children's ideals. Those of the youngest children must be good and kind, with desirable possessions and marvelous powers. As the children grow older, the last two attributes are supplanted by courage, freedom, wisdom, and truth, while the ideal of children of sixteen must add to these qualities altruism, patriotism, and tho ability to lead. In the case of the girls, however, a divorce is evident between the ideals adopted and the line of life best suited to the interest of the race. The girl of to-day demands freedom, strength, independence, activity, and recognition. Can we not embody them in the person of "brave ladies" as our ten-year-old girl expresses it? Surely, among the "Pioneers of History" enough women have played a part brave, strong, patriotic, and wise, so that material exists for commemoration. Far more than a "Woman's Bible" which appeals only to the mature, do we not need a Woman's History," which shall become a factor in increasing this three quarters of one per cent who desire to become wives and mothers—which shall present ideals embodying the most attractive virtues, and still permitting of a home?
This study proves that our instruction in history and literature is emphasizing goodness, truth, wisdom, bravery, patriotism, and the ability to lead, the characteristics we most desire in our children. Ethical instruction, then, in our best public schools, is anything but lifeless and impotent, as is taken for granted in much of the popular discussion. Morality is inculcated by the most effective method possible—most effective because best adapted to the child's demand for virtue embodied in a human form. Jesuit self-extinction, Chinese filial piety, emphasize the power of suggestion no more strongly than do these children's papers. When teachers and parents shall have the wisdom to consciously select and present to children those ideals into which they ought to grow, endowed with those qualities naturally seized upon by the developing soul, the cause of moral education will be immeasurably furthered.[1]
State Normal School, Mankato, Minn.
- ↑ The writer wishes to acknowledge her indebtedness for the papers used in making this study to Miss Etta M. Tilton, superintendent of San Mateo County schools; to Miss Mary Hanchett, principal of the Scheffer School; and to Miss Laura Hand, principal of the Van Buren School, of St. Paul, Minnesota.
