AiQ O SEHES3 R T MSIGJ3ZINE
18
With Superintendent Adams at Mooseheart
(Continued From Page 6)
sist temptation, which, to the adult seems so easy to resist. This development of the moral character can only come with education and years, just as in the case of physical and mental development. Constant watchfulness is necessary—to see that bad habits are not developed due to the slow growth of moral traits. Too often we act as if we thought the child fully developed morally.
Children often continue to make mistakes, break rules, etc., but there is still a chance to reclaim them. Their moral judgment can be improved. This can often be attained through a judicious use of praise in the small success that they attain amid their many lapses. Moreover, if the head of the family believes, and lets them know it, that they will ultimately succeed in behaving■ well, the head of the family can sometimes almost “believe” the child into being good. At least, such a confidence and firm belief does the child no harm. He can be no worse off through it and probably is much better.
Modern psychologists agree that it is unwise for children to experience too deep a sense of sin in their mistakes, or to be forced to “rastle with temptation” too hard, here is just as surely a MORAL OVERSTRAIN as there is a physical and mental overstrain.
Children should be taught “self-determination.” A boy or girl at the end of his or her “teens” should do right. He or she should want to,—not because he or she has to—for in their mind right acting should be more satisfactory than wrong doing. Children should be taught to debate with themselves until they know what is right and then taught to follow it because it is the right, and they know that they are happier doing the right.
Often when boys and girls leave their homes, they get into trouble because they have not had the practice of standing on their own feet and choosing between right and wrong. The choosing has always been done for them. How can a boy or girl be positive for the right, the good and the true, when he or she has not had a chance to determine for themselves what is right. If thev have been trained for AGGRESSIVE LEADERSHIP, and have had practice in choosing they would be more apt to choose the right and act well.
Phillip Brooks says: “He who helps a boy become a strong and good man, makes a contribution of the first order to the welfare of society.
Brother M. M. Knickerbocker, P. D. of Berwick, (Pa.) Lodge No. 588, is one of the most enthusiastic members of the Keystone State. He is now organizing two more lodges.
Coney Island (N. Y.) Lodge No. 138, states that the check for $25.00 which they sent to Mooseheart for the Christmas fund is their first donation, but not their last, as they are making• better prog-ress steadily.
Middleton, (Ohio) Lodge No. 501, has acquired Sorg Opera house property. This property was deeded over for a consideration of $85,000.00. At the expiration of the present lease it will be converted into a club house.
Rochester, (Pa.) Lodge No. 331, has followed the splendid example of Johnstown, (Pa.) Lodge in appointing• a trained nurse for service to the families of the members. Miss Sarah E. Davis is acceptably filling this important position.
Brother M. M. Kraus, Dictator of Colorado Springs, (Col.) Lodge No. 244, reports to the members of his lodge that the membership has been doubled in the past year and that the finances are in a very flourishing condition.
son, those that are called “natural punishments” are the best.
Natural punishments are those which come to the children as a natural result of their misbehavior. For instance, if the boys or girls of the household went on a raid in the pantry and in taking one of two jars of preserves, should cause the jar to be broken, it would only be a “natural punishment” that those members of the household who did not participate in the raid, have the other jar or preserves served to them only, at their evening meal, whereas the children who did participate in the raid go without the preserves. Of course, all punishments cannot be on the “natural punishment” basis, but many can.
Children develop physically, mentally and morally. The physical and mental development of a child is gradual-—very gradual and depends on exercise. All will agree with this. Moral development is, also, slow, and through the exercise of moral powers. Few adults having the care of children really act on this principle—even if they believe and understand it.
While we all realize that a small child should not and cannot lift a hundred pound weight, or solve a hard problem in arithmetic, yet we never stop to realize that a small child has not the strength of character to re-
is a large one but in general it may be said that there are five ideas to be carefully kept in mind by one who has to do the administering punishment. FIRST: Never let the punishment be corporal punishment. Such cannot be administered without evil effect. SECOND: Punishment should never be given in anger. THIRD: Punishment should always fit the “crime.” FOURTH: The punishment given should be deserved and the child should acknowledge this in his own mind, so that there will be no antagonism on his part. If there is, punishment should be postponed until it is very clear in the mind of the child that the punishment is deserved, and given not as a revenge for the child having done something that he or she should not, but as a disagreeable event so that the next time he is tempted to do the same thing, this disagreeableness will come to his mind and warn him that it is better not to do it. FIFTH:	Punishment, if fully and
fairly deserved and given in the right spirit and given in such an amount as to fit the crime, should stir up in the soul and mind of the child a feeling of regret and sorrow for having done that which brought on the punishment. This feeling of regret is necessary or else the punishment has failed in part of its purpose. For this rea-
papers on the floor,” say “Put the papers in the waste basket or on the table.”
Praise is a great incentive and should be liberally used by the head of the household. In what we were fond of calling the “good old days” the master of the house was very apt to be a stern and rigid individual. He went on the plan that a person who did what he ought to do, didn’t deserve any praise and that those who did not do what they ought to do did wrong, needed a scolding. In other words, practically all the criticism from such an individual came in the destructive or negative form and usually on top of a decided feeling on the part of the child that he already knew he had done wrong and was sorry for it.
Modern ideas are decidedly in opposition to this method. Child welfare workers believe that we all should quickly note every improvement in the action or behavior of a child and give ample praise. This has a tendency to make the child strive more and more to improve, not only along the line for which the praise was given but in similar and other ways.
All this goes back to a general human weakness, if you wish to call it such, which is that we all act as we do through desire for approbation. It is either that of our family, our friends, our fellow citizens, or in the last analy sis, of our God. We all desire to please. Most people from sensitiveness or bashfulness, will not admit this, but it is one of the most important of human traits. If then, our normal desire is to do right and win the approbation of all of our fellow men. we have the natural tendency to do those things that they praise us for doing, so when a child (simply a man and woman in the bud) receives praise for a certain action, the child has all the more motive for continuing the same line of behavior.
Children, like adults, cannot be harmed by too much praise, as long as it is earned and justifiable praise. It is wrong to praise a person for their good looks, for the color of their hair and for the many and one things which may be true of them through no EFFORT on their part, but which have come to them through birth. On the other hand, it is a most desirable thing and can never work harm when a child or adult is praised for those things that it has been an effort for them to achieve. In the latter case the praise comes as a justifiable and earned reward to which they are entitled. There is no tendency in it to make either the child or adult conceited. Praise in this case results in a feeling of satisfaction in the effort thrt has been crowned with success, a feeling that the effort was worth while and also a feeling that it is a desirable thing to repeat the effort. All of this stimulates right doing and right living.
It should thrill one—each time a child shows self-control. Make this effort for self-control permanent through justifiable praise. Praise the beginning of an effort on the part of a child and so insure its repetition and the growth of good. Bad ideas and acts may be smothered by the starting of good ideas and points of view through the justifiable use of praise. Show yoUr happiness in your face over right acts and the “tries” a child m-kes to be good and to act right.
Did you ever stop to think that children care more for the approval end praise of their fellows and chums than they do for the disapproval of their elders ? This is a very strong argument for the head of every household, to desire to be considered not an elder but a comrade or chum, whose praise and approval is considered of high value by the child members of his household.
The i whole question of punishment
Mooseheart Day (October 27) was celebrated as above by Paris, France, Lodge. Those present, reading from left to right, are: Keith M. Brooks, Dr. R. J. Waters, A. D. Beeler, Samuel Warnock, S. G. Girard, Jos. Moran, F. P. Hilbert, S. G. Potter, E. A. McCray, Thos. Flan-nagan, Marcel Collette, Major J. G. Isbell, A. E. Gibbs, M. M. Moore, Jos. A. Jenkins, Floyd Gibbons, D. G. Dillon, Jean Vinchent, W. O. Grote, A. E. Williams, M. David Detar, Wm. Denauit, M. L. Severe, Raymond Laprand, Dr. Sterling, Captain Fifield, George Evan.
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THE UNIVERSITY OF ILLINOIS LIBRARY
URBANA, ILL.
Dec. 18, 1919.
Mr. M. P. Adams, Supt.
Mooseheart, 111.
Dear Sir:	Acting-President Kinley of the University of Illinois
has just presented to the University of Illinois Library a copy of the sixth annual report of the Governors of Mooseheart, with the suggestion that we try to get the entire set.
We find that this is the first one of these reports which we have, and as they are full of interest sociologically, we should appreciate it if you could see your way to letting us have a file of the back numbers, as well as those which will be issued in the future.
We are already on the mailing list to receive your magazine, and wish to thank you for your generosity in letting us have it.
Yours truly,
MILES O. PRICE.
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