1-- ' ^ ''/smmi\ ^»it «i»i:\ rrrsr jJUjr>'v\^in-"' •'/^a; ■V7/ /?/ UIFO^^^ ^. CD Itoi .^^^ fe ^■V> %. h COURSE OF LECTURES ON THE STUDY OF CHILDREN. GIVING THE RESULTS OF OBSERVATIONS. WORKS BY THE SAME AUTHOR. MENTAL FACULTY : A Course of Lectures on the Growth and Means of Training the Mental Faculty. Delivered in the University of Cam- bridge. 4S. 6d. Cambridge: at the UNIVERSITY PRESS. THE ANATOMY OF MOVEMENT : A Treatise on the Action of Nerve-Centres and Modes of Growth. Three Lectures delivered at the Royal College of Surgeons. Cr. 8vo, cloth, 2S. 6d. INTERNATIONAL SCIENTIFIC SERIES. PHYSICAL EXPRESSION : ITS MODES AND PRINCIPLES. KEGAN PAUL, TRENCH, & CO. REPORT ON THE SCIENTIFIC STUDY OF THE MENTAL AND PHYSICAL CONDITIONS OF CHILDHOOD, with par- ticular reference to those of Defective Constitution ; also containing Recommendations as to Education and Training. 2s. 6d. Published bv the Committee, 72 Margaret Street, W. 1896. All Eights reserved. THE CHILDREN: HOW TO STUDY THEM. A COURSE OF LECTURES. BY FRANCIS WARNER, M.D. (Lond.), F.R.C.P., PHYSICIAN TO, AND LECTURER AT, THE LONDON HOSPITAL ; FORMERLY PHYSICIAN TO THE EAST LONDON HOSPITAL FOR CHILDREN. These Lectures were delivered at the request of the Council of the Frobel Society. i88-/. LONDON : FRANCIS HODGSON, 89 FARRINGDON STREET, E.G. 1S96. U' p: I no PREFACE. J^^(o These lectures are addressed to all who, as parents or teachers, are responsible for the care of children, in the hope that they may help to a better under- standing of them. For several years I have been engaged in an incjuiry as to the visible signs by which we may study mental states and brain-action. In these lectures I desire to present a portion of this work, and shall point out what to observe, and how to describe the facts seen. In selecting material from my MS., it appeared best to put forward that portion of the work which indicates practical points, likely to be of use to all concerned in any way with young people. To study is to observe, describe, and think ; and, in studying children by scientific methods, we may hope not only to gain useful knowledge as to methods of educating and training boys and girls, but also to train ourselves to scientific accuracy in observing and thinking. The child and his brain-action are here studied as other living things in nature have been studied ; the philosophic significance of the signs described has been fully given and published elsewhere. This work is not undertaken in a spirit of mere discussion, but as 8171 :". 8 VI PREFACE. a part of progressive scientific work which it is hoped may assist those in charge of children. I think that much useful knowledge is likely to result from the careful and systematic study of facts seen in children. I have employed the methods here proposed for several years, both in medical practice and in frequent visits to schools. It is possible and practicable to look at the children in the school, and, without asking questions, to note the signs of nutrition, the conditions of development, and the present acting condition of the nerve-system of the children. We may observe the form and proportions of the body, the absence or presence of defects of development, fulness of form in face and limbs, the colour, &c. The nerve- system may be studied by systematic observation of the attitudes or postures, and the movements seen in the body and its parts. The rapidity and precision of movement, special movements controlled by the eye and the ear, and the like, are important signs of mental action and capacity for training. The head, face, eyes, the spine, and the arms are the parts specially studied. Such signs have been here employed in describing various conditions such as consciousness, fatigue, rest, &c., and the facts indicated can be observed with our eyes. Many other points for observation might be given, and may be added on future occasions ; but I desire to impress a few principles, and not to weary the reader with many details. PREFACE. I should be grateful to any who will communicate to me their observations on children, and suggestions for the further prosecution of this work. F. VV. PREFACE TO SECOND EDITION. Since these lectures were published in 1887, an extended inquiry as to the conditions of child-life has been conducted by a Committee ; and, in conjunction with other medical men, I have had the opportunity of examining 100,000 children individually in schools. The Committee has recently published a Report with Recommendations as to Education and Training. I have thought it well not to alter the text to any great degree, but it has been revised throughout, with some additions, while further illustrations have been inserted. The concluding chapter is entirely new, and gives an account of recent investigations. A large amount of information which cannot here be given will be found in the Report referred to. The work is republished in the hope that it may further stimulate the growth of child-study on scientific principles ; and aid teachers and others in giving descriptions of the children under their observation, as well as afford practical suggestions for the building up of child-character. r. W. Prince of Wales Terrace, IV. LIST OF ILLUSTRATIONS. Fie;. I- — Diagrammatic representation of the l)rain and its nerves in connexion with the eye, the ear, and the muscles. 2. — Hand in straight balance. 3. — Hand in feeble balance. 4. — Nervous hand balance. 5. — Diana — British Museum. 6. — Energetic hand balance. 7. — Hand straight with thumb drooped. 8. — Hand in rest. 9. — Hand in fright. 10. — Convulsive hand. II. — Cain — Museum, Florence. 12. — Paralysis of right side of face, from brain disease. 13. — Paralysis of left side of face, from brain disease. 14. — Complete paralysis of the right side of the face. 15. — Imbecile, smiling. ,, 16. — The same ; quiescent and expressionless. CONTENTS. LECTURE I. I'AGE The Child as we see him i Our common interest in children, our desires and aims. — The child as a study.— Definite and exact knowledge of child-nature essential. — Methods of inquiry ; scientific study by observation and thought. — The body of the child, height, weight, and colour ; its parts and structure. — The head, trunk, legs, arms, and hands.— Form and signs of development. — Physiognomy, Lavater's work. — Fea- tures of head and face. — Definite laws of form cannot be given. — Value of study of works of art. — Children of the East and West. — Fixed expression and mobile expression. Brain action is expressed by movements. — Law of coin- cident development. The head and face, the features, the skin, their common defects The case of a schoolboy. — Studious observation required by the observer. — Note shape of head, low, narrow forehead, hairy forehead, diameters, angles, and measurements of head. — Mouth. — Epicanthis. — Nose.— Ears. — The face and features. Eyes, testing sight. — Signs of nutrition. — Observe for yourselves by the methods of science. LECTURE II. Organization and Functions of the Brain, and THE Signs of its Action 19 The brain is hidden from view, its function is known by the movements which it produces. — Mind manifested only by movements. Emotions and conditions of brain expressed Xn CONTENTS. PAGE in speech, games,