=A. Physical Characteristics.=--In early adolescence the characteristic physical accompaniments of early childhood are repeated, namely, rapid growth and lack of muscular co-ordination. From twelve to fifteen, girls grow more rapidly than boys and are actually taller and heavier than boys at corresponding ages. From fifteen onward, however, the boys rapidly outstrip the girls in growth. Lack of muscular co-ordination is responsible for the awkward movements, ungainly appearance, ungraceful carriage, with their attendant self-consciousness, so characteristic of both boys and girls in early adolescence.
=B. Mental Characteristics.=--Ideas are gradually freed from their sensory accompaniments. The child thinks in symbols rather than in sensory images. Consequently there is a greater power of abstraction and reflective thought. This is therefore the period for emphasizing those subjects requiring logical reasoning, for example, mathematics, science, and the reflective aspects of grammar, history, and geography.
From a.s.sociation with others or from literature and history, ideals begin to be formed which influence conduct. This is brought about largely through the principle of suggestion. In the early years of adolescence children are very susceptible to suggestions, but the suggestive ideas must be introduced by a person who is trusted, admired, or loved, or under circ.u.mstances inspiring these feelings; hence the importance to the adolescent of having teachers of strong and inspiring personality. However, if the suggestive idea is to influence action, it must be introduced in such a way as not to set up a reaction against it.
Reaction will be set up if the idea is antagonistic to the present ideas, feelings, or aims, or if it is so persistently thrust upon the child that he begins to suspect that he is being unduly influenced. To avoid reaction the parent or teacher should introduce suggestive ideas indirectly. For instance, while the mind is concentrated upon one set of ideas, a suggestive idea that would otherwise be distasteful may be tolerated. It may lie latent for a time, and when it recurs it may be regarded as original, under which condition it is likely to issue in action.
The adolescent stage is the period of greatest emotional development, and care should therefore be exercised to have the child"s mind dwell upon only those ideas with which worthy emotions are a.s.sociated. The emotional bent, whether good or bad, is determined to a large extent during this period of adolescence. So far as morality is the subordination of primitive instincts to higher ideas, the child now becomes a moral being. His conduct is now determined by reason and by ideals, and the primitive pleasure-pain motives disappear. It follows that coercion and arbitrary authority have little place in discipline at this period. Social interests are prominent, evidenced by the tendency to co-operate with others for a common end. The games of the period are mainly of the co-operative variety and are marked by a willingness to sacrifice personal interests for the sake of the team, or side.
INDIVIDUAL DIFFERENCES
While, as noted above, all children have certain common characteristics at each of the three periods of development, it is even more apparent that every child is in many respects different from every other child.
He has certain peculiarities that demand particular treatment. It is evident that it would be impossible to enumerate all the individual differences in children. The most that can be done is to cla.s.sify the most striking differences and endeavour to place individual children in one or other of these cla.s.ses.
=A. Differences in Thought.=--One of the obvious cla.s.sifications of pupils is that of "quick" and "slow." The former learns easily, but often forgets quickly; the latter learns slowly, but usually retains well. The former is keen and alert; the latter, dull and pa.s.sive. The former frequently lacks perseverance; the latter is often tenacious and persistent. The former unjustly wins applause for his cleverness; the latter, equally unjustly, wins contempt for his dulness. The teacher must not be unfair to the dull plodder, who in later years may frequently outstrip his brilliant compet.i.tor in the race of life.
Some pupils think better in the abstract, others, in the concrete. The former will a.n.a.lyse and pa.r.s.e well in grammar, distinguish fine shades of meaning in language, manage numbers skilfully, or work out chemical equations accurately. The latter will be more successful in doing things, for instance, measuring boards, planning and planting a garden plot, making toys, designing dolls" clothes, and cooking. The schools of the past have all emphasized the ability to think in the abstract, and to a large extent ignored the ability to think in the concrete. This is unfair to the one cla.s.s of thinkers. From the ranks of those who think in the abstract have come the great statesmen, poets, and philosophers; from the ranks of those who think in the concrete have come the carpenters, builders, and inventors. It will be admitted that the world owes as great a debt from the practical standpoint to the latter cla.s.s as to the former. Let the school not despise or ignore the pupil who, though unable to think well in abstract studies, is able to do things.
=B. Differences in Action.=--There is a marked difference among children in the ability to connect an abstract direction with the required act.
This is particularly seen in writing, art, and constructive work, subjects in which the aim is the formation of habit, and in which success depends upon following explicitly the direction given. The teacher will find it economical to give very definite instruction as to what is to be done in work in these subjects. It is equally important that instructions regarding conduct should be definite and unmistakable.
As explained in the last Chapter, there are two extreme and contrasting types of will exhibited by children, namely, the impulsive type and the obstructed type. In the former, action occurs without deliberation immediately upon the appearance of the idea in consciousness. This type is ill.u.s.trated in the case of the pupil who, as soon as he hears a question, thoughtlessly blurts out an answer without any reflection whatever. In the adult, we find a similar ill.u.s.tration when, immediately upon hearing a pitiable story from a beggar, he hands out a dollar without stopping to investigate whether or not the action is well-advised. It is useless to plead in extenuation of such actions that the answer may be correct or the act n.o.ble and generous. The probability is equally great that the opposite may be the case. The remedy for impulsive action is patiently and persistently to encourage the pupil to reflect a moment before acting. In the case of the obstructed type of will, the individual ponders long over a course of action before he is able to bring himself to a decision. Such is the child whom it is hard to persuade to answer even easy questions, because he is unable to decide in just what form to put his answer. On an examination paper he proceeds slowly, not because he does not know the matter, but because he finds it hard to decide just what facts to select and how to express them. The bashful child belongs to this type. He would like to answer questions asked him, to talk freely with others, to act without any feeling of restraint, but is unable to bring himself to do so. The obstinate child is also of this type. He knows what he ought to do, but the opposing motives are strong enough to inhibit action in the right direction. As already shown, the remedy for the obstructed will is to encourage rapid deliberation and choice and then immediate action, thrusting aside all opposing motives. Show such pupils that in cases where the motives for and against a certain course of action are of equal strength, it often does not matter which course is selected. One may safely choose either and thus end the indecision. The "quick" child usually belongs to the impulsive type; the "slow" child, to the obstructed type. The former is apt to decide and act hastily and frequently unwisely; the latter is more guarded and, on the whole, more sound in his decision and action.
=C. Differences in Temperament.=--All four types of temperament given in the formal cla.s.sification are represented among children in school. The _choleric_ type is energetic, impulsive, quick-tempered, yet forgiving, interested in outward events. The _phlegmatic_ type is impa.s.sive, unemotional, slow to anger, but not of great kindness, persistent in pursuing his purposes. The _sanguine_ type is optimistic, impressionable, enthusiastic, but unsteady. The _melancholic_ type is pessimistic, introspective, moody, suspicious of the motives of others.
Most pupils belong to more than one cla.s.s. Perhaps the two most prominent types represented in school are (1) that variety of the sanguine temperament which leads the individual to think himself, his possessions, and his work superior to all others, and (2) that variety of the melancholic temperament which leads the individual to fancy himself constantly the victim of injustice on the part of the teacher or the other pupils. A pupil of the first type always believes that his work is perfectly done; he boasts that he is sure he made a hundred per cent. on his examinations; what he has is always, in his own estimation, better than that of others. When the teacher suggests that his work might be better done, the pupil appears surprised and aggrieved. Such a child should be shown that he is right in not being discouraged over his own efforts, but wrong in thinking that his work does not admit of improvement. A pupil of the second type is continually imagining that the teacher treats him unjustly, that the other pupils slight or injure him, that, in short, he is an object of persecution. Such a pupil should be shown that n.o.body has a grudge against him, that the so-called slights are entirely imaginary, and that he should take a sane view of these things, depending more upon judgment than on feeling to estimate the action of others toward him.
=D. s.e.x Differences.=--Boys differ from girls in the predominance of certain instincts, interests, and mental powers. In boys the fighting instinct, and capacities of leadership, initiative, and mastery are prominent. In girls the instinct of nursing and fondling, and the capacities to comfort and relieve are prominent. These are revealed in the games of the playground. The interests of the two s.e.xes are different, since their games and later pursuits are different. In a system of co-education it is impossible to take full cognizance of this fact in the work of the school. Yet it is possible to make some differentiation between the work a.s.signed to boys and that a.s.signed to girls. For instance, arithmetical problems given to boys might deal with activities interesting to boys, and those to girls might deal with activities interesting to girls. In composition the differentiation will be easier. Such a topic as "A Game of Baseball" would be more suitable for boys, and on the other hand "How to Bake Bread" would make a stronger appeal to girls. Similarly in literature, such a poem as _How They Brought the Good News from Ghent to Aix_ would be particularly interesting to boys, while _The Romance of a Swan"s Nest_ would be of greater interest to girls. As to mental capacities, boys are usually superior in those fields where logical reasoning is demanded, while girls usually surpa.s.s boys in those fields involving perceptive powers and verbal memory. For instance, boys succeed better in mathematics, science, and the reflective phases of history; girls succeed better in spelling, in harmonizing colours in art work, in distinguishing fine shades of meaning in language, and in memorizing poetry. The average intellectual ability of each s.e.x is nearly the same, but boys deviate from the average more than girls. Thus while the most brilliant pupils are likely to be boys, the dullest are also likely to be boys. It is a scientific fact that there are more individuals of conspicuously clever mind, but also more of weak intellect, among men than there are among women.
=A Caution.=--While it has been stated that the teacher should take notice of individual differences in his pupils, it may be advisable also to warn the student-teacher against any extravagant tendency in the direction of such a study. A teacher is occasionally met who seems to act on the a.s.sumption that his chief function is not to educate but to study children. Too much of his time may therefore be spent in the conducting of experiments and the making of observations to that end.
While the data thus secured may be of some value, it must not be forgotten that control of the subject-matter of education and of the method of presenting that subject-matter to the normal child, together with an earnest, enthusiastic, and sympathetic manner, are the prime qualifications of the teacher as an instructor.