CHILD PSYCHOLOGY

Nelson Evening Mail, Volume LXI, 7 June 1927, Page 6

CHILD PSYCHOLOGY

TRAINING THE JUVENILE

fclN ifttFORMATtVE ADDRESS

An. interesting lecture on child wet f ari . and the methods by which the child could be best taught to lead a Christian life was given by the i.ey. Charles "Wickham, at Invercargill (say. the “Times.”). In introducing his subject, -Mr " ickham said that he was in the country to do all ho could to help parents and teachers in the uplifting of the human mind. There were, said Mr Wickham, thrpe stages in human nature —feeling, knowledge and will-power, but these stages were dominated by one. the child of ten years had little knowledge or will-power, but instead had emotions or instincts. Ai'tei fc . this age came the pubescent period. The child was then a more wilful creature and should be carefully handled. Finally there was the age of reason. The chiid or young man or woman was now dominated by the desire for knowledge. In the old days people endeavoured to cultivate all these instincts at once. This was almost impossible. The child’s mind should be trained by stages. “To,deal with the question thoroughly we, shall study the child carefully, hirst there is a child’s activity, uocl gives to every healthy child a super**undance of physical and mental energy and through that the child learns. Don’t try to curb this energy. It is silly and wicked for mothers to say “don’t” all the time. Let there be a. wise use of marching arid action and frequent repetition of the chief points of the address with clapping of hands. Make certain there is something for them to do; that is God’s plan. “Children are naturally credulous. Until their confidence in man’s word has been broken they will believe anything they are told. Woe to the man wno first’ betrays a child’s trustfulness, Then they are always asking questions. Is it not natural they should do so? If there is ho interest there is no learning. Therefore don’t discourage them by saying ‘Don’t ask questions.’ Encourage them to seek information.

“(Then again it has to be remembered that children are born actors. We must, therefore, exercise a lively imagination, and act or get the children to act the lesson. A story can be made much more powerful if it is enacted. “Finally there is the child’s emotions. -If a lesson has to be taught don’t fill the child’s mind with terrible stories. It is far better to play on their knowledge of 10ve.... It is far better to chant the praises of the temperate and sober life, and to appeal to the child’s love of all that is true, pure and lovely, and try to get Him to abstain from the one thing that is so destructive to all virtues.”

THE PUBESCENT STAGES I From the child stages to the pubescent stages was the next step, said Mr Wick'ham, and the first of these was athleticism. Boys began to feel that the world , was calling them and that they must get out and about. Then came a period of.,bashfh.lness .when adolescence -was '[approaching. It was a very difficult |ime for the boys, and girls who in many cases did not understand the change they" Were 1 undergoing. “I appeal to all parent's,” said the speaker, “to talk to their children and explain everything rather than run the risk of their being fold.in a disgusting manner. I cannot Understand how married people can go to some picture shows and sit for' an hour, or. more •■vydtcbing • their married life' beipg. blasphemed and degraded. If the),parents do this how vfill the child learn that he should!,regard his body as the temple' of the Holy Ghost? "The dirty of the.parents is to explain the mysterious .inner workings-that come to these young people at,this time of life.” U?hen,carne the stage of clannishness. Boys and girls liked to join together in. clans, anil it was desirable that they should be .allowed to do so. After clannishness came the age of doubtfulness, when all morals and l’ules were questioned. Much harm could be done by refusing to answer inquiries. A jboy’s' whole life might be changed being told he should not query certain beliefs or statements.

Following this there came the age of egotism. Boys seemed to be self-cen- « ti'ed. It had to be remembered that a * ho’y with his will broken was no use in life. Rather than hedging a boy with irori discipline he should be helped to see his way. “If wisely let! and anchored - to the church, although he may sway to fro at times he will not drift. Remember that the making or breaking „ of a will means the making of a life or the marring of it.” .“On leaving school,” said Mr Wickham, in conclusion, “the young men ' should be claimed and cheered and cooperated, with in service'to the insti- - tnte. We must set our young men to work. The boys should be encouraged to. work for the church as soon as thev ; pleased—let thorn come of their own iree will.”