CHILD CULTURE ACCORDING TO THE LAWS OF PHYSIOLOGICAL PSYCHOLOGY AND MENTAL SUGGESTION BY NEWTON N. RIDDBI/I, Authorof"A Childqf Light, or Heredity and Prenatal Culture, Considered in the Light of the New Psychology; ' ' " The New Man," Etc. Lecturer on Heredity, Physiological Psy- chology, Psychic Phenomena, Inspira- tion, Brain Building and Soul Growth. CHILD OF LIGHT PUBLISHING Co. CHICAGO, ILL. MAILING DEPARTMENT, 6328 EOGLESTON AVB. SANTA BARBARA. CALIF. COPYRIGHT 1902 BT NEWTON N. RIDDQI4, All Rights Reserved. CONTENTS. INTRODUCTION. PAGE: CHILD STUDY 8 THE NEW PSYCHOLOGY 9 HEREDITARY TENDENCIES 10 PRENATAL CULTURE 10 HEREDITY AND ENVIRONMENT n I INCIDENTAL OBSERVATIONS.... 13 SELF EXAMINATION 14 LIKE EXCITES LIKE 15 SELF-CONTROL IN PARENTS 16 PERSONAL PECULIARITIES 17 THE PHYSICAL LIFE. 18 FOOD AND CHARACTER 19 SOURCE OF INTEMPERANCE 20 MEDICATING CHILDREN 21 ORDER OF DEVELOPMENT 22 THE KEY TO CHARACTER 25 TRAITS PECULIAR TO AGE 26 II PHYSIOLOGICAL PSYCHOLOGY. 28 FUNDAMENTAL PRINCIPLES 28 WILD OATS 30 BRAIN BUILDING 32 To RESTRAIN EVIL TENDENCIES 34 III CHARACTER BUILDING BY SUGGESTION 36 "SUGGESTION" DEFINED 37 THE DUALITY OF MIND 38 THE LAW OF SUGGESTION 40 MUTUAL CO-OPERATION 41 PREFIXING THE CHARACTER 44 SECRET OF SELF-CONTROL 45 A PRACTICAL EXPERIMENT 47 LODGING A SUGGESTION 49 4 Child Culture. PAGE A WILLFUL CHILD 50 RESIST NOT EVIL 53 IV MISCELLANEOUS SUGGES- TIONS 55 FIRST ESSENTIALS 55 PARTIALITY 56 SILENT FORCES 56 MORNING AFFIRMATIONS 58 EVENING CONFERENCE 59 DEVELOP FROM WITHIN 60 A LAW UNTO SELF 62 PARENTAL AUTHORITY 66 DOMINEERING PARENTS 67 DECIDING FOR CHILDREN 68 THE RIGHTS OF CHILDREN 68 NOT "You" BUT "WE" 70 THE SECRET OF GOVERNING 70 How MONSTERS ARE MADE 71 How MEN ARE DEVELOPED 74 CORPORAL PUNISHMENT 75 How TO PUNISH 76 THE BETTER WAY 78 SCOLDING AND THREATENING 80 BUGABOO STORIES 81 THE LOST BOY 82 NARCOTICS 84 TOBACCO 85 V THE INTELLECT 87 OBJECTS OF EDUCATION 88 DEFECTS IN EDUCATION 89 THE SECRET OF TEACHING 90 PERCEPTION 91 MEMORY 93 REASON 94 PREMATURE DEVELOPMENT 95 VI IMPORTANT LESSONS 96 THE FUNDAMENTAL LAW 96 Contents. 5 PAGE TEMPERANCE 97 MORAL HYGIENE 98 ENERGY 99 IDLENESS 100 FRUGALITY 100 CONTINUITY 101 SELF-RESPECT 101 SENSITIVENESS 102 FRANKNESS AND CANDOR 102 HABIT A LAW OF MIND 103 TACT 103 POLITENESS AND AGREEABLENESS 104 THE AFFECTIONS 104 HOME INFLUENCES 105 BOYS AND GIRLS 106" PERSONAL PURITY 106 SELF- PROTECTION 108 FORETHOUGHT 108 ORDER AND SYSTEM 109 SELF-CONTAINING 109 EXPRESSION no IMAGINATION no THE SENSE OF HONOR in KINDNESS 112 REVERENCE 113 THE TRUE IDEAL 114 THE SPIRITUAL BIRTH 115 APPENDIX. THE PUBLIC SCHOOL 117 SCHOOL FUNDS 118 SCHOOL EQUIPMENT 120 MORE TEACHERS WANTED 121 HUMAN NATURE STUDIES 122 QUALIFICATIONS OF TEACHERS 125 TEACHERS' SALARIES 126 PENSIONING TEACHERS 127 MORAL TRAINING 128 Prefatory Note. TN the preparation of this book, the principal ^ objects have been: first, to present the fun- damental principles of physiological psychology and mental suggestion and outline rules for their application in the development of the child and character building; second, to point out some mistakes commonly made in the management of children by those unacquainted with the laws of mind; and third, to indicate traits of character that should be developed in every child, and how this may be accom- plished. Whatever more the book contains is rather incidental. I have endeavored to express each proposition in the most non-technical, concise language consistent -with clearness. Doubtless some of its propositions will seem novel to those unac- quainted with the laws of Suggestion, but hav- ing employed every principle given with good results, I feel justified in respectfully commend- ing them to the thoughtful consideration of others. This little volume is sent forth with a sincere prayer that it may prove helpful to many parents and teachers, and aid in the formation of many noble characters. THE AUTHOR. Child Culture. Introduction. Standing before us is a ragged, bare- footed, freckle-faced, blue-eyed boy. Who can tell what latent forces, what slumbering passions, what genius or native goodness lie hidden in that head and heart ? There may be the elements of the criminal, the orator, the philos- opher, the statesman, or the philanthro- pist, we do not know. But since his in- herent tendencies are subject to modi- fication, susceptible to influence and capable of endless improvement, let us do all we can to direct his energies, de- velop his genius and make him a manly man. Solomon said, "Train up a child in the way he should go and when he is old he will not depart from it." Solo- mon spoke for all ages and all peoples. The thoughts, feelings and desires which dominate a life during its forma- tive period largely determine its future character and possibilities. 8 Child Culture. The Catholic Fathers have said, "Give us the first ten years of a child's life and we will show you a Catholic forever." This great truth, long re- cognized by them, should impress us with the importance of having the early training of a child right. The child that rocks in the cradle today is the man of tomorrow the cit- izen of the future, whose private char- acter and public demeanor are to affect the social, commercial, intellectual and moral status of a commonwealth. Child Study. Until recent years there has been but little systematic child study. Sages, scientists and philosophers have searched every realm of nature to dis- cover her secrets and make known her laws, facts and forces, while this most important department of nature, this most wonderful life of all lives, has been allowed to hold its sercets and remain an enigma. Fortunately a great change has ta- ken place during the last decade. Most up-to-date teachers and educators now make a systematic study of the child life. Many excellent books have been written on the subject, some of which Introduction. 9 have had a large sale. Their circula- tion, however, has been mainly among teachers; comparatively few parents have taken the interest in the subject they should. Too many parents are contented to allow their children to grow up without any definite plans for their development. Their idea of fam- ily government is merely to correct the child when it violates some law. Their methods are restrictive rather than constructive, which is fundamentally wrong. The New Psychology. The new psychology is yet in its ex- perimental stage; but enough is known of the laws of brain building and soul growth through mental suggestion to be of priceless value to parents and teachers. During the past fifteen years I have had occasion to employ the prin- ciples presented in this booklet in the education and government of thou- sands of children representing all classes and conditions. I have found it possible, not only to develop the nor- mal child into a strong, beautiful char- acter, but that in most instances even bad hereditary tendencies can be largely overcome and evil acquired traits com- io Child Culture. pletely corrected. My enthusiasm on this subject is born of experience and practical results in character building. Hereditary Tendencies. A child is not easy to understand. It is a complex being. Through the laws of heredity it is a product of all preceding generations. Moreover, the acquired characters of one generation are transmitted to a greater or less ex- tent to the next, so that each child has in its native constitution not only the complex character of the race, and the peculiarities of its distant ancestors, but qualities peculiar to itself resulting from dual parentage and maternal im- pressions. Prenatal Culture. Prenatal culture is the most impor- tant part of a child's education. Ma- ternal impressions are highly potential in determining the natural gifts and tendencies. Every life is most suscep- tible to external influences during its formative period. The older we grow the more fixed we become in character, and therefore, the more difficult it is to modify our disposition or increase our mental capacities. Thoughtful par- Introduction. 1 1 ents no longer postpone the education and government of the child until they see some manifest weakness or vicious tendency, but proceed intelligently to form the life aright from its inception, thereby making reformation unneces- sary.* Heredity and Environment. As between heredity and environ- ment it is irrational to say that either is the more important, for since neither can take the place of the other, they are incomparable. Hereditary and pre- natal conditions supply and determine the natural, physical, mental, and mo- ral, tendencies of every life. Post- natal influences, or environments, de- velop, direct, modify and if we add the spiritual element, may even transform the inherent tendencies. The well-born child may become a criminal through bad habits and environments, or the viciously inclined lad, although born of criminal stock, if put under proper psychological training in infancy can, in most instances, be developed into a moral character. But the fact that one *For a thorough consideration of this sub- ject, see "A Child of Light; or, Heredity and Prenatal Culture Considered in the Light of the New Psychology," by N. N. Riddell, Child of Light Pub. Co., Chicago. 12 Child Culture. of these forces may overcome the other is no excuse for the neglect of either. Both the prenatal and post-natal train- ing must be right, to produce the best results. PART I. INCIDENTAL OBSERVATIONS. The object of all child culture, fam- ily government, and education should be to direct and develop the natural attributes of the child so that it may unfold into a strong, beautiful, harmo- nious character. The ideal should in- clude a strong, healthy body, vigorous energies, normal appetites, pure affec- tions, lofty ambitions, refined tastes, pronounced moral convictions, a keen intellect, a decided will, a kind, forgiv- ing spirit, a deep sense of reverence, an abiding faith in God, and an unfal- tering zeal for truth and righteousness. Not every child can be developed to so high an ideal ; but since all are capa- ble of constant improvement, some fast, som.e slow, we should patiently and persistently employ the best methods available and never be discouraged. The teacher or parent who develops even one child into a noble man or woman lives not in vain. And if God is interested in a falling sparrow, He is certainly not unmindful of those who wisely direct a growing soul. 13 14 Child Culture. Self-Examination. The parent or teacher who would proceed wisely in the management or education of a child should first ana- lyze self. We all have our peculiarities of mind and disposition which give bias to judgment and largely determine our ways of influencing others. We all live as it were in our strongest fac- ulties, feelings, and sentiments, and are inclined to speak from these, are governed by them, and employ them most fully in the government of others. To illustrate : The very firm, positive parent will govern mainly by firmness; the affectionate parent through the af- fections; the proud, ambitious parent by appealing to pride; the severe and cruel by punishment and fear ; the crit- ical and intellectual by method and or- der, and the highly conscientious through the sense of honor. Now, it frequently happens that in following these natural tendencies, we employ a method least applicable to the child we are trying to influence. The very firm mother may have a strong willed child, and by the undue exercise of firmness on her part there is continual clash ; yet by governing her child by love, its will could be moulded so as to form the controlling element Incidental Observations. 15 of a beautiful character. The affection- ate mother may have the management of a loving child that is sadly deficient in will power and self-control, and by always appealing to the affections she strengthens them unduly and leaves the will weak and wavering. The severe parent will make a coward of the child that is already timid ; while the overly conscientious parent is prone to exag- gerate the sense of honor to the neglect of other essential elements of character. Thus the peculiarities of parents and teachers give shade and bias to their methods of government, and unless they exercise much judgment and self- control they will often employ methods which are not only ineffectual but truly harmful. Like Excites Like. "Like excites like." This funda- mental psychological law should ever be borne in mind in dealing with the child. An angry word excites anger; firmness excites firmness ; selfishness be- gets selfishness; love awakens love; while a frank communicative way un- locks the heart and makes it easy for one soul to reveal its thoughts, desires, and aspirations to another. This great law is of incalculable 1 6 Child Culture. value when wisely employed, but it is the cause of no end of trouble in the absence of self-control. Parents and teachers deficient in self-control not infrequently allow a fit of anger or willfulness on the part of the child to excite the same in them, which results in a clash, greatly to the injury of both. Whereas by the exercise of due self- control and a calm expression of love and kindness on the part of the parent, the anger of the child may be quickly overcome. We should keep this fact steadily in mind, that the surest and quickest way to produce an emotion, thought, or conduct in another is to manifest the desired quality in ourselves. When we have the grace and wisdom to do this, we have the key to success in the man- agement of children. Self-Control in Parents. Few parents have learned the lesson of self-control. More are actuated by impulse or feeling than by reason and judgment. A man with wisdom and discretion enough to successfully man- age great business interests will lose his temper in the management of his child. During the twelve years that I made a specialty of advising parents Incidental Observations. 17 in regard to the education and control of their children, I found that it usually took three times as long to instruct the parents how to manage themselves as it did to tell them how to manage their children. Through the law of heredity the na- tural faults of parents are frequently transmitted to their children in an ex- aggerated form; and the parents not being able to see these faults in them- selves, blame the children for their in- herent meanness. Thus the strong- willed, stubborn father can never get along with his stubborn daughter, and the quick tempered mother has no pati- ence with her fiery, fickle-headed boy. Forgetting that "like excites like," they live in a continual clash. Were they wise enough to control themselves and correct their own faults, they would find the government of their children comparatively easy. Personal Peculiarities. There are no two children alike. The laws of heredity are so complex as to differentiate every life from every other life. Because of these inherent differ- ences the management and education of each child should be adapted to its specific requirements. What is right and best for one may have no applica- 1 8 Child Culture. tion to another, and may be positively harmful to a third. Even in the same family it is seldom that we find two children so nearly alike that they can be successfully de- veloped and governed by the same methods. Unfortunately human na- ture is so little understood that the child is often an enigma even to its parents. Usually, however, if parents will make a careful study of their own peculiarities and watch closely the man- ifest character of the child in infancy, they will be able to form a pretty cor- rect idea of its dominant traits. When once the disposition is understood an effort should be made to adapt the training to its requirements, employing such methods as are calculated to pro- duce the desired results. The Physical Life. The physical life of the child is most important; not only as the basis of health and strength, but as essential to the intellectual and moral nature. Too much care cannot be exercised in the harmonious development of the body. If a child is weak in any vital function the time to strengthen the weak mem- ber is during its growing period. Even hereditary weakness may be overcome and a vigorous constitution built up by Incidental Observations. 19 hygienic living and proper exercise in early life. Special attention should be given to the subject of dietetics. Unwholesome food .and the habit of piecing and stuff- ing with sweets and pastries are the chief causes of infant mortality. Most children have the digestive functions so impaired by improper food and feeding as to prevent them from developing physically or mentally as they should. Impaired digestion is the mother of many diseases. Thousands suffer through life from nervousness, limited vitality, and other forms of ill-health, the chief cause of which is the use of unwholesome food or over-eating in early life. Food and Character. The quality of the food not only de- termines largely the strength and devel- opment of the physical organization, but materially affects the mind and character of the child. A great scien- tist has said, "Let me feed the criminal classes of any country for a hundred years and I will banish crime." The excessive use of animal food promotes animality. Herbiverous birds and beasts, if fed on meats become vi- cious and cruel ; while carnivorous birds ao Child Culture. and animals, if fed exclusively on cere- als, fruits, and vegetables for a few generations lose their vicious natures. The same law applies in a general way to man, but is most potential in a child. The child of a vicious or cruel nature should not be allowed any meat during its growing period; while those of a tame disposition, and especially the timid and diffident, may use meat once a day with good results. No doubt humanity would be much better off morally and spiritually, if all abstained from the use of meats. Source of Intemperance. The appetite for strong drink is of- ten the result of the use of condiments, pastry, tea, coffee and tobacco. These things do not feed, but stimulate. They do not strengthen, but irritate. They set the appetite and passions on fire, thereby creating a demand for stronger stimulants. The liquor traffic draws much of its support from Christian homes. Thousands of children have gone down the stream of intemperance into vice and crime propelled by appe- tites perverted by unwholesome food prepared by mother's hand. No amount of prohibitory legislation will check the tide of intemperance so Inciden tal bservations. 2 1 long as the masses use freely of condi- ments and tobacco. In directing the management of many vicious children I have found it possible greatly to modify the charac- ter by simply feeding them on pure, wholesome food, and having them ab- stain from the use of meats and condi- ments of all kinds. So sure am I of the good effects thus attained that I recommend this course to all who have to deal with a fractious, quick-tempered or viciously inclined child. Medicating Children. It is unwise to medicate young chil- dren, except under the directions of a competent physician, and even then the less the better. Experienced physi- cians seldom drug their own children. They believe in practical hygiene and prevention rather than cure, and it were far better for the little folks if all par- ents followed their example. It is the opinion of many eminent medical men that drugs injure more than they benefit; that they kill more than they cure. True, there are herbs, the leaves and roots of which are for the healing of the nations, but the em- ployment of mineral poisons by physi- cians and the immoderate and indis- criminate use of patent medicines by 22 Child Culture. the laity have slain thousands and robbed tens of thousands of health and vitality. The mortality is greatest among chil- dren that are constantly drugged. Where children are kept healthy by hygienic living there is little cause to fear infantile diseases. Cordials and soothing syrups do not cure ; they alleviate pain by temporarily deadening the sensory nerves, but they seldom, if ever, remove the cause, and to "kill the pain," without removing the cause, is like choking to silence the night watchman, who has disturbed us by his shouts of "fire" and then falling into slumber only to be smothered by the flames. There is an excellent suggestion in the boy's essay on "Pins" which closed with this statement : "Pins have saved the lives of lots of people by their not swallowing them." The observation of this youthful philosopher is peculi- arly applicable to mineral poisons and patent medicines "they have saved the lives of lots of people by their not swal- lowing them." Order of Development. The child develops after a natural order. It begins its physical existence as a single cell. Its embryonic growth Incidental Observations. 23 is seemingly an abbreviated history of the human race. During this brief period it traverses the whole range of evolution from a rudimentary form of life to the complex organism of man. The instinct of self-preservation which finds expression in appetite is the first trait of character manifest in the infant life. Soon the senses begin to record the impressions made by stimuli from the environment and the stream of con- sciousness is established. As the stream of consciousness widens and deepens, as the life becomes more complex through response to environment, it changes in character; so that the dis- position and mentality of the mature man are often unlike those manifest in early childhood. In early life the propensities rule the character. If these are wisely directed the instinct of self-perservation finally develops beyond egoism to become the basis of altruism; the love of self ex- pands to include others. The affections of the child naturally center on relatives and immediate friends, but if kept pure and the filial love is fully met by a tender parental attachment the love for the earthly parent will expand into a reverence and love for the Heavenly Father. 24 Child Culture. The early ambitions of the child spring usually from propensities, or elements of character that are closely allied to the physical life; hence the boy aspires to be the swiftest runner, the best ball player, or the winner in some manly art. These early ambi- tions, if properly directed, are trans- formed as the character unfolds to higher planes of activity, and the child that was most eager to win in the foot race, or the ball game, becomes the man most anxious to excel in some worthy profession. The intellectual faculties do not all become active at once, but develop after a fixed order. The young child first perceives and by frequent perceptions establishes memory. Through the op- erations of memory and the perceptive faculties it gathers and holds truth, about which it finally comes to think. As it continues to think it begins to reason. Finally when it has learned to reason about known phenomena and the things it has perceived and remem- bered, it begins to create and imagine that which it has not perceived. Thus the intellect unfolds from simple per- ception to the genius of imagination or creative fancy. Incidental Observations. 25 The Key to Character. From this brief study of the natural order of development we get a key to the child's character. We also see the necessity of working in harmony with nature. We cannot produce the char- acter of the adult in a child, and all at- tempts to do so are harmful. The ani- mal instincts so manifest in the char- acter of the boy are not to be crushed out, but directed into legitimate chan- nels and harnessed for life's work. The irrepressible energies of the child, so nerve-racking to the parent or teacher, are but the unregulated dynamic forces that are to create the successful busi- ness or professional man. That undue sensitiveness or childish pride which is often so annoying to the parent, will, if wisely directed, develop into nobility of character and a delicate sense of propriety. All children do not develop alike. Some mature in their intellect much faster than in their emotions ; some can be led into a religious life or be made a law unto themselves much earlier than others. We not infrequently find the old head on young shoulders and the young head on old shoulders. These differences are especially noticeable in the emotional nature. The public 26 Child Culture. schools tend to develop all minds along similar lines and after a given order, but there is no uniformity in the influ- ences brought to bear upon the emo- tions; hence we differ more in charac,- ter than in thought. But the order of development as here outlined is suffi- ciently accurate to serve as a guide to parent and teacher. Traits Peculiar to Age. In the application of the laws of suggestion or any system of training to the individual child, its age and de- velopment should always be taken into consideration. What is perfectly proper at one time may be truly harm- ful at another. What is exactly the right thing for one child at a given age may, because of difference in de- velopment, be wholly wrong for an- other. Again, there are traits of character peculiar to stages of development which should be understood. The pro- pensities developing before the higher sentiments, it frequently happens that well born children will steal, prevari- cate, etc., from early infancy to the adolescent period, at which time, if there is a normal awakening of the moral nature, these undesirable traits Incidental Observations. 27 will usually disappear without any spe- cial training. Moral delinquencies in childhood, therefore, are no sure indications that the adult life will be marred by the same traits. From this I do not mean that defects in the child's character are to be ignored, nor that no special ef- fort should be made to correct them, but merely that there are undesirable traits peculiar to childhood which are usually outgrown in the natural order of development. PART II. PHYSIOLOGICAL PSYCHOLOGY The brain is the basis of the objec- tive mind and character. The func- tional power and activity of its several parts determine the stream of con- sciousness, the strength of the intellect and the tendency of the emotions. In recent years physiological psychology has demonstrated certain very impor- tant facts about the relation of nerve action and brain centers to sensation and mental phenomena. Some of these facts are as follows: 1. All sensation, mentation, con- scious thoughts, feelings and emotions are related to, and dependent on, nerve action. 2. Stimuli from the organs of sense passing over the sensory or afferent nerves to the brain discharge through the efferent or motor nerves resulting in thought, feeling, or action. 3. The repeated discharge of a given stimulus through the nerves establishes nerve paths, which tend to regulate and control the discharge of similar, subsequent stimuli, thereby determin- 28 Physiological Psychology. 29 ing their effects upon mind and charac- ter. 4. All acts, thoughts, feelings and desires that are persisted in or oft re- peated finally establish nerve centers in the brain and paths of discharge through the brain and nerves which become the physical basis of subsequent thought and conduct. 5. When co-ordinating nerve centers have once become established it is only necessary to stimulate them to activity in order to reproduce in a measure the same acts, thoughts, feelings, or de- sires that established the centers. 6. Brain centers and nerve paths are built up mainly during the early part of life and are changed or modified with great difficulty late in life. From this brief statement of the fundamental facts of physiological psychology there are several very im- portant things to be learned. (a.) By repeatedly exciting, or call- ing into action any given thought, feel- ing, or desire, we may build a physical basis for the same in the brain and thereby make it an integral part of the character. This fact is sublime in its possibilities. It makes possible the transformation of a child's natural ten- dencies, the upbuilding of weak quali- 30 Child Culture. ties, the construction of a strong mind and a noble character. (b.) It must be plain to all that too much stress cannot be laid upon the importance of having the early school- ing and home influences right. The more we understand the workings of nature the more apparent becomes the responsibility of those that have the direction of the young life. Too often the parent or teacher, unmindful of this truth concerning the physical basis of mind, permits the bad habits, the sel- fishness, or the false ambitions of the child to form nerve centers in the brain which are to rule to ruin in later years. (c.) It is an easy matter during the formative period of a brain to establish the physical basis of a keen intellect, pure affections, noble aspirations, a firm will, and a righteous character, thereby making it easy for the soul to do right during the remainder of its physical embodiment. But it is equally possible to establish the physical basis of an im- moral character and thereby make it easy for the soul to do wrong and dif- ficult to do right all through life. Wild Oats. The facts of physiological psychol- ogy explain why the thoughts of today become the dreams of tonight, the ac- Physiological Psychology. 31 tions of tomorrow, and the character of the future. Right willing, right desires and right thinking in youth will establish the physical basis of a righteous life. True, this physical basis does not compel one to do right, but it makes it easy and natural for him to do so. A badly built brain does not compel the soul that inhabits it to live a life of vice, or crime, but it inclines it to do so and makes it difficult to do other- wise. The long accepted idea that every boy must sow wild oats in youth in or- der to live a temperate man in later years has no foundation in truth. No man controls his appetites easier for having indulged them in youth, but with greater difficulty. The bad men that have reformed and became exam- ples of moral purity could have become equally as noble with far less effort had they never gone astray. And by putting forth the same effort that it has taken to transform the life, they might have been much nobler than they can ever hope to be in the present life, marred by the effects of early dissipa- tion. Religion which is divine life incar- nate in the souls of men may com- pletely transform the most disreputable 32 Child Culture. character, but this in no way contra- dicts the facts of physiological psychol- ogy, nor does it offer any excuse for doing wrong. Who shall say that the miserable ex- amples of Christian character presented by many of the professed followers of the Christ are not what they are, largely through wrong willing, impure desires, and unworthy thoughts? The sins of youth leave their trace on heart and brain and are not easily eradicated. Every youth is building for himself a prison cell or a palace wall. The brain he builds today largely deter- mines his character for tomorrow. Every beautiful thought, every noble desire, and every holy impulse takes form in the physical palace of the soul. These righteous mentations become an- gelic spirits which abide in the temple, to give counsel to the intellect in its meditations and strength to the con- science in the hour of temptation. Brain Building. Every time we excite a feeling, fac- ulty, or sentiment, we strengthen the brain center through which it is mani- fested. Every flash of temper, every emotion, thought, or desire tends to establish a nerve path which is deep- Physiological Psychology. 33 ened, or strengthened by every repeti- tion. It takes time and frequent repe- tition of a given thought, impulse, pas- sion, or sentiment to establish strong brain centers, but when such a physical basis once becomes fixed, it requires great effort and training to rebuild the brain so that it will readily express the changed conditions of the mind. Brain building is accomplished in precisely the same way that muscle building is; i. e., by normal, systematic use. To increase the strength of any brain center so that the element of mind that it manifests shall be stronger, it is necessary only to exer- cise this element habitually. Experience proves that if athletic training is to be of any special value to the muscles, three things are necessary : ( i ) the exercise must be adapted to a definite purpose; (2) it must not be vi- olent or straining, but of such a charac- ter as will call the muscles into normal, vigorous use; (3) it must be daily, or at least regular, and must cease before exhaustion. The same law is applica- ble to mind training and brain building. To strengthen any element of mind, or trait of character in the child, the parent or teacher should decide upon a definite purpose, then require the child to exercise the faculties, emotions, 34 Child Culture. or sentiments that are to be strength- ened. The training should be daily and persistent, but never carried so far as to become distasteful to the child. To Restrain Evil Tendencies. In character building and in the gov- ernment of children, it is often neces- sary to restrain natural, or acquired tendencies, or reduce as it were the functional activity which gives rise to undesired traits. To do this, all that is necessary is to avoid exciting, or calling into action, the objectionable characteristic. Nature is a wonderful economist. Brain paths and nerve centers which are never exercised gradually become weaker, and in course of time come to have but little influence upon the char- acter. To illustrate : I once had the management of a very stubborn boy; he had inherited this trait and early manifested his mulish- ness ; if vexed he would stand in a cor- ner and pout for an hour. I directed his parents to govern him as nearly as possible by appealing to his sense of right, his affections, and his intellect, and to refrain from antagonizing him. The other children were instructed to avoid using pronounced expressions of Physiological Psychology. 35 "I will," "I won't," "You must," etc., and in all ways to avoid contention. The stubborn tendency no longer ex- cited, and the other elements of char- acter kept constantly active, the unde- sirable trait soon became relatively weaker and in a few years was not above normal in its influence. All vicious tendencies may be over- come. If a child has a violent temper, an abnormal appetite, a perverted pas- sion, a pompous pride, or a tendency to lie or steal, even though these are in- herited traits, if they are not called into action they will gradually become weaker and their influence upon the character less potential. Then by vig- orously exercising and persistently training those qualities of mind and heart which stand in opposition to the undesired traits, the character can be completely transformed. PART III. CHARACTER BUILDING BY SUG- GESTION. Character building by mental sug- gestion has just begun to attract the attention of parents, teachers and re- formers. The potency of a suggestion in the healing of disease is admitted by all well informed persons; few, however, appreciate its value as a means of awakening dormant facul- ties, controlling vicious tendencies, or strengthening the higher sentiments. Mental and hypnotic suggestion will yet materially aid in the solution of the problems of vice and crime. I predict that within a quarter of a century we shall have public hospitals for depend- ents and delinquents where all forms of mental and moral depravity will be successfully treated. Every reforma- tory, refuge home, and penitentiary should have its specialist, a man of un- questionable integrity, thoroughly skilled in the art of suggestion, whose vocation it should be to treat the de- praved, and in so far as possible estab- lish within them a normal character Mental Suggestion. 37 by strengthening the elements that make for righteousness. It is not the purpose of this chapter to treat hypnotism or the laws of men- tal suggestion, except in so far as the latter may be safely used by the laity in controlling themselves or their chil- dren. The hypnotic suggestion should rarely be employed even in the control of the morbid, and then only by an ex- pert. Mental suggestion, however which is all sufficient for the regula- tion and development of the normal life may safely be employed by the novice, and if wisely used by the par- ent and teacher makes their success in the education and government of the child absolutely certain. "Suggestion" Defined. Generally speaking, anything we sense feel, taste, smell, hear, see or anything we perceive, think, desire, will, or imagine, subjectively or objec- tively, becomes a suggestion. But the term "suggestion" as used by psychol- ogists means more than this. It means a clear, definite perception, thought or mental image of sufficient force to make an impression upon the subjec- tive mind. In other words, mental per- ceptions, thoughts and desires become "suggestions" in a technical sense only 38 Child Culture. when lodged in the subjective mind or inner self. To illustrate: I attend church. The pastor preaches from the text "The wages of sin is death." The interior of the church, the people, the music, the text, and the sermon are each perceived and thereby become suggestions of greater or less influence. When the text is first announced it makes no more im- pression than any other part of the service, but as the pastor proceeds to reiterate and emphasize it becomes more and more potential, until finally a deep, abiding impression is made. The text takes hold of me, so to speak. I keep thinking it over and over again. "The wages of sin is death." "The wages of sin is death." I resolve to sin no more. As I go about m)i business I am tempted to do wrong. Imme- diately the text appears in the stream of consciousness, "The wages of sin is death." Its presence causes me to re- sist the temptation. It has become a controlling factor in my character. It is now what psychologists call a Sug- gestion. It differs from the sugges- tions made by the other parts of the service in this, that while they each held a temporary place in the stream of consciousness and for the time mod- ified my thinking, aspirations and de- Mental Suggestion. 39 sires, this has a more abiding and po- tential influence. All were sugges- tions, but only the text became such in a technical sense. Mental suggestion, then, is not something radically new or startling. It is merely a new way of defining and applying a law of mind as old as hu- manity. It is simply a method of mak- ing a deep, abiding impression upon the inner consciousness, and thereby modifying mind and character. The Duality of Mind. Man has. an objective, or a conscious mind, and a subjective, or a super-con- scious mind. The soul functioning through the brain produces what is called the Objective Mind or stream of consciousness, the strength and char- acter of which is determined by the functional power of the brain. The soul functioning independent of the brain results in what is known as the Subjective or Super-conscious Mind. This subjective mind controls all in- voluntary actions; it is the power be- hind the throne ; it is the spring source of all thoughts, desires, emotions, im- pulses, sentiments and convictions that come from within. Therefore, what- ever modifies the subjective self, modi- fies the spring source of mind and char- 40 Child Culture. acter. A suggestion once lodged in the subjective mind becomes an inte- gral part of the soul. The Law of Suggestion. It is a law of mind that the strongest suggestion at any given time controls conduct. When halting between two opinions the more potential one rules. It is a law of soul building that those suggestions most often and most thor- oughly lodged in the subjective mind become the ruling motives; therefore to overcome any weakness, to strengthen any power of mind, or to establish any trait of character, it is only necessary to lodge, with suffi- cient emphasis in the subjective mind such suggestions as are calculated to produce the desired results. Practical experiments have demon- strated the efficiency of a suggestion. The mind of the dullard may be grad- ually awakened, vicious and cruel ten- dencies can be overcome, the elements of virtue, purity, honesty, or kindness may be so established in the subjec- tive mind as to make them the con- trolling factors in the character. Some lives are much more suscepti- ble and responsive to the influence of a suggestion than others, but all can be affected. Some can be changed much Mental Suggestion. 41 more rapidly than others; but patient, persistent effort, wisely directed, is sure to bring results in all. Sudden changes are not to be expected; they sometimes occur but are rarely bene- ficial. Gradual growth alone gives per- manency to character. The processes of character building by suggestion are not unlike those of muscle and brain building. Here the three essentials are: (i) a definite purpose in view, or a clear concept of what is desired; (2) a series of sug- gestions and mental images adapted to the desired end ; ( 3 ) regular, daily ex- ercise, or repetition of the suggestions. A suggestion to be of any practical value in character building must be deeply impressed upon the subjective mind and repeated a sufficient number of times to establish a physical basis in the brain. This process takes some time and often requires persistent ef- fort, but it is the only way to make the effects of a suggestion abiding. The simple repetition of a suggestion, par- rot-like, has no practical value what- ever. Mutual Co-Operation. To influence the child by suggestion the parent or teacher must be in earn- est. He should explain to the child 42 Child Culture. what he desires to do so as to get its complete confidence and co-operation. The child should be made to feel it has the love and sympathy of the par- ent, and that the two are going to work together for a definite purpose with all assurance that they will suc- ceed in overcoming the weakness, or in establishing the desired trait. For in- stance : In a California town, I employed a little boy to assist me in the distribu- tion of hand-bills. I soon discovered that he was a kleptomaniac. His rep- utation for stealing was so well estab- lished that the grocerymen watched him as he passed their fruit stands, and if he entered a store somebody kept an eye on him. His mother told me that she had driven him away from home at the age of eight because he was in- corrigible. I got close to the boy's heart, took him into my confidence, acquainted him with my plans, and invited him to be my partner while I remained in the city. I assured him that I would be strictly honest with him and felt that I could depend on him being honest with me. I asked him if he ever had any temptation to steal. He confessed that he had. Then I said to him slowly and impressively, "You and I can over- Mental Suggestion. 43 come that. You will not steal from me, nor I from you; neither will we steal from anyone else. From this time on we are going to be honest. You are an honest boy; deep down in your little heart you want to do right. I know you will do right, and I am going to depend upon you." Here the big tears filled his eyes, and chased down his dirty face. Putting my arm around him, I said, "Now you will be honest, won't you?" He af- firmed that he would. Then I repeated slowly, "You are honest. You will not steal. You will not deceive me." I had him affirm several times each day to himself, "I am honest ; I do not steal." I called him "My honest little man." I kept the suggestion that he was an honest boy uppermost in his mind all the time. Within forty-eight hours I sent him to the bank to get a five-dollar bill changed. His mother had told me that he could not be trusted with a dime. During our two weeks together he never disappointed me, and could he have remained with me I am sure that he would have completely outgrown his mania for stealing. I have frequently employed a similar course with children given to decep- tion, profanity, or other vices, and rarely have I failed to get good results. 44 Child Culture. Prefixing the Character. The proper time to correct a child's disposition and lodge suggestions cal- culated to strengthen its character, is when it is good natured and removed from temptation. Even in adult life, if one waits until the hour of trial before deciding or ex- ercising his will, he is in great danger of doing wrong. Whereas by decid- ing, while in the normal state when re- moved from temptation, what one will or will not do, and earnestly and re- peatedly impressing these decisions on the subjective mind, it is possible to so prefix the character as to predetermine conduct. To illustrate : A child has a violent temper. This abnormal expression of force, whether hereditary or acquired, has its physical center in the brain, which when stimulated results in an expression of anger. Now, what is wanted is to build into the soul, while it is normal and undisturbed, a sugges- tion that will oppose the stimuli that come from these abnormal brain cen- ters. A simple suggestion calculated to accomplish this end is: "I am al- ways good natured. I do not I will not get angry. I have perfect self- control." By having the child repeat such af- Mental Suggestion. 45 firmations over and over, and by the parent or teacher earnestly affirming them to the child so as to make a deep, abiding impression, gradually but surely they will become established fac- tors in its character. It is not to be presumed that they will become the controlling factors at once, nor that it is possible to influence every child so that it will never get angry; but by patient, persistent training these sug- gestions will become sufficiently poten- tial to control the temper under ordi- nary circumstances, and restrict it from violence even under the most ag- gravating conditions. Secret of Self-Control. The secret of self-control is found in this same law of prefixing the char- acter. No decision in life, no act, nor conduct is ever the result of accident; the dominant suggestion rules. There- fore, by placing the preponderance of suggestion on the side of righteous- ness, the correct choice and conduct are assured. For instance : I am conscious of a weakness. I have an uncontrollable appetite or pas- sion, or I am deficient in some noble virtue. I wish to transform my char- acter. I proceed thus : ( I ) I decide definitely on what I am going to be or 46 Child Culture. do; (2) I put this decision into a defi- nite affirmation; (3) I earnestly, pray- erfully and impressively repeat this af- firmation several times each day, lodg- ing it as deeply in my subjective con- sciousness as possible, and striving with all my might to realize that this thing which I have affirmed is now true. I put ten pounds of suggestion, so to speak, on the side of right today and ten pounds tomorrow and so on until I have a hundred pounds of auto- suggestion on the right side. Now comes the tempter. He lands his twen- ty-five pounds of evil suggestion on the left side and twenty-five more, and twenty-five more; but I still remain firm, leaning to the right because I have lodged a hundred pounds of right suggestion on the right side. I have so established my soul in righteousness by auto-suggestion that he is powerless to control me. By repeated and constant drill the child is able to pass an examination in his studies; and so by repeated and constant drill of the moral sentiments, it will be able to pass an examination in conscience and character; able to resist temptations from within and without, having so established the ele- ments that should rule in head and heart as to have perfect self-control. Mental Suggestion. 47 A Practical Experiment. Too much emphasis cannot be placed on the importance of prefixing the character of the child while it is out of temptation. I consider this the greatest secret of self-control; the one supreme force whereby the character of the child is most effectually moulded. This law fully comprehended and tact- fully and faithfully applied means suc- cess in the government of children. To further illustrate: While lecturing at a Western Chau- tauqua I presented this proposition to an audience and on the following day was invited to dine at the home of one of the leading citizens. At dinner when dessert was served, which con- sisted of ice cream and cake, I noticed their little boy a nervous, precocious lad of four years accepted without complaint some milk and crackers and ate it cheerfully, while the rest of us partook of the cream and cake. After dinner I congratulated the mother upon the good behavior of the boy, when, to my surprise, she said : "This is very unusual and his papa and I are delighted. He is an only child and being of a nervous tempera- ment we have allowed him to have his way too much. Yesterday I attended your lecture and noted what you said 48 Child Culture. about prefixing the decision in the ab- sence of temptation. This morning when it was decided that we should have cream for dessert, I thought it a good opportunity to test the method. The boy is very fond of ice cream but it does not agree with him. This morn- ing after breakfast when I was sure that he was not the least bit hungry, I took him in my arms and told him that we were to have cream for dinner. I reminded him of how it always made him sick and therefore I must get him something else for dessert. We talked over what he would like to have and finally we decided that he should have some nice rich milk and crackers for his dessert, then he would feel well and be happy all afternoon. He was de- lighted with the prospect. Several times during the morning I called his attention to the good dinner he was to have and to the fact that he was not going to eat any ice cream and be sick. At dinner, he did exactly as we had planned. Now, I have had more trou- ble to govern him in regard to what he should eat than about anything else ; and I tell you frankly, if his will had not been prefixed, he would have had his portion of the cream or made it very uncomfortable for all of us." Mental Suggestion. 49 Lodging a Suggestion. To lodge a suggestion successfully, three things are essential: (i) a clear, definite concept, or well defined thought on the part of the suggester; (2) a passive, receptive mood, on the part of the one receiving the sugges- tion; (3) a perfect understanding and mutual sympathy between the srgges- ter and the recipient. The first of these three conditions is the most essential and by far the most difficult to attain. Comparatively few persons can hold a well defined thought in the mind or express it with sufficient emphasis and firmness to make it a Suggestion in a technical sense. The power to do this, however, can be and should be cultivated by all. Practice makes perfect. By patient, persistent effort almost anyone can learn to lodge a suggestion. To apply the foregoing proposition the parent and teacher must exercise self-control, judgment and tact. They should never attempt to lodge a sugges- tion or control a life when in a fit of anger or when worried to such a degree that they have not perfect self-control, nor should they attempt it when the child is angry, or when there is bitter opposition. Two positives never unite. Even the hypnotist cannot control an 50 Child Culture. opposing will; and all scolding, fault- finding, or preaching to a child when it is in a rebellious mood, is not only a waste of words but is positively harm- ful. To control a heart we must first get inside of it. To successfully lodge a suggestion we must establish a recep- tive mood. To do this we should seek to overcome all opposition with kind- ness, melt the frozen will with the warmth of love; then when the recep- tive mood has been established, kindly but firmly impress the desired sugges- tions upon the mind and conscience. A Willful Child. A mother once brought me her little seven-year-old boy, saying he was so willful and stubborn she could do noth- ing with him. She said she had scolded and whipped and tried to buy him, but all to no avail, he would have his own way. "When do you whip him?" I asked. "Why, whenever he does wrong. When should I whip him?" "Never when he is angry, or when you are vexed. If you must whip, postpone the matter until the following day; then talk to him kindly, explain to him that you do not whip him for revenge, but to help him to do right. Mental Suggestion. 51 But whipping is seldom beneficial and should never be resorted to except in extreme cases. "I suggest that instead of punishing him you give him a few moments of your time every morning. Approach him in a happy, loving, communicative way so as to awaken his affections and make him receptive, then talk with him lovingly about how many things you have had to give up in life just to make others happy and how it proved best for you. How happy you have become in doing what seemed right and best for the happiness of all ! Then tell him you have noticed that sometimes he is inclined to insist on having his own way. That you feel sure he will out- grow this and that he will be much happier and get along much easier as he learns to do what pleases others. "Magnify the virtue of conforma- tiveness. Mention the many times he has done right and how happy it has made you. Do not mention the times he has done wrong, for this will cre- ate opposition and do no good. Let him feel that he has your utmost con- fidence and sympathy in his efforts to do right; and even that when he has done wrong you are more than willing to forgive him, if it will help him to overcome temptation. 52 Child Culture. "Finally, say to him, in substance, 'Now, today we are going to try to make each other happy. I am going to do what I can to add to your pleasure and I know you will try to do what will make me happy/ Get him to acquiesce if possible, and then during the day re- peatedly affirm how nicely the two of you are getting along together. "If he errs, forgive him; tell him that you realize he was tempted, but you love him and know he will be able to overcome all temptations after a while. Notice every little sacrifice he makes and encourage him in it. Avoid all opposition as far as possible that his stubbornness may not be excited. Appeal to his kindness, his love, and his conscience, magnifying these all you can ; and gradually, but surely, you will develop the nobler virtues to a point where they will become the rul- ing powers in his life." The mother adopted the plan sug- gested and in a few weeks a marked change was observable. At the age of ten the lad had comparatively out- grown his willfulness ajid was more amiable and conformative than the av- erage boy of his years. I have recom- mended this plan in many similar cases with good results. I have never known it to fail completely where a parent Mental Suggestion. 53 has been faithful and used judgment and tact in getting the confidence and co-operation of the child. The plan suggested in the foregoing case is applicable, with proper varia- tions, in overcoming any and all unde- sirable traits. The violent temper, the tendency to prevaricate, to steal, the habit of swearing, of neglecting duty, carelessness, etc., may all be controlled and eradicated by this method. The aim in every case should be: (i) to restrict the undesirable trait; (2) to develop and magnify the elements of kindness, gentleness, reverence, con- science and goodness so as to make them the controlling factors in the character. Resist Not Evil. The law is, "Resist not evil," for in resisting it we aggravate it, "but over- come evil with good." When in dark- ness, fight it not, but strike a light. When in vice excite it not, but awaken a positive virtue. If a child has a fault ignore the fact as much as possible, and develop its better nature. Encourage the virtue and the vice will disappear. This law is universal in its applica- tion. The world has yet to learn its significance. Had the Church accepted 54 Child Culture. this sublime lesson as taught by the Christ, vice and crime would long since have disappeared from the earth. When parents and teachers come fully to ap- preciate this law and magnify virtue, honor, and character in the child, ig- noring its evil tendencies, then, and only then, will it be possible to develop every child into noble manhood or womanhood. Positive virtue makes vice impossi- ble. Aggressive goodness leaves no room for eviL Pronounced righteous- ness once developed in a child, the prob- lem of its government is solved. PART IV. MISCELLANEOUS SUGGES- TIONS. In the preceding pages we have no- ticed briefly some of the more essential laws of brain building and soul growth by suggestion. In the succeeding pages we purpose to indicate methods for the application of these laws in the devel- opment of the child, and point out some errors commonly made by those unacquainted with the principles of psychology and the laws of sugges- tions. First Essentials. Self-control on the part of the parent or teacher is the first essential in the application of the principles of psychol- ogy to child culture. Only those who have learned to obey and who have mastered self are qualified to rule. Par- ents and teachers who are subjects of a fitful temper, an egotistical vanity, a domineering spirit, or are wanting in stability, or good common sense are not qualified to govern a child and must overcome these conditions if they are to be successful. 55 56 Child Culture. Partiality. Few persons can be wholly impar- tial. We all have our likes and dislikes so that despite our most earnest efforts to treat all fairly, we are prone to fa- vor some more than others. This na- tural tendency should be guarded against as much as possible. For the parent or teacher to manifest an indif- ference or dislike for one child and a tender regard and interest for another, when his duty is the same to both, is an inexcusable outrage against justice and judgment. Many children become dis- couraged and fail in their studies be- cause of partiality in the school room ; while in the home thousands become rebellious, careless, or indifferent, or lapse into vice or crime, because par- ents are manifestly partial to other members of the family. Justice knows no law but equity, and if our feelings incline us to favor one more than another, then feeling should be set aside and judgment and conscience enthroned. Silent Forces. Silent forces rule the world. It is not what we say so much as what we are that determines our influence upon others. A calm, self-possessed spirit is more potential in the government of Miscellaneous Suggestions. 57 children than many words without composure. Thought transference is a fact. By this I do not mean that one person can read another's mind. I do mean that the conditions of one mind are trans- mitted to another. The law-abiding citizen is often carried by the mob spirit into deeds of violence. In time pf panic the calm and self-possessed are frequently seized by the impulse of ter- ror and do the most irrational things. Under this law the parent or teacher who is always calm, self-possessed, just, loving, kind, and sunny may cre- ate like conditions in the child to such a degree that they become controlling suggestions. Too much emphasis cannot be placed on the influence of silent suggestion. Many a dissipated or dishonest father, by his silent influence, lodges sugges- tions which lead his children into vice or crime. Knowing the ways of the world, he is doubly anxious that his children shall live upright lives, hence he teaches them the ways of truth and righteousness ; but what he lives is more potential than what he says. The vir- tue of his words is overcome by the vice of his soul ; hence his children be- come not his ideal, but the duplicate of himself. This thought applies with 58 Child Culture. equal force to all conditions, good and evil. By always living, feeling, and desiring the noble and the true, parents may silently create these conditions in their children. Morning Affirmations. Before beginning the day parents and children should have a few min- utes for consultation. They should each affirm (the parents taking the lead), "This day I will be good. I will be honest. I will be kind and true. I will try to make others happy." These and other affirmations calculated to meet any specific condition, should be earnestly repeated and lovingly sealed in the head and heart. If these sugges- tions are deeply impressed on a child's mind at the beginning of every day, they will become controlling factors in his character. If parents are true to the morning vows, they will be able to lead the children aright. Prevention is better than cure. By prefixing the will of a child in the morning and establishing a high ideal for the day, many mistakes may be averted and many a jar prevented. The intellect requires much drill to make it proficient, but not more than does the will, the emotions, or the sentiments. Miscellaneous Suggestions. 59 Evening Conference. After the day is done parents and children should hold a brief conference, at which time the children should be substantially encouraged for their good behavior, acts of kindness, etc. If mis- takes have been made they should be frankly confessed, the parents taking the lead, acknowledging their every shortcoming and asking the other members of the family to forgive them. By this means the faults of the children can be discerned and corrected; more- over, this practice will be found to be highly beneficial to all, not only as a means of eradicating faults but of de- veloping the higher virtues. It will also establish a strong bond of sym- pathy and cultivate a frank, communi- cative spirit that will be of priceless value in directing the children in later years. The evening conference should never be made the time for sharp, ad- verse criticism. If a child is scolded when it confesses its wrong, it will soon stop making a full confession, or in self-protection tell what is untrue. Confessed errors should be forgiven freely and then never referred to again. Instead of discussing a child's short- comings, the parent should kindly im- 60 Child Culture. press such suggestions upon its mind as will tend to prevent further mis- takes. The true ideal in child culture is not to punish for past errors, but to correct and strengthen the inner life, that it may do right in the future. If these morning affirmations and evening conferences are combined with simple worship, in which all take part, they are doubly beneficial. Whatever may be one's religious convictions, all must agree that regular family prayer, and established daily reading of the Scriptures, are of supreme importance in the development of a noble charac- ter. Unfortunate indeed is the child that has to grow up without such in- fluences. Pity children compelled to say, "We never heard our parents pray." Should they from the paths of virtue stray, 'Twould be awful, awful, awful. X Develop from Within. Every child should be governed as largely as possible from within. The infant must often be controlled by ex- ternal methods, but such methods should not be employed longer than are necessary. Just as soon as the little one can understand a gesture or a Miscellaneous Suggestions. 61 word, there should be persistent effort to impress the laws of right and wrong upon its mind and heart. The earlier it can be made a law unto self the bet- ter. Conduct should spring not from fear nor the authority of another, but from noble impulses and a knowledge of what is right and wrong. No amount of external control can produce a strong, noble character. The inner life must be built up. As the mind devel- ops, the seat of government should be transferred from the parent to the child, otherwise the child goes into the world a prey to its own appetites and an easy subject to the will of others. Many parents make the fatal mistake of governing children too much. By the continual exercise of authority over them they prevent the development of individuality and the sense of freedom and personal responsibility, all of which are essential to its welfare. They as- sume that when the child has been taught to obey them perfectly, they have made a success of family govern- ment. Not so. If obedience is the re- sult of an undeveloped individuality, a crushed will, or a suppressed con- science, their assumed success is a tre- mendous failure. 62 Child Culture. A Law Unto Self. The true ideal is so to develop the child as to make it a law unto self; to do this several things are essential, the more important of which we will notice. (i) The child ought to be thor- oughly instructed in what is right and wrong, that it may be able to make an intelligent choice. A fundamental statement of the law of right and wrong may be made thus : Any act, thought, or desire that is truly beneficial to self or others is right. 'Any act, thought, or desire that injures self or others is wrong. This proposition to be of any prac- tical value to the child must be simpli- fied and specialized. Thus: it should be taught that it is right to be busy; to control its appetites ; to be frank and communicative; to be energetic; to be ambitious to excel ; to do well whatever it does; to respect self; to be cautious and discreet; to notice closely; to give undivided attention to what it is do- ing; to think pure thoughts; to be happy and make others happy; to be truthful and honest in all ways; to be polite and courteous; to be kind and sympathetic ; to be hopeful and sunny ; to be gentle and patient ; to be respect- Miscellaneous Suggestions. 63 ful and obedient to superiors; to be thoughtful and considerate of the in- terests and wishes of others ; to be fair with all; to protect the weak and to help the unfortunate ; to love every one in general, and parents, relatives, and friends in particular; to forgive the faults of others; to return good for evil and to do unto others as it would be done by; to be charitable in all things; to reverence God and strive continually to do His will. The child should be taught that it is wrong to abuse its body in any way; to partake of unwholesome food; to eat too much; to overdo or be intem- perate; to get angry; to be jealous, hateful, selfish, stingy, cruel, spiteful, deceitful, envious, haughty, overbear- ing, gloomy, indolent, careless, or pro- fane; to injure another; to neglect duty ; to think, desire, say, do, or leave undone that which in any wav injures self or others. When the child has been fully in- structed in what is right and wrong, it is prepared to choose aright, which is the first essential in self-government. (2) The conscience must be so built up and strengthened as to make it a ruling motive. Conscience does not decide what is right or wrong; this is the work of the intellect. Con- 64 Child Culture. science is that divine instinct in man which impels him to do what he be- lieves or knows to be right and chast- ens him when he does what he knows to be wrong. To strengthen conscience in the child the virtue of doing right should be magnified. It should be taught that only by obeying this inner monitor is permanent happiness possible. It should know that every time it does right it not only pleases God and its parents, but is developing its soul into a beau- tiful character; that every righteous thought and act is a seed of joy which is destined to have its fruition in a suc- cessful, happy life. With most natures it is well also to emphasize the awful- ness of doing wrong, the inevitable penalty of sin, and the misery and un- happiness that is sure to result from disobedience. The conscience may be further strengthened by repeated affirmations which are the natural expressions of this sentiment, such as: "I will do right. I will be good. I am honest. I will be happy. I will strive in all ways to make others happy. I will not do wrong." When the conscience of a child has been thoroughly awakened and duly strengthened, to do right be- comes its uppermost desire. This dc- Miscellaneous Suggestions. 65 sire is the second great essential in self- government. (3) The will should be made strong and independent. Now the will is not a unit or primary element of mind, as the old psychologists taught, but a power resulting from the co-operation of many primary impulses, faculties and sentiments; nevertheless, we may treat it here as a unit, since this will serve our purpose better than to dis- sect it into its several component parts. To strengthen the will, a child should be taught that it has the power within itself to control every appetite or pro- pensity; that it can think, desire, do or refuse to do, whatever its mind and conscience say it should ; that it is pos- itively free to do right; that it can re- sist any temptation to do wrong, and compel its every instinct and propen- sity to obey its will. The will of the child may be greatly strengthened by having it repeatedly affirm, "I will be what I will to be. I am master of myself. I will not yield to temptation. I will not do wrong. I have perfect self-control. I am free to choose. I know what is right. I want to do right. I can, I will do right." These three elements: a knowledge of right and wrong, an awakened, 66 Child Culture. strong conscience, and a developed, dominating will, constitute the trinity of self-control. A child that has these three factors properly developed in its life will be a law unto self, requiring no further regulation from without. Parental Authority. Parental authority should be exer- cised only so far as is necessary to in- duce the child to do right. The thought of obedience should always be associ- ated with the thought of doing right. In other words, the child should be taught to do right for right's sake; to obey the parent's will because his will is right and therefore represents law; but rarely if ever should a child be made to feel that it must do a thing just because the parent says so. To be taught, or even compelled to do right because it is right, is wholesome discipline and will result in a noble character; but to be compelled to do a thing in obedience to the dogmatic com- mand of another, is tyranny and will result either in slavery or rebellion. I consider the foregoing proposition a very important one. Many parents make the fatal mistake of demanding obedience without explaining why or showing any just cause. True, there are times when this cannot be done ; but Miscellaneous Suggestions. 67 if they make it a rule to explain when- ever the conditions will permit the child will soon come to realize that every command is but a requirement of what is right, and therefore must be accepted and acted upon. Domineering Parents. The parent should never be domi- neering nor egotistical in his relation to the child. The idea that in order to gain obedience it is necessary to make a child feel that its papa is a "big powerful man that might do some- thing awful" if it does not obey, is a relic of barbarism and has no place in a well regulated home. The continual bossing of children, just because the parent is physically able to enforce his authority, is not only tyranny of the most inhuman sort, but is contrary to all laws of development and good gov- ernment. The true parent is never an egotist, a boss, a scold, a harsh critic, or a fault finder; but a protector, a coun- selor, a wise, sympathetic critic, and a loving friend. He never makes un- complimentary comparisons between self and child, nor belittles its efforts, no matter how crude and ineffectual. His look is sympathy; his word is en- couragement, his smile is inspiration; and his touch is tenderness and love. 68 Child Culture. Deciding for Children. Every child should be trained to de- cide for itself, to make its own choice without having to depend upon the judgment or will of its parents. In the hurry and worry of a busy life, parents are prone to make all decisions and insist upon the child conforming to them. Few mistakes are more destruc- tive to growth and development. How can a child become a law unto self if never allowed to exercise its own judg- ment or will? Instead of saying that it can or cannot do a thing as an exercise of parental authority the proper way is to give it the facts and the evidences for and against the prop- osition, than say to it, "You think the matter over and I know that whatever you decide to be right you will do." It is far better that a child do wrong occasionally through an erring judg- ment or a wavering will, and finally come to be self-controlling, than sim- ply to obey its parents submissively and fail to develop the governing power within. The Rights of Children. The rights of children is a most im- portant subject, whether considered from a sociological, an ethical, or a legal point of view. The rights of Miscellaneous Suggestions. 69 every person are determined: (i) by his knowledge of the law; (2) by his willingness to obey the law. The first is essential to the second. The citizen who knows and obeys the laws of the commonwealth enjoys perfect freedom within this limit. He is restricted only when he violates some law. The same general principle should be applied to children. Just as soon as they know and obey a law, they should be given perfect freedom to do as they please so long as they please to do right. The child's rights then are to be de- termined by its knowledge and obedi- ence to law. If a boy five years old by the exercise of his knowledge and his will is obeying the law of the home or the state, no parent, teacher, public official, nay not even a monarch or a king, has the right to dictate to that child. A child, in knowing the law and obeying it, becomes a free moral agent whom even God would not re- strict. Now the point for parents to keep in mind is this : they have no right to exercise authority over the child in those things in which its wisdom and self-control are sufficient to cause it to do right. Their duty is to control it and direct it in those things wherein it is incompetent to direct and control ^Q Child Culture. itself. For instance; the child should early be taught to partake only of wholesome food and never to eat too much ; just as soon as it has the wisdom and will power to obey these laws the parental authority should cease. The same applies to all other laws govern- ing self or the relation of self to others. Not "You" but "We." In impressing a law upon the child's mind the parent or teacher should always include self. Instead of saying, "You must not do this. You must do right. You must be good ;" put it, "We must not do wrong," etc. The child should know that papa and mamma must do right, be good, etc. This will prevent it from feeling that it is the only one that is being gov- erned. It will help it to realize that law is something apart from parental authority something that all must obey. Rarely, if ever, should the child be made to feel that the parent's will is law, but rather that the parent is the executor of the law. The Secret of Governing. Permit me to further emphasize the fact that, the time to govern the child is when it is good. It is often neces- sary to restrict, rebuke or compel a Miscellaneous Suggestions. 7 l child when it is naughty, but the time to mould its will, build its character and determine its conduct is when it is good. A lady once brought me her boy saying that he was so unruly that she could do nothing with him. I said to her: "When do you try to mould his disposition?" She replied: "When he refuses to obey me, of course." "Well," I said, "you will never succeed in that way. By the way, when you want a new spring bonnet or an ex- pensive gown do you approach your husband when he is nervous, worried or out of sorts about bills to pay?" "Indeed, I do not. I always speak to him about such things when he is good natured and has the money to spare, then we talk it all over and he is always so good and kind to me and wants me to have the very best we can afford." "Exactly ; now men are but boys grown tall and hearts don't change much after all. Approach your boy in the same way you do your husband. Mould him when he is good and loving, and he will come to delight in doing as he should." How Monsters Are Made. Parents who do not understand the laws of psychology frequently develop most undesirable traits in their chil- 72 Child Culture. dren. They appeal to or govern them through their appetites and propensi- ties rather than through the intellect and moral sentiments; with the result that they develop the animal instead of the man. To illustrate: Mrs. A gets her boy to do what she wants him to by promising him a doughnut or some candy; Mrs. B hires her boy to do right; Mrs. C threatens to punish her boy if he does not do right, and Mrs. D appeals to pride and tells her child how every- body will approve of his act. The re- sults are that each secures conduct from an unworthy motive; and since every time we exercise a power we strengthen it, Mrs. A's boy becomes perverted in his appetites and refuses to do anything unless he can have something to eat; Mrs. B's boy de- velops the commercial instinct to a point where he becomes so selfish that he will not do anything unless he is doubly paid for it; Mrs. C's boy lives under constant fear and develops as a coward, will not act unless driven, right or wrong; Mrs. D's child de- velops a pompous pride and has no conscience beyond the approval of others. Each becomes a monster in his way. In all, action springs from Miscellaneous Suggestions. 73 an unworthy motive. The mothers wonder why their once good little boys have become so selfish, willful, and un- governable. The why is very apparent to the psychologist. The continual excitation of the propensities to the neglect of the intellect, the conscience, and the sense of duty, has developed the former so far in excess of the latter as to make them the ruling elements in the char- acter. The wise parent never governs a child through its appetites or propensi- ties, nor appeals to its baser nature when he wants conduct. Children that are governed through their appetites in infancy are usually governed by their appetites in maturity. Children whose every act of obedi- ence is obtained by an appeal to some selfish motive become pre-eminently selfish in mature years and not infre- quently lapse into crime. The appe- tites and propensities should be care- fully guided and made subservient to the will and intellect in every child, but under no circumstance should they be made the basis of conduct. In the animal they rule, but in man they should serve. 74 Child Culture. How Men Are Developed. Intellect, conscience, and love should govern every life. Every worthy mo- tive has its spring source in these three elements of character. Every child should be governed through these three factors in early life that it may be governed by them in mature years. To develop these qualities in the child they must be constantly appealed to and made the motives of conduct. To illus- trate : A mother wishes her child to do a certain thing. She should first kindly request it. If it refuses to act, show it why it should do so. This will awaken thought and tend to strengthen its mind. Next appeal to its conscience, saying, "You know this is right. You want to do right, and I can depend on your doing right." Whether it obeys or not, its conscience will be quickened. Third, appeal to its affections, saying, "I know you love me, and you know how happy it makes me when you do right;" or, "Because of your love for me I know you will do this, for you know it is right and you always want to do what is right." Finally, if none of these secure the desired results, the mother should then say, quietly but firmly, "You must. You know it is Miscellaneous Suggestions. 75 % right. Now, if you will not do what you know you should, then for your good, I must compel you." Here it is well to explain to the child how all men have to obey the laws of the state; or how papa and mamma have to do right; that it may see its case forms no exception. If it still will not yield, some form of punishment may be necessary. Usually the will of the young child can be brought into subjection by compelling it to sit quiet- ly on a chair and think about the matter for a few minutes. The young child will seldom respond as quickly when its higher nature is ap- pealed to as when promised a penny or an orange ; but by repeatedly awak- ening the higher elements in its char- acter, they will become so strengthened as to form the ruling motives. This accomplished, the child becomes a law unto self and only needs maturing to make it a manly man. Corporal Punishment. Corporal punishment is a relic of the age of brute force. It should never be resorted to except in extreme cases where all other methods have failed. It is never necessary where a child is properly managed from the first, but may become necessary in the reforma- 76 Child Culture. tion of the spoiled child. My experi- ence has been that when a child is so utterly bad that it cannot be touched by kindness, love or counsel, can not be influenced by suggestion or example, it is seldom materially benefited by punishment. The parent often finds it necessary to spat the little, meddling fingers. The young explorer in his search for knowl- edge must investigate everything about him and as a result is sure to trespass on the rights of others and meddle with many things not intended for his use. "Thou shalt not" applies to all, and the child must learn this law very early in life. Now, since it is able to feel before it can think or understand, physical punishment is often the quick- est, if not the best, way to make an impression on its consciousness. But this appeal to the soul through the sense of pain, if employed at all, should be used as little as possible and stopped altogether as soon as the child is old enough to be reached through its in- tellect, love, or conscience. How to Punish. Some form of punishment is neces- sary in the regulation and control of nearly every child; but this does not necessarily imply physical punishment. Miscellaneous Suggestions. 77 Punishment should begin with the highest attributes in the child's nature susceptible to influence, and descend to the physical only as a last resort. That is to say : the parent should first strive to punish or produce the desired results by awakening its conscience. If this fails then appeal to the self respect or the affections. If these are ineffectual then the child should be denied some- thing that it wants, or compelled to do something it does not want to do. Finally, when all of these have failed physical punishment may be justifiable. Corporal punishment should never be administered when either the child or parent is vexed or rebellious. The parent who strikes or whips in anger is unfit to have the management of any sentient life, much less the management of a child. To whip a child when re- bellious, positive, or angry, only aggra- vates the rebellious spirit and augments the conditions that made whipping necessary. If a child has done wrong and is to be punished for it, the punishment should be postponed until the following day, that both parent and child may have time for due consideration of the offense and the penalty to be adminis- tered. When the appointed time ar- rives the parent should talk to the child 78 Child Culture. lovingly and kindly about its error, its rebellious spirit, and the necessity of the punishment. It should be made to understand it is not being punished out of revenge, but to help it to do right; that this is all contrary to the wish and desire of the parent, and is resorted to only because everything else has failed. Punishment to be of any practical value must be sufficiently se- vere to make a deep, abiding impres- sion. Afterwards the child should be treated kindly, and earnestly en- couraged to do right, with the assur- ance that if it does so, the painful ex- perience will never be repeated. One or two such whippings usually are all that are required for the control of even the most rebellious child. The Better Way. The better way is not to whip at all. In my dealings with the child, I have never used any form of corporal pun- ishment, nor do I recommend it to others. Love is the only power that will con- quer a child, a people or a nation. All victories won by force are but battles deferred. A rebellious spirit overcome by kind- ness will seldom trouble the parent again, but if suppressed by threats and Miscellaneous Suggestions. 79 force it is sure to become manifest at the slightest aggravation. Punish a child through its love and conscience and you make it a conformative, sweet, amiable companion; punish it by fear and torture and you make it a rebellious slave. Bertha Meyer in her work on "Fam- ily Government" says : "A parent who does not know how to govern a child without whipping it ought to surrender the care of that child to some wiser person. Sportsmen once thought it necessary to lash their dogs in training them for the field. They know now that the whip should never be used. Horsemen once thought it was neces- sary to whip colts to teach them to start and stop at the word, and pull steadily. They now know that an ap- ple is better than the lash, and a caress better than a blow. If dogs and horses can be thus educated without punish- ment, what is there in our children that makes it necessary to slap and pound them? Have they less intelligence? Have they colder hearts? Are they lower in the scale of being? "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 8o Child Culture. 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. Many children are of such quality that a blow makes them cow- ardly, or reckless, or deceitful, or per- manently ugly. Whipping makes chil- dren lie. Whipping makes them steal. Whipping breaks their spirit. Whip- ping makes them hate their parents. Whipping makes home distasteful; makes the boys runaways; makes the girls seek happiness anywhere and any- how. Whipping is barbarous. Don't whip." Scolding and Threatening. Herbert Spencer in an essay on "The Rights of Children" says: "It is a real sin against the child's nature to scold it. There may be times when a short, severe, reprimand, which is far from being scolding, is necessary; but constant scolding, which is nothing but fault-finding, is an error into which many excellent parents fall. It has little place in any true system of family government." The child that is scolded for every little thing and continually found fault with, often becomes careless or indiffer- ent and not infrequently willful or spiteful. Continually nagging a child Miscellaneous Suggestions. 81 destroys its finer feelings, dwarfs its self respect, and aggravates the worst elements in its character. It is unwise to make threats or prom- ises which are not to be fulfilled. Frightening children into obedience is as harmful as whipping ; and when they learn that the parents are insincere, it not only makes them rebellious but destroys their natural respect for the parent. Temporary obedience may be obtained by deception, but the final effects upon the child's character are nearly always harmful. I once heard a lady on the train say to her little boy, "I will chuck you out of the car window if you do not sit down and be still." The child did not pay the slightest attention ; no doubt his past experience had taught him that his mother often made threats and promises that she had no notion of fulfilling. Bugaboo Stories. Young children are often seriously injured by bugaboo stories. The ter- rors of "the black man" or the dark room have destroyed the natural free- dom, independence, and courage of thousands of children; making them cowardly, diffident, and timid for life. A mother once brought me a very ner- vous child, stating that it never seemed 82 Child Culture. to sleep soundly and was frequently disturbed by bad dreams. While we talked the little one went to the door, whereupon the mother, affecting fear, said, "Come back quick! The black man will get you! Look out, he is coming !" The child ran to its mother very much frightened and staid close to her. side for several minutes. I said, "There is the cause of your child's disturbing dreams and extreme ner- vousness. These horrid day images are only repeated at night." Many chil- dren have been frightened into ner- vousness, frightened into ill-health, frightened into premature graves, by bugaboo stories. Only dense ignorance will excuse a parent for employing such uncanny, unwholesome methods in the government of children. The Lost Boy. In this commercial age the average father has little time to bother with his boy or get acquainted with his family. There are many excellent mothers, but there are comparatively few fathers who have learned the secret of getting into a boy's heart, keeping his sympathies, guiding his appetites^ developing his virtues, and building him into a manly man. Jean Paul was Miscellaneous Suggestions. 83 perhaps not far from the truth when he said, "The education of most fathers is but a system of rules to keep the child at a respectful distance from him 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 instruction as he can scatter." There is much truth in the old say- ing, "The hand that rocks the cradle rules the world;" nevertheless, if the boy is to be saved the father must do his part. The hand that rocks the cradle rules the baby; but when the baby boy enters the streets, he needs the counsel and companionship of his father. There is something in every boy that demands the influence and masculine sympathy of the mature man ; few boys develop aright without it. The father who would save his boy should make a "chum" of him from early infancy. It is easy to guide a boy as long as you keep his confidence. If confidence is once lost it can seldom be restored. A father cannot be too careful about his personal habits. The average boy thinks his papa is about right, and con- sequently he feels he can do whatever papa does. The most effectual way, therefore, to direct a boy aright is to 84 Child Culture. live an examplary life before him. It is all but impossible for a boy to go astray if he have the loving counsel and sympathetic companionship of a noble hearted, temperate, honest, pure mind- ed father. The lost boy is usually the neglected boy, or the boy whose father placed a bad example before him. No man has a right to preach to his child what he lacks the moral courage to practice. The father who is not willing to give up his bad habits in order to set a good example before his children is unfit to be the head of a family. A father who was carelessly scaling a precipice was startled by the cry of his little boy, "Choose a safe path, Papa, for I am following you!" Would that all fathers might hear the cry of this boy and choose a safe path for their boys! Narcotics. Narcotics are man's worst foe. Their use is the chief cause of degen- eracy. King Alcohol begets most of the dependent and delinquent classes. The hereditary effects of strong drink are most varied and far reaching, the second and third generation often suf- fering more than the first. Every child Miscellaneous Suggestions. 85 should be taught by example, precept, and suggestion to abstain totally from the use of stimulants and narcotics in every form. If a child have an inher- ent appetite for stimulants it may be overcome : ( I ) by keeping it where it will not be exposed to the odor or taste of liquors; (2) by having it subsist on plain, wholesome food composed main- ly of vegetables, cereals, and fruits with but little meat and no condiments, tea or coffee; (3) by educating it to oppose this appetite as the enemy of its life; (4) by repeatedly lodging suggestions like, "You are always temperate. You never do, you never will touch liquor. You despise strong drink. You are a teetotaler." Tobacco. The effects of tobacco on the system are not unlike those of alcohol, except that it does not intoxicate. When used by the young, tobacco stunts the growth, weakens the nerve centers, im- pairs the intellect, inflames the passions, and blunts the moral sentiments. Sel- dom if ever has a student graduated with high honors from a reputable col- lege, who began using tobacco in early life. The United States Military Acad- emy at West Point and the Naval Academy at Annapolis prohibit the use 86 Child Culture. of tobacco by students "because re- peated experiments proved that it weakened or deadened the mental powers." Out of 100 cigarette smokers in New York, 82 showed marked symp- toms of heart trouble and nervous af- fection. After two years of total absti- nence all but 14 had outgrown it. Most children can be prevented from using tobacco by the application of the course just indicated for overcoming an inherent appetite for stimulants. True, it is impracticable to bring up a boy without exposing him to the fumes of tobacco and other conditions calcu- lated to awaken a desire to try it; but all may be educated against it, and if the education is begun early in life and proper suggestions lodged, its use can be prevented in most boys. Here, as everywhere, example is better than pre- cept, although both are required. If a father uses tobacco, he should for the sake of his children give it up; if he continues to use it, his example and silent suggestions are all but sure to create an appetite in them. PART V. THE INTELLECT. The intellect is that part of man's psychic nature whereby he is able to perceive and learn; remember, recall, and know ; think, cogitate, reason, and imagine. The intellect is not a unit but a com- plex function of the soul resulting from the combined action, or co-ordination, of many primary elements or faculties. Each of these primary faculties has its specific center in the brain, the func- tional power and activity of which de- termine the strength of the faculty. Rarely, if ever, are the primary fac- ulties of equal strength; therefore, a person may have excellent powers of perception and memory of some things but be sadly deficient in others. Thus, one child will excel in the perception and memory of forms, faces, etc., but be deficient in the perception and mem- ory of names ; another will readily per- ceive and remember names and dimen- sions but cannot perceive or remember geographical locations or numbers. The child that excels in spelling is often 87 88 Child Culture. deficient in the ability to comprehend the relation of numbers, and vice versa. The student that excels in the sciences is frequently poor in literature or the languages. These diversities of gifts prove con- clusively that the mind is not a unit, but, as before indicated, a complex function resulting from the combined action of many units of ever-varying degrees of strength and activity. This should teach us the necessity,and indi- cates the importance, of studying the mental peculiarities and gifts of each child, in order that we may meet the requirements of its nature. Objects of Education. The primary object of education should be to cultivate, develop, and strengthen the powers of the intellect; quicken, sharpen, and train the powers of perception so that facts and condi- tions, things and the properties of things their individuality, form, size, location, color, relation, number, and order may be fully perceived; strengthen the memory and the power to recall, so that all perceptions may be retained in the mind and accurately reproduced as mental images at will; to develop the powers of reason and imagination so as to enable one to think The Intellect. 89 and analyze, to form deductions from facts, and logical conclusions from known phenomena. The second object of education is to acquaint man with himself and the world about him; to store the mind with facts and a knowledge of forces, laws, conditions, things, occurrences, etc. Defects in Education. In our present system of education the accumulation of knowledge is made the primary object ; with the sad results that instead of developing a strong, ac- tive intellect with keen powers of per- ception, a good memory, vigorous rea- soning faculties, and a lively imagina- tion, we so stuff the mind with unas- similated facts that it can neither per- ceive clearly, remember well, nor rea- son logically. Another defect in our present educa- tional system which is largely the re- sult of making the getting of knowl- edge the supreme object is that it forces the same curriculum upon all; which curriculum is often most poorly adapted to the requirements of the indi- vidual student. The educational system of the future will recognize the peculiarities of each pupil and adapt the training to his re- 90 Child Culture. quirement. At present this can hardly be done in the school room, but it should be done in the home. Parents should make a careful study of the natural talents of the child and put forth special effort to strengthen the weaker faculties. Teachers should pur- sue a similar course so far as it is feas- ible. The Secret of Teaching. Personal interest is the secret of ed- ucation. Once get a child deeply inter- ested in a subject and it will educate itself along that line. Few parents and teachers fully appreciate the im- portance of getting the child thorough- ly enthused with the subject and eagerly anxious to know more about it. If there is but one hour for study, better spend three-fourths of that time, if need be, in creating a desire to know all about it, than the whole time trying to drill something into the child's head that it does not care to know. Without personal interest, we cannot get that undivided attention which alone makes close, accurate perception possible. A personal interest once established, an effort should be made to get the child to concentrate its mind upon the subject. Experience proves that what- ever once fully occupies the mind to The Intellect. 91 the exclusion of everything else, is sel- dom if ever forgotten. Whoever can give his whole mind over to the percep- tion of one thing, will be able to get a deep, abiding impression. The trouble with most students is that they scatter their attention, and a divided attention is sure to result in an imperfect percep- tion and an unreliable memory. The child should not be required to keep its mind upon one thing more than a few minutes at a time. The time may be lengthened as the student matures; but it is always better, even for the mature mind, to concentrate all the attention upon one subject for a short time and then change to some- thing else for a rest, than to try to work with a divided attention for a longer period. Perception. To cultivate the powers of percep- tion in a child, the parent or teacher should first interest it so as to secure attention, then point out the details of the thing to be perceived that it may take accurate cognizance of it. This detailed perception will make an abid- ing impression resulting in a perfect memory. To illustrate : Suppose the perception to be made is that of a build- ing. The child's attention should be 92 Child Culture. called to its location, its size in com- parison with other houses, the style of its architecture; the material of which it is constructed ; the number, location, and form of the doors, windows, etc. When the house has thus been studied in detail it will not be forgotten. The same applies to the study of any- thing else books, facts, things or theo- ries when all the details are impressed upon the mind the perfect image will be retained and can usually be recalled. The essential thing is to get the child to exercise its perceptive powers and take special notice of everything in de- tail. In addition to this, the law of suggestion may be successfully em- ployed by saying to the child, "You will notice closely. You can get a perfect image. You will not forget this." One child will get a clear perception of form but will not remember names ; others may get both of these but not re- member places; therefore, it is neces- sary to call the child's attention espe- cially to the thing it fails to perceive, and to make suggestions calculated to strengthen the deficient faculty. To illustrate: I once had a boy with me who was accurate in his perception of locations and things, but deficient in the memory of names. In going from city The Intellect. 93 to city he would readily tell the loca- tion and architecture of our hotels, but would never remember the names. Finally, I insisted that he notice the name of the house, the form of the word, etc. I had him write and re- peat it. After a few months he was able to give the names of our hotels quite as accurately as their location. Memory. Memory, like perception, is a com- plex function of the mind resulting from the combined action of many pri- mary elements. The basis of a good memory has already been indicated namely, clear, accurate, detailed per- ception. Whatever the mind once forms a perfect image of, it retains. The power to recall, however, requires more than the mere possession of the image. Much that the mind holds subjectively cannot be recalled and made a conscious image. In cultivating the power to recall in the child, the first essential is to be sure that it has a clear, definite impression or image to recall. Second, it should be required to recall the im- age and re-express it a sufficient num- ber of times to form a proper connec- tion between the subjective and objec- tive consciousness. Finally, by con- necting things difficult to remember, 94 Child Culture. vvitli tilings readily recalled, the former may be brought to consciousness. The power to recall can be greatly strengthened by suggestion. Hypnotic experiments have demonstrated this be- yond a question. In many instances the power to recall has been greatly im- proved by a few treatments. Mental suggestion, however, cannot be ex- pected to produce such wonderful re- sults as are reported by hypnotists ; but if properly and faithfully employed will prove highly beneficial. To improve the memory of a child by suggestion, the parent or teacher should first be sure that it has a definite concept of the thing to be remembered, then say to it, in a deliberate, firm, im- pressive manner: "You will not for- get this. You can, you will be able to recall it perfectly." By repeating the thing to be remembered and following it with appropriate suggestions several times the power to recall can rapidly be improved even in the most dull or for- getful child. Reason. Every child should be taught to do its own thinking. It should be encour- aged to discern the relations of cause and effect. It should be induced to find out for itself the why and the where- The Intellect. 95 fore of things ; to make its own plans ; to weigh facts and draw conclusions. A little tact on the part of the parent or teacher will enable him to lead the child to make simple deductions and thus awaken the desire and ability to reason. Never answer a question for a child that it can anszver for itself. The bet- ter way is to ask it questions calculated to suggest to its mind the answer it seeks. If need be, supply it with facts, but insist on its drawing its own con- clusions. Premature Development. It is unwise to crowd the education of a child beyond the natural order of growth. Thousands are injured by premature development. Precocious children exhaust the vital forces through the brain, with the sad result that the body fails to develop as it should. A strong mind and successful life work require a hale, vigorous body to support the brain; and it is a great mistake to educate a child so fast as to restrict its physical development. PART VI. IMPORTANT LESSONS. The laws of brain building and soul growth by mental suggestion are appli- cable to the development of every fac- ulty in the human mind and every trait of character ; but the limitations of this booklet do not permit the further illus- tration of these laws. Therefore, we shall endeavor to make a brief state- ment which, with slight variations, will be applicable to all conditions and re- quirements; trusting to the judgment of the parent and teacher to apply the rules here given in formulating sug- gestions. We shall then point out some of the more important traits of char- acter that should be developed in every child. The Fundamental Law. The fundamental law of brain build- ing and soul growth is : Normal activ- ity strengthens, inertia weakens. There- fore, to increase the functional power of any faculty, feeling, or sentiment, it is only necessary to exercise it habit- ually. To diminish any element of N Important Lessons. 97 mind or character it is but necessary to leave it dormant. A general rule for formulating affirmations calculated to be used as suggestions is: Whatever we would become (or have the child become) that affirm, we can, we will, become. The formula presented in the old re- vival hymn can hardly be improved upon, "I can, I will, I do believe." Thus we should affirm: "I can remember, I will remember, I do remember. I can be honest, I will be honest, I am honest," etc. Once more I repeat, that an affirma- tion to become a suggestion and have any practical value upon the mind or character, must be pronounced slowly, firmly, earnestly, and impressively; with a sincere faith believing that the thing affirmed now is. The potency of a suggestion is deter- mined largely by the degree of earnest- ness with which it is impressed and the faith we have in its efficacy. Temperance. Every child should learn the lesson of temperance. Learn to abstain from whatever is harmful and be moderate in whatever is beneficial. Many who never use narcotics are most intem- perate in other ways intemperate in 98 Child Culture. eating, intemperate in the expression of their passions and emotions, thoughts and sentiments. Moral Hygiene. The chief end of all true culture is soul development, which necessarily in- cludes the subjection of the appetites and propensities to the higher senti- ments. Anger, jealousy, hatred, re- venge, passion, fear, dishonesty, haugh- tiness, and all other abnormal psychic conditions are not only destructive to the harmony and development of the higher nature but are direct causes of disease. Any abnormal emotion will change the chemical compound of the blood, disturb the harmony of the nerve forces and if oft repeated or long continued in is sure to produce disease; while a happy, hopeful, trusting spirit is highly conducive to physical health, intellec- tual growth and moral development. Every child should be taught that to give way to temper or other abnormal emotions is not only impolite and an evidence of weakness, but that it is sin- ful and is sure to injure it physically as well as mentally and morally. Too much emphasis can scarcely be placed upon this proposition. The needless, and I may say willful, giving way to Important Lessons. 99 temper, jealousy, despondency, and other selfish emotions is one of the chief causes of ill health, early decay, social inharmony, vice and crime. Energy. Some children are by nature highly energetic and aggressive. Such must be kept engaged in doing something useful or they will get into mischief. These aggressive little folks cannot be kept quiet and whoever attempts to restrict them will have his patience sorely tried. The better way is to in- terest them in something they can spend their energies on; giving them suffi- cient variety to make it entertaining and to prevent them from overdoing. Children deficient in enerey should early be given little tasks to do, things not too difficult, and then be hopefully encouraged with the assurance that they can do them. As the energy in- creases, the tasks can be made more difficult. The lazy child can often be improved by having it work with other children; its self respect will induce it to keep up with, or do as much as the others. Out-door sports, which re- quire activity and physical exertion, are highly beneficial in cultivating the en- ergies. ioo Child Culture. Idleness. 'An idle moment is a dangerous mo- ment. Idleness restricts development. Idleness begets vice. An idle life is an unhappy life. An inactive mind is always susceptible to evil impressions. Activity gives life. Hard work gives strength of body; hard study gives strength of mind. Those who are con- stantly employed at something useful or beneficial are usually happy. Girls and boys alike should be taught to em- ploy every conscious moment in some useful activity. The boy who does not learn to do hard, steady work rarely succeeds in life. Idle girls seldom be- come good women. Frugality. Every child should learn the value of a dollar, should be taught to earn money and to save it. No matter what may be one's condition in life, he should be able .to be self-sustaining and self-supporting. Great wealth to- day is not positive assurance of wealth tomorrow; moreover, the child of wealth needs to learn the lesson of economy quite as much as the child of poverty. Extravagance begets vice, fosters pride, and degrades character. Some children are naturally highly ac- quisitive, having not only the desire Important Lessons. 101 but the ability to make and to save money ; in such, the instinct needs only to be guided aright. Others are quite deficient in the ability to make and to save; such should be given a chance and encouraged to earn money in early life. They should be required to save their earnings, to pay for their own clothing, or something in which they have a personal interest ; thus they will learn the value of a dollar and the necessity of economy in spending it. Continuity. One thing at a time and that done well, is the secret of success. The child should be taught to complete whatever it begins. Scattered forces are rarely effectual. A moderate de- gree of intelligence and energy per- sistently applied to one business will accomplish much more than great men- tality and energy badly scattered. The young child should be encouraged even in its play to complete everything it begins, to do whatever it does well. Self-Respect. Self respect strengthens character. Egotism is odious; but a good degree of self appreciation enables one to com- mand the respect of others, and is a constant check against doing what is 102 Child Culture. unworthy. This quality should be cul- tivated in most children. It is unwise to call the child stupid, lazy, mean or anything calculated to lessen its self respect or self reliance. The better way is to encourage, to affirm that it is going to be what it should be. Sensitiveness. Many children are supersensitive by nature. They are easily wounded by a word and ever alive to praise or blame. Such should neither be praised not blamed, but influenced through other channels until the supersensitiveness is outgrown. This unnatural approba- tion, or desire for the approval of others, frequently combines with a per- sonal pride to that degree that expedi- ency takes the place of conscience. The thought is not what is right or best, but what others will say. Unless this tendency is corrected it usually results in a haughty pride, or an artificial life. Frankness and Candor. A frank, candid manner promotes honor and integrity. Mental reserve is sometimes necessary in protecting self or others but if carried too far be- comes deceptive. I have noticed that frank, communicative persons seldom lapse into vice or crime. Children Important Lessons. 103 should be encouraged to confide in their parents, to hold no thought, desire or purpose that they would be ashamed to have written on their forehead. If all could realize that there are no secrets in the psychic world, that the All- seeing Eye penetrates the darkest soul, it would tend greatly to establish vir- tue and honor. Habit a Law of Mind. What we do or think repeatedly by choice becomes habitual or involuntary; therefore, good habits tend to make the involuntary life and impulses hon- orable and righteous, while bad habits make vice all but imperative. All chil- dren should learn this law and be stead- ily encouraged not only to avoid the formation of bad habits but to form habits of promptness, exactness, truth- fulness, fidelity, etc., that these may be- come integral parts of their character. Tact. Every child should be taught to be practical. Many who have enjoyed ex- cellent educational advantages fail in life from want of tact. To make a child practical it should first be taught to use its eyes. A close observing eye, a good memory, and a putting-things- together head teach the most valuable 104 Child Culture. lessons of life. When a child has learned to notice closely it should then be encouraged to use its wits in plan- ning ways and means. Politeness and Agreeableness. True politeness is true kindness del- icately expressed. A happy, agreeable, polite, sunny manner is of priceless value in the struggles of life. A rough, crude, or discourteous exterior blocks the way to success for many otherwise worthy men. The lady who is always refined, sunny, and agreeable, who is truly polite, courteous, and kind to all, is sure to become a favorite. It is a law of mind that whatever we express, we build into our own natures; therefore, the child that is taught to be polite and agreeable under all circumstances, is sure to develop into a beautiful, re- fined character. The Affections. Philosophers may be ruled by reason, but the masses are controlled by their emotions. Law reigns in courts of justice, but love governs human hearts. The affections of the child should be cultivated from early infancy and wisely directed. By parents manifest- ing a loving, tender spirit toward their children, not only when they are good Important Lessons. 105 but when they are naughty, they will be able to create a wealth of affection in their hearts which will give them a charm and sweetness for life. We are all influenced more by those we love than by those we hate. Parents who are wise enough to take advantage of this law will be able to control and direct their children aright. Home Influences. The home life is perhaps the most potent factor in the formation of char- acter. When on the streets or in pub- lic, all are more or less guarded and restricted and hence less susceptible; but in the home there is complete re- laxation and therefore susceptibility. Every little jar or discordant note has its influence upon the developing child. Every sunny smile, word of cheer, or touch of kindness is like the touch of the artist on the canvas ; it adds beauty and perfection to his masterpiece. Fortunate indeed is that man or woman who can look, back to the old fireside and see in its flickering light the kindly face of a wise, temperate father and the sunny smile of a gentle, loving mother ! Very few children who come from happy, sunny homes go astray. 106 Child Culture. Boys and Girls. Boys and girls should grow up to- gether. It is more easy to direct the emotions of those who have the con- stant companionship of the opposite sex than of those who do not. The girl who has never been allowed to associate with boys until almost grown, frequently falls in love with the first young man she becomes intimately ac- quainted with. Boys denied the re- fining influence of girls are more often uncouth or given to vice. It is unwise to tease a child about its sweetheart; the continual agitation only deepens the emotion. Boys and girls should be in- structed as to what is proper but be allowed to play, study, and grow up together with as little thought of the matter of sex as possible. Personal Purity. Every child should be taught the laws of personal purity. Many re- quire counsel before the age of six, if secret vices are to be prevented ; others do not require it until twelve. Nearly all parents postpone these matters three to five years longer than they should. It is better to be a little in advance of the requirements than too late. Overly particular and prudish parents often Important Lessons. 107 assume that because their child has been prevented from associating with the perverted, it needs no instruction in per- sonal purity; a greater mistake could hardly be made. The spring source of vice is more often within. My expe- rience in directing the lives of several thousand children has taught me two things: (i) only about one child in a hundred receives proper instructions early enough to protect it; (2) that the very nice boys and girls whose pa- rents have presumed to keep them in- nocent, by keeping them ignorant and protected from perverted children are nearly all victims of secret vice. Ignorance is a poor guide to virtue. Every child should be lovingly and wisely instructed relative to the uses and the abuses of the sex function. A single warning is not sufficient and does but little good. We continually instruct the intellect and repeatedly ap- peal to conscience to make the child honest ; in like manner, we should thor- oughly instruct and repeatedly encour- age it to keep its every thought and desire pure. It should be taught that impure thoughts and unchaste desires are seeds of vice, which if planted in the head and heart are sure to have their fruition in conduct. io8 Child Culture. Self Protection. Self preservation, or self protection, is the first law of nature. The surest way to protect self is always to be pro- nounced on the side of right ; to mani- fest only the good and seek the same in others. By protecting self in all ways we protect others. Human na- ture is weak and therefore is to be trusted only within the bounds of rea- son. We have no right to tempt others or put ourselves under temptation. The child should be taught to be self pro- tecting; should learn to be diplomatic and discreet; to keep its own counsel, and to be quick to discern an evil per- son or an evil influence. Forethought. Forethought and carefulness are not hereditary but acquired traits. Some children learn to be careful and thoughtful much more readily than others, but all require training in these qualities. A good plan is to point out to the child, after it has made a mis- take, how it might have avoided the error had it noticed or duly considered the matter. By frequently referring to the child as being thoughtful, care- ful, and always reliable it will be en- couraged to become so. Important Lessons. 109 Order and System. Order and system prevail throughout all nature; without them the universe would soon be reduced to chaos. One who would accomplish much in life must be orderly and systematic, not only in doing, but in thinking. The child should be taught to have a time and a place for everything; to be sys- tematic, regular and orderly in what- ever it does. Self-Containing. There are many who have never learned to be self containing. They must be entertained by someone or something outside of self, or they be- come restless and miserable. Often this condition leads men and women into doubtful company, or causes them to patronize low-class entertainment. The child should be taught to be self-en- gaging that it may not be dependent upon others for its happiness. Its mind should be directed to reading good books, to the study of art, literature and science, that it may have something with which to entertain itself. Medi- tation is the way to truth. Solitude has lessons for all lessons that can be learned in no other school. no Child Culture. Expression. The power of expression should be cultivated rather than restricted in the child. Even the most gifted linguist can give expression to but a fraction of his thoughts, desires, and aspirations. One-half of the world's best thought is lost because the thinker cannot ex- press his ideas. The child should be encouraged to talk, should be taught to speak grammatically, and to express itself clearly and concisely. Concise expression promotes definite thinking. All slang should be eliminated and ver- bosity discouraged. Imagination. Imagination or creative fancy is the highest power of the human mind. It should be cultivated in most children. In some, however, it is so strong as to cause them to exaggerate. This ten- dency can usually be overcome by call- ing the child's attention to its mistake in the presence of the facts. Many children exaggerate through a desire to excite approval or surprise in others ; such should be taught that the simple truth is always more interesting than the enlarged account. There is a vast difference between this tendency to magnify the truth, and real deception caused by selfishness, secretiveness, or Important Lessons. in a weak conscience; the latter can be eradicated only by persistent moral training, the former is usually out- grown. The Sense of Honor. "An honest man is the noblest work of God." Deception is the most uni- versal sin of the race. The paramount need of the world today is moral con- viction. The sense of honor should be cultivated in all children ; to do this the parent should be strictly honest with them. The common custom of telling children that the moon is made of green cheese, etc., of misrepresenting things in order to control them; of practicing deception with friends and neighbors in their presence; all tend to destroy their innate sense of honor. How irrational for a mother to expect her child to be honest, when she repeat- edly requests the servant, in its pres- ence, to inform the unwelcome caller that she is not in! The child should be placed on its honor, and its word depended upon. It should be encouraged to be faithful, honest, and straightforward in all ways. If it deceives the parent and afterward confesses its error, it is not wise to chasten it for the wrong it has confessed, lest it be driven to further ii2 Child Culture. deception. The better way is to for- give the present error, thank it for its frank confession, and give it such in- structions as are calculated to prevent the repetition of the error. Kindness. Kindness is the most divine virtue of the human soul. Brotherly love with kindness toward all and malice toward none, is the cream of all religions. By example and precept the child should be taught to be kind to everybody and everything. No other training will tend so much to overcome selfishness in every form. It should know that it is unkind to complain, to find fault, to be selfish, or to destroy the hap- piness of others by the recital of its troubles, likes, and dislikes. The culti- vation of this sentiment should begin in early infancy. When the child has been wronged it should be encouraged to forgive the wrong and return good for evil. It should be taught that by being kind and gentle to pets and play- mates it will develop a beautiful char- acter. If the element of kindness is thoroughly instilled into the child's na- ture, it will prevent its becoming sel- fish, harsh, or cruel in mature years. Important Lessons. 113 Reverence. A due sense of reverence for God, for old age, for superiors, and for law are indispensable to a noble character. The lack of true reverence and faith among the masses constitutes one of the great problems, not simply of the church, but of the state. No child's education is complete until its sense of reverence has been awakened and strengthened. The parent who neglects the child's religious training, neglects what is most important for its success, its usefulness and its welfare in this life as well as the life to come. The little mind and heart are very susceptible to religious influences. If the child is told in simple language of the heavenly Father, His kindly inter- est, His watchful care, and His for- giving spirit, it will come to love Him and reverence Him. When this love has once been established, the child may then be told of the Father's will and the necessity of obedience. In this way the very essence of religion may be made a part of the young life. Parents are often much alarmed about the morals of their children as they approach manhood or woman- hood, and well they may be; but if the sense of honor, of kindness, and of H4 Child Culture. reverence are thoroughly established in a child's character before it reaches the critical period, it is not likely to go astray. The True Ideal. In character building a correct pat- tern, a true ideal is indispensable. From the lives of great men and women we can get much that is help- ful; one is an example of courage, another of conviction, another of faith, another of wisdom, and another of self- sacrifice. By presenting the virtues of noble characters to the child it may be inspired to become like them. But there is a perfect pattern for all; one life which embodies all the virtues with none of the vices of great men. Nine- teen hundred years ago, God through the gift of His son, revealed to human- ity the ideal man. The perfect self- control, obedient will, kindly forgiving spirit, loving thoughtfulness of others, gentleness of manner, and self-sacrific- ing life which characterized the earthly career of Jesus Christ, should be pre- sented in simple story to the young, and in so far as possible embodied in the character of every child that all men may become like Him. Important Lessons. 115 The Spiritual Birth. "That which is born of the flesh is flesh; and that which is born of the Spirit is spirit." "Except a man be born anew he cannot see the kingdom of God." This is a simple statement of a biological law. Inception, birth and development are as indispensable to the spiritual life as they are to the natural life. As every child is quickened be- fore its advent into the natural world, so every soul should be spiritually quickened during its physical embodi- ment; and must be so quickened before it can be born into spir- itual consciousness. As the physi- cal life is the gift of earthly par- ents through natural law, so the spir- itual life is the gift of God through spiritual law. Every child should be taught the laws of the spiritual birth and unfold- ment, not as a traditional dogma, but as a sublime fact, a glorious experience to be realized by all who will surrender self to God. This higher life alone makes goodness natural, love the con- trolling motive, and righteous living possible. No amount of intellectual culture will take the place of this spiritual birth u6 Child Culture. and higher life. Wholesome home in- fluences are very helpful ; correct habits are a power for good; proper sugges- tions will accomplish much in character building; Christ as an ideal is highly potential in shaping the lives of men; but whoever would become Christ-like must be born anew, must realize God within. APPENDIX. The Public Schools. The public school is one of the sev- eral great fountains whose waters unite to form the stream of life. From no other source does the average person receive more of that which makes for happiness, intelligence, success and good citizenship. Whatever improves the public school tends to improve all that is highest and most valuable in human life. Educators have just cause to be proud of the progress made in the art of teaching during the last twenty years ; new appliances, improved meth- ods and better results are observable in every department. Notwithstanding the progress made, all who are familiar with our educational system and the disadvantages under which teachers labor are painfully aware of the fact that there is still room for improve- ment. The more we know of the child life and its requirements the more imper- fect does the present public school ap- pear. During twenty years of child 117 n8 Child Culture. study, I have become acquainted with the inside workings of the schools of this country and know something of the labors and trials of the average teacher. I have seen the necessity of several radical changes, some of which we shall notice. These proposed re- forms can only be brought about grad- ually, but must be realized before the public school can accomplish what it should. School Funds. More money is the first essential for the improvement of the public schools. Every department is restricted for the want of funds. More buildings, better equipment and more teachers are re- quired for the proper carrying on of the work in almost every village and city. In order to supply this demand two things at least are essential : ( i ) The masses must be educated to more fully appreciate the importance of the public school and the necessity of liberally supporting it. This will take time. It is largely a matter of growth. In the natural order of devel- opment, in the individual and in the race, the tendency is first to provide for the physical necessities, second for the intellectual life, and lastly for the moral and spiritual. Hence, in our 'Appendix. 119 present state of development, we have dollars for appetite, dimes for educa- tion and pennies for religion. (2) Corporations must be made to pay their proportion of taxes. If trusts and syndicates are to control the wealth of the country they must also bear its burdens. As capital consolidates there is a tendency to reduce the relative quantity of money available for school purposes. One hundred men worth $10,000 each do not hesitate to pay a ten mill assessment for the education of their children; but the man worth a million, three-fourths of which is in- vested in stocks and bonds at a low rate of interest, is loathe to pay the same assessment, or $10,000 per an- num, for educational purposes. It is much cheaper for him to educate his children at a private school than to pay his proportion of school tax neces- sary to maintain a high grade public school. But he who owns a million can pay his assessment quite as easily as he who owns a thousand, and those who have the interest of education, or the welfare of the country at heart, should require him to do so. Again, lawless corporations and li- censed evils recognize in the public school their most formidable foe and are employing subtle means to restrict I2O Child Culture. its influence and counteract its moral teachings. Parents and educators should be cognizant of the situation and be prepared to defend the interests of the school against all unfriendly legislation, moral or financial restric- tion. Whoever cripples the public school by the needless denial of funds, or lowers its standard by the employ- ment of cheap (?) incompetent teach- ers is an enemy to his country. School Equipment. Public schools are only half equipped for work. In most places there is need of as many more school rooms and three times as much in the way of helps and appliances. In addition to charts, maps, casts, mechanical devices, dic- tionaries and free text books, every school room should be supplied with an up-to-date encyclopedia and a con- densed reference library covering the subjects taught. In many country districts the entire equipment of maps, charts, etc., repre- sent an expenditure of less than $25, while in the better grade schools jt seldom exceeds $100 per room; where- as there should be an outlay of from $200 to $500 for each room. If school boards were prepared to pay for new devices and appliances, so that there Appendix. 121 was a commercial demand for such things, inventive genius would soon supply the demand and thereby greatly facilitate study and progress. More Teachers Wanted. The number of teachers should be increased fully 40 per cent the country over and 50 per cent in the primary and grade schools. No primary or grade teacher should have more than twenty or twenty-five pupils. Why? Because every pupil should daily re- ceive personal attention. The teacher should have both the time and wisdom necessary to become thoroughly ac- quainted, not only with the. mental pe- culiarities and needs of each pupil, but his disposition, habits and tenden- cies and then be able to give him such .personal instruction and help as are re- quired for his proper development. The most thoroughly educated mother finds enough to tax her head and heart in the education and man- agement of three or four children whom she has studied from their birth ; how perfectly irrational then to expect a teacher to properly instruct and wise- ly develop fifty or sixty children of whom she knows practically nothing! It is a noteworthy fact that so many great historic characters received pri- 122 Child Culture. vate instruction from tutors who made a study of their every requirement. The nearer we approximate this per- sonal work in the public schools the more helpful will they become. If students were properly assisted they would learn much faster with far less nerve strain and therefore be able to do more thorough work in shorter time. At present most teachers have too many pupils to give each the individual attention necessary to know his re- quirements. Hence thousands slip through the grade schools, many through the high schools, and not a few secure college diplomas without comprehending one or more of their studies. If each received the personal attention he should, this would hardly be possible. Human Nature Studies. Teachers should understand human nature. A knowledge of the child mind is quite as important as a knowl- edge of text books. Every normal school should have a department de- voted to the study of human nature, particularly the psychology of child- hood. This course of study should be thorough, occupying at least one hour a day for two years. Among other 'Appendix. 123 things it should include heredity, pre- natal culture, organic quality, tempera- ment, hygiene, dietetics, physiological psychology, and the practical applica- tion of its principles in brain building ; a study of the primary impulses or ele- ments of mind and character ; methods and rules for directing, increasing or restricting all the appetites, emotions, faculties and sentiments; mental sug- gestion and how to employ it in disci- pline and mental development, together with special directions for awakening the mind of the dullard, governing the willful or vicious, gaining the confi- dence of the timid and reticent, and overcoming other eccentricities. The course should also include self study for the teacher. No one is qual- ified to teach until acquainted with self. Our view point modifies our view. Our peculiarities affect our relation to others. The teacher that is by nature too firm, sensitive, aggressive, appro- bative, affectionate, positive or the op- posite of these ; or has any other quality that is above or below normal, should be cognizant of such faults and by proper training overcome them. One who has not learned the lesson of self- control, who gets angry on slight prov- ocation, or becomes worried by noise and confusion, or is strongly under the 124 Child Culture. influence of some eccentricity, is not qualified for the school room. More- over, if teachers had a thorough knowl- edge of themselves they could do much better work with far less effort and nerve strain. This department of study should be under the supervision of an up-to-date phrenologist. Not a "bumpologist," but a man thoroughly versed in the phrenological system of mental philos- ophy, heredity, physiological psychol- ogy, psychic phenomena, and mental suggestion. From this I do not mean that teach- efs should be expected to estimate char- acter from facial expression or cranial development only an expert can do this with sufficient accuracy to be of any practical value; but every teacher should be thoroughly versed in the subjects indicated, particularly the phrenological system of mental philos- ophy. This system is worth more to those who would understand children than all the others put together. It is the only system that analyzes human nature and explains the tastes, talents and peculiarities of the individual. I am cognizant of the disfavor with which phrenology is held by many col- lege men and realize that in recom- mending it I shall provoke their dis~ Appendix. 125 approval; therefore, I wish to discrim- inate between phrenology as a system of psychology and phrenology as em- ployed in the art of reading character. It is the former that I am commend- ing; the latter, however, is worthy of much more attention than has generally been accorded it. During many years of daily practice in reading character and child study, I have employed every system and method known to science and I cannot better express my esti- mation of the relative value of Gall's system than to quote the words of the late Mr. Gladstone, where he says, "As an explanation of mind and char- acter the phrenological system of mental philosophy is as far superior to all others as the electric light is to the tallow dip." Qualifications of Teachers. Few teachers are properly qualified for their work. A thorough Normal training, with at least a two years' course in methods of teaching, physio- logical psychology and child study should be required of every applicant before a teacher's certificate is issued. Such a requirement would not only be of great practical value to teachers, pupils and the interests of the public schools generally, but it would tend tp 126 Child Culture. elevate and give dignity and commer- cial value to the profession. The profession of teaching should rank with law and medicine. At pres- ent most any one able to pass an exam- ination in the text books and the sim- ple requirements of pedagogy can get a certificate. The results are that many incompetent persons who are willing to work for half price enter the profes- sion, while thousands employ teaching as a stepping stone to something more lucrative. As long as this condition exists there will be many poor teachers in the school room and wages will be low for all. Whereas, by requiring those already in the profession, as well as those who enter, to take thorough Normal training, none but persons of merit who expected to follow teaching as a vocation would qualify. Teachers' Salaries. The salaries of teachers should be increased from 25 to 50 per cent. It is unreasonable to expect men and women of character, culture and ambi- tion to work year after year for half what the same amount of mind and energy commands in other professions and vocations. Only those who have a liking for teaching or feel that they 'Appendix. 127 cannot do anything better or more lu- crative remain long in the school room. After a careful study of this subject, I am convinced that no one thing is more detrimental to the best interests of the public schools than the low sal- aries paid. Teachers should combine, first to raise the standard of the pro- fession, and second to demand a price commensurate with their services. Pensioning Teachers. At present the idea of pensioning teachers is being agitated. As a means of reimbursing those who have worn themselves out in the school room for half pay the pension system is certainly commendable; but as a principle to be followed up, it is fundamentally wrong. First, because one decade or generation has no right to contract debts for its successor to pay. Second, because the pension system would tend to produce a lot of dependents, who instead of pro- viding for old age would be content to retire and draw their support from the earnings of others. Third, because "The laborer is worthy of his hire," and all self-respecting men and women want the salary they are entitled to, preferring to be their own custodians, rather than pensioners. 128 Child Culture. Moral Training. The principles of morality should be systematically taught in the public schools. In addition to simple, daily devotional exercises there should be a prescribed course of moral instructions calculated to develop the better ele- ments of human nature. This course should include practical lessons in hygiene, cleanliness, temperance, per- sonal purity, manners, self respect, self control, fidelity, honesty, gentleness, agreeableness, kindness and reverence for law, old age, and things sacred. It should be sufficiently thorough to eliminate as far as possible evil inherent tendencies, prevent the formation of bad habits, and establish the basis of a strong moral character in every pupil. Great care should be exercised in the employment of teachers. No person should be engaged to teach whose life is not exemplar}'-. The psychological relations existing between teachers and pupils make the latter peculiarly sus- ceptible to the influences of the former. It is all but criminal to place young children under the tutorage of the mor- ally delinquent. The importance of the foregoing propositions will readily be conceded by all familiar with the sociological Appendix. 129 problems of the country. History proves that intellectual training with- out morality is dangerous. An edu- cated villain is a greater menace to the commonwealth than an ignorant one. In the cities of New York and Chicago less than 10 per cent of the school pop- ulation receive systematic moral or re- ligious training at home, while in other cities throughout the country the per- centage is but little higher. Now, the cities control the balance of power in State and national legislation, there- fore, it is of pre-eminent importance that the principles of morality be taught in the public schools. No commonwealth can long main- tain law and order that neglects the moral training of its youth; no republic can long survive whose citizens lack faith in Cod, SANTA BARBARA. CALIF. HUMAN NATURE STUDIES The following list of books are recommended by Mr. Riddell as among the best on the sub- jects treated. Any of these books may be or- dered by mail at the list price from the Child of Light Pub. Co., 6328 Eggleston Ave., Chicago. Child Study. A Study of Child Nature Harrison $1 00 Hints on Child Training Trumble 1.00 From the Child's Standpoint Winterburn 1.25 The Children's Health 1.25 Love and I,aw in Child Training Poullson 1.00 Aids to Family Government Meyer . 75 A Mother's Ideals Proudfoot 1 00 Study of a Child Hogau 2.50 A Study of the Child Taylor 1.25 Mental Development in the Child Preyer 1 00 Studies of Childhood Sully 2.00 First Three Years of Childhood Perez 1.50 The Study of Children Warner 1 00 Studies in Education Barnes 2.00 Pedagogies of the Kindergarten Froebel 1.50 Education by Development " 1.50 Methods of Teaching Hall 1.50 Kindergarten Guide Bates 1.50 education and the Philosophical Idea Dresser 1.00 Science of Mind Applied to Teaching, Hoffman 1 50 How to Strengthen the Memory Holbrook 1 .00 Children's Rights Wiggins 1.00 Psychology. Outlines of Physiological Psychology, I^add $2.00 Elements of Psychology Baldwin 1.50 Psychology Applied to Teaching " 1 50 Mental Development in the Child " 1.75 Psychology Dewey 1.25 Elements of Psychology Davis 2.00 The Art of Mind Building Gates .25 Psychology and Psychic Culture Hallock 1.25 Manual of Psychology Stout 1.50 Experimental Psychology Sanford 1.00 Psychology for Teachers Morgan 1.00 Psychology (Brief Course) James 1.60 Psychology of Mind Maudsley 2.00 Meiiti-Culture Fletcher 1.00 Old and New Psychology Colville 1.00 Ojutlines of Psychology t vf "* '. Kul P e - ' ' ' An Outline of Psychology. . : Titchener 1.50 Heredity and Prenatal Culture. The Science of a New Lif e Cowan $3.00 A Child of Light, Heredity and Pre- natal Culture, Psychology, Brain Building and Soul Growth Riddel! 2.00 Phrenology. The Constitution of Man Combe $1.25 A System of Phrenology " 1.25 Brain and Mind '. . Drayton 1.60 The Temperaments Jacques 1.50 How to Read Character Wei Is 1.25 How to Educate the Feelings Sizer 1.50 Human Science Fowler 3.00 Psychic Phenomena. The Law of Psychic Phenomena Hudson $1.50 Evidences of a Future Life " 1.60 The Divine Pedigree of Man " 1,50 The Pathway of the Spirit Dewey .75 The Way, the Truth and the Life " 2.00 New'Testament Occultism " 1.50 Life Beyond Death Savage 1.25 The Science of the Soul Sherman 1.26 Pertaining to Sex. The New Man Riddell .25 Chastity Holbrook .50 Tokology Stockham 2.26 Manhood Wrecked and Rescued Hunter 1.00 True Manhood Shepherd 1.00 For Girls " i.oo What a Young Boy Ought to Know. . . Stall 1.00 What a Young Man Ought to Know . . " 1.00 What a Young Husband Ought to Know " 1.00 What a Young Girl Ought to Know. .. Allen 1.00 What a Young Woman Ought to Know " 1.00 What a Young Wife Ought to Know . . " 1,00 Ethical Marriage Wilcox 1.25 Any of the above publications and other books on these subjects may be ordered from The Child of Light Publishing; Co. MAILING DEPARTMENT: 6328 Bggleston Ave. CHICAGO. HEREDITY The Cream of Twenty Chautanqua Lec- tures on Heredity, Prenatal Culture, Psychology, Brain Building and Soul Growth. BJ NEWTON. BIDDELL This Work is Not Only Authentic bat Rich in Original Matter. Mr. Riddell is a recognized authority on Heredity. In gathering the subject matter for this book and his lectures he has con- sulted every merltous work on the subject published In the English language. He trav- eled constantly for fifteen years, visiting nearly all of the principal cities on the continent, consulting with hundreds of edu- cators, prison wardens, physicians and de- tectives. He personally examined the psy- chology and heredity of several thousand persons, Including nearly ten thousand chil- dren, representing all classes and conditions, over five thousand convicts, and as many more Insane and feeble-minded patients. Heredity Explained. Mr. Riddell reduces all the laws, facts and phenomena of reproduction and heredity to a definite science and explains them in language so simple that a child can com- prehend them. The Book is Well Made. It contains 350 large octavo pages, 6x9, weight 2 Ibs. It is printed from new type on heavy rag paper of good quality. It is substantially bound In silk finished cloth, with gold stamp on side and back. Over 1200 Marginal References. Every one of Its 1,164 paragraphs contains a concise statement of a fact, law or propo- sition and is supplied with one or more legal side heads. The work is fully indexed. Making it the most complete book ever pub- lished on the subjects treated. Price by Mail or Express, $2.50 Prepaid. Ulalllng Department. CHILD OF LIGHT PUBLISHING CO. 6328 Effglecton Ave., Chicago, 111., U.S.A. 13 Comments of the Press. "A profoundly Interesting and Instructive book, treating of subjects clearly and mod- estly. * * * If millions. Instead of thousands, could take In Its lessons the world would be benefited." The Inter- Ocean. "It is evident from a perusal of this vol- ume that the author Is a close student of nature. The practical truths contained In his book make it a valuable addition to any library." New England Journal of Educa- tion. "Parents and those who may become par- ents, will find much in this book which will command their attention." The Congrcga- tionalist. "It Is written with great discretion and much tact and nresents the subject In an interesting and instructive way." New Or- leans Daily Picayune. "The book is reliable, up-to-date and easy of comprehension." Union Signal. "It has evidently been prepared with much carefulness of observation and of statement. Infinite misery might be pre- vented If the facts given were commonly understood and duly heeded." Chicago Tribune, "The author's ideas are presented In a clear and logical manner, with an earnest- ness which should carry with it the lessons the work Is intended to convey." Toledo Blade. "The author's conclusions are drawn from a wide range of facts coming under bis own observations, both of well born and ill born children." The Outlook. "It Is a work In which any student of human nature 1 , pastor, educator or profes- sional man will find unlimited source of de- sired information." Denver Republican. "He Is considered the foremost authority in the country on Heredity, Psychology and kindred topics. His work abounds In first hand facts and original matter." Omaha World-Herald. "It Is a work of mature thought and cul- tured style." Medical Science. "It should be read by every man and woman in America. Its style is clear, un- technlcal and entertaining aa It la instruc- tive. The book la a model of the printer** art." Human Nature. 13 - f BY NEWTON N. RIDDELL. This is a practical book based on sound psychological principles, and the critical study of over ten thousand children. Comments of the Press. Every leading educational magazine pub.- lished in the U. S. and scores of daily pa- pers have given most complementary re- views of "Child Culture" without a single adverse criticism. Expert Testimony. We are constantly receiving letters from the foremost educators of the land com- mending this book in the highest terms. We have scores like 1 the following : Prof. W. E. Watt, A. M., Ph. D., Princi- pal of Graham School, Chicago : "Child Culture" is a book with a real message. Every parent and teacher in the world should read it. None can afford to be with- out it. I would not take from my stock of knowledge what I learned from the chap- ter on "Mental Suggestion" for any price that could be named. Dr. John P. D. John, D.D., LL. D., Ex- President of DePauw University : "Child Culture" is a book of absorbing interest and great value. It is rigidly scientific and emi- nently practical. It deals with vital truths and deserves the widest circulation among the homes and schools of our country. "Child Culture" contains 130 pages, bound in cloth. Price only 65c Postage Free. Child of Light Publishing Co. Mailing Department 6328 Eggleston Avenue. Chicago U The New Man OR KnigliU of the Twentieth Century By Newton X. Riddell A Twenty-Five Cent Book of One Hundred Pages that has Transformed the Lives of Ten Thousand Men and Put Half a Million to Thinking. One Hundred Thousand Man Have attended Mr. Rlddell's lecture on "The New Man," of which this book Is an en- larged version. It is uniformly conceded to be the most refined, instructive and inspir- ing lecture on the subject of man's creative forces before the public. No man can listen to or read it without being materially bene- fited. It was published at the request of thousands of professional men and is being circulated for the good it may do. EVERY BRAIN WORKER IN AMERICA SHOULD HEAR IT. Judge John Maxwell. It moved Grand Rapids as no other lec- ture ever has. J. K. Johnson. Words are inadequate to express the moral and spiritual value of this lecture. W. E. Edmonds, Oen. Sec. Y. M. C A.. Jacksonville, III. I never listened to such a story from hu- man lips. If Andrew Carnegie should en- dow this lecture with $100,000, and send Prof. Riddell forth, the inspired prophet to the masses, he would do more good than by building twenty libraries. Rev. Chas. W. Whorrall, D.D. Publishers' Gvi.ra.rvtee. Buy it at once. Read it : if not satisfied with your bargain, return the book in sala- ble condition and we will refund your money. Price by Mail, Postpaid, 25 cents. CHILD OP LIGHT PUBLISHING CO. Mailing Department 6328 Eggleston Avenue, Chicago 16 100 Life Lessons From the Riddell Lectures By NEWTON N. RIDDELL A ten cent booklet of priceless value. CONTENTS. LAW AND LOVE. Selections from Moses and Christ. HEALTH AND HYGIENE. Ten practical lessons in the art of living. PHYSICAL CULTURE. Complete course for strengthening all the muscles and developing a strong, harmonious physique. SUCCESS. Ten concise lessons showing what to do and how to do it to insure success in I