Birmingham state herald. (Birmingham, Ala.) 1895-1897, 1897-03-14

pretending to read books and papers be-
yond them. The ways of walking; slang
and mode of speech of companions espe7
cially of larger children, the teacher
ways, the physician, etc, etc, but every
child is an unconscious mimic. imitat-
ing defects of speech, awkwardness OF
manner, ETC., mereiiessly refec.tng that
which strikes its consciousness.
Look around us al the little children
who initiate their mothers in the treat
men. of their dollsi Why cannot the
mother learn of the child? ! find 1t true
that when playing dolls the child gen
orally selects with prs ference) the vio-
lent and exceptional modes of punish
ment that she has seen in the home for
che naughty dolls, and for her good
dolly" the loving. caressing manner OF
her mother What a mirror
I have placed initiative acts in few
groups; but, a | said before, there has
been no attempt at scientific classifica-
tion.
First Group-.Where the impression is
retained. but the reaction of imitation
does not take place for some time Elk
amples' under this head are numerous.
/ Last summer mother took her A.
year-old boy to Nashville-this being his
first long trip, the mother wanted him
to notice everything-but no, he would
not respond-he sat seemingly oblivious
to all around him. In about week the
reaction took place, when 1t was seen
that not the slightest detail had escaped
his attention. He knew something of the
rivers, bridges. etc. He lived over the
impressions received while in the car.
He had no children to play with him.
He was conductor. Observation-Disclosures
the locomotive He called the stations.
took tickets. etc. He placed chairs for
the train, ETC.
Second Group.--While Imagination and
Imitation certainly go hand in hand, vet
larger part than the imagination and
we cannot find a place where the motive
impulses discharge themselves more
quickly or more surely than in the school
room.
The other day, a little girl, in our first
grade complained of headache; in a short
time several children in that grade were
suffering severe pain of the same ma
ture.
After Mardi Gras, the children being
tired. one little fellow fell fast asleep on
his desk The teac r smiled as she saw
the little curlyhead nestled on the desk
pretty soon six or seven children had
their heads on the desk-seeming to be
fast asleep-"possuming.
Third Group.-Where the motor pre-
dominates One child wants his pencil
sharpened a dozen pencils need sharpen
ing then and there. Teachers know
how one thirsty child will inflict whole
room.
Fourth Group.-Where the power of
observati on seems to be quick, but the
mind does not appear to act. The child
is often unconscious that any movement
has been made.
A little boy in the second grade discov-
cred a new way to hold his pencil while
writing. In a short time all the children
around that boy we're trying the same.
The other day Lewis Jones, 4th grade
boy, who is a listless. dreamy child, was
not greatly interested in the work. but
was turning the leaves of his book back
and forth. The next child did the same
and soon a half dozen were twirling the
leaves of their books in the same way
Fifth Group-In this group are those
where more mental power is exhibited
the children are under 4 years of age.
A little babe twelve or fourteen months
old, on the South Highlands, will hold
a book or paper in front of her, and will
read with the same tones and infections
of voice as her ia ther, going through the
same motions, smiling, laughing, though
she never says word She is so thor
oughly interested in what she is doing
as to be quite unconscious when the
members of the family gather to watch
her
This same child goes through all the
motions of little song that her sister
has learned at school.
Again, she will point out the pictures