EDUCATION 



1933 



EDUCATION 



Let every game have some definite purpose. 

 In fact, see that everything the child does is 

 for a purpose. When he writes a letter let 

 him send it to a friend. If he writes a story, 

 preserve it for him in a note book. Make him 

 keep a general information book and show 

 him how to seek out information in the dic- 

 tionary and other books of reference, and put 

 it down. 



As to discipline, there is no need of it in 

 a home where Natural Education ideas are fol- 

 lowed out. Mischievousness is only misdirected 

 or undirected energy. The child who is kept 

 busy to a purpose is always happy, and happy 

 people are never bad. 



The following principles are given to express 

 briefly and concisely the aims of Natural Edu- 

 cation : 



Education from the cradle to the grave. 



Training for parenthood. 



Development of the child's mental-physical- 

 spiritual trinity in the cradle. 



Development of every normal child's talent by 

 the parent. 



Children taught how to play to a purpose. 



Development of the five senses to serve as 

 body protectors. 



Children encouraged to use Nature's informa- 

 tion seeker the question. 



Parents encouraged to answer children's ques- 

 tions. 



Developing the imaginative or creative faculty 

 above everything. 



Using 1 Mother Nature as the first teacher. 



Encouraging expression instead of repression. 



Encouraging children to teach what they have 

 been taught. 



Training each child as an individual and not 

 in a class. 



Giving children constructive Instead of de- 

 structive toys and teaching them to admire the 

 giver of life rather than the taker. 



Filling the child's mind with beautiful thoughts 

 in the memory period (five to twelve) so that 

 when the age of reason begins at twelve years 

 he will have something worth while upon which 

 to reason. 



Teaching all languages by the natural method 

 before the twelfth year. 



Teaching music through training of the ear 

 before the eye. 



Teaching important facts through jingle*. 



Giving practical knowledge to make efficient 

 citizens. 



Doing away with examinations through using 

 interesting children's books. 



Giving teachers higher salaries, shorter hours 

 and fewer pupils. 



Encouraging the nurturing Instinct In the young 

 through making gardens and taking care of 

 younger children. 



Using Esperanto to teach the roots of modem 

 languages and to provide each child with an In- 

 ternational medium of communication. 



Teaching how to read, spell, punctuate, speak 

 good English and memorize by using the type- 

 writer. 



Keeping the fairies. Love. Sympathy. Oond 

 Cheer, in the home and school. 



Banishing the demons Hurry. Worry. Fear. 



Obliterating "I Can't" from vocabularies and 

 using "I'll Try." 



Having high Ideals. 



Laying the five foundation stones of educa- 

 tion, Observation. Intense Interest. Concentra- 

 tion, Imitation, Exploration, and seeking to be- 

 come educated In the highest sense through learn- 

 ing. 



Self-control and the joy of service. w.s.s. 



Measuring Results of Education 



For a long time education was a matter of 

 individual concern. The parent selected a 

 teacher or an educational institution as a mat- 

 ter of individual choice. He had in mind 

 certain things which he wished his child to 

 accomplish. He sought for a school which was 

 calculated to give to his child just the accom- 

 plishments which he wanted. He employed 

 the teacher or the institution to render this 

 special service. If he was dissatisfied for any 

 reason, the service was discontinued. Parents 

 who did not care for their children to bo 

 "educated" were not especially concerned with 

 the teacher or the institution, since they were 

 neither patrons nor supporters. Consequently, 

 it was necessary for the teacher or the school 

 to satisfy only the pupil or the parent. The 

 relationship was personal and intimate. The 

 work was being evaluated every day by the 

 teacher, the child and the parent. 



With this simple voluntary arrangement 

 there was little question about elaborate sys- 

 tems of measurement of result. The worth of 

 the school or the teacher was measured on the 

 basis of certain personal qualities. The com- 

 mon questions were, Uo you "like" the teacher? 

 Do you "like" the. school? Is your teacher 

 "kind"? These questions were all more <>r 

 less subjective. The answers rested upon a 

 somewhat intimate relationship; in caw they 

 were unsatisfactory the remedy was simple. 



With the development of the tax-supports! 

 school system and compulsory education legis- 

 lation, came new problems. Billions of dollars 

 are being expended now for the purpose of wife- 

 guarding oncoming gnu-rut urns. The parent no 

 longer has the option of deciding whether his 

 child shall go to school. He no longer has 

 the option of selecting his child's teacher, or 

 even a particular school. 



