574 IOWA DEPARTMENT OF AGRICULTURE. 



The child should not be subjected to the discipline of the school 

 previous to the age of six or seven years. A too early forcing of the 

 brain power is detrimental to both body and mind. Before this age is 

 reached, very simple modes of instruction, by means of pictures or toys, 

 may be used. But the attention of the young mind should never be held 

 to weariness. Very gradually and gently indeed should the expanding 

 intellect be led into the mysteries of learning. 



The precocious child often reaches a dead level of reaction, where 

 he pauses, while those who lagged behind him at the outset pass onward. 



Fowler, the phrenologist, in one of his lectures made an examination 

 of two heads. ''This brain." he said, speaking of the first, "will soon 

 give out, it ripens early, it is like the fall apple. While this brain." 

 speaking of the second, "develops slowly, gathering energy for future 

 ripeness and solidity. It is like the winter apple it will afford fruit 

 long after the fall apple is gone." 



A happy equilibrium is the most beautiful law of development. 

 Cultivate symmetry by strengthening the weaker traits and using a 

 gentle repression toward those that would otherwise shadow the beauty 

 of character. Further on in school life the pupil should not be burdened 

 with too many studies at one time. 



We must not regard the child's brain as simply a receptacle into 

 which a knowledge of facts is to be poured. This view of education 

 is happily illustrated by Goldsmith — 



"And still they gazed, and still the wonder grew. 

 That one small head could carry all he knew." 



Were it possible for one small head to contain the whole realm 

 cf the known, no great benefit would result to the individual or to th3 

 race. He would be like the man who memorized verhatwi one half of 

 Webster's Dictionary, and so far as being of use to himself or to others, 

 it was of no more value than the dictionary itself. 



Facts and principles are to the mind what food is to the body. Thej^ 

 are just as necessary to the growth of the mental structure as food for 

 the physical body. 



This instruction should be given just as judiciously and regularly 

 as food is given. Lack of judgment in this matter accounts for many 

 of the abnormal mental and moral developments all around us. 



Mental stagnation is often caused by the ■■cramming"' process, but 

 I believe there are more who become mentally and morally stunted as 

 the result of actual starvation — starvation of the mind. From a lack 

 of proper nourishment the mind becomes like a sickly, barren tree, a 

 prey for insects and noxious weeds, instead of bearing beautiful blos- 

 soms and delicious fruit, a joy and blessing to mankind, it becomes 

 simply the dwelling place of disease, shedding its evil influence on all 

 around. It is fit only to be cut down and cast out. 



About four years ago the board of education in the city of Chicago 

 established a permanent department of child study. The desire being 

 to determine what was the average symmetrical development. — physical, 



