ngdom, published by the American
Institute of Social Service, and _The Survey_.

CHAPTER XXI

THE STUDY OF CHILDHOOD

I--THE BABY

1. _The Baby's Welcome to the Home_--The mother's anticipation; the
brothers' and sisters' anticipation; the intelligent mother: study of
modern methods.

2. _The Baby's Environment_--The wardrobe; the hygienic nursery; the
atmosphere of cheerfulness.

3. _The Baby's Physical Development_--The handicapped child (nerves,
temper, defects); food; sleep; the out-of-door sleeping-room; the child
and the doctor.

4. _Reading_ from The Luxury of Children, by Martin.

_Books to Consult_--Oppenheim: The Development of the Child. S. H. Rowe:
The Physical Nature of the Child and How to Study It.

Begin the discussion of the day with a paper on the Modern Science of
Eugenics: How Far is It Practical? Have a Talk on the Spoiled Baby,
over-fed, over-amused, over-indulged; contrast with one on The Normal
Baby. Close with readings or recitations on Babyhood, poems from Eugene
Field, Stevenson, and others.

II--SCHOOL

1. _The Kindergarten_--Its value to manners. Is it a good preparation
for later work?

2. _The Public School_--Training children to regular habits of study.
Dealing with individual difficulties. Desk-mates. Moral influence of
child on child.

3. _Parent and Teacher_--Relations of interest and friendship. Mutual
suggestions. The backward child.

4. _The School and Health_--Sanitation of the school. Danger of
contagion (the individual drinking-cup, etc.). Watchfulness over sight
and hearing. The out-of-doors school.

BOOKS TO CONSULT--Herbert Spencer: Education. Luther Burbank: Training
of the Human Plant. J. Mark Baldwin: Mental Development in the Child and
the Race. G. Stanley Hall: Aspects of Child Life and Education. Irving
King: Psychology of Child Development.

The school life of the child should be discussed from the standpoint of
both parent and teacher. The watchful care over the child's morals is an
important topic. The child's home work, how much should be done; and at
what hours, is a subject for discussion. The school dress of little
girls, the tidiness of both boys and girls, school lunches, the plays of
the noon-hour, are all suggestive. Beautifying the school-room with
pictures, casts and flowers may well be considered.

III--PLAY AND PLAYMATES

1. _The Place of Play in Child Life_--The development of body and mind
in infancy, childhood, and