Scientific Methods As Applied To Child Education In "the Children's Houses"

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seating myself in one of the little chairs, I seated the little girl in a similar chair at my right.
I had, on the table, six of the colour spools in pairs, that is two reds, two blues, two yellows. In the First Period, I placed one of the spools before the child, ask­ing her to find the one like it. This I repeated for all three of the colours, showing her how to arrange them carefully in pairs. After this I passed to the Three Periods of Seguin. The little girl learned to recognise the three colours and to pronounce the name of each.
She was so happy that she looked at me for a long time, and then began to jump up and down. I, seeing her pleasure, said to her, laughing, " Do you know the colours ? " and she replied, still jumping up and down, "Yes! YES!" Her delight was inexhaustible; she danced about me, waiting joyously for me to ask her the same question, that she might reply with the same enthus­iasm, " Yes! Yes! "
Another important particular in the technique of sense education lies in isolating the sense, whenever this is pos­sible. So, for example, the exercises on the sense of hearing can be given more successfully in an environ­ment not only of silence, but even of darkness.
For the education of the senses in general, such as in the tactile, thermic, baric, and stereognostic exercises, we blindfold the child. The reasons for this particular technique have been fully set forth by psychology. Here, it is enough to note that in the case of normal children the blindfold greatly increases their interest, without mak­ing the exercises degenerate into noisy fun, and without having the child's attention attracted more to the bandage than to the sense-stimuli upon which we wish to focus the attention.
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