the process. The mind at
this period is most retentive of sense impressions. This is consequently
the time to bring the child into immediate contact with his environment
through his senses, in such departments as nature study and field work
in geography. Thus is laid the basis of future potentialities of
imagery, and through it appreciation of literature. On account of the
acuteness of sense activity at this period, this is also the time for
memorization of fine passages of prose and poetry. The child's thinking
is still of the pictorial rather than of the abstract order, though the
powers of generalization and language are considerably extended. The
social interests are not yet strong, and hence co-operation for a common
purpose is largely absent. His games show a tendency toward
individualism. When co-operative games are indulged in, he is usually
willing to sacrifice the interests of his team to his own personal
glorification.

3. ADOLESCENCE

=A. Physical Characteristics.=--In early adolescence the characteristic
physical accompaniments of early childhood are repeated, namely, rapid
growth and lack of muscular co-ordination. From twelve to fifteen, girls
grow more rapidly than boys and are actually taller and heavier than
boys at corresponding ages. From fifteen onward, however, the boys
rapidly outstrip the girls in growth. Lack of muscular co-ordination is
responsible for the awkward movements, ungainly appearance, ungraceful
carriage, with their attendant self-consciousness, so characteristic of
both boys and girls in early adolescence.

=B. Mental Characteristics.=--Ideas are gradually freed from their
sensory accompaniments. The child thinks in symbols rather than in
sensory images. Consequently there is a greater power of abstraction and
reflective thought. This is therefore the period for emphasizing those
subjects requiring logical reasoning, for example, mathematics, science,
and the reflective aspects of grammar, history, and geography.

From association with others or from literature and history, ideals
begin to be formed which influence conduct. This is brought about
largely through the principle of suggestion. In the early years of
adolescence children are very susceptible to suggestions, but the
suggestive ideas must be introduced by a person who is trusted, admired,
or loved, or under circumstances inspiring these feelings; hence the
importance to the adolescent of having teachers of strong and