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THE DAWN OF INTELLECT

The dawn of the intellect can be seen in the aura of the child by the appearance of a faint yellow glow in the region of the head. At first it is no more than an ethereal cloud of palest lemon, into which rays of deeper yellow occasionally shoot as an effort at reasoning is made by the child. This radiation usually makes its appearance about the age of seven years, but in the case of a precocious child it might appear earlier. It is entirely associated with the thinking capacity. Those persons who have studied children and who understand them, will agree that very few children actually reason, to any extent, before the age of five to seven years. Up to that age the child acts by instinct and be imitation; later it learns by experience to weigh the results of its actions, desisting from some things because it can see a reason why those things should be avoided, whereas before it desisted because it was ordered to do so. The process of life up to the time of this change is entirely one of absorption. The child absorbs impressions, knowledge, likes and dislikes, food and air, in the same way as a sponge absorbs water. Once the process of absorption is complete, however, a new process takes place. Some of the food elements become active in the brain, and the child begins to think. The more he thinks, the more elements are used by the brain and the brighter becomes the radiation.

We know that the child who is forced to study for too long a time rapidly becomes thin and anaemic. The reason is simple, in that the elements of air, food and sunlight cannot be utilized for all purposes at once. If the child is using the brain and transmuting life force into intellect, it cannot at the same time use it for other necessary purposes, hence the necessity for a balanced curriculum in the life of every child. The development should be balanced between brain, instinct and emotion. It should be considered more necessary to produce and adult who is fully developed in every way, than to produce an adult who is the perfect product of a particular system and who conforms to a certain preconceived patter; who possess a certain knowledge of all the things which his forbears have decided necessary and which probably will never be useful to him in his ordinary life.

Identical with the appearance of this thinking radiation is the tendency of the child to develop egoity. There comes also a marked change in the manner of speech, which alters from the reflective to the personal. Thus the reflective personality, reflecting those around him, will say: “Johnny wants an apple,” but will now change to the personal, “I want an apple.” The process of the development of intellect brings to the child a sense of its own individuality and separateness from the world around, the process is so gradual that for long periods the reflective personality will be uppermost and parents are startled when the personal aspect suddenly shows itself be very definite demands.

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