Publisher's Synopsis
In so far as the teaching of to-day is superior to that of a generation ago, it owes that precedence largely to a more general observance of two fundamental principles. One of these is that action is the first law of growth; the other, that individuals vary enormously in their capabilities for different kinds of mental and physical action.
It is these two principles and the many implied by them that have called forth this book. In so far as action is to be secured from each child, the physical conditions and basis of that action should be known, not only for the average, but, according to our second principle, for each of the children. That conditions exist highly prejudicial to the child's physical development and, consequently, to his growth and power to act, is evident from a glance at the ordinary schoolroom. That the causes of these obstructive circumstances are not to be stumbled upon without effort or care is equally evident. There are thousands of earnest teachers as well as parents who cannot witness the slow progress of a few children, the worn, tired faces of some, and the listless apathy of others in quiet. For such it is hoped the suggestions contained in this book may serve as a fairly complete and helpful guide to a study of the child's physical basis for action.
It is not expected that a teacher will make all the tests here suggested on every child in his room. No teacher will have time for that. But the tests may be made in a comparatively short time, and be of great helpfulness in solving some of the individual problems which present themselves to every teacher. In some cases the method of experiment admits of an application to all of the children in the room as easily as to one, and light is certain to be thrown on the power of individuals whose ability had been previously over- or under-estimated. This light may be of avail to the teacher in leading him to a better adaptation of his work to the child, or it may lead to the removal of the cause of the abnormality, - in either case to the great advantage of both teacher and pupil. While tests of this sort increase the teacher's burden at the moment, they certainly relieve the nervous strain and worry coming upon him from the backward or troublesome pupil. If the child has become normal now that the hindrances have been removed, or if the teacher is now in a position to adapt himself to known peculiarities, - in either case the solution of the problem is complete. Work may still be involved, but not to the degree and not with the worry which otherwise would be unavoidable. Far be it from the intent of the author to hint that all the difficulties to be encountered by the teacher or parent are in the realm of the physical. The physical side of the child's nature is taken because it is get-at-able and is the source of a far larger amount of psychical deformity than is usually admitted. Any child under question should be assumed to be weak or degenerating physically, until the investigation has falsified the assumption....
