Practical Suggestions for Mother and Housewife

by Marion Mills Miller

The School-child—Breakfast—Luncheon—Supper—Aiding the Teacher at Home—Manual Training—Utilizing the Collecting Mania—Physical Exercise—Intellectual Exercise—Forming the Bath Habit—Teething—Forming the Toothbrush Habit—Shoes for Children—Dress—Hats.

When the child reaches the school-age especial care should be taken of his diet. He should not be allowed to have meat at breakfast, except a little bacon with his eggs, one of which may be allowed a school-child when young, two when older. Well-cooked cereals, such as oatmeal and cream of wheat, should form the staple article of diet, though these may be varied by the ready-to-eat breakfast foods, such as corn-flakes. He should always have either sound fresh fruit, or stewed fruit, to eat with the cereal. His bread should always be toasted. Muffins are better for him than pancakes or waffles, which, however, should be allowed him occasionally as a treat.

As this kind of a breakfast largely consists of starchy foods, it should be eaten slowly, as starch requires thorough mastication. The practice of allowing children to lie late in bed, and then gulp their breakfast down in a minute or so, in order not to be late to school, is most pernicious.

The luncheon put up for school-children may consist chiefly of sandwiches, preferably several small ones of different kinds, rather than one or two large ones. Biscuit sandwiches are generally more palatable to a child than plain bread ones. Besides those made of cold meat, there should be at least one cheese or one salad-and-nut sandwich, and one jelly sandwich. A hard-boiled egg, preferably one that has been cooked for some time in water kept under boiling point, will vary this diet. Of course fruit, such as an apple, an orange, or a banana, forms the best dessert. Occasionally cake, gingerbread, sweet biscuit, or a piece of milk chocolate may be put in the basket for a pleasant surprise.

The supper of the school-child while young should be a simple one, something on the order of the breakfast. In the early days children were fed at night on hasty pudding, or mush-and-milk, (cornmeal), which is an ideal food when thoroughly prepared, the meal being slowly sprinkled into the pot, which was stirred constantly all the while. The North Italians prepare cornmeal in this fashion; the mush, which they call "polenta," forms an accompaniment of meat stews, thus affording all the elements of a "perfect ration." American cooks should employ cornmeal far more than they do. Mush in particular has the advantage possessed by King Arthur's bag-pudding, what cannot be eaten at night may be served "next morning fried." While fried food is, as a rule, not good at breakfast for any save one who has hard manual labor or physical exercise to perform, an exception may be made of fried mush and fried eggs, because their base is so nutritious that the heated fat can do little to impair their digestibility, while it certainly whets the appetite before eating, and pleases the palate when the food is in the mouth. It should be borne in mind that those foods which require much mastication ought especially to be made palatable in order to be chewed thoroughly. Therefore, starchy materials ought to be prepared in appetizing ways; on the other hand, meats, which require less mastication, may dispense with high seasoning and rich sauces, especially as they have their own natural flavors.

The mother should closely follow the work of the child at school and aid this in every way at home. She should patiently answer his many questions, except when she is convinced that he is not really in search of information, but is asking them merely for the sake of asking. Wherever the child ought to be able to reason out the answer, the mother should assist him to do so by asking him guiding questions in turn. This is the method that Socrates, the greatest of teachers and philosophers, employed with his pupils, and, indeed, with his own children. It is as useful in inculcating moral lessons as in teaching facts. When one of the sons of Socrates, Lamprocles, came to him complaining that the mother, Xanthippe, treated him so hardly that he could not bear it, the philosopher, by kindly questions, led the boy to acknowledge his great debt to her for her care of him in infancy and in sickness, and, by showing the many things Xanthippe had to try her patience, persuaded him to bear with her and to give her that love which was her due.

Where manual training is taught in the schools, the mother should give every opportunity to her children to practice it at home. Where it is not a part of the school course, parents should study to devise home substitutes for it, the mother teaching the girls sewing, embroidery, etc., and the father instructing the boys in carpentry and the like.

The desire to collect things, which seizes boys and girls at an early age, should be turned into useful channels by teachers and parents. Often this valuable instinct is largely wasted, as in the collecting of postage-stamps, the impulse which it gives to geographical and historical investigation being grossly perverted—for example a little island, that once issued a stamp which is now rare, looming larger in importance than a great country none of the stamps of which have any special value.

Every school, or, failing this, every home, should have a museum, not so much of curiosities as of typical specimens. These may be geological, botanical, faunal or archaeological; the rocks and soils and clays of the home country, the flowers of plants and sections of wood of trees; the skins of animals and birds (taxidermy is a fascinating employment for the young) eggs and nests (here the child should be taught to be a naturalist and not a vandal), and Indian arrow-heads and stone-axes.

In this connection it should be suggested that the most valuable collection of all is a herbarium of the flowers of literature, specimens of which may be found in the home library. That a child is not fond of reading is testimony that his parents no less than his teachers have failed in their duty.