His ability in academic work seems well distributed, though strongest in mathematics. For this grade he is markedly low in art and industrial work; but he would be average in second grade, where his age would under ordinary circumstances place him. His artistic feeling is all for music and literature. He is moderately interested in drawing, but doesn't like modeling and does not want to draw unless it is for some special purpose, or because everybody else is doing so and it is the social thing to do. For example, he has made posters and designs for holiday cards, which, while very crude, had an idea to express and were suitable for their purpose. He enjoys shopwork and here does better technically than in other types of handwork. I think he is rather clumsy with his hands, even for his age, though not much below the average child. With his mental ability he can learn to do anything in which his interest is aroused.
This ability to attack any sort of problem is shown in his physical work. He makes an excellent effort and comprehends what is to be done, but in bodily coördination, in muscular strength, and in rhythmic response he would rank in the lower half of a second grade. From a specially requested report of a classroom teacher, June 20, 1922.
In short, I am fully convinced that A requires most of all training which will develop a proper harmony and rhythm between mind and body. From the report of the instructor in the special boys' group, to which A belonged, outside of school, April 19, 1922.
A's teachers seem to hold the universal opinion that he is not doing well in his work unless prodded or specially urged. It was to be expected that the handwork, such as art and shopwork, would be hard for him, but he seems to do poor work and at the same time to be entirely satisfied with it, his teachers say. Miss B finds he is not an observer of nature, but rather inclined to tell what he has read in books.
However, on the academic side, in French and the regular classroom studies, he seems to require the same prodding. His sleepiness and inattention are quite marked at times. When aroused, I find him capable of good thinking, and excellent memory work. I have been afraid to overstimulate him, but in order to accomplish the work of the fifth grade creditably we must develop in him more of a feeling of responsibility on his own account. His immaturity shows rather clearly in some of these respects. Of course his work is more than passing, because of the fine coöperation at home and his own vigorous response when sufficiently urged. From a report of a classroom teacher, for September 18, 1922, to January 31, 1923.
It is still a problem to get A to make contributions to the work of the class. His mind works along lines of special interest at the time. Although urged by the parents to push A a little harder, I have hesitated to do much urging. One fears to stimulate unduly. And yet I find that A is learning in many ways all the time. There are still, of course, some definite needs.
Mr. P reports no marked improvement on the physical side. However, on the side of participation in the sports of the group, I find a great improvement in A. He appears to be enjoying himself during a ball game, and even catches a ball occasionally.
Miss B says she hopes that A will have some real country and nature during the summer. He needs a chance to roam and think and observe for himself rather than to learn facts from books or other people.
In the French class his interest and attitude have improved. From report of a classroom teacher, for February 1 to June 15, 1923, on the occasion of A's promotion to the sixth grade.
These remarks from teachers bring clearly to notice some of the difficulties in adjustment to school procedure when a child has a 12-year-old capacity for thinking and the body of a 7- or 8-year-old, combined with the life of a 6-year-old. Motor control is, of course, far behind abstract thinking; writing is slow and feeble, while reading is rapid and fluent; shopwork is poor but arithmetic is excellent; he can surpass 8- and 9-year-olds—even those of superior intelligence—in the classroom, but in playing with them he cannot catch a ball and is always the last to be selected when sides "choose up," because he is a handicap in any playground competitions.