Outlines of child study; a text book for parent-teacher associations, mothers' clubs, and all kindred organizations

Front matter

WILLIAM A.

MSKEEVER n/

Class ■__^ B//V ^ Book - tf! /Jh

Preface

During the course of my many lecture trips throughout the country I have had occasion to appear before various organizations which were conducted for the purpose of child study. The interest and enthusiasm in behalf of this praiseworthy work has been manifest on all occasions, but there has appeared everywhere a serious difficulty in obtaining suitable programs for the meetings. The specific purpose of the Outlines of Child Study is to meet this difficulty and to offer a complete series of programs with topics and reference, covering every important phase of child life. In the preparation of the text I have aimed especially to serve the interests of the parent-teacher associations, mothers' clubs, and kindred organizations of this general class.

Part I. of the book offers a general discussion of the plan of organization and management of the various child-study clubs. It is hoped that the reader will give particular attention to the methods and devices offered. Part II. contains the programs referred to above. The figures at the close of each topic designate respectively the number and the page of the reference volume. Part III. contains the bibliographies. It will be noticed that the references first given are confined chiefly to the volumes and pamphlets numbered 1 to 18, inclusive. Then, a second set of books is used in like manner. The third and general reference list begins with number 32.

The necessity that each and every child-study organization obtain at least a few well-selected reference books viii Preface

cannot well be over emphasized. The ordinary mothers* club may suitably begin its studies with Program 1 of this text, but the parent-teacher association will perhaps do better by taking up the work at the beginning of Chapter VII. or Chapter VIII. It will be far better to follow the programs in their regular order than to hurry through the text by picking out a few of the most attractive ones. Enough work is offered by the 450 topics to constitute a solid three-year course for the ordinary child-study society.

For a statement of the general purpose of this volume the reader is referred to Chapter I.

My wife, Edith S. McKeever, has rendered me most valuable assistance in the selection of the references and in determining the general policy of the book.

Finally, I take this occasion to thank the press of the country for the most generous criticism of my other books on child life; and also to express my gratitude to the scores of friends, far and near, who have rendered minor assistance in the preparation of the programs. I cannot express a better wish than that they all experience the great and permanent pleasure which naturally comes to the one who learns to love the children and to minister unto their needs,

William A. McKeever.

Part One The Child-study Organization

CHAPTER PAGB

I. The Purpose and the Promise 3

"No Wealth but Life" . . . . . . 3

The Most Difficult Task 4

How to Define the Purpose . . . , . 5

The Promise of the Future 6

II. The Plan and its Fulfillment 8

How to Form a Parent-Teacher Association . . 8

A Democratic Spirit 9

State and National Organizations .... 10 How to Organize a Mothers' Club . . . .11

Do Something Worth While 11

Let the Good Deeds be Known 12

A Club in the Church 13

An Adjunct of the Social Club 14

A Child- Welfare Association 15

Magnanimity Must Prevail 16

III. The Officers and Members 18

United Community Effort 18

Select Officers Carefully 19

Many Blunders Must Occur 19

President and Vice-President . . . ^ . 20

Other Important Officers ...... 21

Personnel of the Members 23

A Committee on Membership 24

IV. The Methods and Management 26

Some Duties of the President 26

Keep the Speakers in Line 28

ix

Table of Contents

The General Discussion Two Classes of Speakers Keeping All Factions Interested .

"They Love Who Humbly Serve"

The Laboratory Idsa in Child Study Learn to Observe the Children .

Watch the Little Ones at Home .

Study the Neighborhood Children Visit the Playground .

Visit the Picnic Grounds Attend the Kindergarten School .

The Baby Health Station .

Bring the Children in .

PAGE

29 30 32 33

Preface to Part Two

VI. The Mother and the Infant ....

Program 1. The Sacred Calling of Motherhood Program 2. The Physical Status of Motherhood Program 3. The Mental Status of Motherhood Program 4. Eugenics and Sound Motherhood Program 5. Making Club Life Helpful to Motherhood Program 6. The Political Status of Motherhood . Program 7. The Pension System and Motherhood Program 8. The Childless Woman and Motherhood Program 9. The Prenatal Care of the Mother Program 10. The Birth of the Child .

Program 11. The Nourishment of the Baby Program 12. Nourishment for the Bottle-fed Child Program 13. Weaning the Baby ....

Program 14. The Special Organs of the Infant Program 15. Infantile Health and Sanitation Program 16. The Beginnings of Baby Habits Program 17. Clothing the Baby ....

Program 18. The Baby as a Learner .

Table of Contents xi

CHAPTER

PAGE 65

65 66 67 68 69 70

VII. The Pee-school Development of the Child . Program 19. The Home Play Problem Program 20. The Neighborhood Play Center Program 21. At the Public Playgromid Program 22. The Kindergarten .

Program 23. The Montessori Method Program 24. Teaching the Child to Obey . Program 25. The First Lessons in Childhood Industry 71 Program 26. Training Children in Good Manners and

Politeness '^'^

Program 27. Children's Fights and Quarrels . . 73 Program 28. Children's Lies and Thievery ... 74 Program 29. Telling Stories to Children ... 75 Program 30. Childhood's Fears and Fancies . . 76

VIII. The Pre-adolescent Boy and Girl

Program 31. Keeping the Children in School Program 32. Home and School Co-operation in Morals Program 33. School and Home Visitation . Program 34. Good Will Between the Home and the

School

Program 35. Problem of the Efficient School Board Program 36. The Home Industry of the Pupil . Program 37. School Credit for Home Work Program 38. Home Study for Pre-adolescent Children Program 39. Home and School Health Program 40. Sanitation in the Home and the School Program 41. The School Savings Account . Program 42. Teaching Children to Spend Money Program 43. Sweetmeats and Soft Drinks for the

Children

Program 44. The Deadly Evil of the Cigarette . Program 45. Use and Abuse of the Motion Picture Program 46. Dress and Democracy among the School

Children

Program 47. The School Luncheon

Program 48. Home Entertainment for the Pre-adoles

cent Pupils .

Program 49. The School Picnic ....

Program 50. Civic Training for the Young .

77 77 78 79

80 81 82 83 84 85 86 87 88

89 90 91

92 93

94 95 96 xii Table of Contents

CHAPTEB PAGE

Program 51. Fine Arts Training in the Home and

School 97

Program 52. Pre-adolescent Children and the Mysteries of Life . 98

IX. The Vacation Activities op the Young ... 99 Program 53. Value of Vacation Employment for Children 99

Program 54. The School Vacation and the Community 100 Program 55. Financing the Summer Supervision of the

Children 101

Program 56. The Municipal Playground . .102

Program 57. Equipment of the Playground . 103

Program 58. The Playground Management . . 104

Program 59. The Play Supervisors .... 105

Program 60. Summer Work for Boys .... 106

Program 61. Summer Work for Older Boys . . 107 Program 62. Vacation Industry for Girls . . .108

X. The Adolescent Training Problems

Program 63. The Beginning of Adolescence

Program 64. The Care of the Health During Early

Youth

Program 65. Social Psychology and the Clothes

Problem .......

Program 66. Love's First Young Dreams . Program 67. Social Games and Pastimes for the 'Teen

Age

Program 68. The First Tendency Toward Mating Program 69. The Adolescent and the Dance Problem Program 70. The Adolescent and Social Purity . Program 71. The Boy Scouts of America . Program 72. The Camp Fire Girls Program 73. Youth and the Problem of Athletics Program 74. Athletic Training of the Girl .

109 109

111 112

XI. The Problems of Fatherhood 121

Program 75. Characteristics of the Exemplary Father 122 Program 76. The Father's Part in the Discipline of the

Children 122

Table of Contents xiii

CHAPTEB PAGE

Program 77. The Father as the Guardian of the Home 123 Program 78. The Father and the Alcohol Problem . 124. Program 79. The Father and the Tobacco Problem . 125 Program 80. The Father as a Handy Man . . .126 Program 81. The Father as Home Provider . . 127 Program 82. The Father as a Home Entertainer . . 128 Program 83. The Father as a Provider for the Future 129

131 132 133 134 135 136

Program 84. The Father as the Head of the Family

XII. The Vocation and the Home Life ....

Program 85. Industrial Training for the Adolescent

Pupil

Program 86. The School and Industrial Training Program 87. Vocational Guidance for Youth Program 88. The Business Outlook for Youth Program 89. Vocational Training for the Girl Program 90. Preparation of the Girl for Marriage

Program 91. Preparing the Young Man for Marriage 137 Program 92. Youth and the Saloon Question Program 93. Youth and the Cheap Loafing Place Program 94. Evils that Lure the Yoimg Girl

XIII. The Religious Training of the Young . Program 95. Religion in the Home Program 96. The Young and Religious Good Fellowship

138 139 140

Program 97. Religion and the Instinctive Awakening 143 Program 98. The EflBcient Sunday School . . .144 Program 99. The Sunday School and the Young People 145 Program 100. The Young People's Religious Society . 146 Program 101. The Young Men's Christian Association 147 Program 102. The Young Women's Christian Association 148

Program 103. Teaching Peace to the Young . . 149

XIV. The Country Boy and the Country Girl Program 104. The Rural Mother

Program 105. Farm Life and Character Development 151 Program 106. The Efficient Rural School . . .152 Program 107. Other Tasks for the Rural School . . 153

150 150 xiv Table of Contents

CHAPTER PAGE

Program 108. The Reconstruction of the Country

School . 154

Program 109. The Rural School as a Center of Life . 155 Program 110. The Country School and Rural Minded-

ness 156

Program 111. The Training in Rural Industry . .157

Program 112. The Development of Rural Business . 158

Part Three The Child-study Literature

XV. The Preliminary Book List 161

How to Use the References 161

The Nucleus of a Library 162

XVI. The Larger Book Shelf 168

XVII. The General Field of Litebatube .... 173

Chapter I The Purpose And The Promise

Introductory

We have tried to reduce the world to order with the sword, and have failed. We have tried to establish the peace and happiness of humanity through the instrumentalities of business and commerce, and have failed. We have tried to build up a worthy and substantial society through the transformation of adult sinners, and have failed. That is, we have not achieved the high aim set for these movements. And now, in this great twentieth century, we are all turning to the little child; first to sit at his feet and learn directly of the potential goodness and worth inherent in his nature, and second to avail ourselves of those instrumentalities which will serve us best in transforming the potential worth of the common child into actual worth and wealth of character.

"No Wealth But Life"

And so, with full devotion of purpose, with deep humility of spirit, and yet with exuberance of joy in anticipation of the pleasures which are to reward our efforts, we set out on our quest to know the child and to find a way whereby to minister unto his natural requirements. Wherefore, let us choose as our watchword the significant maxim of Ruskin, "There is no wealth but life." Let us approach the object of our study as being more than a living, breathing automaton. Let us think of the ordinary normal child at all times as being a storehouse of wonderful possibilities of good and achievement. Let us regard him as being all a-quiver with life, and spontaneity; as being marked by ever-changing tendencies toward helpful action; and as being occasionally possessed of deep yearnings for new and self -defining experiences.

It may be asserted with confidence that a careful, painstaking study of child life will in the end richly reward the student. To the one who goes earnestly into the matter, there is perhaps no more fascinating and inspiring subject of inquiry than is the little child. Even literature, music, and the other so-called fine arts, not infrequently bring to their devotees periods of gloom and despondency, and sometimes a tendency to pessimism. But a young human life, with its slow unfoldment of an ever-changing personality, with its continuous series of thrills and surprises for the interested on-looker — there is something about this situation which tends to renew one's waning spirit and to make him exceedingly glad he is privileged to live in a land of such abundant childhood and promise.

The Most Difficult Task

The first great step toward a full mastery of child study is an attitude of open-mindedness on the part of the student, a willingness to yield for the time being all opinions, prejudices, and preconceived notions relative to the subject. This attitude of surrender, of humbleness in anticipation of what is to be revealed, is a guarantee of the apt and ready learner. In general, the only procedure which may be expected to bring satisfactory results is (1) to deal personally with the largest possible variety of children

The Purpose and the Promise 5

under the largest possible variety of conditions, and (2) to learn from the reading of many books and the hearing of many discussions, how to verify and correct one's personal experiences with children. Before feeling ready to offer a final discussion of any and all phases of the subject one had better ask himself how fully he has covered the foregoing general field of inquiry.

Finally, it may be said that the most important step toward a deep insight into child life is to appreciate the significance of experience. What a person knows, what he does, the way he regards the people, the world, and the things in it, the tasks and duties of the day — all these elements of anyone's personal character are traceable to his own past experience. This developmental meaning of personal experience is slow to impress itself upon the mind of the student of child psychology; but when once its point of view becomes fully recognized the way to success is wide open. If one could only study the full and complete biography of hundreds of children and trace out the many tiny steps by means of which each character has been formed, he would thus make use of a fundamental secret of successful child study.

How TO Define the Purpose

Before perfecting the organization of a child-study club it is very important to consider well the object to be attained. First, there may be a purpose of studying child life as a scientific course. In such a case the college class-room method is doubtless the most desirable one, with its lectures, its regular texts, and its library and laboratory researches. Second, the object may be that of seeking to know how to improve the quality of parenthood. Eugenics would then become the dominant topic of the course. Third, the improvement of the conditions affecting local child life might be the worthy ideal of the study club. Fourth, a combination of all the foregoing purposes, constituting a general survey of the entire scope of childhood and youth — such might be considered as a most praiseworthy aim of a club or society. Naturally a program of the last-named sort, if well carried out, will bring many pleasures to the individual members and many future blessings to the community of which they are a part.

The Promise of the Future

At last we are learning that it is more or less the business of all the worthy adult persons in the community to assist in the rearing of the next generation. One does not have to be a parent in order to be able to love children and to assist in ministering unto their needs. Indeed, some of the very best and wisest child trainers are not parents in the ordinary sense of the word and never expect to become such; but they are true and genuine foster parents, and that in relation to all the children with whom they are privileged to be associated. Some one has said that the avocation of every good citizen of the future will be that of assistant parent, no matter what his vocation may be. Each and every one will then become more conscious of the responsibility of making his daily conduct contributory to the common welfare of the young. But we shall all be prepared to do our part in this greatest of all the " learned " professions only after a long period of earnest and conscientious effort. And when we do arrive at a full and general understanding of the inherent worth of ordinary human infancy, then will the glory of childhood be revealed unto us all, and that through our united and successful efforts to evolve out of ordinary child nature the strength and beauty which rightfully belongs to com-

The Purpose and the Promise 7

mon manhood and womanhood. Such is the great promise which the future holds out for us.

Let us now consider separately some of the practicable forms of child- welfare organization; for example, the parent-teacher association, the mothers' club, the child-welfare association, and the child-study department of the literary or social club.

Chapter II

Above we have made a brief list of the most common child-study clubs. Now, let us consider them somewhat in detail. If we are concerned about a movement which will contribute equally and unselfishly both to the common welfare of the people and the mutual interests of all of those concerned about the children there is perhaps no more nearly ideal organization for this purpose than is the parent-teacher association. It is easily formed and maintained, is democratic in spirit and method, and may be made to render a permanent service to the entire community.

How TO Form a Parent-Teacher Association

Under ideal conditions there will be formed a parent-teacher association in every school community of any considerable size, and that as an adjunct of the local school. But in launching the movement as a new one it is usually advisable first to form one central model organization and later to extend the effort to other local communities. For example, in a town of twenty thousand people the patrons and teachers of one of the largest ward schools organized an association to meet at the school building at 3 o'clock p. m. on the second Friday of each month of the entire term. By vote of the meeting every patron and every teacher within the district were elected to membership. A full set of officers was selected, each to serve for a year, and a very simple constitution was adopted. It was provided that there should be no dues, fees, or assessments since the school board was expected to furnish the free use of the building and the equipment. The announced purpose of the organization was to study child life in all its several phases which affected the school, the home and the community, and to try to render these and other worthy institutions mutually serviceable in fostering a better childhood. A full attendance and deep interest marked the affair from the beginning. The local press and all concerned helped to spread the report of its good and commendable work. In less than three months each of the other three ward school communities of the town had followed the example.

A Democratic Spirit

All good child-welfare effort is necessarily very unselfish. Its aim is always and forever to serve and to contribute, and never to seek some advantage or personal preferment. So, in forming the new organization, it is advisable to give all possible place to the exercise of altruism and mutual sympathy, to avoid every tendency towards its coming under the dominance of any particular set or group, and to see that the offices and the duties of the members do not inadvertently become factionalized. It is very necessary to distribute the offices carefully among all the representative groups of the membership. Caste distinction and clique dominance is one of the sure signs of early decay of such an organization; but "Whosoever will may come," is a most significant motto for its growth and progress. The humblest as well as the haughtiest may be made to consider himself or herself a vital factor in the movement, and the work may be so promoted that each and all will forget self in their eagerness to serve.

And then, a little careful forethought will enable the officers to arrange the program so as to have represented thereon the widest possible variety of child-welfare talents and interests. There will be no necessity of rendering any of the members conspicuous because of their being given too frequently a place on the program. All will feel especially free to participate in the general discussions. The reticent must be urged and personally invited to do so. None need be slighted.

State and National Organizations

There are now in existence several national and many state organizations for fostering child life and child study. Probably all of these are praiseworthy. Some of them at least are very much so. But their interests must not be permitted to dominate the local organizations. Many local clubs have been weakened and split up as the result of a heated discussion of the matter of affiliating with the higher outside organization. Perhaps it is best to invite the members of the local club to act as individuals in the matter of uniting with the state or national society. If the higher organization asks for a local delegate to attend one of its meetings, then the local club should if possible appoint a delegate who happens to be a member of the society issuing the invitation.

There is a work for the children big enough to employ the efforts of ail the valuable child-study organizations; and so we should see to it most carefully that no one of them be broken up or weakened by the well-intended efforts of another. It is only very rarely that some person with a selfish motive steps into the situation, and in such a case his or her purpose is easily detected. It is needless to say that the efforts of such an agent are most hurtful to the local organization, tending to disrupt it and to destroy its usefulness. Wherefore, let us have a clear understanding upon one point; namely, that the parent-teacher association should be preserved as distinctively a local organization, closely affiliated with the local school and dominated by an unselfish interest in the welfare of all the children of all the people of the community.

How TO Organize a Mothers' Club

There are many places in which it is impracticable to organize a parent- teacher association. • As it is a copartnership movement between parents and teachers, one of the parties may not give willing consent. A school that is run on the old cut-and-dried plan does not usually want to be disturbed by such a modern organization. In all such cases the way is still open for the formation of a mothers' club. Two or three earnest and devoted lovers of the children are sufficient for making a start. The movement may assume either of two forms : first, a general club which all the mothers of the community are invited to join; and second, a club attached to a larger organization, for example, a church. The general club is perhaps easiest to form, especially in the smaller community, where there is likely to be some jealousy existing among the churches.

By all means, let the new organization so conduct its affairs as to appeal sympathetically to all mothers of whatever social rank. Let it make a special point of its democracy and of the unselfishness of its members. Let it make a particular effort to bring in both the fine-gloved and the working woman. Love and good deeds in behalf of the children — such as must mark the successful mothers' club — recognize no caste.

Do Something Worth While

The first duty of the little club is to serve — to go at its task earnestly, and to get at the heart of the child. Each member may wish to purchase one or more child-welfare books of her own and to exchange these with others who have such books. Each one who is appointed to a place on the program will resolve to come carefully prepared to contribute at least one vital point to the discussion. She will bring this helpful matter from one of two sources; namely, from well-tried and successful experience in dealing with her own children, or from the writings of some one who is an authority on the topic assigned. The president of the club will hold the speakers close to the subject of the hour and will discourage diversions and the expression of mere opinions. She will endeavor to give unity to the program and to make it stand for something very definite in the future practices of the mothers present.

Let the Good Deeds be Known

It is altogether fair and commendable so to plan that the doings of the little club may become the " talk of the toA?VTi." A careful report of the meeting should appear in the local press. Some enthusiastic member should hand the editor a brief written account ready to print. All the members may arrange to put into practice in a conspicuous way some new device for assisting their own children. For example, all the members may agree to secure a type of baby swing to hang in the doorway of the home. This helpful plaything may have the "Mothers' Club brand," Or, again, it may be agreed that each one who has a small child is to install in her home a "Mothers' Club sand box" of a certain form and pattern. Thus many new attendants will be drawn to the meetings and will be induced to take active part in the programs.

The spirit of the child-study organization will count for much toward perpetuating its existence and usefulness. There must be a continuous and vigilant effort to keep the club free from being dominated by any "set" or faction. Just as soon as it becomes in any sense select or exclusive in its membership the elements of selfishness and decay have entered its portals. Unselfishness, devotedness to all the children, sympathy and good will for all who may participate, and an ardent desire to serve equally the interests of all mothers, and to help rear a better race — these are some of the altruistic motives best suited to make the Mothers' Club a living force in the community.

A Club in the Church

In some instances it will be more practicable to organize a Mothers' Club within the membership of one's own church, the general movement being too large or difficult an affair. In this event it will be well to follow the plan outlined above in all particulars except one. That is, there will be need of caution about giving offense to neighbors and others who are not members of the church which fosters the new organization. As certainly as the club succeeds, outsiders will be attracted to its meetings and many will wish to participate. An open, frank method of dealing with all such persons is the only commendable one. Urgent soliciting among the members of other churches is almost certain to breed ill-will somewhere. When it is remembered that service, sympathy, and genuine unselfishness, are the best characteristics of successful child-welfare work, there will be a strict avoidance of all acts which might arouse envy and ill feeling.

Wherefore, the new and prosperous Mothers' Club, organized within the church, might publish some such announcement as the following: "This club was organized primarily for the mutual benefit of the mothers of

the church. All, without regard to church

affiliations, are cordially invited to attend its meetings and to take part in the open discussions. We do not solicit or do we exclude memberships from other churches. Our first concern is the welfare of the children and of the mothers who must deal with them. We shall be most happy if our efforts result indirectly in the organization of clubs among the members of sister churches."

The leaders of the club will do much by way of extending its serviceableness if they continue to remind the members of the high and inspiring aims which it may suitably cherish: To know and to love all little children; to be better mothers and caretakers of our own little ones; to assist one another in finding a way whereby to contribute to the club's helpfulness; to seek out those among us who are indifferent or reticent and to induce them to come and participate in our meetings; to be prompted in all our club efforts by love and sympathy and the spirit of the Master.

An Adjunct of the Social Club

In some instances the child-study effort is conducted very successfully by a specially appointed committee of a club organized under a social or literary title. The author of this book believes that all such clubs should have among their aims some form of altruism — that a club which aims exclusively at pleasure and mere acquisition for its members is certain to tend toward selfishness and to involve many in some form of jealousy or embitterment. "Only by the exercise of unselfish motives is the heart kept free from guile."