He was

and her toes. There she lay wide awake for He was not one of the best in the class, neither nearly an hour with now and then a contented was he one of the poorest. coo, until the mother returned and stepping to His fifteenth year, his childishness became so the door began talking baby talk to the child. marked that his parents were deeply concerned. At once the angry screaming was resumed and I think he was no more childish than before, baby was snatched up.”

but other boys of his age were so changed that This young lady then goes on in her paper to by contrast his childishness was exaggerated. give some excellent suggestions which she has His father often spoke of the boy's condition gleaned from the good books in our library on and was greatly worried over his being so the care of children, and which she has put to- dwarfed in body and mind. gether with common sense.

The latter half of his fifteenth year he was The influence of the mother upon the child less able to do mental work and was more frail during the prenatal period must be enduring physically. through life. Every thought, every feeling, His sixteenth year, he was very sluggish every action of the mother during this period mentally and physically, and as much a child must make an impression upon the child. This, as at thirteen. He could not take all the reguthen, should be a period of great watchfulness lar studies of his class, so his work was lighton the part of expectant father and mother. ened; but still he could not do it well.

Oscar CHRISMAN, very weak during the spring term; so sluggish State Normal School. Emporia, Kan. that he would sometimes unconsciously fall [Concluded in next issue.]

asleep, even while trying to listen to a class explanation.

This unfortunate condition was not the result The Study of Boys Entering the

of any personal habits, as he was carefully Adolescent Period of Life

guarded in this respect. He seemed to have VIL

come to a point where it was a question whether

or not his vitality could carry him farther. ARRESTED DEVELOPMENT

His father now decided to give him a year of THIN, pale face, shoulders cramping in freedom from school or restraint of any kind, upon a hollow chest, and a body whose

in hope that he might gain physical and mental clothing never suggested the outline of a

strength. muscle; restless and inattentive, but not un- The boy spent the year just as he pleased, usually dull, was No. 7 at the age of thirteen

visiting, hunting, reading, lying around doing He was childish, sometimes so childish that nothing, mostly doing nothing, with no aim, it seemed a mark of mental weakness; yet in

no ambition. his studies, he was only slightly behind those of

An idle, listless year, yet nevertheless a most his own age and was doing fairly good work. profitable year to him, I believe, for I think However, it required no little effort on the part he needed just such rest. of his teacher to keep him from idling away The fall of his eighteenth year he again enhis time. He could and would, if permitted, tered school, but, while somewhat improved in spend hours playing with nothing more than a health, was not capable of doing a full year's string and a bit of paper; not interrupting work. those about him, but frittering away the hours The first half of the following summer he in play so simple that it called forth no activity did nothing and cared to do nothing. “Past of the mind.

eighteen years of age," said his father, "and a His fourteenth year was but a repetition of mere boyish boy; he will never amount to anyhis thirteenth, except that his childishness was thing." more noticeable. His physical condition was The father was not now as patient as forunchanged and growth seemed almost checked. merly with the boy, and upbraided him for his This year he finished the work of the 9th grade. worthlessness. One day at this time he said to

A

me: "My wife and I have lost all patience but was the result of the observation of a numwith our boy, and to-day I told him he was ber of somewhat similar cases. nothing but a blockhead, and never would

The boy's apparent development was comamount to anything. We can not understand pletely arrested for about three years; and why he is so worthless."

then in a few weeks the wonderful change was I counseled him to be careful or he might do accomplished. Yesterday a boy, to-day a man. his boy great wrong; that for some reason the

I have no explanation to give. His and one physical and mental development of the boy other case, No. 8, that I will relate, have sugseemed arrested; that upbraiding him for what gested a question: Could their labored and he could not help might so discourage him as long-delayed development be due to inherited to ruin him forever; that what he most needed constitutional weakness? was sympathy, and an expre-sion of faith in

There were strong indications of tuberculosis him, and help to keep up a cheerful frame of

on the mother's side in the case of No. 7; in No. mind; and that these should come from his

8's home, at least two members of the family home friends; that there was yet time for had been affected with tuberculosis. Could it the boy to make a man.

be that in some way this inherited tendency so The father in reply expressed a hope that lowered the vitality that it was hard for the possibly I understood the boy better than he, body to gather force to accomplish the great and that my faith in the final outcome would change of puberty, and so caused the existing prove to be well-founded.

conditions? Several weeks later, just a few days before I only ask the question. the opening of the annual session of the county

This much I do know: teachers can not too teachers' institute, No. 7 called on me to ask

carefully deal with such young people. The what I thought of his attending the institute,

disappointment of parents too often shuts off and in the course of our conversation told me

sympathy at home, and teachers, looking upon he had decided to teach a country school that

them 'as weaklings physically and mentally, fall.

hope only for them to drop out of school. I was pleased to see him planning to do some- Young teachers, especially, look upon such thing and encouraged him to attend.

cases as hopeless objects, on whom it is a waste He was present every day, wide-awake, ready to spend time. We who are older and have obto catch every suggestion that fell from the served and studied these things have seen too lips of the instructors, and very happy in it all. many miracles wrought by the “new psycho

I looked at him: no longer a boy. The physiological birth” to treat in a slighting rounded muscles, the full chest, such as had not manner any of these that so much need seemed possible, and the bright eye; the vigor- attention. . ous thoughts of early manhood, all told in no When No. 7 was twenty-five years of age,

he uncertain language that he had been born" filled a responsible business position and was again, and was a new person, physically and still a student, devoting a few hours regularly mentally. “When I became a man, I put away each day to a chosen line of study. He was far childish things” was literally verified in his superior to many of the boys who in their teens case.

outstripped him in the race. As his father exThe father met me one day the second week pressed it, “There is no young man in our comof the institute and said he wished to thank me munity the superior of my son; he has no bad for so awakening his son.

habits; is mentally and physically sound; and I laid no claim to the “awakening” power; a clear-headed, trustworthy business man." but I did say, what had said before, that I had The causes of such arrested development always had faith that the boy would develop if properly belongs to the work of specialists in given time.

other lines; but the plain, practical, uncommon This faith of mine was not born of intuition, common-sense plan of teaching and training

these young people must be sought out by the of children or allows them to be constantly teacher

changing is preparing the way for future revoInto this problem three factors must enter: lutionists and disturbers of governments. So first, we as teachers must not lose faith in the important did he consider this, that he demanded possible outcome; second, we must win and that a special government officer be appointed hold the confidence of these boys; and, third, to organize and direct the plays of the Athenian we must not discourage them nor cause them children. Aristotle looked upon them in the to lose the little faith they may have in them- same serious way. Among the Romans we find selves.

J. K. STABLETON, a similar appreciation of this powerful natural Superintendent City Schools, Charleston, Il.

instinct of man. In fact, everywhere was play, this God-given impulse to education, utilized by

educators, till the dogma of total depravity got Play in Education*

lodged in the minds of the Romish Churchmen, "O SERIOUSLY discuss whether play has

and they saw fit to believe man, though created any place in education is positively by God himself, to be wholly bad. Of course,

ridiculous to a person knowing the first under these.conditions, the only possible means principles of biology or the commonest facts in

of education or of eternal salvation was to crush the history of education. When we look at the down every natural impulse, and among others animals and find how each new generation is must go that of play, the outward expression prepared for the daily duties of life, we see it

of man's divine impulse to express his true is invariably by their play. The ducks, dogs,

nature. Play was everywhere banished from kittens, do not have play banished from their the school program, under the impression that school program, but solely by means of this we gain the more of a heaven in the other most powerful agent of education they so pre

world the more of a hell we make of this one. pare themselves as to conduct the affairs of their During the whole of the dark ages this impious adult life in a way that can but stir our highest idea held sway, and, in spite of the inspiring admiration. Leaving the animals and coming appeals of Locke, Rousseau, Froebel, and Spento the human development, we well know that cer, this notion even yet tinges some of our the savage boy gets practically all of his train- school practices. Rabelais, Locke, and Moning for life through the natural sports of bis taigne first combatted this heathenish idea and youth. In his contests with companions, his pleaded for downtrodden humanity, claiming hunting parties, etc., he acquires those powers that the natural tendencies of the human mind which enable him to defend his tribe and keep were not so diabolical as was supposed, but provisions in his larder, while he gets that fund that they furnished the divinely appointed of information about surrounding nature and means to its development, just as the natural his fellow man which is needful for correct liv- plays of animals furnished the God-given means ing. Not only with savage man, but among the of their preparation for life's duties. Rousseau ancient civilizations we see the same thing. dared to say, what will find an echo in every Even among the Greeks, when in a state of true teacher's heart to-day, "Is it not a charmcivilization and intellectual advancement that in ing and graceful sight to see a pretty child, many respects is not equaled to-day, we find with bright and merry eyes, with pleased and play and physical exercise filling half the day placid mien, with open smiling countenance, of the later school life, while the early years doing the most serious things under the guise were entirely devoted to it. So important did of play, or profoundly occupied with the most Plato consider it that he said in his Republic frivolous amusements

Into whatever that they made a serious mistake who did not he does he throws an interest which excites consider the plays of youth a serious matter; cheerfulness and a liberty which gives pleasure; for, says he, he who makes changes in the plays and this exhibits both his turn of mind and the

range of his knowledge." * Read before Primary and Kindergarten Department of the Texas State Teachers' Association, June 30, 1898.

To this the great philosopher, Kant, adds that in his play the child has to deny himself many cessity and impulse. Play is the purest, most things, and so he unconsciously becomes trained spiritual activity of man at this stage and, at to bear the natural privations of life, and be- the same time, typical of human life as a whole. comes accustomed to continuous work for some

It gives therefore joy, freedom, conend. Says he, "His interest being absorbed in tentment.

It holds the source of all these plays, the boy denies himself other needs, that is good. A child that plays thoroughly, and then learns insensibly to impose greater with self active determination, persevering unprivations upon himself. By these he also be- til physical fatigue forbids, will surely be a comes accustomed to continuous occupation, thorough, determined man, capable of selfbut his plays must not be merely plays; it is · sacrifice for the promotion of the welfare of necessary that they be plays wi.h a purpose or himself and others." In general, Froebel adds end. Man must be occupied in such a manner that the aim of the very early plays of children that he be so filled with the purpose before is simply bodily activity, having no particular him as not to be sensitive to the work. Schil- end in view, the mere overflow and discharge ler, that genius of poetry, philosophy, unil of ripe and over-charged nerve cells. Later, pedagogy, says in his Aesthetic Education of during boyhood, play is partly bodily exercise Man, that play is the highest expression of the still, but chiefly it is an attempt to express the free divine spirit of man. It is not constrained inner life, to give it outer representation. Not by other necessity and in so far as it is free is only the body, but the intellect and will are now art itself. All art, says he, is a free play of trained. In play, the boy not only performs the human spirit and knows no laws. “Man feats of strength and agility, but receives valuplays only when in the full meaning of the able training in such moral qualities as justice, word he is a man;' and he is completely a man, self-control, truthfulness, etc. So, says he, only when he plays.” The free spirit of man every town should have a common play-ground, guiding itself in play furnishes the only means where the boy, besides getting physical exercise, of developing that strong character which is would get a fair knowledge of himself and his neither dependent on nor subservient to outer companions. influences. Nothing but activity produces and This pleading of the philosophers has not maintains cheerfulness, and the highest activity been altogether in vain. As among the Greeks, is play.

so now among the great schools of England, Jean Paul Richter asks, “Where, then, can nearly half the time of the student is given to the child show and mature bis growing power, the physical, moral, and intellectual develophis resistance, his forgiveness, his generosity, ment coming from his sports and games. his gentleness; in short, every root and blossom Something of the educative power of these may of society, except in freedom among his equals? be seen when we consider that with a curriculum Teach children by children. The entrance into that till recently has belonged rather to the their play room is for them an entrance into middle ages, and often with poor methods of the great world; and their mental school of in- teaching, and at times even untrained teachers, dustry is in the child's play room and nursery." these schools, such as Harrow, Eton, and Rugby, He tells of the celebrated play-schools in the have nevertheless turned out a race of warriors, Netherlands to which “the Dutchman sends.' colonizers, statesmen, philosophers, men of his children sooner than to the school of sturdiness of mind and character second to none instruction.”

on earth. That this splendid product is very And now, to omit a host of others and to con- largely the result of the training received in clude this brief historical summary, listen to their sports and social life is well nigh the uniwhat your own great philosopher, Froebel, versal testimony of thoughtful Englishmen, and says: “Play is the highest phase of child de- the Duke of Wellington's remark that "the velopment-of human development at this battle of Waterloo was won on the ball field of period; for it is self-active representation of the Rugby” applies with equal force in other diinner--representation of the inner from inner ne- rections of English greatness. The thorough manner in which these English sports and address, nor am I able, to make a thorough games are organized and conducted in the analysis of the psychological and physiological schools, and their powerful educational in- elements involved in play; but even the barest fluence, has been often noted by foreigners, and beginning throws some light. The earliest more than once have deputations from France plays are in general the crudest imitation of exand Germany come over to study the problem. ternal acts; the child draws or pretends to The introduction of these games in France write with little more than an attempt to imiproved a failure, as the Latin race seems un- tate the bare outer physical aspect of the act suited to Anglo-Saxon sports, but since the re- which he sees; his doll play and use of toys are cent report of the deputy sent to England by largely mere imitations. He pretends to smoke the Cultus Minister, Von Gossler, over four or sit cross-legged with no conception of the hundred public play-grounds and schools have meaning of these acts, and usually adopts them been introduced in Germany alone.

without change. A higher stage of developIn America, Superintendent Johnson, of An- ment is seen when the child begins to spontanedover, Mass., has begun a scientific study of play ously apply to his own little affairs what he in education by making an analysis of most of sees in adult life, as was the case of the boy our English games, pointing out the physical whom I took to see the whale, who was much and mental powers trained by each, and by or- impressed by the “blowing” process, and soon ganizing the plays into a course of eight grades. after the circus had left town proposed to borMore recently Superintendent Johnson, Miss row his mother's bath tub, fill it with water, Foley of Worcester, and others of our thought- paint himself black, and lie in the tub on his ful teachers are making attempts to utilize this back, and, while squirting water from his pregreat flow of nature's force for the education of viously filled mouth, be the whale in a circus the child. Nobody would deny that the play which he and a neighbor's boy, who owned a impulse is one of the strongest natural forces in donkey, were getting up together. In the child life, and it is hard to únderstand why it child's doll play we see this application in the not only does not occur to teachers that this doll world of everything seen or heard of in should be used, but it seems proper to them to adult life, from the swaddling of infants and the set the whole educational machinery to bear curing of colics to funeral processions, burials, squarely against this most powerful of all nat- and even resurrections. After the first plays ural forces of childhood. No sane man sets a due to the mere overflow of ripe nerve cells, mill wheel in the stream so that it will turn this kind of play forms the bulk of the activity only when the water flows back up hill--against of child life just as its counterpart forms the nature; for the wheel won't run at all. Nor bulk of adult life; but we see occasionally a will very much work be done if he builds an higher form, when the mind throws off its elaborate system of dams and locks from which shackles and, ceasing to imitate, invents-gives his wheel is driven by the occasional back lash expression to its own peculiar inner nature. of the dammed water. Have we not gone off This is what we so frequently discourage; and in our educational efforts and ignored the flow yet what is the secret of all real greatness but of pature's forces in human life, and are not the this being true to one's own ideals, expressing, wheels of our present educational mill creak- living one's inner convictions, following the ingly grinding away with the feeble back lash daywy, as Socrates would say. Now I ask in all of human energy caused by our elaborate edu- seriousness if the dull monotony of supervised cational dam, while the great stream of youth- and proscribed lessons gotten under constraint ful life flows down to the plains without touch- can develop this where is the expression of ing our educational machinery?

the inner in that? Is it not really true that play As we see that play has held such a place in offers the only means of developing the 'loftiest the minds of our great educational thinkers, it character? If time allowed, it would prove behooves us teachers to weigh the matter for profitable to us to run over together a few of ourselves. Time does not suffice in this short our games, analyze the mental and physical