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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 

 should 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 tban any other school work — observation, 

 attention, concentration, comparison, coordination, decision, judgment, all 

 are involved 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 coordinate. 

 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- 



