Page:Harper's New Monthly Magazine - v109.djvu/1052

978

HE Mother of the Modern Child took a chair by the Teacher's desk.

"I called to see," she said, "how Freddy is progressing in his studies."

"And I am glad that you did," was the Teacher's frank response, "for in certain things your boy is a trifle backward; not much, you understand, but enough to make a little talk between his teacher and his mother worth while.

"In his construction work," the Teacher went on, "Freddy is doing very well indeed. His paper boxes are among the best in the class; his designs for wall-paper are remarkable, considering his age of nine years; and he copies and colors magazine covers with a proficiency that is surprising. But in nature study—"

Here the Teacher paused and, half smiling, half frowning, shook her head.

"Go on," said the Mother of the Modern Child. "In nature study—"

"In his nature study," continued the Teacher, "Freddy is a very backward boy. Indeed, I am afraid that the work of this grade is as yet too advanced for him. Bird-calls, as I presume you know, are included in the course for this class, and Freddy is far behind the rest. He crows and clucks fairly well, but his caws are poor, and at cackling and cooing he is particularly deficient. Does he devote much time at home to his nature study?"

"I heard him his chirps and peeps for half an hour last night," said the mother; "but hereafter, if you think best, I shall insist upon closer and longer application."

"I would do so, madam," was the Teacher's advice, "as the superintendent is exceedingly strict in regard to nature study, and the elementary caws and coos of this grade are but the groundwork of the advanced moos and bleats of the grades higher up.

"And, by the way, while you are here, I wish to tell you that the reason why Freddy was kept in two afternoons last week was because of his poor work in music. In the development of rhythm, including syncopations and subdivisions of the metrical unit into three parts, he has failed repeatedly; also in chromatic tones approached by skips."

"Dear me! And his skips were perfect before he left home, for I heard him his skips myself."

"And I have no doubt," said the Teacher, encouragingly, "that in a short time they, together with his bird-calls, will be as perfect here. If he will devote, say, a little more time at home to these studies, and a little less to the secondary subjects, his progress, I am sure, will soon be satisfactory to both of us."

"And these secondary studies of which you speak?"

"Oh, spelling, penmanship, grammar, arithmetic, and one or two others."

"But," cried the Mother of the Modern Child, "those studies are essential to my boy's success in life!"

"Perhaps," returned the Teacher, gently, "but that is another and very different matter. We are talking now of essentials to his success in school."

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