The Mind of the Child, Part II: The Development of the Intellect, International Education; Series Edited By William T. Harris, Volume IX.Preyer, William T.
Science
The Mind of the Child, Part II: The Development of the Intellect, International Education; Series Edited By William T. Harris, Volume IX.
Preyer, William T.
Child development; Child psychology
In performances of this kind, a superior understanding is not by any
means exhibited, but a stronger memory and faculty of association. These
associations are not, however, of a logical sort, but are habits
acquired through training, and they may even retard the development of
the intellect if they become numerous. For they may obstruct the
formation, at an early period, of independent ideas, merely on account
of the time they claim. Often, too, these artificial associations are
almost useless for the development of the intellect. They are too
special. On this ground I am compelled to censure the extravagancies,
that are wide-spread especially in Germany, of the Froebel methods of
occupying young children.
The _logic of the child_ naturally operates at the beginning with much
more extensive, and therefore less intensive, notions than those of
adults, with notions which the adult no longer forms. But the child does
not, on that account, proceed illogically, although he does proceed
awkwardly. Some further examples may illustrate.
The adult does not ordinarily try whether a door that he has just bolted
is fast; but the one-year-old child tests carefully the edge of the
door he has shut, to see whether it is really closed, because he does
not understand the effect of lock and bolt. For even in the eighteenth
month he goes back and forth with a key, to the writing-desk, with the
evident purpose of opening it. But at twelve months, when he tries
whether it is fast, he does not think of the key at all, and does not
yet possess a single word.
An adult, before watering flowers with a watering-pot, will look to see
whether there is water in it. The child of a year and a half, who has
seen how watering is done, finds special pleasure in going from flower
to flower, even with an empty watering-pot, and making the motions of
pouring upon each one separately, as if water would really come out. For
him the notion "watering-pot" is identical with the notion "filled
watering-pot," because at first he was acquainted with the latter only.
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