83 
Perhaps it is well nigh impossible for most persons to become as little 
children who live under the crushing conviction that they have no brains. 
Failures and rejections burn deep gloom into sensitive child minds. Their 
errors should be corrected by putting in their place more practical, simple 
truths. 
Since books spell discouragement to the dull, inapt mind, it is gen- 
erally wise to excite an interest in things unrelated to failure; for ex- 
pected failure creates a hopeless habit of thought. For these pupils there 
shou!d be an abundance of stimulating devices to excite an interest. These 
minds have lain dormant for years, or have never been awakened to natural 
child curiosity. This varied stimulation should be thought provoking, not 
nervously exciting. 
Frequent change in manner of presenting old forms, and gradual in- 
troduction of of new material arouses confidence. Successes create assur- 
ance; and, even if the progress be slow, it surely follows. Success is a 
relative term; but it carries the highest valuation in mental and charac- 
ter development. 
Manual work offers great variety and simplicity in subjects and em- 
ploys and trains more faculties than any other school work—observation, 
attention, concentration, comparison, codrdination, decision, judgment, all 
are inyolved in its simplest problems. So, it is admirably adapted to the 
needs of the undeveloped child. 
Almost every child’s best is good in something; and it is only by our 
honest trying that we shall be able to draw a finer and better efficiency 
from the unused and often ill-directed capacities of children who possess 
limited possibilities. 
Having discovered an underlying trait, something for which the child 
has liking and ability, the worst struggle is over. Then, thru the newly 
discovered aptitude, it is comparatively easy to bring the pupil into 
Natural association with other school duties. Tasks and lessons codrdinate. 
He reads to learn, and even numbers have a new meaning. He enters 
with zest into games, songs and all school exercises. In the natural life 
of the schoolroom the child is socialized. 
The training requires the hand of iron in the glove of velvet—thor- 
oughness, patience, resourcefulness, open-mindedness, sympathy, hope. The 
wisdom of Solomon, perhaps, could not always solve the problems these 
children present. That is why failure now so frequently attends our ef- 
