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    Children and Their Books
    Children and Their Books
    Children and Their Books
    Ebook42 pages32 minutes

    Children and Their Books

    By James Hosmer Penniman

    ()

    Read preview
    LanguageEnglish
    PublisherArchive Classics
    Release dateNov 27, 2013
    Children and Their Books

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      Book preview

      Children and Their Books - James Hosmer Penniman

      Project Gutenberg's Children and Their Books, by James Hosmer Penniman

      This eBook is for the use of anyone anywhere at no cost and with

      almost no restrictions whatsoever. You may copy it, give it away or

      re-use it under the terms of the Project Gutenberg License included

      with this eBook or online at www.gutenberg.net

      Title: Children and Their Books

      Author: James Hosmer Penniman

      Release Date: September 15, 2007 [EBook #22604]

      Language: English

      *** START OF THIS PROJECT GUTENBERG EBOOK CHILDREN AND THEIR BOOKS ***

      Produced by Suzanne Lybarger and the booksmiths at

      http://www.eBookForge.net

      CHILDREN AND THEIR

      BOOKS

      BY

      James Hosmer Penniman, Litt. D.

      SYRACUSE, N. Y.

      C. W. BARDEEN, PUBLISHER

      Copyright, 1921, by

      C. W. Bardeen

      CHILDREN AND THEIR BOOKS

      The most vital educational problem will always be how to make the best use of the child's earlier years, not only for the reason that in them many receive their entire school training, but also because, while the power of the child to learn increases with age, his susceptibility to formative influences diminishes, and so rapid is the working of this law that President Eliot thinks that

      the temperament, physical constitution, mental aptitudes, and moral quality of a boy are all well determined by the time he is 18 years old.

      Great waste of the child's time and mental energy in the precious early years is caused by disregard of the way in which his mind unfolds. Not only are children set at work for which they are not yet fitted, but frequently they are kept at occupations which are far below what they might profitably engage in. The child should be guided, not driven; to force his mind is an educational crime. Long continued attention and concentration are injurious, but by using tact a great deal may be accomplished without strain.

      At first the aim should be not so much to fill the mind with knowledge as to develop the powers as they are ready for it, and to cultivate the ability to use them. The plasticity of the child's mind is such that a new impression may be erased quickly by a newer one; his character receives a decided bent only through repeated impressions of the same kind. The imaginative faculty is one of the earliest to appear, and a weakness of our educational systems is the failure to realize its importance and to pay sufficient attention to its development. It is well known that imagination is the creative power of the mind which gives life to all work, so that without it Newton would never have found the law of gravitation, nor Columbus have discovered America. The world of make-believe is filled with delight for the small child.

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