ll the time by it."

"But you cannot pretend with it!" I found myself saying.

"Oh, yes, I can," the little girl exclaimed in surprise; "and I do! I
hang it on the cupola of my dolls' house and pretend that it is the
clock in the Metropolitan Tower!"

The alarmists warn us that what we do for the children in the direction
of costly and complicated toys may, even while helping them do something
for themselves, mar their priceless simplicity. Need we fear this? Is it
not likely that the "real" watches which we give them that they may
"really" tell time, will be used, also, for more than one of the other
simple purposes of childhood?

The English woman said that we Americans did so much, so _very_ much,
for the children of our nation. There have been other foreigners who
asserted that we did _too_ much. Indubitably, we do a great deal. But,
since we do it all that the children may learn to do, and, through
doing, to be, can we ever possibly do too much? "It is possible to
converse with any American on the American child," the English woman
said. Certainly every American has something to say on that subject,
because every American is trying to do something for some American
child, or group of children, to do much, _very_ much.

I

THE CHILD AT HOME

In one of the letters of Alice, Grand Duchess of Hesse, to her mother,
Queen Victoria, she writes: "I try to give my children in their home
what I had in my childhood's home. As well as I am able, I copy what you
did."

There is something essentially British in this point of view. The
English mother, whatever her rank, tries to give her children in their
home what she had in her childhood's home; as well as she is able, she
copies what her mother did. The conditions of her life may be entirely
different from those of her mother, her children may be unlike herself
in disposition; yet she still holds to tradition in regard to their
upbringing; she tries to make their home a reproduction of her mother's
home.

The American mother, whatever her station, does the exact opposite--she
attempts to bestow upon her children what she did not possess; and she
makes an effort to imitate as little as possible what her mother did.
She desires her children to have that which she did not have, and for
which she longed; or that which she now thinks so much better a
possession than anything she did have. Her ambition is to train her
children, not after her mother's way, but