Your Child Today and Tomorrow | Page 2

to refer at every point to the source of the
material used. One unconsciously absorbs many ideas which one is
unable later to trace to their sources; in addition to this, the material I
have here presented has been worked over so that it is impossible 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.