Problems For Introspection And Observation

1. Estimate the mental progress made by the child during the first five

years and compare with that made during the second five years of its

life. To do this make a list, so far as you are able, of the

acquisitions of each period. What do you conclude as to the importance

of play and freedom in early education? Why not continue this method

instead of sending the child to school?



2. Which has the better op ortunity for sensory training, the city child

or the country child? For social training? For motor development through

play? It is said by specialists that country children are not as good

players as city children. Why should this be the case?



3. Observe carefully some group of children for evidences of lack of

sensory training (Interest in sensory objects, skill in observation,

etc.). For lack of motor training (Failure in motor control,

awkwardness, lack of skill in play, etc.). Do you find that general

mental ability seems to be correlated with sensory and motor ability, or

not?



4. What sensory training can be had from (1) geography, (2) agriculture,

(3) arithmetic, (4) drawing? What lines of motor training ought the

school to afford, (1) in general, (2) for the hand, (3) in the grace and

poise of carriage or bearing, (4) in any other line? Make observation

tests of these points in one or more school rooms and report the

results.



5. Describe what you think must be the type of mental life of Helen

Keller. (Read The World I Live In, by Helen Keller.)



6. Study groups of children for signs of deficiency in brain power from

lack of nutrition. From fatigue. From worry. From lack of sleep.