Law of Childhood, and Other Papers

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A. B. Stockham, 1891 - Kindergarten - 88 pages
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Page 69 - takes more pains with the young than with the full-grown plant, and men commonly find it needful in any undertaking to begin well.
Page 14 - Education must lead the child, must lead the man to unification with life in all directions it must lead him to full unification with his kind, with his neighbor, with society ; it must lead him to the greatest possibl unification with nature and her laws ; it must lead him to an indissolubl unification with the principl of all being, the alfa and omega of all life — with GOD.
Page 76 - ... from meddling in a matter they understand not; and they should be afraid to put Nature out of her way in fashioning the parts, when they know not how the least and meanest is made. And yet I have seen so many instances of children receiving great harm from strait-lacing, that I cannot but conclude there are other creatures as well as monkeys, who, little wiser than they, destroy their young ones by senseless fondness, and too much embracing.
Page 34 - ... impression its own roundness and completeness. The second gift is a wooden ball, and with it a cube and a cylinder. The ball carries on the lessons of the first gift ; it represents motion and life, the cube, rest and inertia ; the cylinder combines both ; standing, it has inertia, rolling it has life. " Thus the three appear as representatives of the vague essence of the three kingdoms of nature : in the cube, life sleeps as in the mineral kingdom, and the cube moves only when placed on edge...
Page 74 - ... highest degree. This is only possible if the individuality of each is fully evolved and a sound social feeling cultivated. To accomplish this, it is necessary that education, from earliest infancy, be directed by those who are fully conscious of the aims and who have full control of the means. promptly: In a community in which the human being as such occupies the highest rank; in which it is only necessary to be a human being in order to be a citizen, the equal before the law of all other human...
Page 38 - ... and it is only under the character of a constituted or containing whole, or of a constituting or contained part, that any thing can become the term of a logical argumentation.
Page 57 - ... such a society enjoys the result even of his individual activity with full, unfeigned pleasure, and he again soon learns to seek his greatest joy in the joy of others, his highest ideals in the welfare of the whole. . . . In the kindergarten Froebel would provide a pedagogic society which answers to these requirements. Here the child finds a number of others of similar age, as nearly his equals in power, capacity, and scope, as individuality will permit ; a number of social elements with whom...
Page 58 - ... playmates, associates, fellow-beings in embryo, with whom he can assimilate, coalesce organically without giving up his self. Here the child becomes familiar with the high value of union with others. Heretofore, self was the main center of his desires ; now he begins to find aims beyond self: the germs of love, of devotion, of a widening humanity swell in his soul and burst into life ; he is aroused to a consciousness of his worth as a part of the whole.
Page 73 - America, where in truth a new world is forming, which possesses all the creative powers of a young state, where the individual enjoys full liberty, and no restraint prevents him from carrying out his own designs in his own way, we look upon as the field for our richest harvest.
Page 66 - Pathetically, the Kindergarten reveals to the child the wonderful beauties of color, form, and sound, and enables him to control them within the ever-expanding limits of his intellectual power; thus making him an artist as well as a discoverer and inventor, a poet as well as a worker and thinker. To this statement of what the Kindergarten can do may be added a statement by Miss Blow of what the Kindergarten has done : In the Des Pères Kindergarten predestined engineers have bnilt...

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