The Detroit times., 1915-10-07
Weather and the School
eY n. ApoINeToN BRUCE.
Author OF The Riddle of Personality
Psychology and Parenthood," etc.

Teaching children is not the easiest thing in
the world. II presents a problem complicated
by many and diverse factors Some Of these are
only now beginning to be properly appreciated.
-oas such il the influence Of weather conditions.
Investigation has shown that the state of the
weather has marked effect beth On ehiidrens
conduct and on their mental and physical
powers.
This was first clearly brought out a few years
ago by an American psychologist, Professor E.
C. Dexter. whose researches still are among the
most exhaustive and informing that have been
made in this novel field OF inquiry.
Professor Dexter. studying conditions in the
schools OF cities at sealevel, like New York
Boston and Philadelphia. and Of others ar high
attitudes found that in the former the pupils
were best behaved on cold. calm. and clear days.
Muggy days were productive of the greatest I'M
ruliness. A marked tendency TO misbehavior
was also noted on hot days and on windy ones
In high altitude schools. such as those OF the
city Of Denver, where mugginess is seldom in
evidence windy days were found TO have the
most disastrous effect conduct Cold calm
and clear days were again the days OF best be-
havior.
With respect TO working ability. the same
results were observed Both mental and physi-
cal tasks were best performed on cold. calm and
clear days.
II was noticed. though. that hot days had
particularly bad effect on physical work affect
either department OF mental work
Facts like these are obviously OF great sig
nihcance to teachers. especially as Investigation
has shown that weather conditions affect adults
IN much the same way they do the children
| il in less degree.
! This means that. when the day is overcast
or muggy, or bot, or windy. the teacher should
exercise unusual seif-contrui t5ufesg she docs
so, she may find herself betrayed into weak
nesses that react on the children in her charge
lntensifying in them the bad effects OF the IN
favorable weather conditions.
/ whereas, by controlling herself By overcorn
ing through illpover the weather-caused ten
deney 10 lrrt2bility mental inertia the
teacher Will, through the contagious force of
example, do much 10 neutraiize the weather
effects on her children The sugxestibility Of
Children their prqneness 20 imitation will az
usual count for much
I At Tie same time, since II is unlikely thai
the teacher can completely Offset IN them tho
adverse weather influences she will do weir ~
make few notifications in the davis Uort
Especially would IL seem wise for her N
reduce TO a minimum hot and murgv day.
manual instruction like soyd
Also, II possible. she should avoid IN qurb
days or on windy ones, setting her children n
work al mental tasks that are entirely neV r.
them. and that are therefore sure 10 involve m
usual intellectual effort
I The introduction, however OF Certain
amount Of novelty In the days work would proh
ably be OF beneht. For IL might appeal 10 IN.
chidrers curiosity and interest with suf1cIeni
force to keep their minds actively occunie(
despite the enervatinE and Irritating effects NJ
the weather conditions