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

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of this box may be lowered when the top is raised and the trays may be drawn out as one opens the drawers of a desk. Each drawer contains six of the small frames with their respective insets. In the first drawer I keep the four plain wooden squares and two frames, one containing a rhom­boid, and the other a trapezoid. In the second, I have a series consisting of a square, and five rectangles of the same length, but varying in width. The third drawer con­tains six circles which diminish in diameter. In the fourth are six triangles, in the fifth, five polygons from a pentagon to a decagon. The sixth drawer contains six curved fig­ures (an ellipse, an oval, etc., and a flower-like figure formed by four crossed arcs).
Exercise with the Insets. This exercise consists in pre­senting to the child the large frame or tray in which we may arrange the figures as we wish to present them. We proceed to take out the insets, mix them upon the table, and then invite the child to put them back in place. This game may be played by even the younger children and holds the attention for a long period, though not for so long a time as the exercise with the cylinders. Indeed, I have never seen a child repeat this exercise more than iive or six times. The child, in fact, expends much energy upon this exercise. He must recognise the form and must look at it carefully.
At first many of the children only succeed in placing the insets after many attempts, trying for example to place a triangle in a trapezoid, then in a rectangle, etc. Or when they have taken a rectangle, and recognise where it should go, they will still place it with the long side of the inset across the short side of the opening, and will only after many attempts, succeed in placing it. After three or four successive lessons, the child recognises the gRomet-
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