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'tig 335 -___ V. - -.~_.V--.. ouuuuvu LL) All L116 early years ELL public school and in the high school, when they should go slowly. In the upper forms of our public schools we retard them. Both our public and our high schools need regulating. Space will only permit of two or three practical applications. First there are two places where we should go slowly and one place where we are arresting development by going too slowly. What has led to the develop- ment of man over the animals is the slow growth of the brain. Animals are active from birth, man is a, helpless babe. This gives the brain a chance to develop. Precocity in young children should be avoided. That is why it is very much better to send children to school at seven, as they do in Den- Ituaal, or at six, as they do in Switzerland, than at five as we do here. Chil- dren of good ability can go to school at eight years of age and pass the En- trance with ease at 12 or 13. We send them at five and they pass from 13 to If. A great many of them are arrested mentally by this course. The re- sults show it. From 25 to 30 per cent. of the pupils come into the High Schools between 15 and 17 years of age. Then people ask why 'do they not _get on in the High School? The reason is that they' have been kept so long sssirtirus School "tadpoles" that they have passed the stage at which they could have developed into High School “frogs”. The good child can get throughrthe Entrance at 13 and the average at 14. It a child cannot make the Entrance by fourteen it is an absolute waste of time to have him try it, unless he has missed a great deal of time by sickness. Those who enter High School at 15 seldom do much, and those who come in over fifteen are absolutely useless for ordinary High School work. It is unfortunate that 25 per cent. should be shut out of future educational hope. How is" it to be avoided? When these backward pupils are noticed by the Public School principal at ten or eleven they should be started on agriculture and a great part of their arithmetic should consist of practical problems arising out of this work. Then at the age of 12 or 13 they should be handed over to the High School and given a special course consisting of English Literature, Corn- position, History, Civics, Nature and Physical Science, a minimum of Mathe- matics, and over and above all a thorough course in industrial work, and household science in the case of girls. There are two stages when the brain should be developed slowly and with the aid ot manual work. In early childhood this is done by games pad by kindergarten work. The second period is during early adolescence. There is a marvellous change in growth and development of the brain and nervous system, and new "brain paths" with the cortex of the barin can be best made with Che help of manual 1a- bop, as the movements of the child give him his first knowledge of space, etc. For the best development of the child he should have industrial train- ing. The good ones can develop fairly well without it. The poorer ones cannot develop at all without it. The Jews wisely made every boy learn a trade. It we wish to get the best out ot our children we should have in- dustrial training. In other words, agriculture and industrial training are ‘mental foods not educational fads. “1°. 5,r-T,he times when we oveerrk children is in the early years at From 9th to 14th year with culmination in the 10th is the pastoral period. Fondness for pets, keeping and feeding pets, building huts and digging caves. From 12th to 16th year is the change from destructive to constructive life. It is the agricultural period. Watching weather signs, passion for gar- dening, digging up seeds to see if they're growing. This is why agriculture should be in all our schools. It gives the boy a love of nature, increases his powers ot observation, develops the scientific mind on which modern progress depends. It has a, distinct place in the normal development of the child. So valuable is it that in some places, as in Toronto, the teachers supervise the home gardens of the children and train them as best they may, although they have no special training themselves, and it is not on the regular course. HOW much better to have both as advocated in these articles. From 17 to 20 years is the commercial age, den/landing pay for services, want to leave sohool to earn money, etc. _ From the first to the fifth year the child is practically a savage. The mouth is the test of everything. He is fond of biting and tasting. From fourth to twelfth year he is savage and barbarian. The seventh year is the culminating year. He is cruel----) pull dog's tail, etc. He is a hero-wor- shipper. Father may now be child's hero. The father will either save or may ruin his child at this time. Is fond of hunting, stealth, stalking and surprise-pubs Bo-Peep, Hide-and-Seek, mimic sieges, war, assaults; fond of fighting. There are two educational features that should be emphasized at this time--the fighting spirit should be encouraged. This is only tem- porary;' and is afterwards absorbed, as the tadpole absorbs its tail. In later life this physical combativeness becomes the basis of courage and moral stamina. A leading educationalist says, "If you crush the fighting instinct in the boy you get the coward; if you let it grow wild you have the bully; if you train it you have the strong, self-controlled man of will." I once knew a neighbor boy who almost became a fighting mono maniac, he was brought up by his mother. The result can be imagined-suffice it to say that when the war broke out his mo91erp1rsred him to leave the country rather than enlist; to avoid the recruiting officer he went to the States. Then there is the danger of atavism. Suppress it in the boy and it may develop in the man and you have the prize-fighter. Who would aspire to be the father of A Les Darcy? The myths and superstitions of the savage are seen in the imagination of childhood-Santa Claus, Jack the Giant Killer, etc. The child's imagination should be cultivated at this period. He should hear about San- ta Claus and should have the best imaginative literature read to him-Red Riding Hood, Uncle Remus, etc. The imagination enables him to appreciate literature, tolrisualise business propositions, and to make real moral and spiritual truths. One of the greatest preachers of America has said that the Gospel is a gift to the imagination. Educationalists have discovered that this law applies to the develop- ment ot the child. That each child repeats in abbreviated form the history of the race. This has been worked out in “Adolescence” by Dr. Hall; by Prof. Baldwin in "Mental Development in the Child and‘the Race", and others. Science has shown that man has been a long time on the earth. By slowstages he has emerged from the savage through. the barbarian to the pastoral, to the agricultural, and finally to the trading, shop' and commercial life. Certain changes in language, government and in mentaQ characteris- tics have marked each of these stages, and these characteristics of the race are developed in the child at definite periods. The child receives his normal development by getting certain forms of education at definite times. If he is kept too long at one stage his development is interfered with--- he re- mains a, "tadpole" and doesn't become a "frog". If he is hurried over these periods there is danger of atavism. The reason for the long ascent of man is apparently that each stage has produced certain characteristics of vital im- portance to man, and it is only by keeping him for long ages in these states that the law of heredity becomes effective; they repeat in the life ot the child and so become part of the permanent inheritance of the race. _. The'teaching of Nature is dominated by the doctrine of Evolution. Brief- ly this is that the Creator has placed within animals certain potentialities 19f higher life, and under favorable circumstances these possibilities will de- "eiatelop, and the higher state will be reached. Under favorable circumstances ’ithe potentialities will not develop the lower to the higher is closed, and the animal remains in the lower state. The next thing seen was that animals reaching the higher state go through in their development in abbreviated form the steps and stages by which they rose from the lower to the-higher. Some- times animals have Yen known to go back to some earlier stage-VIS is call- ed atavi-sm. For example every worker bee had at one stage ot its develop- ment the potentiality of becoming a-queen bee. Kept in a, certain cell, and ted on "bee bread," it develops into a worker bee, and spends its life work- ing and serving others. But taken at a certain stage, given different Pod and a, larger cell, the saale larva will develop into a queen bee, much. larger in size and absolutely helpless, requiring to be ted by others. The trog's eggs that will soon be seen on our ponds have the possibilities of developing in- to frogs, but they first develop into tadpoles which have gills and are really fish, showing that frogs came from fish and are repeating' their life history in brief. Under favorable circumstances they will change into air-breathing animals ‘With two pairs of limbs. But kept in a cool, dark place the young tadpole will always remain a fish and eventually will lose the power of be- coming a. frog. There is a form closely related to the frog that has the power to change from the Iungrform to the gill form. This is atavism. SOME OUTSTANDING EDUCATIONAL PROBLEMS To-day we hear a, great deal of the cry "Back to the Land." Among some of our leading educationalists the cry has been "Back to Nature." Books of method on Education have been based on this cry, and it is the basis' of the Boy Scout Movement, and of the work of the Y.M.C.A. has been doing for tooys-a, work which under Taylor Batten and Mr. Atkinson has produced wonderful results in this country. It is also the basis of the Stan- dard Efficiency work of the Y.M.C.A. and many of our Sunday Schools. Al- though new to many, a wider application of its principles would be of great benefit to general education and to parents. PAGE SIX PLACE ALL YOUR ORDERS FOR PRINT- . IN G WITH GEO. L. HODGSON Weston Road Mount Dennis NOTICE ! V. NATURE'S EDUCATIONAL CALENDAR my and with the aid of manual work. In early y frames pnd by kindergarten work. The second yetcence. There is a marvellous change in growth brain and nervous system, and new "brain paths" (Continued from last week) Education Application Some Applications The Racial Epochs The Biological Law the early years at You labor in the vineyard To help men get ahead. They take the thing for granted, And not a. word is said, But they your name may honor Perhaps when you are dead. But that's the way with justice; It never strikes a _,trot; It never hits the iron The moment it is hot. You have to wan in patience For it to reach the spot. A fellow steals your chickens, The case is plain and clear; His lawyer makes objections, The great judge lends an ear, And then the case goes over For something like a year. It never won a toot race, For justice moves along As slow as cold molasses, For, though it may be strong, It doesn't run to speeding As wind to right a wrong. You hear of tardy justice, Does any other kind . Come tearing madly down the pike To help along mankind? Too bad the lady in the case Is lame as well as blind. The Silent Christ is Not the Passive Christ.--But the Divine Friend has not forgotten, the Saviour has not ceased to save, though he leaves us tor awhile to bear the burden of trial and affliction unrelieved. He is no more really silent and passively indifferent to-day than He was on the day when Martha and Mary sent to tell Him of their trouble and He let them wait before coming to their aid. He knew all about it, followed the whole course of events as though He were on the spot, as He really was in spirit; and He came when they were ready-for the truth their sorrow had to teach. It was the truth that nothing really matters except to live in Him, that earthly fellowship is but a shadow of that which is to come, and that this world, with its numberless griefs and disappointments, calamities and 'dis- asters, should not receive all our at- tention and affection. The raising of Lazarus has been called, Christ's crowning miracle. It was deliberately planned for four days before it was accomplished. The events Connected with no other mir.. acle are so vividly told; no other mir- acle shows so fully Christ's tenderness and sympathy. It is the last before the miracle of His own resurrection, and with the exception of this great- est of all miracles, it is the climax of all the signs which were told to prove "that Jesus is Christ, the Son of God; and that believing ye may have life in his name." Christ's Crowning Miracle.-With the fifth chapter of John we began our 1cvarure1isabaccour1t of the growth ot the Jews' unbelief in Jesus and of their bitter hatred which ended in their determination to put him to death. In chapters 5-11 are recorded three miracles in Judea and one in Galilee; each gave rise to exciting discussions and fierce antagonisms, and each furnished Jesus an occasion for revealing the nature of his divine claims. We have seenhow the healing ot the infirm man at Bethesda led to the charge against Jesus of breaking the Sabbath, and to His assertion of His equality and authority with the Father; we have seen how the miracle of feeding the five thousand led to the discourse in which He proclaimed Himself the bread of Life; we have seen how the restoring of sight to the blind man led to his declaration of Himself as the Light of the World; and in the raising of Lazarus we see that the miracle was the occasion ot His declaring Himself the Resurrect- ion and the Lite. Jesus was in Perea, east of the Jor- dan, when word came to Him that Lazarus, was ill. Bethany, the home of Lazarus, was about two miles from Jerusalem. "Ile whom thou lovest is sick," was the message that came to _ Jesus from Mary and Martha. They i believed that Jesus would at once start ifor Bethany. But Jesus said, ."This sickness is not unto death but for the glory of God, that the son of God might be glorified thereby," and did not start for two days. Then He told His disciples that He must return to Judea, but they tried to dissuade Him, reminding Him of the danger of going among the Jews who had tried to stone Him. He assured them that his life was in no danger while His work was unfinished, and added that He would go to awake Lazarus from sleep. Lazarus was dead, and Jesus told the disciples that He was glad that He had not. been at Bethany when he had died, in order that their faith in Him might be strengthened by the miracle He was about to per- form. He invited His disciples to go with Him, and Thomas, fearful of danger to his Master, but loyal and brave, said, "Let us also go that we may die with Him." When they reach- ed Bethany they found that Lazarus had lain in the tomb four days. In that hot climate burial of the body takes place on the day of death. Many Jews had come from Jerusalem to comfort the sisters. Martha hurried out to meet Jesus, saying, "Lord, it thou hadst been here my brother had not died. Even now I know that' what- soever thou shalt ask ot God, God willgive thee." Jesus, cheered by her wonderful faith, assures her that her brother will rise again. "Jesus groaned in the spirit and was troubled.” Many interpretations have been given of this emotion-sympathy with the sisters and the thought of His own death which would be hastened by the mir- acle that He was about to work.Possi- bly knowing the hatred of the Jews to Himself He was indignant at their hypocritical wailing. Martha showed that she had not fully learned the lesson of faith when she shrank from having _the stone rolled away; but Jesus told her she was to see the glory of God through His son made man- ifest. Because He would teach those standing by to see in the miracle a sign that He was from God. Very soon after death the body was washed and anointed, then wrapped in cloth and wound round and round with ban- dages. The S. S. Lesson GOLDEN TEXT.-"Jesus said unto her," I 'am the Resurrection and the Lite."--) 11:25. The Lesson Committee have trans, posed two lessons in order to give us a. fitting lesson for Easter Sunday. The lesson for next Sunday follows on that of last Sunday. _ JESUS RAISES LAZARL'S FROM THE DEAD. (Easter Lesson.--- John 11:17.44) THE ONLY BRAND THE TIMES & GUIDE, WESTON W’EDNESDAY, APRIL 4TH, 1917 Cars leave Keele Street on the hour and half hour. Leave Evelyn Crescent, on quarter to and quarter after the hour. Cars leave West Toronto for Wood- bridge every two hours: first car 6 AM; last car 10 RM. Leave Wood- bridge: tirst car 7 RM. last 11 Pal. Cars leave West Toronto every 15 minutes: on the hour, quarter past, half hour and quarter to. Leave Lambton on the hour, quarter past, half hour, and quarter to. Davenport Cars leave West Toronto on quarter to and after the hour. Leave Bathurst Street on quarter to and after the hour. Cars leave West Toronto for Weston and Mount Dennis every 20 minutes: on the hour, 20 after and 20 to. Leave Weston on half hour, 10 to and10 after the hour. A. M. East ........ ............ East ............ .... .'... MountDennis...... ...y... P. M. North ........ .... ...... Thistletown .......... .... Etobiche ........ ........ East ........ .... ........ East ........ ......q..... Mount Dennis ........ .... East ........ ............ West........ "'."". .... Office hours 6.30 a.m. to i North ........ .... ...... 12 Thistletown .......... .... 1 Etobiche ........ ........ 1 East ........ .... ........ 5 East ........ ......q..... 6 Mount Dennis ........ .... 6 East ........ ............ 7 West........ "'."". .... 8, Office hours 6.30 a.m. to 7 p.rrr _ A. J. BARKER. Postmaster, No more for them could death be sad, Nor down the ages carry gloom; _ By every open grave stands Christ, And empty every tomb! John Allen, J. B. Barker, Wm. Bell, C. Boake, C. Boylan, Geo. Brent, Frank L. Bull, Arthur Coles, Harry Coles, Henry Cock, C. Coulter, Roy Coulter, Ross Coulter, "C. Delworth, Harold Doty, Geo. Farr, W. Gard- house, F. Hamilton, H. Hamilton, Geo. Haddow, Wm. Haddow, Bert Ir- win, It. Jeffries, Arthur Lee, H. Lind- say, Mac. Lyons, W. McCutcheon, K. McKitterick, - Mitchell, F. Morgan, Gordon Ramsay, Edward Riggs, E. Rowntree, R. Smith, - Wallace, C. Wardlaw, W. Whitmore, R. Lindsay, M. B. Watson, A. Moore, R. Hew- gill, H. MacDonnell, H. E. Pearen, G. Campbell, Wilfrid Pearen, Lester Varden, Oliver Garbutt. Ex-teachers --G. E. Pentland. But with the rising sun came joy, Grief vanished with the shades of night; The Lord of Life and Lord of Death Stood radiant in light! One more than Master, more than Friend Had died upon the Cross in pain; Fond hopes were killed, faith crushed to earth, And loyal trust seemed vain. With what sad hearts they rose that morn-- The faithful few who had not slept Through all the watches of the night THE HIGH AND PUBLIC SCHOOLS' HONOR ROLLS Co/ron, Harold Cooke, Sydney Cooke, C. Coulter, Ross Coulter, Roy Coulter, Harry Cousins, J. Cunningham, Arthur Daines, C. Delworth, Ernest Doe, L. Draper, George Farr, W. Gardhouse, Thos. Gandy, Geo. Haddow, Wm. Had- dow, F. Hamilton, G. -Hamilton, H. Hamilton, Reginald Hill, H. Holmes, Robert Irvine, George Irvine, Bert Ir- win, Harry Laceby, George Laceby, H. Lindsay, Allan Lynch, Mac Lyons, F. Mattison, J. Mattison, A. Morning- star, J. McCullough, K. McKitterick. I). McKitterick, Wallace McLean, Bryon Parry, Bert Parry, Earle Pear- en, Wilfrid Pearen, S. Pritchard, G. Roberts, C. Jtowntree, F. Rowntree, H. Etowntree, Torn Smith, Percy Smith, Irwin Stanley, H. Stewart, E. Vande Vord,C. TVardlaw,Alfred Ward- law, Ernest Webster, Ernest Witty, J. B. Barker, Arthur Teale. The following list of names are to be painted on the two honor rolls just as they are. Should any name be omitted or be spelled incorrectly or any initial 'Wrong please notify Mr. Alexander or Mr. Pearson at once. Weston Public School Honor Roll Jack Allan, Robert Allan, Leonard Allan, Wm. Bell, Frank Birkett, Al- vin Brown, Cecil Brookes, Frank L. Bull, G. Campbell, B. Charboneau, A. Charboneau, Jos. Colhoun, Reg. Trains Going South 7.50 a.m. daily. 11.05 aan. daily. 6.11§.m. daily. 7.40 p.m. daily. 8.38 9.45 5.53 Who had but prayed and wept! \Veston High School Honor Roll SUBURBAN TIME TABLE MAILS FOR DESPATCH (By Elizabeth D. Preston) a.m. daily except Sunday. " a..m. daily, p.m. daily. 7.52 pm. daily. C. P. It. TIME TABLE Trains Going West 7.00 a.m. daily. 1.16 p.m. 4.45 p.m. 7.05 p.m. 11.59 p.m. daily. Trains Going East 8.04 ann. 9.57 a.m. daily 12.18 p.m. 4.25 p.m. 7.52 p.m. daily. G. T. It. TIME TABLE MAILS ARRIVING Trains Going North Evelyn Crescent Woodbridge EASTER Weston Lambton 8.40 7.15 11.30 12.20 1.00 1.00 5.00 6.00 6.10 7.10 8.15 7.30 8.20 8.45 6.45 9.00 9.00 11.45 6.00 5.30 6.45 7.15 IF YOU CANT GO This new Overland Country Club Light Four is a distinctive and smart car in the low priced car class. The rich gray body,with black fenders and trimmings, is set off to pleasing advantage by red wire wheels that give just the right flash of brilliant color. The two comfortable front seats move Our Spring Style Prepar'atiord Are Thdrough and Effrdient Barker & Farr, The Garage Main st. Weston The spring lines are completely ready-ready for merrof every taste- ready in all that is new and good. See them at your first spare moment. They'll interest you. _ SEVERAL factors govern the pur- JY chase of clothes-some men place _ value foremost, others believe style, fit, pattern or weave more important. Dealers in Automobiles, Supplies, Massey Harris Implements. 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