nterest in that work which
in some form or other he will have with him always, is the quickening
of the mother's own interest in what may have come to seem to her
mere daily drudgery. Any woman who undertakes to perform so simple
an operation as dish-washing with the help of a bright happy child,
asking sixteen questions to the minute, will find that common-place
operation full of possibilities; and if she will answer all the
questions she will probably find her knowledge strained to the
breaking point, and will discover there is more to be known about
dish-washing than she ever dreamed of before; while in cooking, if
she will make an effort to look up the science, history, and ethics
involved in the cooking and serving of a very simple meal, she will
not be likely to regard the task as one beneath her, but rather as
one beyond her. No one can so lead her away from false conventions and
narrow prejudices as a little child whom she permits to help her and
teach her.

[Sidenote: The Love of Work]

(3) The child's spontaneous joy in being active and in doing any
service is being utilized, as it should be, in the performance of his
daily duties. We have already referred to the fact that all children
in the beginning love to work, and that there must be something the
matter with our education since this love is so early lost and so
seldom reacquired. If when young children wish to help mother they
are almost invariably permitted to do so, and their efforts greeted
lovingly, this delight in helpfulness will remain a blessing to them
throughout life.

[Sidenote: To Make "Helping" of Benefit]

But in order to get these benefits from the domestic activities two or
three simple rules must be observed. (1) Do not go silently about your
work, expecting your child to be interested and to understand without
being talked to. Play with him while you work with him, and see the
realization of youthfulness that comes to yourself while you do it.
Many tasks fit for childish hands are in their nature too monotonous
for childish minds. Here your imagination must come into play to rouse
and excite his activity. For instance, you are both shelling peas.
When he begins to be tired you suggest to him, "Here is a cage full of
birds, let us open the door for them;" or you may tell a story while
you work, but it should be a story about that very activity, or the
child will form the habit of dreaming and dawdling over his work. Such
stories ma