Babyhood . -fied to gain acquaintance not onlywith the real world around him, butwith the real world of the past. Wemay call this history. History isnow studied later by means of textbooks. It may be studied with fargreater economy during earlier yearsby means of direct narration by pa-rent or teacher. It is wonderful howeagerly a child will listen to histori-cal narration, and how easily he willretain it. In the third place, what studiescorrespond to the development ofthe will in the child from five to ten?It is the habit-forming epoch. It isthe time when a large and usefulstore of memory ima
Babyhood . -fied to gain acquaintance not onlywith the real world around him, butwith the real world of the past. Wemay call this history. History isnow studied later by means of textbooks. It may be studied with fargreater economy during earlier yearsby means of direct narration by pa-rent or teacher. It is wonderful howeagerly a child will listen to histori-cal narration, and how easily he willretain it. In the third place, what studiescorrespond to the development ofthe will in the child from five to ten?It is the habit-forming epoch. It isthe time when a large and usefulstore of memory images may be ac-quired. This is the time to teachthe child to do easily and habituallya large number of useful things. Ifwe use the term in its broadest sense,we may call this branch of instruc-tion morals, but it will also include,besides habits of conduct, variousbodily activities, certain manual dex-terities, and correct habits of speech,expression, and singing. For suchinstruction this is the golden CERTAIN SOCIAL PITFALLS. BY SUSAN H. HINKLEY. I mention as my last pitfall theone I believe to be the most insidi-ous, because it may masquerade un-der other high-sounding names. Irefer to social ambition. As children grow out of infancy,the problem is no longer one of in-stilling the cardinal virtues of child-hood, viz., obedience, truthfulness,and cleanliness; but of developingself-control, sincerity, and good tastein children. I have found the great-est obstacles in my own case to bemy own failings in just those particu-lars in which I wished my childrento be impregnable. My philosophyhad been on so high a plane thatsomehow it had become inaccessiblefor actual use. I have found it hardto arrive at those judgments in theeducation of my children that I feltabsolutely sure I was making strictlyfor their highest good. I detectoften in the reasons I give to myselffor following a particular course anote that is not perfectly have learnt to be especially sus-picious w
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