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Henrietta Brown Smith. The Child under Eight
The Child under Eight
Table of Contents
PART I. THE CHILD IN THE NURSERY AND KINDERGARTEN. BY E. R. MURRAY. CHAP. I. "WHAT'S IN A NAME?" II. THE BIOLOGIST EDUCATOR III. LEARNING BORN OF PLAY IV. FROM 1816 TO 1919 V. "THE WORLD'S MINE OYSTER" VI. "ALL THE WORLD'S A STAGE" VII. JOY IN MAKING VIII. STORIES IX. IN GRASSY PLACES X. A WAY TO GOD XI. RHYTHM XII. FROM FANCY TO FACT XIII. NEW NEEDS AND NEW HELPS. PART II. THE CHILD IN THE STATE SCHOOL. BY H. BROWN SMITH. I. THINGS AS THEY ARE. XIV. CERTAIN CHARACTERISTICS OF GROWTH XV. THE INFANT SCHOOL OF TO-DAY XVI. SOME VITAL PRINCIPLES. II. PRACTICAL APPLICATION OF VITAL PRINCIPLES. XVII. THE NEED FOR EXPERIENCE XVIII. GAINING EXPERIENCE BY PLAY XIX. THE UNITY OF EXPERIENCE XX. GAINING EXPERIENCE THROUGH FREEDOM. III. CONSIDERATION OF THE ASPECTS OF EXPERIENCE. XXI. EXPERIENCES OF HUMAN CONDUCT. XXII. EXPERIENCES OF THE NATURAL WORLD XXIII. EXPERIENCES OF MATHEMATICAL TRUTHS XXIV. EXPERIENCES BY MEANS OF DOING. XXV. EXPERIENCES OF THE LIFE OF MAN XXVI. EXPERIENCES RECORDED AND PASSED ON XXVII. THE THINGS THAT REALLY MATTER. BIBLIOGRAPHY. INDEX. PART I
THE CHILD IN THE NURSERY AND KINDERGARTEN. CHAPTER I
"WHAT'S IN A NAME?"
CHAPTER II
THE BIOLOGIST EDUCATOR
CHAPTER III
LEARNING BORN OF PLAY
CHAPTER IV
FROM 1816 TO 1919
CHAPTER V
"THE WORLD'S MINE OYSTER"
CHAPTER VI
"ALL THE WORLD'S A STAGE"
CHAPTER VII
JOY IN MAKING
ROBERT BRIDGES
ARTHUR CLOUGH
CHAPTER VIII
STORIES
STANLEY HALL
CHAPTER IX
IN GRASSY PLACES
CHAPTER X
A WAY TO GOD
EMERSON
CHAPTER XI
RHYTHM
CHAPTER XII
FROM FANCY TO FACT
CHAPTER XIII
NEW NEEDS AND NEW HELPS
PART II
THE CHILD IN THE STATE SCHOOL. I. THINGS AS THEY ARE. CHAPTER XIV
CERTAIN CHARACTERISTICS OF GROWTH
Part of this child-study movement has resulted in the slow but sure death of formalism: large classes, material results, and a lack of psychology made formalism the path of least resistance. Painting became "blobbing," constructive work was interpreted as "courses" of paper folding, cutting, tearing; books of these courses were published with minute directions for a graduated sequence. The aim was obedient imitation on the part of the child, and the imagined virtues accruing to him in consequence were good habits, patience, accuracy and technical skill. Self-expression and creativeness were still only theories
A WEEK'S PROGRAMME
CHAPTER XV
THE INFANT SCHOOL OF TO-DAY
CHAPTER XVI
SOME VITAL PRINCIPLES
II. PRACTICAL APPLICATION OF VITAL PRINCIPLES
CHAPTER XVII
THE NEED FOR EXPERIENCE
CHAPTER XVIII
GAINING EXPERIENCE BY PLAY
MORNING. AFTERNOON
CHAPTER XIX
THE UNITY OF EXPERIENCE
THE NURSERY SCHOOL PROGRAMME
PLANS FOR THE DAY WHAT ACTUALLY HAPPENED
THE TRANSITION AND THE JUNIOR SCHOOL PROGRAMME
CHAPTER XX
GAINING EXPERIENCE THROUGH FREEDOM
III. CONSIDERATION OF THE ASPECTS OF EXPERIENCE
CHAPTER XXI
EXPERIENCES OF HUMAN CONDUCT
CHAPTER XXII
EXPERIENCES OF THE NATURAL WORLD
CHAPTER XXIII
EXPERIENCES OF MATHEMATICAL TRUTHS
AFTER THE NURSERY STAGE
CHAPTER XXIV
EXPERIENCES BY MEANS OF DOING
CHAPTER XXV
EXPERIENCES OF THE LIFE OF MAN
GEOGRAPHY
HISTORY
CHAPTER XXVI
EXPERIENCES RECORDED AND PASSED ON
CHAPTER XXVII
THE THINGS THAT REALLY MATTER
Part of her personality is her attitude towards religion. It is difficult to think of a teacher of young children who is not religious, i.e. whose conduct is not definitely permeated by her spiritual life: young children are essentially religious, and the life of the spirit must find a response in the same kind of intangible assumption of its existence as goodness. No form of creed or dogma is meant, only the life of the spirit common to all. But of course there may be people who refuse to admit this as a necessity
BIBLIOGRAPHY
INDEX
THE END
Отрывок из книги
Henrietta Brown Smith, E. R. Murray
Published by Good Press, 2019
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It is a more serious stumbling-block to the Froebelian that Dr. Montessori, while advocating freedom in words, has really set strict limits to the natural activities of children by laying so much stress on her "didactic apparatus," the intention of which is formal training in sense-discrimination. This material, which is an adaptation and enlargement of that provided by Séguin for his mentally deficient children, is certainly open to the reproach of having been "devised by adults." It is formal, and the child is not permitted to use it for his own purposes.
Before everything else, however, comes the fact that in no place has Dr. Montessori shown that she has made any study of play, or that she attaches special importance to the play activities, or natural activities of childhood, on which the Kindergarten is founded. This is probably accounted for in that her first observations were made on deficient children who are notably wanting in initiative.
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