The Portland daily press., 1899-10-26

sKU@t8A A1nr04rt nlAhNHAo W 8H0u ClMrts
should be used lie also advocated the
use Of supplementary Lessons for all
grades. isal 81 atesn 80 b.
Miss Augusta Brooks Davis of Clifton
dale. Mass. then sang another OF her
pleasing solos.
One Of the mcst Interesting things Of
the convention 10 far was this conference
Of primary workers as conducted by Miss
Lucy q. Stock OF New Haven, Conn.
Miss Stock is the primary superintendent
Of the Connsoticut SUNDAY School Asso-
citation, and she is IN expert teacher liz
the primary department.. She spoke Of
the difficulties OF the tsaohers OF these de-
partments and told how they could be
removed. Her method OF conducting this
confsrencs was to ask any primary
tsachsr In her lsrg, audience who had
met with any difficulties In tenohing the
young TO tell her what they were. Then
she would ask the convention for sugges-
tlons as TO how these difficulties should
be overcome This.fsaturs Of the cons en-
tion brought ont much that was Of inter-
est and proved OF great help to the dele
gates who we're present.
After an offer ng George II. Archibald
of willard delivered the following ad-
dress:
MR.. GEO. II. ARHCIBALD's AID
DRESS.
aThsrs are many different kinds CT child
rem. IL may bs said that there are no
two alike Having divided them into
Al 81. -.
observed regarding them. tor example
there is the prossic child and there is the
very imaginative child. There 10 the duh
child and the bright child. There 10 the
restless child and the quiet child, and
there are other classes which may be OBJ
served and notiosd This chapter will
deal with the restless and quiet types Of
children. For convenience let US call
them
THE MOTOR AND SENSoR MINDED
CHILD.
The treatment In tsaching and Strain
ing them must be altogether different,
hence the necessity of knowing them.
The parent and the teacher must acquaint
themselves with the natural qualities Of
the child. Some children naturally have
. motor disposition whilst oth,rs are
gifte1 with q ssnsor temperament The
poet seems to have eIprs sssd the differ-
sntiai lon whtn he speaks OF linen Of
thought and men OF action" There
seems to be q line clearly drawn bstwsen
the two. In adults we see 1t In men Of
the Plate and men Of the Caesar sort, one
of thought and one Of action.
In studying the child We are studying
ourselves. In studying the child We are
studying the race. The history OF the
child is the history OF tbs RAGS. Let Us
observe the diifersncei. Tbs motor mind
cd child 10 very quick to act. For him to
think 10 TO act. His IDEAS ssem to lind
their outlet In bodily activity. He al
ways wants to be moving. acting, doing.
To think 10 to move; TO think Is to oct;
to think 10 70 do. Th, lad when swing
Ing his feet Mt fast rate OF speed on
being nsksd by his teacher what he was
thinking about said, 81 was thinking II
my feet were ponies how would CO."
This is a Gaze In point.
The ssnsor minded child IL slow to act.
he does not show the great bodily snergy
OF his motor brother. His energy runs
to thJuaht rather than to action. He is
oonteut,d to sit compar stlveiy still. He
turns things owe: in his mind befors he
puts them Into aotion. The motor boy Is
in greater danger of thoughtless action.
Tbs ssnsor In grent danger OF all thought
and no action. He is co1telrplatlye.
quiet, retiring. Net that he doss Lot play
iike other children but his play 10 of the
quie;er sort. He Is more thoughtful
about 1t. He Is fond OF the comp.py of
hfs elders. He IL very companicnsble with
his grandfather. Indeed he Is grandfat1-
srs' darling. They love to he together.
Not s, the motor boy. lie is grandfather
horror almost He Is nearly always
comfortable by his nsisy actions, lie Is
very impuiSive, though less, rash. He is
bsisterous, explosive and naturally rude
Sometimes he can hardly be trusted TO
play with tbs children. He may have no
more energy than the ssusor child, bnt
that energy hnds Its outlet In bodily ac-
tiyity. Inc sensor child spends hts en-
srgy more largely In ooptemplative
thought.
The motor child is very suggestibls. He
quickly takes the hint Make sugges
tion to him that he do something and II
he wants to do IL IL will be done right of.
He csnuot walt. His thought IL impell-
ing him to action and he must act AS he
thinks unless he uses more self control
than he usually possesses.
THE STUDY OF CHILD
is tho study OF se.f. Come persons like
children are qIick to take the hint.
Some are not. Some are very easily hyp-
Noticed, foms ara not. Some are very
motor-minded; some are not. All child
rem ara very susgestible, but the motor
minded child or person viii be vsry i'm
pulsive. He does things with rrsh. He
Is the hustler. the hustler and to ooin
word, the rustler. He Is always on the
qui vivs for what 10 going on. Not only
Is he very suggestible. but he makes
many suggestions he 10 always ready
to give ADVICE. The adage "think twios
before you speak oncs " Ia the ons he
nesds. Not 50 with the sensor child.
That caution 10 out Of place for him. 1t
may be absolutely harmful tn him. The
very thug he wants to do 10 to think,
not twic., but twenty times before be
acts. To get him to give expression OF
himself IL the very thing We should en-
courage him in doing. He lacks that
thing. He prefers thought to action, con-
temptation to speech. Another provsrb
10 con monty spoken with references to
the child, "Children should be seen and
not heard.'' This maxim should not be
applied to tho eensor child. The man
~ n firef nssS1 mn nat hava had "A family