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Copyright. 1913. by the star c ompany meat urirain niRnis ttcgervea.
7
f low the
CHILD
LEARNS
TO THINK
By David Forsyth, M. D., D. Sc.
N OTHING is more fascinating than to watch the
deve lopment of a child s mental powers, and it is
of the utmost importance for parents and nurses
to understand the exact stages through which the child
. passes in becoming a rational, thinking being. Science
has been making an exhaustive study of this subject
lately and is now able to mark with accuracy all the
various stages in the brain development of the normal
infant.
At first the infant spends the greater number of his
' hours in sleep. He Is so quickly tired by the new
stimulation of the sense-organs that he at once falls
again into the sleep in which be was wrapped before
birth.
Light and noise begin to be appreciated before the
end of the first week, but seeing and hearing are of little
importance immediately after birth, and in their stead
the senses of taste and smell are relatively acute. In
the lips and tongue the sense of touch and the a.bility
to feel heat and cold are particularly well developed.
The pew-born baby has no experience, intelligence or
Steps by Which BABY’S SENSES Develop and Make Him a RATIONAL BEING
emotion, no appreciation of self and no muscular sense.
He is incapable of expression by movements, looks or
sounds. *
Crying Is among his earliest acts, but this is reflex
appears in the first month, for in
crying the child utters some vowel
sounds if only by chance Memory
and recognition, however, have not
head This usually conies toward the end of the third
month.
Sensory impressions now begin to awaken more in
terest Glistening objects are especially attractive, and
noticed in the sixth week, but real laughing does no*;
come until much later About the second or third month
the first consonant Is utttored in such sounds as “ma2
pa.”
and does not yet attain the level of an expressive
utterance Children born without brains will cry as
readily as normal children and on the same provocation.
With regard to muscular action, the only movements
that are made belong to one of two groups They are
either automatic—random and purposeless motions of
the limbs—or reflex, as In sneezing, coughing or sucking
A reflex act which deserves specal notice is that
of clasping the lingers around any object such as a
pencil that is allowed to stimulate the skin of the palm
of the hand. The. grasp Is often sufficiently powerful
•to support, the entire weight of the baby's body.
With these primitive endowments the infant begins
at once to enlarge his powers, but for the' first, month
he leada'h purely automatic life. The instinctive move
ments of stretching after waking appear in the first
week or two. Though he can grasp and does, the power
of opposing the thumb—an action which gives man his
supremacy over animals—does not appear for three or
four months. The eyelids can be opened or shut, but
the eyes move irregularly without associated action.
•They often turn in contrary directions, seeming to
squint.
During this period an infant's food is his absorbing
interest. His mouth is his world. Taste is so keenly
developed that foods with unnatural flavors are re
jected. and the appreciation of temperature is acute in
lips and tongue. The baby looks at moderate lights
steadily and avoids glaring light. Soft noises are
appreciated, especially the lulling sound of mother’s
voice.
All infants dislike cold and protest against wet, chill
ing clothing. They are gratified by the warm bath.
The first sign of expression is the gentle smile, indi
cating a general sense of well being. Speech really
yet appeared.
In the second third and fourth
months his progress, especially in the
higher forms of mental activity, is
rapid His muscular movements are
made less at random. He rubs one
foot against the other and moves
Ills eyes together, showing control
of the eye muscles. The child blinks
if am object threatens. A little later
he develops control of the neck mus
cles and begins to balance the heavy
even elementary differences In color appear to be no
ticed The baby begins to eonnect sight and touch.
A desire to grasp with the hand the Bright object held
before the eyes arises but there 1* as yet no sense of
distance, and the infant may fry to grasp the moon or
a light that is ten feet away Th >*e efforts result
from the undeveloped muscular sense which grows
only with experience
Loud noises'oauso the child to star , and harmontoua
noises please, such as the ticking of a watch or the
notes of a piano. He soon learn* to try to locate sounds,
and although at first often mistaken he gradually be
comes aide to turn his head in the direction whence
the sound issues.
Emotional states are now developed. The baby is
displeased if the spoon is taken away or the toy is out
of reach. Laughing In response to tickling has been
“The baby feel* his own hands “The fact that the baby’s sense of distance is
and feet, and learns in this way not yet developed is the reason why^he
to distinguish himself from the often tries to grasp the moon,
outside world.”
The measure of the child's development is its grov.
ing interest in its surroundings, and this is gauged by
watching the movements of the head, eyes, arms Jr.
connection with whal it sees and hears. It has begun
to recognize surroundings and even faces. It may bo
afraid of strangers. *
In the next three months of life there Is rather a,
broadening of the powers already attained than the
rise of any new powers. If Is not until the sixth month
that the infant seems to have an appreciation of seif.
He is more certain In every muscular movement, he
has developed his muscular sense, and has localized
sensations In himself as well as become able to esti
mate distances outside. He tries to git up. He strike,
a table repeatedly with a spoon or bunch of keys. Hr,
expresses feelings of joy or dislike with many varia
tions. He even begins to talk to himself in a kind ol!
babble.
The sense of touch is of greatest importance in laying
the foundation for the consciousness of self. He feels
his own hand or feet, and learns in this way to dis
tinguish himself from the outside world.
During the eighth, ninth and tenth months tfie process
of maturing goes on apace. The baby is now learning
to imitate. He will clap his hands or nod the head
“yes" or "no," If taught During this period he begins;
to stand and tries to walk,
, During the next four months the child is improving
rapidly in powers of Imitation and locomotion. He goes
on all fours if he cannot walk He Is beginning to learn
that words have meanings and to associate sounds with
things and persons. The chief actors now at work in
building up the knowledge of self are: (1) The sense
of pain, which always marks off self from the outer
world; (2) the perception that changes can be effected
by the child's own activity (cause and effect), and (3)
the comparison of himself with those around him,
FLAGS at “HALF-STAFF”
N EARLY every one speaks of a flag, when
being flown at a distance from the top
of the pole, as-at “half mast.” This is
not the correct expression. Such flags are
at “half staff” because they are flown ip this
manner whether on land or sea from the flag
staff.
To see a flag at half staff means death. It
may mean, on an incoming ship, that one of
the passengers or crew died at sea. Many a
little fishing vessel comes into Gloucester
and T wharf in Boston every season with a
flag at half staff, and this means one of the
fishermen, or more, has met death, generally
by being swept overboard.
This custom of flying flags at half staS
originated first as a token of defeat. That is,
when an army was defeated, its flag was
lowered down the staff to give room for the ,
victorious army to place its flag above that ;>
of the defeated army. t
From this the custom grew into flying the
flag at half staff when an officer, army or 5
navy, died. Later it was adopted by civilians J
as well, and to-day. when a man of promi
nence dies, regardless of whether he was
sailor, soldier or civilian, the flags are hung
at half staff. Whereas, in the olden days, <
when the custom started, the upper space j
was left to indicate that the victor could put <
his flag there, now it seems that Death is |>
the victor, and so the space is left. It is, of
course, a mark of respect to the dead person
to have flags at half staff for him.
Why All Our Money Is NOT LEGAL TENDER
I T would probably surprise most people to know that
all of our American money, meaning United
States, is not legal tender. As a matter of fact
there is a bigger surprise yet, and that is in the knowl
edge of how little of this money is actually legal tender.
“Legal tender” means money that can be given in
payment of debt or obligation of any sort to the creditor
“in full of all demands.”
Of course we have a special enactment in our coun
try which stipulates that no foreign coin of any kind or
denomination is legal tender in the United States. But
aside from all this, there is a lot of our own coin, and the
word here includes paper money, that is not legal ten
der, although, of course, practically every one will ac
cept it without question. The point is, however, there
are various sorts of our money which are perfectly
good, but which, if it came to lay, we need not ac
cept as legal tender.
In the first place, there are ten kinds of money m
circulation in our country, never counting foreign
money. All of it may look alike, ye; all of these ten
varieties are not exactly legal tender These ten varie
ties include;
Gold coins, standard silver dollars, subsidiary silver,
gold certificates, silver certificates. Treasury notes.
United States notes (greenbacks), naMonal bank notes,
nickel coins and bronze coins.
Some of the most impressive of tl e paper currency
included in the above list is not legal tender at all. As
for the minor coins, they are legal tender in such small
amounts as would surprise ninety-nine out of every
hundred people.
Gold certificates, silver certificates and national bank
notes, of which such large quantities circulate every
where in this country, are not legal tender. Silver dol
lars are legal tender and may be pa d as such to any
amount,, but silver half and quarter dollars are legal
only to the amount of ten dollars, while nickel and
copper or bronze coins are legal tender only to th“
amount of twenty-five cents.
Treasury notes of the act of 1800 are legal tender to
their face value in payment of all debts, public and
private, unless In some contract stipulation is made tc
the contrary To tie exact, the United Slates notes ci
greenbacks, as they are equally well known, are leg:;
tender.swith the exception of duties on imports and in
terest on Hie public debt Practically, however, sinrt
the resumption of specie payment in 1879, greenbacks
have been received freely and without question by the
Government.
While the gold and silver certificates are not lege
tender as between individuals, both issues are receiv
able for all Government dues of whatever sort. In this
respect-they are legally more acceptable than the green
bucks. National bank notes, while not legal tender and
not receivable for duties on imports, may be paid by
the Government for salaries aud in discharge of ail
debts of the Government, except interest, dues and in
redemption of national currency.
IMPORTANT NOTICE.
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NO. 9694.—GIRL’S BLOUSE DRESS,
WITH THREE-PIECE SKIRT.
B LUE galatea, with trimming of
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White serge, with stitching or
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The pattern is cut in four sizes—
8, 10, 12 and 14 years. It requires 4
yards of 44-incli material for ail
8-year size.
NO. 9653.—LADY'S APRON, WITH
PANEL FRONT.
Dotted percale in blue and white
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The pattern is cut in three sizes
—small, medium and large. It re
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NO. 9700.—LITTLE GIRL’S COAT.
Blue charmeuse, with soutache
braid for trimming and a girdle of
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The pattern is cut in four sizes—
2, 4. 6 and 8 years. It requires 2%
yards of 44-inch material for a 6-year
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Chambray, gingham, percale, flan-
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nelette. lawn and other wash fabrics
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Tlie pattern is cut in six sizes—
• 12, 34. 3G, 38, 40 and 42 inches bust
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NO. 9682.—GIRL’S DRESS.
One-piece dresses are always pop
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Tlie collar, cuffs and belt, the pip
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The pattern is cut in four sizes—
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