Show EXPERT T TELLS CHIlD STUDY i U. U A. A C. C Experts Investigate Investigate Investigate gate Death of Stocks Stock's Stock s 's sSAN i iSAN SAN FRANC FRANCISCO Cal Juna Jun JUn l 29 Every j-Every Every child chUd comes Into the world with a set of tendencies transmitted transmitted transmit transmit- transmit transmit- ted through the ages from ages from two long lines of ancestors and a child chUd Is largely what he is because of or his 1 1 family sex or or race according Mo to to I I Dr Alga Bridgman of or Stanford uni university uni- uni who addressed the Amerl- Amerl American I can medical convention in its sev- sev sev- sev enty annual me meeting ting here Dr Bridgman said J Education may do much to de develop develop develop de- de small or latent powers powers but nature has set definite limits for each individual beyond which he cannot go It is futile to try to de develop develop develop de- de qualities of or which there is no inherent trace and foolish to believe that tastes and abilities not ingrained Ingrained in ingrained In- In grained are created But Hut few hu human human human hu- hu man beings come near to the best use uso of all their faculties I The mind of the child differs rs from that of the adult quite as much and in much the same way as his body differs from that of or orthe the adult Certain traits are his at nt birth and are modifiable only to a slight degree Changes for good or orIll Ill can be wrought in his mind which are quite as marked as pre fIre the changes chans- s sometimes seen in the bodies of certain primitive people who would mould heads and alter alterI I features after a marvelous fashion I I It is the function then of the environment to select and stimulate late desirable qualities and to control and direct all an To educate a a child chUd In the true sense It is imperative to understand his native equipment and then to know all the laws by which modification may take pla place eThe e. e The Imagination of a n chUd is an important element in his up make-up and add is often misunderstood Children's Childrens Childrens Children's Chil Chil- drens dren's mental Images are vivid and andreal andreal real and are apt to contain a a. large creative element The child from 3 to 7 years may have a rich Imaginary imaginary imaginary Im im- im- im life whIch tends to become more matter of fact as knowledge of the limits of the possible and contact with other Individuals in in- in creases Some children find it difficult difficult difficult dif dif- to to distinguish percepts from Images Hence the fantastic tales of adventure ad which children n tell teil before experience has taught them to distinguish between the possible and the impossible Much of the l lying ing of children is due to this confusion and after a tale has been told and retold the child himself may be quite unable to distinguish the remembered from the imagined Here his emotions emotions emotions emo emo- readily help him hint to make things be as he would like them to be Imagination often otten gives the lonely child imaginary companions which may become so real as to In Interfere interfere interfere in- in with his normal associations with other children and to deprive him of the give and take Involved In the enjoyment ment of the t e companionship companion companion- ship of actual children A Achild child though bound by the limits its of his inherited nature presents presents presents pre pre- many Individual features which which are characteristic of child child- t hood It Itis is i i q the business of child psychology to study these features and to seek out all laws governing their appearance and development and o of education to stimulate desirable desirable desirable desir desir- able traits and to control and in n nI some cases cases to transform or suppress suppress sup sup- I press undesirable ones |