by Abbot H. Thayer]

STUDY OF CHILD LIFE.

PART I.

Read Carefully. In answering these questions you are earnestly
requested _not_ to answer according to the text-book where opinions
are asked for, but to answer according to conviction. In all cases
credit will be given for thought and original observation. Place your
name and full address at the head of the paper; use your own words so
that your instructor may be sure that you understand the subject.

1. How does Fiske account for the prolonged helplessness of the human
infant? To what practical conclusions does this lead?

2. Name the four essentials for proper bodily growth.

3. How does the child's world differ from that of the adult?

4. In training a child morally, how do you know which faults are the
most important and should have, therefore, the chief attention?

5. In training the will, what end must be held steadily in view?

6. What are the advantages or disadvantages of a broken will?

7. Is obedience important? Obedience to what? How do you train for
prompt obedience in emergencies?

8. What is the object of punishment? Does corporal punishment
accomplish this object?

9. What kind of punishment is most effective?

10. Have any faults a physical origin? If so, name some of them and
explain.

11. What are the two great teachers according to Tiederman?

12. What can you say of the fault of untidiness?

13. What are the dangers of precocity?

14. What do you consider were the errors your own parents made in
training their children?

15. Are there any questions which you would like to ask in regard to
the subjects taken up in this lesson?

NOTE.--After completing the test, sign your full name.

STUDY OF CHILD LIFE

PART II.

CHARACTER BUILDING

[Sidenote: Froebel's Philosophy]

Although we have taken up the question of punishment and the manner
of dealing with various childish iniquities before the question of
character-building, it has only been done in order to clear the mind
of some current misconceptions. In the statements of Froebel's simple
and positive philosophy of child culture, misconception on the part of
the reader must be guarded against, and these misconceptions generally
arise from a feeling that, beautiful as his optimistic philosophy may
be, there are some children too bad to profit by it--or at least that
there are occasions when it will not work out in practice. In the
preceding se