8— THE PSYCHOLOGY 



This brinifs us to a consideration ot the ideas aroused. Expressed in tech- 

 nical terms tliey are sensations and perceptions, but they are far from definite. 

 While eacli sensation is sufficiently clear to conve}- knowledge, it is not such 

 knovvledtje as the cliild will gain from later sensations. Memor}' is present in 

 the act of perception, but it is limited to the association between the former ex- 

 perience and the experience which recalls it. The child cannot continue a train 

 of associations beyond very simple associations by contiguity, though I knew a 

 child two years of age who carried out this train, beginning from a copper which 

 was in her hand: "copper — daddy — bank — nanny," meaning that her fatliei- was 

 in a bank where there were lots of coppers, whicl) could be be used in buying 

 bananas. Probably any image which arises in the child's mind at this age is 

 believed by the child to be aroused by an object or, at least, the child is 

 incapable of distinguishing those images which have been aroused b\' actual 

 stimulation of the nerve endings and those which are the product of the im- 

 agination. Instead, therefore, of saying that a child of this age is imaginative, 

 we contend that he does not as yet know the distinction between real and ideal. 



Expression in this stag'e is most effectually and definitely made by gesture 

 and by modelling ; drawing- and oral description being- comparatively undeveloped 

 modes of expression, so much so, that they cannot be sufficiently accurate and 

 perfect modes of expression, to enable the child to make a synthesis in anyway 

 appropriate to the analysis which he makes. Wherever detailed expression is 

 desired, resort must be made to modelling. 



It is a question whether the hig-her modes of expression will be adequate, if 

 this mode is omitted. I think they will not. As society becomes more complex, 

 there is less and less incidental expression by modelling- at the agfe when expres- 

 sion of this nature is essential ; hence the g-reater need of providing- for it in con- 

 nection with the reg'ular school work. Fortunately the play instinct, if unhampered, 

 will not let this mode of expression completely die out. 



The modelling- in this primary stag-e will be the simpler process, in which the 

 ttiaterial remains unchang-ed, except in form, size and shape. Neither mind nor 

 bod}- has as yet been sufficiently differentiated to secure precise movements 

 such as are required where material has to be changed in structure, in order to 

 adapt it to particular use, e. g-. carpentry. 



The subjects of study best adapted for this stage, are therefore, those subjects 

 which call for expression by g-esture and modelling- and which do not demand the 

 exercise oi' memorv, imag-ination, and the powers of thought, except incidentally. 

 The child should study objects which are associated with his daily life and which 

 he can observe in their natural relations. These objects should be comprehensive 

 in structure, not particular. They should appeal to the child's love of activity, 

 and of the novel in its relation to the familiar. This limits the child's study to 

 his immediate environment, and to thing's which appeal directly to his senses. 

 Evidently the phenomena and the things oi nature should be the basis of the 

 child's mental development in this period. In connection with these he may 

 measure and learn the rudiments of arithmetic and also beg-in the recog-nition of 

 the symbols which stand for these thing-s and thus learn to read. So exact and 

 ideal..a form of expression as writing should occupy a very unimportant place 



