The Unfolding Of Personality As The Chief Aim In Education

Excerpt from The Unfolding of Personality as the Chief Aim in Education: Some Chapters in Educational Psychology Child-study has more than one kind of fascination. It is part of the study of man; man at a stage when the disguises are few and the self-revelations are many. Nothing more readily focusses for us our interest in humanity. Reading deeply into child-nature we are inevitably beginning to read deeply into life and its meanings. The study of childhood is in itself of universal interest. Opportunities for prosecuting the study are never far to seek. Every school, family, public park, playground, is a laboratory. Crucial experiments are going on whether we heed them or not. The text-book is the child, living out his life before us. The legend which invites us to the study is written in the poetry of free and natural child life: the easy romance, the limitless world of make-believe, and - under even moderately favourable conditions - the spontaneity and the openness of heart and mind. Say "Once upon a time" to children, and they jump back with us to the time that never was. Say "Some day" to children, and they will open their souls to marvel and to believe. This up to, say, eight or nine years of age. Soon after this they begin to want to know "really and truly"; they begin to leave the wonderland of make-believe for the wonderland of fact. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

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Rather than concentrating on educational theory, this book examines the practical problems that educational administrators faced in their efforts to devise and maintain efficient, fair and flexible systems. The book examines the role played by educational psychologists in particular.