No more appropriate ending can be found to this section on industrial education or the entire chapter on Negro education, than the beautiful poem of Paul Lawrence Dunbar, written as a tribute to Dr. Washington: The word is writ that he who runs may read, What is the passing breath of earthly fame? But to snatch glory from the hands of blame— That is to be, to live, to strive indeed. A poor Virginia Cabin gave the seed. And from its dark and lowly door there came A peer of princes in the world’s acclaim, A master spirit for the Nation’s need. Strong, silent, purposeful beyond his kind, The mark of rugged force on brow and lip, Straight on he goes, nor turns to look behind Where hot the hounds come baying at his hip, With one idea foremost in his mind, Like the keen prow of some on-forging ship. [Illustration: Y. M. C. A. BUILDING, KANSAS CITY, MO. ] THE TRAINING OF CHILDREN The Child an Imitator Imitation is the basis of all education; it is instruction through action. Especially so is this in the case of young children. The tiny infant lying so snugly within his mother’s arms, knows nothing of the “why and wherefore” of this world. It is content, and as long as its physical wants are looked after, it matters not. Toward the ending of the first year it begins to take notice, and we see the fond mother teaching her darling to shake bye-bye, play pat-a-cake, and to throw a kiss from his tiny fingers. All these gestures are mere imitations of what he sees. He hasn’t the slightest idea of the meaning of it all. Later the infant will imitate the noise of the “bow-wow,” the “moo-cow” and he will do his best to “mew” like a cat. These, too, are imitations of what he hears and are of importance in its development. An interesting story is told of a young mother who took great pains to teach her first little one to lisp “Da-Da” at the approach of its father. The mother succeeded admirably and the fond father never got tired of hearing his little one utter this new name of his. What was their utter dismay when one day a despicable looking tramp came to the door and the little one insisted in holding out its arms to him and fondly calling him “Da-Da.” We can easily see that the early knowledge of a child is an imitation of what he sees and hears and you, watchful mother, must always keep the watchwords, “what he sees” and “what he hears” ever before you, and let it be the keynote of all early training.