Aspects of Child Life and Education

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Ginn, 1907 - Child development - 326 pages
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Page 23 - ... (3) Every teacher on starting with a new class or in a new locality, to make sure that his efforts along some lines are not utterly lost, should undertake to explore carefully section by section children's minds with all the tact and ingenuity he can command and acquire...
Page 78 - at church, or in company, or when I was reading, and always, I think, when my muscles were at rest, I felt the approach of the mood. Irresistibly it took possession of my mind and will, lasted what seemed an eternity, and disappeared in a series of rapid sensations which resembled the awakening from anaesthetic influence. One reason why I disliked this kind of trance was that I could not describe it to myself. I cannot even now find words to render it intelligible.
Page 277 - ... more intimately ours than the rest. The clothes come next. The old saying that the human person is composed of three parts - soul, body, and clothes - is more than a joke. We so appropriate our clothes and identify ourselves with them that there are few of us who, if asked to choose between having a beautiful body clad in raiment perpetually shabby and unclean, and having an ugly and blemished form always spotlessly attired, would not hesitate a moment before making a decisive reply.
Page 23 - That there is next to nothing of pedagogic value, the knowledge of which it is safe to assume at the outset of school life.
Page 34 - ... or in the clouds, in the church, or even street. He came in our gate, comes to see us sometimes. He lives in a big palace or a big brick or stone house on the sky. He makes lamps, babies, dogs, trees, money, etc., and the angels work for him. He looks like the priest, Frobel, papa, etc., and they like to look at him, and a few would like to be God. He lights the stars so he can see to go on the sidewalk or into the church. Birds, children, Santa Claus, live with him, and most but not all like...
Page 23 - Alas for the teacher who does not learn more from his children than he can ever hope to teach them ! Just in proportion as teachers do this do they cease to be merely mechanical, and acquire interest, perhaps enthusiasm, and surely an all-compensating sense of growth in their work and life.
Page 307 - I say, four I love with all my heart, and five I cast away, etc." Here the apples were quartered and strung, and hung in festoons to dry all over the kitchen. There were quilting bees for girls about to marry, where the men came in the evening and partook of the new species of rice popcorn, served in two large milk pans, with perhaps the most delicious homemade spruce and wintergreen beer.
Page 12 - ... independent answer of their own, but they often love to seem wise, and, to make themselves interesting, state what seems to interest us without reference to truth, divining the lines of our interest with a subtlety we do not suspect ; if absurdities are doubted they are sometimes only the more protested, the faculties of some are benumbed and perhaps their tongues tied by bashfulness, while others are careless, listless, inattentive, and answer at random. Again, many questioners are brusque,...
Page 38 - In about 450 answers 53 wrongs acts are specified, while in, over 350 answers only 34 different good acts are named. The more frequent answers are to mind and be good, or to disobey, be naughty, lie, and say bad words ; but the answers of the girls differ from the boys in two marked ways, they more often name specific acts and nearly twice as often conventional ones, the former difference being most common in naming right, the latter in naming wrong things. Boys say it is wrong to steal, fight, kick,...
Page 25 - As our methods of teaching grow natural we realize that city life is unnatural, and that those who grow up without knowing the country are defrauded of that without which childhood can never be complete or normal.

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