Atlanta tri-weekly journal. [volume] (Atlanta, Ga.) 1920-19??, 1923-06-23
CHILDREN IN SCHOOL


TINE public school system in Georgia is
test Of the adaptability of the
child, and, I am frank to say, pupils
are all placed according to age, and it is
manifest that age for some children is no
real test whatever. The age test is ex-
tremely uncertain.
little child generally develops along
with brothers and sisters in the same fam
lily, but when the child is started to school
it does not easily adapt its methods to the
crowds of other children with which it is
trying to become acquainted. They are real
strangers to the great majority. They are
of course unacquainted with the teacher
According to these early likes and dislikes
the child's mind is more less affected
to the end of the school period Environ
ment has much to do with good i'll be-
havior of children. According to the COM
pany they keep they will be harmonious or
disagreeable. They carry with them these
pleasing or disagreeable traits into the
Children, in addition to being backward
in their studies are not remarkable for get
ting along well with either teachers or other
children.
These relationships in school life too often
make disagreeable grown people and as the
tW1g was bent the tree remains inclined.
Such disagreeable children are spoken of
as difficult and unusual. They are gener-
ally nervous and over-sensitive. With some
teachers they get along very we'll, with
others they do not get along at all. Chill
dren presenting these difficulties exist more
or less in all families, rich or poor They
are found in city life, also in the country
Such children give rise to many criti-
cisms and various speculations. 1t may re-
suit from some miX-up in the mental state
or possibly bad management Some decide
that the home was unfavorable; others COM
plain of the teachers, but it is becoming
manifest that the youngest children should
be given the most careful teachers to start
off with prospect of success, and failure
can easily be traced back to the childs dis
like of the teacher or the teachers inability
to Influence the mind and heart of the
child. 1t goes without saying that the phys
fcal development of young child should
be the care of all parents who are gifted
with plain common sense
When a child of four and five years is
closely watched In regard to proper physi-
cal development, the way they get along
with other children will largely depend
upon this development. A feeble, sickly child
is bound to be irritable and such feeble
children have present call for school
room discipline, when they are six or seven
years old. Along with this physical devel-
opment, the child should be made acquaint-
ed with his relations to other people-in the
home or maybe with neighbor children. I'm
less there is manifest physical development
the child fails in games If his appetite
is poor or unhealthy he will fall behind
get stupid. If he sleeps poorly, Is nervous.
he cries easily and is too dependent. If
he does not learn the usual give and take
in play, he quickly gets into trouble
In the public school he is directed to
obey, regardless of his own feelings, sick
or we'll.
All these things together present an array
OF difficulties. When you find in one
school room, under one teacher from thirty
to sixty of them, all pressed into one
mold so to speak, and all given the same
directions and all subject to the same dis