Even in higher and normal schools such a perfect discipline has a great
value in training to alertness and quickness of apprehension associated
with action.
Secondly, by the training of the mind to freedom of action, to
_self-activity_, to independence. As soon as children begin to develop
the power of thought and action their self-activity should be
encouraged. Even in the lowest grades the beginnings may be made. An
_aim_ may be set before them which they are to reach by their own
efforts. For example, let a class in the first reader be asked to make
a list of all the words in the last two lessons containing _th_, or
_oi_, or some other combination. _Activity_ rather than repose is the
nature of children, and even in the kindergarten this activity is
directed to the attainment of definite ends. With number work in the
first grade the objects should be handled by the children, the letters
made, rude drawings sketched, so as to give play to their active powers
as well as to lead them on to confidence in doing, to an increase of
self-activity. As children grow older, the problems set before them,
the aims held out, should be more difficult. Of course they should be
of _interest_ to the child, so that it will have an impulse and desire
of its own to reach them.
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