The Child: His Nature and His Needs: A Survey of Present-day Knowledge Concerning Child Nature and the Promotion of the Well-being and Education of the Young
A Contribution of The Childrens Foundation, 1924 - 516 sider
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ability activities adenoids adolescence adult Alfred Binet altruism American average become better cation cause Chapter coöperation coördination courses of study curriculum deficient child delinquency detumescence disease doctor of philosophy E. P. Dutton educa educational psychology elementary school experience fact feeling gonad grade growth habits high school human hygiene important increase individual instinct intellectual intelligence intelligence quotient interest knowledge learning live Macmillan malnutrition ment mental age mental development mentally deficient methods mind moral mother movements nature needs nervous normal nutrition organs parents period persons physical development play possible practice principle problem psychology puberty public schools pupils regard relations school children social spontaneous emission subjects superior taught teachers teaching tendencies tests things tion to-day tonsils treatment University University of Iowa vocational welfare words writing York young
Side 262 - Feeble-minded persons; that is to say. persons in whose case there exists from birth or from an early age mental defectiveness not amounting to imbecility, yet so pronounced that they require care, supervision, and control for their own protection or for the protection of others, or. in the case of children, that they by reason of such defectiveness appear to be permanently incapable of receiving proper benefit from the instruction in ordinary schools...
Side 262 - Imbeciles are persons in whose case there exists from birth or from an early age mental defectiveness not amounting to idiocy, yet so pronounced that they are incapable of managing themselves or their affairs, or, in the case of children, of being taught to do so.
Side 398 - I believe that the first development of thought in the child is very much disturbed by a wordy system of teaching, which is not adapted either to his faculties or the circumstances of his life. According to my experience, success depends upon whether what is taught to children commends itself to them as true, through being closely connected with their own personal observation and experience.
Side 123 - The prolonged helplessness of the offspring must keep the parents together for longer and longer periods in successive epochs ; and when at last the association is so long kept up that the older children are growing mature while the younger ones still need protection, the family relations begin to become permanent.
Side 163 - The true spirit of American democracy that all men are born with equal rights and duties has been confused with the political sophistry that all men are born with equal character and ability to govern themselves and others, and with the educational sophistry that education and environment will offset the handicap of hereftity.
Side 85 - ... on repeated examination proves to be correspondingly backward in general physiological development, may frequently make up for his slow start before he reaches maturity. The prognosis in his case would be better than in the case of a child of the same early mental level but who, at the same time, is found to be physiologically well along in the course of development. The fact that he has come on so well in general physical development in the early years without corresponding mental growth would...
Side 84 - Although upon a lower plane, their mental growth runs parallel with that of many cleverer children, in whom the phenomenon is more familiar. There is many a sharp child whose cycle of growth is like that of the mulberry tree, presenting first a long delay, and then a sudden yield of flower and fruit together. Their existence is recognized in the double scholarship examination. In London at the age of thirteen a second examination has been instituted specifically for those who in the current phrase...
Side 20 - ... differentiate between the philosophy of education and the scientific principles of education, since the subject is not merely a critical discussion of facts and principles gathered from other sciences, neither is it merely a profession. It is an empirical science, with its own data, its own viewpoint, its own problems and situations, its own history, and its own practices and opportunities for experimentation. It is largely through scientific experimentation that principles are established and...