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

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For example, in order to test the acuteness of the child's sense of hearing (a most important thing for the teacher to know), I use an empiric test which is coming to be used almost universally by physicians in the making of medical examinations. This test is made by modulating the voice, reducing it to a whisper. The child is blind­folded, or the teacher may stand behind him, speak­ing his name, in a whisper and from varying distances. I establish a solemn silence in the schoolroom, darken the windows, have the children bow their heads upon their hands which they hold in front of their eyes. Then I call the children by name, one by one, in a whisper, lighter for those who are nearer me, and more clearly for those farther away. Each child awaits, in the darkness, the faint voice which calls him, listening intently, ready to run with keenest joy toward the mysterious and much desired call.
The normal child may be blindfolded in the games where, for example, he is to recognise various weights, for this does help him to intensify and concentrate his attention upon the baric stimuli which he is to test. The blindfold adds to his pleasure, since he is proud of hav­ing been able to guess.
The effect of these games upon deficient children is very different. When placed in darkness, they often go to sleep, or give themselves up to disordered acts. When the blindfold is used, they fix their attention upon the bandage itself, and change the exercise into a game, which does not fulfil the end we have in view with the exercise.
We speak, it is true, of games in education, but it must be made clear that we understand by this term a free ac­tivity, ordered to a definite end; not disorderly noise, which distracts the attention.
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