re - n-- WL -- Sa LS --- A ---------- wm r-- | | | July 2, 1927 WINNETK A TALK DR. FRANK FREEMAN ADDRESSES COLLEGE "Influence of Environment and Training on Intellectual De- velopment" Is Subject "The child's present intellectual at- tainment is due both to his inherited capacity and to the influence of educa- tion, from the home and all the en- vironment that has been brought to bear on him from birth." This state- ment, made by Dr. Frank N. Freeman of the University of Chicago in a lec- ture on "The Influence of Environment and, Training on the Intellectual De- velopment" given before the students of the National Kindergarten and Ele- mentary college yesterday afternoon, and backed by his vears of study and research along this line, was of great interest to teachers and parents who] for several years have been confronted with the prevailing idea that neither environment nor education could af- fect the inborn intellectual ability of the child. Dr. Freeman opened his talk with a description of the old fashioned idea of educaton, which considered that the chief purpose of the school was to im- prove the child's general capacity, to increase his mental powers--the idea that the training or discipline received in a specific type of training or ac- tivity would be carried over and gen- eralized and enable the student to per- form other activities better than he could otherwise have done. Psychol- ogists of recent years have denied ab- solutely that this generalization takes place, and their opinion has been rein- forced by that of the educators who accepted the extreme view of the in- telligence tests as a measure of the inherent mental capacity of the child which cannot be changed by education or environment. "It seems to me that if this view is true it is rather discouraging," said Dr. Freeman. "It transfers the emphasis from training to testing, from trying to develop the child to give him some specific habits, from the improvement or increase of the child's inheritance to merely trying to classify the child and give him specific items of training to adjust himself to certain types of problems. According to Dr. Freeman, there is some generalization, some transfer of ability from one activity to another, and although this is not nearly as great as had formerly been supposed it is well worth working for. However, the criticism of this old-fashioned idea has resulted in the realization that it is possible for an activity to have speci- fic value as well as general value, and this should be taken into consideration. Dr. Freeman suggested that the psychologists have been handicapped in their study of mental tests by the fact that in most cases the natural en- vironment and training and the inborn mental ability of the child have gone together. Intelligent parents usually give their children a good type of en- vironment and education, and parents of low intelligence are unable to pro- vide these for their children. An ex- ception to this general rule is found in the case of foster children which Dr. Freeman has made. Most of the foster children were of comparatively low intelligence and the majority of the homes into which they were taken offered superior advantages in the way of environment and educa- tion. Mental tests were given to a group of 75 of the children before they went into the new homes, and again at the end of four years, and the in- telligence score at the second testing was several points higher than in the first. This and other tests carried on with the entire group of children seemed to prove conclusively that the intelligence of the children was affected by the homes--that it was raised in general because the homes were better than the children would have had with their own parents. 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