the best means is to cultivate an opposite trait. 
 
TO PARENTS. 
 
 BEGINNING THE DAY ARIGHT. 
 
 203 
 
 85. It is very desirable that every day should be begun 
 right rather than wrong. Begun right and it is pretty sure 
 to end right ; begun wrong and it is more likely to end 
 wrong. We know the father of a large family who always 
 comes to the breakfast table with a smile, and who wakes 
 up good nature in every child before the meal is over 
 which lasts generally all day. 
 
 HARD TASKS. 
 
 86. Parents who desire their children to become lovers 
 of knowledge should not give them too hard tasks in early 
 youth, or they will become satiated, disgusted with learn- 
 ing before they can comprehend its use or value. Always 
 keep them hungry for knowledge, by giving them a little 
 less than they crave, and be sure it is presented in an 
 agreeable manner. 
 
 THE MEMORY. 
 
 87. While the memory is a very useful faculty, yet it is 
 generally cultivated at the expense of the understanding. 
 Committing to memory is well enough in its place, but to 
 make it the foundation of an education is a great mistake. 
 
 PROVOKE NOT. 
 
 88. " Fathers, provoke not your children to anger, lest 
 they be discouraged." 
 
 ASKING BREAD. 
 
 89. " If a son shall ask bread of any of you, that is a 
 father, will he give him a stone ; or if he ask a fish, will he 
 give him a serpent ; or if he shall ask an egg, will he offer 
 him a scorpion ? " 
 
204 ^^^ HUNDRED SUGGESTIONS 
 
 EFFEMINACY. 
 
 90. Children who are indulged too much, pampered, fed 
 on delicacies, kept in hot houses, will surely become effem- 
 inate. They ought to " rough it "• enough to make them 
 tough and rugged ; for it is only those who can conquer in 
 a world like ours where the struggle for existence is so great 
 that only the strong win. 
 
 FLATTERY. 
 
 91. Keep your children from associating with flatterers, 
 the voluptuous, the intemperate, the evil speaker, the pro- 
 fligate and the obscene. If fathers have any care for the 
 well-being of their children, they will drive all such from 
 their door. Let them associate with the pure, strong, 
 healthy, industrious, brave, whether found among the rich 
 or poor. 
 
 TRUE RICHES. 
 
 • 92. Teach your children that true riches do not consist 
 in possessions, but in character, and that the poorest of 
 all paupers are the idle, dissolute, proud, arrogant, good- 
 for-nothing creatures to be found everywhere, some of 
 them rolling in wealth, 
 
 GYMNASTICS. 
 
 93. Children ought to be taught gymnastics. It ed- 
 ucates the muscles, improves the gait, adds to the grace- 
 fulness and strength, strengthens the constitution, dis- 
 ciplines the mind in self-control, strengthens the will and 
 secures longer life and better health. It is a great pity 
 that gymnastics are not taught in all our schools. 
 
 VOCAL MUSIC. 
 
 94. Vocal Music, like gymnastics, should also be taught 
 to the young, partly to improve the voice, and partly as a 
 
TO PARENTS. 
 
 205 
 
 necessary part of education, quite as much so as arith- 
 metic and grammar. 
 
 HYGIENE. 
 
 95. So too hygiene should be considered as essential to 
 education, and should be taught early so that its principles 
 may become a part of the every-day life. We teach chil- 
 dren grammar that they may know how to speak correctly. 
 Arithmetic that they may know how to calculate correctly 
 in their business transactions, but more important to them 
 than either is a knowledge of the laws of life and health, 
 that they may know how to avoid disease, and eat, drink, 
 sleep, bathe, breathe, in short, live correctly. This knowl- 
 edge does not come by instinct more than a knowledge of 
 grammar does. 
 
 Solomon's advice. 
 
 96. " Train up a child in the way it should go, and when 
 it is old it will not depart from it." 
 
 mistaken kindness. 
 
 97. There is sometimes too much mistaken kindness in 
 the management of children. The law of love is great, 
 but united with firmness is greater. Your children can be 
 your aids in many ways. Make them helpful and useful, 
 and you make them happier. Let them early form habits 
 of neatness and order, and when you are weary you will 
 not have to wait on their carelessness. Teach them to 
 give you courteous speech and manners, and they will live 
 to honor you. Let no part of your house be too good for 
 your family. Let the boys' as well as the girls' bedroom 
 be bright and cheery. Take great pains to have the home 
 attraction stronger than can come from outside influences. 
 So few children confide in their parents or guardians. 
 
2o6 ONE HUNDRED SUGGESTIONS 
 
 Would it not be well to take an interest in them and draw 
 them towards us, so that they will always be frank and un- 
 reserved with us ? 
 
 A LESSON. 
 
 A little elbow leans upon your knee — 
 
 Your tired knee that has so much to bear — 
 A child's dear eyes are looking lovingly 
 
 From underneath a thatch of tangled hair. 
 Perhaps you do not heed the velvet touch 
 
 Of warm, moist fingers holding yours so tight 
 You do not prize the blessings overmuch — 
 
 You almost are too tired to pray to-night. 
 
 But it is blessedness ! A year ago 
 
 I did not see it as I do to-day — 
 We are all so dull and thankless, and too slow 
 
 To catch the sunshine till it slips away. 
 And now it seems surpassing strange to me 
 
 That while I wore the badge of motherhood 
 I did not kiss more oft and tenderly 
 
 The little child that brought me only good. 
 
 And if, some night, when you sit down to rest, 
 
 You miss the elbow on your tired knee — 
 This restless curly head from off your breast, 
 
 This lisping tongue that chatters constantly ; 
 If from your own the dimpled hands had slipped, 
 
 And ne'er would nestle in your palm again, 
 If the white feet into the grave had tripped — 
 
 I could not blame you for your heartache then. 
 
 I wonder that some mothers ever fret 
 
 Their little children clinging to their gown ; 
 Or that the footprints, when the days are wet, 
 
 Are ever black enough to make them frown ; 
 If I could find a little muddy boot. 
 
 Or cap, or jacket, on my chamber floor — 
 If I could kiss a rosy, restless foot 
 
 And hear it patter in my house once more ; 
 
TO PARENTS. 
 
 If I could mend a broken cart to-day, 
 
 To-morrow make a kite to reach the sky, 
 There is no woman in God's world could say 
 
 She was more blissfully content than I ! 
 But ah ! the dainty pillow next my own 
 
 Is never rumpled by a shining head ! 
 My singing birdling from its nest has flown — 
 
 The little boy I used to kiss is — dead. 
 
 207 
 
 WHAT SHALL WE DO WITH OUR DAUGHTERS. 
 
 99. Give them a good school education. Teach them 
 to cook Iiealthful food. Teach them to wash, to iron, to 
 mend stockings, to sew on buttons, to make their own 
 clothes, and a well-fitting shirt. Teach them to bake ; to 
 know that good cooking saves medicine. Teach them that 
 a dollar is worth one hundred cents ; that only those are 
 saving who spend less than they receive, and that whatso- 
 ever more is spent tends to impoverish. Teach them that 
 they are much better dressed in strong cotton garments 
 than in silk, if they are in debt. Teach them that one 
 round, full face is worth more than fifty beautiful consump- 
 tive ones. Teach them to wear strong shoes. Teach to. 
 make good purchases, and to see to the reckoning of their 
 accounts, Teacji them that they spoil God's image when 
 they lace tightly. Teach them good common-sense, con- 
 fidence, self-defence and industry. Teach them to do 
 garden work and enjoy nature. Teach them likewise, if 
 they have money enough, music, painting and all arts, re- 
 membering always that these things are secondary. Teach 
 them that walking is much better than riding, and that 
 wild flowers are very beautiful to those who observe them. 
 Teach them to despise all make-believes, and that one 
 should say, yes or no, when one really means it. Teach 
 them that happiness in marriage depends neither upon the 
 
2o8 ONE HUNDRED SUGGESTIONS. 
 
 station nor the wealth of the husband, but upon his char- 
 acter. 
 
 If you have taught your daughters all this, and made 
 them understand it fully, then let them, when the time 
 comes, marry in perfect confidence ; they will be sure to 
 find their way without further assistance. 
 
 WHAT SHALL WE DO WITH OUR SONS. 
 
 ICO. Give them a good education. Teach them to 
 be brave, strong, true. Teach them to respect women 
 and treat them as their equals. TeaCh them to be 
 pure in thought, deed and action, to despise meanness 
 and falsehood. Teach them to be self-supporting and 
 ashamed of idleness. Show them the way .to love nature, 
 to love the sunshine, exercise in the fresh air and honor- 
 able work. Teach them to hate tobacco, rum, all strong 
 drinks, and to love fruits and simple foods. Teach 
 them to spend their evenings at home or in good society 
 and never to go into the haunts of vice and sin. Teach 
 them all the virtues, none of the vices, and they will, when 
 you are old and ready to depart, rise up and call you 
 -blessed. 
 
AIDS TO ^^ :^c?<— . 
 
 FAMILY GOVERNMENT; 
 
 FROM THE CRADLE TO THE SCHOOL, 
 
 ACCORDING TO FROEBEL. 
 By bertha MEYER. 
 
 TRANSLATED FROM THE SECOND GERMAN EDITION BY 
 
 M. L. HOLBROOK, M.D. 
 
 TO WHICH HAS BEEN ADDED AN ESSAY ON 
 
 THE RIGHTS OF CHILDREN 
 
 AND 
 
 THE TRUE PRINCIPLES OF FAMILY GOVERNMENT, 
 By HERBERT SPENCER. 
 
 Motto. " Come, let us for our children live." 
 
 NEW YORK : 
 
 M. L. HOLBROOK & CO. 
 
 1879.