BANCROFT 
 LIBRARY 
 
 o 
 
 THE LIBRARY 
 
 OF 
 
 THE UNIVERSITY 
 OF CALIFORNIA 
 
BMan and jflroaram 
 
 for the Study of Child Culture and the 
 
 oob of Mormon 
 
 Second dftiott 
 
PLAN AND PROGRAM 
 
 FOR THE 
 
 STUDY 
 
 OF 
 
 CHILD CULTURE 
 
 AND THE 
 
 Book of Mormon 
 
 SECOND EDITION. 
 1903. 
 
 ARRANGED FOR 
 
 The Relief Societies of the Utah 
 Stake of Zion. 
 
RECOMMENDATION. 
 
 To the Officers and Members of the Relief Society of the Utah 
 Stake of Zion : 
 
 DEAR SISTERS: At an officers' meeting held Sep- 
 tember 10, 1902, it was decided to prepare a course of 
 study to supplement and extend the work already being 
 done by the Societies ; accordingly a committee of five was 
 appointed and authorized to proceed at once with the 
 work. The committee has now made its report, which is 
 given herewith, and the following pages are a result of 
 their efforts. We heartily recommend this outline of study 
 for adoption in your respective Societies. 
 
 MARY JOHN, 
 
 MARILLA MILLER DANIELS, 
 PERSIA BUNNELL, 
 
 Stake Presidency of the Relief Societies. 
 Provo, November 10, 1902. 
 
 REPORT OF THE COMMITTEE. 
 
 To the Presidency and Officers of the Relief Societies of the 
 Utah Stake of Zion: 
 
 DEAR SISTERS : We, your committee, appointed 
 last September to draft a plan' and program of study to be 
 used in the Relief Societies of this Stake, take pleasure 
 in presenting this booklet, which we trust may receive 
 your approval. 
 
 It contains an outline for twelve lectures or essays 
 on Child Culture, and also the subjects for twelve exercises 
 from the Book of Mormon; the outline for these latter 
 exercises will be found in the guide department of the 
 Young Woman's Journal, beginning with the August 
 number, 1901. 
 
 Respectfully submitted, 
 
 MARTHA A. F. KEELER, 
 EMILY G. CLUFF, 
 MAY BELL THURMAN DAVIS, 
 ELIZA EMMA JENSEN, 
 DONNA M. MEECHAM, 
 
 Committee. 
 Provo, November 8, 1902. 
 
c 
 
 Contents. 
 
 INTRODUCTION to the study of Child Culture. 
 
 By Mrs. May Bell Thurman Davis. 
 
 Parenthood 1 
 
 Motherhood 2 
 
 PHYSICAL DEVELOPMENT. 
 
 By Dr. Emily G. Cluff. 
 
 Infancy 4 
 
 Childhood 6 
 
 INTELLECTUAL DEVELOPMENT. 
 
 By Mrs. Emma Strong Jensen. 
 
 First years of childhood 8 
 
 MORAL DEVELOPMENT. 
 
 By Mrs. May Bell Thurman Davis. 
 
 Discipline 11 
 
 Industry 13 
 
 Chastity 14 
 
 Truthfulness 15 
 
 RELIGIOUS DEVELOPMENT. 
 
 By Mrs. May Bell Thurman Davis. 
 
 Training- : 16 
 
 Gospel Ideals 17 
 
 SOCIAL DEVELOPMENT. 
 
 By Mrs. Martha A. F. Keeler. 
 
 Deportment 19 
 
 BOOK OF MORMON. 
 
 From the Young Woman's Journal. 
 
 Outline of subjects 22 
 
PLAN OF THE WORK. 
 
 The object of presenting this little work to the Relief 
 Societies of the Utah Stake of Zion, is to furnish them 
 with subject matter, systematically arranged, to supple- 
 ment the work they are already doing. The exercises here 
 presented are not intended to crowd out any necessary 
 procedure now adopted in meetings, but they are given 
 for the purpose of adding zest and variety to the program. 
 
 Twelve exercises are arranged on the subject of Child 
 Culture. These are to be treated in the form of brief 
 lectures, talks or essays. The outline set forth under each 
 exercise is intended to be a foundation only upon which to 
 elaborate or expand the facts and suggestions given. 
 
 The president of the society, or a committee, will 
 assign a subject to one of the members two weeks or a 
 month before it is to be presented to the meeting, or all 
 the subjects may be assigned for the year. That all may 
 be profited, each member of the society should also study 
 the subjects aud obtain information from any available 
 source. After an exercise has been presented to the meet- 
 ing by the one previously appointed to handle it, a little 
 time should be given for discussion, and for the members 
 to ask questions, as a result of their reading, or from their 
 own experiences. 
 
 Twelve lessons from the Book of Mormon are also 
 recommended as theological exercises. These, however, 
 are not outlined, but are to be taken from the Young 
 Woman's Journal. 
 
 SUGGESTIVE PROGRAM. 
 
 1. Singing, prayer, and singing. 
 
 2. Roll-call; reading minutes; accepting minutes. 
 
 3. Miscellaneous business. 
 
 4. Child Culture exercise ; questions and discussion. 
 
 5. Book of Mormon exercise ; questions and discus- 
 sion. 
 
 6. Testimony bearing. 
 
 7. Singing, and benediction. 
 
Child Culture. 
 
 PART ONE FIRST EXERCISE. 
 
 Parenthood. 
 
 "Lo, children are an heritage of the Lord. As arrows are in the hand 
 of a mighty man, so are the children of youth. Happy is the man that hath 
 his quiver full of them; they shall not be ashamed, but they shall speak with 
 the enemies in the gate." The 127th Psalm. 
 
 1. Object of Existence : 
 
 (a) Reproduction of kind is the great law of creation. 
 
 (b) God said: "Be fruitful and multiply and re- 
 plenish the earth." As a result of obedience to this 
 command, millions have been born. 
 
 (c) Earthly existence is for the purpose of giving 
 experience. 
 
 (d) Millions of spirits are yet unborn. (What do 
 Latter-day Saints believe regarding them?) 
 
 2. Means of Development: 
 
 (a) Men and women are developed by performing 
 the duties of parenthood. 
 
 (b) In parenthood glorious opportunities are offered 
 for cultivating love, patience, justice, mercy, charity, 
 courage, etc. (Show in what way parenthood offers 
 conditions for developing these qualities.) 
 
 3. False Ideas of Parenthood : 
 
 (a) A large class of people in the world favor small 
 families, and many shirk parenthood altogether. 
 
 (b) Freedom from care and love of wordly pleasure 
 are the motives with some. 
 
 (c) Others argue that it is wrong to bring innocent 
 children into this wicked world. 
 
2 CHILD CULTURE. 
 
 (d) Still others who desire offspring nevertheless 
 limit the family to one or two children. 
 
 (e) In opposition to these false ideas give the Latter- 
 day Saint idea of large families. 
 
 4. Rela t io n ship of Pare n t and Ch ild : 
 
 (a) Anciently, among some people, the child was 
 considered a slave. 
 
 (b) In the light of the Gospel, the parent stands as 
 provider, teacher, guardian, friend. 
 
 (c) The child belongs not only to earthly parents, 
 but to Heavenly Parents also. 
 
 (d) Mention some of the responsibilities of parents 
 in training and guiding the child, so that in time it 
 may return pure and unsullied to the presence of its 
 Heavenly Father. 
 
 SECOND EXERCISE. 
 
 Motherhood. 
 
 There is no word in language dearer than that of mother. She may 
 have provided for our needs; she may have imparted to us many beautiful 
 truths; she may have taught us to pray; she may have shielded us from hard- 
 ship; she may or may not have done these things but one thing she did 
 always, she loved us. This mother-love is the sweetest and purest of all 
 human affections. It cures the ills of childhood, soothes the pangs of youth, 
 comforts and inspires man through life's battles. Mothers, do not be afraid 
 to lavish it upon your children; it makes your memory a hallowed one and 
 gives you power to influence their lives. 
 
 1. The Mother's First Duty is to Her Child: 
 
 (a) The details of housekeeping should not detract 
 the mother from supplying the many needs of the child. 
 
 (b) Its physical needs should be attended to as near 
 as may be in accordance with the most approved 
 hygienic methods. 
 
 i c i In the care and training of the child, the end in 
 
CHILD CULTURE. 3 
 
 view is to make it capable and worthy to carry on 
 the great latter-day work. 
 
 (d) The question then is: What will be for the 
 ultimate good of the child, not what will be for the 
 child's gratificationj or the mother's present conveni- 
 ence? 
 
 (e) Care must be constantly given to the child's 
 moral and spiritual development, as well as to its 
 physical welfare. 
 
 The Mother's Influence: The part that the mother takes 
 in forming the general character of the child cannot 
 be over estimated. 
 
 (a) Give examples of some of the world's greatest 
 men who attribute their success to the influence of 
 their mother's teachings. 
 
 (b) Show how, day after day, through the impres- 
 sionable years of childhood, the mother has power to 
 implant either high or low ideals, true or false ambi- 
 tions, in the child. 
 
 (c) Mothers of Israel should seek after truth and 
 wisdom that they may better train these precious 
 spirits given into their care. 
 
 The Mother as a World- Power: The desire of the true 
 mother is to do good in the world. How can she best 
 accomplish this? 
 
 (a) Can she do this best by devoting her entire time 
 and energies to the pursuit of some particular branch 
 of knowledge, or by following some charitable occu- 
 pation? 
 
 (b) Or can she do more for the world by bearing a 
 goodly number of children who are physically strong 
 and intelligent, and who, as they approach manhood 
 and womanhood, will be virtuous and God-fearing? 
 
CHILD CULTURE. 
 
 (c) (It would be well here to show also the advan- 
 tages of self culture and public spirit. ) 
 
 (d) The mother is a power in the world in so far as 
 her children, emulating her example, do good and 
 great things in the world. 
 
 THIRD EXERCISE. 
 
 PHYSICAL 
 
 Infancy. 
 
 "The Baby a tiny feather plucked from the wing of love, and dropped 
 into the lap of motherhood." 
 
 Some wise educator has said that the training of the child should begin 
 with its parents and ancestors; that is to say, years before its birth. This 
 may to some extent be true. All parents should, however, be impressed with 
 the profound fact that the first three years of a child's life is of as much im- 
 portance as any after period of a like duration. Its experience, and conse- 
 quently its education, begins with the breath of life in the world. 
 
 1. The Care of the Skin: The care of the skin is impor- 
 tant to the health and comfort of the baby. 
 
 (a) Rub with oil after the daily bath. (Show why.) 
 
 (b) Give your experience in the use of olive oil in 
 cases of rash and chafing. Why is oil preferable 
 to powder in the early weeks of infancy? 
 
 (c) Show that oil serves the purpose of nourishing 
 the body as well as of soothing the skin. 
 
 (d) After the bath rub the skin till it glows. Why? 
 
 2. Food and How It Should be Given : 
 
 (a) Regularity in nursing is an important matter. 
 
 (b) Begin with nursing the babe once in two hours 
 during the day and gradually increase the interval to 
 four hours at six months. 
 
 (c) Mention the best methods of artificial feeding; 
 that is, of giving food other than the mother's milk. 
 
CHILD CULTURE. 5 
 
 3. Allow the Babe to Sleep Alone in a bed artificially warmed. 
 
 (a) Give several ways of warming an infant's bed, 
 and of keeping it warm. 
 
 (b) Teach the baby to go to sleep without rocking. 
 How does rocking injure the baby's brain? 
 
 (c) Speak of the advantages of well ventilated 
 rooms ; of well sunned rooms. 
 
 (d) Why should rooms be slightly darkened during 
 sleeping hours? 
 
 4. Clothing and Its Preparation : The clothing should be 
 changed morning and evening; should be aired and 
 sunned but not laundered. 
 
 (a) Why should the baby's wardrobe not be washed 
 every time it is changed? 
 
 (b) The under-clothing should be rinsed in boiled 
 ' water. Why should bluing not be used for under- 
 clothing? 
 
 (c) Feet and body should be well clothed according 
 to the varying seasons. 
 
 (d) Why should the head be kept bare while indoors? 
 
 o. When and How the Baby Should be Weaned: 
 
 (a) Should be weaned at from nine two twelve 
 months. Why not earlier? Why not later? 
 
 (b) Show the benefit of weaning gradually, both to 
 child and mother. 
 
 (c) Give easily digestible, nourishing food as a sub- 
 stitute for nursing. 
 
 (d) Strive to avoid sickness by proper diet, and 
 hygienic living; alleviate sickness by simple outward 
 applications, not by giving strong medicine. (Ex- 
 plain why.) 
 
 6. The Forming of Proper Habits Should Begin Early : Keep 
 the baby, with its growing body and undeveloped 
 
CHILD CULTURE. 
 
 nerves, in as much repose as possible. Avoid crowded 
 assemblies and undue excitement. 
 
 (a) Habits may be formed in the first week of life. 
 (Give examples.) 
 
 (b) Why should the baby not nurse or eat in the 
 night-time? (Feed late and early.) 
 
 (c) Allow the baby to creep before it learns to 
 walk. Why?. 
 
 FOURTH EXERCISE. 
 
 PHYSICAL DE 
 
 Childhood. 
 
 Childhood begins about the third year and ends about the twelfth. The 
 world that the child now inhabits is not just that around its mother's knee, 
 but a widely extended world. It makes new and wonderful discoveries; it 
 forms new acquaintances outside of the home circle; it comes in contact with 
 other influences, some good and some bad. As judgement and reason are yet 
 immature, there is need of constant vigilance on the part of parents during 
 this critical period. 
 
 1. Food and Clothing : As the child emerges from in- 
 fancy into childhood the mother's care increases. 
 
 (a) Give only plain, nourishing, and easily digested 
 food. (Name suitable food.) 
 
 (b) Why avoid the use of candies, pastries, meats, 
 and condiments, especially at this age? 
 
 (c) All appetites can be cultivated and governed 
 while young. 
 
 (d) Watch the digestion. Why? 
 
 (e) Dress plainly and wear clothing loose. Why? 
 
 (f) Explain the bad effects of wearing high-heeled 
 shoes. 
 
 (g) Explain the benefits of going bare-foot in 
 summer. 
 
CHILD CULTURE. 7 
 
 2. Cleanliness of the Body : 
 
 (a) What is the object in bathing? 
 
 (b) Generally speaking, how often should a child 
 be bathed? Will one rule serve for all? 
 
 (c) It is important to keep the teeth clean and 
 whole, because disease germs find entrance through 
 cavities. Give other reasons. 
 
 (d) Why should children's teeth be given vigorous 
 exercise? 
 
 (e) Wash the mouth daily with diluted listerine or 
 other suitable disinfectant. 
 
 (f) Practice gargling. Why? 
 
 3. Proper Attention to the Growing Form : 
 
 (a) Why is it important to insist that the growing 
 child keeps a correct poise of the head, shoulders, and 
 pelvis? 
 
 (b) Bodily changes should be intelligently explained 
 Name some of the bodily changes of childhood. 
 
 4. Promoting the Health: 
 
 (a) Keep the children employed at home and at 
 school. Reasonable work developes the brain and 
 muscles. 
 
 (b) Provide outdoor exercises ; as, sufficient manual 
 labor to make the child tired enough to fall asleep 
 when it goes to bed. Name some suitable occupation 
 for this period of childhood. 
 
 NOTE Members will find "Purity Literature," by Dr. Mary Wood- 
 Allen very helpful in developing this subject. 
 
CHILD CULTURE. 
 
 FIFTH EXERCISE. 
 
 First Years of Childhood. 
 
 Those mothers are few who do not understand that the well-being of 
 after life depends largely upon the care a child receives during infancy and 
 early childhood. Nevertheless, while many realize the responsibility which 
 this fact imposes upon motherhood, there are doubtless many well meaning 
 mothers who do not sense how much those same years make for the child's 
 intellectual growth. Colonel Parker said, "In no years of a child's life does 
 it learn so much as during the first six years." The parents' attitude towards 
 the child can either give zest to this growth, or can crush and limit it. 
 
 Infancy is the period when a child acquires consciousness of its five 
 senses, through which it gains a knowledge of the things of the world. 
 
 1. The Cultivation of the Five Senses: 
 
 (a) The child puts out its little hand to feel whatever 
 comes in its way, and usually puts it in its little mouth. 
 What senses are being cultivated in this manner? 
 
 (b) Bright colors attract its attention. Why? Tell 
 how the senses and what senses may be cultivated by 
 giving the child a bright colored ball, with which to 
 pound the floor? 
 
 (c) Do proper toys assist in the child's development? 
 
 (d) Will the mother who constantly takes from the 
 child everything it puts its hands on, retard its intel- 
 lectual growth? If the child cannot be permitted to 
 play with all things, what can it reasonably demand 
 of the parent? 
 
 2. Learning to Talk : As soon as the child begins to talk, 
 the mother can give much aid. 
 
 (a) She can assist it in acquiring words and form- 
 ing sentences. How? 
 
 (b) She can aid it in the pronunciation of words. 
 How? 
 
 (O She can correct improper usage. How? 
 
CHILD CULTURE. 9 
 
 (d) By reading good books the child is assisted in 
 the art of expression. How and why? 
 
 3. Asking Questions: Every normal child asks questions. 
 This impulse is heaven-born. It is one way in which 
 the child gets knowledge. 
 
 (a) What will be the attitude of the wise mother in 
 respect to -the child who asks questions? 
 
 (b) The mother who ignores the child's questions, 
 or scolds because the child asks so many questions 
 will retard its intellectual growth. Why? 
 
 (c) What do you think of telling a child that it 
 "should be seen and not heard?" 
 
 4. The Child's Love for Stories : The great desire of the child 
 for stories is another wise provision of nature, meant 
 to assist in its mental culture. 
 
 (a) The parent should not remain unmoved by the 
 child's cry for stories. Why? 
 
 (b) This is a period of life when the memory is 
 keen ; the child will remember throughout life much 
 that it learns in these years. How can this keen 
 memory be made use of? 
 
 (c) Precocious children should not be crowded. 
 Why? 
 
 ;>. The Child' s Reading : "Search good books" is a wise 
 maxim that has come down to us from the past. 
 
 (a) The story the mother tells should be choice, 
 and should contain some good moral or element of 
 beauty. 
 
 (b) When the child begs to read for itself, its read- 
 ing should be supervised. 
 
 (c) No better stories can be found in the world's 
 literature than those found in the Bible and Book of 
 Mormon. Recently an eminent college man said the 
 
10 CHILD CULTURE. 
 
 story of "Esther" is the first story in the world's 
 literature. 
 
 (d) The Juvenile Instructor, St. Nicholas, Youth's 
 Companion, Louise M. Alcott's works, as well as 
 books containing- stories of animal and plant life, are 
 especially adapted to the need of the child. 
 
 (e) It is well that the child should be given some of 
 the simple poems of Long-fellow, of Phosbe and Alice 
 Gary, James Whitcomb Riley, and Eugene Field. 
 Such reading will do much toward cultivating a love 
 for the best literature. 
 
 6. Special Likes : Many children like to read books that 
 treat of scientific achievement. Many boys like to 
 know about machinery ; the telephone, etc. 
 
 (a) Why would you consider the bent of the child's 
 mind in a choice of reading matter? 
 
 7. Manual Training: Dr. John Dewey and Dr. G. Stanley 
 Hall, two of America's eminent educators, are em- 
 phatic in the statement that intellectual work is pro- 
 moted through hand-work and the crafts of various 
 kinds. 
 
 (a) The child should be taught to use its hands as 
 early as possible. 
 
 (b) It is well for its best mental development that it 
 learn to use its hands in a number of ways. 
 
 (c) What sort of manual work do you think it wise 
 to require of a boy? 
 
 (d) What sort of work is appropriate for a girl? 
 
 (e) Why should a very young child not be permitted 
 to do fine work ; that is, requiring the use of the eye 
 or of the delicate nerves or muscles? 
 
 (f ) Suppose a child tries to do a piece of work and 
 does not succeed in doing it well, should it be scolded? 
 Why not? 
 
CHILD CULTURE. 11 
 
 (g) Why will scolding and finding fault with crude 
 work retard mental growth? 
 
 (h) How would you point out the defects in crude 
 work to the child? 
 
 Ideals : Intellectual ideals should be constantly before 
 the child. He should be told that what man has done, 
 man can do, and more. 
 
 (a) The child must have a proper amount of work to 
 do at all times if he is to realize his greatest intellec- 
 tual possibilities. 
 
 (b) To the end of the child's best growth, the 
 mother should co-operate with all of the child's in- 
 structors, in Sunday School, Religion Class work, 
 and Primary , as well as in the public school work. 
 
 SIXTH EXERCISE. 
 
 Discipline. 
 
 Obedience to parental command was Heaven's first law. It is no less im- 
 portant now than it was at the beginning of man's career on the earth. Happy 
 indeed is the home where a proper discipline is maintained; as with Paul we 
 say: (Eph. 6: 1-4) : "Children obey your parents in the Lord: for it is right. 
 Honor thy father and mother; which is the first commandment with promise; 
 that it may be well with thee and thou mayest live long on the earth. And, ye 
 fathers, provoke not your children to wrath, but bring them up in the nurture 
 and admonition of the Lord." 
 
 1. Parents Should Exercise Proper Control over the Child: 
 
 (a) First, that the home may be one of peace and 
 order ; second, that proper ends may be accomplished 
 with the least effort ; third, for the sake of character 
 development. 
 
 (b) One of the first lessons to a child should be that 
 of prompt and willing obedience to parents. (Show 
 the condition of a home where disobedience reigns.) 
 
12 CHILD CULTURE. 
 
 (c) Parents should get the child's confidence. (Show 
 the bad effects of broken promises and misjudgement of 
 parents.) 
 
 (d) Parents should study the peculiar characteristics 
 of each child ; no two are alike. 
 
 (e) Different methods may be necessary for the train- 
 ing of each respective child. 
 
 (f) Show the good that will result where parents 
 allow the child to come under the instruction and in- 
 fluence of other good teachers. 
 
 2. Unity of Parents in the Government of the Child: 
 
 (a) The father and mother should consult as to the 
 best course to pursue in training the child. (Enlarge 
 on this thought.) 
 
 (b) If possible they should harmonize their ideas. 
 
 (c) Show the effect of interference or criticism on the 
 part of one parent when the other is correcting the 
 child. Why should the criticism not be offered in the 
 presence of the child? 
 
 3. Administering Punishment: 
 
 (a) What condition of mind should the parent be in 
 while administering punishment to the child? Never 
 punish in anger Why? 
 
 (b) Punishment should have in it the object of 
 correction it should be natural; for example, if the 
 child whittles the furniture, deprive him of the use of 
 a knife for a time. (Give other examples.) 
 
 (c) What effects are likely to follow such expres- 
 sions as, "The bad man will catch you?" 
 
 (d) Name methods employed by some parents that 
 tend to weaken parental control. 
 
 (e) Injudicious whipping has often been the means 
 of causing the child to tell falsehoods. (Explain why.) 
 
 Xote. On the subject of the discipline of children many good hints may 
 be had from Professor John T. Miller's work on "Child Culture." 
 
CHILD CULTURE. 13 
 
 SEVENTH EXERCISE. 
 
 MORAL DKVICLOF'MIKNT. 
 
 Industry. 
 
 There is a false notion prevalent with some parents that children should 
 network. Why not teach 'and train the child from the first what it will be 
 expected to do all through its natural life? No-work-at-all for the child, is 
 one extreme; too-much-work is the other extreme. The short, light task, 
 well directed by the parent, is usually a delight to the child, and of untold 
 educational value to him. Parents be wise in your generation ! 
 
 Forming Habits of Industry : The child must learn to 
 work that he may develop properly ; work, moreover, 
 begets happiness. 
 
 (a) Show in what way industry promotes physical, 
 mental, and moral growth. 
 
 (b) Explain why persons who work are happier than 
 those who do not. 
 
 (c) "An idle brain is the devil's work-shop." Ex- 
 plain why and apply it to children. 
 
 (d) Children not trained to work develop into men 
 and women who consider work a hardship and a dis- 
 grace. 
 
 Love for Work : 
 
 (a) The best results are obtained where there is a 
 love for work. 
 
 (b) Where there is no love for it work is a drudgery. 
 
 (c) The masterpieces of music, literature, art, and 
 science are results of labor accompanied with love. 
 
 (d) Love for work is best developed in the child by 
 encouraging it to do well whatever it undertakes. Ex- 
 plain further, 
 
 Respect for Labor and the Laborer : 
 
 (a) All honest labor is honorable, and should be re- 
 spected. 
 
14 CHILD CULTURE. 
 
 (b) The work of the brain and the work of the mus- 
 cles are alike commendable if well done. 
 
 (c) Children who work will sympathize with others 
 who work. 
 
 EIGHTH EXERCISE. 
 
 ZVLORAL DEVKLOPZVEKNTT. 
 
 Chastity. 
 
 Pope's lines seem to be a fitting introduction to this subject : 
 "Vice is a monster of so frightful mien 
 As to be hated needs but to be seen, 
 Yet seen too oft, familiar with her face, 
 We first endure, then pity, then embrace." 
 
 1. Protection Against Immorality: Certain conditions are 
 indispensible for the protection of children from im- 
 moral practices. 
 
 (a) Provide fresh air, wholesome food, vigorous ex- 
 ercise, and bodily cleanliness. (Name other condi- 
 tions.) 
 
 (b) Show why the lack of these things fosters vice; 
 show also that in the slums of large cities children are 
 deprived of these things and consequently much im- 
 morality prevails. 
 
 (c) Other conditions are also necessary ; wise and 
 judicious instruction; pure and elevating home influ- 
 ences ; proper associates ; constant parental watchful- 
 ness ; good literature ; and Gospel ideas and ideals of 
 morality. 
 
 (d) Show how each of these conditions will assist to 
 a higher moral development. 
 
 (e) State the difference between Gospel ideals and 
 worldly ideals of morality. 
 
 2. Sacredness of the Body : The child should be taught that 
 
CHILD CULTURE. 15 
 
 his body is given to him for holy purposes, and that 
 he has no right to pollute it. 
 
 (a) The body is the tabernacle of the spirit and must 
 be kept pure and healthy or else the spirit will become 
 evil and impure and not fit to return to the Father from 
 whence it came. 
 
 (b) Guard the child against self-abuse. 
 
 (c) What are the evils of self-abuse upon the brain? 
 upon the body? upon the imagination? 
 
 NINTH EXERCISE. 
 
 Truthfulness. 
 
 O what a tangled web we weave, 
 
 When first we practice to deceive!" Scott. 
 
 1. Encourage Truthfulness: The child should be encourag- 
 ed at all times and under all circumstances to speak 
 the truth. 
 
 (a) May not some offenses be overlooked? Should a 
 lie be overlooked? 
 
 (b) A lie usually represents three wrongs : (1) it is 
 wrong in itself ; (2) it covers another wrong ; (3) its 
 object is to deceive. But it may represent a dozen. 
 (Show in what way.) 
 
 2. Truthfulness a Protection Against Other Sins: 
 
 (a) Explain why this is a fact. 
 
 (b) When a child tells the truth, parents can act in a 
 manner that will result in good to the child ; not so 
 when the child tells a lie. 
 
 (c) If the child hides the truth about an offense, it 
 may pass unconnected. 
 
16 CHILD CULTURE. 
 
 (d) Thus the child may be left to commit other and 
 perhaps worse offenses. 
 
 3. Truthfulness a Means of Developing other Virtues: 
 
 (a) A child that has been trained to speak truthfully 
 under all conditions has the best means for developing 
 moral courage. 
 
 (b) Why is this so? 
 
 (c) What other virtues will truthfulness develop? 
 
 TENTH EXERCISE. 
 
 Training. 
 
 If parents would give their children a proper religious training they 
 must live the Gospel themselves. Their example will accomplish more than 
 a lifetime of preaching without the example. The Spirit of the Gospel will 
 abide in that home where parents are united and living their religion. 
 
 7. Parents Should Live the Gospel: 
 
 (a) Explain why example should be coupled with 
 precept. 
 
 (b) What is meant by "having the Spirit of the 
 Gospel with us?" 
 
 (c) How will attending to our religious duties help 
 us to keep the Spirit of God within us? 
 
 2. Parents should Support Religious Institutions : No church 
 has more ably met the needs of religious culture on 
 the part of its members than has the Church of Jesus 
 Christ of Latter-day Saints. 
 
 (a) Show the great educational factors toward cul- 
 ture provided in the Primary and Mutual Improvement 
 Association; Sunday School and Church Schools; 
 Relief Societies and Religion Classes; home maga- 
 zines and books. 
 
CHILD CULTURE. 17 
 
 (b.) Parents niust see to it that their children attend 
 these institutions of learning, if they would have their 
 children derive benefit from them. 
 
 (c) Proper books and magazines should be provided 
 for the children. 
 
 (d) Show why children should not fail to take the 
 parts assigned them in these various organizations, 
 and also why boys should not fail to perform all the 
 duties required of them in the Priesthood. 
 
 (e) Show that the educative value of these institu- 
 tions lies mainly in the performance of duty 
 
 Parents should not Speak Lightly of any Principles of the 
 Gospel: Never should the child hear, from the lips of 
 the parents, an evil or slighting remark about any 
 principle or ordinance of the Gospel. 
 
 (a) Show that the child, up to a certain age, accepts 
 the words of its parents without question. 
 
 (b) A disparaging remark may sow the seed of pre- 
 judice in the mind of the child. 
 
 (c) Give examples of this pernicious practice. 
 
 (d) Show also the bad effects of evil speaking 
 against the authorities of the Church. 
 
 ELEVENTH EXERCISE. 
 
 RK1LIGIOTJS DKVKIjOFMKNT. 
 
 Gospel Ideals. 
 
 To attain perfection physically, mentally, morally, and spiritually, in 
 other words, to become worthy of entering the presence of our Heavenly 
 Father, is the Gospel ideal, and should be the inspiration and guide in every 
 family. A great ideal always precedes true greatness of character. The 
 Gospel ideal is the highest that man can follow. If the Latter-day Saints do 
 not become the greatest people in the world, it will be because they do not 
 live up to their ideals. 
 
 1. The Gospel Ideals: 
 
 (a) Mention some of the strongest ideals of the world 
 
18' CHILD CULTURE. 
 
 today;- as wealth, fame, honors of men, pleasure, etc. 
 (b) Show results following worldly ideals, and re- 
 sults following Gospel ideals. 
 
 2. The Child should be Taught the Gospel : 
 
 (a) Show that both the Bible and Book of Doctrine 
 and Covenants are very explicit on this subject. (Quote 
 passages from each.) 
 
 (b) Show that certain principles of the Gospel refer 
 to the physical welfare of the child; as the "Word of 
 Wisdom." 
 
 (c) Show that alcoholic drinks, tobacco, tea, coffee, 
 etc., are stimulants, not foods. Their tendency is to 
 excite and exhaust rather than to build up the nerves 
 and tissues of the body. 
 
 (d) It is more difficult to maintain self-control when 
 the nerves are excited. 
 
 3. Teach the Principles of Tithing : 
 
 (a) Tithing is a law of God. 
 
 (b) It teaches unselfishness. 
 
 (c) Show its educational advantages. 
 
 4. Teach Faith : Teach the child to pray intelligently. 
 This will cultivate faith. 
 
 (a) Show that the child should be taught to pray 
 for the things it needs, and, when it receives them, 
 that it should express gratitude to its Heavenly 
 Father. 
 
 (b) Show that it is necessary to teach the child to 
 exercise faith both for himself and for others, as in 
 sickness. 
 
 (c) It is necessary for the child to take part in the 
 family prayer, to ask a blessing on the food, etc. Show 
 why. 
 
CHILD CULTURE. 19 
 
 Teach Repentance : The child may be readily taught 
 this principle. 
 
 (a) The opportunity to teach this principle effective- 
 ly is when the child does wrong. 
 
 (b) Appeal to him and arouse a feeling of sorrow, 
 and encourage a feeling within him to determine to do 
 wrong no more. 
 
 (c) Show that one wrong unrepented of may lead 
 .him to commit others. 
 
 (d) Give examples showing how other principles 
 may be taught in a similar manner. 
 
 (e) Parents who neglect to teach their children the 
 principles of the Gospel are under condemnation. 
 (Prove this from the Book of Doctrine and Covenants.) 
 
 (f) Teach respect for sacred things and places. 
 
 TWELFTH EXERCISE. 
 
 SOCIAL DmVKT.OfJMKNT. 
 
 Deportment. 
 
 It is highly important that parents give thought to the social develop- 
 ment of their children. These treasures should be guarded and guided con- 
 tinually by a wise and interested mother or guardian. 
 
 Generally speaking, each child should be given some labor to perform 
 within easy power of accomplishment, and when its little task is finished it 
 should be permitted to enjoy the freedom and society of its playmates for a 
 faw hours, then to return again to the family circle. But on the other hand 
 the child should not be permitted to roam everywhere. After play hours, is 
 the time for investigation. If the mother has the child's confidence it will 
 tell her everything, and she can correct its mistakes, and make suggestions 
 for the future. 
 
 Teach and Train the Child to be Respectful to Parents and 
 Adults, Especially the Aged: 
 
 (a) As an aid to this end parents should respect the 
 child ; be careful to give it its rights ; teach it that 
 others have rights also. 
 
20 CHILD CULTURE. 
 
 (b) Should the child fail in any necessary point, 
 have it make amends wherever possible. Theory and 
 practice go together. (Give what you consider the 
 best method of correcting common faults. ) 
 
 2. Kindness and Unselfishness to be Cultivated: 
 
 (a) The child must be trained in acts of kindness by 
 doing for others without hope of immediate reward. 
 (Give examples; as visiting the sick, etc.) 
 
 (b) Parents must demand some attention from the 
 child. Every day it must do something for the 
 parents and others. Giving and receiving must be 
 equally balanced. (What qualities will this practice 
 develop?) 
 
 3. The Child 1 s Social Life: It should be permitted to as- 
 sociate with children of its own age. 
 
 (a) But as much as possible under the watchcare of 
 parents. Why? 
 
 (b) Children's parties should not be too long nor too 
 frequent. Why? 
 
 (c) The child should not be away from home at 
 meetings, social parties and other gatherings, late at 
 night probably not later than nine o'clock. (See 
 Book of Doctrine and Covenants. Sec. 88: 124. > 
 
 (d) The child's moral; spiritual, and intellectual de- 
 velopment depends on much sleep, wholesome food, 
 clothing suitable to the varying seasons of the year, 
 etc., and in general a life of regularity devoid of 
 excitement . 
 
 4 . Ma nners at Home and A broa d : 
 
 (a) At the table the child should be taught patience, 
 self-control, and a due regard for others. ( Name some 
 points of etiquette, i 
 
 (b) Teach decorum, order, and gentility in the home. 
 
CHILD CULTURE. 21 
 
 (c) The street, though public, is not a place of 
 license, but all have rights which the child should be 
 taught to respect. 
 
 (d) Teach the child that places of worship are 
 sacred. (Enlarge on this thought.) 
 
 (e) To disturb a meeting by talking, laughing, or 
 making other noise, and so on, is a social sin. (How 
 may this practice be corrected?) 
 
 (f) Parents should be in harmony with the child's 
 teachers, and therefore the child should be taught to 
 be law-abiding in school. Why? 
 
 (g) Correct the child continually in its speech upon 
 the street ; check at once any indication toward swear- 
 ing and vulgarity; teach it to be very choice in its 
 speech when upon the street or anywhere. 
 
 Parents Should Never Cover up Evil : 
 
 (a) Always expose it, even though the trial is 
 severe at the time. 
 
 (b) Exposing the evil practices of the child will 
 ultimately result in good. (Give reasons why this is 
 a fact.) 
 
22 CHILD CULTURE. 
 
 PART TWO. 
 
 Book of Mormon Study. 
 
 Subjects for Book of Mormon Study: An outline of this 
 course will be found in the Young Woman's Journal, 
 Volume 8, 1901. 
 
 August Nu mbe r . 
 
 1. Introductory: Lehi leaves Jerusalem. 
 
 2. Securing the brass plates. 
 
 3. The Colony receives new strength. 
 
 Septe mber Nu mber. 
 
 4. From the Valley of Lemuel to the Sea. 
 
 5. The building of the ship. 
 
 6. The voyage. 
 
 October Number. 
 
 7. Lehi blessing his children. 
 
 8. After the death of Lehi. 
 
 9. Record on the small plates finished. 
 
 November Number. 
 
 10. Discovery of the city of Zarahemla. 
 
 11. Zeniff returns to Lehi-Nephi. 
 
 12. Abinada burned by King Noah. 
 
 NOTE. A helpful aid to the study of the Book of Mormon is the Story 
 ofthe Book of Mormon, and the Dictionary of the Book of Mormon, by 
 Elder George Reynolds. 
 
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