The Pedagogical Seminary, Volume 29J.H. Orpha, 1922 - Child development An international record of educational literature, institutions and progress. |
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absolute gain activity Adler Adlerian anatomical age bisexual boys carpal age carpal development Cassiodorus Cheng Cheng Tu child labor childhood Christian classes College continuation schools control group correlation course CURVES FOR WOMEN epiphysis experiment fact factors female feminine Freud function gain girls give given grade group of incentives hermaphroditic higher human impulse individual industrial instruction integration intelligence Kristiania learners LEARNING CURVES libido male masculine measure ment methods of control Middle School mind monosexual moral mother nature Neoplatonism neurotic Normal School number of permanent organization parents Patristic period permanent teeth personality physical play possible practice pre-school present Primary problem psychic psychology public school pupils puzzle responses scientific score social STANLEY HALL stimulus groups Table teachers teaching tendency tests things tion trial uncon vocational whole woman women words
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Page 69 - I'd rather be A Pagan suckled in a creed outworn; So might I, standing on this pleasant lea, Have glimpses that would make me less forlorn; Have sight of Proteus rising from the sea; Or hear old Triton blow his wreathed horn.
Page 129 - Till a dart strike through his liver; as a bird hasteth to the snare, and knoweth not that It is for his life.
Page 195 - There is no part of history so generally useful as that which relates to the progress of the human mind, the gradual improvement of reason, the successive advances of science, the vicissitudes of learning and ignorance, which are the light and darkness of thinking beings, the extinction and resuscitation of arts, and the revolutions of the intellectual world.
Page 123 - God, its owner, walk in the cool of the evening. He suffered them to range at will and eat of all the fruits he had planted save that of one tree only. But they, incited by a devil, transgressed this single prohibition, and were banished from that paradise with a curse upon their head, the man to live by the sweat of his brow and the woman to bear children in labour. These children possessed from the moment of conception the inordinate natures which their parents had acquired. They were born to sin...
Page 123 - BC, and they would live on an indefinite time, possibly, that chronological symmetry might not be violated, until AD 4004. The opening and close of this drama were marked by two magnificent tableaux. In the first, in obedience to the word of God, sun, moon, and stars, and earth with all her plants and animals, assumed their appropriate places, and nature sprang into being with all her laws. The first man was made out of clay, by a special act of God, and the first woman was fashioned from one of...
Page 51 - In antediluvian times, while the animal kingdom was being differentiated into swimmers, climbers, runners, and fliers, there was a school for the development of the animals. The theory of the school was that the best animals should be able to do one thing as well as another. If an animal had short legs and good wings, attention should be devoted to running, so as to even up the qualities as far as possible. So the duck was kept waddling instead of swimming.
Page 52 - No one was allowed to graduate from the school unless he could climb, swim, run and fly at certain prescribed rates; so it happened that the time wasted by the duck in the attempt to run had so hindered him from swimming that his swimming muscles...
Page 195 - For no man hath propounded to himself the general state of learning to be described and represented from age to age, as many have done the works of Nature, and the state, civil and ecclesiastical; without which the history of the world seemeth to me to be as the statue of Polyphemus with his eye out, that part being wanting which doth most show the spirit and life of the person.
Page 195 - HISTORY is Natural. Civil, Ecclesilitenirum. . T . ' astical, and Literary; whereof the three first I allow as extant, the fourth I note as deficient. For no man hath propounded to himself the general state of learning to be described and represented from age to age...
Page 110 - Science is compelled to aim at realities lying behind and beyond the processes of nature, and to carry on its search for these realities by means of rational forms transcending ordinary modes of perception and inference. There are, indeed, but two alternative courses. We must either find the appropriate objects and organs of knowledge in the mutual interactions of changing things; or else, to escape the infection of change, we must seek them in some transcendent and supernal region.