mothers than intelligent modeling of
the living, plastic clay entrusted to
their care to "build up desirable
traits and to smooth down the per
nicious! First of all it is necessary to learn
and remember that children, like
adults, belong to one of three pri
mary TEMPERAMENTS the VI
TAL, the MOTIVE or the MEN.TAL.
When perfect these TEMPERA
MENTS or TYPES can be recognized
by the following characteristics:
The VITAL youngster is round of
face and body, is lusty and craves
VITAL TYPE, the round-faced,
lusty child that likes to eat and sleep
and be quiet.
food, often to excess. Its chief hold
on life is through the digestive' ap
paratus. It loves to eat, to sleep and
have the good things of life. Often
lazy, always acquisitive, it is inclin
ed to be intemperate.
In MOTIVE children the face is
more square or oblong, and the body
early shows a muscular build. They
are usually rugged, active, bursting
with energy, restless, and always
crave movement. They live
in their muscular system.
Thp. MRNTAL. tvne is distineuishe
by triangular features, an over active
hrain and slighter, often frail body.
Generally high-strung, the MENTAL
child links most strongly with life
through its nervous system.
"When the three primary tempera
ments are about equally balanced a
harmonious blend results, and to the
mixed type most American children
belong. They are particularly ver
satile. Usually, however, one or the other
nrprinminates. and where it does the
principles of character analysis are
Study the accompanying illustra
tion types and fix in your mind the
features that go with their respec
In addition it is necessary to know
that certain portions of the brain1 or
head reveal particular qualities.
The front brain embraces the in
tellectual, reasoning faculties.
On the sides are the faculties indi
cating force, executive ability;
shrewdness, diplomacy the quali
ties making for selfishness or its op
posite, according to their develop--ment.
The back brain contains the social
and domestic traits, the affections.
The topjiead holds the moral qual
ities. The relative largeness or smallness"
of any of these regions indicates the
most or least active parts of the
These various brain areas can usr
ually be developed or restricted by
being appealed to and excited, or by
"Parents and teachers may thus
model children almost at will .during
the formative period.
Together with observation of the
primary temperament-signs should
go careful study of the child's actions
and deportment, its likes and dislikes,
to see how strongly one or the other
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