The Child; His Thinking, Feeling, and Doing |
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adolescence adults æsthetic animals Appleton Assn asso baby baby's become beginning Bibliog birth body boys and girls cent character Chicago child study childhood Clark University color connection deductive reasoning defective disease doll drawing Earl Barnes Education eight emotional especially eurhythmics exercise experience eyes fatigue fear feeling give given grade growth habits hand ideas imagination imitation important increase instinct interest Jour Kelynack kindergarten language later learning Lond Macmillan memory ment mental mind Montessori Method months moral mother movements muscles nature nervous normal objects observations organs Otology palæstra parents Pedagogy period person Phila physical play Preyer prisoner's base Proc Psychology puberty pupils question religious rhythms School Children School Hygiene seems sensations sense sight social songs sounds stimuli suggested teacher teaching tests things tion usually various words ΙΟ
Popular passages
Page 482 - the gamesome humor of childhood which is wisely adapted by nature to its age and temper, should be encouraged, to keep up their spirits and improve their health and strength. The chief art is to make all that children have to do, sport and play." He invented games for teaching reading, and suggested others. Richter in his Levana says that "activity alone can bring and hold serenity and happiness. Unlike our games, the plays of children are the expressions of serious activity, although in light, airy...
Page 96 - It must be supplemented by providing proper physical exercise; by insisting in the home on regular hours of sleep; by providing adequate facilities for play and wholesome amusements; by protecting children from the unwholesome associations and corrupting influences of debasing shows and immoral literature; and by maintaining the confidence of children in their parents and teachers, so that signs of danger may be the more promptly detected. 6. The purely scientific instruction must be reinforced...
Page 409 - It would be more exact to say that each linguistic stock must have originated in a single household. There was an Aryan family-pair, a Semitic family-pair, an Algonkin family-pair. And further, it is clear that the members of each family-pair began to speak together in childhood.
Page 260 - Stevens, R. The Question as a Measure of Efficiency in Instruction.
Page 97 - ... at present reaching only a small proportion of children. It is therefore important that in lectures on sex education given to mothers, special emphasis be laid upon this period, and that proper instruction be given as to the care of the child's body. The danger to the child of placing it in the care of an immature or injudicious nurse should be pointed out. Instruction should be given as to how the child's questions relating to the origin of human life may best be answered.
Page 143 - ... thirst were satisfied, or release from clothes, and the effect of the bath and rubbing on her circulation increased the net sense of well-being. She felt slight and unlocated discomforts from fatigue in one position, quickly relieved by the watchful nurse. For the rest, she lay empty-minded, neither consciously comfortable nor uncomfortable, yet on the whole pervaded with a dull sense of well-being. Of the people about her, of her mother's face, of her own existence, of desire or fear, she knew...
Page 112 - Pom pom pullaway," for instance, "may forget all about the goal in the delight of running, and end the game in a chase. So also a little fellow begins to draw the story of the Three Bears, gets interested in making the bear and covers his paper with bears. The movement or activity is what he enjoys. He does not care for making some thing so much as he does for going through the movements of making.
Page 94 - ... may be necessary to preserve health, develop right thinking and control conduct. Its aim is both hygienic and ethical, and whatever knowledge of sex and of sex relations in human life is not necessary at any particular period of the child's life for these ends should not be imparted at that period. In all cases, however, temptations should be anticipated by the instruction necessary to protect the child from physical or moral harm. "A further aim of such instruction, not only to children, but...
Page 242 - ... power or cause. In all his experiences, he and others like him are, more than anything else, the causes, or movers of things. He sees very little of impersonal natural causes. This strengthens what seems to be his instinctive tendency to refer all results to a personal cause. As Sully puts it: "He starts with the amiable presupposition that all things have been hand-produced, after the manner of household possessions. The world is a sort of big house where everything has been made by somebody,...
Page 95 - ... 3. It follows from the above principles that detailed descriptions of external human anatomy are to be avoided; and that descriptions of internal anatomy should be limited to what is necessary to make clear and to impress the hygienic bearing of the facts to be taught. The details of human embryology which have no direct bearing on important practical truths should likewise be avoided.