Your Child Today and Tomorrow | Page 2

in most cases to ascribe a particular idea to a particular person. I wish, however, to acknowledge my indebtedness to all who have patiently labored in this field, and especially to those Masters of Child Study, G. Stanley Hall, John Dewey, Earl Barnes, Edwin A. Kirkpatrick and Edward L. Thorndike. I owe much to my opportunity to work in the Federation for Child Study. These groups of mothers and teachers have done a great deal, under the guidance and inspiration of Professor Felix Adler, to develop a spirit of co-operation in the attack upon the practical problems of child-training in the home.
I am very grateful to Mrs. Hilda M. Schwartz, of Minneapolis, for her assistance in revising the manuscript and in securing the illustrations.
The assistance of my husband has been invaluable. In his suggestions and criticisms he has given me the benefit of his experience as biologist and educator.
SIDONIE MATZNER GRUENBERG.
New York May, 1913.

A FOREWORD
In the thought of the writer of this prefatory page, the book he thus introduces is an exceptionally sane, practical and valuable treatment of the problem of problems suggested by our present American Civilization, namely: The Training of the On-coming Generation--the new Americans--who are to realize the dreams of our ancestors concerning personal freedom and development in the social, political, commercial and religious life of the Republic.
There is always hope for the adult who takes any real interest in self-improvement. One is never too old to "turn over a new leaf" and to begin a new record. A full-grown man may become a "promising child" in the kingdom of grace. He may dream dreams and see visions. He may resolve, and his experience of forty or more years in "practising decision" and in persisting despite counter inclinations may only increase his chances for mastering a problem, overcoming a difficulty and developing enthusiasm. A page of History or of Ethics, a poet's vision or a philosopher's reasoning, will find a response in his personality impossible to a juvenile. His knowledge of real life, of persons he has met, of theories he has often pondered, of difficulties he has encountered and canvassed, the conversations and discussions in which he has taken part--all give new value to the pages he is now turning, and while he may not as easily as formerly memorize the language, he at once grasps, appreciates and appropriates the thoughts there expressed.
With these advantages as a thinker, a reader, a man of affairs, a father interested in his or children and in their education, what a blessing to him and to his family comes through the reading of an interesting, suggestive and stimulating book on child training such as this practical volume by Mrs. Gruenberg. In fact, the book becomes a sort of a Normal Class in itself. It is attractive, ingenious, illustrative and stimulating--an example of the true teaching spirit and method.
This volume has in it much that a preacher and pastor would do well to read. And a very wise pastor will be inclined to bring together Mothers and Sunday-School Teachers and read to them certain paragraphs until they are induced to put a copy of the volume in their own library and thus become, in a sense, members of a strong and most helpful "Normal Class."
One thing every Sunday-School Teacher and every Parent should remember is that all attempts to experiment in the instruction of children are so many steps towards "Normal Work," in which are included the use of "illustrations," the framing of "questions," the devices to "get attention," and the effort to induce children to "think for themselves" and freely to express their thoughts, reasonings, doubts, difficulties and personal independent opinions. All these efforts not only develop power in the child, but they react upon the teacher and ensure for the "next meeting of the class" some "new suggestion," some additional question, some fresh view of the whole subject by which both teacher and pupils will be stimulated and instructed.
In our intercourse with children let us aim to develop the teaching motive, and we shall not only make the work of the "class room" profitable to the pupils, but each of us will find new delight, new inspiration and an unanticipated degree of success in this beautiful and divine ministry.
JOHN H. VINCENT.
CHICAGO AND CHAUTAUQUA,
May 7, 1913.

CONTENTS
CHAPTER
I.
YOU AND YOUR CHILD
II. THE PROBLEM OF PUNISHMENT
III. WHEN YOUR CHILD IMAGINES THINGS
IV. THE LIES CHILDREN TELL
V. BEING AFRAID
VI. THE FIRST GREAT LAW
VII. THE TRAINING OF THE WILL
VIII. HOW CHILDREN REASON
IX. WORK AND PLAY
X. CHILDREN'S GANGS, CLUBS, AND FRIENDSHIPS
XI. CHILDREN'S IDEALS AND AMBITIONS
XII. THE STORK OR THE TRUTH
XIII. THE GOLDEN AGE OF TRANSITION
XIV. HEREDITY AND ENVIRONMENT
XV. FREEDOM AND DISCIPLINE

ILLUSTRATIONS
THE CREATIVE IMPULSE IS BORN WITH EVERY NORMAL CHILD
THE IMPULSE TO ACTION EARLY LEADS TO DOING
IMAGINATION SUPPLIES THIS TWO-YEAR-OLD A PRANCING STEED
NEITHER ARE GIRLS AFRAID TO CLIMB
ONLY