CHAPTER XXXI
CHILD STUDY
Scope and Purpose of Child Study.—By child study is meant the observation of the general characteristics and the leading individual differences exhibited by children during the periods of infancy, childhood, and adolescence. Its purpose is to gather facts regarding childhood and formulate them into principles that are applicable in education. From the teacher's standpoint, the purpose is to be able to adapt intelligently his methods in each subject to the child's mind at the different stages of its development.
In the education of the child we have our eyes fixed, at least partly, upon his future. The aim of education is usually stated in terms of what the child is to become. He is to become a socially efficient individual, to be fitted to live completely, to develop a good moral character, to have his powers of mind and body harmoniously developed. All these aims look toward the future. But what the child becomes depends upon what he is. Education, in its broadest sense, means taking the individual's present equipment of mind and body and so using it as to enable him to become something else in the future. The teacher must be concerned, therefore, not only with what he wishes the child to become in the future, but also with what he is, here and now.
Importance to the Teacher.—The adaptation of matter and method to the child's tendencies, capacities, and interests, which all good teaching demands, is possible only through an understanding of his nature. The teacher must have regard, not only to the materials and the method used in training, but also to the being who is to be trained. A knowledge of child nature will prevent expensive mistakes and needless waste.
A few typical examples will serve to illustrate the immense importance a knowledge of child nature is to his teacher.
1. As has been already explained, when the teacher knows something about the instincts of children, he will utilize these tendencies in his teaching and work with them, not against them. He will, wherever possible, make use of the play instinct in his lessons, as for example, when he makes the multiplication drill a matter of climbing a stairway without stumbling or crossing a stream on stones without falling in. He will use the instinct of physical activity in having children learn number combinations by manipulating blocks, or square measure by actually measuring surfaces, or fractions by using scissors and strips of cardboard, or geographical features by modelling in sand and clay. He will use the imitative instinct in cultivating desirable personal habits, such as neatness, cleanliness, and order, and in modifying conduct through the inspiring presentation of history and literature. He will provide exercise for the instinct of curiosity by suggesting interesting problems in geography and nature study.
2. When the teacher understands the principle of eliminating undesirable tendencies by substitution, he will not regard as cardinal sins the pushing, pinching, and kicking in which boys give vent to their excess energy, but will set about directing this purposeless activity into more profitable channels. He will thus substitute another means of expression for the present undesirable means. He will, for instance, give opportunity for physical exercises, paper-folding and cutting, cardboard work, wood-work, drawing, colour work, modelling, etc., so far as possible in all school subjects. He will try to transform the boy who teases and bullies the smaller boys into a guardian and protector. He will try to utilize the boy's tendency to collect useless odds and ends by turning it into the systematic and purposeful collection of plants, insects, specimens of soils, specimens illustrating phases of manufactures, postage stamps, coins, etc.
3. When the teacher knows that the interests of pupils have much to do with determining their effort, he will endeavour to seize upon these interests when most active. He will thus be saved such blunders as teaching in December a literature lesson on An Apple Orchard in the Spring, or assigning a composition on "Tobogganing" in June, because he realizes that the interest in these topics is not then active. Each season, each month of the year, each festival and holiday has its own particular interests, which may be effectively utilized by the presentation of appropriate materials in literature, in composition, in nature study, and in history. A current event may be taken advantage of to teach an important lesson in history or civics. For instance, an election may be made the occasion of a lesson on voting by ballot, a miniature election being conducted for that purpose.
4. When the teacher appreciates the extent of the capacities of children, he will not make too heavy demands upon their powers of logical reasoning by introducing too soon the study of formal grammar or the solution of difficult arithmetical problems. When he knows that the period from eight to twelve is the habit-forming period, he will stress, during these years such things as mechanical accuracy in the fundamental rules in arithmetic, the memorization of gems of poetry, and the cultivation of right physical and moral habits. When he knows the influence of motor expression in giving definiteness, vividness, and permanency to ideas, he will have much work in drawing, modelling, constructive work, dramatization, and oral and written expression.