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

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according to form, they did not yet know how to hold a pencil. To hold and to manipulate a little stick securely, corresponds to the acquisition of a special muscular mechanism which is independent of the writing move­ment; it must in fact go along with the motions necessary to produce all of the various letter forms. It is, then, a distinct mechanism, which must exist together with the motor memory of the single graphic signs. When I pro­voked in the deficients the movements characteristic of writing by having them touch the letters with their fin­gers, I exercised mechanically the psycho-motor paths, and fixed the muscular memory of each letter. There re­mained the preparation of the muscular mechanism nec­essary in holding and managing the instrument of writ­ing, and this I provoked by adding two periods to the one already described. In the second period, the child touched the letter, not only with the index finger of his right hand, but with two, the index and the middle finger. In the third period, he touched the letters with a little wooden stick, held as a pen in writing. In substance I was making him repeat the same movements, now with, and now without, holding the instrument.
I have said that the child was to follow the visual image of the outlined letter. It is true that his finger had already been trained through touching the contours of the gRometric figures, but this was not always a suffi­cient preparation. Indeed, even we grown people, when we trace a design through glass or tissue paper, cannot follow perfectly the line which we see and along which we should draw our pencil. The design should furnish some sort of control, some mechanical guide, for the pen­cil, in order to follow with exactness the trace, sensible in reality only to the eye.
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