The Leon reporter. (Leon, Iowa) 1887-1930, 1906-03-15

lions in us, will produce the same or
similar manifestations in others.
Children can be studied almost any
where; they are all about US. They
can be studied and observed at home,
on the playground, on the street and
in the school. An intelligent observer
may commence this form of study at
the very beginning of a child's life,
watching for the first indication of
intelligence in the infant and noting
when and how the senses, one after
another, exhibit signs of activity.
The observer may in this way discov-
er what mental forms of activity first
manifest themselves and what the
order Of development is, and what is
the rate of progress. The mind of a
child may thus be learned to GER
tain extent and also the relation of
development Of the mind to the
growth of the body. In the school,
observations may be made by any
teacher who has made mind, and
especially her own mind, subject of
careful study. The effects upon the
mind of pursuing different objects
and topics of study, the results of
different methods of instruction and
management can be compared. From
such comparisons valuable practical
conclusions may often be derived. In
our study of self by introspection and
of others by observation, we discover
very close relation between mind
and body, especially between tire mind
and the nervous system; consequent
ly, in order to understand the activi-
ties of the mind, its state and acts,
we must become acquainted with the
nature and organization of this sys-
TEN, which while it forms one great
whole is usually, for convenience of
treatment, sub-divided into two parts
or lesser systems; one being called the
sympathetic system and the other
cerebro-spinal system. In the study
of psychology not much attention
need be given to the sympathetic
system. The close connection Of the
various parts of the cerebro-spinal
system with mental action makes it
necessary to study these parts and
their relation to the activities of the
mind very carefully. To the student
of psychology the subjects of atten
ton and interest are the most essen
tial for the effective mental work
Any activity of the mind intensified
and concentrated upon some object
involves that condition which we cal
attention. The mental activity is
focused upon something to the tota
or partial exclusion of everything else
from consciousness. Its power 1nay
be so high that the energy of the
mind may be thoroughly concentrated
Impressions can be made SO deep that
they will never be effaced. This sort
of attention is the prime condition OF
effective and productive mental labor
If the mind is fatigued and exhausted
effective attention is absolutely i'm.
possible.
The effort to give attention under
such conditions is extremely irritat
ing and exhausting, and to require il
of children is hardly less than cruelty
Work which calls for much concen
tration of physical energy, and fol
close and protracted attention, should
be undertaken at that period of the
day when both body and mind are
fresh and vigorous. The attention O
young children should be asked fo
only brief period. Let it be made
as complete as possible while it il
, held, and it should be followed by ;
; period of relaxation and repose. Al
age increases and habit begins tt
!, exert it's power, the periods of ten
sion may be gradually heightened ant
those of relaxation may become short
er and less frequent. The child SHOULD
, be taught and trained to study will
, the utmost vigor during the period
of study. Care should be taken t
save the child from ''daWdling" owe
lessons. Nothing is more fatal t
real scholarship or effective worl
than this habit into which children
are sometimes driven by unreasonabl
demands and by unwise methods 0
training. The most natural incen
, tive to voluntary attention is inter
) est. In the child what we call curiosi
ty takes the place of interest. Strict
: speaking interest is not defnable, TO
J it can be fully known only by persona
: experience. In the child, and to
, considerable extent in the adult, in
: terest is feeling; but it is more thai
feeling. AS intellectual development
goes on we come to be interested il
r objects, in courses of life, in men an
f things, not because they excite emo
l tion, but because they appeal t
E judgment, reason, Imagination, an
ot Lor r,op+o] octivitioc Tn oil thee