Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1905-12-16

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habits are changing. He is emerging
into larger world. We must not for
| get that this is the period of prepara-
ton against the pubertal metamor-
phosis. the lean years so soon to fol-
low.
His condition emphasizes the need of
hygienic surroundings suited to pro-
mote health. and general growth. He
must have plenty of plain food, of air,
sunshine, and Sleep Light air and
suitable desks at school are: an absolute
necessity. Eyesight is easily injured.
and curvature of the spine may be
started The lower grades need the
most carefully constructed and n.y.
gienic buildings. They are far more
susceptible to bad condition than the
older pupils of the high school.
The interests of the child suggest to
US what portions of the brain most
crave exercise. Superintendent Taylor.
in study Of children's hopes, tells US
that trades are most popular between
seven and nine. An occupation deal
ing with tools, plants or animals APP
peals most strongly to the younger
boys Many dwell with evident de-
light on details of farm life. Young
carpenters and masOns confess their
ambition to make a house. More boys
between seven and ten wish to be rail-
road men, firemen and policemen than
between eleven and fourteen. Nearly
all children regard handicraft with
great favor. Until the age of eleven or
twelve they look forward with bright
anticipations to the time when they
may do manual labor. I have given
Superintendent Taylor's words as far
as is consistent with condensation.
The kindergarten child was quieter.
more inclined to exercise his sensory
organs. This period is predominantly
motor. Children are anxious to learn
the use of everything, and ask: What
is it for? The child's world has en-
larged so rapidly that he has not been
able to adjust himself to it. 1t is 4
period of very incomplete development
of the finer and higher motor centres
especially of the fingers; and one of
quick fatigue. The child wishes and
tries to do and to make. But imagina-
ton no longer hides 4 multitude of de-
fects or makes deficiencies good. He
feels his lack Of success and Is easily
and quickly discouraged. The kinder
garten child draws anything and every
thing proposed to him. Now he hest
tates. Mr.. Bailey tells us that. if he
does rot learn to draw before nine. he
does not learn at all in the school.
| There is a real danger of his sinking
into inactivity or of living in an
imaginary world. realizing and ac-
cOmplishing nothing. II is a time of
much encouragement for the child:
III h;,,1y &c, tan hnv,
and superintendent.
Any manual work must be easy and
simple. or it will add to his discour-
agement. He needs much encourage
ment, and even then accomplishes lit
tie. He can memorize we'll. and it is
probably good time for such work.
His actions are not well cO-ordinated.
He is impulsive and restless. Imita-
ton and suggestion plays a very large
part in his life. This may give us a
clew to his mental condition. His
reasoning powers are very small, and
his mental interests few. He rarely
classifies his collections until about
eleven. Few children give reasons for
their hopes or choice of adult occupa-
tions. Mrs. Barnes found that the
number of differences made by pupils
increased at ten and rose sharply at
twelve. Hancock finds that children's
ability to compare numbers in arithme-
tic does not develop to any great eX-
tent until they are twelve or thirteen.
The child learns language, largely by
imitation; but cannot understand the
rules of grammar. He can acquire
arithmetical methods. but finds the ex-
plantations exceedingly difficult. He
sees concrete illustrations. He is
thinking about many things, but must
think as a child.
He is usually better off at school
than at home. But he needs a pc
culiar school, of course, and methods
of instruction. Let us not forget that
in assigning work our question should
not be: How much can he endure with
out evident injury? but: How much
will best promote growth? What kind
of work will furnish the best and most
profitable exercise to those portions of
the brain which most crave and need
it?
The child desires frequent change in
work and play because he tires easily.
He has little power of application,
and far less of sustained effort The old
| Greek philosopher said that a child
should not learn to read until he is 10
years old. Some or many superinten-
dents say that children in the lower
grades mostly mark time" making
little real progress. AS they have few
or no mental interests. we must gener-
| ally select certain studies and impose
them upon the child. The result is
| the loss Of what little interest there
may have been, or perhaps lasting
aversion to the subject and to school.
Professor Donaldson says that at
this age the course of study should be
| in the nature of a reconnaissance Make
the exercise general. stimulating all
the powers and areas of the brain. 1t
would seem to be time for much va
riety rather than for close correlation
Of studies which fatigues. Method
seems more important than subject at
this age.
Evidently during a motor period
like this we must lengthen the re-
cesses, multiply pauses between the ex-
ercises, and allow frequent rest and
change of position. The great import
ance Of singing has been generally