Two children of the foothills . layed by the child. His destiny is to be aworkman of some kind, and to give back againwhat he has received; trained to work hemust be, even by play, so that when he comesto work, it will be as natural, spontaneous andeasy for him as play; he will have already ac-quired the habit and will fit into his own placewithout friction. Thus an industrjous char-acter is played by the mother instinctively intoher child; nay an ethical character, which re-fuses to take what it has not given to society. Herein the child is getting possession of histrue patrimony; he is to be
Two children of the foothills . layed by the child. His destiny is to be aworkman of some kind, and to give back againwhat he has received; trained to work hemust be, even by play, so that when he comesto work, it will be as natural, spontaneous andeasy for him as play; he will have already ac-quired the habit and will fit into his own placewithout friction. Thus an industrjous char-acter is played by the mother instinctively intoher child; nay an ethical character, which re-fuses to take what it has not given to society. Herein the child is getting possession of histrue patrimony; he is to be a free man on theone hand, and a link in the vast social chain onthe other; a liberated soul reflecting the uni-verse, yet a dependent being without, derivinghis daily food from a vast order outside ofhimseK. More and more is the world becom-ing free on the one hand and industrial on theother; the child must be trained to both, hemust acquire inner freedom and just throughit must fit into the great industrial order as (70) Chapter V. THE WEATHER-VARE. In the picture connected with the weather-vane, these two little beginners in lifes greatschool seemed to be most attracted by the boywho holds the tall staff on the end of which isa long flag. After they had called our atten-tion to the boy in the picture, Margaret took afishing pole and showed them how to fasten toit a piece of cheese cloth and then led them touse it as a signal flag to show which way thewind was blowing. Later on she showed themthe other things in the picture which the windwas causing to move. The blowing of thechildrens hair, the ruffling of the chickensfeathers, the swaying of the clothes upon theclothes line, the bending of the branches of thetree, were each in turn examined and talkedabout. Time and again as we took our dailytramp, our conversation turned to the objectswhich were blown about by the wind. Notlong after this interest was awakened, itchanced to be a breezy day. Margaret madeeach of
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Keywords: ., bookcentury1900, bookdecade1910, bookidt, booksubjectkindergarten
