HOW THE CHILD DEVELOPS
Condition at Birth
Let us see, then, exactly what his condition is. In the first place, he is, as Virchow, an authority on physiological subjects declares, merely a spinal animal. Some of the higher brain centers do not yet exist at all, while others are in too incomplete a state for service. The various sensations which the baby experiences—heat, light, contact, motion, etc.—are so many stimuli to the development of these centers. If the stimulus is too great, the development is sometimes unduly hastened, with serious results, which show themselves chiefly in later life. The child who is brought up a noisy room, is constantly talked to and fondled, is likely to develop prematurely, to talk and walk at an early age; also to fall into nervous decay at an early age. And even if by reason of an unusually good heredity he escapes these dangers, it is almost certain that his intellectual power is not so great in adult life as it would have been under more favorable conditions. A new baby, like a young plant, requires darkness and quiet for the most part. As he grows older, and shows a spontaneous interest in his surroundings, he may fittingly have more light, more companionship, and experience more sensations.
Weight at Birth
The average boy baby weighs about seven pounds at birth; the average girl, about six and a half pounds. The head is larger in proportion to the body than in after life; the nose is incomplete, the legs short and bowed, with a tendency to fall back upon the body with the knees flexed. This natural tendency should be allowed full play, for the flexed position is said to be favorable to the growth of the bones, permitting the cartilaginous ends of the bones to lie free from pressure at the joints.
The plates of the skull are not complete and do not fit together at the edges. Great care needs to be taken of the soft spot thus left exposed on the top of the head—the undeveloped place where the edges of these bones come together. Any injury here in early life is liable to affect the mind.
State of Development
The bony enclosures of the middle ear are unfinished and the eyes also are unfinished. It is a question yet to be settled, whether a new-born baby is blind and deaf or not. At a rate, he soon acquires a sensitiveness to both light and sound, although it is three years or more before he has amassed sufficient experience to estimate with accuracy the distance of objects seen or herd. He can cry, suck, sneeze, cough, kick, and hold on to a finger. All of these acts, though they do not yet imply personality, or even mind, give evidence of a wonderful organism. They require the co-operation of many delicate nerves and muscles—a co-operation that has as yet baffled the power of scientists to explain.
Although the young baby is in almost constant motion while he is awake, he is altogether too weak to turn himself in bed or to escape from an uncomfortable position, and he remains so for many weeks. This constant motion is necessary to his muscular development, his control of his own muscles, his circulation, and, very probably, to the free transmission of nervous energy. Therefore, it is of the first importance that he has freedom to move, and he should be given time every day to move and stretch before the fire, without clothes on. It is well to rub his back and legs at the same time, thus supplementing his gymnastics with a gentle massage.
Educational Beginnings.
By the time he is four or five weeks old it is safe to play with him, a little every day, and Froebel has made his "Play with the Limbs" one of his first educational exercises. In this play the mother lays the baby, undressed, upon a pillow and catches the little ankles in her hands. Sometimes she prevents the baby from kicking, so that he has to struggle to get his legs free; sometimes she helps him, so that he kicks more freely and regularly; sometimes she lets him push hard against her breast. All the time she laughs and sings to him, and Froebel has made a little song for this purposes. Since consciousness is roused and deepened by sensations, remembered, experienced, and compared, it is evident that this is more than a fanciful play; that it is what Froebel claimed for it—a real educational exercise. By means, of it the child may gain some consciousness of companionship, and thus, by contrast, a deeper self-consciousness.
First Efforts
The baby is at first unable to hold up its head, and in this he is just like all other animals, for no animal, except man, holds up its head constantly. The human baby apparently makes the effort, because he desires to see more clearly—he could doubtless see clearly enough for all physical purposes with his head hung down, but not enough to satisfy his awakening mentality. The effort to hold the head up and to look around is therefore regarded by most psychologists as one of the first tokens of an awakening intellectual life. And this is true, although the first effort seems to arise from an overplus of nervous energy which makes the neck muscles contract, just as it makes other muscles contract. The first slight raisings of the head are like the first kicking movements, merely impulsive; but the child soon sees the advantage of this apparently accidental movement and tries to master it. Preyer[[A]] considers that the efforts to balance the head among the first indications that the child's will is taking possession of his muscles. His own boy arrived at this point when he was between three and four months old.
Reflex Grasping
The grasp of the new-born baby's hand has a surprising power, but the baby himself has little to do with it. The muscles act because of a stimulus presented by the touch of the fingers, very much as the muscles of a decapitated frog contract when the current of electricity passes over them. This is called reflex grasping, and Dr. Louis Robinson,[[B]] thinking that this early strength of gasp was an important illustration of and evidence for evolution, tried experiments on some sixty new-born babies. He found that they could sustain their whole weight by the arms alone when their hands were clasped about a slender rod. They grasped the rod at once and could be lifted from the bed by it and kept in this position about half a minute. He argued that this early strength of arm, which soon begins to disappear, was survival from the remote period when the baby's ancestors were monkeys or monkey-like people who lived in trees.
Beginnings Of Will Power
However this may be, during the first week the baby's hands are much about his face. By accident they reach, the mouth, they are sucked; the child feels himself suck its own fist; he feels his fist being sucked. Some day it will occur to him that that fist belongs to the same being who owns the sucking mouth. But at this point, Miss Shinn[[C]] has observed, the baby is often surprised and indignant that he cannot move his arms around and at the same time suck his fist. This discomfort helps him to make an effort to get his fist into his mouth and keep it there, and this effort shows his will, beginning to take possession of his hands and arms.
Growth of Will
Since any faculty grows by its own exercise, just as muscles grow by exercise, every time the baby succeeds in getting his hands to his mouth as a result of desire, every time that he succeeds in grasping an object as result of desire, his will power grows. Action of this nature brings in new sensations, and the brain centers used for recording such sensations grow.
As the sensations multiply, he compares them, and an idea is born. For the beginnings of mental development no other mechanism is actually needed than a brain and a hand and the nerves connecting them. Laura Bridgeman and Helen Keller, both of them deaf and blind, received their education almost entirely through their hands, and yet they were unusually capable of thinking. The child's hands, then, from the beginning, are the servants of his brain-instruments by means of which he carries impressions from the outer world to the seat of consciousness, and by which in turn he imprints his consciousness upon the outer world.
Intentional Grasping
The average baby does not begin to grasp objects with intention before the fourth month. The first grasping seems to be done by feeling, without the aid of the eye, and is done with the fingers with no attempt to oppose the thumb to them. So closely does the use of the thumbs set opposite the fingers in grasping coincide with the first grasping with the aid of sight, that some observers have been led to believe that as soon as the baby learns to use its thumb in this way he proves that he is beginning to grasp with intention.
Order of Development
The order of development seems to be, first, automatism, the muscles contracting of themselves in response to nervous stimuli; second, instinct, the inherited wisdom of the race, which discovered ages ago that the hand could be used to greater advantage when the thumb was separated from the fingers; and thirdly, the child's own intelligence and will making use of this natural and inherited machinery. This order holds true of the development, not only of the hand, but of the whole organism.
Looking
A little earlier than this, during the third month, the baby first looks upon his own hands and notices them. Darwin tells us that his boy looked at his own hands and seemed to study them until his eyes crossed. About the same then the child notices his foot and uses his hand to carry it to its mouth. It is some time later that he discovers that he can move his feet without his hands.
Tearing
About this time, three or four months old, the child begins to tear paper into pieces, and may be easily taught to let the piece, that have found their way into his mouth be taken out again. Now, too, he begins to throw things, or to drop them; then he wants to get them back again, and the patient mother must pick them up and give them back many times. Sometimes a baby is punished for this proclivity, but it is really a part of his development, and at least once a day he should be allowed to play in this manner to his heart's content. It is tact, not discipline, that is needed, and the more he is helped the sooner he will live through this stage and come to the next point where he begins to throw things.
Throwing
In this stage, of course, he must be given the proper things to throw—small, bright-colored worsted balls, bean-bags, and other harmless objects. If he is allowed to discover the pleasure there is in smashing glass and china, he will certainly be, for a time, a very destructive little person. When later he is able to creep throw his ball and creep after it—he will amuse himself for hours at a time, and so relieve those who have patiently attended him up to this time. In general we may lay down the rule, that the more time and attention of the right sort is to a young child, the less will need to be given as he grows older. It is poor economy to neglect a young child, and try to make it up on the growing boy or girl. This is to substitute a complicated and difficult problem for a simple one.
The Grasping Instinct
It is some time before a child's will can so overcome his newly-acquired tendency to grasp every possible object that he can keep his hand off of anything that invites him. The many battles between mothers and children it the subject of not touching forbidden things are at this stage a genuine wrong and injustice to the child. So young a child is scarcely more responsible for touching whatever he can reach that is a piece of steel for being drawn toward a powerful magnet. Preyer says that it is years before voluntary inhibitions of grasping become possible. The child has not the necessary brain machinery. Commands and sparring of the hands create bewilderment and tend to build up a barrier between mother and child. Instead of doing such thing, simply put high out of reach and sight whatever the child must not touch.
Another way in which young children are often made to suffer because of the ignorance of parents is the leaving of undesired food on the child's plate. Every child, when he does not want his food, pushes the plate away from him, and many mothers push it back and scold. The real truth is that the motor suggestion of the food upon the plate is so strong that the child feels as if he were being forced to eat it every time he looks at the plate; to escape from eating it he is obliged to push it out of sight.
The Three Months' Baby
But this difficulty comes later. Now we are concerned with a three-months-old baby. At this stage the child is usually able to balance his head, to sit up against pillows, to seize and grasp objects, and to hold out his arm, when he wishes to be taken. Although he may have made number of efforts to sit erect, and may have succeeded for a few minutes at a time, he still is far from being able to sit alone, unsupported. This he does not accomplish until the fifth or the month.
Danger of Forcing
There is nothing to be gained by trying to make him sit alone sooner; indeed, there is danger in it—danger in forcing young bones and muscles to do work beyond their strength, and danger also to the nerves. It is safe to say that a normal child always exercises all its faculties to the utmost without need of urging, and any exercise beyond the point of natural fatigue, if persisted in, is sure to bring about abnormal results.
Creeping
The first efforts toward creeping often appear in the bath when the child turns over and raise, himself upon his hands and knees. This is sign that he might creep sooner, if he were not impeded by clothing. He should be allowed to spread himself upon a blanket every day for an hour or two, and to get on his knees as frequently as he pleases. Often he needs a little help to make him creep forward, for most babies creep backward at first, their arms being stronger than their legs. Here the mother may safely interfere, pushing the legs as they ought to go and showing the child how to manage himself; for very often he becomes much excited over his inability to creep forward.
The climbing instinct begins to appear by this time—the seventh month—and here the stair-case has its great advantages. It ought not to be shut from him by a gate, but he should be taught how to climb up and down it in safety. To do this, start him at the head of the stairs, and, you yourself being below him, draw first one knee and then the other over the step, thus showing him how to creep backward. Two lessons of about twenty minutes each will be sufficient. The only danger is creeping down head foremost, but if he once learns thoroughly to go backward, and has not been allowed the other way at all, he will never dream of trying it. In going down backward, if he should slip, he can easily save himself by catching the stairs with his hands as he slips past.
The child who creeps is often later in his attempts to walk than the child who does not; and, therefore, when he is ready to walk, his legs will be all the stronger, and the danger of bow-legs will be past. As long as the child remains satisfied with creeping, he is not yet ready either mentally or physically for walking.
Standing
If the child has been allowed to creep about freely, he will soon be standing. He will pull himself to his feet by means of any chair, table, or indeed anything that he may get hold of. To avoid injuring him, no flimsy chairs or spindle-legged tables should be allowed in his nursery. He will next begin to sidle around a chair, shuffling his feet in a vague fashion, and sometimes, needing both of his hands to seize some coveted object, he will stand without clinging, leaning on his stomach. An unhurried child may remain at this stage for weeks.
Walking
Let alone, as he should be, he will walk without knowing how he does it, and will be the stronger for having overcome his difficulties himself. He should not be coaxed to stand or walk. The things in his room actually urge him to come and get them. Any further persuasion is forced, and may urge him beyond his strength.
Walking-chairs and baby-jumpers are injurious in this respect. They keep the child from his native freedom of sprawling, climbing, and pulling himself up. The activity they do permit is less varied and helpful than the normal activity, and the child, restricted from the preparatory motions, begins to walk too soon.
Alternate Growth
A curious fact in the growth of children is that they seem to grow heavier for a certain period, and then to grow taller for a similar period. That is, a very young baby, say, two months old, will grow fatter for about six weeks, and then for the next six weeks will grow longer, while the child of six years changes his manner of growth every three or four months. These periods are variable, or at least their law has not yet been established, but the observant mother can soon make the period out for herself in the case of her own child. For two or three days, when the manner of growth seems to be changing from breadth to length, and vice versa, the children are likely to be unusually nervous and irritable, and these aberrations must, of course, be patiently borne with.
Precocity
Early Ripening
In all these things some children develop earlier than others, but too early development is to be regretted. Precocious children are always of a delicate nervous organization. Fiske[[D]] has proved to us that the reason why the human young is so far more helpless and dependent than the young of any other species is because the activities of the human race have become so many, so widely varied, and so complex, that they could not fix themselves in the nervous structure before birth. There a only a few things that the chick needs to know in order to lead a successful chicken life; as a consequence these few things are well impressed upon the small brain before ever he chips the shell; but the baby needs to learn a great many things—so many that there is no time or room to implant them before birth, or indeed, in the few years immediately succeeding birth. To hurry the development, therefore, of certain few of these faculties, like the faculties of talking, and walking, of imitation or response, is to crowd out many other faculties perhaps just beginning to grow. Such forcing will limit the child's future development to the few faculties whose growth is thus early stimulated. Precocity in a child, therefore, is a thing to be deplored. His early ripening foretells a early decay and a wise mother is she who gives her child ample opportunity for growing, but no urging.
Ample Opportunity for Growth
Ample opportunity for growth includes (1) Wholesome surroundings, (2) Sufficient sleep, (3) Proper clothing, (4) Nourishing food. We will take up these topics in order.
W. Preyer. Professor of Physiology, of Jena, author of "The Mind of the Child." D. Appleton & Co.
Dr. Robinson. Physician and Evolutionist, paper in The Eclectic, Vol. 29.
Miss Millicent Shinn, American Psychologist, author of "Biography of a Baby."
John Fiske, writer on Evolutionary Philosophy. His theory of infancy is perhaps his most important contribution to science.
WHOLESOME SURROUNDINGS
The whole house in which the child lives ought to be well warmed and equally well aired. Sunlight also is necessary to his well-being. If it is impossible to have this in every room, as sometimes happens in city homes, at least the nursery must have it. In the central States of the Union plants and trees exposed to the southern sun put forth their leaves two weeks sooner than those exposed to the north. The infant cannot fail to profit by the same condition, for the young child may be said to lead in part a vegetative as well as an animal life, and to need air and sunshine and warmth as much as plants do. The very best room in the house is not too good for the nursery, for in no other room is such important and delicate work being done.
Temperature
The temperature is a matter of importance. It should not be decided by guess-work, but a thermometer should be hung upon a wall at a place equally removed from draft and from the source of heat. The temperature for children during the first year should be about 70 degrees Fahrenheit during the day and not lower than 50 degrees at night. Children who sleep with the mother will not be injured by a temperature 5 to 20 degrees lower at night.
Fresh Air
It is important to provide means for the ingress of fresh air. It is not sufficient to air the room from another room unless that other room has in it an open window. Even then the nursery windows should be opened wide from fifteen minutes to half an hour night and morning, while the child is in another room; and this even when the weather is at zero or below. It does not take long to warm up room that has been aired. Perhaps the best means of obtaining the ingress of fresh air without creating a draft upon the floor, where the baby spends so much of his time, is to raise the window six inches at the top or bottom and insert a board cut to fit the aperture.
Daily Outing
But no matter how well ventilated the nursery may be, all children more than six weeks old need unmodified outside air, and need it every day, no matter what the weather, unless they are sick.
The daily outing secures them better appetites, quiet sleep, and calmer nerves. Let them be properly clothed and protected in their carriages, and all weathers are good for them.
Children who take their naps in their baby-carriages may with advantage be wheeled into a sheltered spot, covered warmly, and left to sleep in the outer air. They are likely to sleep longer than in the house, and find more refreshment in their sleep.
SUFFICIENT SLEEP.
Few children in America get as much sleep as they really need. Preyer gives the record of his own child, and the hours which this child found necessary for his sleep and growth may be taken for a standard. In the first month, sixteen, in full, out of twenty-four hours were spent in sleep. The sleep rarely lasted beyond two hours at a time. In the second month about the same amount was spent in sleep, which lasted from three to six hours at a time. In the sixth month, it lasted from six to eight hours at a time, and began to diminish to fifteen hours in the twenty-four. In the thirteenth month, fourteen hours' sleep daily; it the seventeenth, prolonged sleep began, ten hours without interruption; in the twentieth, prolonged sleep became habitual, and sleep in the day-time was reduced to two hours. In the third year, the night sleep lasted regularly from eleven to twelve hours, and sleep in the daytime was no longer required.
Naps
Preyer's record stops here. But it may be added that children from three to eight years still require eleven hours' sleep; and, although the child of three nay not need a daily nap, it is well for him, until he is six years old, to lie still for an hour in the middle of the day, amusing himself with a picture book or paper and pencil, but not played with or talked to by any other person. Such a rest in the middle of the day favors the relaxation of muscles and nerves and breaks the strain of a long day of intense activity.
PROPER CLOTHING.
Proper clothing for a child includes three things: (a) Equal distribution of warmth, (b) Freedom from restraint, (c) Light weight.
Equal distribution of warmth is of great importance, and is seldom attained. The ordinary dress for a young baby, for example, leaves the arms and the upper part of the chest unprotected by more than one thickness of flannel and one of cotton—the shirt and the dress. About the child's middle, on the contrary, there are two thicknesses of flannel—a shirt and band—and five of cotton, i.e., the double bands of the white and flannel petticoats, and the dress. Over the legs, again, are two thicknesses of flannel and two of cotton, i.e., the pinning blanket, flannel skirt, white skirt, and dress. The child in a comfortably warm house needs two thicknesses of flannel and one of cotton all over it, and no more.
The Gertrude Suit
The practice of putting extra wrappings about the abdomen is responsible for undue tenderness of those organs. Dr. Grosvenor, of Chicago, who designed a model costume for a baby, which he called the Gertrude suit, says that many cases of rupture are due to bandaging of the abdomen. When the child cries the abdominal walls normally expand; if they are tightly bound, they cannot do this, and the pressure upon one single part, which the bandages may not hold quite firmly, becomes overwhelming, and results in rupture. Dr. Grosvenor also thinks that many cases of weak lungs, and even of consumption in later life, are due to the tight bands of the skirts pressing upon the soft ribs of the young child, and narrowing the lung space.
Objection to the Pinning Blanket
Freedom from restraint.. Not only should the clothes not bind the child's body in any way, but they should not be so long as to prevent free exercise of the legs. The pinning-blanket is objectionable on this account. It is difficult for the child to kick in it; and as we have seen before, kicking is necessary to the proper development of the legs. Undue length of skirt operates in the same way—the weight of cloth is a check upon activity. The first garment of a young baby should not be more than a yard in length from the neck to the bottom of the hem, and three-quarters of a yard is enough for the inner garment.
The sleeves, too, should be large and loose, and the arm-size should be roomy, so as to prevent chafing. The sleeves may be tied in at the wrist with a ribbon to insure warmth.
Lightness of weight. The underclothing should be made of pure wool, so as to gain the greatest amount of warmth from the least weight. In the few cases where wool would cause irritation, a silk and wool fixture makes a softer but more expensive garment. Under the best conditions, clothes restrict and impede free development somewhat, and the heavier they are the more they impede it. Therefore, the effort should be to get the greatest amount of warmth with the least possible weight. Knit garments attain this most perfectly, but the next best thing is all-wool flannel of a fine grade. The weave known as stockinet is best of all, because goods thus made cling to the body and yet restrict its activity very little.
The best garments for a baby are made according to the accompanying diagram.
Princess Garment
They consist of three garments, to be worn one over the other, each one an inch longer in every way than the underlying one. The first is a princess garment, made of white stockinet, which takes the place of shirt, pinning-blanket, and band. Before cutting this out, a box-pleat an inch and a half wide should be laid down the middle of the front, and a side pleat three-fourths of an inch wide on either side of the placket in the back. The sleeve should have a tuck an inch wide. These tucks and pleats are better run in be hand, so that they may be easily ripped. As the baby grows and the flannel shrinks, these tucks and pleats can be let out.
The next garment, which goes over this, is made in the same way, only an inch larger in every measurement. It is made of baby flannel, and takes the place of the flannel petticoat with its cotton band. Over these two garments any ordinary dress may be worn. Dressed in this suit, the child is evenly covered with too thicknesses of flannel and one of cotton. As the skirts are rather short, however, and he is expected to move his legs about freely, he may well wear long white wool stockings.
As the child grows older, the principles underlying this method of clothing should be borne in mind, and clothes should be designed and adapted so as to meet these three requirements.
FOOD.
Natural Food
Bottle-fed Babies
The natural food of a young baby is his mother's milk, and no satisfactory substitute for it has yet been found. Some manufactured baby foods do well for certain children; to others they are almost poison; and for none of them are they sufficient. The milk of the cow is not designed for the human infant. It contains too much casein, and is too difficult of digestion. Various preparations of milk and grains are recommended by nurses and physicians, but no conscientious nurse or physician pretends that any of them begins to equal the nutritive value of human milk. More women can nurse their babies than now think they can; the advertisements of patent foods lead them to think the rather of little importance, and they do not make the necessary effort to preserve and increase the natural supply of milk. The family physician can almost always better the condition of the mother who really desires to nurse her own child, and he should be consulted and his directions obeyed. The importance of a really great effort to this direction is shown by the fact that the physical culture records, now so carefully kept in many of our schools and colleges, prove that bottle-fed babies are more likely to be of small stature, and to have deficient bones, teeth and hair, than children who have been fed on mother's milk.
Simple Diet
The food question is undoubtedly the most important problem to the physical welfare of the child, and has, as well, a most profound effect upon his disposition and character. Indiscriminate feeding is the cause of much of the trouble and worry of mothers. This subject is taken up at length in other papers of this course, and it will suffice to say here that the table of the family with young children should be regulated largely by the needs of the growing sons and daughters. The simplified diet necessary may well be of benefit to other members of the family.