The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1897-02-17
CHrLD-sTuDY ROUND TABLE.
An Interesting Session. with n Wide
Variety of TOpicn.


many Indianapolis people gathered at
Plymouth Church in a round table" con-
ference on "Child.study." Four such con-
ferences were arranged for, but at least
one of them was totally eclipsed by the
subject discussed in the auditorium Of
Plymouth Church. and many educators who
would have attended the others were drawn
to listen to the papers and discussions on
the various phases of chid-study. The
| round table, conference was conducted by
| Prof. NJ. V. OShea, Of the School of Peda-
gogy of Buffalo. The general subject
| THE Contributions of Child-study to Prac-
teal Teaching" The programme was en-
| tirely too long, and. though interesting
| even to nonschool men. 1t proved very
trying to have to remain throughout the
| three and half hours during which the
| subject was discussed. Few of the seven or
eight hundred who were there at the open
| ing remained till the close.
| Professor OShea opened the discussion
| by some general remarks on the subject.
He said there great need of edu-
| eating teachers to the knowledge that the
study is of practical value to them and
| their success. What was aimed at in the
| modern child-study, he said, was a new
psychology which would deal with the pro-
| cess of the development of the childs in
| tellect, to make science of the practice
of developing this intellect
Under the general subject, What has
Inductive Statistical or Scientific Child
| study Accomplished Thus Far that would
| Suggest Notifications in the Present Cur
| ricula or Methods of Teaching in Our
Schools?' Professor w. l.. Bryan, of the
Indiana University, talked on THE Devel-
4 " 10
was followed by H.. T.. Kratz of Sioux City,
who had for a subject. Fatigue and Sense
| Defects. He did not get to the second
part on account OF the end of the time limit
arriving and the falling of the gavel in the
hand Of Professor OShea. THE matter
of fatigue" Mr.. Kratz said, lis about the
same as the safety valve to the locomotive.
| 1t comes quicker when work Is dstaste-
full, for then there is the additional strug-
gle of the child with the will. In consid-
| ering the amount and the qua ity of the
work that child may be expected to do,
the health of the child, the quality of its
| food and the temperament must be con-
| sidered. These things ought to be looked
| after carefully and scientifically. 1t is a
fact known TO all and brought out by eX-
| pertinent. that recuperation, except where
| there is complete exhaustion, Is very rapid,
| and couple with this the fact thai skill
| acquired by pupils Is of a permanent ma
ture, and it will be easy to understand
that short rest periods thrown in every
twenty or thirty minutes are more bene-
fetal than longer rest coming after a
longer time at work. Teachers are wont
| to think that frequent rests would inter
rupt the study. but this is mistaken idea.
REST is by contrast. Change IL rest. We
have tried to work Sout, the problem in the
programme of daily work and have sue
ceeded partially, but there is more to &C
complish. The daily programme should ro-
tate the work SO as to bring about the
greatest possible contrast. This is not a
new idea but one which is capable of
further development
CHILDRENS INTERESTS.
"Childrens interests was the next di-
Professor G.. w. A. Lucky, of the Univer-
sity of Nebraska. He said, in part:
1.-The work of the scientist mast not be
hurried. There must be leisure hours to al
low culture for cultures sake and science
for the sake of Science We get much OF
our knowledge second handed. but we must
be able 10 work out the thought for our
selves. 1t does not require a keen superin-
| tendent TO pick from among a number OF
teachers those who are chilj-students
They are easily known for the practice they
| have had. They easily discovered
as the athlete among men. lou might as
| well try TO become teacher on the line OF
the child-study science by hearing the the
DRY expounded as to try TO become an ath-
lete by sitting in a chair and listening tc
the Instructions of the physical director"
Professor Lucky went into detail, giving
the benefit OF his experience in child study
| Elementary drawing, he thought, shou,G
teach less of design and allow the pupils
honghts sbo%s Sa a Wfng
blackboard This would give the pupil the
requisite amount OF motor accompaniment
| and would not produce the worry and ex-
haustion that the confinement between mar
row ruled lines on a piece of paper causes
In reading he thought the style of text is
too formal for youthful minds, and he adj
vocated the method of printing retold tales
These are classical stories told TO child
and then repeated by the child in its own
| style.
CHILDREN AND THEIR MUSCLES.
Dean Edward r. Shaw, of the school OF
pedagogy of the New York University
spoke of the Relation of Motor Activities
to Intellectual Development" lie thought
one of the greatest wrongs practiced upor
children was the suppression o. the muscu.
lar activity. There is a grea. amount OF
activity that must be discharged. Children
he thought, are pent UP too long in the
schoolroom with work of the intellect He
did not recommend less intellectual work
but thought it ought to have a manual OF
muscular accompaniment. IF this muscu.
lar activity il, not provided for, he said
I'VE are unable to hold the attention. If
therefore, d motor accompaniment can be
had the chids attention can be secured
Moreover. it has an office beyond this. II
gives "a clearness of conception when prop
erly applied, for il serves in illustrative
way. A moderate muscular exercise is con.
nected with a more or less feeling of pleas
| ure. 1t can be made to contribute a favor
able form To psychieal processes"
| Professor Shaw then went on toe show
| how the motor accompaniment TO study was
necessary TO full development of the in
tellect. Birth, he said, decided the extent
! of the childs brain. but education was
necessary for the development of it, Every
brain probably had many cells which are
never developed, but they more in
proportion as the child was properly
trained He thought muscular exercs,
| should be a contributary part to all study
President A. II. Yoder. OF Vincennes Uni
| versity, discussed Adolescence" in connec
ton with the general subject He said i
was tabooed subject but should not be
on account of the great character-formini
period ii was known TO be. He showed how
the boys of this age are put through ties
of endurance by certain savage tribes
| which are little less exacting on the ner
of this period put themselves. He spok
of the difference between the Temperament
of boys and girls at the age when thel
were entering manhood and womanhood
In their studies il usual for boys I,
grow careless and think more of mechanic
and of games and sports, while the girl
would conscientiousiy- perform ali the task
| h In of fhli