Evening star., 1939-08-21
ecke Pear Preserves and Hot Buered Biscuits Treat
TheGuidance
Youngster
Shift instruction
AS Child's Mind
Shows Change
BY ANGELO PATRI.


When the child is plainly a mental
loss he is quietly cared for by his
people, or by the community. But
when he comes somewhere between
complete loss and complete normali-
ty, his lot is mighty hard one. He
looks all right, or perhaps the slight
asymmetry of his body, the slight
variation in his behavior, can be
overlooked, is overlooked. He has a
good memory-for certain kinds
of learning. Or he has certain
strengths, doing better in some
forms of activity than his abler
brother. Or he does quite well in
most of his lessons, but he cannot
learn to read, and certain subjects
are hard for him. Maybe he gets his
lessons after study for three hours
after long school day while his
abler brother gets his in half an
hour. Sometimes he is quick in his
movements, but inaccurate. Some
times he is slow and clumsy, but
finally successful to a passing de-
BIC ouU dl1 OllS tAlllC 11C 40 NAAA-
ferent from other children and his
parents and teachers are moving
heaven and earth to push him into
the upper grade levels OF the
school.
1t just cannot be done. Let's
face the truth and go on from
there. Some children have not
the basic equipment for school
success as we measure it on the
basis of a course of study set for
the best equipped children in the
community. No amount of coach
ing will change that condition,
and too much of it is likely to re-
suit in harm.
All such children must be care
fully studied by teachers who
understand their condition. Such
teachers are specialists in the ed
ucation of the backward child,
and every school district ought to
have such teachers in proportion
to the number of such children in
the schools. They should know
the children and their families
personally, and plan their studies
in relation to the ability of the
children. 1t is useless, it is cruel,
to make a backward child strug-
gle to reach the standard of
scholarship that only the most in
tellectually gifted can reach. 1t
is waste of time, money and hu-
man energy.
These children have a shorter
learning time than the fast-learn-
ing children. The finer the mind
the longer the growing span The
duller the mind the shorter its |
growing span. That means that |
one must begin very early to teach
such children, and lose no oppor-
tuity. The end of their learn
ing time may be very close at
hand. and once its limit has been
reached there is no chance of
stretching it further. Begin and
keep on working. shifting the in
struction as the child's mind
shifts, taking advantage of every
phase of power, every shade of in
terest he shows, to forward his
growth.
1t is useless to blame a child's
school failure on his "lack of
concentration" Concentration is
centered attention. Attention is
stimulated by curiosity, then in
terest holds it. A backward child's
curiosity is not keen about most
school activities, and his interest
is short lived in work he cannot
do. Saying he lacks concentra-
ton is saying he cannot attend
to school work, something the teach
er knew about the end of the first
week of work. When that is dis
covered it is time to examine the
child and rearrange his school
life with the view toward making
him happy, useful citizen.
Drill won't do this. Neither
will discipline, nor military school, |
nor the reform school nor any
other school that is not suited to
the needs of the backward child. |
OF all children in schools today,
his is the hardest lot. Of all chill
dren in need Of guidance and
training, this one heads the list.
He is the problem of every COM
munity in the land. yet little seems
to be done for him.
Mr.. Patri will give personal at
tention to inquiries from parents
and school teachers on the care and
development of children. Write him
in care of this paper, enclosing a
three-cent stamped, self f-addressed
envelope for reply.
Grating Cheese