4.  THE METHOD OF STIMULATION AND SUBLIMATION

This method is rather closely akin to that of substitution, with the exception that it capitalizes on tendencies already in operation and raises them to a higher level.  Stimulation, of course, merely means the bringing of children into contact with desirable stimuli on every possible occasion; in fact, it involves the making of favorable occasions.

Sublimation involves building upon native tendencies to an elevated realization.  Educationally this method is most full of promise.  It is seen in kindergarten methods when a child is led from mere meaningless playing with toys to constructive manipulation of blocks, tools, etc.  It is seen admirably in football where the pugnacious tendency of boys is capitalized on to build manliness in struggle and to develop a spirit of fair play.  It is seen in the fostering of a girl’s fondness for dolls, so that it may crystallize into the devotion of motherhood.  It is seen when a boys’ man leads a “gang” of boys into an association for social betterment.  It is seen when a teacher works upon the instinct to collect and hoard, elevating it into a desire for the acquisition of knowledge and the finer things of life.

Whatever our method, let us give due consideration to the natural inclinations and aptitudes of boys and girls—­let us help them to achieve fully their own potentialities.

* * * * *

QUESTIONS AND SUGGESTIONS—­CHAPTER VIII

1.  Point out the essential differences between boys and girls at the age of six and seven and those of sixteen and seventeen.

2.  Discuss the significance of the following phrase:  “The grain in human nature.”

3.  How can the hunting instinct be appealed to in religious stimulation?

4.  Of what significance is the “gang spirit” to teachers of adolescents?

5.  How can rivalry be made an asset in teaching?

6.  How can the fighting instinct in children best be directed?

7.  Why is biography so valuable in material for teaching?

8.  Why is it so essential that we put responsibility upon boys and girls?  How should this fact affect teaching?

9.  What are the dangers that attend an attempt to keep children quiet for any length of time?

HELPFUL REFERENCES

Those listed in Chapter VII.

CHAPTER IX

INDIVIDUAL DIFFERENCES

     OUTLINE—­CHAPTER IX

Fundamental significance of individual differences.—­Typical illustration.—­The truth illustrated physically; in range of voice, in speed, in mental capabilities.—­The same truth applied spiritually.—­Some cases in point.

Everybody is like everybody else in this—­that everybody is different from everybody else.  Having discussed how all men enjoy a common heritage by way of native endowments, let us now turn to a consideration of how men differ.