Work for the defective; for paupers; insane; consumptives; idle.
Prisons, and modern prison reform.
For children; crêches; free kindergartens; seaside homes; floating hospitals; pure milk and ice.
Relief of congestion in cities; parks and playgrounds; recreation piers.
Legal Aid societies and help for the aliens; legislation on women's and children's labor.
The Charity Organization societies; nursing of poor; relief of want.
Education; moving pictures; music; open-air Christmas trees; free beaches, etc.
For references see The Gospel of the Kingdom, published by the American Institute of Social Service, andThe Survey.
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.Readingfrom 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 isIt 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.
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.
1.The Place of Play in Child Life—The development of body and mind in infancy, childhood, and youth. Intelligent direction of play by parents and teachers. Cultivation of originality.
2.Outdoor Play—The building instinct: the sand-pile, miniature houses, practical play-houses, camps. Plays of imagination: Indians, pirates, hunters. Athletic games.
3.Indoor Play—Contests of intelligence and skill. Group games: anagrams, twenty questions, etc. Manual and educational plays.
4.Playmates—The parents' control. Ethics of play: honesty, courage, honor, etc. Moral and social training of play.
Books to Consult—Karl Groos: Play in Man. Newell: Games of American Children. Gomme: Children's Singing Games. Leland: Playground Technique and Playcraft.
Discuss the value of letting boys and girls grow up together as playmates. Athletic games for girls is also a good topic to take up. Play-rooms for children, with suggestions for the decoration of walls, treatment of floors, and furnishings may be discussed. Sunday plays for small children will be found full of interest. The growth of the provision for play for city children is treated in many magazines of recent date, with illustrations of playgrounds, garden spots, roof-gardens and the like.
1.The Trained Parent—Preparation for parenthood. Character and knowledge. Discussion of helpful books.
2.The Normal Child—The faults to be expected: forgetfulness, lack of cleanliness, lack of promptness, temper, etc. How shall we deal with the ordinary faults?
3.Special Faults—Disobedience, obstinacy, lack of self-control, dishonesty, lying. Discriminationas to seriousness. How far is imagination responsible for falsehood?
4.Punishments—Discuss the question: Is physical punishment ever allowable? Consider Abbott's theory of gentle measures. Fitting the punishment to the offense. The child's sense of justice. When are punishments outgrown?
Books to Consult—Jacob Abbott: Gentle Measures in the Management and Training of the Young. E. H. Abbott: On the Training of Parents. G. Stanley Hall: Youth: Its Education, Regimen, and Hygiene.
1.The Ideal of the Parent for the Child—Necessity of a definite plan in the parent's mind. Discussion of books that have helped.
2.Methods of Training—Story-telling and reading aloud. Books for the child. The value of hero-worship.
3.The Contagion of Character—Childhood's keen vision. Force of example versus reproof. The child as partner in the home work.
4.Special Training—Truthfulness. Chivalry and the spirit of honor. Purity. How shall the mystery of sex be taught to a child? Unselfishness.
Books to Consult—Felix Adler: Moral Instruction of Children. C. C. Everett: Ethics for Young Folks. W. T. Harris: Moral Education in the Public Schools. Horace Bushnell: Views of Christian Nurture.
The department of child-study most discussed to-day is that of sex education, and club women should certainly take it up. Consider its necessity, the age at which instruction should begin, and the person who should give it, the teacher scientifically, or the parent at home.
1.Manners at Home—Table manners. How early should they be taught, and how? Self-control. Modesty. Consideration for servants and tradespeople. Courtesy to elders.
2.Manners to Playmates—Teasing and bullying. Must our boys fight? Should tale-bearing be encouraged? The spirit of honor and generosity. Courtesy between children.
3.Society Manners—Definite training in social conventions. The place of the dancing-school. The value of children's parties.
4.The Relation of Manners and Morals—Are American manners deteriorating? The teachingof manners by historic stories. Sympathy, the foundation of courtesy. Self-restraint, the essence of manners and morals.
Books to Consult—Gow: Good Morals and Gentle Manners. Wiggin: Lessons on Manners. Dewey: How to Teach Manners in the School-room.
A talk may follow the first paper, pointing out that kind treatment of animals, especially of pets, tends to teach children gentleness, sympathy, and consideration. A little paper might take up the subject of the modern ideals of manners.
1.Reading—Direction by parents and librarians. To how much liberty in taste and choice is a child entitled? Lists of good books for children. Discussion: What good books can we suggest? What books shall we avoid: poorly written, over-sentimental, and with low ideals.
2.Gardening—The children's plot. Flowers and vegetables. Household rewards. Competition and prizes. The autumn exhibition. Children's books about gardening. Gardens for city children.
3.Care of Fowls and Animals—Moral value: sense of responsibility, kindness, practical sense. Raising of fowls for market. Ownership of animals: the lamb, the colt, the calf, the pig.
4.Household Work—Value of the regular task in teaching system, order, and punctuality. Housework for boys: care of rooms, cooking, and kitchen work. For girls: the normal routine made attractive. Reading from Blessed Be Drudgery, by Gannett and Jones.
5.Handicraft—The children's workroom and its furnishing. Work in wood, metal, plaster, and leather. Drawing, painting, embroidery, etc.
6.Music—Should all children be taught to play and sing?
Books to Consult—Gertrude Jekyll: Children and Gardens. Holton and Kimball: Games, Seat Work, and Sense Training Exercises. R. K. Row: Educational Meaning of Manual Arts and Industries.
Prepare in advance a discussion on the subject of children's earning money. Should they be paid for doing daily household duties, or not? Does earning money tend to make boys mercenary? Take up also occupations for invalid children andconvalescents, and notice that handicraft is better than games for these.
1.Sources of Supply—Gifts, earnings, and prizes.
2.The Question of the Allowance—At what age should a child have an allowance? What should it cover? How much liberty should a child have in using it?
3.Lessons in the Use of Money—Spending. Saving. Giving.
4.Benevolent Tendencies—How to cultivate the spirit. How to divide the money given. The chief objects to which to give.
5.The Ethical View—Responsibility for property. Honesty in acquiring, wisdom in using, generosity in giving.
Books to Consult—C. B. Burrell: The Mother's Book. J. W. Jenks: Life Questions for High School Boys. Julia W. Dewey: Lessons on Morals.
This is considered a mercenary age, and a discussion may be prepared on such subjects as these: How shall we keep our boys from becoming either extravagant or mercenary? How may ourgirls be taught to understand the value of money? What ought to be the relative emphasis on money in our home life?
1.The Beginning of Religious Training—Prayers for children to use. Telling Bible stories. The children's grace at table. Children's questions about God and heaven: how shall they be answered?
2.The Child and the Church—The Sunday-school kindergarten and primary class. Suitable hymns for children. Children's societies. At what age should a child begin to attend church service?
3.Sunday Hours at Home—Need of cheerfulness and common sense. Sunday occupations: Sunday books, Sunday toys and games. Dramatizing Old Testament stories. Sunday, the father's opportunity. The twilight hour of song.
4.The Age of Development—Intellectual expansion and doubt. How shall we deal with this phase? The time of critical decision. How much influence should the parent exert?
Books to Consult—George Albert Coe: Education in Religion and Morals. GeorgeHodges: Training of Children in Religion. Sir Oliver J. Lodge: Parent and Child. E. D. Starbuck: The Psychology of Religion. E. P. Saint John: Stories and Story Telling. Horace Bushnell: Christian Nurture.
The Sunday-night supper should have a large place in the life of the home. The children may prepare it alone or with slight assistance, and it will be found an excellent way of interesting them if they tire of the long afternoon. The subject of the memorizing of Scriptural passages and of hymns may be discussed, and personal experiences on this line may be given.
1.The New Movement and Its Breadth—Interest among physicians, teachers, clergymen, psychologists, and parents. Some reference to the vast literature, encyclopedias, etc. Discussion of helpful books.
2.Physical—Study of food values for the individual baby and the growing child. Fresh air and sleeping outdoors. The outdoor kindergarten. Sensible clothing. Gymnastics for deficiencies.
3.Mental—Care against overstimulation. Interesting diaries of development. Coöperationbetween teacher and parent. Studying the child's individuality. Books for successive ages. Private versus public schools. What is an ideal education? Is it possible under ordinary conditions?
4.Moral and Religious—How are morals best taught? Books that help the parent and teacher. Individual problems (lying, etc.). Knowing our neighbors' children, their character and influence.
5.Practical Outcome—Mothers' clubs. Magazines of child culture. Increased place given to child life in the modern world. Are children too prominent in the home life?
Books to Consult—Mrs. M. F. Washburn: Study of Child Life. M. P. E. Groszmann: The Career of the Child. E. A. Kirkpatrick: Fundamentals of Child Study. W. B. Drummond: The Child, His Nature and Nurture.
The subject of mothers' congresses may be discussed: Are they practically helpful, or merely speculative? Present the topic of institutions for children, homes and asylums for orphans, for the blind, the crippled, the feeble-minded; also, children's courts and the Big Brother movement. Discuss at this meeting the question of adopting children.
When clubs have serious subjects for their year's work, which require considerable reading and the writing of substantial papers, it gives variety to arrange the general program in such a way that a light program comes between two heavy ones; or at least to have every third meeting of quite different character from the rest.
Often clubs can invite a speaker from outside to take up most of the hour; a traveller, a settlement worker, a college professor, an actor, a journalist, a judge of a Children's Court, a student of bird life, all have something worth while to contribute. Perhaps a writer will read from his books; or a musician will sing or play, or an artist will tell of life in the ateliers of Paris or Rome. Even in a small town one can find some one who has a friend who will come and help in such ways, and there is no better way to rouseinterest in a club than to offer such meetings occasionally.
Where it is impossible to provide anything of this kind, it is still a good plan to have miscellaneous meetings from time to time; but there is always the danger that these will be spoiled by having them consist of odds and ends, a paper on one subject followed by another on something which has no relation to the first, and perhaps a third which is still further afield. It is best to have but one topic for each meeting, with music if possible, and a social hour afterwards.
One of the best ways to begin a miscellaneous program is to take up current events for ten minutes. It is possible to plan systematically for these, so that one member is responsible for a report on foreign affairs, wars or politics, or whatever is of national importance anywhere; another for great scientific discoveries or important inventions; a third, noteworthy music; a fourth, for the great book of the hour; a fifth, for anything of especial importance to women. No one should write these brief outlines, but merely give them informally. The material can be found by following the daily papers, or looking up articles in review magazines.
Clubs which study a historical or literary subject often find it interesting to begin these miscellaneous programs with a roll-call, members answering to their names with quotations from the authors of the period, or from one author alone. There are books of quotation which give the best short lines for such recitations, and one gets a good, if brief idea of writers in this way.
As to the matter of miscellaneous programs, the subjects should not be too heavy and papers should not be too long or too seriously written. Popular themes, the books of some well-known author, the magazines of the day, a philanthropy, a brief study of a political figure, all work out easily. Above all, whatever theme is selected, there should be a discussion of the subject at the close of the meeting. Women do not speak easily and naturally impromptu, and it is an immensely valuable training to be obliged to present one's views clearly, concisely and to the point before even a small audience, and even a short experience of this kind in a club is of enormous assistance. If the subject of the discussion is announced in advance members may prepare themselves to take part.
A very simple but most interesting program for one miscellaneous meeting may be prepared on this theme. Divide it into three parts, having the first paper on The Dress of Our Grandmothers; speak of its durability, its simplicity, its lack of change from one season to another; mention the bonnets, mitts, slippers, muffs and fans; illustrate with old prints or fashion plate or illustrations from books of about 1820 and 1830.
The second paper would then be on The Dress of Our Mothers. This will cover the periods of 1860, with its hoopskirts, its coalscuttle bonnets, its shawls, worked collars, and cameo pins; 1871 too, should be represented, with the tied back skirts, the small hats perched on chignons, the ridiculous sunshades. Read Miss Flora McFlimsey at this point.
The third paper would be on Our Own Dress, showing the extreme styles, short, with scanty skirts and huge hats. Speak briefly of the sudden change of styles and their causes, and the tendency to extravagance.
Discuss topics such as these: How far shallwe follow the dictates of fashion? How much of a woman's income should be spent for clothes? What of our daughters' dress?
It will add to the interest of this program if the three papers are read by members in the costumes of the times of which they speak, or if three or four tableaux are shown illustrating the papers. Have little ballads about dress sung if possible, the Old Grey Bonnet, the Owld Plaid Shawl, and Oh Dear, What Can the Matter Be? among others.
Several programs might easily be made from this outline; one, on Peasant Dress, with illustrations from all countries; another on Colonial Dress; a third on Quaker Dress. By using the dress of all nations and all times, an entire year might be delightfully spent on the subject of Women's Costumes.
Clubs which prefer literary study will find this subject most interesting, and like the previous one, capable of expansion into many programs.
Begin with a roll-call, the responses being selections from Emerson's prose and verse.
The first paper would be on his boyhood, his parents, his home life and education, his marriage, his ministry, his quiet life in Concord.
The second paper would take up the friends so closely associated with him, especially Alcott, Margaret Fuller, Thoreau, Longfellow and Whittier. The story of Brook Farm may come in here, or have a special paper by itself; close with his travels in England.
The last paper would be on Emerson's work as author and lecturer; of his place in his own day; of what Englishmen thought of him, especially Carlyle; of the influence of his essays on young men.
Have readings from prose and verse; read also from some estimates of him by great writers. See A Memoir of Ralph Waldo Emerson, by James Eliot Cabot. Discuss, Is Emerson's place among philosophers what it was a generation ago? Does the modern idea of social service find encouragement in him? What was his attitude in regard to individualism?
This is one of the topics on which it would be interesting to have the club invite some speaker,perhaps a librarian, to speak. She would probably take up some of the following topics. The effect of the public library for children of the poor, of their interest in it, their delight in the warm, charming reading-room, their growth in personal cleanliness as they learn to care for the books entrusted to them. Of what books children draw from a library; of the reading of history, of fairy stories, of poetry, of books of adventure. Definite and helpful suggestions will be given for children who have books at home, of what parents should give them to read, and how to interest them in good literature.
If no speaker can be had for the meeting, divide these topics into two or three papers, and have members write or speak on them.
Close with a discussion on these lines: What books have replaced the Rollo Books, Little Prudy, and the Elsie Books? What of giving children grown-up writers to read such as Shakespeare, Don Quixote, Mallory and Bunyan? Does much reading of stories vitiate their taste for better literature?
This program will be more delightful if songs about children are interspersed; Eugene Field's verses set to music by De Koven are admirable.
In preparing this program look up in advance plenty of illustrations from historical books on art and architecture, magazines of art, and prints and photographs of famous examples, such as the Sistine Chapel.
The first paper will of course deal with the earliest form of mural painting, found in Egypt, Assyria, and Greece. Describe these, and notice the colors used by the Greeks.
The second paper should speak of the wonderful paintings in churches, of altar pieces, and the decorations in fresco of walls and ceilings; select from the many examples of churches in Italy. Then the guild halls of the middle ages should be mentioned, and the curious work on bridges and elsewhere in Germany. The third paper should speak of the extraordinary interest to-day in mural painting; note that of the Houses of Parliament and other places abroad; show pictures of the work of Abbey and Sargent in the Boston Public Library, and of Blashfield and La Farge in the Congressional Library at Washington and elsewhere, and the excellent mural paintings on our public buildings, court housesand capitols, and some public schools in New York.
Discuss: The Cost of Mural Paintings To-day: Are They Worth While?
This subject opens a whole literary field and will be found delightful to expand into several meetings. A roll-call might be answered with famousbons motsfrom some of the men and women to be studied. Sidney Smith, Charles Lamb and others have left many.
The first paper might be on famous conversationalists; mention Johnson, Horace Walpole, Macauley, Fanny Burney, Samuel Rogers, Lady Mary Wortley Montagu and Sidney Smith, among many others.
The second would follow with some account of famous salons, especially those of France at the time of Récamier; see Sainte-Beuve's essays on this theme. What of corresponding salons elsewhere?
A third paper would speak informally of conversation to-day; is it becoming a lost art? Do we consider it seriously?
This paper will lead naturally to a discussion onthese and similar themes: What of our home table talk? Should children be taught to converse rather than to chatter? Shall we prepare ourselves in advance for conversations at dinners and other social occasions? What is the relation between a good conversationalist and a good listener?
When club members can not only write papers but also play and sing, this will be found a popular little program: Mendelssohn's famous grandfather; his father, interested in his son's genius; his early home life; his sister Fanny; the little Sunday morning concerts; his education, his versatility, his gay, affectionate nature.
The second paper may be on the early beginnings of his work as a composer; of his first opera; the overture to Midsummer Night's Dream, and the formation and work of his choir. Speak of his travels in England and on the continent, of his marriage; his call to Berlin by the king, and his operas and oratorios; the foundation of his music school; and last his death.
The third paper should discuss his position among musicians, his greatest work and its lastingqualities. Discuss: Does Mendelssohn rank among the great musicians?
Between each two papers have played some of the Songs Without Words, and others of his best known compositions, and have some of his songs sung, or selections from his oratorios; or they may be given by using musical records. The Lark, I Would that My Love, and Had I the Wings of a Dove, are among the best.
This is another popular program, and one easily prepared and discussed. Divide it into two parts: first, the great universities, Harvard, Yale, Princeton and Columbia; their history; their opportunities; show pictures of each campus. Follow with a paper on the small college; its advantages; the state universities; college athletics; fraternities, dangers of college life; does college prepare for a business life?
Next take girls' colleges in the same general way; describe Bryn Mawr, Vassar, Wellesley and Smith; and show pictures of them. Have papers on, Is a college education essential for all girls? and What are its advantages over the boarding-school, and its disadvantages? and Whatof athletics for girls? and Should their studies be those of men's colleges entirely?
Discuss these subjects, and add others: Does college life unfit a girl for life at home? Is a college girl likely to demand a career? Does she marry? Have some college songs sung: Fair Harvard, Old Nassau, Neath the Elms of Dear Old Yale, and others.
This is one of the subjects in line with the philanthropy of to-day, and will be found suggestive of social work for women's clubs.
The first paper might be on Orphan Asylums; the care of young children, their food, dress, education and personal oversight. What of adopting children from asylums? What of placing children in homes instead of asylums?
The second paper would take up: the defective children to be cared for in asylums. The blind, deaf, epileptic and idiots.
The third paper would be on the care of the aged; of almshouses, especially those of the county; are they sanitary, well cared for and cheerful? Are the old people well fed, clothedand amused? Are husbands and wives separated?
The last paper might touch upon English almshouses on the cottage plan and contrast them with our own large institutions.
Discuss the near-by almshouses, and question what can be done to better conditions.
A group of three or at the most four books are quite enough for a miscellaneous program for one afternoon. They may be selected on one general theme, such as biography, or on several. The first book suggested here is a delightful life study, that of Robert E. Lee, Man and Soldier, by Thomas Nelson Page. Notice the clearness and beauty of the style, the appreciation of the man's character and work, and the well chosen descriptions of his associates. Read part of a chapter near the close of the book.
Second, have a paper on The Promised Land, by Mary Antin, one of the really great books of to-day. Tell the story of her life, reading here and there from her own words; show how she was handicapped and yet how she rose, and speak of the fact that such women bring inspiration to our shores.
Third, take The Three Brontës, by May Sinclair, a book of fascinating interest. Briefly give a résumé of the family, and speak of the work of each sister; compare with Clement Shorter's The Brontës and Their Circle.
Or, for a program on several topics, have these three books for the papers: first, The Lady of the Decoration, by Frances Little. Give a review, with its story, the local color, the humor and pathos; read short selections.
Second, take Heretics, by Chesterton; here again, review his style, his mannerisms, and note his light touch; read briefly from two essays.
Third, take a collection of short stories, perhaps Jacobs' Dialstone Lane. Speak of his quaint dry humor, his sense of the incongruous, the similarity of his captain-heroes, and the absurdity of his plots. Read one story.
For a last program take the subject of Markets. If possible, illustrate some of these foreign markets mentioned, the pictures to be found in magazines.
Flower markets will make a first paper; notice those of Paris especially, near the Madelaine;of Covent Garden, London. Note the smaller flower markets in connection with the ordinary markets of cities.
A second paper may discuss famous markets in our own land, notably the markets of New Orleans and other Southern cities; their picturesqueness; their value to the housewife. Are they hygienic?
Third, take up the larger aspects of the subject; our great meat markets in cities here and abroad; note the market at Smithfield, London, on Saturdays, and the old Fulton Market of New York, and others. What can be done to regulate our markets, and make them clean and wholesome? What have women done here of recent years to clean up the markets of the West? What of foreign markets, especially in Germany?
Discuss the practical aspects of the subjects. What of the relation of farmers to customers? Can the latter insist on cleanliness and fair trade? What has the pure food legislation done on those points?