Ellsworth American. [volume] (Ellsworth, Me.) 1855-current, 1862-08-15
The Laws of Childhood,

that, recognizing the character Of child
rem, it adapts itself to this, doing invari-
ably and Systematically what all good
parents and teachers do often and intuit-
lively.
Pestalozzi recognized the noturc of a
child as threcf0ld-physical, mental and
moral. lie demanded that this nature
should be aided in developing itseIfsimul-
taneously, harmoniously and progressive
| ly. lie noted the thrcetold characteristics
of this thrcetold nature, and said, :. The
characteristic of a chiId's physical nature
is activity of his moral nature, sympathy
No educational system can suit him un-
less it works by these
]. Activity is law of childhood
Its abuse produce rcstlessness, love of
mischief etc. 1t were too much to de-
mand that the number of hours devoted
by growing boys and girls to physical cx-
crcisc, in some shape or other, should
equal those devoted to intellectual exercis-
os. This the teacher can not secure. She
can, however. insist as necessary con-
dition of work that her pupils shall have
two reccsscs in the morning and one in the
afternoon, each twenty minutes long that
during the time Of recess they be not re-
strained to quictulc-for children, unless
asleep, can not rest without they play, and
they cannot play without making noise; /;
that they shall sit and stand alternately +;
that they shall have physical exercise bet
tween each lesson, unless singing or recess
intervene, and that the remainder of the
time be honestly occupied in school work
1t is really sad sight to see young
children permitted neither to work nor
I play, but kept in their seats for two or
I three hours under pretence of studying.
We're schools instituted for the purpose of
tranin. little ones to the love of mischief
and to idlencss, they could hardly adopt
better means to secure such an end. To
/ divide school into two sections, to take
each alternately; and, while teaching one,
to provide the other with something to do
the doing of which is to be tested, as
copying printed columns Of words, arrang
ing patterns OF forms or colors, weighing,
measuring, number exercises ON the slate
or black-boarls, drawil the school-r0om
to scale, reproducing ON their own states
lessons in spelling or in language. All
ttiS re Iurcs not only the necessary ap-
plratus, but ttLiHiiI cicryy and moral
influence On the part Of the teacher. II
Is easier, to be sue, to remain i'll ones
seat, calling up one class at time, and
hearing tdese read and spell in turn, while
the rcst arc commanded - to keep study
inx.s
II. L9sc of Gaoulciyc is a law of
chi lhood. The abuse OF this produces
iIts aaa im9eftiuent curiosity. 1t IS u
simple fact, that the appetite OF \ child
for knogftds, is as keen Us his appetite
for fool. II We say We find il otherwise
it Is beeta~e W. give hin words when b.
knows not what they express, signs wb5n
he Knows not what they syubo.izc=th
husA instead oil the kernel or ii, indeed,
the kernel is there, he can not get through
the shell. Tic maxims laid downby Pes
taloz4i for the mental training Of children
are as fallows
=. Reduce every subject to It's ele-
ments. Ono difficulty at a time is enough
for the mind of A child, aul the measure
of information i, not what YOU can give,
bat what he can receive.
>. Besin with the senses. Never tell